ethanporcaro/eric-fulltext-meta huggingface dataset:
Immediate and Long-Term Effects of &quot;Learning by Teaching&quot; on Knowledge of Cognition
Author: Gutman, Mary
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Experiential Learning,Comparative Analysis,Teaching Methods,Metacognition,Technology Uses in Education,Pretests Posttests,Instructional Effectiveness,Foreign Countries,Multivariate Analysis,Statistical Analysis

Learning By Teaching (LBT) programs for pre-service teachers in two different environments (technological and face-to-face) were compared using 100 pre-service teachers as subjects. Both programs were based on the IMPROVE instructional method which provides explicit metacognitive steps for LBT with a dual perspective (2P): that of the teacher and that of the learner. The dependent variables Knowledge of Cognition (KC) in learning and in teaching were tested for their immediate and long-term effects in a Technology-Based System group (TBS+2P), and in a Face-to-Face group (F2F+2P). Post-test results of KC have indicated that the TBS+2P group had shown a higher level of conditional and procedural knowledge of teaching. The TBS+2P group has also performed better in measures of long-term effects of declarative knowledge in teaching. Both theoretical and practical implications of this study are discussed.
Trust in School Principals: Teachers' Opinions
Author: Balyer, Aydin
Date: 2017-00-00
Type: Journal Articles
Subjects: Trust (Psychology),Principals,Teacher Attitudes,Foreign Countries,Qualitative Research,Semi Structured Interviews,Instructional Leadership,Teachers

Trust is considered as one of the essential elements at schools. Although it is important, there is relatively little research on trust in educational settings. Research indicate that trust across school affects much of a school's functioning and it is a critical resource as principals embark on improvement plans. In this regard, it is a matter of question whether teachers trust in their principals as school leaders, in their administrative implementations and in their principals' personalities. Therefore, this qualitative study purposed to discover teachers' opinions on their trust in their school principals. Results reveal that teachers of this sample do not trust in their principals in all sub-themes in general. It can be concluded that there is a lack of trust in their principals in all sub-themes among teachers at schools. It is recommended that principals should be chosen and appointed to their posts with a more careful way.
Which Perceptions Do We Have Related to Our Rights as Child? Child Rights from the Perspective of Primary School Students
Author: Hareket, Erdem
Date: 2017-00-00
Type: Journal Articles
Subjects: Childrens Rights,Childhood Attitudes,Elementary School Students,Grade 4,Qualitative Research,Semi Structured Interviews,Transcripts (Written Records),Student Surveys,Individual Development,Social Life,Freedom,Legal Responsibility,Quality of Life,Life Satisfaction,Student Attitudes,Foreign Countries

This study was carried out with the goal of investigation of perceptions and views which are related to children's rights of forth grade primary school students. The research was designed properly to qualitative research approach. This research was made with 156 4th grade students. In determining of the research group, criterion sampling technique was used. In the process of getting research data, survey form, written documents and semi-structured interview form were used. The research data were analyzed with content analysis method. As a result of research, it was determined that children indicated that they have some rights such as have adequate nutrition, be respected by everyone, play games, feel being loved and attract attention, have fun and get qualified education. On the other hand, some rights such as make decisions and choices independently on issues related to self, live, shelter, protect themselves from all kinds of danger and get information are expressed by participants more less than other rights. In addition to this, it was determined that some responsibilities are perceived as rights by children. Consequently, it was determined that the children have not adequate awareness about own rights. Depending on the research results it was suggested that awareness and perceptions of students related to own rights should improved with qualified and entertaining children's rights education.
Examination of the Relationship between the Preschool Teachers' Attitudes towards Mathematics and the Mathematical Development in 6-Year-Old Preschool Children
Author: Çelik, Meryem
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Mathematical Aptitude,Preschool Children,Early Childhood Education,Mathematics Achievement,Mathematics Tests,Mathematics Skills,Attitude Measures,Correlation,Scientific Attitudes,Likert Scales,Foreign Countries,Statistical Analysis

This study was carried out to determine whether there is a relationship between the preschool teachers' attitudes towards mathematics and mathematical development in 6-year-old preschool children. The sampling of the study was consisted of 30 teachers working with 6 years old children and their 120 students in public kindergartens and independent preschool classrooms in Erzurum City. Teachers' attitudes towards mathematics education were measured using the &quot;Preschool Teachers' Attitudes towards Early Mathematics Education Determination Tool&quot; and the levels of mathematical development in children were measured using the &quot;Progress in Math 6 Test.&quot; Collected data were analyzed using both descriptive and predictive statistical methods. Results presented that there was a positive and significant relationship between the preschool teachers' attitudes towards mathematics and the mathematics development in 6-year-old preschool children. Furthermore, the preschool teachers' attitudes towards mathematics were also determined to have an effect on the selection of mathematics skill areas included in the programs. According to these results, it can be said that teachers' attitudes towards mathematics directly affect the mathematical development in children.
Relationship between Job Statisfaction Levels and Work-Family Conflicts of Physical Education Teachers
Author: Ulucan, Hakki
Date: 2017-00-00
Type: Journal Articles
Subjects: Family Work Relationship,Conflict,Job Satisfaction,Physical Education Teachers,Physical Education,Foreign Countries,Questionnaires,Comparative Analysis,Statistical Analysis

Study aims to examine the relationship between perceived job satisfaction levels and work-family conflicts of the physical education teachers. Research group consists of 154 volunteer physical education teachers that work full time in governmental institutions in Kirsehir city and its counties. To acquire the job satisfaction datum; the Minnesota job satisfaction Scale, developed by Weiss, Dawis, England and Lofquist (1967) and adapted to Turkish version by Baycan (1985), was used. For acquiring the work-family conflict datum the Work-Family Conflict Scale, developed by Netemeyer et al. (1996) and adapted to Turkish by Efeoglu (2006), was used. While there was no meaningful difference determined between groups in the job satisfaction levels of physical education teachers according to gender and working year in the institution variance there was a meaningful difference determined between groups according to age and working year variance. When work-family conflict levels of teachers are considered while there was no meaningful difference found between groups according to gender variance there was a meaningful difference determined between groups according to age and working year in that institution variances. As a result, there was no meaningful relationship found between job satisfaction levels and work-family conflict levels of physical education teachers.
Demystifying the Common Core in Kindergarten Writing
Author: Cress, Susan W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Emergent Literacy,Kindergarten,Early Childhood Education,Knowledge Base for Teaching,Writing Instruction,Writing Achievement,Demonstrations (Educational),Common Core State Standards

Having a set of standards, whether they are common core or state standards, appropriate for kindergarten children is a concern raised by many early childhood educators and parents. Given that at this point and time standards are recognized by many other stakeholders as a way of ensuring children are ready for the future, it is time to further investigate ways to infuse standards into the curriculum in an appropriate way. The developmental appropriateness, and the planning, implementation, and assessment techniques of the curriculum are key to meeting the standards. The article focuses on writing as one example of providing an environment where children can work at their own developmental level. Teachers must be knowledgeable about development, appropriate activities, and the fundamentals of literacy. Samples of kindergarten writing are used to illustrate and explore the possibilities of fostering an appropriate writing curriculum.
Negotiating Competing Progressive Era Reform Impulses at Teachers College, 1889-1927
Author: Murrow, Sonia
Date: 2017-00-00
Type: Journal Articles
Subjects: Schools of Education,Educational History,Educational Change,Progressive Education,Case Studies,Professionalism,Teacher Education

This case study situates the evolution of Teachers College as a negotiation between two strands of Progressive Era social reform--one that emphasized direct service and one that emphasized the development of education as a profession. While in the early years of Teachers College efforts at professionalizing education were privileged, the consequences of this &quot;victory&quot; were ironic. Increased agreement that teaching and administering schools required expert knowledge and skill that could be acquired by specialized training enhanced the position of Teachers College, Columbia University and its reputation. However, ultimately neither teaching nor school administration achieved the status of an autonomous and self-regulating profession. This case study provides historical evidence that suggests that failure has left college and university based teacher education vulnerable to criticism from the &quot;descendants&quot; of direct service reformers and sheds light on contemporary challenges to teacher education. A bibliography is included.
&quot;I Reassessed Who I Am&quot;
Author: O'Meara, Casey
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Experience,Social Justice,Service Learning,Citizenship Education,Case Studies,Multimedia Materials,Observation,Institutional Characteristics,Teaching Methods,College Programs,Interviews

This instrumental case study describes students' experiences in an academic cluster gateway course through social justice service-learning as civic learning pedagogy. The case under study recognized institutional factors supporting participatory off-campus community learning, and social justice service-learning as a type of civic learning pedagogy.
&quot;Empathize with Me, Doctor!&quot; Medical Undergraduates Training Project: Development, Application, Six-Months Follow-Up
Author: Kiosses, Vasileios N.
Date: 2017-07-00
Type: Journal Articles
Subjects: Empathy,Undergraduate Students,Medical Education,Instructional Effectiveness,Experiential Learning,Training,Followup Studies,Foreign Countries,Pretests Posttests,Humanistic Education,Questionnaires

The aim of the study was to assess the effectiveness of specially designed, empathy training for medical undergraduates, based on the principles of Person-Centered Approach. Within the context of the humanistic person-centered patient care, the experiential, 60-hour &quot;Empathize with me, Doctor!&quot; training program contains theory, personal development and skills development. Role plays, experiential exercises, self-awareness exercises, active listening practice and conduction of a person-centered interview constituted the training. Forty-two medical undergraduates (66% females; 29% fourth year of study, 40% fifth, 31% sixth) from the University of Ioannina in Greece applied and all of them completed the empathy training. Forty-five medical students comprised a similar according to age and year of studies control group. The Jefferson Scale of Physician Empathy (JSPE) was used to assess the empathic performance, and Cohen's d to assess the practical importance of any statistical difference. The JSPE mean score (and standard deviation) before, after and six months follow-up was 109.3(12.7), 121.1(9.0), 121.1(9.5), respectively. The before-after and before-follow-up difference was highly significant (CI95%, p&lt;0.001 in both cases), and of great practical importance (d = 1.072, d = 1.052, respectively), while no decrease was observed six-months later (CI 95%, p = 0.999, d&lt;0.001). Control group reached a JSPE 108.7(10.5), similar to intervention group before training (CI95%, p = 0.832), and highly different and important compared to after (CI 95%p&lt;0.001; d = 1.268) and follow-up (CI 95%, p&lt;0.001; d = 1.238) intervention scores. The &quot;Empathize with me, Doctor!&quot; improved significantly and importantly medical undergraduates' empathic performance, which was maintained intact for at least six months.
&quot;We Don't Recruit, We Educate&quot;: High School Program Marketing and International Baccalaureate Programmes
Author: Donovan, Martha K.
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Advanced Placement Programs,Marketing,School Choice,Educational Policy,Discourse Analysis,Semiotics,Business,Policy Analysis,Student Recruitment,Selective Admission,Competition,Educational Improvement,Career Education,Technical Education,Public Schools

Public education reformers have created a widespread expectation of school choice among school consumers. School leaders adopt rigorous academic programs, like the International Baccalaureate (IB) Diploma Programme (DP) and Career Programme (CP), to improve their market position in the competitive landscape. While ample research has investigated the nature of school choice policies, few studies have looked directly at marketing language or materials to probe the meanings of the sales pitches used by schools to recruit students for selective enrollment programs. This study aimed to develop understandings of meanings that emerge from the marketing discourses of specialized secondary programs. It draws from document analysis (Prior, 2003) and multi-modal social semiotics (Hodge &amp; Kress, 1988; Kress, 2010) to investigate the marketing of IB Programmes in two U.S. high schools. American schools operate within the quasi-market education system and engender business ideologies meant to attract program participants and supportive parents. The policy discourses of school choice are maneuvered into marketing narratives to shape the 21st century student-subject.
From a Pedagogy of Vulnerability to a Pedagogy of Resilience: A Case Study of the Youth and Gender in Media Project
Author: Funk, Steven
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Issues,Case Studies,Experience,Workshops,Qualitative Research,Social Justice,Homosexuality,Sexual Orientation,Sexual Identity,Youth,Social Bias,Mental Health,Professional Personnel,Allied Health Personnel,Teachers,At Risk Persons,Surveys,Curriculum,Student Role,Educational Environment

Much media attention has recently focused on gender expansive students in schools. Whether arguing over bathroom rights or wardrobe freedoms, many educators feel caught in a crossfire between protecting their students and maintaining the status quo of an extremely binary educational system. After reviewing the history of the pathologization of gender expansiveness and the normalization of the gender binary, this study reveals the data from an examination of four workshops conducted by the Youth and Gender Media Project over the course of two years. The experiences of educators, mental health experts, healthcare providers, and primary caretakers of gender expansive individuals who participated in the workshops are described using qualitative methods. The findings underscore the need for introducing gender expansive and gender inclusive materials into curricula while expressing the frustration of those who feel that this is important, yet difficult. This article suggests that educators play a critical role in challenging the history of discrimination against gender expansive individuals and that their willingness to avail themselves of the material that currently exists is not merely a matter of taste, but a matter of social justice, of equity, and of proactively evolving the discourse of gender and its ideological implications in the classroom.
The Development of Chorus Motivation Scale (CMS) for Prospective Music Teacher
Author: Ozgul, Ilhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Test Construction,Singing,Music Teachers,Preservice Teachers,Motivation,Questionnaires,Factor Analysis,Test Validity,Test Reliability,Foreign Countries,Preservice Teacher Education,Music Education,Essays,Student Attitudes,Goodness of Fit,Leadership,Attention,Academic Achievement,Anxiety,Construct Validity,Statistical Analysis

The purpose of this study was to develop a Chorus Motivation Scale (CMS) that is tested in terms of reliability and construct validity by determining the student perceptions of effective motivation strategies in Chorus training in Turkish Music Teacher Training Model. In order to develop a Chorus Motivation Scale, Questionnaire-Effective Motivation Strategies in Chorus Training was applied to second-year, third-year, and fourth-year students who study at Music Teacher Training departments of nine different state universities from seven geographical regions in Turkey (N = 794). Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted in accordance with new/initial scale development procedures. Analysis of the data reveals a good structure model comprising reliable factors. Confirmatory factor analyses indicated that a model including factors representing the dimensions Leadership, director/student attention, achievement and anxiety was the best fit. The four-factor model yielded RMSEA and SRMR values (=0.05) demonstrating an excellent fit and CFI value with an adequate fit to the data. Cronbach's alpha and initial-final reliability results indicated good to excellent consistency across all CMS subscales, with coefficients ranging from 0.64 to 0.90.
Repeated E-Book Reading and Its Contribution to Learning New Words among Kindergartners
Author: Korat, Ofra
Date: 2017-07-00
Type: Journal Articles
Subjects: Repetition,Reading Instruction,Electronic Publishing,Educational Technology,Vocabulary Development,Kindergarten,Randomized Controlled Trials,Teaching Methods,Dictionaries,Conventional Instruction,Receptive Language,Expressive Language,Pretests Posttests,Comparative Analysis,Foreign Countries,Intelligence Tests,Verbal Ability,Vocabulary,Statistical Analysis

The contribution of repeated e-book reading with and without word explanation support and its effect on receptive and expressive word learning among preschoolers was examined. Seventy-eight kindergartners were randomly divided into an experimental and a control group. The experimental group received two individual reading sessions of an e-book with a dictionary that provided word explanations. The children clicked on hotspots which provided the explanation two more times. The children thus heard the meaning of the word three times in each session, with a total of six times. Not all difficult words received a dictionary explanation. The control group received the regular kindergarten program. The children's receptive word learning, word explanation and production of focal words were tested pre and post intervention. An improvement in all dependent measures was found post-intervention, compared to the control group. The dictionary in the e-book supported not only receptive word learning, but also word explanation. Words that received a dictionary explanation supported word learning better than words which were not included in the dictionary. Furthermore, receiving support six times was more effective than three times. Educational implications are discussed.
Are Password Management Applications Viable? An Analysis of User Training and Reactions
Author: Ciampa, Mark
Date: 2011-06-00
Type: Journal Articles
Subjects: Information Security,Information Storage,Information Retrieval,Memorization,Use Studies,Users (Information),Training,Technology Uses in Education,Undergraduate Students,Student Attitudes,Student Surveys,Likert Scales,Information Management,Access to Information

Passwords have the distinction of being the most widely-used form of authentication--and the most vulnerable. With the dramatic increase today in the number of accounts that require passwords, overwhelmed users usually resort to creating weak passwords or reusing the same password for multiple accounts, thus making passwords the weakest link in the chain of security. It has been recognized that instead of solely relying on their memory for passwords, users can take advantage of technology. One such technology is a password management application, which enables a user to create and store multiple passwords in a strongly protected file and then retrieve them as necessary, thus alleviating the need to memorize numerous passwords. However, few users have chosen to take advantage of these applications. Is it because users have rejected them as poor solutions, or because they were unaware of these applications and their potential benefits? Would users be more favorable towards password management applications after they received training about these applications and then used them? What limitations of these applications could be addressed to foster more widespread use? To-date no studies have provided training to users regarding these applications prior to surveying their reactions to determine if indeed these applications are suitable for the average user. This paper describes a study regarding user's training, use, and perceptions of a password management application.
A &quot;Rainmaker&quot; Process for Developing Internet-Based Retail Businesses
Author: Abrahams, Alan S.
Date: 2011-06-00
Type: Journal Articles
Subjects: Retailing,Business,Internet,Information Systems,Programming,Case Studies,Models,Entrepreneurship,Computer Software,Guidelines,Teaching Methods,Business Administration Education,Web Sites

Various systems development life cycles and business development models have been popularized by information systems researchers and practitioners over a number of decades. In the case of systems development life cycles, these have been targeted at software development projects within an organization, typically involving analysis, design, programming, testing, and deployment. For business development models, phase-based approaches for developing generic businesses have been proposed. With the recent surge in popularity of online businesses, and particularly web-based hosted services for online start-ups, a gap has emerged in the information systems literature for development processes specifically tailored to developing internet-based retail businesses. In this paper, we present such a process, which we dub the &quot;Rainmaker&quot; process for developing internet-based businesses. We demonstrate, through a real case study, how the Rainmaker model can be successfully applied.