ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study on the Altruism Levels of Physical Education Teachers in Kütahya
Author: Eynur, Recep Baybars
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Altruism,Gender Differences,Place of Residence,Teacher Characteristics,Institutional Characteristics,Colleges,Elementary Secondary Education,Foreign Countries,Rural Urban Differences,Elementary Schools,Secondary Schools,High Schools

The aim of this study is to examine the altruism levels of the physical education teachers working in Kütahya. 105 physical education teachers, 53.3% female and 46.7% male, participated in the research. The altruism scale created by Ersan and Çabuker was used in the study. T-test and ANOVA were used for independent samples in the research statistics, and Bonferroni and Tamhane were used for the difference of subgroups (a = 0.05). In the normality tests conducted according to the variables, Mann Whitney U and Kruskal Wallis H Tests were used for dependent variable results that did not show normal distribution (a = 0.05). According to the research results, it was found that there was a significant difference in the selfishness sub-dimension of female physical education teachers compared to male physical education teachers (p &lt; 0.05). According to the results of the research, it was determined that there was a significant difference between the groups in all total scores according to the residence place of physical education teachers (p &lt; 0.05). In the subgroup analysis, a significant difference was found between the self-sacrifice, selfishness and altruism scores of physical education teachers residing in the town and metropolitan area (p &lt; 0.05). According to the variable of the alma mater, a significant difference was found between the graduates of college and the graduates of the Institute in favour of the graduates of the selfishness sub-dimension (p &lt; 0.05). This revealed that college graduates displayed less selfish behaviour than the graduates of the Institute.
The Effect of Work Engagement and Mindfulness on Organizational Behavior
Author: Kaçay, Zülbiye
Date: 2020-00-00
Type: Journal Articles
Subjects: Work Attitudes,Metacognition,Industrial Psychology,Organizational Climate,Correlation,Resilience (Psychology),Job Performance,Positive Attitudes,Self Efficacy,Attention,Government Employees,Public Agencies,Youth,Athletics,Foreign Countries

The aim of this study was to determine the effect of work engagement and mindfulness on positive organizational behavior. A total of 203 participants, 73 females (36.0%) and 130 males (64.0%) working in different positions and levels in the Ministry of Youth and Sports in September 2020 participated in the study voluntarily. The Utrecht Work Engagement Scale, Mindfulness Scale, Positive Organizational Behavior Scale were used in the study. In the analysis of the data; Skewness and Kurtosis, multiple linear regression analysis, Pearson Moments Multiplication Correlation Coefficient, Multiple Linear Regression Analysis and descriptive statistics were used. The work engagement, mindfulness levels of the participants were high and their positive organizational behavior levels were at the acceptable level. It was determined that there was a significant relationship between all the scales and their sub-dimensions. In addition, it was concluded that 37% of optimism, 21% of psychological resilience, 34% of hope and 47% of self-efficacy were explained by vigor, absorption, concentration and mindfulness.
Exploration of Decision-Making Styles Exercised by Heads of Secondary Schools in Punjab and the Effects of Gender on Decision-Making
Author: Qamar, Zia Ahmad
Date: 2020-08-00
Type: Journal Articles
Subjects: Decision Making,Leadership Styles,Foreign Countries,Gender Differences,Teacher Attitudes,Secondary School Teachers,Department Heads

The intent of the study was to explore the various decision-making styles practiced by the heads of secondary schools in Punjab and to examine the effects of gender on decision-making styles prevailing amongst the secondary school head teachers in the districts of Sahiwal division, viz. Sahiwal, Okara and Pakpattan. A survey based on the opinions of the teachers working under different decision-making styles was conducted through a rating scale devised for the purpose and was utilized over a sample of 960 teachers. ANOVA and Chi-Square were applied to measure mean score, standard deviation and p-value less or equal to 0.05 was considered as significant. It was found that all the decision-making styles like rational, intuitive, dependent, avoidant and spontaneous were being practiced by the heads regardless any gender discrimination with minor difference. Not a single decision-making style was specific to gender. There was no significant difference in the head teachers' use of decision-making style. Moreover, it was also found that rational decision-making style was the most opted style by both the genders. The only difference which subsists was that the ratio of rational decision-making style was slightly better among females. Therefore, the study recommends that the head teachers should contribute their preference to the rational decision-making style.
Using Gender Responsive Collaborative Learning Strategy to Improve Students&apos; Achievement and Attitude towards Learning Science in Virtual and Hands-On Laboratory Environment
Author: Akhigbe, Jeremiah Nosakhare
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,Cooperative Learning,Academic Achievement,Student Attitudes,Scientific Attitudes,Electronic Learning,Hands on Science,Science Experiments,Instructional Effectiveness,Secondary School Students,Single Sex Schools,Coeducation,Foreign Countries,Attitude Change

One way of ensuring gender equality in science education is by mainstreaming gender components into the pedagogical delivery of science instruction. Thus, the researchers in this study designed a Gender Responsive Collaborative Learning Strategy (GR-CLS) based on Universal Design for Learning (UDL) principles. The effectiveness of this instructional paradigm on students' achievement and attitude was determined in a mixed factorial quasi-experimental research design study conducted in a virtual and hands-on laboratory learning environment. Multistage sampling technique was used to select a total sample of 218 secondary school students from same sex and mixed sex schools. The six hypotheses formulated in the study were tested using Means and Analysis of Covariance (ANCOVA). Empirical findings revealed a significant difference in the mean achievement and attitude scores of both male and female students who were exposed to GR-CLS under virtual and hands-on laboratory environment respectively compared to those who were not exposed to GR-CLS. These results indicate that GR-CLS is an effective pedagogical strategy for improving students' achievement and attitude regardless of gender. Nevertheless, it was discovered that GR-CLS leads to a significant improvement in the achievement of students from same sex schools over mixed sex schools. The study, therefore, recommends the adoption of GR-CLS by science teachers in the planning and implementation of science lessons to create equal opportunities for both male and female students to benefit maximally from learning activities carried out in the laboratory.
Leveraging Campus Collaboration to Better Serve All Students with Disabilities (Practice Brief)
Author: Lalor, Adam R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Higher Education,College Students,Self Disclosure (Individuals),Student Needs,Student Personnel Services,Accessibility (for Disabled),Teacher Role,College Faculty,Teacher Competencies,High School Students,Information Dissemination,Outreach Programs

Historically, disability services focused on serving the needs of students with disabilities who formally disclose a disability to their office. However, with only 35% of students with disabilities self-disclosing to disability services, the majority of students with disabilities must navigate postsecondary education without the use of accommodations. This manuscript argues that disability services professionals can use campus collaborations and campus outreach initiatives to provide information about all students with disabilities to a range of campus personnel. The manuscript begins with an overview of what is known about non-disclosing students with disabilities and the competence of faculty and staff to serve students with disabilities. It then presents the findings from interviews with three disability services offices that are striving to serve all students with disabilities through strategically developed collaborations, relationships, and ongoing communication with faculty and staff across campus. Recommendations for practice are presented.
Native or Non-Native Instructors? A Case Study on Foreign Language Speaking Anxiety in EFL Classroom
Author: Yentürk, Ceren
Date: 2020-00-00
Type: Journal Articles
Subjects: Anxiety,Native Speakers,Second Language Learning,Likert Scales,Communication (Thought Transfer),Foreign Countries,Gender Differences,Age Differences,Student Attitudes,Teacher Characteristics,College Students,College Faculty,English (Second Language)

The purpose of this study is to investigate foreign language speaking anxiety in the Non-Native and Native Instructors' classroom. To this end, Horwitz, Horwitz &amp; Cope's (1986) Foreign Language Classroom Anxiety Scale (FLCAS) was administered to 469 EFL learners studying at three universities in Ankara. The data was collected through a questionnaire and adapted from the Foreign Language Classroom Anxiety Scale (hereafter referred to as FLCAS), which was developed by Horwitz et al. (1986). According to the results, there are differences in the items such as preparation and negative evaluation in Non-Native and Native Instructors' classroom. When the variables such as age, gender and the length of study were taken into consideration, it was found that the participants' length of study is a significant factor in foreign language speaking anxiety. However, no correlation was found between the anxiety and age and gender. In addition to that, the participants with more years of instructions showed lower anxiety levels when compared to others.
Thai Tones in Chinese Students after Using the &quot;Tone Application&quot; and Their Attitudes
Author: Teeranon, Phanintra
Date: 2020-00-00
Type: Journal Articles
Subjects: Tone Languages,Intonation,Thai,Chinese,Second Language Learning,Second Language Instruction,Teaching Methods,Native Language,Difficulty Level,Pronunciation,Acoustics,Computer Software,Telecommunications,Handheld Devices,Classification,Student Attitudes,Majors (Students),Undergraduate Students,Phonetics,Foreign Countries

This study investigates the acoustic characteristics of Thai tones produced by Chinese students learning Thai through the &quot;Tone Application&quot;, and conducts an attitude test towards the use of the Tone Application. A comparison of Thai tones pronounced by the participants with 40 native Thai speakers was also conducted. The acoustic characteristics studied in this research were the fundamental frequencies analyzed with the Praat program version 6.0.9. Statistical analysis such as mean, standard deviation, and t-test were used. The findings revealed that the Tone Application (a mobile phone application for practicing listening and speaking Thai) can partially promoted better tone pronunciation in Chinese students learning Thai as a foreign language. After utilizing the Thai Tone Application with the Chinese students, they could pronounce the mid, the low, the high, and the rising tones. However, the application failed to enhance falling tone which is linguistically classified as the problematic tone for Chinese students. In other words, the application helped expedite contour tones such as the high tone and the rising tone, but not the falling tone. It is questionable whether the application can replace the instructor or not. This study to also show another perspective on the acoustic study of Thai tones issues and another angle of students' attitude towards the use of a language application.
Validity and Reliability Study of Academic Self-Efficacy Scale for Faculty Members
Author: Safali, Serdar
Date: 2020-08-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Self Efficacy,College Faculty,Test Construction,Factor Analysis,Foreign Countries

In this study, it is aimed to develop a measurement tool with measurement validity and reliability, which can be utilized to identify the academic self-efficacy attitudes of faculty members working in the education faculty. The literature was screened during the development of the scale, the opinions of the teaching staff about the subject were taken one-on-one, and a pool of 40 items was created by making use of the previous studies related to this field. The validity and reliability of the measurement tool were analyzed on the 410-person data set obtained from the application. Exploratory Factor Analysis (EFA) was conducted with the remaining 200 data from the data set, without looking at specific criterion on the structure validity of the scale. As a result of the Exploratory Factor Analysis applied to the data obtained after the first application, 7 items were removed from the 40-item scale. It was determined that the remaining 33 items consisted of 5 sub-dimensions. The scale sub-dimensions are named as follow respectively; &quot;Comparing yourself with other faculty members&quot;, &quot;Being able to combat the difficulties faced&quot;, &quot;Self-development&quot;, &quot;Effective teaching process of a course&quot; and &quot;Extracurricular activity&quot;. The Cronbach's alpha coefficient was 0.877 for the whole scale, and it was as follows for the subdimensions in respective order; 0.920, 0.927, 0.895, 0.833, and 0.828. These findings have revealed that the scale is a tool that can measure academic staffs' Self-Efficacy levels with five factors. The scale is expected to be used by researchers in the field.
Secondary Analysis of Reading-Based Activities Utilizing a Scripted Language Approach: Evaluating Interactions between Students with Autism and Their Interventionists
Author: Sparapani, Nicole
Date: 2020-09-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Interaction,Reading Instruction,Student Participation,Interpersonal Communication,Scripts,Children,Preadolescents,Student Behavior,Responses,Language Usage,Teaching Methods,Asperger Syndrome,Language Skills,Cognitive Ability

Students with autism spectrum disorder (ASD) often exhibit challenges with reading development. Evidence-based interventions and specialized approaches to reading instruction are currently being implemented across educational contexts for learners with ASD (Machalicek et al., 2008), yet there is limited understanding of how core ASD features may impact effective delivery of instruction and student participation. We begin to address this need by evaluating the reciprocity between instructional talk and student participation within a reading intervention utilizing a scripted language approach that was being piloted on students with ASD. Method: This study used archival video-recorded observations from the beginning of a reading intervention to examine the interactions between 20 students (18 boys, two girls) with ASD (7-11 years old, M = 9.10, SD = 1.74) and their interventionists (n = 7). Lag sequential analysis was used to examine the frequency of student initiations and responses following the interventionists' use of responsive, open-ended, closed-ended, and directive language. Results: Findings describe the types of and illustrate the variability in interactions between students and their interventionists, as well as highlight language categories that are linked to student participation. Conclusions: These data provide a snapshot of the nature and quality of interactions between students with ASD and their interventionists. Findings suggest that delivery of instruction, including the language that interventionists use, may be an important area of focus when evaluating the effectiveness of reading-based practices across educational settings for learners with ASD, even within the confines of highly structured interventions.
An Investigation of the Relation between Pre-Service EFL Teachers&apos; Emotions and Their Approaches to Teaching
Author: Kirmizi, Özkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Language Teachers,Second Language Learning,Second Language Instruction,Emotional Response,Preservice Teachers,Student Attitudes,Measures (Individuals),Practicums,Teacher Education Programs,English (Second Language),Correlation,Literature,Foreign Countries

Learning is as much an emotional process as a cognitive one. There is no doubt that human beings are emotional beings, which, to a large extent, determines their cognitive and social relations with their environments. Teachers are no exceptions as they can both enhance or inhibit student learning. Teacher emotion is a burgeoning area of research and has received considerable attention lately. Studies underline the role of teacher emotions in their practices. Nevertheless, although there is an abundance of research on emotions, very few studies focused on the role of emotions on beliefs about teaching approaches. Therefore, the present study aims at measuring pre-service EFL teachers' emotions and their impact on their beliefs about teaching approaches. Purposeful sampling was utilized in the study. Pre-service teachers who have gone through the process of practicum were selected to gain better insights into their emotions and approaches to teaching. Two questionnaires were used within the scope of the study. The first is &quot;Teacher Emotion Inventory,&quot; developed by Chen (2018). The second instrument is the &quot;Approach to Teaching Inventory,&quot; developed by Trigwell, Prosser, and Ginns (2005). A total of 67 EFL teachers participated in the study. Results indicate that the most common emotion among pre-service EFL teachers is &quot;fear&quot; and the most preferred teaching approach is &quot;knowledge transmission approach.&quot; In addition, the findings also show that &quot;sadness&quot; is highly related to &quot;knowledge transmission approach&quot;.
Examining Readers&apos; Perceptions of Translations: The Case of Stephen King&apos;s Works in Turkish
Author: Tas Ilmek, Seda
Date: 2020-00-00
Type: Journal Articles
Subjects: Turkish,Translation,Authors,Novels,Literary Genres,Publishing Industry,Censorship,Language Usage,English,Electronic Publishing,Computer Mediated Communication,Group Discussion,Decision Making,Business,Marketing,Foreign Countries

Known as the master of horror with more than sixty novels, Stephen King's works have been translated into Turkish since 1970's and published mainly by &quot;Altin Kitaplar&quot; Publishing House. His works, frequently being among the best-sellers, have been retranslated into Turkish and reprinted countlessly with updated covers and labels such as &quot;uncensored complete book&quot; or &quot;complete book&quot; in the last years. Such instances mostly cause Turkish readers to question various publishing practices of the publisher from diverse perspectives and discuss particularly the concepts of &quot;retranslation&quot;, &quot;reprint&quot;, &quot;revision&quot;, &quot;censorship&quot; and &quot;cutting&quot;. This study aims to examine readers' reception and perceptions of above-referred concepts made itself evident lately regarding Turkish translations of King's works. In this sense, it benefits from online data such as readers' blogs and discussion forums in which they share a plethora of comments and make detailed discussions by tracing the links among King's translations. The study concludes that readers largely face with a confusion as a result of diverse publishing practices of the publisher such as &quot;reducing&quot; the books, publishing &quot;un/complete&quot; translations or labelling translations divergently. Moreover, it reveals that the decisions taken in the publishing processes are usually market-driven. The notion of market convenience provides an explanation for the translation or labeling practices such re/translation, re/print, censorship and cutting in readers' views and that being the case, readers try to urge publishers to take decisions particularly on the grounds of not reducing or censoring texts and high quality in translation practices.
Student with Special Needs and Mathematics Learning: A Case Study of an Autistic Student
Author: Sabaruddin, Sabaruddin
Date: 2020-10-00
Type: Journal Articles
Subjects: Students with Disabilities,Autism,Pervasive Developmental Disorders,Grade 8,Special Schools,Special Education,Mathematics Education,Mathematics Teachers,Student Reaction,Parent Participation,Inclusion,Attention,Educational Resources,Barriers,Foreign Countries,Instructional Effectiveness,Teacher Behavior

The provision of mathematics for autistic students has not gained a special concern. In fact, many autistic children have good mathematical skills and some are even excellent. It imposes teachers to formulate and create effective strategies to teach autistic students. The purpose of this study was to determine teacher behavior and how to teach students with autism effectively. This study was designed as a qualitative case study research. It involved mathematics teacher, assistant teacher, student, and parents. Data were obtained through observations and interviews. The autistic student's attitude and behaviors during mathematics learning were investigated. It included examinations on the supporting and inhibiting factors in mathematics learning in a school for students with special educational needs/SLB. The result indicated that mathematics learning for students with autism as performed in inclusive education was different from regular education programs, in which teachers were required to adjust materials with students' psychological condition. It also revealed that the students had had focus issues; hence materials were mostly conveyed outside the lesson plan, particularly to introduce the basic material. The supporting factors included parents' motivation for the student to learn and behave appropriately and well-designed learning packages. Meanwhile, limited learning media and school facilities, as well as the absence of special teachers for students with autism, became the inhibiting factors for mathematics learning.