ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Cognitive-Based Learning and Imagery Training on Tennis Skills
Author: Turan, Mehmet Behzat
Date: 2019-00-00
Type: Journal Articles
Subjects: Racquet Sports,Cognitive Processes,Learning Processes,Imagery,Training,Skill Development,Teaching Methods,Physical Education,Athletics,Young Adults,Late Adolescents,Video Technology,Body Composition,Body Height,Body Weight

The aim of this study is to examine the impact of cognitive-based learning and imagery training on basic tennis skills to students who take elective tennis course. 16 volunteers who take elective tennis course took part in the research. Control and experiment groups are formed by dividing volunteers into two equal groups. Control group (n=8) and experiment group (n=8) have only attended the tennis course and at the end of the first week &quot;Hewitt&quot; test is applied to both groups. After the test is applied both groups continued to attend tennis courses regularly for 8 weeks. Cognitive learning and imagery training is applied on the experimental group (PCG) in addition to their tennis lessons 2 periods of 30 minutes for 2 times per week, control group (PG), on the other hand, only continued the tennis training. At the end of 8th week of tennis courses, &quot;Hewitt&quot; test is applied once more to the control and experiment group. Acquired data is statistically analysed with IBM SPSS 20 package program. In order to compare the acquired between groups, Independent 't' test, in groups Paired Sample T test is used. As a result analyzes, although there is no logical difference between control group and experiment group in pre-test scores, logical differences are determined in post-test scores (p&lt;0.05). While no logical difference is determined in the pre-test and post-test comparison in control group, logical differences are determined in the pre-test and post-test comparison in experiment group (p&lt;0.05).As a result, it is found that cognitive-based learning and imagery training that applied to students has important impacts on basic tennis skills. According to these results, it is that cognitive-based learning and imagery training that applied to students thought to be positive in the development of basic tennis skills and may increase in athletic performance and sporting succession.
The Effect of Balance Exercises on Speed and Agility in Physical Education Lessons
Author: Acar, Hakan
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychomotor Skills,Preadolescents,Physical Education,Training,Body Height,Body Weight,Body Composition,Exercise Physiology,Foreign Countries,Elementary School Students

The aim of this study is to investigate the effects of 8-week balance exercises on the speed and agility in 10-12 year-old children in physical education lessons. A total of 789 students participated in the study voluntarily. The students were randomly divided into two as experimental group (n=399) and control group (n=390). In addition to their physical education lessons, the experimental group participated in the balance training program 3 days a week, for 8 weeks. The control group students only participated in physical education lessons. Height, body weight, body fat ratio measurements were taken before and after exercise program, flamingo balance test, 20 m speed test and Illinois agility test were applied. The data were evaluated in SPSS 16 program. T-test was used in dependent and independent groups in statistical analysis (p&lt;0.05). In the experimental group significant difference was found in 20m speed, agility and balance values at the end of 8 weeks (p&lt;0.05). In the control group, there was no significant difference was found in these values (p&gt;0.05). As a result of the study, it was determined that balance exercises have a positive effect on speed, agility and balance performance.
Subjective Vitality Mediates the Relationship between Respect toward Partner and Subjective Happiness on Teachers
Author: Ugur, Erol
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Teacher Attitudes,Correlation,Interpersonal Relationship,Case Studies,Marriage,Marital Satisfaction,Prediction,Role,Intervention,Safety,Family Violence,Prevention,Foreign Countries,Prosocial Behavior

Respect, subjective vitality, and subjective happiness can be associated with positive psychological functioning. In this study, subjective vitality was examined as a mediator on the relationship between respect toward partner and subjective happiness on a teachers' sample. The study is a quantitative cross-sectional mediation study. The data were collected from 172 married teachers by a questionnaire package that included the Respect toward Partner Scale, the Subjective Vitality Scale, and the Subjective Happiness Scale. Findings show that subjective happiness is predicted positively by respect toward partner and subjective vitality. Subjective vitality is predicted positively by respect toward partner. Also, the relationship between respect toward partner and subjective happiness is partially mediated by subjective vitality. Understanding the role of respect within close relationships could facilitate the development of interventions to enhance communication between partners about safety attitudes and decrease partner violence. Implications and limitations have been discussed within the scope of the relevant literature.
Technologies Frequently Used by Elementary Principals
Author: Garcia, Alejandro
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Management Systems,Administrator Attitudes,Elementary Schools,School Districts,Technology Uses in Education,Computer Software,Telecommunications,Handheld Devices,Internet,Social Media,Electronic Mail,Academic Achievement,Elementary School Students,Laptop Computers,Computer Use

Technology continues to be a driving force for change in instructional practices. Principals have transitioned from managers to instructional leaders that support innovative technology practices. This study sampled 30 elementary school principals' technology usage from two school districts and focused on discovering the hardware and software used directly by the elementary principals and how they learned to use those technologies. Data analysis from the online questionnaire and the interviews revealed that the elementary principals used technology predominately for administrative purposes. All the elementary principals surveyed reported that the type of software applications used by them on a daily basis consisted primarily of : web based data analysis tools such as Euphoria Aware, Workshop, Forethought, web based Public Education Information Management System (PEIMS), and productivity tools in the form of word processing, spreadsheets and presentation applications. The amount of time on a daily and weekly basis outweighed time and effort they put in to technology for instructional purposes. Results from the interviews indicated that these elementary principals all had smart phones, which enabled them to view the Internet, use social media and send and receive e-mail messages. In addition, 75% elementary principals surveyed reported learning the technologies on their own with some support from their district's technology support staff.
A Study on Prospective School Counselors&apos; Views on School Violence
Author: Bacioglu, Seda Donat
Date: 2019-00-00
Type: Journal Articles
Subjects: Counselor Attitudes,School Counselors,Foreign Countries,Violence,Aggression,News Reporting,Counselor Training,Children,Adolescents

The aim of this study is to explore prospective school counselors' views on school violence and aggression by means of a news story reporting a case of school violence. The sample was comprised of 40 students (31 women and 9 men) studying in the Program in Guidance and Counseling in a Turkish state university, and enrolled in the elective course titled &quot;Prevention of Violence and Aggression in Children and Adolescents&quot; in 2016-2017 academic year. The course is available in the curriculum of the Program in Guidance and Counseling. Within the scope of the course, students have studied a newspaper article brought to the classroom by instructor. Then, based on this news story, prospective counselors were asked &quot;to evaluate the school violence incident as a counselor working in that school&quot; in the first place, and &quot;to mention which intervention and prevention actions they could take as a counselor working in that school&quot; in the second place. Students wrote their opinions on the paper. For descriptive analysis of data, interpretative phenomenological analysis--a qualitative research design--was used. Research findings were then discussed with regard to causes, consequences, and prevention of violence and aggression in children and adolescents with the related literature
Teachers&apos; Perception of the National Ideology of Kemalism and Its Effects on Kurdish Pupils
Author: Ince, Adem
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Ideology,Foreign Countries,Ethnic Groups,Minority Group Students,Nationalism,Outcomes of Education,Textbook Content

This paper is based on an empirical study examining Turkish and Kurdish teachers' perception of the national ideology of Kemalism and its effects on Kurdish pupils. A semi-structured interview was conducted with 30 teachers working in the east/southeast provinces of Turkey, which are predominantly inhabited by Kurds. The findings revealed that the Kemalist ideology has serious negative effects on Kurdish pupils, as it directly excludes and alienates the Kurdish identity. This paper also showed that the dominance of Kemalism in education seems to trigger a lot of other issues existing in society such as the exclusion of non-Turks and polarisation.
Anatolian Cultural Heritage: Ancient Stadiums Related to Sport or Physical Culture?
Author: Zekioglu, Aylin
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,World History,Recreational Facilities,Cultural Influences,Architecture,Social Influences,Athletics

Anatolia has hosted many civilizations and has made great contributions to the history of humanity in scientific, social and cultural terms. Two of the most important cultures that make up this cultural heritage in Anatolia are Hellenic and Roman culture. The material and intangible cultural heritage of this turnover is still alive in Anatolia, which is home to the Hellenistic and Roman cultures. In our work, we have studied material cultural heritage, stadiums of Hellenistic and Roman culture. The aim of these stadiums is to assess the architecture, culture, lifestyles, social rules of different periods on a case appealing to large communities such as sports. This study, which deals with the effects of the legacies left by the civilizations that lived in the Anatolian geography in the historical perspective of the sport, also aims at shedding light on the sportive activities made at that time at the same time. The stadiums studied in the study include Didyma, Ephesos, Magnesia, Miletus, Priene, Smyrna, Aphrodisias, Labranda, Blaundos, Nysa, Sardeis, Arykanda, Kadyanda, Letoon, Pergamon, Aspendos, Sillyon, Perge, Aizanoi, Laodikeia, Selge are stadiums located in the ancient cities.
An Investigation of the Attitudes of Sports Media towards Women&apos;s Sports
Author: Menevse, Aliye
Date: 2019-00-00
Type: Journal Articles
Subjects: Mass Media,Females,Athletics,Employee Attitudes,College Faculty,Surveys,Foreign Countries,Teacher Attitudes,Universities,News Reporting,Gender Differences,Editing,Athletes

This study aims to examine the attitudes of sports media employees and sports managers toward women's sports. The research universe includes the sports media employees in Istanbul and academicians in the field of sports while the research sample includes Skorer tv, Fanatik newspaper employees and academicians of Esenyurt University and Istanbul University. Descriptive research model in the research, &quot;Attitudes of Sports Media towards Women's Sports in our Country&quot; survey consists of two sections with 16 items and 28 questions. A total of 161 people were selected by random method [n = 80 media employees; (F = 50, M = 30), n = 81 academicians; (F = 48, M = 33)] SPSS package program 22 was used in the data statistics and the data were evaluated with frequency, percentage, mean, standard deviation, single factor variance analysis (Oneway ANOVA) at 0.05 level. It was found that female and male sports media employees disagreed with the following two statements with the highest average: &quot;News reports about female athletes are credible and convincing&quot;(F; X-bar=3.9987, M; X-bar=4.379); &quot;The number of female sports media employees is sufficient in the sports media&quot;(M; X-bar= 3.746, F; X-bar= 3.9045). It was also found that male sports media employees disagreed with the following two statements with an average higher than that of female sports media employees: &quot;Articles of sports columnists about female athletes are convincing&quot; (M; X-bar= 4.379, F; X-bar= 2.5005); &quot;In our country, there is a Women's sports media which provides professional press services&quot; (M; X-bar= 3.113, F; X-bar= 2.2798). The statement with the highest average (M; X-bar= 3.68) of disagreement from the male was &quot;Government makes sufficient use of media instruments to encourage women to start sports&quot; while the statement with the highest average (F; X-bar= 3.9944) of disagreement from the female sports media employees was &quot;Sports media considers demands from readers when determining editorial policy for women's sports&quot;. The female participants who participated in our study disagreed with the statements in our survey on &quot;the attitudes of sports media on women's sports&quot; and the statement that &quot;the sources of women's sports and athletes are sufficient&quot; with an average higher than that of male sports media employees.
The Mathematics Teacher Exchange and &apos;Mastery&apos; in England: The Evidence for the Efficacy of Component Practices
Author: Boylan, Mark
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Teacher Exchange Programs,Foreign Countries,Formative Evaluation,Faculty Development,Comparative Education,Elementary School Teachers,Elementary School Mathematics,Mastery Learning

'Mastery' is central to current policy in mathematics education in England, influenced by East Asian success in transnational assessments. We scrutinise the prospects for mastery pedagogies to improve pupil attainment in English primary schools. The Mathematics Teacher Exchange (MTE)--an element of the mastery innovation--involves teachers visiting Shanghai and then hosting Shanghai teachers in their schools. Informed by programme evaluation, core component practices are analysed, which were implemented by schools belonging to the first cohort of MTE schools. These consist of: varied and interactive teaching; meaningful and coherent mathematical activity; and full curriculum access for all. These elements are supported, optimally, by collaborative, embedded, and mathematically focused professional development. Details of the implemented pedagogy and forms of professional development are reported. Differences from prevailing practice in primary mathematics in England are highlighted. Evidence is reviewed from quasi-experimental trials, reviews and meta-analyses, and rigorous observational studies of the efficacy of practices similar to the MTE mastery pedagogy components in order to assess the prospects for increases in pupil attainment. The analysis suggests that many of the specific practices, if considered individually, have the potential to improve attainment, though overall policy ambitions may not be realised. Based on the review, component practices are identified for which existing evidence justifies immediate implementation by schools and teachers. In addition, practices that would benefit from further testing and evaluation are highlighted.
E-Learning for Deaf Adults from a User-Centered Perspective
Author: Pappas, Marios A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Deafness,Electronic Learning,Educational Technology,Adults,Hearing Impairments,Student Attitudes,Teaching Methods,Foreign Countries,Late Adolescents,Gender Differences,Institutional Characteristics,Educational Attainment,Employment Level,Correlation

Deaf individuals present differences compared to their hearing peers in terms of their learning profile. In addition, deaf adults seem to still be socially excluded nowadays, given that the transition from school to work is more difficult for people with hearing loss. This study aims to analyze the cognitive characteristics of deaf adults, as well as the way they learn better, for the development of an innovative and user-friendly e-learning platform, which will be adapted to the educational needs of the target group. Fifty-three deaf or hard-of-hearing adults participated in the field research for the needs of this study. According to the results, participants prefer e-learning modules with continuity in terms of the content, which offer comprehension questions during the sessions, as well as practice exercises after their completion. Furthermore, participants had positive attitudes towards the use of special graphics and explanatory videos.
Beyond the Split between Formal School Identity and Teachers&apos; Personal Worldviews: Towards an Inclusive (Christian) School Identity
Author: Bertram-Troost, Gerdien
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Religious Factors,Religion,Christianity,World Views,Teacher Attitudes,Identification (Psychology),Protestants,Secondary School Teachers,Secondary Education,Social Attitudes,Inclusion,Barriers,Educational Environment

Religious diversity within Dutch schools has greatly increased. We carried out an empirical study to offer insights into how secondary school teachers (try to) relate to the formal Protestant Christian identity of their school, the challenges they experience in relation to their own personal worldview, and the recommendations they have to overcome these challenges. In our qualitative study, we interviewed thirty-two teachers from eight different schools. In selecting the schools, we took into account the diversity of Protestant Christian secondary education in the Netherlands. The teachers teach different subjects in a variety of disciplines (languages, creative arts, sciences, et cetera). For many teachers, their personal worldview does not align neatly with the formal religious identity of the school. As a result, teachers experience challenges in relation to, for example, the act of daily worship and (Christian) celebrations. Teachers also experience tensions regarding the extent to which schools could or should be open towards (religious) others. Teachers' advice, among other recommendations, is to create room for an open exchange of views, opinions, and experiences between teachers and principals. Some teachers recommend that their principal reconsider the formal Christian identity of the school and search for another, more inclusive school identity with which everyone involved can better identify.
Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences
Author: Förtsch, Christian
Date: 2018-00-00
Type: Journal Articles
Subjects: Physicians,Knowledge Level,Teachers,Pedagogical Content Knowledge,Interdisciplinary Approach,Models,Clinical Diagnosis,Educational Diagnosis,Expertise,Medicine,Education,Synthesis,Vocabulary,Classification

Professional knowledge is highlighted as an important prerequisite of both medical doctors and teachers. Based on recent conceptions of professional knowledge in these fields, knowledge can be differentiated within several aspects. However, these knowledge aspects are currently conceptualized differently across different domains and projects. Thus, this paper describes recent frameworks for professional knowledge in medical and educational sciences, which are then integrated into an interdisciplinary two-dimensional model of professional knowledge that can help to align terminology in both domains and compare research results. The models' two dimensions differentiate between cognitive types of knowledge and content-related knowledge facets and introduces a terminology for all emerging knowledge aspects. The models' applicability for medical and educational sciences is demonstrated in the context of diagnosis by describing prototypical diagnostic settings for medical doctors as well as for teachers, which illustrate how the framework can be applied and operationalized in these areas. Subsequently, the role of the different knowledge aspects for acting and the possibility of transfer between different content areas are discussed. In conclusion, a possible extension of the model along a &quot;third dimension&quot; that focuses on the effects of growing expertise on professional knowledge over time is proposed and issues for further research are outlined.
Teacher Mindframes from an Educational Science Perspective
Author: Zierer, Klaus
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Professionalism,Teacher Competencies,Expertise,Beliefs,Intention,Evaluative Thinking,Epistemology,Knowledge Base for Teaching,Reflective Teaching

In this article, we describe the philosophical and the scientific background of teacher mindframes and we argue that educational professionalism consists not only of ability and knowledge (competence), but also of will and judgement (attitudes). To back up our argument, we present the results of our current research project on this matter.
Supervision of Undergraduate Final Year Projects in Computing: A Case Study
Author: Hassani, Hossein
Date: 2018-00-00
Type: Journal Articles
Subjects: Supervision,College Seniors,Undergraduate Students,Student Projects,Assignments,Student Evaluation,Foreign Countries,Computer Science Education,Evaluation Methods

Final Year Projects (FYPs) play a significant role in undergraduate education in the computing field of study, and most of the related university departments and schools consider them an essential contribution to this study. However, issues such as whether to assign the projects individually or to a group of students, the procedures followed in their assignment, the supervision process and the evaluation of the outcomes have been of concern to many academics in the field. In this case study, we present the methods for activities such as assignment, supervision, and evaluation of FYPs at the University of Kurdistan Hewlêr (UKH) between the years 2009 and 2017. We discuss the development of our approach and the lessons learned during the mentioned period. Furthermore, we present our current way of managing the FYP module. The aim is to develop a platform for interested and involved academics to discuss the topic further. Sharing the experiences on managing FYPs would not only help in making the module more attractive and beneficial to the students but also in the consolidation of the guidelines and indicators of the proper supervision and a fair evaluation of this significant undergraduate study endeavor.