ethanporcaro/eric-fulltext-meta huggingface dataset:
Prevalence of Teachers' Professional Malpractices in Tanzanian Public Secondary Schools: What Ought to Be Done?
Author: Mfaume, Hamisi
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Attitude Measures,Teacher Behavior,Crime,Antisocial Behavior,Incidence,Mixed Methods Research,Questionnaires,Interviews,Focus Groups,Observation,Teacher Attendance,Violence,Aggression,Sexual Abuse,Teacher Salaries,Teaching Conditions,Technology,Teacher Competencies,Accountability,Stakeholders,Teacher Discipline,Cheating

This study explored stakeholders' views on preventive measures towards increasing teachers' malpractices in schools in Tanzania. Specifically, the study sought to identify prevalent forms of teachers' malpractices; explore factors for their occurrence; and explore views on how to forestall the problem. It draws on qualitative and quantitative data generated from 75 respondents including the Teachers' Service Department (TSD) officers, education officers, school inspectors, teachers, and students. The data were generated from questionnaires, interviews, Focused Group Discussion, documentary search and non-participant observation. Data analysis involved both qualitative and quantitative approaches. While Qualitative data were subjected to thematic analysis, Quantitative data were converted into frequencies and percentages and then presented in tabular forms. The findings unveiled that absenteeism, abusive and violent behaviours, sexual abuse to mention a few were prevalent forms of teachers' malpractices in schools. Their occurrence were attributed to teachers' low salaries and remunerations, poor living and working conditions, influence of science and technology, lack of professional knowledge and poor management as well as infrequent visits and inspections of schools. In order to remedy the problem respondents proposed that teachers' needs and plights to be addressed timely, funds allocated to the TSD should be raised and involvement of stakeholders in all decision making related to the teaching profession. It was also suggested for the TSD to be empowered to oversee teachers' discipline both in public and private owned schools. In the light of the findings, the study concludes that teachers' malpractice is still a problem of great concern in rural and urban schools in Tanzania. Therefore, rigorous collaborative effort by the government and the wider community is needed in order to promote desirable professional behaviour in schools.
The Impact of the Environmental Documentary Movies on Pre-Service German Teachers' Environmental Attitudes
Author: Alyaz, Yunus
Date: 2017-01-00
Type: Journal Articles
Subjects: Documentaries,Preservice Teachers,Comparative Analysis,Environmental Education,German,Second Language Instruction,Films,Language Teachers,Teacher Attitudes,Foreign Countries,Universities,Second Language Learning,Likert Scales,Statistical Significance,Statistical Analysis,Nonparametric Statistics

This study examines the environmental attitudes of Turkish pre-service teachers of German as a foreign language using the German version of The Revised New Ecological Paradigm Scale (RNEP) and aims to compare New Ecological Paradigm (NEP) level of participants before and after a larger research project that uses documentary movies as a language teaching material. The comparisons were made according to demographic variables such as gender, age, education and language level when determining the NEP levels. A total of 170 pre-service German teachers (147 females, 23 males; age 17-32) contributed to the study. The findings from the present study indicate that environmental education is the most consistent factor in its relationship to levels of environmental concern, which was supported by the previous literature. The results suggest that trans-disciplinary environmental education is prior and necessary for individuals to increase their awareness and to develop abilities to reflect on their environmental responsibilities. The results of the present study also evidence that the use of environmental documentary movies have an important potential to foster environmental awareness of pre-service teachers.
Identification of Justification Types and Discourse Markers in Turkish Language Teacher Candidates' Argumentative Texts
Author: Tiryaki, Esra Nur
Date: 2017-02-00
Type: Journal Articles
Subjects: Persuasive Discourse,Preservice Teachers,Language Teachers,Turkish,Content Analysis,Writing (Composition),Qualitative Research,Foreign Countries

The purpose of this research is to identify discourse markers used in justification types in Turkish language teacher candidates' argumentative texts. Survey model was used since it was aimed to determine the categories into which support and refutation justifications are split and to identify the discourse markers which express these categories. It is a descriptive field research in which qualitative data analysis techniques were employed. The pool of the research was obtained from the texts of 3rd and 4th year students (N=100) in Turkish Language Teaching Department at Mustafa Kemal University, in 2014-2015 academic year (N=100). &quot;Argumentative Text Writing Form&quot; and &quot;Justification Type Identification Form&quot; developed by researcher used as data collection tools. Texts were by using content analysis method. Descriptive statistics (frequency (f), percentage (%)) analyses were used in the analysis of the data collected in this study. According to the results of this study; a total of 275 justifications including support justifications (f = 225) and refutation justifications (f = 50) were presented in the texts given by the students. Justification types, which are most widely used for support justifications, are reasoning (% 19.11), addition (%14.22), exemplification (%13.77) and opposition (%11.55). The least used justification types are distinction (%2.66), condition (%2.22) and sequencing (%1.77). Opposition (%34) is the most widely used justification type for refutation justifications whereas conclusion, distinction and sequencing (%2) are the least used ones. Discourse markers (n=62) were identified in 11 justification types. Examples, where these discourse markers were employed, are presented in the study through sample sentences.
Cohesion and Coherence in Written Texts of Students of Faculty of Education
Author: Karadeniz, Abdulkerim
Date: 2017-02-00
Type: Journal Articles
Subjects: Connected Discourse,Rhetoric,Writing (Composition),Qualitative Research,Writing Ability,Preservice Teachers,Foreign Countries

The purpose of this study is to determine the relationship between Faculty of Education students' levels of using cohesive devices and their skills in creating a consistent text. The document review technique, which is one of the qualitative research methods, was employed in the study. The &quot;Cohesive Devices Evaluation Scale&quot; was employed in determining the coherency factors in the students' texts, and the &quot;Paragraph Consistency Evaluation Scale&quot; was employed in the evaluation of the consistency of the texts. The study was carried out at the Faculty of Education, Ahi Evran University in the 2014-2015 academic year. The students' skills in using cohesive devices, elliptical narrative and conjunctive components are varies significantly depending on the department in which they are receiving their education. It is observed that there is a highly significant relationship between the length of the text and coherence and consistency. Again, it is observed that there is a significant relationship in a positive direction between consistency and coherence. A significant relationship at a low level between the students' skills in creating a consistent text and references, elliptical narrative and substitution of the cohesive devices is also seen.
Examination of Pre-Service Teacher's Training through Tutoring Approach
Author: Wu, Hsiao-ping
Date: 2017-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education,Tutoring,English Language Learners,Qualitative Research,Teacher Education Programs,Teaching Methods,Methods Courses,Second Language Learning,Language Acquisition,English (Second Language),Student Journals,Reflection

Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of tutoring approach on pre-service teachers? skills to work with English language learners through a qualitative research design. Content analysis was used at the thematic level on student journals written to accompany the semester-long experience of tutoring. Thirty pre-service teachers participated and data was collected from 300 written journal reflections for two semesters. Overall, the pre-service teachers gained an understanding of challenges of working ELLs and other positive impacts through tutoring. The findings suggest that pre-service teachers have perceived value of the use of tutoring approach in the teacher preparation program, use of strategies during field-based experiences, instructional realizations, cultural sensitivity, and professionalism. This paper concluded by discussing the need for teacher education program to assist pre-service teachers to assimilate pedagogies and apply through a tutoring approach.
Investigation of the Self-Efficacy Beliefs of Pre-Service Science Teachers in Terms of Following and Using the Innovations in the Field of Education
Author: Dede, Hulya
Date: 2017-02-00
Type: Journal Articles
Subjects: Investigations,Self Efficacy,Preservice Teachers,Science Teachers,Science Instruction,Educational Innovation,Teaching Methods,Foreign Countries,Teacher Attitudes,Teacher Education,Educational Research,Scientific Methodology,Statistical Analysis,Surveys,Universities

One of the factors influencing teachers' and pre-service teachers' self-efficacy beliefs is the use of innovations and research in education (scientific articles, thesis, and new teaching materials). This study aims to examine to what extent pre-service science teachers follow the innovations in the field of education and use these innovations in their profession. Secondly, how the innovations in the field of education effect teachers' science teaching self-efficacy beliefs is examined. Survey method which is one of the quantitative research approaches was used in this study. The sample group of the study consisted of 563 pre-service science teachers enrolled in the Department of Science Teacher Training in the Faculty of Education at six universities in different regions of Turkey. The data in the study were collected using the &quot;Science Teaching Efficacy Belief Instrument (STEBI)&quot; developed by Riggs and Enochs (1990) and &quot;Scale of Following and Using the Innovations in the Field of Education&quot; (SFUIFE) developed by the researchers of this study. The data were analyzed both descriptively and predictively using SPSS. The results of the study showed that the primary resources (&quot;search engines such as google, web pages for course materials etc.&quot;) have been used and followed less than the secondary resources (&quot;conferences, symposiums, panels, workshops, thesis, and scientific articles etc.&quot;) by pre-service science teachers. In addition, it was found that following and using social media tools, thesis and scientific articles increase pre-service science teachers' self-efficacy beliefs of science teaching.
Challenges Faced by Pre-Service Science Teachers during the Teaching and Learning Process in Turkey
Author: Takaoglu, Zeynep Baskan
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Science Teachers,Case Studies,Learning Activities,Reflection,Writing Assignments,Observation,Lesson Plans,Attitude Change,Skill Development

Pre-service teachers' first experiences and ideas prior to application affect their teaching activities. For this reason, it is aimed to determine transferring the experiences and ideas of prospective science teachers before lesson activities and its development with lesson activities. The study was carried out with 29 third year prospective teachers who attended the course named Laboratory Application II and undergraduate students at the Department of Science Education at Karadeniz Technical University during 2012-2013 spring semesters. The study was conducted by case study design. Thirty-minute lesson activities were carried out by them. Reflective writings constituted by candidates, lesson observations and plans were used as data collecting tools. They were examined through inductive thematic analyze. When compared before and during lesson activities process, it was determined that pre-service teachers' perception, ideas or application had changed at some concepts. This case might be a proof of development of pre service teachers' professional skills doing practice.
The Views and Opinions of School Principals and Teachers on Positive Education
Author: Bas, Asli Uz
Date: 2017-02-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Teacher Attitudes,Well Being,Foreign Countries,Public School Teachers,Semi Structured Interviews,Qualitative Research,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Academic Achievement,Psychology,Life Satisfaction

The purpose of this study is to assess the views and opinions of school principals and teachers on positive education. The sample of the study includes 8 school principals and 12 teachers who attend different public schools in Izmir, Turkey. Data is collected through semi-structured interview technique. Findings show that majority of the participants have no knowledge about positive education and positive psychology. Participants state that schools can increase students' well-being, and both academic and well-being skills can be taught at schools. Finally, majority of the participants report that positive education is necessary for Turkish schools.
Examining the Relationship between Middle School Students' Critical Reading Skills, Science Literacy Skills and Attitudes: A Structural Equation Modeling
Author: Karademir, Ersin
Date: 2017-00-00
Type: Journal Articles
Subjects: Middle School Students,Critical Reading,Reading Skills,Scientific Literacy,Scientific Attitudes,Student Attitudes,Structural Equation Models,Path Analysis,Correlation,Foreign Countries,Regression (Statistics)

The purpose of this study is to verify the causal relationship between middle school students' critical reading skills, science literacy skills and attitudes towards science literacy with research data according to the default model. Through the structural equation modeling, path analysis has been applied in the study which was designed in correlational model. The sample of the study consists of 1170 students enrolled in 18 schools determined based on socio-economic status. However, the results showed that validity criteria was satisfied with the 1130 participants. As data collection tool, the scale of critical reading skills, science literacy skills test, and the attitude scale toward science literacy were used. Descriptive statistics, Pearson product moment correlation analysis technique and path analysis were employed for the data analysis. The findings of the research show that there are significant and positive relations between critical reading skills, science literacy skills and attitudes towards science. In addition, critical reading skills have a statistically positive predictive effect on science literacy skill. It has also been founded that science literacy skills predict the attitudes towards scientific literacy in a meaningful way. Moreover, critical reading skills directly predict the scientific literacy in a meaningful, positive direction. It has been revealed that science literacy skill, which exists in the model, acts as partial mediating variable. As a result, as put forward in theory, critical thinking, critical reading skill, and science literacy skills and attitudes have been found to be closely related.
Evaluating Middle School Students' Spatial-Scientific Performance within Earth/Space Astronomy in Terms of Gender and Race/Ethnicity
Author: Wilhelm, Jennifer
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 6,Middle School Students,Earth Science,Space Sciences,Science Instruction,Teaching Methods,Spatial Ability,Conventional Instruction,Visualization,Motion,Scientific Concepts,Gender Differences,Racial Differences,Ethnic Groups,Pretests Posttests,Scores,Minority Group Students,Statistical Analysis,Student Surveys

Differences were examined between groups of sixth grade students? spatial-scientific development pre/post implementation of an Earth/Space unit. Treatment teachers employed a spatially-integrated Earth/Space curriculum, while control teachers implemented their Business as Usual (BAU) Earth/Space units. A multi-level modeling approach was used in a hierarchical manner to evaluate student performance on the Purdue Spatial Visualization: Rotation test (PSVT-Rot) and on the Lunar Phases Concept Inventory (which included four spatial domains), while controlling for two variables (gender and race/ethnicity) at the student level and one variable (teaching experience) at the teacher level. Results showed Treatment girls achieved higher LPCI Periodic Patterns (PP) spatial domain post-scores than girls in the BAU group. A gender gap was also observed (in favor of boys) within the BAU group for PP domain post-scores, while no gap was shown within the Treatment group. In addition, results for PP suggest Students of Color tended to have lower PP scores than White students (Effect Size = 0.29), and that higher pretest PP scores tended to lead to higher posttest PP scores, after adjusting for other student and teacher characteristics. The only statistically significant predictor of the PSVT-Rot posttest scores were scores on the respective pretest.
Attitudes of Students of Croatian Teacher Training Studies towards Music Courses and Self-Evaluation of Their Playing Skills
Author: Begic, Jasna Šulentic
Date: 2017-01-00
Type: Journal Articles
Subjects: Student Attitudes,Foreign Countries,Music,Music Education,Musical Instruments,Music Activities,Music Theory,Singing,Competence,Self Evaluation (Individuals),Music Teachers,Elementary School Teachers,Preservice Teacher Education,Teacher Education Programs,Questionnaires

This paper shows a research, which comprised of 152 students of teacher training studies from the Faculty of Educational in Osijek in the Republic of Croatia. The research was conducted during the academic year 2011/2012 and the main aim was to explore students' attitudes towards the musical courses and a self-evaluation of their own singing and playing skills. The majority of participants were females between twenty and twenty-four years of age. Survey results indicate that participants are generally indifferent towards the musical courses Music theory and Music. This matter should be credited with the fact that the courses, as such, are abstract to anyone who does not have a particular prior knowledge of music. Regarding the course playing, the participants showed more positive attitudes with respect to the courses Music theory and Music. We believe that the reason for it lies in the fact that the students who enrolled the mentioned course acquire the skills of playing i.e. a procedural knowledge of music, and experience the course itself as more useful for them. Self-evaluations of students' playing and singing skills show some insecurity when it comes to playing on their own, as well as their singing, and students show uncertainty regarding their own music teaching competence, respectively.
Recognition of International Education in Japanese Teachers
Author: Yoshida, Masami
Date: 2017-02-00
Type: Journal Articles
Subjects: International Education,Foreign Countries,Statistical Analysis,Inservice Teacher Education,Global Approach,Global Education,Japanese,Multicultural Education,Questionnaires,Cultural Pluralism

Education for international understanding in Japan was focused to develop its own national identity as well as to recognize its coexistence through intercultural education. Then, we have investigated the opinions of Japanese school teachers in terms of their recognition of the necessary content to introduce school instruction of intercultural education using a questionnaire method. In the questionnaire, 14 items of three principles were extracted from the criteria of UNESCO (United Nations Educational, Scientific, and Cultural Organization). For analyzing the collected data, the geometric mean was used. Subsequently, a one-way ANOVA test and multiple-comparison procedures were conducted. By including teachers in suburban areas in Japan, we obtained 123 valid responses. All items showed a necessary level of geometric means, and particularly items of the first principle &quot;respect cultural identity&quot; and items of the second principle &quot;provide knowledge for participation&quot; showed statistically significant positive necessity levels. However, an answer of &quot;I have never thought&quot; increased in the third principle &quot;provide a chance to contribute&quot; that was closely related to present world concern of global citizenship education and statistically was not significant. From the result of the multiple-comparison procedures of the second principle and the third principle, seven pairs of statistically different items were extracted. Then, we discussed the enhancement between Japan and UNESCO and influence of school environment in Japan.
Does Hands-On Science Practices Make an Impact on Achievement in Science? A Meta-Analysis
Author: Caglak, Serdar
Date: 2017-00-00
Type: Journal Articles
Subjects: Hands on Science,Science Achievement,Meta Analysis,Effect Size,Science Instruction,Instructional Effectiveness,Foreign Countries

This study aimed to investigate to what extent the use of hands-on science activities influences on students? academic achievement in science. Review of literature revealed several research studies focusing upon such aim and thus, a meta-analysis of these researches was carried out to obtain an overall effect size estimate of hands-on science activities on science achievement. Of the available studies, 15 with multiple outcomes satisfied the pre-determined inclusion criteria. In addition to the estimation of overall effect size using fixed- and random-effects models, subgroup analyses were also run through a mixed-effect model to determine whether heterogeneity in effect size estimates is due to the influence of moderator variables. Results showed that the estimated effect size was statistically significant (Z = 8.57, p &lt; 0.01). The magnitude of the overall effect size estimate indicated that the hands-on activities had a very large impact on students? science achievement (Hedge`s g = 1.55, 95% CI = [1.20-1.91]). The effect size estimates for each moderator variable was also statistically significant at alpha level of 0.01, but no difference was found within sub-categories of moderator variables.