ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Foreign-Educated Scholars in Turkey's Higher Education System: A Narrative Study of Two English Language Teacher Educators
Author: Celik, Servet
Date: 2012-07-00
Type: Journal Articles
Subjects: Higher Education,Critical Theory,Public Colleges,Doctoral Degrees,Foreign Countries,Teacher Educators,Study Abroad,College Faculty,Educational Change,English (Second Language),Second Language Instruction,Personal Narratives,Inquiry,Research Methodology,Financial Support,Brain Drain,Goal Orientation,Language Teachers,Barriers,Interprofessional Relationship,Teacher Administrator Relationship,Power Structure,Educational Legislation,Interviews,Credibility,Coping

In recent decades, the Republic of Turkey has undertaken a program of reform aimed at modernizing its higher education system. This endeavor has included a comprehensive restructuring of the nation's public universities. In order to meet the urgent need for highly qualified faculty members to staff its state-run higher education institutions, the Ministry of National Education (MoNE) has turned to a government-sponsored study abroad program through which competitively selected individuals receive funding to pursue graduate degrees at North American and European universities in exchange for service in the Turkish university system. However, due to significant non-return rates of sponsored students and a lack of transparency within the program, its goals have been closely scrutinized; amid these concerns, the contributions of those who do return appear in some cases to go unnoticed. Thus, in order to illuminate the experiences of returning scholars, this study explored the accounts of two English language teachers who received doctoral degrees from foreign institutions, then returned to Turkey to serve as teacher educators. Critical theory was utilized in order to investigate the oppressive power relationships inherent in the Turkish higher education system. The results revealed that as much as these foreign-educated scholars contributed to their respective universities, their ability to provide lasting benefits to Turkish education was minimized by the systemic and bureaucratic barriers they encountered; therefore, the higher education system was unable to achieve the desired goals of the study abroad program.
Career Opportunities: Career Technical Education and the College Completion Agenda. Policy Brief
Author: Shulock, Nancy
Date: 2012-03-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Community Colleges,College Role,Labor Force Development,Economic Development,Human Capital,Vocational Education,Educational Attainment,Associate Degrees,Educational Finance,Systems Approach,Administrative Organization,Alignment (Education),Credentials,Certification,Labor Market,Employment Opportunities,Educational Change,Efficiency

The Obama Administration has helped articulate the important role community colleges play in educating the nation's workforce and boosting the economy. With a large share of projected job openings requiring college education of less than a bachelor's degree and offering family-supporting wages, the nation's community colleges can make a huge contribution toward a competitive national workforce. Community colleges offer a broad array of career-oriented certificates and associate degrees through what is generally called &quot;career technical education&quot; or CTE. Policymakers across the country are hoping to rely heavily on community college CTE programs to recharge their economies by helping students earn credentials with labor market value. The authors' research reveals that this great potential for CTE to contribute to college completion and the California economy is not being realized. As the authors explained in their 2011 report &quot;The Road Less Traveled,&quot; students are not widely encouraged to pursue CTE programs and those who do make far more progress in completing course work than they do in acquiring credentials in their fields. Although one third of community college course enrollments are in courses classified as vocational, only 3% of all entering degree seekers earn vocational associate degrees and only 5% earn certificates. This brief is a summary of the first two reports in a four-part project to continue to identify challenges facing CTE and ways to deliver better results for students and the California workforce. The first report, released January 2012, provides an overview of the complex structure and funding arrangements for the CTE mission and the closely related economic and workforce development (EWD) mission. The second report, released February 2012, examines the full set of career-oriented credentials offered by the California Community Colleges (CCC). The entire four-part study is guided by a set of criteria that characterize an effective CTE enterprise in support of student success and a competitive state workforce. (Contains 9 figures and 13 endnotes.) [For related reports, see &quot;Career Opportunities: Career Technical Education and the College Completion Agenda. Part II: Inventory and Analysis of CTE Programs in the California Community Colleges&quot; (ED534074) and &quot;Career Opportunities: Career Technical Education and the College Completion Agenda. Part I: Structure and Funding of Career Technical Education in the California Community Colleges&quot; (ED534073).]
A Comparison of State Alternative Education Accountability Policies and Frameworks
Author: Schlessman, Amy
Date: 2012-04-17
Type: Reports - Research
Subjects: Nontraditional Education,Policy Analysis,State Departments of Education,Accountability,Educational Policy,State Standards,Student Characteristics,At Risk Students,Definitions,Matrices,Educational Indicators

The purpose of this policy study was to report descriptive research on state-level policy and frameworks for accountability systems of alternative education in the United States. The six states; California, Colorado, Texas, Florida, Oklahoma, and North Carolina; identified in the 2010 Jobs for the Futures policy analysis of alternative education comprised the purposive sample. Data was gathered from specified webpages and clarification with staff at state departments of education and Oklahoma's statewide evaluation of alternative education.  Findings summarize the categories used for defining &quot;at/high risk&quot; students and describe each state framework for alternative education accountability. Pie charts of 2011 state labeling show results in states where data was available. A comparison matrix provides access to information on alternative education accountability policy and frameworks. This preliminary research provides information to inform state-level policy as decisions are made regarding alternative education accountability. Further research is needed to provide additional context through longitudinal analysis of state alternative education accountability labels. (Contains 8 figures and 1 footnote.)
Determination of the Problem Solving Level of Gifted/Talented Students
Author: Saygili, Gizem
Date: 2012-00-00
Type: Journal Articles
Subjects: Gifted,Talent,Problem Solving,Correlation,Psychological Patterns,Academically Gifted,Student Characteristics,Predictor Variables,Educational Attainment,Gender Differences,Student Surveys,Difficulty Level,Cognitive Ability

It is important to determine and develop problem solving skills of gifted and talented children, who have different emotional characteristics compared to peers, in terms of using their potentials at the highest level. In this research, which was done with the aim of determining self sensations of gifted and talented children in problem solving skills,it was examined if gender and grade level variables create differences on sensations for problem solving skills of gifted and talented children. The study group of research that was done by using Survey method is made up of 100 students who attended Sivas Science and Art Center in spring term of 2010- 2011 Education year. As a data collecting tool in study, "Problem Solving Inventory for Children" that was developed for primary school students by Serin, Bulut Serin & Saygili (2010) was used. Inventory (CPCE), its Cronbach alpha reliability coefficient is 0.80, is made up of three factors, "Confidence", "Self-control" and "Avoidance" and 24 items in total. Collected data was analyzed by using SPSS 12.00 programme. In this context, "t", "F", "schefee" tests and "correlation analysis" were applied. As a result of study, according to the findings, it wasn't found any significant differences between total point of gender, grade levels, problem solving skill sensation and point averages of subscales. (Contains 6 tables.)
The Effect of Music on the Test Scores of the Students in Limits and Derivatives Subject in the Mathematics Exams Done with Music
Author: Kesan, Cenk
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music,Calculus,Relationship,Reliability,Mathematics Tests,Achievement Tests,Mathematics Achievement,College Freshmen,Gender Differences,Classical Music,Rock Music,Context Effect,Scores

In the exams based on limits and derivatives, in this study, it was tried to determine that if there was any difference in students' test scores according to the type of music listened to and environment without music. For this purpose, the achievement test including limits and derivatives and whose reliability coefficient of Cronbach Alpha is 0.83 was applied with the environments in which different types of music were listened, to 98 students studying at Primary Mathematics Teaching Department in Buca Faculty of Education in Dokuz Eylul University. As a result, it was observed that both male and female students' test scores form the exam based on limits and derivatives compared to the environment without music; besides, the increase in average number of correct answers of female students was higher than the male students'. (Contains 4 tables.)
The Effect of Using Activities Improving Scientific Literacy on Students' Achievement in Science and Technology Lesson
Author: Gucluer, Efe
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Activities,Class Activities,Science Instruction,Technology Education,Elementary School Students,Pretests Posttests,Quasiexperimental Design,Comparative Analysis,Educational Strategies,Science Achievement,Experimental Groups,Control Groups,Academic Achievement,Scientific Literacy,Instructional Effectiveness,Units of Study,Science Tests,Grade 7,Biology,Human Body

The aim of this study is examining the effect of the using scientific literacy development activities on students' achievement. The study was carried out in a primary school in Buca Izmir for 2010-2011 academic years. System of our body was chosen as a study topic in our search which took 6 weeks. Pre-post test semi experimental control model was used as an experimental pattern. While activities improving scientific literacy were being applied for experiment group; science and technology curriculum was applied for control group. As a result of the study, the experimental group achievement was measured higher than the control group. Consequently it was seen that using scientific literacy development activities in science and technology lessons increases the student achievement. (Contains 4 tables.)
Investigation of Bereavement Period Effects after Loss of Parents on Children and Adolescents Losing Their Parents
Author: Karakartal, Demet
Date: 2012-00-00
Type: Journal Articles
Subjects: Child Behavior,Academic Achievement,Grief,Children,Adolescents,Parents,Foreign Countries,Guidance,Death,Coping,Stress Management,Child Development,Adolescent Development,School Role,Interviews,Mental Health,Psychological Patterns,School Counseling,Peer Relationship,Administrator Role,Counselor Role,Emotional Response

Important loss (death) in individuals' life may cause various kinds of bereavement reactions. Most of the individuals cope with bereavement effects in various ways and they adapt themselves to the new situation. On the other hand, some individuals may have problems in coping with and analyzing bereavement period effects caused by loss. Parent loss in this period may bring serious developmental and academic problems in terms of children and adolescents. In this study, the fact that how the bereavement period affects education process and sanity of children and adolescents living in Northern Cyprus experiencing parent loss, how they cope with the bereavement period, by whom and how the loss is explained to them and what school boards and guidance services do after the bereavement period caused by a loss, are investigated. In this sense, the effects of bereavement on children and adolescents' education process and sanity and bereavement reactions are included in general. In the framework of the study done by the researcher, how parent loss bereavement period reflect their behaviours is investigated. In this way, it is found out that children and adolescents think of their death parents much more and longer than adults, their psychology, besides academic success and social relationship are affected negatively, as well. In the literature search done, it is determined that children and adolescents experiencing parent loss tend to have psychological problems in their future life and this risk can be harder in the case the death is so sudden and having no person to replace for the death one. Besides, the importance of the fact that these people's life conditions should be improved and supported by specialist and expert people, is emphasized too. (Contains 1 table.)
The Effects of Concept Maps on the Academic Success and Attitudes of 11th Graders while Teaching Urinary System
Author: Akay, Sumeyye Ozbey
Date: 2012-00-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Concept Mapping,Academic Achievement,Achievement Tests,Measures (Individuals),Biology,Grade 11,Success,Student Attitudes,Retention (Psychology),Pretests Posttests,Teaching Methods,Intermode Differences,Achievement Gains,Instructional Effectiveness

The aim of the present study is to support, enrich, and broaden the process of education using concept maps and to determine the effects of concept maps in biology classes on school success, attitude and retention of the knowledge taught. The present study was conducted as an experimental study with pre-test and post-test control groups. The participants of the study were impartially chosen 11th grade high school students from an Anatolian High School and a Teacher Training Anatolian High School. 45 students, 21 in the control and 24 in the experimental group, participated in the study. In the present study, &quot;urinary system&quot; unit was taught. Whereas the control group was taught traditionally, the experimental group was taught using concept map based teaching technique. Data were collected using concept map attitude scale and biology achievement test, a 45 item scale with a reliability coefficient of (alpha = 0.78). In order to identify the differences among the groups, biology achievement test was used as pre- and post test. Data obtained to determine the achievement of both groups were analyzed using t-test analysis model of the SPSS 11.0 package program. At the end of the study, a statistically significant difference (p less than 0.05) between emerged traditional teaching method and using concept map while teaching. The data also indicated that the cognitive support of the concept maps had a positive impact on students' achievement and retention of knowledge. The data furthermore indicated that students have a positive attitude for concept maps. (Contains 6 tables.)
Investigation of Professional Self Sufficiency Levels of Physical Education and Sports Teachers
Author: Saracaoglu, Asuman Seda
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Characteristics,Correlation,Comparative Analysis,Public Schools,Predictor Variables,Self Efficacy,Teacher Attitudes,Teaching Methods,Athletics,Learner Engagement,Educational Strategies,Classroom Techniques,Physical Education,Private Schools,Data Analysis,Physical Education Teachers,Questionnaires

The present research aimed at detecting professional self sufficiency levels of physical education and sports teachers who worked in Izmir Province and at investigating them in terms of some variables. For data collection, Teacher's Sense of Efficacy Scale-developed by Moran and Woolfolk-Hoy (2001) and Turkish validity and reliability studies conducted by Capa, Cakiroglu and Sarikaya(2005) was used. 100 volunteer Physical Education and Sports Teachers who worked at state schools and private schools participated in the study. For the data analysis; percentages, arithmetic means, Mann-Whitney Test, Kruskal-Wallis, Pearson Correlation Test and non-parametric correlations were used. Consequently, when self sufficiency scores of the PE teachers in terms of working at state schools and private schools were compared, it was found out that all of the subscale-scores of the teachers who worked at private schools were higher and there was a statistically significant difference between the teachers (p less than 0.05). In terms of sex variable, scores of the female PE teachers were higher but there was not a statistically significant difference (p greater than 0.05). There was also a statistically significant correlation between Efficacy in Student Engagement and Efficacy in Instructional strategies, Efficacy in Classroom Management (p less than 0.01). It was determined that sufficiency scores of the participant PE teacher increased with professional experience. (Contains 7 tables.)
Teaching Vocabulary through Poetry in an EFL Classroom
Author: Ozen, Baki
Date: 2012-00-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Grammar,Grade 7,Vocabulary Development,English (Second Language),Teaching Methods,Instructional Effectiveness,Poetry,Foreign Countries,Comparative Analysis,Second Language Instruction,Pretests Posttests,Gender Differences

This study has been conducted to investigate the effectiveness of using poetry to teach vocabulary in a foreign language classroom. It aims to find answers to two research questions (1) &quot;Do the learners enhance more extensive vocabulary knowledge by means of poetry-based vocabulary teaching activities than the traditional coursebook activities?&quot; (2) &quot;Is there a statistically significant difference between male and female students in the experimental group considering the vocabulary test?&quot;(3) &quot;Do the learners enhance more extensive grammar knowledge by means of poetry-based vocabulary teaching activities than the traditional coursebook activities?&quot;. This experimental study took place in Corlu Private Trakya College. In order to test the above given two hypotheses, two groups were selected, an experimental group and a control group. Totally forty-eight pre-intermediate level 7th grade students participated in the study, twenty-four of them were in the experimental group and the other twenty-four were in the control group. Before carrying out this experimental study, a pre-test was applied to both the experimental group and the control group to determine their knowledge of the target vocabulary items and English grammar. The target vocabulary items were taught through poetry-based vocabulary teaching activities to the students in the experimental group, and the same vocabulary items were taught through the traditional activities stated in the coursebook to the students in the control group. After the treatment, in order to measure the students' vocabulary and grammar expansion in both groups, the same pre-test was applied to both groups as a post-test. Data analysis results revealed a significant difference between the pre-test and post-test scores of the experimental group students receiving vocabulary instruction through the poems. In addition, the experimental group had higher scores of posttest than control group especially in terms of vocabulary knowledge. Furthermore, at the end of the study it was observed that the posttest scores of students in the experimental group were higher than the posttest scores of students in the control group even though they were equal before the study. Based on these findings, the current study shows that it is possible to use poetry-based vocabulary teaching activities instead of vocabulary activities in the coursebooks used in the EFL classrooms. (Contains 6 tables.)
Using Music and Musical Activities in Special Education: Developments in Turkey
Author: Kocabas, Ezgi Ozeke
Date: 2012-00-00
Type: Journal Articles
Subjects: Music Education,Music Activities,Self Esteem,Foreign Countries,Special Education,Cognitive Development,Teaching Methods,Disabilities,Social Development,Emotional Development,Educational History

Music, as an expressive art, plays a significant role in the lives of all children and it can be used in education to improve non-musical educational objectives as well as the musical ones. Music has also positive contributions to the development of children with special needs in terms of feeling the sense of achievement, giving self confidence, and teaching academic concepts. Enriching educational programs with music would contribute to academic, social, emotional and cognitive development of these children. This paper begins with the overview of the related literature on the effects of music and musical activities in educating children with special needs. It focuses mainly on the practices and studies in Turkey, The authors are attempting to identify the developments of using music and musical activities in education of children with special needs in Turkey. [An earlier version of this paper was presented at the Greek Society for Music Education Conference (GSME) in Athens, Greece, on Oct 30-Nov 1, 2009.]
The Dangers of Academic Bubble Economy from a Young Researcher's Perspective
Author: Toth, Janos
Date: 2012-06-22
Type: Journal Articles
Subjects: Figurative Language,Researchers,Logical Thinking,Cultural Capital,Economics,Academic Ability

In recent years, it is becoming common to apply the metaphor of "economic bubble" to the description of certain phenomena in the academic field. The metaphor is generally used to refer to the difference between the expectable market value of the degree and the investments needed to receive it. The analogy is with the economic phenomenon, in particular, the market value of a particular asset, which does not reflect the intrinsic value of that asset. The starting point of the current study is the hypothesis that the situation above gives us the opportunity to reconsider the analogy and to make it specific from the viewpoint of a conversion strategy, where the focus is shifted from economic to cultural capital. Accordingly, we will try to present a possible (Bourdieuian) application of the "bubble" concept, where the postulated sphere of validity is the academic field, in which we will examine how cultural capital is objectified and how objectified cultural capital can be converted into its institutionalised form. The primary focus of this examination will be the presentation of the simulacra of objectivised cultural capital, using different perspectives, touching upon its construction, functioning, and pointing out ways to expose it. We will also deal briefly with a difference in valuation, where the scientific value of objectified cultural capital is disparate with the field value of the institutionalised capital which can be gained through it. Finally, we would also like to address a few pragmatic viewpoints of the creation of cultural capital especially important for a young researcher. (Contains 1 footnote and a bibliography.)