ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating Pre-School Children&apos;s Self-Regulation Skills in Terms of Various Variables in Northern Cyprus = Kuzey Kibris&apos;ta okul öncesi dönemdeki çocuklarin öz düzenleme becerilerinin çesitli degiskenler açisindan incelenmesi
Author: Daggul, Hatice Cemre
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Kindergarten,Self Control,Attention,Conceptual Tempo,Gender Differences,Scores,Parent Background,Family Income,Family Characteristics

The purpose of this study is to examine the self-regulation skills of kindergarten children in terms of various variables. The study was conducted in two different kindergarten institutions in Nicosia and Girne District of Cyprus; 122 children aged 48-72 months and their parents (mother or father). In order to measure the participant children's self-regulation skills, Pre-School Self-Regulation Scale adapted to Turkish was used. Socio-demographic information of the children and the parents participating in the study were determined using the Personal Information Form, which consists of 5 optional questions prepared by the researchers. In the study, it was seen that the scores of the attention/impulse subscale and total scale score of the girls were significantly higher than the boys. No statistically significant difference according to the gender is found in the positive emotional subscale. There was no significant difference in the children's self-regulation skills scores in terms of parental education level, total income status of the family and the number of children in the family. This study, which was conducted for the first time to determine the self-regulatory skills of the children in pre-schools of North Cyprus and the variables affecting these skills, will contribute to the similar work in the future and educational arrangements for education system of North Cyprus.
Middle School Teachers&apos; Opinions about Using VUstat and TinkerPlots in the Data Processing in Middle School Mathematics = Ortaokul matematik ögretmenlerinin VUstat ve TinkerPlots yazilimlarinin veri isleme ögrenme alaninda kullanilabilirligi ile ilgili görüsleri
Author: Avci, Esat
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Mathematics Teachers,Teacher Attitudes,Computer Uses in Education,Data Processing,Middle School Mathematics,Computer Software,Usability,Mathematics Curriculum,Mathematics Instruction,Statistics,Foreign Countries

The purpose of this research is to examine the views of middle school mathematics teachers about the usability of VUstat and TinkerPlots software in data processing learning in the Curriculum of Mathematics Teaching in Middle School (5th, 6th, 7th and 8th grades). In the study, the phenomenology design from qualitative research patterns was employed. The study group was determined by maximum variation sampling method of purposeful sampling methods. The number of middle school mathematics teachers in the study group is 14. Pre-Interview Form, Activity Forms, Software Evaluation Forms and Focus Group Interview Form were used as the data collection tool in the research. The analysis and interpretation of the data was done by content analysis. The results of the research show that teachers have some problems regarding the use of technology in teaching mathematics and that VUstat and TinkerPlots software can be used in statistical teaching even though they have certain deficiencies. Some suggestions were made according to the results of the research.
The Effect of Communication Training on Mother-Child Communication Applied by &quot;From Child to Mother Approach&quot; in Mobile Kindergarten = Gezici anaokulunda çocuktan anneye yaklasimiyla uygulanan iletisim egitiminin anne çocuk iletisimine etkisi
Author: Basit, Osman
Date: 2019-00-00
Type: Journal Articles
Subjects: Kindergarten,Parent Child Relationship,Mothers,Preschool Children,Neighborhoods,Comparative Analysis,Evaluation Methods,Communication Skills,Program Descriptions,Outcomes of Education,Siblings,Foreign Countries,Birth Order,Empathy,Nonverbal Communication,Speech Communication

This research was carried out with the aim of examining the impact of communication training based on 'from the child to mother approach' on the communication of the mothers with their children attending mobile preschools. The sample comprised 80 children attending mobile preschool and mothers of those children. Two of the five neighborhoods served by the mobile preschool were designated randomly as experiment groups and the remaining as control groups. There were 33 children and mothers in the experimental group and 47 in the control group. The data was collected by General Information Form and Parent-Child Communication Evaluation Tool. During the course of the research, the Communication Training Program prepared by the researcher and based on the Child to Mother Approach was applied to the experimental group for two days in a week during eight weeks. In order to examine the impact of Communication Training Program on mother-child communication, t-test was conducted for both the independent group and the dependent group. Statistical significance was set at .05. As a result of the analyses, it has been determined that the Communication Training Program has a positive effect on communication between mothers and children and this effect is permanent. In line with the results of the research, suggestions for preschool education teachers, parents and researchers are presented.
Prediction of Students&apos; Strategies for Doing Science Homework by Parental Support and Students&apos; Goal Orientation = Ögrencilerin fen bilimleri ödevlerinde kullandiklari stratejilerin aile destegi ve ögrencilerin hedef yönelimleri yardimiyla yordanmasi
Author: Kurt, Uluhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Homework,Goal Orientation,Learning Strategies,Parent Child Relationship,Middle School Students,Public Schools,Foreign Countries,Personal Autonomy,Predictor Variables,Mastery Learning,Cognitive Processes,Metacognition,Time Management,Self Management,Secondary School Science

The aim of this study is to examine how parents' support for their children's science homework and the goal orientation of students in science homework predict their deep learning and management strategies that students use when doing homework. For this purpose, among quantitative research approaches, correlational method was used in the study. The sample of the study consisted of 328 middle school students enrolling in public schools in Erzurum. As data gathering tools, the Parental Homework Support Scale, Homework Goal Orientation Scale and Homework Strategy use Scale were used. The results of the hierarchical regression analysis revealed that the content- and autonomy-oriented support of the parents were positive predictors of deep learning and management strategies. The mastery and performance goal orientation predicted the management strategy positively, whereas the work-avoidance negatively predicted it. Among the goal orientations, it was seen that only the mastery goal orientation predicted the deep learning strategy and the relationship was in positive direction. The parental homework support and students' goal orientation in homework explained 61.00% of the variance in the homework management strategy and 53.00% of the variance in the deep learning strategy.
The Reliability and Validity Study of Classroom Practices in Inclusive Preschool Education Environment with Talented and Gifted Children Scale = Üstün Yetenekli ve Zekâli Çocuklarin Bulundugu Kapsayici Okul Öncesi Egitim Ortamlarinda Sinif Içi Uygulamalar Ölçegi geçerlik ve güvenirlik çalismasi
Author: Daglioglu, H. Elif
Date: 2019-00-00
Type: Journal Articles
Subjects: Reliability,Validity,Teaching Methods,Talent,Gifted,Inclusion,Preschool Teachers,Factor Analysis,Preschool Education,Individualized Instruction,Learning Motivation,Talent Development,Foreign Countries,Correlation,Teacher Attitudes,Measures (Individuals)

The aim is to develop a scale to demonstrate the instructional approaches that teachers apply in inclusive preschool classrooms, where typically developed and talented/gifted children are educated together. A total of 156 teachers working in inclusive preschools in Ankara formed the study group. The scale consists of 22 five-point, Likert-type items. Both exploratory and confirmatory factor analyses were performed. As a result of the exploratory factor analysis, a structure consisting of three factors and 18 items was obtained. The first factor termed as 'Differentiation' consists of seven items, while the second factor, 'Detection and Development of Potential' consists of eight items, and the third factor of the scale, 'Motivation' consists of three items. The scale accounts for 44.61% of the total variance. As a result of the confirmatory factor analysis, it determined that the scale was in good agreement with the model in general. The Cronbach alpha internal consistency coefficient of the scale is defined as .88 and the reliability of the subscales is determined between 0.76 and 0.83. In addition, the correlation coefficients of the items in each factor are higher than 0.30. In general, it is found that the three-factor structure of the scale is valid and reliable.
A Study on the Relationship between the Behaviour of the Academic Procrastination of the Psychological Counseling and Guidance Students and Their Goal Orientations and Self-Esteem = Psikolojik danismanlik ve rehberlik ögrencilerinin akademik erteleme davranisi ile basari yönelimleri ve benlik saygisi arasindaki iliskinin incelenmesi
Author: Birol, Zehra Nesrin
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Behavior,Goal Orientation,Self Esteem,Counselor Training,Psychology,Gender Differences,Learning Strategies,Time Management,Student Attitudes,Undergraduate Students,Public Colleges,Self Concept Measures,Academic Achievement,Instructional Program Divisions

The academic procrastination is one of the reasons that university students experience problems in both their educational life and academic. The behavior of delaying academics has effects reaching from the completion of homework to preparation for exams. This therefore can present itself in the student's life as a resentment towards both educators and education. The basic goal of this study is to examine the relation between academic procrastination of the Psychological Counseling and Guidance students and achievement goal and their self-esteem. Besides this basis, another purpose of this study is to find out whether a difference occurs in academic procrastination of the Psychological Counseling and Guidance Departments students when their class level, gender, and success are taken into consideration. Survey method was used in the study as a data collection tool. The participants in this study were 426 students who were attending to Psychological Counseling Department. The data were also collected using the Academic Procrastination Scale, 2x2 Goal Orientations Scale, Rosenberg Self-Esteem Scale, and the Information Form prepared by the researcher. The findings showed that there was a significant relation between academic procrastination of the Psychological Counseling and Guidance students and their self-esteem. According to the results a medium-level, negative and significant correlation was also found between academic procrastination behaviour of the Psychological Counseling and Guidance students and their learning approach.
Professional Development Needs of the International Work-Integrated Learning Community
Author: Zegwaard, Karsten E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Workplace Learning,Integrated Activities,Higher Education,Employment Potential,National Organizations,Professional Associations,Foreign Countries

Many governments are expecting higher education institutions to make strong links between the educational offerings and employability while many employers are demanding graduates with prior workplace or community engagement before entering the workplace. As higher education institutions respond to these challenges, work-integrated learning (WIL) is increasingly seen as a powerful educational approach in developing and empowering work-ready graduates, with many institutions expanding their WIL offerings. With the expansion of WIL, however, comes the need for more staffing to resource the activity. The type of staff vary from practitioners (placement coordinators, field practitioners), teaching staff, researchers, and curricular designers, all of whom require a relevant skills set and knowledge. However, to date, professional development opportunities directly related to WIL have been limited, with most opportunities offered by some national associations providing webinars and workshops. Furthermore, little work has been undertaken to determine the actual professional development needs of WIL staff. Presented here are the findings of an online, international survey of 668 WIL practitioners which explores their perceived professional development needs.
Rich Pictures in Qualitative Research in Higher Education: The Student as Consumer and Producer in Personal Branding
Author: Parrott, Patricia
Date: 2019-00-00
Type: Journal Articles
Subjects: Consumer Economics,Commercialization,College Students,Marketing,Education Work Relationship,Career Planning,Student Attitudes,Self Concept,Employment Potential,Freehand Drawing,Job Placement,Job Application,Public Colleges,Foreign Countries,Semiotics,Student Role,Agricultural Education

Marketing principles and consumerism are evident in higher education with universities central to the development of fit for purpose graduates. Students are increasingly viewed as consumers of university products and expected to manage self-hood and to promote themselves to the marketplace. This article is drawn from research in an ongoing larger scale project exploring the ownership of students in shaping their 'career capital' and in building 'brand-me' from a student perspective when seeking industrial placement and graduate career progression. It appraises the use of a 'soft systems' methodology using rich pictures (RP) to support qualitative one-to-one interviews with students in higher education. The findings showed that the combination of in-depth interviews with the rich pictures creative qualitative approach provided a much closer generation of insights to inform staff in the support of students pursuing of industrial placement and career progression, and for the students it offered an opportunity for self-reflection and consideration of 'brand-me'.
Analyzing Students&apos; Problem Solving Abilities of Direct Current Electricity in STEM-Based Learning
Author: Apriyani, Rany
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Solving,Energy,STEM Education,Foreign Countries,Problem Based Learning,Active Learning,Student Projects,Vocational Schools,Grade 10

This research has been conducted to analyze students' problem-solving abilities in direct current electricity in STEM-based learning. The implementation of STEM in this research is to train the domain of scientific practices and engineering practices that are associated with model problems and project-based learning. The research method used was pre-experiment with the design of one group pretest-posttest. The subjects of the research consist of 27 students at the 10th grade of one of the Vocational Schools in Kabupaten Bandung Barat. The instrument of problem-solving ability in this study are four structured description questions, each of which consists of 5 questions, indicators of problem-solving ability, namely visualize the problem, describe the problem in physics description, plan the solution, execute the plan, and check and evaluate. As a result of the research, it was found that there was an increase in students' problem-solving abilities with the application of the integration model problem and project-based learning in STEM-based learning.
Enhancing Students&apos; Creativity through STEM Project-Based Learning
Author: Hanif, Sofi
Date: 2019-00-00
Type: Journal Articles
Subjects: Creativity,STEM Education,Active Learning,Student Projects,Foreign Countries,Junior High Schools,Junior High School Students,Grade 8,Learning Activities,Teaching Methods,Light,Optics

In some school, teacher-centered is commonly found in the learning process. The learning process itself is still in the form of direct transfer of knowledge from teacher to students. Actually, students will learn better if they are engaged in a meaningful learning activity. STEM project-based learning is one of the alternative teaching strategies that engaged students in meaningful learning. The aim of this study is to investigate the impact of STEM project-based learning on students' creativity in the topics of light and optics. The study used qualitative research with the narrative design. Data collection technique that used is observation. The population is eight grade students in one of Junior Secondary School that is located in Bandung, Indonesia. The sample consists of 25 students that chosen based on purposive sampling technique. The data is obtained through Creativity Product Analysis Matrix (CPAM). There are three creativity dimensions that used in this study which are resolution, elaboration and novelty dimension. Students' creativity is obtained as much 76% which categorized as good. Based on the result, STEM project-based learning give a good impact on students' creativity. STEM project-based learning can be used as alternative teaching strategies in Junior Secondary School.
Role-Play Simulation for Assessing Students&apos; Creative Skill and Concept Mastery
Author: Gamanik, Nisrina Meta
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Role Playing,Simulation,Creativity,Group Discussion,Program Effectiveness,Concept Formation,Skill Development,Human Body,Grade 8,Junior High School Students,Foreign Countries,Science Instruction

This study treats students by role-play simulation for learning the human circulatory system. Creative skill and concept mastery to be assessed aspects at the end of learning. The method used in this research is the quasi-experimental method. The sample was taken by cluster random sampling technique with the population of students in 8th grade at one of Junior High School in Bandung. The samples in the experimental class n=24 and control class n= 24. The data obtained using the rubric of creative skill consist of process and product. For treatment in experiment class, implemented the role play while for the control class conducted the group discussion. This study aims to examine the effect of role-playing on students' concept mastery and creative skills. The data result of students' concept mastery was taken by pretest and posttest. The result of students' concept mastery was indicated by mean of posttest score in the experimental class, which is implemented the role play is higher than the control class, 79.50 &gt; 64.00, respectively. Creative skills in the process that will be seen during the implementation of the role play and creative skills in product measured by the scenario of the role play. This research indicated that role play could be implemented in the teaching-learning process. The research findings show that there is a significant effect of role-playing on students' concept mastery and lead students to be skillfully creative.
The Effect of Guided Inquiry Laboratory Activity with Video Embedded on Students&apos; Understanding and Motivation in Learning Light and Optics
Author: Afriani, Tina
Date: 2019-00-00
Type: Journal Articles
Subjects: Inquiry,Science Laboratories,Science Instruction,Video Technology,Junior High School Students,Grade 8,Foreign Countries,Educational Technology,Technology Uses in Education,Teaching Methods,Student Motivation,Learning,Optics

This research aims to investigate the effect of guided inquiry laboratory activity with video embedded on students' understanding and students' motivation in learning lights and optics topic. The method used in this research was pre-experiment. The sampling technique used in this research was convenience sampling, and the samples were taken from grade 8 in one of junior high school in Bandung. The sample was 20 students. The class implemented guided inquiry laboratory activity with video embedded in learning light and optics. The students' understanding was measured using test given at pretest and post-test while students' motivation was calculated using software ministeps (RASCH Model). The t-test paired sample also was performed on the average level of 95% to identify the significant difference of students' understanding before and after the implementation of guided inquiry laboratory activity with video embedded. The results of this research show that the use of guided inquiry laboratory with video integrated gives an improvement of students understanding. Even though the value of n-gain is 0,264 (categorized as low level), the statistical test shows that there is a significant difference between students understanding before and after the implementation of guided inquiry laboratory activity with video embedded. There are 15 students from 20 students who are motivated in learning light and optics by using guided inquiry laboratory activity with video embedded. Students are motivated by the implementation of guided inquiry laboratory activity with video embedded.
Improving Students&apos; Sustainability Awareness through Argument-Driven Inquiry
Author: Salsabila, Erning Rahmadini
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Improvement,Sustainable Development,Consciousness Raising,Persuasive Discourse,Inquiry,Climate,Active Learning,Grade 7,Junior High School Students,Foreign Countries,Knowledge Level,Instructional Effectiveness,Early Adolescents,Conservation (Environment)

Sustainability awareness is one of the things that the student should have to help in a caring environment. Sustainability awareness of the student can be built by knowledge and awareness of what should be done or not. The student will be more aware of the students involved and explore more in building a concept about the environmental issue itself. The aim of this study is to investigate the impact of Argument-Driven Inquiry toward students' sustainability awareness in learning global warming. The method used in this research was experimental research. This study used two different groups of student. The first group learned using Argument-Driven Inquiry and the second group learned using Inquiry-based Learning. The population was seventh-grade students in one of Junior Secondary School in Bandung, Indonesia. The purposive sampling technique was used to choose the sample. The participants consist of 52 students from both groups. Each group consists of 26 students. The data were collected by giving the questionnaire of sustainability awareness. The questionnaire consists of 15 items. The result of this study shows the different percentage in the level of students' sustainability awareness between the two groups. The most different percentage is on the sustainability practice awareness aspect. The group that used Argument-Driven Inquiry has percentage 40.7% which means as medium and the group that used Inquiry-based Learning has percentage 37.6% which means as low. Based on the result, Argument-Driven Inquiry gives a better impact on students' sustainability awareness. Argument-Driven Inquiry can be considered as one of the alternative teaching models that can give a better understanding in building the awareness of Junior Secondary School student.