ethanporcaro/eric-fulltext-meta huggingface dataset:
Perspectives on Teacher Quality: Bilingual Education and ESL Teacher Certification, Test-Taking Experiences, and Instructional Practices
Author: Lemberger, Nancy
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Bilingual Education,Language Teachers,Teacher Certification,English (Second Language),Second Language Learning,Second Language Instruction,English Language Learners,Evidence Based Practice,Teaching Methods,Licensing Examinations (Professions),Graduate Students,Interviews,Teacher Surveys,Teacher Attitudes,Instructional Effectiveness,Qualitative Research,Observation

This descriptive exploratory study looked at the certification process, test-taking experiences, and instructional practices of a group of graduate bilingual education (BE) and English-as-a-Second-Language (ESL) teachers to understand why some had problems passing teacher certification tests after completing their degrees. The study surveyed 63 BE and ESL teachers on their certification and test-taking experiences and their perceived instructional strengths. From this group of 63 participants, 15 volunteer teachers were interviewed and observed in their classrooms. Findings reveal most teachers passed certification tests on the first or second attempt. However, several failed tests due to language, content, and time difficulties, which had frustrating consequences for their teaching careers. Teachers' perceived and observed instructional strengths reflected to varying degrees effective research-based practices for English Language Learners. Despite test challenges, teachers persisted, were passionate and committed to students. Study findings call for further research on teacher certification tests and their relationship to teacher quality and the instructional practices teachers implement.
We&apos;ll Come Back When You&apos;re Teaching: Examining the Need for Curricular Reform in Higher Education in Response to the Introduction of Transitional Kindergarten in California&apos;s Public Schools
Author: Nicholson, Julie
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Change,Higher Education,Transitional Programs,Kindergarten,Early Childhood Education,Public Schools,College Faculty,Preschool Teachers,Program Implementation,Research Projects,Case Studies,Semi Structured Interviews,Qualitative Research,Principals,Administrators,Teacher Surveys,Curriculum Development,Developmentally Appropriate Practices,Administrator Education,Teacher Education,Instructional Leadership

This study examines how, if at all, multiple subjects and administrative services credential preparation programs are changing in response to California's newest grade, Transitional Kindergarten (TK). We analyzed interviews from university faculty in early childhood education and credential programs in five institutions of higher education and collected survey data from early childhood professionals across 16 counties in the state. We describe gaps in knowledge about early childhood and developmental science needed to work with children in effective and developmentally responsive and appropriate ways. The study informs a much needed conversation about the consequences of implementing TK as a stand alone change rather than part of a comprehensive coordinated systems level reform.
Examination of Postgraduate Theses on History Textbooks in Turkey in Terms of Some Variables
Author: Alaca, Eray
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Textbook Evaluation,Theses,Content Analysis,Predictor Variables,Statistical Distributions,Bibliometrics,Institutional Characteristics,Supervisor Qualifications,Research Design,Geographic Distribution,College Graduates,Qualitative Research

The purpose of this study was to examine the postgraduate theses that focused on history textbooks between 1989 and 2017 in Turkey. The population was composed of 126 postgraduate theses (master's and doctoral) which were obtained from Thesis Center of Higher Education Council (HEC), Republic of Turkey. The document review method was used to evaluate the theses in the study. Thesis analysis form, which was developed by the researcher, was used as the data collection tool. This form involved items related to the theses' levels, years, universities and institutes, title of the advisors, focus countries, and research design. The findings were interpreted making use of percentages and frequencies. The results showed that some universities in Turkey such as Gazi University distinguished themselves in terms of the number of theses on history textbooks. The fact that there were 108 master's theses and 18 doctoral theses raises the importance of the current study. As a result of this study, discussion and some recommendations were presented about the theses on history textbooks.
The Book of My Dreams
Author: Degirmenci Gundogmus, Hatice
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,Books,Reading Interests,Qualitative Research,Grade 2,Grade 3,Grade 4,Content Analysis,Student Attitudes,Case Studies

This study offers an opportunity for learning the characteristics of elementary school students' dream books that can increase their willingness to read. In the study, for which the qualitative research method was adopted in line with this main purpose, 275 elementary school students that attended different schools at 2nd, 3rd and 4th grades were asked to describe in writing the characteristics of the book of their dreams that increases their willingness to read. The data obtained were subjected to content analysis, and the characteristics of students' dream books were categorized into &quot;general characteristics&quot;, &quot;physical characteristics&quot;, &quot;themes&quot;, &quot;protagonists&quot; and &quot;expectations&quot;. The study findings indicate that the book preferences of students are influenced by the changes taking place in our time. It was found out that the books of students' dreams had also characteristics of e-books as well as printed books.
The Effect of 7E Learning Model on Conceptual Understandings of Prospective Science Teachers on &quot;de Broglie Matter Waves&quot; Subject
Author: Gorecek Baybars, Meryem
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Physics,Scientific Concepts,Concept Formation,Science Teachers,Pretests Posttests,Science Instruction,Misconceptions,Learning Processes,Models,Instructional Effectiveness,Semi Structured Interviews,Qualitative Research,Case Studies,Statistical Analysis

The object of this study is to determine the conceptual understanding that prospective Science teachers have relating &quot;de Broglie: Matter waves&quot; and to investigate the effect of the instruction performed, on the conceptual understanding. This study was performed at a state university located in the western part of Turkey, with the Faculty of Education-Science Teaching students (2nd year/48 individual) in the academic year of 2010-2011. The study was planned as a single group pretest-posttest design. A two-step question was used in the study, prior to and after the instruction. Lessons were conducted using the 7E learning model in the instruction process. When all these results are evaluated, it can be said that the conceptual understanding of the prospective teachers regarding &quot;de Broglie; matter waves&quot; has been taken place. In general, when all the sections are examined, it has been observed that the prospective teachers have more alternative concepts prior to the instruction and more scientific concepts after the instruction. In this process, besides instruction, the prospective teachers have not taken any place in a different application regarding the basic concepts of quantum physics. Therefore, it has been determined that the 7E learning model used in the research and the activities included in the 7E learning model are effective in conceptual understanding.
Gender and Perception of Profession
Author: Ünal, Fatma
Date: 2018-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Sex Stereotypes,Student Attitudes,Qualitative Research,Sex Role,Occupations,Foreign Countries,Association Measures

There are negative impacts of gender stereotypes particularly on the education of girls and women. The purpose of this study is to examine pre-service teachers' profession perceptions within the context of gender using word association test technique and to identify the definition of the concept of &quot;profession&quot; depending on sex. This study is designed as a qualitative research and involves 250 pre-service teachers. In analysing the data, descriptive analysis method is used. Findings are presented in frequency tables and concept networks. The results show that the first profession pre-service teachers mention in their sentences about the concepts of &quot;women and profession&quot; is &quot;teacher,&quot; whereas it is &quot;worker&quot; for the concept of &quot;men and profession.&quot; In the light of the findings, suggestions are made to overcome gender stereotypes and to help individuals to become aware of the acts and talks that reproduce gender inequality.
Futsal World Cup: Differences Created by Winning, Losing and Drawing Variables in Scored Goals and Offensive Variations
Author: Balyan, Melih
Date: 2018-05-00
Type: Journal Articles
Subjects: Team Sports,Games,Statistical Analysis,Competition,Foreign Countries

Futsal, which can be defined as a new sports branch compared to football, has some shortcomings in comparison with football as well according to the studies carried out. Studies have rather focused on the movement characteristics of futsal players during the game and the physiological effects of games. On the other hand, there are only a limited number of studies conducted on game analysis. Therefore, as the primary goal of the present study, offensive variations that ended up as goals in all matches played in Futsal World Cup were analyzed. As the secondary goal, these parameters were studied in terms of the teams' winning-drawing-losing states during games. In the present study, a total of 52 matches of the teams playing in 2016 FIFA Futsal World Championship were analyzed. The analyses of the games were performed using the hand notation method. Differences between offensive variations (Diagonal, parallel, central and transition game forms, set games etc.) and the goals scored (shots taken, shots at goal, the area where the goals were scored, the way the goals were scored, the area where the foot hit the ball, block shoots etc.) were determined with One-way Anova and Kruskal-Wallis tests on SPSS version 20 in terms of 3 variables (win-loss-draw). The findings show that the winning teams had significantly more shots than the losing teams (10.80, 95%CI (from 3, 73 to 17, 87) and that the number of shots at goal was also higher (5.82, 95%CI (from 2, 43 to 9, 91) in terms of the teams' winning-losing-drawing states. However, no statistically significant difference was found between the areas where the shots were taken and the points they ended up at the goal. As for position specific games, on the other hand, statistically significant differences were found in terms of winning, losing and drawing states during the game (central= X[superscript 2] (2) = 10.500, p = 0.005, diagonal= X[superscript 2] (2) = 17.142, p = 0.000, parallel= X[superscript 2] (2) = 10.931, p = 0.004, transition= X[superscript 2] (2) = 28,587 p = 0.000). No statistically significant difference was found between set games ending up with goals and the teams' game score variables. The results obtained concerning offensive variations in a superior futsal championship reveal that positional games of dynamic style could be much more effective compared to set games of static starting positions in winning the game. Moreover, producing shooting positions and their accuracy levels seem to be an important factor affecting success. According to these results, it can be recommended that the trainings to be held should be designed to improve positional games that these should be planned as practices that result in shots.
Social Skills, Problem Behaviors and Classroom Management in Inclusive Preschool Settings
Author: Karakaya, Esra G.
Date: 2018-05-00
Type: Journal Articles
Subjects: Interpersonal Competence,Behavior Problems,Classroom Techniques,Inclusion,Preschool Education,Preschool Teachers,Preschool Children,Student Behavior,Foreign Countries,Age Differences,Institutional Characteristics,Status,Gender Differences,Statistical Analysis

This study aimed to determine preschool teachers' classroom management skills and investigate the relationships between teachers' classroom management skills and inclusion students' social skills and problem behaviors. Relational screening model was used as the research method. Study group consisted of 42 pre-school teachers working in Kocaeli province and 42 inclusion students aged 4-7. Personal Information Form, Classroom Management Skills Inventory for Pre-school Teachers and Pre-School and Kindergarten Behavior Scale were used to collect data. Mann Whitney U and Kruskal Wallis methods were utilized to analyze the descriptive statistics. Results revealed that participating pre-school teachers had high level of perceived classroom management skills, teachers' classroom management skills did not differ based on inclusion students' age and gender but they significantly differed based on teachers' age, seniority, type of school they graduated from and staff status. Inclusion students were found to have moderate social skills and high level of problem behaviors. Children scores in social skills and problem behavior scales did not change based on age but they significantly differed based on gender. According to the results, no meaningful relationships existed between teachers' classroom management skills and inclusion students' social skills and problem behaviors.
The Relationship between the Entrepreneurship Characteristics and Metacognitive Awareness Levels of Pre-Service Teachers
Author: Duman, Burcu
Date: 2018-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Entrepreneurship,Metacognition,Student Characteristics,Correlation,Foreign Countries,Statistical Analysis,Surveys

The purpose of this study is to determine the relationship between the entrepreneurship characteristics and metacognitive awareness levels of pre-service teachers. Qualitative research method is used in this study and the study is designed as a relational survey. The sample of the study was 441 pre-service teachers studying at the faculty of education of a public university in Turkey during the spring semester in 2015-2016 academic year. Random sampling was used to determine the sample group. The instruments used to collect the data in the study were &quot;Metacognitive Awareness Scale for Pre-service Teachers (MASP)&quot; developed by Duman (2013) and &quot;Entrepreneurship Scale for University Students (ESUS)&quot; developed by Yilmaz and Sünbül (2009). SPSS-22 package program was used to analyze the collected data. In determining the relationships between the scores from MASP and ESUS scales, pearson product-moment correlation analysis was conducted. In determining MASP's prediction of the scores from the ESUS scale multiple linear regression analysis was used. The results indicated a positive relationship at medium level between entrepreneurship characteristics and metacognitive awareness levels of pre-service teachers (r = 0.565 p&lt;0.01). In addition, there are significant positive relationships between entrepreneurship characteristics and all sub-scales of MASP. It was found that the metacognitive awareness levels of pre-service teachers predicted their entrepreneurship characteristics at a rate of 43%. It is possible to say that activities towards improving metacognitive awareness could have positive impacts on entrepreneurship.
The Effects of Two Different Stretching Programs on Balance Control and Motor Neuron Excitability
Author: Kaya, Fatih
Date: 2018-05-00
Type: Journal Articles
Subjects: Physical Education,Physical Activities,Motor Reactions,Psychomotor Skills,Instructional Effectiveness,Males,Statistical Analysis,Inhibition,Pretests Posttests

We examined the effects of training (4d/wk for 6 wks) with static stretching (SS) or contract-relax proprioceptive neuromuscular facilitation (PNF) on static balance time and motor neuron excitability. Static balance time, H[subscript max]/M[subscript max] ratios and H-reflex recovery curves (HRRC) were measured in 28 healthy subjects (SS: n = 10, PNF: n = 9, control: n = 9) before and after training. SS improved static balance time with a trend observed for PNF. Post training, during 150-200-250 msec interstimulus intervals, we observed a reduction in facilitation, but during 500-700-900 msec interstimulus interval; there was an increase in H2/H1 ratio in the PNF group only. Both stretching techniques improved static balance. The Ia afferent inhibitions during the acute exercises were not found after the SS and PNF training programmes. It was concluded that training with contract-relax proprioceptive neuromuscular facilitation may cause some augmentation in supraspinal and postsynaptic inhibition on the motoneuron pool.
Trends and Changes in Training History Teachers in Academia, and Its Interface with the Israeli Education System
Author: Cytrin, Yitzhak
Date: 2018-05-00
Type: Journal Articles
Subjects: Teacher Education,History Instruction,Teaching Methods,World Views,Futures (of Society),Foreign Countries,Criticism,Curriculum Development,Historians,Critical Thinking,Educational Trends,Educational Change,Learning Processes,Interdisciplinary Approach,Literacy,Information Technology,Technology Uses in Education,History

This article aims to examine the difficulties, misgivings, and criticism that exist in academia and the field of education, regarding creating history curricula relevant and significant to twenty-first century society and individuals; how compulsory history curricula can be suited to the methodology and didactics of training students as history teachers, and suggest several solutions to the issues discussed. The structure of knowledge approach in the discipline of history is problematic, and creates a complex challenge regarding preparing history students as teachers of the future. This is because this discipline represents, to a great extent, the wider fields of the humanities and social sciences which are very difficult to integrate into the school educational process. Historical research and the education system have different goals. The historian strives to clarify &quot;historical questions&quot;, meaning issues from the past with the perspective of their having certain relevance to the future. In contrast, the education system seeks to shape the student's worldview and provide him with significant tools for coping with the challenges of the twenty-first century, as part of the &quot;toolbox&quot; that the education system believes will serve as a basis for the student's preparation to be a useful individual in society and for himself. In light of the weight of history in teaching values, based on reliable facts gained from historical research, the main role that should be given to teaching the subject is to teach critical thinking. The ability to understand history in its framework of reference, meaning, understanding change and the environment, needs to be developed. Likewise, it is necessary to arouse and develop the judicious use of facts and drawing conclusions. Learning history can, and must, take place both experientially and logically. Presenting the &quot;historical story&quot; alongside the &quot;cognitive-critical&quot; approach must be the primary &quot;pedagogy&quot; when instilling students with teaching skills. Achieving history curriculum goals is greatly dependent on the teaching and evaluation methods, and how well teachers succeed in bringing their students to be active and involved in the learning process. Therefore, a variety of teaching strategies must be employed, in the spirit of the constructionist approach. Training teaching students requires a variety of pedagogic methods and methodological approaches, and teaching literacy for strategies for interdisciplinary teaching methods, integrative learning, and use of digital technologies.
The Role of Senior University Students&apos; Career Adaptability in Predicting Their Subjective Well-Being
Author: Kirdök, Oguzhan
Date: 2018-05-00
Type: Journal Articles
Subjects: College Seniors,Vocational Adjustment,Well Being,Correlation,Foreign Countries,Multiple Regression Analysis,Predictor Variables,Statistical Analysis

The aim of this study is to examine whether career adaptability and career adaptability subscales of senior undergraduates could predict subjective well-being. The research was a descriptive correlational study which was conducted on 310 senior students (173 women, 137 men) in a state-funded university on the Mediterranean coast of Turkey and participants participated in this study voluntarily. Participants ranged in age between 20 and 28 years. Career Adaptability Scale, Life Satisfaction Scale, Positive and Negative Affect Schedule were used as data collection tools in this study. Pearson's Product-Moment Correlation Analysis, Simple Regression Analysis, and finally Multiple Regression Analysis were performed to examine the effect of the total score of career adaptability and subscale scores of careers adaptability of senior undergraduate students on subjective well-being. All analyses were conducted using the SPSS version 20.0. The findings of the research showed that career adaptability predicts the subjective well-being of university senior students. Control as a subscale of career adaptability was found to be the strongest predictive variable for subjective well-being among senior university students. Concern and confidence as subscales of career adaptability were found to be other predictive variables of subjective well-being in this study. However, curiosity as a subscale was not found to be a predictor of subjective well-being. These findings are discussed through career construction theory.