ethanporcaro/eric-fulltext-meta huggingface dataset:
Special Education Teachers&apos; Self-Efficacy Beliefs toward Science Course
Author: Ates, Yesim Taktat
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Special Education Teachers,Teacher Attitudes,Self Efficacy,Scientific Attitudes,Science Education,Beliefs,Gender Differences,Departments,Science Instruction,Science Achievement,Teacher Background,Knowledge Level

The aim of this study was to determine special education teachers' self-efficacy belief levels toward science. In the study, an explanatory mixed method was used in which quantitative and qualitative research methods were involved together. This study included both survey and case study methodology. To determine the level of special education teachers' self-efficacy beliefs toward science, the &quot;Self-Efficacy Beliefs toward Science Scale&quot; developed and adapted in 1990 by Riggs and Enochs was used. This scale was translated to Turkish by Bikmaz (2004). The main data of the study were collected through a survey by 115 special education teachers in Kirsehir in Turkey during the spring semester of 2017-2018 academic year. In addition, semi-structured interviews were conducted with four special education teachers selected from the main study. When the results of the study were examined, it was seen that the teachers' level of self-efficacy beliefs toward science was at a neutral level. According to the results of qualitative data analysis, teachers stated that they felt sufficiently prepared for their science course and that they affected the competency levels of their students' performances. In addition, special education teachers stated that they experienced no problems in some subjects they experienced problems in other subjects. Special education teachers believed that if the teacher gives a lesson in accordance with students' level, he/she can have a positive impact on the student, and if the teacher likes the science course, the success of the student would increase.
Work Readiness in Graduate Recruitment and Selection: A Review of Current Assessment Methods
Author: Caballero, Catherine Lissette
Date: 2010-00-00
Type: Journal Articles
Subjects: College Graduates,Career Readiness,Employment Potential,Personnel Selection,Recruitment,Construct Validity,Evaluation Methods,Job Skills,Transfer of Training,Employer Attitudes,Cognitive Ability,Cognitive Tests

Graduate recruitment and selection differs from other contexts in that graduate applicants generally lack job-related experience. Recent research has highlighted that employers are placing increasing value on graduates being work ready. Work readiness is believed to be indicative of graduate potential in terms of long term job performance and career advancement. A review of the literature has found that current graduate recruitment and selection practices lack the rigour and construct validity to effectively assess work readiness. In addition, the variety of interchangeable terms and definitions articulated by employers and academics on what constitutes work readiness suggests the need to further refine this construct. This paper argues that work readiness is an important selection criterion, and should be examined systematically in the graduate assessment process, as a construct in itself. The ineffectiveness of current assessment methods in being able to measure work readiness supports the need to develop a specific measure of work readiness that will allow more effective decision practices and potentially predict long term job capacity and performance.
Stakeholder Attitudes towards Employability in a Sino-British University
Author: Speight, Sarah
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Stakeholders,Attitudes,Employment Qualifications,Job Skills,Program Effectiveness,Teacher Attitudes,Student Attitudes,College Faculty,College Students,Cultural Differences,Higher Education,International Cooperation,Extracurricular Activities

In 2004 the University of Nottingham opened its branch campus, the University of Nottingham Ningbo China (UNNC). Degree-awarding powers for UNNC remain with the UK, but there is recognition that Nottingham must understand the specific context of its Chinese branch; provision therefore operates according to the principal of equivalence rather than of replication. This paper explores stakeholder attitudes towards the University?s Nottingham Advantage Award. This is an extra-curricular programme designed to support students in the development of their &quot;employability?. Launched in the UK in 2008, it was piloted at UNNC in 2010-11 and has now completed its first full year of operation. Twenty-three interviews were conducted with staff and students at UNNC. These were analysed alongside interviews carried out in the UK and with reference to the research literature. This provided an understanding of the role of the Award overall and in the UNNC context. The study shows that while stakeholders hold broadly similar views in the UK and China, there are subtle differences of emphasis concerning the understanding of, and responsibility for, learning for employability. In addition, a group of China-specific themes emerged from the UNNC interviews that indicated recognition of the need to differentiate priorities and provision for each site. The paper concludes that the challenge for the Award at UNNC is to serve both global and local agendas and that it should strive to reduce the &quot;information asymmetry? existing between stakeholders to promote effective graduate employability.
Student Teachers&apos; Physics Knowledge and Sources of Knowledge to Explain Everyday Phenomena
Author: Körhasan, Nilüfer Didis
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Teachers,Scientific Literacy,Physics,Knowledge Level,Knowledge Base for Teaching,Epistemology,Scientific Concepts,Gender Differences,Departments,Foreign Countries

Experience and intuition may help explain everyday phenomena. However, physics concepts cannot be induced directly from them. Learning physics requires an examination of the ideas of scientifically constructed theoretical frameworks, explaining coherently organized physics concepts. This research examined student teachers' physics knowledge in terms of their everyday explanations and physical reasoning pertaining to everyday concepts. The way in which sources of knowledge influence student teachers' physics learning was also examined. With this aim, a test comprising eight questions -- with each question corresponding to an everyday context examining students' everyday explanations, their reasoning, and epistemologies -- were developed. By convenience sampling of two universities in Turkey, the test was offered to 360 student teachers who will teach primary and elementary level science in the future. After the relevant t-tests and variance analyses, the results indicated that there was context-sensitivity with respect to physical explanations. In addition, in all of the contexts, propagated and fabricated knowledge allowed the highest scores in each context despite the different kinds of sources stated by student teachers. Educators should have insights about the nature of students' knowledge and reasoning, and they should design their science-related courses by considering students' epistemologies to remove the hidden barrier between every day and formal concepts.
Rasch-Based Objective Standard Setting for University Placement Test
Author: Bichi, Ado Abdu
Date: 2019-00-00
Type: Journal Articles
Subjects: Standard Setting,Economics Education,Student Placement,Cutting Scores,Decision Making,College Applicants,Item Analysis,Difficulty Level,Universities,Test Items,Item Response Theory,Test Construction,Foreign Countries

Purpose: University placement test is an important admission policy priority in Nigeria, because it serves as a university-based selection criterion for placement of students into undergraduate programs in Nigeria. Although recently attention have been shifted on the call to develop a standard content and standardize the test, yet attention has not been paid on the development of standard setting in which the decisions to select or reject the applicants are made. This study; therefore, investigated the application Rasch-based Objective Standard Setting (OSS) to establish the standards in a university placement test. Methods: To demonstrate the application of OSS, 9 judges were employed for the conduct of standard ratings; the data used for Rasch calibration with WINSTEP were the responses of 600 students on the 60 items validated Economics Placement Test (EPT). Findings: The experts' ratings and Rasch generated logits (item difficulties) were used in quantifying the set of essential items selected. Results of OSS produced the cut-scores of [less than] -0.62 into Basic, -0.62 logits into Proficient and 0.02 logits for Advanced performance levels. The examinees in these categories were, 39% at Basic, 32% at Proficient and 29% at Advanced performance levels. Implications for Research and Practice: The results of this OSS provide performance levels with a clear content related description to informed decision on students' mastery of the content in EPT. It is recommended that, results from the OSS should be compared with other existing IRT-based methods in similar study to ascertain its external validity.
Comparison of Results Obtained from Logistic Regression, CHAID Analysis and Decision Tree Methods
Author: Aksu, Gokhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Regression (Statistics),Data Collection,Information Retrieval,Predictor Variables,Mathematics Achievement,Classification,Achievement Tests,International Assessment,Secondary School Students,Foreign Countries,Evaluation Methods,Decision Support Systems,Mathematics

Purpose: In this study, Logistic Regression (LR), CHAID (Chi-squared Automatic Interaction Detection) analysis and data mining methods are used to investigate the variables that predict the mathematics success of the students. Research Methods: In this study, a quantitative research design was employed during the data collection and the analysis phases. Findings The findings obtained in this study showed that the variables, which had significant effects on the mathematical success of the students in each method, differ from each other. Although the independent variables with a significant effect on the dependent variable were different according to different methods, the findings indicated that the importance order of the variables did not change according to the method used. In this study, the correct classification ratios obtained by the class concerning PISA mathematics literacy differed by different methods. Implications for Research and Practice: CHAID analysis and REPTree algorithm may be an alternative for one another in the studies that aimed to classify individuals concerning their success. However, LR analysis should not be considered as an alternative method since it will provide significantly different results compared to the other two methods.
The Effect of Mobbing Levels Experienced by Music Teachers on Organizational Commitment and Job Satisfaction
Author: Aras, Ayda
Date: 2019-00-00
Type: Journal Articles
Subjects: Music Teachers,Job Satisfaction,Elementary Schools,Foreign Countries,Group Behavior,Teacher Characteristics,Identification (Psychology),Teacher Rights,Teaching Conditions,Bullying,Teacher Attitudes

Purpose: Music education is a learning and teaching process that creates cognitive, affective and psychomotor changes in the behaviors of an individual. One of the most important elements of this process is the music teacher. The experiences of music teachers in the work environment also affect the quality of education they provide. Therefore, this study aimed to determine the relationship between the levels of mobbing experienced by, and the organizational commitment and job satisfaction of music teachers working at primary schools. Research Methods: This research was conducted with relational survey model. The study group comprised of music teachers working at primary schools in Ankara province. 248 music teachers in total were included in the sampling by stratified sampling method. Research data were collected by means of Negative Behavior Scale, Organizational Commitment Scale and Job Satisfaction Scale. Findings: According to the results of the study, significant negative relationship was found between the level of mobbing experienced by, and the levels of job satisfaction and organizational commitment of music teachers. In addition, it was determined that organizational commitment and job satisfaction significantly predicted mobbing behavior. Implications for Research and Practice: When taking into consideration that music teachers experience mobbing in schools, especially in relation to their occupations, and the mobbing behaviors they are most exposed to, creating their role/position definitions at the level of their competences, taking into account their ideas and views and their requests when they ask to use their rights (sick leave, holiday entitlement) will help increase their organizational commitment and job satisfaction. In future studies, new research models may be formed with different variables on how to increase job satisfaction and organizational commitment or on how to reduce mobbing.
Teachers&apos; Sense of Efficacy: A Challenge for Professional Development toward Teaching Science as Inquiry
Author: Seneviratne, Kumudu
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Inquiry,Self Efficacy,Teacher Effectiveness,Teaching Methods,Faculty Development,Institutional Characteristics,Program Effectiveness,Correlation,Learner Engagement,Classroom Techniques,Foreign Countries

A teacher's receptivity to inquiry-based instruction is varied due to teacher self-efficacy which invariably affected by his or her immediate professional environment. This study examined how professional development (PD) designs affect in-service teachers' efficacy beliefs to teach inquiry science. This investigation had three objectives: (a) Describe teachers' perceived self-efficacy toward inquiry-based science, (b) investigate the nature of PD designs for inquiry-based science, and (c) examine the association among school characteristics, perceived support from PD programs, and teachers' perceived self-efficacy in student engagement in scientific inquiry. Quantitative data using questionnaires were collected from 350 science teachers in state schools of Colombo and Homagama zones in Sri Lanka in 2018. AGeneral Linear Model Univariate analysis using SPSS 21.00 program was used for data analysis. Findings revealed in-service teachers' perceived self-efficacy in student engagement were lower than that of classroom management and instructional strategies (IS) associated with inquiry-based teaching. A notable fact was less use of PD programs with mastery experiences, which allows science teachers authentic experiences of scientific inquiry practices, while PD programs with vicarious sources of efficacy were comparatively higher. It also reported self-reported efficacy in engaging students in scientific inquiry significantly differed according to school type, support from PD programs, teachers' self-efficacy in IS, and classroom management. The results found no statistically significant differences in perceived efficacy in student engagement by education division in which school was situated. The implications and suggestions for future research are also discussed.
The Impacts of a University&apos;s Organizational Reputation and Organizational Attraction on Students&apos; Intention to Pursue
Author: Polat, Soner
Date: 2019-00-00
Type: Journal Articles
Subjects: Reputation,Student Attitudes,Intention,Foreign Students,Universities,Graduate Study,Student School Relationship,Foreign Countries,Bachelors Degrees,Educational Quality,College Choice,Psychological Patterns,Learner Engagement

Purpose: This study aims to identify the impacts of a university's organizational reputation and organizational attraction on international students' intention to pursue post-graduate education in the university they study their bachelor's degree. Research Methods: This study is in the model of descriptive quantitative research method. The sample of this study included 231 students from 67 countries who enrolled in Kocaeli University in the 2015-2016 academic year. The data were gathered using a questionnaire that included the scale of intention to pursue and the scale of organizational attraction developed by Highhouse et al. (2003); and the scale of organizational reputation developed by Alessandri, Yang and Kinsey (2006). Findings: The findings revealed that there were positive relationships between perceptions of international students towards the organizational reputation of the university, intention to pursue university and organizational attraction. Their perception of organizational reputation of university seemed to affect perceptions of intention to pursue university and organizational attraction directly. Also, the results showed that organizational attraction mediated the relationship between the organizational reputation and intention to pursue. Implications for Research and Practice: The results show that the organizational reputation of university affects international students' intention to pursue post-graduate e education, and organizational attraction is a mediating variable. Thus, university administrators are suggested to be sensitive to increase the university's organizational reputation to increase the perceptions towards attraction. In addition, other researchers can conduct this study with international students at other universities to reach a more comprehensive result.
A Comparison of Learning High School Modern Physics Topics Based on Two Different Curricula
Author: Mustu, Özlem Eryilmaz
Date: 2019-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Secondary School Science,High Schools,Science Curriculum,Grade 12,Student Attitudes,Science Achievement,Problem Solving,Foreign Countries,Grade 11

In this study, the impacts of teaching modern physics topics according to textbooks that are prepared based on two different physics curricula implemented in Turkey on students' success, problem-solving skills, and attitudes were examined. The sample of the study consisted of 80 high school students studying in the 12th grade. Within the scope of the study, the modern physics achievement test, the problem-solving inventory, and the attitude scale toward physics class were administered to the students. Data analyses revealed that course achievements and problem-solving skills of the students learning modern physics topics with the 2011 curriculum differ significantly in comparison to those of the students learning modern physics with the 2005 curriculum, yet there was no difference in terms of attitudes of the students. A good physics curriculum is expected to enhance students' attitudes toward physics Due to the complicated formulas, concepts, mathematical operations and calculations in modern physics topics, and students' attitude toward physics course may diminish after learning these topics. It can also be said that since the features of the 2011 curriculum have not been sufficiently reflected in the chapter, it has no influence on students' attitudes.
Accounting Graduates and the Capabilities That Count: Perceptions of Graduates, Employers and Accounting Academics in Four Australian Universities
Author: Oliver, Beverley
Date: 2011-00-00
Type: Journal Articles
Subjects: Accountability,College Graduates,Employment Potential,Job Skills,Employment Level,Universities,Decision Making,Employer Attitudes,Teacher Attitudes,Academic Achievement,Correlation,Educational Improvement,Education Work Relationship,Critical Thinking,Problem Solving,Performance Based Assessment,Foreign Countries,Outcomes of Education,Professional Education

The higher education sector in Australia is moving rapidly towards greater accountability in regard to graduate employability outcomes. Currently, data on new graduates' self reported generic skills and employment status provide the evidence base for universities to make judgements about the effectiveness of curricula in preparing students for employment. This paper discusses alternative sources of evidence, namely the Graduate Employability Indicators (GEI) - a suite of three online surveys designed to supplement current indicators. They are designed to gather and report graduate, employer and course (teaching) team perceptions of the achievement and importance of graduate capabilities within specific degree programs. In 2009 and 2010, the surveys were administered to stakeholder groups associated with Accounting degrees in four Australian universities. In total, 316 graduates, 99 employers and 51 members of the course teaching teams responded to the surveys. This report presents the aggregated results from the trial. These suggest that the fourteen capabilities at the heart of the GEI are considered important, and that both quantitative and qualitative items facilitate the reporting of essential information. Both Accounting employers and teaching staff consider that important capabilities need to be better demonstrated by new graduates. The graduates themselves identified ways in which their courses can be improved to enhance their early professional success. An importance-performance analysis suggests prioritising particular capabilities for immediate attention in particular, &quot;work related knowledge&quot; and &quot;skills, writing clearly&quot; and &quot;effectively, thinking critically&quot; and &quot;analytically, solving complex, real-world problems&quot; and &quot;developing general industry awareness&quot;. This paper suggests that an enhanced industry focus might be effected through authentic assessment tasks, and clear identification of the capabilities developed through the curriculum.