ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Pre-Service Mathematics Teachers' Teaching Strategy Knowledge of Geometric Formulas
Author: Koçak, Meltem
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Geometry,Mathematical Formulas,Teaching Methods,Elementary Education,Qualitative Research,Case Studies,Semi Structured Interviews,Observation,Content Analysis,Graphs

The purpose of this study is to analyze the teaching strategies of the prospective teachers of mathematics for elementary school in relevance with the geometry formulas. The participants of the study are constituted by six senior students of the program of mathematics teaching for elementary school. In this study, where the qualitative research approach is employed, the method of case study is used and the data of the study were aggregated with the techniques of semi-structured interview, observation and analysis of documentation. The data of the study were analyzed by the virtue of the technique of content analysis. With regard to the data obtained from the study, it was seen that the prospective teachers were the supporters of making students find the logic of the formulas by explaining them, instead of making them memorize, while they were teaching the mathematical formulas of which logical reason they could explain. On the contrary, it was found that the prospective teachers were the supporters of making students memorize directly the formulas of which logical explanation they could not explain. Besides, even if the prospective teachers could explain the meaning of the given formula, they could not make teaching explanations enough while they were teaching this formula.
The Degree of Employment of Faculty Members for Assessment Standards Defined by the American Educational Organizations in Assessing Student Learning at the University of Najran
Author: Kabil, Raafat
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Standards,Student Evaluation,College Students,Questionnaires,Gender Differences

This study investigates the faculty members' employment of assessment standards defined by the American educational organizations (NCME, AFT and NEA) to assessing student learning at the University of Najran from the students' point of view. To achieve the objective of the study, the questionnaire which consisted of 38 items distributed to seven standards was administered to 323 male and female students at some colleges. The results showed moderate level of the faculty members' employment of assessment standards. There were also statistically significant differences according to gender in favor of males and college in favor of practical college.
The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices
Author: Karacop, Ataman
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Undergraduate Students,College Science,Science Laboratories,Laboratory Procedures,Preservice Teachers,Physics,Science Instruction,Statistical Analysis,Achievement Tests,Misconceptions,Quasiexperimental Design,Pretests Posttests,Grade Point Average,Instructional Effectiveness

The main aim of the present study is to determine the influence of a Jigsaw method based on cooperative learning and a confirmatory laboratory method on prospective science teachers' achievements of physics in science teaching laboratory practice courses. The sample of this study consisted of 33 female and 15 male third-grade prospective science teachers (6th term) who attended science teaching laboratory practices course in the 2014-2015 academic year. In the research, science teaching laboratory practices course was carried out in accordance with a Jigsaw method based on cooperative learning in an experimental group and a confirmatory laboratory method in a control group. Following the treatment, Science Laboratory Physic Achievement Test (SLPAT) was administered as the post-test. The data obtained with the instruments were evaluated using descriptive statistics, independent samples t-test, and ANCOVA. The results indicated that the student teachers had higher levels of achievement in physics topics which were taught through the Jigsaw method based on cooperative learning than through a confirmatory laboratory method. In addition, according to the SLPAT results, students' high levels of misunderstanding revealed that there were problems in the teaching process of physics concepts. It was determined that the student teachers in the research groups had conceptual misunderstandings about sound, electricity, magnetism, light and optics issues. Based on the applications performed in this study, the original Jigsaw was adapted to science laboratory applications as an alternative to the existing Jigsaw techniques in the literature. With similar efforts, the experiences of prospective science teachers can be enhanced for implementing modern teaching methods in their respective areas in the pre-service period. Thus, the provision of professional development of the pre-service science teachers can be supported.
Emotional Intelligence (EI): A Therapy for Higher Education Students
Author: Machera, Robert P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Therapy,Foreign Countries,College Curriculum,Coping,Student Surveys,Qualitative Research,Undergraduate Students

This study investigates the need to design and develop emotional intelligence curriculum for students in higher education. Emotional intelligence curriculum may be used as a therapy that provides skills to manage high emotions faced by generation &quot;Y&quot;, on a day-to-day basis. Generation &quot;Y&quot; is emotionally challenged with: drug abuse, family abuse, sexual abuse, and relationship problems and other challenges. This curriculum assists students to boost their own emotional intelligence by learning how to cope with stresses. The module intends to promote emotional intelligence quotient in future graduates. The skills and techniques for emotional intelligence may be developed throughout someone's life as part of lifelong learning and would form the foundation for a balanced lifestyle. This study investigates to what extent students in higher education are presently exposed to emotional intelligence techniques as part of their curriculum. A survey and a qualitative approach were used to gather data from the students at Botho University who are enrolled in the BSc Honors in Accounting. The results informed the researchers whether higher education should introduce a curriculum for emotional intelligence.
The Influence of Virtual Learning Environments in Students' Performance
Author: Alves, Paulo
Date: 2017-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Academic Achievement,Statistical Analysis,Undergraduate Students,Incidence,Higher Education,Foreign Countries

This paper focuses mainly on the relation between the use of a virtual learning environment (VLE) and students' performance. Therefore, virtual learning environments are characterised and a study is presented emphasising the frequency of access to a VLE and its relation with the students' performance from a public higher education institution during the academic year of 2014-15. The main aim of this research work is to obtain indicators which may help understand relations between the use of VLEs and students' performance. Finding the frequency of access to the VLE and assessing the consequences of such use represent challenges to which teachers and researchers try to respond in order to know students better and consequently, develop strategies which meet their interests and needs. This study is mainly quantitative with descriptive features, involving data obtained from literature research and from experimental research using a sample of approximately 6,300 undergraduates. The data was extracted from the VLE and student registration system databases using learning analytics procedures. The results show that there are relatively positive indicators regarding students' access to a virtual learning environment and the relation between such access and their performance.
The Relationship among Interactional Justice, Manager Trust and Teachers' Organizational Silence Behavior
Author: Yangin, Demet
Date: 2017-00-00
Type: Journal Articles
Subjects: Justice,Trust (Psychology),Elementary School Teachers,Secondary School Teachers,Teacher Surveys,Foreign Countries,Teacher Administrator Relationship,Correlation,Multiple Regression Analysis,Statistical Analysis

The purpose of this study was to determine the relationship between the manager trust and interactional justice perceptions and organizational silence behaviors of those teachers who work in primary and secondary schools. The research is based on the survey model and the population consists of 4761 teachers who worked in Samsun, Turkey. The sample of the study was chosen from 195 primary and secondary schools through a multi-stage sampling method. The study findings revealed that there exists a positive and highly significant relationship among teachers' interactional justice and their manager trust; a negative and mid-level significant relationship between their manager trust and their interactional justice; and a negative and mid-level significant relationship between their interactional justice and their manager trust, respectively. To list in order of importance, interactional justice and manager trust variables were found to be predictor variables for silence behavior and to represent 17% of change in the organizational silence behavior.
Physical and Physiological Correlates of Social Physique Anxiety in College Students
Author: Yaman, Çetin
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Anxiety,Correlation,Physical Characteristics,Body Composition,Self Concept,Physiology,Regression (Statistics),Foreign Countries,Statistical Analysis

The purpose of the present study was to explore the relationship among social physique anxiety, physical measures such as body fat and physical self-concept. 367 (226 male and 141 female) college students ranging in age from 21 to 33 participated in the study. Participants were randomly chosen among the healthy students without any metabolic and chronic illnesses and who do not take any pills from the departments of physical education and sport, education of sport coaching, recreation and spots management at the Faculty of Sport Sciences of a state university in Turkey called Sakarya University. This is a correlational study. And it is a descriptive study. Social Physique Anxiety Scale and Physical Self-Description Questionnaire were used to measure social physique anxiety and physical self-concept respectively. A Tanita (In Body 230), a digital scale, was used to measure participants' physical characteristics. Pearson moment correlation and linear regression with a stepwise fashion were carried out to analyze the obtained data set. Results showed that social physique anxiety is moderately correlated to both physical measures and physical self-concept.
An Analysis of Organizational Justice and Organizational Identification Relation Based on Teachers' Perceptions
Author: Terzi, Ali Riza
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Justice,Teacher Attitudes,Secondary School Teachers,High Schools,Identification,Predictor Variables,Statistical Analysis,Status,Institutional Characteristics,Correlation,Multiple Regression Analysis

This study intends to analyze the relation between organizational justice and organizational identification based on teachers' perceptions. The study group consists of 1,223 teachers working at secondary and high-schools during the 2015-2016 academic year in 14 county towns of Balikesir in Turkey. The data was collected by Organizational Justice Scale and Organizational Identification Scale. The findings of the study showed that secondary and high school teachers have positive opinions concerning organizational justice and identification. Teachers' perceptions of organizational justice differ significantly according to their seniority and workplaces. All sub-dimensions of organizational justice were found to be a significant predictor of organizational identification, yet the sub-dimension of procedural justice was found to be the most significant one. Another strong predictor of organizational identification appeared to be interactional justice. Lastly, it was found that distributive justice has little effect on organizational identification.
Investigating the Activity Design and Development Skills of Geography Teachers
Author: Meydan, Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: Geography Instruction,Foreign Countries,Case Studies,Semi Structured Interviews,Qualitative Research,Constructivism (Learning),Secondary School Teachers,Geography,Geographic Concepts

As geography program has been discussed with the constructivist approach, it has become necessary to enhance the lessons with activities. Geography teachers implement the activities in course books, on the one hand, and also use the activities other teachers prepared or the activities in social network websites, on the other. However, what is more important is teachers' designing and developing activities considering the conditions of the school they carry on their duties, status of their students, environmental properties and geographical area depending upon acquisitions. The Ministry has also provided conveniences required for designing and developing activities taking the activities in course books and other sources as example. In this research, it was aimed to reveal skills of geography teachers upon designing and developing activities. The research was carried out by using the case study method, one of qualitative research approach and the opinions of geography's teachers working in Turkey in Nevsehir province, were consulted in the academic year of 2015-2016. The views of 32 geography teachers carrying on their duties in the center and districts of Nevsehir province were collected using semi-structured interview form. Each question in the form was accepted as a main theme, and sub-themes were created depending upon the views. It was concluded in the research that activities performed in the lessons had several benefits upon affective and cognitive development of children, course books, supplementary sources and internet websites were widely used for the activities, school sub-structure was adequate for organizing activities, teachers considered themselves as competent for designing activities, and teachers were able to develop the relationship of activity-acquisition in activities.
Design and Intervention of an Educational-Leadership Program: Student Voice and Agency, Expectations and Internationalization
Author: du Plessis, Anna Elizabeth
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Design,Intervention,Student Empowerment,Expectation,Grouping (Instructional Purposes),Masters Degrees,Teacher Education,Higher Education,Educational Quality,Teacher Effectiveness,Student Teachers,Preservice Teachers,Leadership Effectiveness,Theory Practice Relationship,Educational Change,Semi Structured Interviews,Foreign Countries,Qualitative Research,Observation,Surveys,Content Analysis

This paper explores the lived experiences of a diverse student cohort enrolled in a master's degree educational-leadership program. The program's global focus was on the quality of teacher education, prospective teachers' workplace preparedness and leaders in the workforce in higher education. Internationalization, real-life experiences and student voice served as an enacted intervention curriculum for an educational leadership course designed to reveal the gap between theory and practice. An epistemological diversity lens stimulated critical reflection on students' participation in the course design and its connection to realities in the field. Diverse higher-education classrooms pose specific challenges for educational leadership programs in including effective internationalization, workplace relevance and improving the generalizability and content validity of the educational leadership course. This small qualitative exploratory investigation provides an in-depth understanding of the value of student voice in informing course and program design. Interviews, observations, two surveys and a document analysis triangulated the data and provided information on the complexities in higher-education classrooms. The findings focus on teacher-educators and higher-education classroom management as well as on the value of critical inquiry, reflection and intervention for existing course designs and transformation.
Arabic Language Teachers' Engagement with Published Educational Research in Kuwait's Secondary Schools
Author: Alhumidi, Hamed A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Semitic Languages,Language Teachers,Capacity Building,Consciousness Raising,Research Skills,Educational Research,Secondary School Teachers,Second Language Learning,Second Language Instruction,Organizational Culture,Literacy,Foreign Countries,Pedagogical Content Knowledge,Teacher Qualifications,Work Experience,Questionnaires,Statistical Analysis

This study investigates Arabic language teachers' engagement with published educational research in Kuwait's secondary schools. The study employs 170 participants across six educational regions in the country by using a quota sampling strategy. It used a questionnaire in eliciting their engagement with published educational research. The data were analysed by using simple percentage to describe the scenarios of their engagement with the published educational research. The results show that there is a lack of encouragement and support by their institutions in relation to teachers' engagement with published educational research. It also indicates that the findings of the study do not relate to their practical teaching. This study recommends that there should be raising of awareness of the teachers on the importance of published educational research. Researchers should be cognizant of the needs of teachers and important roles that teachers could play in the implementation of the findings of the research. It also suggests the development of teachers' capacity-building such as teachers' research literacy. This could assist teachers to develop their reading and writing, as well as engaging with published educational research. Again, the study advocates the development of organisational cultures which could support teachers' engagement with research. This might help in developing teachers' professional development in relation to their engagement with published educational research.
Pathways--A Case of Large-Scale Implementation of Evidence-Based Practice in Scientific Inquiry-Based Science Education
Author: Sotiriou, Sofoklis
Date: 2017-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Science Education,Inquiry,Science Teachers,Faculty Development,Teaching Methods,Educational Strategies,Foreign Countries,Blended Learning,Likert Scales,Surveys

The fundamental pioneering ideas about student-centered, inquiry-based learning initiatives are differing in Europe and the US. The latter had initiated various top-down schemes that have led to well-defined standards, while in Europe, with its some 50 independent educational systems, a wide variety of approaches has been evolved. In this present paper, we portray a European bottom-up initiative, &quot;PATHWAY to Inquiry Based Science Education,&quot; to define a basis for learning initiatives and to meet current challenges to access learning, to share knowledge and establish competences in learning communities. Our approach was designed to act as bottom-up catalyst by mobilizing teacher communities to (further) foster inquiry. Of a sample of 10.053 science teachers from 15 European countries (incl. Russia), about 5060 provided empirical support for our teachers' professional development initiative. The response pattern portrayed teachers' preferences and pointed to potential needs in professional development (PD) efforts. On average, our sample reported an altogether 11 years' period of teaching practice in general but just 2-3 years of experience in inquiry-teaching. In the view of that, consequences for professional development (PD) initiatives are discussed.
The Impact of Cooperative Learning on CHC Students' Achievements and Its Changes over the Past Decade
Author: Chen, Qiuxian
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Confucianism,Academic Achievement,Heritage Education,Asian Culture,Educational Change,Literature Reviews,Outcomes of Education,Cultural Context,Statistical Analysis,Educational Attainment,Intellectual Disciplines,Instructional Program Divisions,Comparative Analysis

Informed by emergent learning theories and multiple evidenced benefits, cooperative learning has developed into a widely accepted organization mode of class in the Western context. For the same reason, cooperative learning is transferred, during the past decade, into classrooms of Confucian Heritage Culture (CHC) contexts. Concerns, however, are raised regarding the effectiveness of the transfer, for contextual factors have long been acknowledged as a powerful barrier to borrowed initiatives, especially those that are not compatible with the deep-rooted cultural values in the situated contexts. This paper is built on Thanh-Pham's (2014) review of literature, which is on the impact of cooperative learning on the CHC students' learning achievements and conducted during 1990 to 2006. This paper has expanded Thanh-Pham (2014) with a similar review on available literatures, which were published from 2007 up to 2016. This review of 39 publications shows up noticeable changes regarding the impact of cooperative learning in the CHC contexts. Specifically, the positive findings have risen from 47.2% to 86.9%, whereas negative and null change studies fall considerably. Influencing factors are analyzed via SPSS22.0 Software and verified with exemplars. Reasons for these changes point to the changing context and adaptive agency.
The Roles of Religious Culture and Moral Knowledge Teachers in Organizing Their Students Relationships with Social Networks
Author: Turan, Emine Zehra
Date: 2017-00-00
Type: Journal Articles
Subjects: Role of Religion,Moral Values,Knowledge Level,Seminars,Social Networks,Internet,Safety,Role Models,Religious Education,Teacher Responsibility,Teacher Student Relationship,Consciousness Raising,Case Studies,Crime,Teacher Attitudes,Parent Child Relationship,Qualitative Research,Foreign Countries,Semi Structured Interviews

In parallel to the improvements experienced in information and communication systems in recent years, any use of Internet, especially the social networks by children and adolescents has been noticed to be increasing gradually. Use of social networks that starts at early ages has exposed children to some dangers. For that reason, the responsibility for teachers and parents upon raising the awareness of students for the threats possible to be encountered on the internet and upon being a guide and role model appears. As in other different branches, the role of Religious Culture and Moral Knowledge (RCMK) teachers upon being a guide and role model has also gradually increased. Subsequent to this study, needs of Religious Culture and Moral Knowledge teachers on this issue could be determined, and necessary seminars could be prepared. In this period when we live with social networks, it seems important in terms of teachers to raise the awareness and be aware of their responsibilities on their students.