ethanporcaro/eric-fulltext-meta huggingface dataset:
Socio-Economic Affects of Floods on Female Teachers in Jampur (Pakistan)
Author: Buzdar, Muhammad Ayub
Date: 2011-10-00
Type: Journal Articles
Subjects: Females,Women Faculty,Teacher Characteristics,Foreign Countries,Private Schools,Financial Problems,Focus Groups,Socioeconomic Influences,Natural Disasters,Semi Structured Interviews,Teaching Conditions,Family Relationship,Socioeconomic Status,Religion

Women are major affected segment of society in any disaster in under developed countries. Floods of 2010, in Pakistan, affected more than 17 million people. Ultimately, it created several social, psychological and financial problems for affected females. The current paper aimed to study the socio-economic affects of floods on female teachers of private schools in tehsil headquarters Jampur. There were sixty two registered and non-registered private schools in the city in which five hundreds and seventy nine female teachers were working. Eight schools were selected as cluster to collect the data. Totally sample was comprised fifty eight female teachers. Semi structure interview and focus group discussion techniques were used to gather the data. Collected data were analyzed use thematic analysis approach. Findings indicated that female school teachers working in private school of city Jampur were badly affected in floods 2010. They had to face several social and financial problems. There was much space to improve relief and aid activities in the affected areas. Separate health facilities for women were also needed. The paper recommends better planning and its transparent and fair implementations in next rainy season.
Sources of Foreign Language Student Teacher Anxiety: A Qualitative Inquiry
Author: Merc, Ali
Date: 2011-10-00
Type: Journal Articles
Subjects: Graduation Requirements,Teacher Education Programs,Anxiety,Diaries,Second Language Learning,Qualitative Research,Classroom Techniques,Practicums,Student Teachers,Semi Structured Interviews,Foreign Countries,Language Teachers,Second Language Instruction,English (Second Language),Profiles,Grounded Theory,Teaching Methods,Mentors,Interviews

This study aimed to find out the sources of foreign language student teacher anxiety experienced by Turkish EFL student teachers throughout the teaching practicum using qualitative data collection tools. 150 student teachers completing their teaching practicum as part of their graduation requirement at Anadolu University Faculty of Education English Language Teaching Program participated in the study. The research tools were diaries kept by student teachers and semi-structured interviews conducted with 30 of the participant student teachers. Constant Comparison Method was used to analyze the qualitative data. The analysis of the data revealed six main categories as the sources of foreign language student teacher anxiety: students and class profiles, classroom management, teaching procedures, being observed, mentors, and miscellaneous. Each source of foreign language student teacher anxiety is described and exemplified with extracts from student teachers' diaries or interview records. The findings are discussed along the recent literature on foreign language student teacher anxiety. Suggestions for foreign language teacher education programs are also provided. (Contains 1 table.)
Communicator Style as a Predictor of Cyberbullying in a Hybrid Learning Environment
Author: Dursun, Ozcan Ozgur
Date: 2012-07-00
Type: Journal Articles
Subjects: Educational Environment,Foreign Countries,Interpersonal Communication,Blended Learning,Web Sites,Electronic Publishing,Victims,Undergraduate Students,Web 2.0 Technologies,Bullying,Computer Mediated Communication,Check Lists,Likert Scales,Individual Characteristics

This study aimed to describe the characteristics of undergraduate students in a hybrid learning environment with regard to their communicator styles and cyberbullying behaviors. Moreover, relationships between cyberbullying victimization and learners' perceived communicator styles were investigated. Cyberbullying victimization was measured through a recently developed 28-item scale with a single-factor structure, whereas the communicator styles were measured through Norton's (1983) scale which was recently validated in Turkey. Participants were a total of 59 undergraduate Turkish students enrolled in an effective communication course in 2010 spring and fall semesters. Face-to-face instruction was supported through web 2.0 tools where learners hid their real identities through nicknames. Participants used personal blogs in addition to the official online platform of the course. Their posts on these platforms were used as the source of the qualitative data. Descriptive analyses were followed by the investigation of qualitative and quantitative interrelationships between the cyberbullying variable and the components of the communicator style measure. Correlations among victimization and communicator style variables were not significant. However, qualitative analysis revealed that cyberbullying instances varied with regard to discussion topics, nature of the discussions and communicator styles. Example patterns from the log files were presented accompanied with suggestions for further implementations. &quot;Descriptives regarding cyberbullying victimization&quot; is appended. (Contains 3 tables and 2 figures.)
Acting and Teacher Education: The BEING Model for Identity Development
Author: Ozmen, Kemal Sinan
Date: 2011-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Development,Acting,Professional Identity,Communication Skills,Models,Practicums,Preservice Teacher Education,Case Studies,Student Experience

This study follows three pre-service teachers during three academic semesters in which they took an acting course for teachers and participated in practicum with a special focus on rehearsing and developing their teacher identities. In order to create the necessary context for them, an acting course for pre-service teacher education was designed in parallel with a model which is based on an influential acting theory. This model, namely the BEING (Believe, Experiment, Invent, Navigate, Generate), was also designed by the researcher. The incentive behind designing a model grounded on acting literature was that the relevant literature does not provide trainers with a universal model which can be referred as a manual for running and monitoring acting courses for teachers. In this case study, this model was also tested in terms of its applicability and functionality in practice. Based on analyses of audio taped interviews, session journals and reflections, the five stages of the BEING Model was found to be highly applicable and functional in terms of reflecting the natural development process of teacher identity development. Pre-service teachers displayed a significant development in communication skills and professional identities. Therefore, the BEING model provides a perspective and a philosophy of benefiting from acting literature for teacher educators with little or no knowledge on acting and theatre. (Contains 2 tables and 2 figures.)
Reflections of Prospective Teachers Regarding Case-Based Learning
Author: Celik, Serkan
Date: 2012-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Case Method (Teaching Technique),Preservice Teacher Education,Methods Courses,Problem Solving,Teaching Methods,Qualitative Research,Semi Structured Interviews,Foreign Countries

The growing interest toward case-based learning for teacher education can be attributed to the inherent potential of cases in terms of providing prospective teachers with opportunities to engage in analyzing and solving realistic teaching cases and to apply what they learned in classes to solve these practical teaching issues. The objective of this research is to determine the perceptions of prospective teachers toward case-based learning in a teaching methods course. Participants of the current study were 38 prospective teachers (17 males and 21 females) attending the third year of a computer education and instructional technology department in Turkey. In the present study, qualitative research methods were utilized to explore prospective teachers' perceptions regarding case based learning. Semi-structured interviews were conducted with participating teacher candidates and to analyze and interpret the data content analysis and concordance method were exploited. The results suggest that in general the cases provided a valued opportunity to engage developing teachers in solving real life problems that tend to occur in actual teaching. The other evidences emerged from the study suggest that cases can help prospective teachers be prepared for their early teaching experiences in real classrooms by improving their understandings of how to respond to actual problems they will encounter in their fields and how to apply what they learned in classes to solve practical teaching issues. Suggestions were made for further research. (Contains 4 tables.)
Elementary School Students' Perceptions of Technology in their Pictorial Representations
Author: Eristi, Suzan Duygu
Date: 2011-01-00
Type: Journal Articles
Subjects: Computers,Student Attitudes,Content Analysis,Qualitative Research,Elementary School Students,Grade 5,Childhood Attitudes,Computer Attitudes,Childrens Art,Internet,Handheld Devices,Man Machine Systems,Foreign Countries

The current study aimed to reveal elementary school students' perceptions of technology through their pictorial representations and their written expressions based on their pictorial representations. Content analysis based on the qualitative research method along with art-based inquiry was applied. The &quot;coding system for the concepts revealed from the research data&quot; was implemented. Visual language used in pictorial representations produce messages, with its specialized codes. The degree of students to understand and explain their perception on technology composes the visual codes in this research. The study carried out with fifth-grade elementary school students was applied to a class of 28 students. The elementary school students participating in the present study had diverse perceptions of today's technology, and most of their perceptions of technology were based on computer and electronic household appliances. Some students' perceptions of technology were based on the Internet and mobile device technologies. Their perceived future technology was observed as human-computer interaction in the area of computer technology. Findings were discussed followed by relevant implications. (Contains 7 figures and 3 tables.)
Effectiveness of Artistic Interaction through Video Conferencing
Author: Eristi, Suzan Duygu
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Art Education,Elementary School Students,Semi Structured Interviews,Synchronous Communication,Intercultural Communication,International Education,Cultural Awareness,Interaction,Content Analysis,Videoconferencing,Qualitative Research,Interactive Video,Computer Assisted Instruction,Computer Mediated Communication,Grade 5,Freehand Drawing,Web Sites

This study investigated Turkish and Canadian primary school students' ways of expressing their perception of interactive art education through video conferencing and that of cultural interaction through pictorial representations. The qualitative research data were collected in the form of pictures and interviews on interactive art education along with cultural components depicted in pictures. The results obtained were analyzed and interpreted based on the quantitative content analysis method. The research results revealed that the majority of the students explained their viewpoints through the effectiveness of the process. The students highlighted the importance of learning a different culture, learning about a different art technique and recognizing new friends in the process. The synchronization regarding interactive art education through videoconferencing was another important experience reflected by the students. Most of the students indicated that interactive art education through videoconferencing encouraged them to learn and understand about different cultures, helped them develop cultural awareness, attracted their attention and increased their motivation. (Contains 24 pictures and 1 table.)
Evaluations of Students on Facebook as an Educational Environment
Author: Coklar, Ahmet Naci
Date: 2012-04-00
Type: Journal Articles
Subjects: Student Evaluation,Educational Environment,Web 2.0 Technologies,Network Analysis,Social Networks,Technology Integration,Educational Technology,Educational Philosophy,Technology Uses in Education,Use Studies,Usability,Student Attitudes,Participant Satisfaction,Foreign Countries,Semi Structured Interviews,Aptitude Treatment Interaction

Taking cognizance of the transformation experienced in education technologies, the concept that comes into prominence in integration of ICTs to education process at present is web 2.0. The main philosophy of web 2.0 technologies is its contribution to content formation of users and high-level interaction between users. One of web 2.0 technologies used widely is social networking sites. In this study, educational use of Facebook, which is a social networking site, was assessed in terms of student views. To that end, 27 students were inserted to an interaction in Facebook environment as a part of a formal lesson for 2 months. The students appraised Facebook positively in aspects of dissemination of information, arousing interest, motivation, presenting interaction opportunity, whereas negatively in terms of being nested with entertainment, problem of control mechanism, excessive informational convergence. The students made suggestions about Facebook in terms of educational usage, providing teacher supervisions, introducing education in Facebook environment and including student performance in this environment into academic assessment process. (Contains 3 tables.)
Collaborative Action Research: Teaching of Multiplication and Division in the Second Grade
Author: Vula, Eda
Date: 2011-04-00
Type: Journal Articles
Subjects: Action Research,Teacher Collaboration,Teacher Researchers,Elementary School Teachers,Grade 2,Elementary School Mathematics,Mathematics Instruction,Multiplication,Arithmetic,Word Problems (Mathematics),Elementary School Students,Foreign Countries

This paper discusses the impact of action research methodology used in the teaching and learning process and professional teacher development. In this study are including 58 students of three second grade classes, 3 teachers of those classes and a university professor. Aiming at using a different approach in their teaching of multiplication and division in the second grade, all three teachers agreed to cooperate and jointly plan the learning activities, to observe systematically their students and to reflect on the outcomes. This way of research doing in their classes enabled them to &quot;act&quot; effectively in designing an action plan appropriate to students' achievement level. This research was carried out in the period of February 18 to May 31 incorporating several different methods, such as classroom observation, interviewing and worksheets. (Contains 5 footnotes and 5 figures.)
Parents' Attitude toward Daughters' Education in Tribal Area of Dera Ghazi Khan (Pakistan)
Author: Buzdar, Muhammad Ayub
Date: 2011-01-00
Type: Journal Articles
Subjects: Parent Attitudes,Foreign Countries,Content Analysis,School Buildings,Semi Structured Interviews,Daughters,Gender Differences,Islam,Religious Education,Private Schools,Parent Role,Community Role,Government Role,Parents,Positive Attitudes,Teachers,Qualitative Research,Validity,Reliability,Credibility,Enrollment,Access to Education

The paper aimed to investigate the parents' attitudes toward their daughters' education in tribal areas of district Dera Ghazi Khan (Pakistan). To achieve the objectives four research questions were established. Focus of the questions was to examine the significance of girls' education for tribal parents. Existing and expected role of tribal parents as well as contribution from government and community for girls' education was also aimed to explore in research questions. Sample comprised thirty parents and five teachers/educational workers. The data was collected through semi-structured interviews and was analyzed using content analysis approach. The findings disclosed the parents' positive perceptions toward their daughters' education but at the same time severe scarcity of human and physical infrastructure for girls' education was also presented in the area. The paper recommended several empirical steps to overcome these problems including provision of new school locations and ensuring the availability of school buildings, supporting infrastructure and teachers for already functioning schools in the area. Financial aid for poor students was also proposed in the study.
Assessing Technical Achievement in Secondary Career Technical Education: Overview of State Assessment Systems
Author: MPR Associates, Inc.
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Profiles,Program Effectiveness,Technical Education,Politics of Education,Educational Development,Educational Policy,Vocational Education,Testing,Accountability,Standards,Evaluators,Career Education,Career Readiness,College Readiness

States are using a variety of approaches to assess secondary students' career technical education (CTE) skill attainment under Perkins. According to data reported in the U.S. Department of Education's "Report to Congress on State Performance, Program Year 2002-03," states and territories are currently using the following approaches to collect performance data for the CTE skill attainment measure: (1) National/State/Local Assessment Systems--30 states; (2) Grade Point Average in Occupational Subjects--9 states; (3) Program Completion--8 states; and (4) Course Completion--7 states. This paper summarizes three strategies that states are using to quantify students' CTE skill holdings: national assessments systems; state developed occupationally specific, end-of-course or program exams; and state-developed, occupationally generic, end-of-program exams. The paper also profiles collection systems in a subset of states representative of each assessment approach. State profiles detail the: (1) primary characteristics of state assessment systems; (2) process and cost of developing assessments; (3) test administration policies and procedures; and (4) the potential portability of these systems to other states. This information is intended to help inform policy discussions that will occur at an upcoming, OVAE-sponsored conference on student CTE skill assessment hosted by the National Research Center for Career and Technical Education. Appended are: (1) State Data Collection Instrument; (2) Catalog of NOCTI [National Occupational Competency Testing Institute] Job Readiness Assessments; (3) Profiles of States Using National Assessment Systems; (4) Profiles of States Using State-Developed, Occupationally Specific End-of-Course or Program Assessment Systems; and (5) Profiles of State Using State-Developed, End-of-Program Assessments. (Contains 3 footnotes.) [This paper is prepared for the National Research Center for Career and Technical Education by the MPR Associates, Inc. and the Academy for Educational Development National Institute for Work and Learning.]
Preservice Secondary Mathematics Teachers' Knowledge of Students
Author: Kilic, Hulya
Date: 2011-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Secondary School Teachers,Teacher Characteristics,Knowledge Level,Secondary School Students,Mathematical Concepts,Misconceptions,Pedagogical Content Knowledge

The aim of this paper is to present the nature of preservice secondary mathematics teachers' knowledge of students as emerged from a study investigating the development of their pedagogical content knowledge in a methods course and its associated field experience. Six preservice teachers participated in the study and the data were collected in the forms of observations, interviews and written documents. Knowledge of students is defined as teachers' knowledge of what mathematical concepts are difficult for students to grasp, which concepts students typically have misconceptions about, possible sources of students' errors, and how to eliminate those difficulties and misconceptions. The findings revealed that preservice teachers had difficulty in both identifying the source of students' misconceptions, and errors and generating effective ways different than telling the rules or procedures to eliminate such misconceptions. Furthermore, preservice teachers' knowledge of students was intertwined with their knowledge of subject matter and knowledge of pedagogy. They neither had strong conceptual knowledge of mathematics nor rich repertoire of teaching strategies. Therefore, they frequently failed to recognize what conceptual knowledge the students were lacking and inclined to address students' errors by telling how to carry out the procedure or apply the rule to solve the given problem correctly. A questionnaire is appended. (Contains 4 figures and 1 footnote.)
Internet Use with Learning Aim: Views of German Language Pre-Service Teachers
Author: Yucel, Mukadder Seyhan
Date: 2011-10-00
Type: Journal Articles
Subjects: College Faculty,Teaching Methods,Educational Technology,Internet,Video Technology,Qualitative Research,Data Analysis,Phenomenology,Language Teachers,German,Second Language Instruction,Semi Structured Interviews,Technology Uses in Education,Preservice Teachers,Student Teacher Attitudes

The aim of this study is to indicate the views of teacher candidates of German Language Department at Education Faculty, Trakya University about the use of internet with the aim of learning. This study was designed as phenomenology which is one of the qualitative research methods. The study data were obtained via semi-constructed interview technique and the content analysis technique was used in the data analysis. In the research, the findings gathered from the interviews with the teacher candidates are presented in themes, and then interpreted. Considering findings of the study, it has been seen that Internet should be used for learning-teaching purpose. Teacher candidates of German Language support the fact that Internet has a crucial role in education, and particularly it is useful and essential as Internet provides lots of opportunities for German Language Teaching such as authentic study samples, rich materials and exercises on skills, contemporary videos reflecting German culture or film sections. Internet is also a good material which provides accessing various information and also realizing and sharing many goals. If the information is gathered via audio and visual ways, it will be retentive. Thus, German Language teacher candidates can have opportunity to study on the foreign language and its culture through Internet. Furthermore, they have met the contemporary approaches like realizing self-directed learning individually. That's why, the views of German Language pre-service teacher about the use of Internet with the aim of learning are very important. (Contains 5 tables.)