ethanporcaro/eric-fulltext-meta huggingface dataset:
Motivation for Instrument Education: A Study from the Perspective of Expectancy-Value and Flow Theories
Author: Burak, Sabahat
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Motivation,Teaching Methods,Music Education,Questionnaires,Learning Theories,Student Characteristics,Foreign Countries,Musical Instruments,Student Attitudes,Statistical Analysis,Drills (Practice)

Problem Statement: In the process of instrument education, students being unwilling (lacking motivation) to play an instrument or to practise is a problem that educators frequently face. Recognizing the factors motivating the students will yield useful results for instrument educators in terms of developing correct teaching methods and approaches. Factors motivating the students are addressed from the perspective of several motivational theories in the relevant literature. Purpose of the Study: In this research, factors motivating students to play their instruments are explained in light of the perspectives of expectancy-value and flow theories. Moreover, I tried to tie these factors to variables such as the school of the students, sex, etc. Method: This study was performed at institutions providing professional music education in Antalya and Burdur, Turkey. The study group consisted of 190 students and data were collected by a questionnaire developed to determine the motivations of students from the perspectives of flow and expectancy-value theories. The questionnaires consisted of two parts. In the first part, the personal characteristics of the students (sex, age, school, grade, daily instrument practise duration, number of years of playing, pass mark of instrument class, etc.) were recorded. In the second part, questions were prepared to determine the motivation of students within the scope of expectancy-value and flow theories. While preparing the questions, four sub-aspects of the expectancy-value theory were taken into consideration. Descriptive statistical techniques were applied to determine the demographic characteristics of the participants. A chi-squared test was conducted for two variables to determine whether the answers varied as according to sex, age, school, grade, daily instrument practise time, and number of years of playing. Findings and Results: The questionnaire answers showed significant differences based on several personal characteristics of the students. Conclusions and Recommendations: Instrument educators should observe of the abilities of their students to motivate them and increase their daily practise time and success. Educators should be careful about giving instructions in accordance with the levels of their students.
Important Values of American and Turkish Students
Author: Baloglu Ugurlu, Nihal
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Values,Values Education,Middle School Students,Statistical Analysis,Substance Abuse,Environmental Standards,Cultural Pluralism,Empathy,Cultural Awareness,Responsibility,Comparative Analysis,Student Surveys,Student Attitudes,Measures (Individuals)

Problem Statement: Societies want to ensure that their children receive an education that includes an emphasis on good character. Therefore, character education classes in schools are an effective means of achieving this goal. Character education curricula in societies that are experiencing global changes strive for their students to gain universal values. However, although character elements are similar, character education applications and individual attitudes and behaviors can vary from country to country. This situation is due to the fact that societies have different socio-cultural, economic and religious beliefs, which effect character education curricula regarding societal behaviors. Purpose of Study: The purpose of this research is to determine and compare the perception of certain character values among middle school students who attend American and Turkish schools. When reviewing these countries' character education curricula, it seems that they have many similar traits. However, differences in their societal backgrounds reveal student's perspectives about certain character values. Recognizing similarities and differences that exist between American and Turkish middle school students' values about good character, this study will try to explain the reasons for such differences. Method: In this study, a quantitative method was used as the research design. The research sample consisted of 286 American and 278 Turkish students. Survey results were evaluated with the SPSS statistical program. Findings and Results: Descriptive statistics for each character value shows that each country's students demonstrated their highest intensity on issues of substance abuse. However, the lowest intensity focused on environmentalism with the American students and multiculturalism with the Turkish students. Empathy and tolerance were the highest in terms of mean difference between the two countries' students. In contrast, American and Turkish students have the lowest mean difference in terms of responsibility and multiculturalism. Conclusions and Recommendations: Student responses indicated that each country's students have different perspectives on certain core values. One of the most highly contrasted characteristics of America and Turkey is diversity and multiculturalism. This situation offers both more opportunities and more challenges to Americans. However, the survey results show that American students can be adversely affected in terms of tolerance and empathy. Communal living, parental and peer effects on the students' responsibility and substance dependency are also apparent in their effects on the students. Educators recognize that societal differences can impact a student's ability to gain good character values.
An Integrated Approach for Preservice Teachers' Acceptance and Use of Technology: UTAUT-PST Scale
Author: Kabakçi-Yurdakul, Isil
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Computer Attitudes,Educational Technology,Measures (Individuals),Predictor Variables,Self Efficacy,Factor Analysis,Teacher Education,Correlation

Problem Statement: In educational systems, teachers and preservice teachers are the keys to the effective use of technology in the teaching and learning processes. Predicting teachers' technology acceptance and use remains an important issue. Models and theories have been developed to explain and predict technology acceptance. The Unified Theory of Acceptance and Use of Technology (UTAUT) is a validated model. While the number of studies designed for teachers or preservice teachers is limited, it is used to determine the variables influencing individuals' technology acceptance. Therefore, the development of an instrument based on UTAUT is important for measuring preservice teachers' acceptance and use of information and communication technologies. Purpose of Study: The purpose of this study was to develop an instrument to determine preservice teachers' acceptance and use of technology. It was developed based on the UTAUT and two variables were added: self-efficacy and attitude toward use. Methods: A systematic and step-by-step approach was followed to develop an instrument for determining preservice teachers' acceptance and use of information and communication technologies. The data were analyzed in two stages. The responses were assigned to two data sets (n = 170, 409) which were subjected to a two-stage factor analysis. The first data set was used to explore the underlying factor structure of the instrument using exploratory factor analysis (EFA). The second data set was used to confirm the factorial structure derived from the EFA using confirmatory factor analysis. Findings and Results: An innovative instrument for measuring preservice teachers' acceptance and use of information and communication technologies was developed, and named the UTAUT-PST. It included 23 items to measure seven factors: performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, self-efficacy, and attitude toward using. Conclusions and Recommendations: Technology acceptance and use models differ across cultures and remain an important field of study. In this respect, the instrument is important because it was prepared for the teacher training system in Turkey. In the literature, there are several measurement tools presented to predict the variables that influence technology acceptance, but this instrument was prepared for preservice teachers based on UTAUT. It is important because it can be used both for determining the current situation and for improving the process of acceptance and use of technology.
Just-in-Time Teaching: A Tool for Enhancing Student Engagement in Advanced Foreign Language Learning
Author: Abreu, Laurel
Date: 2014-00-00
Type: Journal Articles
Subjects: Learner Engagement,Second Language Learning,Second Language Instruction,Teaching Methods,Advanced Courses,Course Content,Oral Language,Written Language,Management Systems,Spanish,Instructional Effectiveness,Linguistics

Scholars have indicated a need for further research on effective pedagogical strategies designed for advanced foreign language courses in the postsecondary setting, especially in light of decreased enrollments at this level and the elimination of foreign language programs altogether in some institutions (Paesani &amp; Allen, 2012). This article seeks to contribute to the growing discussion regarding instruction in upper-level foreign language courses. The authors present how the pedagogical technique &quot;Just-in-Time Teaching&quot; (Novak, Patterson, Gavrin, &amp; Christian, 1999), which has been successfully implemented in a wide array of academic disciplines for over a decade (Simkins &amp; Maier, 2010a), could be integrated in different upper-division foreign language classes. Preliminary analysis reveals that Just-in-Time Teaching not only facilitates the learning of content material in advanced foreign language courses, but also can help create more opportunities for oral and written language production, which are often lacking at the advanced level (Darhower, in press; Donato &amp; Brooks, 2004).
YouTube in the Classroom: Helpful Tips and Student Perceptions
Author: Fleck, Bethany K. B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Networks,Educational Technology,Teaching Methods,Video Technology,College Students,Blended Learning,Learning Theories,Cognitive Processes,Psychology,Student Attitudes,Group Discussion,Web 2.0 Technologies,Attention,Memory,Skill Development,Comprehension,Urban Schools,Student Surveys,Pretests Posttests

The rise in popularity of YouTube has made the use of short video clips during college classroom instruction a common learning tool. However, questions still remain on how to best implement this learning tool as well as students' perceptions of its use. Blended Learning Theory and Information Processing Theory provide insights into successful integration of technology into the classroom. Literature on multimedia and discussions is also reviewed to shed light on their potential value as teaching techniques. As an example of successful integration, a method of presenting YouTube clips is described in a psychology course. Immediately after the videos, the class participated in structured discussions. Students' perceptions of the YouTube videos were positive; however, students perceived certain videos as more helpful than others. In addition, class quiz scores are reflected on as indices of learning.
A Factor Analysis on Teamwork Performance: An Empirical Study of Inter-Instituted Collaboration
Author: Wu, Mingchang
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Factor Analysis,Teamwork,Intercollegiate Cooperation,Vocational Schools,Technical Institutes,Institutes (Training Programs),Educational Quality,Educational Improvement,Educational Innovation,Knowledge Management,Emotional Intelligence,Conflict,Structural Equation Models,Questionnaires,Statistical Analysis

Problem Statement: Inter-instituted collaboration has attracted broad attention for educational quality improvement in the last decade. The team performance of these innovative team projects received foremost attention, particularly with knowledge-sharing, emotional intelligence, and team conflicts. Purpose of Study: The purpose of the study was to empirically investigate the relationships among these three factors. The sample of this study was 178 professors, involving collaboration projects from twenty vocational institutes at the higher-education level. Methods: The collected data were statistically analyzed using SPSS 17.0 for Windows and LISREL 8.70 for Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). Also, the study undertook the Maximum Likelihood Estimation to analyze the linear relationships among the three major variables. Results: The statistical analysis result indicated that knowledge-sharing created a positive effect on team performance. On the other hand, team conflict caused a negative effect on team performance. Emotional intelligence did not have any significant direct effect on team performance but played a moderating role. Conclusions and Recommendations: This study concluded that vocational institutes are academic organizations where knowledge-sharing is a crucial mission and where strategies are put into place to fulfill that mission; team conflict should be avoided for better team performance. This study finally proposed several suggestions for improved team performance.
How Do Children Reformulate Their Search Queries?
Author: Rutter, Sophie
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Primary Education,Young Children,Search Strategies,Information Retrieval,Taxonomy,Concept Formation,Information Technology,Navigation (Information Systems),Search Engines,Observation,Semi Structured Interviews,Qualitative Research,Statistical Analysis

Introduction: This paper investigates techniques used by children in year 4 (age eight to nine) of a UK primary school to reformulate their queries, and how they use information retrieval systems to support query reformulation. Method: An in-depth study analysing the interactions of twelve children carrying out search tasks in a primary school lesson; including observations, search recordings, post-task interviews and teacher interview. Analysis. The search screen recordings were analysed for task performance. The queries were categorised using both Broder's taxonomy (2002) and query reformulation type schemes. The interviews and observations were analysed inductively using thematic analysis. Results: Children reformulated queries by switching information retrieval system, extracting information from search results, and by using &quot;did you mean&quot; and auto-complete functionality. The children also reformulated queries by using previous queries, correcting errors, and making their queries more specific. The type of query reformulation support the children used varied according to the type of query entered, with children submitting both question queries and broad-based topic queries. Conclusions: The children mostly reformulated queries based on their interactions with information retrieval systems, rather than their prior knowledge. Search systems could further support children by (1) tailoring tools to the type of query (question or broad-based) entered, (2) making suggestions for the narrowing of queries as the children found this particularly difficult (3) accommodating children's linear scanning of search results as this led to unnecessary query reformulations. [This paper was published in: &quot;Proceedings of ISIC: The Behaviour Conference&quot; (Leeds, England, Sep 2-5, 2014), Part 2, Paper isic31.]
Approaching the Affective Factors of Information Seeking: The Viewpoint of the Information Search Process Model
Author: Savolainen, Reijo
Date: 2015-03-00
Type: Journal Articles
Subjects: Affective Behavior,Information Seeking,Models,Interviews,Foreign Countries,Telephone Surveys,Health,Motivation,Psychological Patterns,Emotional Response,Cognitive Processes,Correlation,Classification,Theories

Introduction: The article contributes to the conceptual studies of affective factors in information seeking by examining Kuhlthau's information search process model. Method: This random-digit dial telephone survey of 253 people (75% female) living in a rural, medically under-serviced area of Ontario, Canada, follows-up a previous interview study to examine with a larger sample issues related to searching for and using health information. Analysis: Concept analysis focusing on the ways in which the categories of feelings and mood are explicated in the information search process model. In addition, it was examined how the motivational elements of information seeking are conceptualised in the categories of feelings and mood. To this end, the present study drew on the ideas of the appraisal theories - a major approach to the study of the affective phenomena. Results: Kuhlthau's model provides a rich and credible picture of feelings experienced by information seekers at various stages of the information search process. However, the category of feelings is approached descriptively. Within this category, the motivational elements are incorporated in the factor of interest. In the information search process model, the category of mood is conceptualised more analytically by drawing on Kelly's ideas. The findings indicate that the picture of the motivational elements of mood can be elaborated by examining the invitational and indicative mood in terms of action readiness. Conclusions: The model provides a pioneering contribution to the conceptualisation of the affective factors in information seeking. The picture of these factors can be elaborated further by conducting comparative studies and making use of the ideas obtained from psychological and cognitive theories of emotion. [This paper was published in: &quot;Proceedings of ISIC: The Behaviour Conference&quot; (Leeds, England, Sep 2-5, 2014), Part 2, Paper isic28.]
Validity and Reliability of the DeMoulin Self-Concept Developmental Scale for Turkish Preschoolers
Author: Turasli, Nalan Kuru
Date: 2014-00-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Foreign Countries,Self Concept,Preschool Children,Child Development,Qualitative Research,Self Efficacy,Self Esteem,Social Development,Emotional Development,School Readiness,Preschool Education,Mothers,Pretests Posttests

Problem Statement: &quot;Self-concept&quot; is a primary issue of emotional and social development. Though the most important stage in the formation of self-concept is childhood, measuring the development of the self in the preschool period is quite difficult, for the tools used to measure children's self-concept either require the child's knowing how to read and write or have been designed to measure the self-concepts of children with special developmental characteristics. Purpose of Study: This study aimed to adapt the DeMoulin Self-Concept Developmental Scale (DSCDS) for 5-and 6-year-old Turkish children and to determine its validity and reliability for determining the self-perception of these children with normal development. Methods: The study was conducted with 345 participants, roughly half of whom were Turkish children aged 5-6 years. The scale was investigated for its linguistic equivalence and applicability. Data was collected by using both the original DSCDS translated into Turkish and the Marmara Social-Emotional Adjustment Scale and the Marmara Readiness for School Scale. Ultimately, the validity and reliability of the Turkish DSCDS were analyzed. Findings and Results: The maximum reliability produced according to Cronbach's alpha and Spearman's rank correlation coefficient was 0.88, and the lowest reliability calculated with the Guttman method was 0.88. It was determined that the DSCDS for these children composed of 29 items and two subdimensions applied to participants according to the Turkish Developmental Norms as a high-quality measurement tool. Conclusions and Recommendations: With the validity and reliability studies of the DSCDS for children aged 5-6 years completed, a norm study can be arranged in order to expand the scale by applying it to groups of children with different characteristics, such as those with a low socioeconomic status, those residing in orphanages, and adopted children.
Availability and Accessibility in an Open Access Institutional Repository: A Case Study
Author: Lee, Jongwook
Date: 2015-03-00
Type: Journal Articles
Subjects: Case Studies,Journal Articles,Academic Libraries,Access to Information,Archives,Library Materials,Institutional Characteristics,Knowledge Management,Online Searching,Search Strategies,Authors,Usability,Use Studies,Information Policy,Library Administration,Teacher Participation,Barriers,Faculty Publishing

Introduction: This study explores the extent to which an institutional repository makes papers available and accessible on the open Web by using 170 journal articles housed in DigiNole Commons, the institutional repository at Florida State University. Method: To analyse the repository's impact on availability and accessibility, we conducted independent known-item title searches on both Google and Google Scholar (GS) to search for faculty publications housed in DigiNole Commons. Analysis: The extent to which the repository makes articles available and accessible was measured quantitatively and the findings that cannot be summarized with numbers were analysed qualitatively. Results: Google and Google Scholar searches provided links to DigiNole metadata for a total of 145 (85.3%) of 170 items, and to full texts for 96 (96%) of 100 items. With one exception, access to either metadata or full text required no more than three clicks. Conclusions: Overall, the results confirm the contribution of the institutional repository in making papers available and accessible. The results also reveal some impediments to the success of open access, including impediments linked to contractual arrangements between authors and publishers, impediments linked to policies, practices and technologies governing the repository itself, and the low level of faculty participation in the repository.
Ecological Modelling of Individual and Contextual Influences: A Person-in-Environment Framework for Hypothetico-Deductive Information Behaviour Research
Author: Sin, Sei-Ching Joanna
Date: 2015-03-00
Type: Journal Articles
Subjects: Environmental Influences,Statistical Analysis,Interaction,Academic Achievement,Access to Computers,Public Libraries,Context Effect,Access to Information,High School Students,Neighborhoods,Use Studies,Self Efficacy,Socioeconomic Status,Longitudinal Studies,Correlation

Introduction: This paper discusses the person-in-environment framework, which proposes the inclusion of environmental factors, alongside personal factors, as the explanatory factors of individual-level information behaviour and outcome. Method: The paper first introduces the principles and schematic formulas of the person-in-environment framework. It then presents the findings of an empirical verification study. Analysis: A multi-way ANOVA test was conducted to verify the person-in-environment framework. The main and interaction effects of eight individual and information environment variables on individual academic performance were tested. Results: Four main effects (baseline academic grade, outcome expectation, home computer resources, and public library usage) and two interaction effects (home computer resources x public library usage; public library usage x neighbourhood public library resource level) were significant. Conclusions: The person-in-environment framework framework can help identify significant environmental interaction effects that would have been missed in studies that included only personal factors. [This paper was published in: &quot;Proceedings of ISIC: The Behaviour Conference&quot; (Leeds, England, Sep 2-5, 2014), Part 2, Paper isic19.]