ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Efficacy: Its Effects on Physical Education Teacher Candidates' Attitudes toward the Teaching Profession
Author: Eroglu, Cihan
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Physical Education Teachers,Teacher Attitudes,Teacher Effectiveness,Self Efficacy,Teaching (Occupation),Teacher Surveys,Cognitive Measurement,Statistical Analysis,Correlation,Scores,Gender Differences,Statistical Significance,Prediction,Data Analysis,Multiple Regression Analysis

This study's main aim was to determine physical education (PE) teacher candidates' self-efficacy levels and attitudes toward the PE teaching profession. Designed on a survey model, this study was conducted during the 2011-2012 academic year. A total of 601 PE teacher candidates studying in the PE and sports teaching programs of six different universities in Turkey participated in the study. Study data were collected using the &quot;Teacher Self-Efficacy Scale (TSES)&quot; and the &quot;Attitude Scale for the Profession of Physical Education Teaching (ASPPET).&quot; Descriptive analysis, t-test, Pearson Correlation Coefficient Technique, and Multiple Regression Analysis methods were used for data analyses. PE teacher candidates were observed to deem themselves as moderately self-efficient in terms of the points they scored on the TSES as a whole (M = 142.56, SS = 40.820) and on its subscales (M[subscript IS] = 47.62, SS = 14.169; M[subscript CM] = 47.97, SS = 13.885; M[subscript SE] = 46.96, SS = 13.873). In addition, PE teacher candidates scored high points on the ASPPET as a whole (M = 83.49, SS = 16.584) and its subscales (M[subscript AP] = 48.38, SS = 10.613; M[subscript CP] = 35.10, SS = 8.731). The study found no gender-based statistically significant difference between the self-efficacy of PE candidate teachers (t(599) = 1.363, p &gt; 0.05) and their attitudes toward the PE teaching profession (t(599) = 1.943, p &gt; 0.05). Another result gleaned from this study was the positive and statistically significant relationship between the points scored on the TSES as a whole and its subscales and on the ASPPET as a whole and its subscales (r = 0.247, p &lt; 0.01). The study also showed that PE teacher candidates' self-efficacy levels did not constitute an important predictor for either the ASPPET as a whole (R2 = 0.062, F = 13.072, p &lt; 0.01) or for its subscales (AP = R2 = 0.081, F = 17.497; p &lt; 0.01; CP = R2 =0 .017, F = 3.410 p &lt; 0.01).
The Effect of Gender, Seniority and Subject Matter on the Perceptions of Organizational Justice of Teachers: A Meta-Analytical Study
Author: Altinkurt, Yahya
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Status,Intellectual Disciplines,Organizational Culture,Justice,Social Justice,Teacher Attitudes,Meta Analysis,Teaching Experience,Tenure,Effect Size,Elementary School Teachers,Secondary School Teachers,Employer Employee Relationship

This study reveals the results of a meta-analysis conducted with the theses and research studies published in Turkey from 2005 to 2012 regarding organizational justice. The purpose of this paper is to determine the effects of gender, seniority and subject matter on the perceptions of organizational justice of teachers. Specific criteria were used to select which studies would be included in the meta-analysis. According to these criteria, 17 studies were included from the perspective of gender, 9 from seniority, and 6 from the perspective of subject matter. The study found that the variables of gender and subject matter had a very weak effect on the overall perception of organizational justice, as well as on the sub-dimensions of organizational justice. The research concluded that seniority had a very weak effect overall on the perception of organizational justice, and the organizational sub-dimensions of procedural justice, interactive justice and relationships with managers. The effect on distributive justice and the relationship between employees was weak, bordering on moderate. The study revealed that teachers with 10 years or under of experience had a more positive perception about organizational justice in the dimension of distributive justice, while teachers with 11 years or higher experience had a more positive perception regarding the relationship between employees. This study suggests new meta-analytical studies to determine the relationship of organizational justice with other variables. It also points out that researchers should be more careful in reporting statistics in their studies to allow for the implementation of meta-analyses in the future.
Examining the Student-Teacher Relationships of Children Both with and without Special Needs in Preschool Classrooms
Author: Demirkaya, Pervin Naile
Date: 2015-02-00
Type: Journal Articles
Subjects: Special Needs Students,Student Needs,Teacher Student Relationship,Preschool Children,Preschool Evaluation,Classroom Environment,Comparative Analysis,Predictor Variables,Preschool Teachers,Behavior Rating Scales,Regression (Statistics),Conflict,Interpersonal Competence,Behavior Problems,Teaching Experience,Class Size,Mainstreaming,Likert Scales,Interpersonal Relationship,Intimacy,Social Distance,Helping Relationship,Student Surveys,Teacher Surveys,Foreign Countries,Factor Analysis

The purpose of this study is to comparatively examine the student-teacher relationships of preschool children with and without special needs (SN) and to identify the variables which predict student-teacher relationships. In order to collect data from 40 preschool teachers regarding 54 students with and 54 students without SN, the Student and Teacher Information Form (developed by the researchers), the Student-Teacher Relationship Scale, and the Preschool and Kindergarten Behavior Scale (for the validity and reliability studies) were used. The student-teacher relationships of students in the two groups were compared using the Mann-Whitney U-test, and the variables predicting student-teacher relationships were analyzed using stepwise regression. The results showed that students with SN had more conflict (U = 1034.50; p = 0.009) and less closeness (U = 982.50; p = 0.003) with their teachers than their peers without SN, however, there was not a significant difference between the two groups in terms of dependency (U = 1362.50; p = 0.556). It was found that social skills predicted closeness with teachers, conflictual student-teacher relationships were predicted by problem behaviors, and dependent student-teacher relationships were predicted by teacher experience and classroom size. The findings of this study are discussed in line with the national and international literature.
Teachers' Perspectives on Educational Research
Author: Drill, Karen
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Research,Teacher Attitudes,Research Utilization,Educational Practices,Teaching Methods,Focus Groups,Suburban Schools,Urban Schools,Primary Sources,Credibility,Barriers,Relevance (Education),Faculty Development,Elementary School Teachers,Student Behavior,Use Studies,Evidence,Best Practices,Case Studies

Based on two studies conducted in the Chicago metropolitan area in 2009 and 2010, we found that teachers do, in fact, use research, although they tend to seek it out under very specific conditions and circumstances. Namely, teachers tend to look to research in response to an immediate, pressing concern such as how to best teach fractions to English language learners (ELLs). Teachers also turn to research to address a specific content need, such as gathering information for an upcoming lesson. In terms of broader reviews of research, teachers sometimes review research they have used in the past, such as best practices for a particular topic or method. Finally, teachers may consult educational research when they participate in groups that use research findings to more broadly support their instructional practice (e.g., study groups, committees or courses on using research in the classroom).
Teacher Candidates' Opinions on Erasmus Student Exchange Program
Author: Unlu, Ihsan
Date: 2015-02-00
Type: Journal Articles
Subjects: Student Exchange Programs,Student Teachers,Student Teacher Attitudes,Opinions,Cultural Enrichment,Academic Achievement,Statistical Analysis,Phenomenology,Semi Structured Interviews,Individual Differences,Individual Development,International Educational Exchange,Achievement Gains,Program Effectiveness,Program Evaluation,Preservice Teacher Education,Foreign Countries

This study contains teacher candidates' opinions who spent a portion of their educational career abroad as participants in the Erasmus Program regarding the academic, cultural, and personal gains of the program. Using the Quantitative Research Method, this study focuses on phenomena that researchers are aware of, but on which they do not have detailed information. As such, it has been designed as a phenomenological study. The work group of the study consists of students from Erzincan University's Faculty of Education who participated in the Erasmus Program during the 2011-2012 and 2012-2013 academic years. As the data collection tool, a semi-structured interview form prepared by the researcher was used. The data collected for the study were analyzed using the Content Analysis Method. Upon the analysis of the data, it was concluded that the teacher candidates who participated in the Erasmus Program obtained different academic, cultural, and personal gains. It may be suggested that these acquisitions will be beneficial for the teacher candidates both in their professional and daily lives. When the aims of the Erasmus Program are considered, it is observed that the expected effects of the program (for the participants in this study) have been achieved. More detailed studies may be conducted in the future to reveal the Erasmus Program level of success in terms of participants' changes experienced and observed in issues related to academic, cultural and personal improvement.
Investigating Item Exposure Control Methods in Computerized Adaptive Testing
Author: Ozturk, Nagihan Boztunc
Date: 2015-02-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Item Analysis,Statistical Analysis,Comparative Analysis,Difficulty Level,Information Security,Simulation,Measurement

This study aims to investigate the effects of item exposure control methods on measurement precision and on test security under various item selection methods and item pool characteristics. In this study, the Randomesque (with item group sizes of 5 and 10), Sympson-Hetter, and Fade-Away methods were used as item exposure control methods. Moreover, in order to establish a comparison baseline for other methods, the noexposure control condition was also included in the research. As item selection methods, Maximum Fisher Information, a-Stratification, and Gradual Maximum Information Ratio were employed. While a parameters were generated from a uniform distribution ranging between 0.50 and 2.00 and c parameters were generated from a uniform distribution ranging between 0.05 and 0.20 for both item pools, b parameters were generated from a uniform distribution ranging between -3.00 and +3.00 for medium difficulty item pool, and from a standard normal N(2, 1.5) distribution for high difficulty item pool. Based on the research findings, there were no great differences between the values of indicators used in determining measurement precision when the item exposure control methods were used. On the other hand, in terms of test security, it was found that in general, the Fade-Away Method for controlling item exposure yielded better results than did the other methods in reducing the skewness of item pool utilization and the test overlap.
Shifting Currents: Science Technology Society and Environment in Northern Ontario Schools
Author: Steele, Astrid
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Science Teachers,Rural Areas,Rural Education,Science Instruction,Educational Change,Environmental Education,Educational Practices,Teacher Surveys,Teacher Collaboration,Science and Society,Models,Science Curriculum,Data Analysis,Mixed Methods Research,Semi Structured Interviews

The focus is on the practices of secondary science teachers in rural, resource-extraction-based communities in the boreal region of northern Ontario, Canada. In 2008 the Ontario Ministry of Education mandated that science teaching and learning should bring to the forefront consideration of the impacts of science on society and environment, and include environmental education; topics that are particularly pertinent given the location(s) of the study in logging and mining towns. Three years after the introduction of that curriculum the researcher investigates the extent to which the mandated changes have entered teacher practice. The study consists of a survey, (n = 26), interviews (n = 7) and a closer exploration of the collaboration between two teachers who work towards including social and environmental issues in their lessons. Findings provide evidence that secondary science teachers are shifting toward a stronger emphasis issues of society and environment in their practice, however teachers identified a number of concerns including an information gap, developing new lessons, program planning, assessment, and teaching in the North. A theoretical framework developed by Pedretti and Nazir was used in the analysis of the teacher collaboration. Recommendations are for professional development to specifically address the concerns raised by the teachers; as well, changes are suggested to the theoretical framework to include a stronger emphasis on environmental education.
Improving Urban Students' College Readiness as a Driver of High School Curriculum Enhancement
Author: Boboc, Marius
Date: 2013-00-00
Type: Journal Articles
Subjects: African American Students,Urban Education,High School Graduates,College Readiness,Curriculum Development,Secondary School Curriculum,Low Income Groups,Junior High School Students,Questionnaires,Prediction,Success,Urban Schools,College Bound Students,Gender Differences,Self Concept,Self Evaluation (Individuals),Racial Bias,Coping,Goal Orientation,Social Support Groups,Leadership,Academic Achievement

Many factors inhibit college completion by African-American high school graduates who come from low socio-economic backgrounds. Some factors are &quot;cognitive,&quot; while others can be classified as &quot;non-cognitive.&quot; Variables in the latter classification are examined in this study conducted at an urban high school in the Midwest with an African-American student population five times the national average, and in a city with a median income well below that of the nation. An instrument designed and validated to predict success of impoverished minority students in college was administered to over 200 students at this school. This paper outlines the connection between findings and specific curricular plans put forth by high school and district staff, assisted by two researchers from an area public university, as a way to prioritize the school resources aligned with non-cognitive variables leading to curriculum enhancement and successful student transition to college.
Pre-Service Teachers' Perceptions on Game Based Learning Scenarios in Primary Reading and Writing Instruction Courses
Author: Karadag, Ruhan
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Teacher Attitudes,Educational Games,Primary Education,Reading Instruction,Writing Instruction,Mixed Methods Research,Questionnaires,Semi Structured Interviews,Teaching Methods,Positive Attitudes,Instructional Design,Likert Scales

The aim of this study was to explore pre-service teachers' perceptions on the use of game-based learning in a Primary Reading and Writing Instruction Course. A mixed method research was used in the study. Participants were composed of a total of 189 pre-service teachers taking the Primary Reading and Writing Instruction course during the fall term of the 2013-2014 academic year. After a 12-week teaching period, the data regarding preservice teachers' views were collected by means of a questionnaire and semi-structured interviews. While the descriptive analysis technique, including the presentation of data in terms of frequency (f) and percentages (%), was used for the quantitative data, the qualitative data analysis was completed progressively over three phases: (1) data reduction, (2) data display, and (3) conclusion drawing. The results of both the qualitative and quantitative data revealed that pre-service teachers held positive opinions toward the use of game based learning scenarios in Primary Reading and Writing Instruction courses. Moreover, according to the results, the preservice teachers stated that their knowledge related to primary reading and writing instruction was enhanced as a result of the game based activities. On the other hand, the challenge most frequently experienced by the pre-service teachers included feeling anxious about the possibility of failing to design both an age- and content-appropriate game.
Interest in Birds and Its Relationship with Attitudes and Myths: A Cross-Cultural Study in Countries with Different Levels of Economic Development
Author: Hummel, Eberhard
Date: 2015-02-00
Type: Journal Articles
Subjects: Animals,Questionnaires,Student Interests,Cross Cultural Studies,Foreign Countries,Biodiversity,Gender Differences,Knowledge Level,Attitude Measures,Economic Development,Correlation,Internet,Role,Misconceptions,Science Education,Factor Analysis

Birds are one of the most important species that can help protect biodiversity. Although birds are important beings for biodiversity and human existence, there is a relatively less quantity of research that has investigated the interest in and attitudes toward birds. This study aims to investigate the knowledge level of and attitudes toward birds among students in countries at different levels of economic development. To collect the data, a Bird Knowledge Questionnaire and a Bird Attitude Questionnaire were developed and used by the researchers in this study. These questionnaires were administered to a total of 852 students from different countries, including Colombia, Germany, Slovakia, and Turkey. The results obtained in this study showed that Colombian students had the highest interest in birds as compared to students in Slovakia, Turkey, and Germany. Girls had consistently higher interest in birds than boys in all countries, but there were no gender differences in the cognitive domain. Our research suggests that factual knowledge about birds is not a necessary prerequisite for interest in birds, but animal-related activities show strong associations with an interest in birds.
Pre-Service Teachers' Self-Regulated Learning and Their Developing Concepts of SRL
Author: Buzza, Dawn
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Metacognition,Teaching Methods,Correlation,Scores,Learning Strategies,Prediction,Self Evaluation (Individuals),Teacher Education,Statistical Analysis,Foreign Countries,Learning Motivation

Self-regulated learners manage their thoughts, emotions, and behaviours, and their social and contextual environments to reach their learning goals. Research shows that student teachers can learn to teach in ways that promote students' development of SRL. It has also been shown that there is a relationship between teachers' own SRL and their ability to develop self-regulation in students. This study examined student teachers' developing concepts of SRL as they learned about this complex set of skills, behaviours, and beliefs through both coursework and field observations. This paper investigates the relationship between self-reported SRL of these teachers and their understanding of SRL behaviours and SRL-supportive teaching practices. Participants' self-reported learning strategy scores predicted their performance on an SRL classroom observation assignment while motivation scores were unrelated. These results contribute to our growing knowledge of how to support student teachers in their learning of teaching strategies that support the development of SRL.
Family Involvement in Preschool Education: Rationale, Problems and Solutions for the Participants
Author: Kocyigit, Sinan
Date: 2015-02-00
Type: Journal Articles
Subjects: Parent Attitudes,Teacher Attitudes,Administrator Attitudes,Content Analysis,Negative Attitudes,Fatigue (Biology),Semi Structured Interviews,Kindergarten,Foreign Countries,Family Involvement,Preschool Teachers,Parent Participation,Costs,Time,Transportation,Educational Facilities,Barriers,Spouses,Illiteracy,Bias,Attention Deficit Disorders,Financial Problems,Conflict,Home Visits,Gender Differences,Communication Strategies,Guidance,Extracurricular Activities

This aim of this study is to examine the views of teachers, administrators and parents about the problems that emerge during family involvement in preschool activities and solutions for these problems. The participants were 10 teachers, 10 parents and 10 administrators from 4 preschools and 6 kindergartens in the Palandöken and Yakutiye districts of Erzurum. Data was collected via semi-structured interviews and analyzed using descriptive and content analysis. The results show that teachers and administrators organize various family involvement activities, and parents participate in one or more of them. Family-involvement activities were found to be affected by factors such as time, cost, interaction, order, sharing, getting familiar with each other, ease of transportation, updated notice boards, technology, school facilities, security, control, requirement, and participation size. The participants mentioned the following among the problems they faced in family involvement activities: unwillingness; lack of time; fatigue; negative attitudes; the behavior of teachers' spouses, parents, and teachers; irrelevance; low participation; families unable to express themselves; program changes; disinterest; illiteracy among families; ineffective presentations; constant complaints; favoritism; attention deficit in children; difficulty in leaving; conflicts; financial difficulties; unannounced home visits by teachers; gender; and transportation. They were observed to battle these problems by setting aside time, getting help, using effective communication, ensuring high participation, exercising control, updating notice boards, showing guidance and trying to adapt.