ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship among the Parenting Styles and the Social Competence and Prosocial Behaviors of the Children Who are Attending to State and Private Preschools
Author: Altay, Fatma Basak
Date: 2012-00-00
Type: Journal Articles
Subjects: Parenting Styles,Mothers,Preschool Teachers,Prosocial Behavior,Interpersonal Competence,Preschool Children,Gender Differences,Peer Relationship,Teacher Student Relationship,Private Schools,Public Schools,Foreign Countries

The purpose of the present study was to investigate the associations of social competence and prosocial behaviors of the boys and girls who are attending to private or state preschools with the parenting styles of mothers' perception. Participants of the research were 344 children's (ranging from 35 and 75 months of age) teachers and mothers. These children were attending to preschools located in Ankara. In this research Parenting Styles and Dimension Scales and Prosocial Behavior Scale were applied to the mothers, Teacher Rating Scales for Social Competence and Prosocial Behavior Scale were applied to the teachers. Findings revealed that the girls have positive interactions with their peers and teachers more than the boys do and the boys have negative interactions with their peers more than the girls do. Furthermore, the scores of negative interactions with peers of the children who have authoritative parents were higher than those of the children who have permissive parents. In addition, the scores of negative interactions with peers and noninteraction behaviors of the children attending to a private preschool were higher than that of the children attending to a state preschool. Moreover, in terms of both mother and teacher ratings of prosocial behaviors, girls tend to show more prosocial behaviors than boys. The children whose mothers showing authoritative parenting style demonstrate more prosocial behaviors as rated by mothers than the children whose parents showing permissive parenting styles.
Reviewing Instructional Studies Conducted Using Video Modeling to Children with Autism
Author: Acar, Cimen
Date: 2012-00-00
Type: Journal Articles
Subjects: Autism,Communication Skills,Video Technology,Literature Reviews,Models,Children,Research Methodology,Skill Development,Interpersonal Competence,Play,Language Skills,Daily Living Skills,Teaching Methods

This study explored 31 instructional research articles written using video modeling to children with autism and published in peer-reviewed journals. The studies in this research have been reached by searching EBSCO, Academic Search Complete, ERIC and other Anadolu University online search engines and using keywords such as "autism, video modeling, autism spectrum disorders with video modeling and video modeling interventions". It is observed that most of studies have been carried out with children with autism aged between 3 and 11. The studies have been categorized based on their scopes: studies conducted using only video modeling, video modeling studies in which subjects of studies are models, studies in which video modeling and additional practices are used together and studies in which video modeling is compared with other practices. It is observed also that results of studies have indicated that video modeling is effective on teaching social skills, play skills, language and communication skills, functional skills, self-care skills, and daily life skills to children with autism.
Teaching Basic First-Aid Skills against Home Accidents to Children with Autism through Video Modeling
Author: Ergenekon, Yasemin
Date: 2012-00-00
Type: Journal Articles
Subjects: Special Classes,Accident Prevention,First Aid,Autism,Daily Living Skills,Program Effectiveness,Safety,Video Technology,Models,Elementary School Students,Foreign Countries,Educational Technology,Generalization

It is known that children with DD can learn first-aid skills and use whenever needed. Applying first-aid skills was taught to three inclusion students with autism through &quot;first-aid skills training package&quot;. In the study multiple probe design with probe trials across behaviors was used. The findings indicated that first-aid skills training package was effective and the subjects maintained and generalized their acquired skills to the cuts, abrasions, and minor burns on their own or researcher's different parts of body and to different materials. Social validity data that was collected through social comparison revealed that the subjects could not accomplish these target behaviors before the intervention but their peers with normal development could accomplish these skills at 78% level.
Teachers' and Mothers' Assessment of Social Skills of Students with Mental Retardation
Author: Cifci Tekinarslan, Ilknur
Date: 2012-00-00
Type: Journal Articles
Subjects: Behavior Problems,Age Differences,Hyperactivity,Mental Retardation,Mother Attitudes,Special Classes,Teacher Attitudes,Comparative Analysis,Interpersonal Competence,Correlation,Gender Differences,Disabilities,Scores,Rating Scales,Self Control,Assertiveness,Children,Foreign Countries

The purpose of this study is to compare the assessment results of social skills of students with mental retardation by their teachers and mothers through relational model by using descriptive statistics. The research group in this study consisted of mothers and teachers of 562 children with mental retardation aged between 6 and 12 who enrolled in special education schools and special classes. For 6-12 age group, Teacher Form of Social Skills Rating System (SSRS-TF) and Parent Form of Social Skills Rating System (SSRS-PF) were used to collect data. Initially, this study investigated whether there was a relation between the mother and teacher assessment results of social skills of students with mental retardation. Then it examined whether the social skills of students with mental retardation differ according to the various variables such as gender, age, level of retardation, and additional disability. According to the results of analysis, a high correlation was found between the total scores of social skills scale obtained after mother and teacher assessments. Additionally, a high correlation was found between externalizing behavior subscale score and hyperactivity subscale score and the assertiveness subscale score of teachers and parents forms. Moreover, a high correlation was observed between the total scores of problem behavior subscales of teachers and parents forms. There is a moderate relationship between cooperation skills subscales score, self-control skills subscales score and internalizing problem behaviors subscales score. In addition, the social skills of the girls are more than those of the boys, and their problem behaviors are lower than those of the males. The social skills of the students with mental retardation who are in 6-9 age group are significantly lower than those of the students who are in 10-12 age group, and problem behaviors do not differ according to age of the students.
A Comparative Study of the Attitude, Concern, and Interaction Levels of Elementary School Teachers and Teacher Candidates towards Inclusive Education
Author: Gokdere, Murat
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Inclusion,Elementary School Teachers,Regular and Special Education Relationship,Interaction,Foreign Countries,Comparative Analysis,Teacher Attitudes,Student Teacher Attitudes,Attitudes toward Disabilities,Mainstreaming,Teaching Experience,Teacher Competencies,Professional Development,Teacher Qualifications,Anxiety,Gender Differences,Student Characteristics

Inclusion is an educational approach providing students with special needs with education in normal classrooms, which is the least restrictive educational environment for them by offering the necessary services for full time or part time. Although the necessary laws and regulations appear to execute this inclusive practice properly in Turkey, there are some problems regarding its implementation. Aim of this study contributes to the implementation by determining and solving the problems encountered in the inclusive practices by developing an assessment instrument comparing the attitude, concern and interaction levels of pre-service and in-service elementary teachers towards inclusive education. The study sample consists of 68 in-service elementary teachers working at central elementary schools in Amasya and 112 pre-service elementary teachers in the elementary education program of Amasya University during the 2009-2010 academic year. For the study, an assessment consisting of four parts was developed and applied as a data collection instrument. The data gathered from the study was analyzed using the SPSS 18.00 package program. With the findings obtained, it has been determined that there are significant differences between the in-service and pre-service teachers' attitudes towards inclusive education and their interactions with individuals with special needs. It has been concluded that these differences are related to occupational experience and the preparation levels of the individuals with special needs. The findings of this study suggest that professional development workshops and seminars on special and inclusive education would improve the knowledge of in-service elementary teachers and enhance the qualification of the inclusive practices.
Comparing the Word Processing and Reading Comprehension of Skilled and Less Skilled Readers
Author: Guldenoglu, I. Birkan
Date: 2012-00-00
Type: Journal Articles
Subjects: Word Processing,Reading Comprehension,Grade 2,Reading Skills,Comparative Analysis,Skill Analysis,Learning Theories,Correlation,Statistical Significance,Achievement Rating,Cohort Analysis

The purpose of this study was to compare the word processing and reading comprehension skilled in and less skilled readers. Forty-nine, 2nd graders (26 skilled and 23 less skilled readers) participated in this study. They were tested with two experiments assessing their processing of isolated real word and pseudoword pairs as well as their reading comprehension skills. Findings suggest that there is a significant difference between skilled and less skilled readers both with regard to their word processing skills and their reading comprehension skills. In addition, findings suggest that word processing skills and reading comprehension skills correlate positively both skilled and less skilled readers.
Examining First Grade Teachers' Handwriting Instruction
Author: Arslan, Derya
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Handwriting,Qualitative Research,Phenomenology,Grade 1,Elementary School Students,Elementary School Teachers,Rating Scales,Foreign Countries,Teaching Methods

The purpose of this study is to examine the first grade teachers' practices of handwriting instructions in terms of teaching, evaluation and handwriting difficulties. From qualitative research patterns, phenomenology was used. The study was applied to the 54 First grade teachers who work at central Burdur and Burdur county centre primary education schools. Interview is used while collecting data and content analyze is used while analyzing data. The results showed that most of the first grade teachers spare two hours of their active lecture times in a week for handwriting lessons. Students write letters: &quot;e, c, i, i, o, c, o, u, l, y, u, a&quot; easily but have difficulties &quot;f, k, r, H, b, z, s, m&quot; letters while writing. Teachers teach the handwriting by making students write. In order to develop handwriting instruction first graduate teachers' handwriting lectures can be observed. By making practice especially on the letters whose writing are difficult, alternative writing ways of these letters can be developed. Handwriting scales can be developed in order for student handwritings to be assessed.
A Study on Reading Comprehension Skills of Primary School 5th Grade Students--Learning Basic Reading and Writing Skills through Phonics-Based Sentence Method or Decoding Method
Author: Kusdemir Kayiran, Bilge
Date: 2012-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 5,Reading Comprehension,Writing Skills,Reading Skills,Phonics,Sentences,Decoding (Reading),Teaching Methods,Socioeconomic Status,Reading Achievement,Achievement Tests,Questionnaires,Foreign Countries

This research aims at investigating the influence of two methods implemented in primary reading and writing teaching programs--phonics-based sentence method and decoding (analysis) method--on primary school 5th grade students' reading comprehension achievement. Also, the study considers the relationship between socio-economic status and reading comprehension achievement. This causal study was carried out in four primary schools which were in the districts of Adana; Seyhan and Cukurova. Out of 20 classes in these schools, 745 fifth grade students who were chosen according to the convenience sampling method to participate in the study. The data was obtained through 351 students learned reading and writing by means of decoding method in the 2008-2009 academic year and through 394 students who learned reading and writing by phonics-based sentence method in the 2009-2010 academic year. The data was collected using a reading comprehension achievement test. In the study, the students' personal information was collected using a socio-demographic questionnaire. The findings indicated a statistically non-significant difference on reading comprehension achievement scores of students who learned reading and writing by different methods. In addition, a positive and meaningful relationship between reading comprehension achievement and socio-economic status (r = 0.33, p less than 0.01). (Contains 7 tables.)
Problems and Solution Suggestions Related to Information Technology Course According to Elementary School Principals and Information Technology Teachers (A Case from Eskisehir)
Author: Sisman Eren, Esra
Date: 2012-00-00
Type: Journal Articles
Subjects: Information Technology,Computer Science Education,Elective Courses,Elementary Schools,Principals,Elementary School Teachers,Problems,Administrator Attitudes,Teacher Attitudes,Phenomenology,Semi Structured Interviews,Diaries,Foreign Countries

The purpose of the present study was to determine the problems experienced with the Information Technology (IT) course given as an elective course in elementary schools and to put forward suggestions for solutions to these problems. For this purpose, this study was carried out within the framework of phenomenology. The study was carried out with 10 school principals and 10 IT teachers from elementary schools in Eskisehir province in the academic year of 2010-2011. The researchers held informal conversations with the IT teachers, elementary school principals, teacher trainers from the Provincial Directorate of National Education, academicians from the department of Computer Education and Information Technology and with policy makers. The semi-structured interviews were held with the school principals and with the IT teachers. Reflective diaries were kept during the research. The inductive analysis method was used for the analysis of the data collected in the study. According to the research findings, the problems and solution suggestions related to IT course were grouped under four themes. These were education program, structure of the IT course, institutional infrastructure and stakeholders' perceptions regarding the IT course. School principals' and IT teachers' outstanding solution suggestions about the problems were the development of the education program to meet the needs of the day, raising awareness of IT teachers and school principals for the selection of IT course resources, being conducted IT courses by graduates in field of IT and updating infrastructure of the school. In addition, participants reported that if these problems were resolved, stakeholders' negative perceptions would disappear.
Analysis of High School Physics, Chemistry and Biology Curriculums in Terms of Scientific Literacy Themes
Author: Erdogan, Melek Nur
Date: 2012-00-00
Type: Journal Articles
Subjects: Physics,Chemistry,Biology,Science Curriculum,Scientific Literacy,Grade 9,Scientific Principles,Curriculum Evaluation,Curriculum Research,Educational Objectives,Curriculum Design,Content Analysis,Coding,Schematic Studies

The purpose of this study is to analyze 9th grade physics, chemistry and biology curriculums, which were implemented by the Ministry of Education since the academic year 2008-2009, in terms of scientific literacy themes and the balance of these themes and also to examine the quality of statements about objectives. Physics, chemistry, and biology curriculums were examined and coded independently by two coders who were faculty members in the branch of chemistry, physics and biology education. Cohen's kappa statistic results showed that there was high degree of consistency between coders. Analysis results revealed that the theme the knowledge of science in the chemistry curriculum and the theme the investigative nature of science in the physics and biology curriculums were well emphasized; however, the theme the science as a way of thinking was not adequately emphasized in each of the three curriculums. The findings of the study show that nature of science should be more emphasized in science curriculum to help each of citizens in our country become lifelong learners and have an adequate level of scientific literacy. (Contains 5 tables.)
Science and Technology Pre-Service Teachers' Tendencies to Explain Vitality
Author: Ozdemir, Oguz
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Biology,Scientific Concepts,College Freshmen,College Seniors

The present study was carried out to determine the Science and Technology pre-service teachers' tendencies to explain vitality in a university located in Southeast Anatolia of Turkey in 2010-2011 academic year. The data were collected through the administration of a questionnaire developed by the researcher to 1st and 4th year Science and Technology pre-service teachers (N=123). At the end of the study, it was found that Science and Technology pre-service teachers have a tendency to explain vitality through anthropoformic references such as &quot;vitialist&quot;, &quot;animist&quot;, &quot;teleologic&quot; types besides biological facts. In the light of these findings, suggestions to teach the biological nature of vitality in a proper manner were made.
Pre-Service Science Teachers' Mental Models about Science Teaching
Author: Tatar, Nilgun
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Science Instruction,Schemata (Cognition),Gender Differences,Individual Differences,Constructivism (Learning),Direct Instruction

The main purpose of this study is to explore preservice science teachers' mental models of science teaching. Additionally it is investigated whether there is a significant correlation between their gender and grade levels in terms of mental models. The sample of this study composed of 300 (111 males and 189 females) pre-service science teachers from Turkey. As a data collection instrument &quot;Draw a Science Teacher Test-Checklist (DASTT-C)&quot; was used. The test was made up two sections. In the first section of the DASTT-C, the pre-service science teachers were asked to &quot;Draw a picture of yourself as a science teacher&quot;. In the second section, they were asked to give answers to the questions &quot;What is the science teacher doing? and what are the students doing?&quot; regarding their drawings. The data was the coded according to the rubric and analyzed with SPSS. The results of study showed that pre-service science teachers' mental models of science teaching were in the categories of conceptual teaching (61%), exploratory or inquiry/constructivist teaching (22%), and explicit/didactic teaching (17%). There was no significant difference between male and female but there was significant difference between the grade levels in favour of senior levels with regard to their mental models of science teaching. In the light of the results, some suggestions were made for further studies.
Investigating First Year Elementary Mathematics Teacher Education Students' Knowledge of Prism
Author: Bozkurt, Ali
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Mathematics Teachers,Elementary School Teachers,College Freshmen,Knowledge Level,Definitions,Elementary School Mathematics,Geometric Concepts,Semi Structured Interviews,Content Analysis

The purpose of this study was to investigate first year elementary mathematics teacher education students' knowledge of prism. For this goal, the participants were asked to define the geometric concept of prism. The participants were 158 first year elementary mathematics teacher education students from a public university in Southern Turkey. The researchers analyzed the participants' definitions of prism. Additionally, 12 of the participants were selected for semi-structured interviews. The data were analyzed via content and frequency analysis techniques. Based on the content analysis, the themes that each participant used were determined. After this evaluation, the frequency of each of the themes was calculated. The findings indicated that the participants experienced difficulties in defining the concept of prism. It was also found out that the participants could not adequately use the mathematical language and define the concept.
Prospective Elementary Mathematics Teachers' Thought Processes on a Model Eliciting Activity
Author: Eraslan, Ali
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Elementary School Teachers,College Seniors,Mathematical Models,Cognitive Processes,Focus Groups,Case Studies,Foreign Countries

Mathematical model and modeling are one of the topics that have been intensively discussed in recent years. The purpose of this study is to examine prospective elementary mathematics teachers' thought processes on a model eliciting activity and reveal difficulties or blockages in the processes. The study includes forty-five seniors taking the course of Modeling in Teaching Mathematics in an elementary education program at a university. Three prospective teachers were selected among them and then interviewed in a focus group. The transcription of conversation of the group was examined and qualitatively analyzed. Findings indicated that prospective teachers were able to successfully work with modeling eliciting activity and improve their mathematical understandings. They also showed some difficulties while working on the modeling activity.