ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Studies in Improving Students' Map Skills: Teachers' Opinions
Author: Gökçe, Nazli
Date: 2015-10-00
Type: Journal Articles
Subjects: Social Studies,Teaching Methods,Skill Development,Foreign Countries,Spatial Ability,Geography,Teacher Attitudes,Qualitative Research,Semi Structured Interviews,Content Analysis,Instructional Effectiveness,Map Skills,Physical Environment,Educational Environment,Elementary School Students,Elementary School Teachers

Teaching skills is one of the building blocks of Turkey's Social Studies Instructional Program. Via skills, information can be effectively transformed into high-level behaviors, that information may become a part of one's daily life, and that one may make right decisions concerning major issues in his/her life. Map skills are called &quot;spatial perception skills&quot; within Turkey's Social Studies Instructional Program. Map skills--one of the basic geographical skills- can easily be employed by students to solve a wide variety of problems in their daily lives. The opinions and experience of teachers who have been instructing this course should be taken into consideration in order to decide whether students are successful or not at gaining these skills during their social studies course. As such, this study was conducted using a survey model in accordance with the qualitative research method. Research data were collected via semi-structured interviews held with Social Studies teachers living in Eskisehir, Turkey during April, May, and June of 2011. All data were analyzed via content analysis. The research findings have revealed that students' map skills are perceived to be weak based by social studies teachers and that there is a disagreement as to the effectiveness of Turkey's Social Studies Course Instructional Program in equipping students with these skills. Moreover, teachers were found to be of the opinion that not only are students' opportunities to practice and improve their map skills limited, but that there are a number of problems stemming from students, the Social Studies Course Instructional Program, and the physical infrastructure of schools. For this reason, relevant suggestions have also been included in this study.
Effectiveness of Time-Based Attention Schedules on Students in Inclusive Classrooms in Turkey
Author: Sazak Pinar, Elif
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Scheduling,Inclusion,Attention Span,Behavior Problems,Intellectual Disability,Behavior Modification,Contingency Management,Reinforcement,Mainstreaming,Grade 2,Predictor Variables,Functional Behavioral Assessment,Attention,Outcomes of Treatment,Program Effectiveness,Comparative Analysis

This study examines the effectiveness of fixed-time (FT) and variable-time (VT) schedules and attention on the problem behaviors and on-task behaviors of students with and without intellectual disabilities in inclusive classrooms in Turkey. Three second-grade students with intellectual disabilities, three students without intellectual disabilities, and three teachers participated in this study. The ABAC reversal design of the single-subject design was used. A1 and A2 were the baseline conditions; in the B condition, an FT schedule of attention (every four minutes) was implemented, and in the C condition, a VT schedule of attention (average four minutes) was utilized. The results demonstrated that FT and VT schedules of attention decreased problem behaviors, and increased on-task behaviors during lessons. Moreover, in the VT schedule of attention, gains were noted to be faster and more consistent, and teachers performed VT more easily.
Science Teacher Candidates' Portraits of Science Teaching as a Profession by Using the Characters in the Movie &quot;3 Idiots&quot;
Author: Güven Yildirim, Ezgi
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Preservice Teachers,Student Teacher Attitudes,Science Instruction,Teaching (Occupation),Films,Phenomenology,Science Education,Preservice Teacher Education,Data Collection,Semi Structured Interviews,Content Analysis,Personality Traits,Teacher Characteristics,Qualifications,Scientists,Success,Qualitative Research,Teacher Competencies

This study aimed to collect the opinions of science teacher candidates on scientists, the teaching profession, and the keys to success in the profession by having them watch a movie called &quot;3 Idiots,&quot; which is recommended by the Ministry of Education. This study was designed as phenomenological research. Participants were selected by purposeful sampling and were divided into two groups. The first group comprised 83 teacher candidates who were studying third-grade science education at the Gazi Faculty of Education in the academic year 2012-2013. The other group consisted of 41 teacher candidates who were studying at the Gazi Faculty of Education in the academic year 2013-2014. To collect the data, the study used three semi-structured interview questions. Content analysis, a qualitative data analysis method, was chosen to analyze the data. One of the results of the study was that the teacher candidates emphasized the personal traits of the characters Rancho and Chatur in describing the qualifications that a scientist needs to have, and many candidates stated that they had realized that Rancho's character effectively represented scientists. Another finding was that the candidates described the qualifications of a good science teacher using two themes: personal traits and vocational adequacies. As they gave their opinions about the question, the teacher candidates took from Rancho's personal and vocational sufficiency. Lastly, the teacher candidates responded to one question by considering the characters in the movie; many of them felt that the key to success in any profession is to love it.
Do Prospective Classroom Teachers Perceive Themselves as Effective and Willing to Teach Young Learners English?
Author: Sad, Süleyman Nihat
Date: 2015-10-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Student Teacher Attitudes,English (Second Language),English Instruction,Elementary School Curriculum,Self Efficacy,Teacher Effectiveness,Knowledge Base for Teaching,Teacher Competency Testing,Gender Differences,Career Readiness,Language Proficiency,Path Analysis,Comparative Analysis,Cohort Analysis,Foreign Countries,Factor Analysis,Likert Scales

This study aimed to investigate the perceived efficacy and willingness levels of prospective classroom teachers to teach English at the primary level. The study was designed as a baseline descriptive survey, followed by complementary correlational and ex post facto models. Participants were 251 prospective classroom teachers. Data was collected with &quot;The Perceived Efficacy and Willingness Scales for Teaching Young Learners English.&quot; Prospective classroom teachers, particularly females, were found willing to teach young learners English as a Foreign Language (EFL). However, participants, particularly males, perceived themselves as ineffective at performing critical classroom activities for teaching English. Freshmen felt more effective than seniors at teaching young learners EFL. Also prospective classroom teachers of all grades from 1st to 4th years were similarly willing to teach young learners English. Path analysis revealed significant positive associations among perceived efficacy (PE), willingness (WILL), and perceived level of English proficiency (PEP). PEP was found directly responsible for about half (R[superscript 2] = 0.48) the variance in PE. PEP indirectly and positively affected WILL through PE's full mediation effect. Lastly, PE directly and positively predicted WILL, with an R[superscript 2] of 0.16.
Difficulties Faced in Social Club Activities: A Qualitative Study Based on Teacher Opinions
Author: Keçe, Murat
Date: 2015-10-00
Type: Journal Articles
Subjects: Qualitative Research,Extracurricular Activities,Interviews,Teacher Attitudes,Secondary School Teachers,Consultants,Faculty Advisers,Socialization,Change Strategies,Needs Assessment,Intergenerational Programs,Student Interests,Physical Environment,Supervisory Training,Time Factors (Learning),Organizational Effectiveness,Youth Clubs,Foreign Countries,Content Analysis

The purpose of this study is to scrutinize the problems encountered in social club activities based on opinions of club advisors. This study was conducted in line with qualitative research methods using the interview technique to collect data. Therefore, interviews were held with 21 club advisors included in the study group. A category analysis, a type of content analysis, was used to solve data analyze. Based on study's results, it was found that not only do student clubs not fulfill their stated purposes due to inadequacy of logistical and physical conditions and time allocated for social club activities, but that overcrowding and teachers not having adequate information about clubs. It was also determined that active and effective clubs usually in the form of command. In other words, social clubs, whose members are selected through antidemocratic methods, do not fulfill, for the most part, their function of socializing students. Although there are participants who think that students develop friendships with students from different classes and of various ages while also developing their communication and human relationship skills through social club activities, other participants advocated that it would be more beneficial if social club activities were carried out among students of the same age group.
Effectiveness of Siblings-Delivered iPad Game Activities in Teaching Social Interaction Skills to Children with Autism Spectrum Disorders
Author: Özen, Arzu
Date: 2015-10-00
Type: Journal Articles
Subjects: Siblings,Autism,Pervasive Developmental Disorders,Program Effectiveness,Handheld Devices,Video Games,Children,Generalization,Foreign Countries,Video Technology,Social Development,Interaction,Sibling Relationship,Prompting,Positive Reinforcement,Child Behavior,Play,Behavior Modification,Training,Cues,Observation,Feedback (Response),Parent Attitudes,Satisfaction

In this study, the effectiveness of a sibling training package offered for teaching social interaction skills that are used by typically developing children while playing iPad game activities with their siblings who have autism spectrum disorders (ASD) is investigated. Three children with ASD and their typically developing siblings participated in the study. Multiple probe design across participants was used in the study. Multiple probe design across participants is a model in which the effectiveness of an independent variable is examined on three different participants. Generalization sessions were conducted in the Unit for Children with Developmental Disabilities at the Research Institute for Individuals with Disabilities, Anadolu University. During these sessions, typically developing siblings implemented the same process with different children with ASD in the unit. Maintenance probe sessions were conducted in the first and second week after the intervention. Data revealed that they were able to learn how to use the social interaction skills necessary for the iPad game activities. All mothers reported their satisfaction about involving their typically developing children in the sibling training program as well as their children's performances during the study.
The Effect of Dynamic Geometry Software and Physical Manipulatives on Candidate Teachers' Transformational Geometry Success
Author: Yilmaz, Gül Kaleli
Date: 2015-10-00
Type: Journal Articles
Subjects: Geometry,Computer Software,Preservice Teachers,Mathematics Achievement,Control Groups,Pretests Posttests,Experimental Groups,Statistical Analysis,Teaching Methods,Instructional Effectiveness,Elementary School Teachers,Foreign Countries,Mathematics Tests,Achievement Tests,Mathematics Instruction,Teacher Education,Quasiexperimental Design,Manipulative Materials

This study aims to investigate the effects of using Dynamic Geometry Software (DGS) Cabri II Plus and physical manipulatives on the transformational geometry achievement of candidate teachers. In this study, the semi-experimental method was used, consisting of two experimental and one control groups. The samples of this study were 117 students. A 30-question test which was prepared based on the relative literature and expert opinion was used as a data collection tool. The test includes sections on recognition, features, and construction, and each section consists of ten questions. The data obtained from the pre- and post-tests were analyzed using the SPSS program. As a result of the statistical analysis, success levels of all groups were found to be the same before the applications, but after the applications, students' transformational geometry success was found to significantly increase. When group success was analyzed, it was seen that the Computer Group placed first, the Manipulatives Group placed second, and the Traditional Group placed third in the sections of recognition and features. In the construction section, the Computer and Manipulatives Groups' success levels were equal, and both groups were significantly more successful than the Traditional Group. The exercises performed with all groups increased their success levels significantly, thus showing that the applications were effective.
The Influence of Socioeconomic Status, Self-Efficacy, and Anxiety on Mathematics Achievement in England, Greece, Hong Kong, the Netherlands, Turkey, and the USA
Author: Kalaycioglu, Dilara Bakan
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Socioeconomic Status,Self Efficacy,Mathematics Skills,Mathematics Anxiety,Mathematics Achievement,Structural Equation Models,Cross Cultural Studies,Cultural Differences,Predictor Variables,Achievement Tests,International Assessment,Secondary School Students,Student Surveys,Factor Analysis,Correlation,Adolescents

The purpose of this study is to examine relationships among the such variables as socioeconomic status, math self-efficacy, anxiety, and mathematics achievement using structural equation modeling. A sample group of 8,806 students from England, Greece, Hong Kong, the Netherlands, Turkey, and the USA participated in the PISA 2012. To show how much variance on mathematics achievement can be attributed to the selected variables, separate structural equation modeling analyses were examined for each country. Next, multi-group structural equating modeling was determined to compare latent means. The results show that socioeconomic status has a significant effect on mathematics achievement. The relationship between socioeconomic status and mathematics achievement is highest in the Netherlands lowest in Hong Kong. For all six countries, the most important predictor of mathematics achievement is math self-efficacy. The relationship between math self-efficacy and mathematics achievement is highest for England. No statistically meaningful relationship between math anxiety and mathematics achievement is found for Hong Kong, England, or the Netherlands. A statistically meaningful relationship between math anxiety and mathematics achievement is observed in the countries that have low mathematics achievement; namely, Turkey, Greece, and the USA.
Expanding Transition: Redefining School Readiness in Response to Toxic Stress
Author: Sigler, Maureen Kay
Date: 2016-00-00
Type: Journal Articles
Subjects: Stress Variables,Stress Management,Coping,Transitional Programs,Grade 3,Elementary School Students,Family Environment,Early Intervention,At Risk Students,Homeless People,Home Visits,Access to Education,Poverty

Early childhood interventions such as home visiting and kindergarten preparation programs can mitigate the effects of toxic stress and equip children with the skills and support needed for a successful transition into school. In this article, the author discusses her interaction with a student in her third-grade class who was not successfully prepared for school on multiple levels due to his family's need to focus on basic needs for survival instead of focusing on academic achievement. The author urges us to think more broadly about transition and take a multifaceted and comprehensive approach to school readiness, equipping children with both the academic skills and the basic needs that help children have a successful transition into school. The author, having directed Early Head Start (EHS) and Healthy Families America (HFA), discusses how both programs work with families to build a solid foundation for their children so that they are set up for success in school and life. A section includes findings on Olneyville's home-visiting programs from Brown University's Urban Policy Program.
Collaborating for Seamless Transitions from Early Childhood Education into Elementary Schools in Tulsa, Oklahoma
Author: Fain, Amy
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Elementary Education,Student Promotion,Poverty Programs,Program Descriptions,Community Action,Transitional Programs,Parent Participation,Advocacy,Individualized Education Programs,Partnerships in Education,Educational Cooperation

Oklahoma implemented universal pre-K in 1998. It is one of only five states that has or is implementing universal preschool, and for several years has served more four-year-old children than any other state. The organization, Community Action Project (CAP) Tulsa, occupies a unique position in this work. As one of the largest anti-poverty agencies in Oklahoma--and the largest provider of early childhood programs serving children from birth to age five in Tulsa--the work complements public preschool programs by focusing on families in poverty. It is believed that the most effective way to address poverty is to promote the healthy development of young children through high-quality early childhood education and wraparound supports. This article discusses the CAP program and how it collaborates with schools to facilitate pre-K students' successful transitions to the early elementary grades.
Examining the Role of Inclusive STEM Schools in the College and Career Readiness of Students in the United States: A Multi-Group Analysis on the Outcome of Student Achievement
Author: Erdogan, Niyazi
Date: 2016-12-00
Type: Journal Articles
Subjects: STEM Education,College Readiness,Career Readiness,Grade 11,High Stakes Tests,Reading Achievement,Mathematics Achievement,Science Achievement,Traditional Schools,Special Schools,Comparative Analysis,Institutional Characteristics,Gender Differences,Ethnic Groups,Racial Differences,Socioeconomic Influences,State Standards,Scores,Quasiexperimental Design

The most prominent option for finding a solution to the shortage of workers with STEM knowledge has been identified as specialized STEM schools by policymakers in the United States. The current perception of specialized STEM schools can be described as a unique environment that includes advanced curriculum, expert teachers, and opportunities for internships and immersion. This study highlights the college readiness of STEM school graduates in comparison with traditional high school graduates. Using 11th grade students' high-stake test results in reading, mathematics, and science, this article compares the achievement outcomes of both school types. In answering the research questions related to student success for attendees of either STEM or traditional schools, this research concluded that success with reading, mathematics, and science high-stake tests for students does not differ by school type. However, student demographic variables (gender, ethnicity, socioeconomic status, and special education status) may influence the success of students attending STEM schools. For example, the results revealed a statistical significance between the reading, mathematics, and science scores of male, Hispanic, White, and economically disadvantaged students from STEM and traditional schools.
Sustaining the Benefits of Early Childhood Education Experiences: A Research Overview
Author: Gomez, Rebecca E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Educational Benefits,Sustainability,Educational Quality,Educational History,Educational Trends,Definitions,Retention (Psychology),Outcomes of Education,Access to Education

Over the past decade, there has been increased recognition of the short- and long-term benefits of high-quality early childhood education programs, but the systems needed to sustain these benefits throughout early learning transitions (and beyond) have not yet been fully implemented. In this article, the author discusses the importance of early childhood education programs and what research has found on what needs to be done to design and carry out these programs.
An Empirical Study on Business English Teaching and Development in China--A Needs Analysis Approach
Author: Guiyu, Dai
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Business English,English (Second Language),Second Language Instruction,Needs Assessment,Questionnaires,Likert Scales,College Students,Statistical Analysis,Majors (Students),Course Selection (Students),Instructional Materials,Student Interests,Employment Potential,Student Needs,Educational Demand,Business Administration Education,Business Skills,Teacher Effectiveness,Teaching Methods,Teaching Styles,Teacher Student Relationship,Occupational Aspiration,Curriculum Development,Satisfaction,Textbook Evaluation

This paper first reviews the developmental history and status quo of Business English Program in China. Then based on the theory of needs analysis, it researches on 226 questionnaires from Business English Program students from Guangdong University of Foreign Studies to investigate the problems encountered and current situation of Business English Program in China. From the statistical analysis of the questionnaires, it finds: (1) employment and interest are the main reasons that students choose Business English as their major, but the current Business English teaching materials haven't fully considered student's demands for vocational requirements; (2) it should take into account both the learners' and societies' needs in Business English curriculum arrangement to increase the number of business-related courses appropriately; (3) students generally agreed that they lacks business knowledge and skills, so Business English courses should focus on cultivating the practical business skills; (4) Business English teaching materials should always be practicality oriented and targeted and communicative; (5) in order to improve teaching effectiveness, Business English teachers should consciously adopt different teaching methods targeted for different teaching content during the teaching process; (6) teachers' morality, knowledge, teaching style and mutual relationship with students can be further enhanced to meet the needs of students.
Barriers and Challenges of Female Adult Students Enrolled in Higher Education: A Literature Review
Author: Lin, Xi
Date: 2016-00-00
Type: Journal Articles
Subjects: Barriers,Females,Adult Students,Higher Education,College Students,Reentry Students,Nontraditional Students,Role Conflict,Self Esteem,Family Involvement,Social Support Groups,Anxiety,Academic Ability,Aging (Individuals),Family School Relationship,Stress Variables,Literature Reviews

The present study is a review of the literature concerning the barriers and challenges of female adult students enrolled in colleges and universities in the United States. Findings indicated that the commitments of multiple roles, lower level of self-confidence, and insufficient family and social support were the most significant variables related to the barriers and challenges of this population. Suggestions and implications of assisting this student group are discussed. The purpose of the current study is to raise people's awareness and to understand the difficulties female adult students endure. It is also expected that family, peers, schools, and communities will offer more help to this special student group.