ethanporcaro/eric-fulltext-meta huggingface dataset:
The Best of Times and the Worst of Times for Young People: A Tale of Two Surveys
Author: Stanley, Peter
Date: 2005-00-00
Type: Journal Articles
Subjects: Health Promotion,Well Being,Secondary School Students,Foreign Countries,Adolescent Attitudes,Adolescent Development,Health Behavior,Comparative Analysis,At Risk Students,Antisocial Behavior,Help Seeking,Drinking,Smoking,Violence,Substance Abuse,Marijuana,Student Surveys

This paper compares information obtained from two surveys of school students. The national Youth2000 survey and the local Whatuora investigation contribute complementary quantitative data on the characteristics and behaviour of young people in New Zealand. As well, there are particular insights about students who are at risk and questions are raised relating to the delivery of human service interventions and regarding further research.
Using Hypnoteaching Strategy to Improve Students' Writing Ability
Author: Dj, Muhammad Zuhri
Date: 2015-00-00
Type: Journal Articles
Subjects: Hypnosis,Teaching Methods,Writing Skills,Pretests Posttests,Instructional Effectiveness,Persuasive Discourse,Student Motivation,Relaxation Training,Classroom Environment,Teacher Influence,Language Usage,Communication Strategies,Grade 11,Secondary School Students,Foreign Countries,Writing Assignments,Statistical Analysis,English (Second Language),Second Language Instruction

This research discusses about using hypnoteaching strategy to improve students' writing ability. The objective of this research is to find out hypnoteaching strategy in improving students' writing ability. The method used in this research was pre-experimental method by using one groups' pretest-posttest design. The group was given pretest and posttest. Pretest was given to measure the students' basic writing ability. After giving the pretest, taught to the students to apply hypnoteaching strategy. And the last, giving posttest, posttest was given to measure the treatments' effect. The improvement of students' writing ability is marked by the result of the posttest. The application of hypnoteaching strategy is really helpful to improve the students' writing ability because there was a significant writing achievement of the students after the treatment was conducted. The result of the students' mean score and standard deviation after treatment of posttest was proved by the result of data analysis after being compared to the t-table (2.042) with t-test (80.79). A bibliography is included.
An Analysis of University Students' Levels of Self-Control According to Their Ego States
Author: Kaygusuz, Canani
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Self Control,Self Concept,Predictor Variables,Correlation,Student Surveys,Statistical Analysis,Regression (Statistics),Foreign Countries

Problem Statement: Although it is well known that parents' methods of raising their children significantly affect their children's personalities and how they face life, this study has been designed because there is a lack of specific research on which ego states of adults are associated with self-control. In the present study, self-control and ego states have been taken into consideration together and answers to the following questions were sought. Is there any association between the subdimensions of ego states and self-control? Do ego states predict self-control? Purpose of the Study: The purpose of this study is to investigate the association between ego states of university students and their levels of self-control, and to determine whether or not ego states predict their levels of self-control. Methods: Since this study aims to investigate whether subdimensions of ego states and self-control are correlated, an associational survey model was used. The study was conducted with 290 participating university students. The data were collected using an ego states scale and a self-control scale. The results suggested that the parent ego state, adult ego state, and child ego state dimensions are significantly correlated with the experiential self-control reformative self-control and redressive self-control subdimensions of the self-control scale. Findings and Results: Based on the findings, it was concluded that the parent ego state is associated with reformative self-control, the adult ego state is associated with reformative and redressive self-control, and the child ego state is associated with experiential self-control. According to the results of the one way ANOVA, which tested the significance of the regression model, ego states predict the self-control levels of individuals significantly, F3-274: 6.356; p &lt; 0.001. Conclusion and Recommendations: Results suggest that students with high parent ego states make decisions using reformative self-control; students with high adult ego states make decisions using reformative and redressive self-control; and students with high child ego states make decisions using experiential self-control.
Laboratory Control System's Effects on Student Achievement and Attitudes
Author: Cicek, Fatma Gozalan
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Academic Achievement,Foreign Countries,Grade 10,Experimental Groups,Control Groups,Information Technology,Computer Uses in Education,Computer Software,Pretests Posttests,High School Students,Educational Environment,Active Learning,Interaction,Educational Technology,Computer Science Education

Problem Statement: The current study investigates whether the learning environment designed based on the laboratory control system affects the academic achievement, the attitude toward the learning-teaching process and the retention of the students in computer education. Purpose of Study: The study aims to identify the laboratory control system based learning environment's effects on students' academic success on computer education, the related attitudes in the learning-teaching process and the permanence of the information that is learned. Methods: The study was conducted with 66 10th grade students attending a state high school in Kayseri in the 2010-2011 school year. Out of 66 students, 33 were assigned to an experimental group and 33 were assigned to a control group. While the control group students were educated primarily based on lecturing and presentations reflected through a projector, the experimental group students were trained in an active learning environment that was designed based on the laboratory control system. Both of the groups were administered the &quot;Scale of Attitudes towards Learning and Teaching Process&quot; and the &quot;Achievement Test&quot; as a pretest and posttest. The Achievement test was applied again after five weeks to find out if the learning has permanence. Findings and Results: Findings show that the experiment/test group educated in an active learning environment created with the Laboratory Control System was more successful than the control group educated in a conventional environment. Also, there was a significant difference in permenance points of the experiment/test and control group. These results show that learning environments designed according to the Laboratory Control System are more effective in computer education. In addition, the experiment group students' attitudes about the learning process were more positive than control group students' attitudes. Recommendations: In light of these results, creating an active learning environment using the Laboratory Control System is recommended. In this environment classes should be involved in the learning by giving students active missions like leadership. This can increase the students' success, the permanence of the lessons learned and also improve the attitudes of the students toward the lesson.
Problem-Solving Training: Effects on the Problem-Solving Skills and Self-Efficacy of Nursing Students
Author: Ancel, Gulsum
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Solving,Nursing Students,Foreign Countries,Self Efficacy,Skill Development,Statistical Analysis,Pretests Posttests,Teaching Methods,Undergraduate Students,Likert Scales,Self Concept Measures

Problem Statement: Problem-Solving (PS) skills have been determined to be an internationally useful strategy for better nursing. That is why PS skills underlie all nursing practice, teamwork, and health care management, and are a main topic in undergraduate nursing education. Thus, there is a need to develop effective methods to teach problem-solving skills. The present study, as a first study in Turkey, may provide valuable insight for nurse academicians employed at üniversities. Purpose of the Study: This study aims to determine the effect of problem-solving training, through a management course, on nursing students' perceived problem-solving skills and self-efficacy beliefs. Method: Study data, based on pretest-posttest application and a semi-experimental design, were collected using a socio-demographic data form, Problem-Solving Inventory, and Self-Efficacy Scale. Data were analyzed with the Statistical Package for Social Sciences (SPSS) version 15.0 using definitive statistical analysis, the Wilcoxon test, and the Spearman correlation test for inter-scale relations. Findings: After training, the Problem-Solving Inventory (PSI) and Self-Efficacy Scale scores showed a significant difference (p&lt;0.05). Regarding PSI subdimensions, it was determined that students receiving training perceived themselves as more competent in the Reflective Approach, the Evaluative Quick Approach, and the Planned Approach (p&lt;0.05), but there was no difference in the Quick Approach, Abstention Approach, And Self-Reliable Approach. A positive, medium-level but statistically insignificant relation between perceived problem-solving and self-efficacy has been found. Conclusions and Recommendations: This study shows that training for problem-solving through a structured management course improves confidence in problem-solving skills and self-efficacy beliefs. In light of this, nursing students should be trained in more creative ways than just traditional methods, and PS strategies related to management should be integrated into the nursing process. In this regard, academicians should be aware of the importance of the teaching method used and the content of the course. It is also considered that examining multidimensionally to what extent the nursing process improves PS skills would be useful. Further study is needed to clarify the relation between training programs and perceived problem-solving in different samples.
Detecting Careless Responses to Self-Reported Questionnaires
Author: Kountur, Ronny
Date: 2016-00-00
Type: Journal Articles
Subjects: Questionnaires,Response Style (Tests),Goodness of Fit,Hypothesis Testing,Timed Tests,Likert Scales,Scores,Incidence,Measurement Techniques

Problem Statement: The use of self-report questionnaires may lead to biases such as careless responses that distort the research outcomes. Early detection of careless responses in self-report questionnaires may reduce error, but little guidance exists in the literature regarding techniques for detecting such careless or random responses in self-report questionnaires. Purpose of the Study: The purpose of this study was to examine whether the respondent's goodness-of-fit test score (R[subscript GF]) can be used to indicate careless responses in completing self-report questionnaires. It is hypothesized that there is a significant difference of R[subscript GF] between careless responses and true responses and that R[subscript GF] of careless responses is higher than R[subscript GF] for true responses. Method: An experimental research design that made use of a self-reported questionnaire was conducted with 205 respondents divided into two groups. The first group responded truthfully to the questionnaire while the second group responded carelessly to the questionnaire. The validity and reliability of the questionnaire had been tested. One hundred and eighty-five respondents were selected as the group of true responses, while another 20 respondents comprised the group of careless responses. T-test of independent sample was used to evaluate the different R[subscript GF] among true responses and careless responses. Findings: After comparing the mean scores of R[subscript GF] between careless responses and true responses, a significant difference was found. The frequency distribution of true responses tends to be normally distributed while the existence of careless responses creates a skewed distribution to the right. The R[subscript GF] of careless responses is higher than the R[subscript GF] of true responses. Conclusion and Recommendations: R[subscript GF] may be used as an indicator of respondents' careless responses in self-report questionnaires in which more accurate data are expected. Social science research that makes use of self-report questionnaire in measuring affective domain may compute R[subscript GF] to determine whether careless responses exist.
&quot;Schools Have an Obligation to the Profession to Induct Beginning Teachers&quot;: A Narrative of a School with Multiple Beginning Teachers on the Staff
Author: Whyte, Barbara
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Beginning Teachers,Interviews,Administrator Attitudes,Teacher Attitudes,Beginning Teacher Induction,Teacher Competencies,Intervention,Administrator Role,Principals

Why is it that some New Zealand primary schools invite and welcome beginning teachers, known as Provisionally Registered Teachers (PRTs), to be part of their staff? A narrative is presented here of one New Zealand primary school that employs several beginning teachers at a time. Information was generated from interviews with 1) the senior management team; 2) Provisionally Registered Teachers (PRTs) on the staff; and 3) a recently-registered former-PRT still teaching in the school. The information generated from the interviews was analysed for the reasons why such a proactive PRT employment stance is maintained and how the school goes about the process of induction for these beginning teachers. The analysis suggests the management team's stance comes from a sincere belief that schools have an obligation to the profession to help induct beginning teachers. It also shows that this school strives to ensure its induction process is educative in nature (challenging the ideas and practices of its PRTs) as well as instrumental (providing support, advice and guidance on how to deliver the curriculum and meet registration requirements). Best-evidence {Ministry of Education, 2004) suggests the induction process can be more effective if such a two-fold approach is used. The narrative illustrates the importance of the attitudes and actions of the management team in establishing and maintaining this two-fold approach.
Self-Esteem and Body Image Perception in a Sample of University Students
Author: Pop, Cristiana
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Esteem,Human Body,Self Concept,Females,College Students,Correlation,Body Weight,Body Height,Body Composition,Questionnaires,Measurement,Statistical Analysis,Aesthetics,Self Concept Measures,Foreign Countries

Problem Statement: This cross-sectional study was conducted to determine the relationship established between self-esteem and body image dissatisfaction, as subjective variables among young, female Romanian university students. Purpose of Study: We hypothesize that young women's body dissatisfaction is related to their self-esteem level. The second purpose of this study is to verify whether self-esteem level and body size acceptance, which are subjective variables, are significantly correlated with BMI as an objective variable. Subsequently, we intend to estimate which range self-esteem in our research group is determined by self-perception of the body and what role BMI plays in this equation. Methods: The data were collected using measurements and questionnaires from a random sample of 160 female students (19-21 y.o.) assumed to be healthy and educated, with constant physical activity and having an urban lifestyle. Using descriptive statistics for each variable, we analyzed summaries of the sample and the collected data. For pairs of variables we calculated the Pearson correlation coefficient (r), and we tested its statistical significance using the &quot;t&quot; test. Findings and Results: The BMI mean value--20.93 kg/cm[superscript 2] (SD = 3.30) is equivalent to a slander figure, corresponding to an average height of 1.65 m (SD = 0.06) and an average weight of ~ 57 kg (56.99 kg; SD = 9.70). A prevalence of body dissatisfaction was reported, with 79% of girls reporting being unpleased with their physical appearance. Self-esteem and body dissatisfaction were in a significant negative correlation: r (158) = -0.36, p &lt; 0.0005. We found a consistent, statistically significant correlation between BMI and body dissatisfaction (r (158) = 0.56, p &lt; 0.0005). An important part (31%) of body dissatisfaction is determined by BMI and subsequently by weight and fat deposits. Conclusions and Recommendations: Due the statistical correlations calculated for self-esteem, body image dissatisfaction and BMI, we can conclude that self-esteem is better correlated with other subjective parameters (body image) than with objective and relatively stable measurements (BMI in our research). BMI values are useful predictors of body dissatisfaction risk among young females. Physical activity results in certain improvements in the physical and psychological parameters researched in the present paper. Therefore, we made some recommendations regarding motivation, exercise enjoyment and communication techniques aimed at promoting physical activities among young women.
A Developmental Perspective on Mathematics Teaching and Learning: The Case of Multiplicative Thinking
Author: Young-Loveridge, Jenny
Date: 2005-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Foreign Countries,Numeracy,Interviews,Mathematics Skills,Mathematical Concepts,Developmental Stages,Computation,Arithmetic,Multiplication,Fractions,Concept Formation,Addition,Subtraction,Cognitive Processes,Teaching Methods

This paper looks at the issue of mathematics learning from a developmental perspective. It begins by focusing on the importance for teachers of understanding how mathematical thinking develops. The New Zealand Number Framework is used as an example of a developmental progression that is of particular relevance to the teaching of mathematics. The paper examines data from the Numeracy Development Project gathered by teachers using the diagnostic interview--the Numeracy Project Assessment (NumPA). The data comes from almost a quarter of a million students whose teachers have participated in the Numeracy Development Project over the past three years. Two major developmental progressions are explored in the paper- the transition from counting to part-whole strategies, and the move from additive to multiplicative part-whole thinking. The final section of the paper looks at some practical ways of fostering multiplicative thinking using structured materials.
High School Students' Understanding of Sampling Variability: Implications for Research
Author: Sharma, Sashi
Date: 2005-00-00
Type: Journal Articles
Subjects: High School Students,Sampling,Statistics,Probability,Interviews,Student Attitudes,Beliefs,Prior Learning,Learning Strategies,Graphs,Minimum Competencies,Foreign Countries

Concerns about students' difficulties in statistical reasoning led to a study which explored year 11 (14 to 16 year-olds) students' ideas in this area. The study focussed on sampling variability, probability, descriptive statistics and graphical representations. This paper presents and discusses the ways in which students made sense of sampling variability constructs obtained from the individual interviews. The findings revealed that many of the students used strategies based on beliefs, prior experiences and intuitive strategies. While students showed competence with probability, descriptive statistics and graphical representations tasks, they were less competent on tasks involving sampling variability. This could be due to instructional neglect of this concept or linguistic problems. The paper concludes by suggesting some implications for further research.
Challenges for Beginner Writers
Author: Dix, Stephanie
Date: 2005-00-00
Type: Journal Articles
Subjects: Young Children,Beginning Writing,Emergent Literacy,Teacher Role,Student Adjustment,Skill Development,Student Development,Social Influences,Teaching Methods,Learning Processes

This article explores some of the challenges that young children face when they begin formalised literacy learning in the classroom, in particular learning to write. The challenges are discussed in terms of the transitions children are faced with when moving from family and community literacy practices to more explicit and formal school learning situations. How teachers can help children transition and learn the complex task of learning to write as emergent and early /iterates are discussed relative to the writing process.
The Effect of the Smart Board Usage in Science and Technology Lessons
Author: Aktas, Sinan
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Energy,Grade 7,Science Instruction,Foreign Countries,Visual Aids,Educational Technology,Teaching Methods,Secondary School Science,Control Groups,Experimental Groups,Instructional Effectiveness,Comparative Analysis,Pretests Posttests,Recall (Psychology),Science Achievement

Statement of Problem: In this study, in teaching the unit &quot;electricity in our lives&quot; in the 7th grade science and technology class, the effect of using smart boards to the students' retention of the information is examined and compared to the 2005 Science and Technology curriculum. Purpose of the study: The aim of the current study is to investigate the effect of smart board use on science education. Method: For this research, two 7th grade classes were selected, one a control group and the other the experimental group, at a Secondary School in Kastamonu Province. An achievement test of 25 questions was used as a means of collecting data related to the unit. For four weeks, the control group students studied the unit according to the 2005 Science and Technology curriculum, while the experimental group studied the unit with supporting smart board activities. The achievement test, prepared to measure the equivalence of the groups in terms of knowledge, was applied as the pre-test. The same test was also applied as the post-test to measure the achievement of both groups. Finally, in order to measure how much the students recalled the learned information, the same test was applied a third time as a retention success test four weeks later. The resulting data was analysed with the SPSS 20 statistical software package, and the t-test was used in the evaluation of the data. Findings: A significant difference in favour of the experimental group was determined between the achievement of the experimental group, in which the lessons were studied using the smart board, and the control group. Furthermore, according to the results of the permanence test applied four weeks after the application, the students' recall rate was higher among the students of the experimental group than of those in the control group. Results: The use of smart boards in teaching 7th grade secondary school students the unit &quot;electricity in our lives&quot; increased the students' achievement and retention of the information learned. As a result, students in the experimental group were more successful than the control group students.