ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Teachers' Trait, State and Cursive Handwriting Anxiety
Author: Karatas, Zeynep
Date: 2014-00-00
Type: Journal Articles
Subjects: Handwriting,Teacher Attitudes,Teacher Behavior,Anxiety,Elementary School Teachers,Personality Traits,Gender Differences,Predictor Variables,Measures (Individuals),Rating Scales,Foreign Countries,Teaching Experience,Age Differences,Stress Variables,Regression (Statistics)

This study examines whether the trait and state anxiety and cursive handwriting anxiety of teachers differs according to assorted variables. The study group for this research project is composed of 381 teachers from the city of Burdur and the district centre of Bucak, Turkey. Of these participants, 44% were female and 56% were male. As for the subject taught, 57.7% were primary school teachers while 42.3% taught various other subjects. In the study, the State, Trait Inventory and Cursive Handwriting Anxiety Scale was used. The results of the study illustrate that the scores of state, trait anxiety and cursive handwriting anxiety do not differ according to the teachers' gender. It was determined that teachers' trait, state, inspection, inner anxiety scores and total scores of cursive handwriting anxiety differ in relation of the branches in which they teach; teachers' inspection, inner anxiety scores and total score of cursive handwriting anxiety varied in terms of the number of years they had been teaching; and teachers' average scores of trait and inner anxiety differed significantly in terms of their age. Furthermore, this study established that there is a positive and significant relationship between trait, state anxiety and cursive handwriting anxiety scores of teachers. In addition, gender, branch, age and cursive handwriting anxiety are significant predictors of trait anxiety as branch, age and cursive handwriting anxiety are significant predictors of state anxiety. Consequently, the study uncovered that teachers are generally anxious. Information studies may prove useful to determine how teacher anxieties can be reduced prior to anxiety inducing circumstances, such as program change.
STEM Related After-School Program Activities and Associated Outcomes on Student Learning
Author: Sahin, Alpaslan
Date: 2014-00-00
Type: Journal Articles
Subjects: After School Programs,Charter Schools,Program Effectiveness,Qualitative Research,Case Studies,Student Attitudes,Learning Activities,Observation,Semi Structured Interviews,STEM Education,Cooperative Learning,Student Interests,Skill Development,Mathematics Education,Science Education,Robotics,Information Technology,Elementary School Students,Secondary School Students,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12

This study explores the characteristics of after-school program activities at a charter school in the Southeast US highlighting students' experiences with and gains from these after-school program activities. A qualitative case study design was employed to understand students' views and opinions regarding the activities and their learning trajectories. Study data were collected through formal and informal observations, one-on-one semistructured interviews, and field notes. The study's findings indicated that such activities emphasize open-ended and collaborative scientific investigations in Science, Technology, Engineering, and Mathematics (STEM) fields and provided an arena for students to demonstrate various uses of 21st century skills. We have described and explained: (a) the importance of collaborative learning groups, (b) the popularity of after-school program activities, (c) interest in STEM fields, and (d) activities' contribution to developing 21st century skills. These findings show that STEM related activities have the potential to promote collaborative learning and inquiry as well as to contribute to the development of 21st century skills. These findings have also been discussed in light of how STEM related after-school program activities support students' learning.
Metacognition: As a Predictor of One's Academic Locus of Control
Author: Arslan, Serhat
Date: 2014-00-00
Type: Journal Articles
Subjects: Metacognition,Predictor Variables,Locus of Control,College Students,Correlation,Academic Ability,Likert Scales,Measures (Individuals),Foreign Countries

The purpose of this study is to examine the effect of metacognition on one's academic locus of control. The study's sample group consists of 451 university students enrolled in various programs at Sakarya University, Turkey. In this study, the Metacognitive Awareness Inventory and the Academic Locus of Control Scale were used. The correlations and path analysis were examined. The hypothesis model was tested through path analysis. The findings of the path analysis reveal that while an internal academic locus of control was predicted to have a positive relation with metacognition, an external academic locus of control was predicted to have a negative relation. In conclusion, the research indicates that metacognition affects academic locus of control in that students whose internal academic locus of control is high are more likely to adopt metacognition than are students whose external academic locus of control is high. Therefore, the current findings act to increase our understanding of the different relationships between metacognition and academic locus of control.
How In-Service Science Teachers Integrate History and Nature of Science in Elementary Science Courses
Author: Hacieminoglu, Esme
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Teachers,History Instruction,Scientific Principles,Integrated Curriculum,Elementary School Science,Teacher Attitudes,Elementary School Teachers,Educational Practices,Phenomenology,Science Curriculum,Questionnaires,Teacher Surveys,Interviews,Program Implementation,Measurement Techniques,Foreign Countries

The purpose of this study is to investigate how the in-service science teachers' (IST) perceptions and practices about curriculum and integration of the history of science (HOS) and the nature of science (NOS) affect their science courses. For this aim, how ISTs integrated the NOS and HOS in their elementary science courses for understanding of the NOS, the results of this integration, and how the ISTs' NOS views influenced their science teaching practices were examined. In this phenomenological study purpose and criterion sampling methods were used. Nine ISTs constituted the sample of the study. A constant comparative method was utilized for the data analysis. Multiple data sources and different evaluators were used for triangulation. The current study revealed that all the teachers in the study do their best to implement the science and technological curriculum; however, the implementation of the curriculum is not at the expected level. Also our findings indicated that the teachers' views about NOS did not directly influence their educational practices. In addition, knowing how to teach NOS is an important factor for a teacher's transfer of their knowledge and understanding of NOS to their classroom, as well as the teacher's NOS views. In this process some possible problems such as creating misconceptions, not explaining the NOS aspects effectively, differences in the students' beliefs, individual differences, and problems in the classroom environment might emerge and negatively affect the teachers' integration of NOS and HOS.
A Qualitative Study about Performance Based Assesment Methods Used in Information Technologies Lesson
Author: Daghan, Gökhan
Date: 2014-00-00
Type: Journal Articles
Subjects: Qualitative Research,Performance Based Assessment,Information Technology,Evaluation Methods,Use Studies,Preferences,Educational Practices,Teacher Attitudes,Phenomenology,Interviews,Observation,Content Analysis,Portfolio Assessment,Student Projects,Task Analysis,Difficulty Level,Time Perspective,Active Learning,Elementary Secondary Education,Foreign Countries

In this study, Information Technologies teachers' views and usage cases on performance based assesment methods (PBAMs) are examined. It is aimed to find out which of the PBAMs are used frequently or not used, preference reasons of these methods and opinions about the applicability of them. Study is designed with the phenomenological design which is a qualitative research method. Interviews, observations and document analysis methods are used and triangulation is ensured. The study is carried out with the teachers who thought to reflect the phenomenon (performance based assesment methods used in Information Technologies lesson) clearly. All of the 6 Information Technologies teachers working in 5 different schools of Ankara are graduated from Faculty of Education, Department of Computer Education and Instructional Technologies. As a result of the study, it is found that teachers are not using the PBAMs enough. It is seen that portfolios, projects and performance tasks are used but the other methods are almost never used. Teachers show the lack of time and the difficulty of these methods as the most important two deterrent factors in front of the applicability of PBAMs. Enabling students to take responsibility, process evaluation and performance evaluation are the factors leading to the usage of these PBAMs.
Training Process Cycles for Special Education Teachers and University Supervisors: A Turkish Context
Author: Vuran, Sezgin
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education Teachers,Teacher Education,Teacher Supervision,Practicums,Supervisors,College Faculty,Video Technology,Teacher Attitudes,Preservice Teachers,Scheduling,Diaries,Action Research

In special education teacher training programs, the teaching practicum's role is both wide and extensive. Since, during this process, providing qualitative and satisfactory consulting services to supervisors is crucial, it is very important that university supervisors be experienced and have obtained proficiency in the field of consultation. However, for the program which the university study is currently implementing, no study has yet been made systematically reporting the teacher training process in Turkey. As such, this present study has aimed to reveal the training process cycle for university supervisors and to describe teaching practicum applications. In this study, there were two groups of participants, one of them direct participants, and the other indirect participants. Data were collected via voice and video records, field notes, and university supervisor candidate's diaries. At the end of the data analysis, researchers delineated four basic themes, being (1) the process of practicum, (2) the skills which a potential university supervisor should have, and (3) the weekly working schedule, roles and responsibilities, and components of the practicum cycle. The subthemes of the practicum meetings, reading folders, and observations, which made up the components of the practicum cycle, were focused on. Consequently, it was observed that the practicum process provided multi-dimensional learning and teaching opportunities for university supervisors, potential supervisors, and pre-service teachers.
Curriculum Fidelity and Factors Affecting Fidelity in the Turkish Context
Author: Bumen, Nilay T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Fidelity,Curriculum Implementation,Performance Factors,Context Effect,Compliance (Legal),Educational Innovation,Educational History,Concept Formation,Relevance (Education),Measurement Techniques,Curriculum Development,Educational Change

Although a centralist education system is in place in Turkey, studies show that while implementing the curriculum developed by the Ministry of Education, teachers make changes based on their own preferences or depending on students. Curriculum fidelity can be defined as the degree to which teachers or stakeholders abide by a curriculum's original design when implementing it. Even though no clear position has been determined as to whether teachers' abiding strictly by the designed curriculum is beneficial or not, it is argued in the related literature that by determining fidelity of implementation, it is possible to explain the reasons for success or failure of curriculum innovations, and to specify the changes in the curriculum and their outcomes. In this study, the concept of curriculum fidelity is introduced through a review of the literature, then its historical background, importance, and methods of measurement are explored. Factors affecting curriculum fidelity and related research in the Turkish context are presented, and prominent features of curriculum changes reflected on the practice of education are studied. It is concluded from the study that the factors affecting curriculum fidelity in Turkey are teacher characteristics, curriculum properties, teacher training, institutional features, regional, social, economic, and cultural characteristics, a centralist education system, high-stakes tests, and student characteristics. Because of the understanding of viewing teachers as technicians responsible for implementing a curriculum designed by experts and directors, it cannot be possible to have expert staff that can adapt the curriculum to the conditions of their region, school, or class. This vicious circle drives teachers to ambiguity in planning and implementation; teachers having difficulties abiding by the curriculum under the conditions of the region, school, and class carry out curriculum implementations different in theory and in practice. Suggestions for practice and future research are also included in this study.
Beyond Pedagogy: Theorizing without Teachers
Author: Williams, Amy D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Instruction,Writing Processes,Theories,Writing Research,Teachers,Students

Composition theory and pedagogy have variously understood writing as a noun or as a verb, a product or a process. This paper proposes a shift to theorizing writing as a gerund (writing &quot;g.&quot;) and argues that this approach opens a space for more productive composition theory. A gerund orientation focuses attention on the virtual and affective qualities of the writing experience--what writing does to and with a writer. The study of writing &quot;g.&quot;, or what this paper calls &quot;composition experience scholarship,&quot; frees composition scholarship from a pedagogic imperative while at the same time producing theory that has practical application.
Embodied Censorship: Academic Writing Rituals and the Production of Belief
Author: Hahn, Edward
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Discourse,Writing (Composition),Discourse Analysis,Whites,Student Attitudes,Criticism,Social Capital,Cognitive Processes,Writing Instruction,Teaching Methods,Philosophy,Race,Social Theories,Rhetoric

As compositionists have constructed a critical discourse on whiteness, they have tacitly theorized how students&apos; bodies can stifle efforts to both reflect on unfamiliar beliefs and critique their own beliefs. While Composition&apos;s latent theories of &quot;embodied censorship&quot; challenge the notion that rationality or empathy can enable one to transcend one&apos;s own body and thereby fully engage Others&apos; beliefs, they also divorce the body-belief dialectic from everyday social-material practices and conditions of production. Embodied censorship is represented not as a local process but as an abstracted product, with different forms of censorship tied to corresponding types of reified bodies. Pierre Bourdieu&apos;s and Jennifer Seibel Trainor&apos;s work, when synthesized, present an alternative theory. Bourdieu and Trainor illuminate how bodies, beliefs, and embodied censorship are dialectically, processually produced in everyday social-material practices, such as academic writing rituals. Their materialist social theory can help compositionists design pedagogies that approach academic writing rituals as a site for reworking embodied censorship and enabling students to understand unfamiliar beliefs.
Battlegrounds and Common Grounds: First-Year Composition and Institutional Values
Author: Poblete, Patti
Date: 2014-00-00
Type: Journal Articles
Subjects: First Year Seminars,Freshman Composition,Institutional Mission,Institutional Characteristics,Values,Writing (Composition),Behavioral Objectives,Alignment (Education),Intellectual Disciplines,Institutional Research,Measurement Techniques,Evaluation Criteria,Teaching Methods,Educational Practices,Educational Strategies,Organizational Climate

This article offers strategies for administrators who struggle to contextualize their writing programs in institutional climates increasingly focused on recruitment and retention, rather than discipline and discovery. As composition scholars negotiate disciplinary and institutional values, there are productive juxtapositions of university mission statements, writing program goals, and The &quot;Framework for Success in Postsecondary Writing,&quot; which was jointly published by the Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project in January 2011.
&quot;Journalism, Poetry, Stand-Up Comedy, and Academic Writing: Mapping the Interplay of Curricular and Extracurricular Literate Activities&quot;: Re-Visiting a Theoretical Lens Five Years Later
Author: Roozen, Kevin
Date: 2014-00-00
Type: Journal Articles
Subjects: Journalism,Poetry,Comedy,Academic Discourse,Writing Instruction,Teaching Methods,Extracurricular Activities,Case Studies,Undergraduate Students,Personal Narratives,Rhetoric,Introductory Courses,Writing Assignments,News Writing,Surveys,Speeches,Doctoral Dissertations,Writing Processes

Published in a 2008 issue of &quot;Journal of Basic Writing&quot; (&quot;JBW&quot;), &quot;Journalism, Poetry, Stand-Up Comedy, and Academic Writing: Mapping the Interplay of Curricular and Extracurricular Literate Activities&quot; was Kevin Roozen&apos;s first single-authored publication. Drawn from data collected for the first case study from dissertation work, a five-year study of Charles Scott, Jr., an undergraduate at the University of Illinois at Urbana-Champaign, the article examined the synergies between Charles&apos;s extracurricular journalism, poetry, and stand-up comedy and his literate activities for two courses during his initial semester at college. Based on Roosen&apos;s analysis of the data he had collected, the two documented narratives at the heart of the article elaborate Charles&apos;s use of textual practices from his experiences with extracurricular journalism, poetry, and stand-up comedy to successfully meet the literate demands of two of the introductory courses (Rhetoric 101 and Speech 101) he took during his first semester of college. To accomplish the analytical writing tasks for his Rhetoric 101 class, Charles appeared to draw upon practices developed from his earlier experiences with researching and writing news stories, namely using information from surveys as the basis for his journalistic pieces. To succeed at the speeches required for Speech 101, Charles redeployed practices he developed while performing stand-up comedy routines and giving public readings of his poetry. Roozen writes that his efforts on this article from its earliest drafts during his doctoral program through the revisions with the patient and truly talented editorial team at &quot;JBW&quot; taught him a great deal about how to structure an article-length argument, how to frame his work in light of relevant bodies of scholarship, and how to write up his analysis of the data he presented. In the years since it appeared in print, the article has continued to function as a key source of insight and inspiration for him.
Gateway to Complexity: The Adjacent Possible of Beginning Writing
Author: Yood, Jessica
Date: 2014-00-00
Type: Journal Articles
Subjects: Beginning Writing,Difficulty Level,Educational Change,Higher Education,Writing (Composition),Ethnography,English Curriculum,Writing Instruction,Writing Assignments,Freshman Composition,Innovation

Writing studies&apos; &quot;recent enthusiasm&quot; (Roderick &quot;CF 25&quot;) for complexity theory has morphed into higher education&apos;s rabid embrace of reform. New curricula claim commitment to an &quot;advanced,&quot; &quot;networked,&quot; and &quot;global&quot; culture by erasing introductory composition, thereby dismissing the practices of those courses. Examples abound, but the author pays particular attention to the 2013 overhaul of general education at the nation&apos;s largest public university. She then draws on a year-long ethnography of one English 111 class to show how this course is a hospitable environment for genres that seek what Systems Biologist Stuart Kauffman calls &quot;the adjacent possible.&quot; The &quot;adjacent possible&quot; represents unfinished combinations of complex structures-- those that haven&apos;t fully evolved but make visible what&apos;s next in our expanding biosphere. The author defines one such genre and reveals how it offers another route to complexity and another understanding of FYC: as the gateway course to complexity.
Writing Together: An Arendtian Framework for Collaboration
Author: Restaino, Jessica
Date: 2014-00-00
Type: Journal Articles
Subjects: Collaborative Writing,Freshman Composition,Philosophy,Persuasive Discourse

This essay considers the long-standing challenges, in both practice and theory, to collaborative writing in the first-year classroom. I argue that Hannah Arendt&apos;s concepts of plurality and natality are useful frameworks for thinking constructively and practically about teaching argumentative writing through collaboration. I explore these concepts in terms of foundational scholarship on written collaboration, such as Candace Spigelman&apos;s work on writing groups and intellectual property, as well as recent considerations of evolving technological resources (Howard). Ultimately, thinking through Arendt, I offer examples from my own classroom practice, and also generate a series of questions designed to support instructors&apos; incorporation of collaborative writing and thinking across their own diverse contexts. My goal here is not to suggest that there is a singular &quot;best practice,&quot; but rather to demonstrate the ways in which Arendtian concepts can foster complex and scaffolded pedagogies of collaboration in the first-year classroom.
Speaking from Different Positions: Framing African American College Male Literacies as Institutional Critique
Author: Craig, Collin
Date: 2014-00-00
Type: Journal Articles
Subjects: African American Students,Males,College Students,Criticism,Literacy,Language Usage,Black Dialects,Self Efficacy,Critical Literacy,Networks,Power Structure,Whites,Institutional Characteristics,Tutors,Writing Instruction,Racial Bias,Student Attitudes

This essay explores Black male literacy practices as institutional critique at a large Midwestern land grant university. Through documenting a student's process of reinstatement at his university, I demonstrate how vernacular perspectives, language, and networking strategies are used for developing self-efficacy and critical literacies. Black college males can use critical literacies to effectively navigate asymmetrical power structures at predominately White universities.