ethanporcaro/eric-fulltext-meta huggingface dataset:
PTSD, Optimism, Religious Commitment, and Growth as Post-Trauma Trajectories: A Structural Equation Modeling of Former Refugees
Author: Acquaye, Hannah E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Posttraumatic Stress Disorder,Resilience (Psychology),Positive Attitudes,Religious Factors,Refugees,Comparative Analysis,Mental Health,Fear,Anxiety,Psychological Patterns,Symptoms (Individual Disorders),Psychopathology,Foreign Countries,Screening Tests,Check Lists,Questionnaires,Counselor Client Relationship,Counseling Services,Structural Equation Models,Statistical Analysis

Refugees report several mental health challenges associated with pre-, peri-, and post-flight conditions. Some of these challenges include fear, anxiety, hypervigilance, hyperarousal, and nightmares--symptoms that could meet the diagnostic criteria for post-traumatic stress disorder (PTSD). Despite these challenges, some refugees also report psychological growth with nomenclature like post-traumatic growth, resilience, and benefit-finding. This study examined the directional relationship among war-related events, optimism, PTSD, religious commitment, and growth. Prior studies in traumatized samples have demonstrated that PTSD and growth can occur concurrently, while optimism and religiousness may enhance growth. The hypotheses undergirding this study posited that participants in this non-Western population could demonstrate concurrent PTSD and growth, while those with higher levels of optimism and religiousness would exhibit increased levels of growth compared to those with lower levels. For a sample of 444 former refugees, hypotheses were theoretically modeled to identify whether the data fit the model. Inspection of fit indices provided support for the hypothesized model. Implications for professional counselors are included and recommendations for future research are provided.
A Study on Teacher Candidates&apos; Competencies in Classroom Management
Author: Selçuk, Gülenaz
Date: 2017-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Preservice Teachers,Teacher Competencies,Student Teacher Attitudes,Gender Differences,Pretests Posttests,Cohort Analysis,Intellectual Disciplines,Questionnaires,Likert Scales,Teacher Competency Testing,Foreign Countries,Multivariate Analysis,Factor Analysis

The objective of this paper is to examine competencies in classroom management of teacher candidates. Research design was determined as pre-experimental research design. Research was conducted with 388 teacher candidates. In this research, these were found; Attitudes of students about competencies in classroom management differ according to gender. Male students have higher competencies of classroom management scores than female students before application; but, male students have lower competencies of classroom management scores than female students after application. Attitudes of students about competencies in classroom management differ according to class significanly. Fourth class students have higher competencies of classroom management scores than third class students before application And, Fourth class students have higher competencies of classroom management scores than third class students after application. Attitudes of students about competencies in classroom management differ according to education type significanly. Daytime education students have lower competencies of classroom management scores than evening education students before application. And, daytime education students have lower competencies of classroom management scores than evening education students after application. Attitudes of students about competencies in classroom management differ according to field of study significantly. There are differences between classes of primary school tecaher education with Turkish teacher education, social sciences teacher education, science and technology teacher education.
The Cognitive Toolkit of Programming--Algorithmic Abstraction, Decomposition-Superposition
Author: Szlávi,Péter
Date: 2017-00-00
Type: Journal Articles
Subjects: Problem Solving,Programming,Mathematics,Programming Languages,Models,Logical Thinking,Abstract Reasoning,Generalization

As a programmer when solving a problem, a number of conscious and unconscious cognitive operations are being performed. Problem-solving is a gradual and cyclic activity; as the mind is adjusting the problem to its schemas formed by its previous experiences, the programmer gets closer and closer to understanding and defining the problem. The primary cognitive operations the programmer uses to set up refining models are: language abstraction, analogy, algorithmic abstraction, decomposition-superposition, conversion, intuition, and variation. In our paper we are shedding new light on algorithmic abstraction, while explaining the essence of decomposition-superposition, a key element-pair in the cognitive toolkit of programming.
Internet Addiction Levels and Problem-Solving Skills in the Teaching Profession: An Investigation
Author: Ibili, Emin
Date: 2017-00-00
Type: Journal Articles
Subjects: Internet,Addictive Behavior,Problem Solving,Self Efficacy,Preservice Teachers,Statistical Analysis,Correlation,Gender Differences,Athletics,Likert Scales,Symptoms (Individual Disorders),Foreign Countries

In this research, the relationship between Internet addiction levels among teaching candidates and their problem-solving aptitude and self-efficacy perceptions towards the teaching profession was investigated. In addition, the effects of gender, department, Internet use and sporting habits on the Internet addiction, problem-solving skills and self-efficacy perceptions among teaching candidates were examined. The sample in this study comprised final-grade teaching candidates who were in the graduation phase. Statistical analysis of the data was conducted with the SPSS 22.0 computer program. According to the results, there was a moderate negative relationship between the Internet addiction level among the teaching candidates and weak self-efficacy perceptions and problem-solving skills, while there was a positively higher correlation between self-efficacy perceptions and problem-solving skills in the sample. Male subjects' Internet addiction levels were significantly higher than those of their female counterparts. However, no gender influence was observed on the problem-solving skills of prospective teachers and their proficiency regarding professional competence. The use of the Internet for entertainment purposes influenced problem-solving skills among teaching candidates to a negative extent, resulting in Internet dependency. Teaching candidates who used the Internet for research purposes, however, showed a higher level of proficiency and problem-solving skills appropriate to their profession and lower Internet addiction levels. Engaging in regular sporting activities was found to reduce teaching candidates' Internet addiction levels and positively affect problem-solving skills.
Development of the Spatial Ability Test for Middle School Students
Author: Yildiz, Sevda Göktepe
Date: 2017-00-00
Type: Journal Articles
Subjects: Spatial Ability,Test Construction,Middle School Students,Item Analysis,Factor Analysis,Test Reliability,Visualization,Goodness of Fit,Content Validity,Grade 6,Grade 7,Grade 8,Foreign Countries,Statistical Analysis

The purpose of this study was to develop a test to determine spatial ability of middle school students. The participants were 704 middle school students (6th, 7th and 8th grade) who were studying at different schools from Istanbul. Item analysis, exploratory and confirmatory factor analysis, reliability analysis were used to analyse the data. Exploratory factor analysis revealed three factors: spatial visualization, spatial orientation, and spatial relations in accordance with the determined theoretical framework. Confirmatory factor analysis confirmed that these three factors constituted a model-with good fit. The Cronbach's alpha reliability coefficient for the whole of the scale was found to be 0.802. The findings obtained showed us that the test which was composed of twenty three items was a valid and reliable measuring instrument
Preschool and Primary School Pedagogy Specialization Students&apos; Opinion about Computers in Education
Author: Zsoldos-Marchis, Iuliana
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Education,Elementary Education,Student Attitudes,Computer Attitudes,Computer Uses in Education,Computer Assisted Instruction,Technology Integration,Preservice Teachers,Questionnaires,Educational Technology,Pedagogical Content Knowledge,Technological Literacy,Qualitative Research,Statistical Analysis

Computers became an important tool in most of the working places. Also, children today grow with different technological devices around, they start to use them from very early ages. Thus Education should integrate these technological devices from more purposes: they are attractive for children, they need to learn how to use them properly and usefully, and they will need this technological knowledge in their future. Teachers, first of all, need a positive attitude towards integrating computers in Education, and also they need methodological and technological knowledge for a successful computer assisted teaching. The aim of this paper is to present a research on Preschool and Primary School Pedagogy specialization students' attitude towards computers in Education. The results show, that the respondents don't really consider computers useful in preschool, they consider them more useful in primary school. Students see the advantages and disadvantages of using computers by the children at home or in classroom. Students' attitude towards the use of computer by the children could change in time.
Teachers&apos; Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools
Author: Onivehu, Adams Ogirima
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Competencies,Assistive Technology,Special Needs Students,Special Schools,Questionnaires,Teacher Surveys,Teaching Experience,Gender Differences,Elementary Secondary Education,Foreign Countries

This study examined teachers' attitude and competence in the use of assistive technologies in special needs schools. The descriptive survey method was employed for the study among 100 teachers who were drawn using purposive sampling technique from special needs schools in Osun State, Nigeria. Six research questions were generated while four hypotheses were tested at 0.05 level of significance. A researcher-constructed questionnaire tagged &quot;Teachers' Attitude and Competence in the Use of Assistive Technology Questionnaire&quot; (&quot;TACUATQ&quot;) was used for data collection. The instrument was administered on 20 selected teachers outside the sample location through test-retest method; it yielded a reliability coefficient of 0.85 through Pearson Product Moment Correlation statistics. Data were analysed with percentage, mean and rank order, t-test and ANOVA statistical tools. The findings revealed that teachers have a positive attitude towards the use of assistive technologies. However, teachers were not competent in the use of assistive technologies. Gender and teaching experience did not influence teachers' attitude and competence in the use of assistive technologies. It was recommended among other things that teachers should be trained and re-trained on the use of assistive technology for students with speech disorders, visual impairments, hearing impairments, physical impairments and emotional and behavioural disorders.
Students&apos; Attitude towards STEM Education
Author: Popa, Roxana-Alexandra
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,STEM Education,College Students,Prior Learning,Engineering Education,Job Skills,Student Motivation,Student Interests,Student Surveys,Attitude Measures,Teacher Influence

STEM is the acronym of Science, Technology, Engineering, and Mathematics fields. STEM education refers both to teaching and learning in the above-mentioned disciplines, but especially to teaching and learning a new discipline based on the integration of Science, Technology, Engineering, and Mathematics. The present survey aims to investigate the opinion of a sample of 110 respondents, students from Romanian universities, taking into account: a) their experience in STEM fields during high school studies; (b) the engineer's profession and the engineer's skills; c) the factors that influenced their option to study one of the STEM fields. The results show that the respondents have been interested in STEM fields since secondary and high school; this interest determined them to choose to continue their studies in a STEM field. Also, the majority of respondents agreed that the choice of their university specialisation was influenced by the teachers who taught them the subjects that they study at the university during their school years. The data also show that the students are convinced of the importance of the engineer's profession as well as of the engineering knowledge and skills.
Problem Solving Instruction for Overcoming Students&apos; Difficulties in Stoichiometric Problems
Author: Shadreck, Mandina
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Problem Solving,Chemistry,Quasiexperimental Design,Achievement Tests,Science Tests,Pretests Posttests,Statistical Inference,Statistical Analysis,Scientific Concepts,Equations (Mathematics),Science Instruction,Instructional Effectiveness,Teaching Methods,Comparative Analysis,Stoichiometry

The study sought to find out difficulties encountered by high school chemistry students when solving stoichiometric problems and how these could be overcome by using a problem-solving approach. The study adopted a quasi-experimental design. 485 participants drawn from 8 highs schools in a local education district in Zimbabwe participated in the study. A validated stoichiometry achievement test was used to collect data at pre-test and post-test stages. The researchers also prepared a difficulty identification index to analyse the difficulties encountered by students. Quantitative data was analysed using inferential statistics and ANCOVA. From the findings, the difficulties identified were lack of understanding of the mole concept, inability to balance chemical equations, use of inconsistent stoichiometric relationships, identifying the limiting reagent, determination of theoretical yields and identification of substances in excess. The study also found that the use of problem-solving instruction as effective in remedying the identified difficulties in comparison to the conventional lecture method. It was strongly recommended that chemistry educators should analyse and understand student difficulties if they are to assist the learners to become confident and efficient problem solvers. Furthermore chemistry educators should implement the problem-solving pedagogical technique as a means of addressing the difficulties students have in stoichiometry problem-solving.
Exploring Teaching Satisfaction of Public High School Teachers: Empirical Evidence from Turkey
Author: Büyükgöze, Hilal
Date: 2017-00-00
Type: Journal Articles
Subjects: Public School Teachers,Secondary School Teachers,Foreign Countries,Factor Analysis,Measures (Individuals),Statistical Analysis,Structural Equation Models,Job Satisfaction,Employees

The current paper primarily investigates teaching satisfaction of teachers working in public high schools of Ankara. The latter aim of this study is to determine whether teachers' satisfaction levels vary in relation to some demographic variables such as gender, education, type of high school, tenure, marital status, and membership to an educational union. The study group consists of 337 (182 female and 155 male) high school teachers from eight public high schools located in Ankara. The data collection tool was &quot;Teaching Satisfaction Scale-TSS&quot; developed by Ho and Au (2006). The data was analyzed by utilizing t test, ANOVA, and LSD test of post hoc tests. The construct validity of the scale was tested by confirmatory factor analysis on AMOS 23.0 program. For the reliability of the scale, Cronbach alpha coefficient was calculated, and the result verified that the TSS is a reliable assessment tool for evaluating teaching satisfaction. Further, the implications of teaching satisfaction in educational organizations is discussed based on the findings of the study.
The Senior Managers&apos; Opinions on the Academic Leadership Process
Author: Karadag, Nazife
Date: 2017-00-00
Type: Journal Articles
Subjects: Opinions,Administrator Attitudes,Leadership Role,Leadership Responsibility,Phenomenology,Qualitative Research,Semi Structured Interviews,College Administration,Organizational Theories,Organizational Communication,Barriers,Decision Making,Operations Research,Foreign Countries,Leadership Styles

The purpose of the present study is to describe the roles and responsibilities of academic leaders. Specifically it aimed to provide answers to following questions: What are the competencies of academic leadership? What are the approaches determined by academic leaders in the management of organizational process? A phenomenological research design of qualitative research was used. The participants of the study consist of 13 senior managers from various positions in a university in Turkey and they were determined through maximum variation sampling method. In collection of the data, a semi-structured interview model was used. According to the results of the study, the managers participating in the study categorize the tasks on the focus of academic leadership role into three groups, &quot;bureaucratic works&quot;, &quot;the works about instructors&quot; and &quot;educational works&quot;. When the views of the managers about the factors shaping the academic leadership role were studied, scientific and techonological advances, socio-cultural background and personal factors played important role in the process.
Developing an Understanding of What Constitutes Mathematics Teacher Educator PCK: A Case Study of a Collaboration between Two Teacher Educators
Author: Muir, Tracey
Date: 2017-12-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Pedagogical Content Knowledge,Teacher Educators,Interaction,Preservice Teachers,Observation,Faculty Development,Teaching Methods,Peer Influence,Teacher Collaboration,Reflection,Feedback (Response),Student Attitudes,Foreign Countries,Case Studies

Previous research into the knowledge required for teaching has focused primarily on pre-service and in-service teachers' knowledge. What is less researched, however, is the role of the teacher educator in helping pre-service teachers (PSTs) develop the knowledge needed in order to teach mathematics to students. The focus thus shifts from examining school teachers' knowledge for teaching mathematics to school students, to studying teacher educators' knowledge for teaching teachers. This raises the question of what is the nature of this knowledge as required by teacher educators, and how evident is it in their practice? This paper documents the interactions among two teacher educators and two cohorts of PSTs enrolled in a unit designed to teach mathematics pedagogy to early childhood and primary PSTs. Over one semester, two teacher educators observed each other's classes, engaged in reflective professional conversations, and surveyed PSTs about lesson material and delivery. The results indicated there were a number of issues faced by the teacher educators that could be interpreted through the use of a teacher knowledge framework, with examples for this study focussing on a representative lesson. The findings add to the field of research into teacher educator knowledge and have implications for mathematics teacher educators and the pre-service teachers they teach.
Promoting Intercultural Competence of Thai University Students through Role-Play
Author: Worawong, Kanoknate
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Communication (Thought Transfer),Intercultural Communication,Nonverbal Communication,College Students,Student Attitudes,Educational Innovation,Student Projects,Role Playing,English (Second Language),Second Language Instruction,Video Technology,Questionnaires,Rating Scales,Grounded Theory,Coding,Human Body,Motion,Case Studies,Action Research,Mixed Methods Research

The current situation of international communication in globalization context requires intercultural competence (IC) to achieve successful communication (Crystal, 2003). Concerning this intercultural competence, non-verbal communication (NVC) plays a key role to indicate the success of having intercultural competence. On the other hand, Thai Ministry of Education (MOE) has launched the CEFR for the country policy in English teaching and learning (Ministry of Education, 2016). The purpose of this paper is to present major results of an investigation of intercultural competence, that is, the NVC. An innovative program implemented in this study is the CEFR and project-based activities (the CEFR-PBA). The study also examines Thai university students' attitude towards this innovative class. This paper discusses the IC students learned from role-plays. The participants of the study were 44 students of third year English Education at a Thai Rajabhat University. Research method applies action research (Burns, 1999) and case study (Yin, Case Study Research: Design and Method, 2003). Data collection gained was from 1) videotape recordings of students' role-play, and 2) the questionnaire. Data analysis for video recordings employed a NVC rating scale evaluated by native-speaker raters; while means, percentage, and SD were used for the questionnaire. Grounded theory's color coding (Strauss &amp; Cobin, 1990) will be utilized in analyzing the qualitative data from raters' additional comment. Findings revealed students' NVC performance were both appropriate on body movement and position as well as vocalic communication. Moreover, their attitude towards the CEFR-PBA was positive.
Prosody as a Tool for Assessing Reading Fluency of Adult ESL Students
Author: Sinambela, Seftirina Evina
Date: 2017-12-00
Type: Journal Articles
Subjects: Suprasegmentals,Reading Fluency,Student Evaluation,Evaluation Methods,Adult Students,English (Second Language),Second Language Learning,Undergraduate Students,Oral Reading,Speech Communication,Foreign Countries,Measures (Individuals),Reading Comprehension,Tests,Listening,Reading Skills,Observation,Audio Equipment

The prosodic features in reading aloud assignment has been associated with the students' decoding skill. The goal of the present study is to determine the reliability of prosody for assessing reading fluency of adult ESL students in Indonesia context. The participants were all Indonesian natives, undergraduate students, adult females and males who have learned English in school (at the very least twice a week) for more than 12 years. Text reading prosody was assessed by reading aloud task and the students' speaking manner was taped and measured by using the Multidimensional Fluency Scale, as for text comprehension was assessed with a standardized test. It was discovered by the current study that prosody is a reliable sign to determine reading fluency and also reading comprehension. The student who did not read the text prosodically (with appropriate expression) actually showed that he/she failed to comprehend the text. This study also revealed that a struggling reader was also having low comprehension capacity in listening spoken texts. The ESL students' common problems to acquire prosodic reading skill are low exposure to the target language and do not have a good model to imitate prosodic reading.