ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Pre-Service Teachers' Awareness Levels of Electromagnetic Pollution and Other Environmental Problems
Author: Koklukaya, Ayse Nesibe
Date: 2017-00-00
Type: Journal Articles
Subjects: Environmental Education,Pollution,Preservice Teachers,Preservice Teacher Education,Knowledge Level,Familiarity,Technology Uses in Education,Mass Media Use,Phenomenology,Electronic Equipment,Science and Society,Gender Differences,Correlation,Student Teacher Attitudes,Foreign Countries,Qualitative Research

Purpose: The purpose of this study is to find out the relationship between the awareness level of preservice science teachers' conscious use of technological devices, which cause electromagnetic pollution, and their awareness level of related environmental problems. Research Methods: In this study, a mixed design method was used. A relational screening model was used to collect quantitative data. The phenomenological method, which includes defining and interpreting individuals' perception and perspective related to a phenomenon, was used to collect qualitative data. While selecting participants, purposeful sampling was used. Seventy-six preservice science teachers took part in the quantitative part of this study in Ankara, Turkey. In the qualitative part of the study, seven female and eight male preservice teachers were chosen out of the seven-six on a volunteer basis. Three data collection tools were used. Findings: The findings obtained from the research show that there is no remarkable difference among preservice science teachers' awareness levels of electromagnetic pollution depending on the gender variable. Then, it was concluded that students who had taken environmental science courses had higher levels of awareness compared to those who had not. With another sub-problem, it was seen that there is no relationship between preservice teachers' awareness levels of conscious use of technological devices causing electromagnetic pollution and their awareness levels of environmental problems. Implications for Research and Practice: Preservice science teachers are less sensitive to electromagnetic pollution than other types of pollutions. Future studies could investigate why students think that they are less sensitive to electromagnetic pollution.
Pioneering the Digital Age of Instruction: Learning from and about K-12 Online Teachers
Author: Archambault, Leanna
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Online Courses,Career Choice,Decision Making,Teacher Attitudes,Teacher Effectiveness,Teacher Education Programs,Online Surveys,Motivation,Values,Technology Uses in Education,Educational Technology,Mixed Methods Research,Employment Opportunities,Teaching Conditions,Scheduling,Teaching Skills,Teacher Competencies,Teaching Methods,Faculty Development

The purpose of this study was threefold: (1) to examine the needs of K-12 online teachers, including the dominant factors and career paths that influenced their decision to teach online; (2) to discover what online teachers viewed as the most important attributes an online teacher must have to be highly effective; and (3) to highlight the nature of the preparation/training K-12 online teachers received and found to be most helpful in fulfilling their positions. A web-based survey, including questions in both open and closed form, was used to gather data from 325 participants. Based on the findings, teachers working with K-12 students online are self-motivated, place a high value on learning and education, and enjoy the challenge and process of using technology for teaching. However, only a limited number of teacher preparation programs address any aspect of the methods and techniques required for teaching online, and even fewer offer online field placement opportunities for pre-service teachers. For the most part, current online teachers were found to have received training after graduation, while working in the field. Further research is needed to specifically define and empirically validate the methods and techniques required for effective online teaching at the K-12 level so that programs can be further developed to effectively prepare future K-12 online teachers.
Frame Works: Using Metaphor in Theory and Practice in Information Literacy
Author: Holliday, Wendy
Date: 2017-00-00
Type: Journal Articles
Subjects: Information Literacy,Figurative Language,Theory Practice Relationship,Higher Education,Library Instruction,Academic Libraries,Teaching Methods,Educational Practices,Educational Strategies

The ACRL Framework for Information Literacy in Higher Education generated a large amount of discourse during its development and adoption. All of this discourse is rich in metaphoric language that can be used as a tool for critical reflection on teaching and learning, information literacy, and the nature and role of theory in the practice of teaching librarians. This article explores the metaphoric entailments of the Framework as a way to deepen our understandings and practices of information literacy.
Using the ACRL Framework to Develop a Student-Centered Model for Program-Level Assessment
Author: Gammons, Rachel Wilder
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Centered Curriculum,Program Administration,Information Literacy,Freshman Composition,Teaching Methods,Educational Change,Educational Practices,Educational Strategies,Teaching Models,Library Instruction,Data Collection,Evaluation Methods,Pilot Projects,Program Implementation,Academic Libraries

Information literacy instruction presents a difficult balance between quantity and quality, particularly for large-scale general education courses. This paper discusses the overhaul of the freshman composition instruction program at the University of Maryland Libraries, focusing on the transition from survey assessments to a student-centered and mixed-methods approach using qualitative reflections, rubrics, and the evaluation of student artifacts. The article discusses the progression from a pilot assessment program using Twitter as a data collection model to the implementation of a robust and multi-layered assessment using both qualitative feedback from students and the evaluation of student artifacts. Each assessment includes detailed collection methods and customized rubrics for evaluation of student responses. While information literacy assessment has been covered extensively in the literature, few articles discuss the use of qualitative student responses on a large scale (4,000 participants per year). The article also discusses the re-structuring of an assessment program around the ACRL Framework for Information Literacy, which is incorporated throughout the project from the pilot up through the full implementation of the final program.
Connecting Information Literacy and Social Justice: Why and How
Author: Saunders, Laura
Date: 2017-00-00
Type: Journal Articles
Subjects: Information Literacy,Social Justice,Social Change,Advocacy,Library Instruction,Academic Libraries,Teaching Methods,Teaching Models,Educational Practices,Educational Strategies,Educational Change,Controversial Issues (Course Content),Civil Rights,Access to Information,Reflective Teaching,Educational Opportunities,Barriers

Libraries have a long, though not uncomplicated, history with social justice and social advocacy. The new ACRL &quot;Framework for Information Literacy,&quot; which is more conceptual and flexible than the original Standards, offers an opportunity for librarians to approach teaching and learning from a social justice perspective. Indeed, the Framework integrates social justice and anti-oppression into some of its frames. This essay will examine the reasons for approaching information literacy from a social justice perspective and will analyze the opportunities and limitations of the new &quot;Framework&quot; with regard to social justice issues. It concludes with a proposal for a new frame, &quot;information social justice,&quot; that could be added to the existing &quot;Framework.&quot;
From a Student of Startup Business to a Startup Employee or Entrepreneur: Study on Career Narratives of Students in Entrepreneurial Programs in a University
Author: Saukkonen, Juha
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Career Development,Entrepreneurship,Qualitative Research,Universities,Management Development,International Trade,Business Administration Education,Foreign Countries,Employment Potential,Comparative Analysis,Self Employment,Student Attitudes,Personal Narratives,Interviews,Decision Making

The purpose of this research is to gain an understanding of the incidents, relationships and processes that support entrepreneurial students to become employees and entrepreneurs. Through a qualitative approach based on career history and projections written by the respondents, this study aims to shed light on the process of becoming an entrepreneur or employed by an entrepreneurial organization. Pedagogical and professional issues that may foster the development of these practices eventually leading to employment and entrepreneurial activities are posed.
Does College Focus Matter? Explaining Differences in Labor Market Outcomes among Community Colleges
Author: Dunn, Michael
Date: 2017-00-00
Type: Journal Articles
Subjects: Labor Market,Community Colleges,College Outcomes Assessment,Institutional Mission,Case Studies,Specialization,Career Choice,Salary Wage Differentials,School Size,Remedial Programs,Regional Characteristics,Educational Benefits,Educational Development,School Statistics,Institutional Characteristics,Predictor Variables,School Effectiveness,Regression (Statistics)

The evolution of community colleges from their origins as junior colleges to institutions with dual missions to provide both academic and workforce preparation raises questions about the impact of a college's mission focus on their students' labor market success. We examine this question using the 58 colleges in the North Carolina Community College system as a case study for community colleges nationally. We find that students from community colleges that specialize or focus on career objectives had higher labor market earnings; about one-fifth of the variation in students' earnings across community colleges is due to the college's mission focus. Other community college variables also enhance students' earnings, such as institution size as well as having single-county service areas and low proportions of remedial students.
Examining Graduate Dissertations in the Field of Critical Thinking: A Case from Turkey
Author: Demirel, Melek
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Thinking Skills,Masters Theses,Doctoral Dissertations,Content Analysis,Qualitative Research,Research Design,Research Methodology,Data Collection,Participant Characteristics,Cognitive Tests

Purpose: The aim of this study is to conduct content analyses of graduate dissertations about critical thinking skills in the field of educational sciences in Turkey and to document general trends in dissertations. Research Methods: This study is constructed using qualitative research methods and techniques. A document review was used to gather data in the study. One hundred eighty-six dissertations, available from the National Dissertations Center in the Higher Education Council, have been analyzed in terms of various variables. Findings: Depending on the gathered data, it is clear that critical thinking has been studied since 1999 and a majority of the dissertations have been written for a master's degree. It is also revealed that descriptive research has been more favored than experimental research. Studies have been primarily conducted through quantitative data gathering methods. The dissertations have mainly been written by undergraduate students using primarily data collection tools consisting of scales. Implications for Research and Practice: This study reveals which theses were studied in Turkey mostly in terms of research methods, sample/study group characteristics, data collection tools, and subject areas concerning critical thinking. Therefore, new research about critical thinking should focus on experimental designs and in-depth analyses of critical thinking through qualitative methods. [This study was presented at the 2nd Eurasian Educational Research Congress in Ankara, 8-10 June, 2015.]
Baneful Effects of Social Crises on Adult Education Goals' Achievement in Nigeria
Author: Ogundele, Michael Olarewaju
Date: 2014-00-00
Type: Journal Articles
Subjects: Adult Education,Foreign Countries,Crisis Management,Social Influences,Achievement Need,Goal Orientation,Social Change

This study examined the baneful effects of social crisis on goals achievement of adult education in Nigeria. The study however described the concepts, types causes and impacts of social crisis in Nigeria. The study went further to examine the major indicators of Adult education goals achievement and how the social crisis affects effective goals achievement in Nigeria. It was however concluded that social crisis such as insurgency, ritualism, killing, rioting, armed robbery, students unrest strikes, bombing and ethno-religious crisis affect effective implementation of adult education-programme in Nigeria. It was therefore recommended that crisis eradication in the country is everyone responsibility. Everybody should responsible for the security challenges that affecting the peace of the society and any strange person or objects should be reported to the nearest police station or any security agents in the community. Eradication of social crisis will enhance effective goals achievement of Adult education programme in Nigeria.
The Factors Contribute to Career Adaptability of High-School Students
Author: Karacan-Ozdemir, Nurten
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Structural Equation Models,Vocational Adjustment,Foreign Countries,Career Development,Factor Analysis,Correlation,Grade 9,Grade 10,Grade 11,Self Efficacy,Social Support Groups,Adolescents,Public Schools,Private Schools,Positive Attitudes,Rating Scales

Purpose: Regarded as an important means of career development, preparation, and transition, career adaptability is a lifelong skill that can enable individuals to overcome 21st-century work--life requirements and challenges. This study aims to investigate the factors contributing career adaptability of high-school students, which pose beneficial implications for career counseling research and practice. Research Methods: The sample comprised 1,610 students from public (n = 862) and private (n = 748) high schools in Ankara, Turkey. The Multidimensional Perceived Social Support Scale, Life Orientation Test-Revised, General Self-Efficacy Scale, and Career Adapt- Abilities Scale served as data collection instruments. Multisample structural equation modeling (SEM) was used to investigate model differences across school type. By the reason of model invariance, single-group SEM was used to examine the model on the entire dataset. Findings: Results indicated that the measurement model fit with the data, while results of multigroup confirmatory factor analysis confirmed measurement equivalence under the assumptions of configural and metric invariance. Results showed that the hypothesized model accounted for 46% of the variance in career adaptability and thus corroborated the effects of perceived social support and optimism in predicting career adaptability via general self-efficacy. Implications for Research and Practice: Findings highlight the role of general self-efficacy, optimism, and social support in high-school students' career adaptability. There is a need for a carefully planned guidance and career education program, beginning in the elementary grades and continuing through secondary school. [This paper was presented at the Third International Eurasian Educational Research Congress.]
Motivational Orientations and Self-Efficacy Beliefs of Turkish Students towards EFL Learning
Author: Sener, Sabriye
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Motivation,Self Efficacy,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Foreign Countries,High School Students,Statistical Analysis,Gender Differences,Scores,Private Schools,Likert Scales,Attitude Measures

Purpose: There has been a concern as to what motivates people to learn a foreign language among researchers. Another concern in EFL context is that students may not benefit from learning opportunities due to low self-efficacy and low motivation to learn a foreign language. The main goal of this study is to explore the motivational orientations of high school students. Research Methods: In the study, a quantitative research design was employed during the data collection and the analysis phases. Findings The data analysis indicated that the participants were moderately motivated to learn English as a foreign language (M = 92.62). In addition, a meaningful difference between participants' instrumental and integrative orientations towards EFL learning was observed. It was also indicated that there was not a significance difference between male and female students' motivation level. However, students' instrumental motivation had a greater influence on language learning. In addition, there was not a gender-related significant difference in students' motivational orientations. The overall mean score for students' self-efficacy was found to be at moderate level (M = 3.88). Furthermore, female students' self-efficacy scores were significantly higher than those of the male students. Lastly, positive correlation was found between students' motivational orientations and self-efficacy beliefs. Implications for Research and Practice: The results emphasized the importance given to English language as a primary foreign language, a part of career paths and an indicator of various job opportunities. However, with support of integrative motivation, students' can set more realistic goals towards integrating into the international community.
The Relationship between Teacher Candidates' Emotional Intelligence Level, Leadership Styles and Their Academic Success
Author: Yildizbas, Füsun
Date: 2017-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Leadership Styles,Correlation,Teacher Leadership,Measures (Individuals),Academic Achievement,Preservice Teachers,Teacher Education Programs,Regression (Statistics),Private Colleges,Statistical Analysis,Personality Traits,Role Models,Teacher Student Relationship,Foreign Countries

Purpose: The personal characteristics as well as professional competencies of teachers are important in the formation of changes in student behaviors. This article examines the relation between emotional intelligence level, teacher leadership style and academic success of teacher candidates who are studying in a Pedagogical Teacher Education Program. Research Methods: A descriptive survey model is used in this study. The research group consisted of 80 teacher candidates determined by a random sampling method among teacher candidates who studying in a pedagogical teacher education program in a private University. The data collection tool of the study was a survey form which included questions demographic information and used to determine &quot;Emotional Intelligence Scale&quot; (EIS) and &quot;Teacher Leadership Styles Scale. In the analysis of data acquired from the study; variance analysis, correlation analysis and regression analysis are used. Findings: The findings suggested that there is a positive, medium-level significant relation between optimism sub-dimension of emotional intelligence and teacher leadership styles; a negative, medium-level significant relation in expression of emotions, no statistically significant relation between the Utilisation of Emotions, Emotional Intelligence total points and teacher leadership styles. Furthermore, no statistically significant relation is found between EIS points, teacher leadership styles and the academic success of teacher candidates. Implications for Research and Practice: The pedagogical teacher education process of developing teacher candidates' personality traits to assist them in serving as role models to students, in addition to gaining professional competencies during pre-service education, will be analysed and recorded in accordance with the study's results.
Relationship between Attitudes of Multicultural Education and Perceptions Regarding Cultural Effect of Globalization
Author: Bagceli Kahraman, Pinar
Date: 2017-00-00
Type: Journal Articles
Subjects: Multicultural Education,Cultural Influences,Global Approach,Student Teacher Attitudes,Attitude Measures,Educational Attitudes,Predictor Variables,Correlation,Regression (Statistics),Cultural Pluralism,Statistical Analysis,Preservice Teacher Education,Preservice Teachers,Foreign Countries

Purpose: This research aims to determine the relationship between the perceptions of teacher candidates towards the cultural effect of globalization and their attitudes towards multicultural education. Research Methods: The sample group consisted of 213 teacher candidates. In the study's personal information form, the scale of attitude towards multicultural education and the scale of perceptions of the cultural effect of globalization were used. Teacher candidates' attitudes towards multicultural education and their perceptions of the cultural effect of globalization indicated a difference according to some variables, which was analyzed with Mann-Whitney U (MWU) and Kruskall-Wallis H (KWH) tests. In order to examine the relationship between teacher candidates' perceptions of the cultural effect of globalization and their attitudes towards multicultural education, the Pearson correlation coefficient technique was carried out. In addition, a hierarchic regression technique was utilized in the examination of the relations between variables. Findings: A significant positive relationship was confirmed between the perceptions regarding cultural effect of globalization and their attitudes towards multicultural education. It is seen that there is a significant difference in accordance with the variable of what kind of high school the teacher candidates graduated from within the perceptions regarding the cultural effect of globalization. Implications for Research and Practice: It is seen that teachers' perceptions of the cultural effect of globalization has an effect on their attitudes regarding multicultural education. Multiculturalism and globalization should be added to class content at every level of the teacher training program. [This article was presented at the Third International Eurasian Educational Research Congress (EJER, 31-3 June 2016).]