ethanporcaro/eric-fulltext-meta huggingface dataset:
Obesity Prevalence and Physical Fitness in School-Aged Children
Author: Dinç, Nurten
Date: 2019-00-00
Type: Journal Articles
Subjects: Obesity,Incidence,Body Composition,Physical Fitness,Body Height,Correlation,Body Weight,Gender Differences,Elementary School Students,Physical Activity Level,Community Programs,Exercise,Eating Habits,Educational Environment,Health Promotion,Foreign Countries

The purpose of this study is to determine the overweight and obesity prevalence among students studying in primary school by ages and to reveal the relation with physical activity. 1946 students aged between 7 and 11 and receiving primary education in a district of Manisa province have participated in this study. There are 885 female students and 1061 male students. Height measurements, body composition measurements, vertical jump test and 30mt tests of the participants were performed respectively. SPSS 22 program was used for statistical analysis. Frequency distributions and percentage values were presented in statistical notations. Pearson correlation analysis was performed in data analysis. In conclusion, it is observed that 12% of female students are overweight, 9.5% are obese and 21.5% are both overweight and obese. 8.8% of male students are overweight, 11.3% are obese and 20.1% are both overweight and obese. There is also a statistically correlation between obesity and age and parameters of physical fitness. In order to reduce the prevalence of overweight and obesity in children, school and community-based programs must be planned to encourage children to do physical activity and exercise and to prefer low calorie intake. The content and importance of these programs should be made applicable by parents and local governments.
Investigation of the Knowledge and Views of Seventh Graders on the Relationship between Space Research and Technological Developments
Author: Gülen, Salih
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 7,Foreign Countries,Space Sciences,Technological Advancement,Space Exploration,Knowledge Level,Student Attitudes

The main purpose of this study is to examine the views of seventh grade students on the relationship between space research and technological developments. The mixed method was used in the research. The true-false test was used to collect quantitative data. Qualitative data were collected through a fully structured interview form. Homogeneous samples were used in the study involving 134 participants. The research was conducted with 7th grade students in a public school in the Eastern Anatolia Region during the 2018-2019 academic years. Data were analyzed with the help of Microsoft Excel programs. Descriptive and content analysis and a technique such as frequency and percentage were used. With the interpretation of the findings, it was found that seventh grade students had very good knowledge about space research and technological developments. Students argue that space research has an impact on technological developments; technological research also has an impact on space exploration. Suggestions are presented in line with the results obtained.
Deconstructed Language in Higher Education Deconstructing Science
Author: Pérez-González, A. Beatriz
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Academic Discourse,Language Usage,Correlation,Academic Education,Educational Environment,Second Language Learning,Difficulty Level,Course Content,Semantics,Information Technology,Concept Formation,Persuasive Discourse,Foreign Countries

The present study examines university students' perceptions of learning academic terminology and using specialised language, and discusses the consequences of their vision. The aim is to elucidate the relationship between academic culture, academic education and the construction of knowledge in higher education. The fields of meaning and the level of difficulty entailed in understanding technical or specialised content in the context of our students (L2) are associated with the current context and widespread use of technological devices. The lack of command of fields of meaning not only impedes the construction of new theoretical models, but also increasingly differentiates between groups, widening the gap between students who possess more specialised codes and those who do not.
Holocaust Education in Germany: Ensuring Relevance and Meaning in an Increasingly Diverse Community
Author: Vitale, Monica
Date: 2019-00-00
Type: Journal Articles
Subjects: Death,Jews,European History,Social Systems,Authoritarianism,Immigrants,Civil Rights,Foreign Countries,Public Policy,Cultural Differences,Religious Factors,Acculturation,Teaching Methods,Instructional Materials,High School Students,Antisocial Behavior,Instructional Effectiveness,Refugees,Islam,Stranger Reactions,German,Second Language Learning,Second Language Instruction,Religious Education,Political Attitudes,Art Education,Science Education

German Chancellor Angela Merkel's 'open-door' policy towards the recent wave of migrants and refugees to Europe shows promise for expanding the workforce and increasing diversity, yet opens up some significant cultural and religious differences. Although the government has created programs to aid in their transition, little attention has been paid to how school curriculum, particularly education on the Holocaust, is presented to students for whom the event lacks personal, religious, or social relevance or who may have been taught that it is a fabrication. This study focuses on how classroom material presents the rise of National Socialism and the Holocaust through a document analysis of curriculum materials from a Gymnasium in Hamburg, Germany. Results show that even at the highest level of the education system, students are not being presented with the material in a way that draws relevance to the present day nor fosters meaning for recent immigrants. For the Holocaust, which is both a significant historical event and a critical lesson in the importance of universal human rights, effective education is imperative in order to combat present global trends of radicalism and intolerance.
Primary School Students and Teachers&apos; Opinions about Summary Writing: A Qualitative Analysis
Author: Bulut, Pinar
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Elementary School Students,Teacher Attitudes,Student Attitudes,Opinions,Writing (Composition),Writing Attitudes,Grade 5,Feedback (Response),Writing Instruction,Punctuation,Recall (Psychology),Writing Skills

The purpose of the current study is to elicit the opinions of Turkish primary school students and teachers about summary writing. The study group of the current research was selected by means of the criterion sampling method. The study group is comprised of 85 primary school fifth grade students and 17 classroom teachers teaching these students. As the data collection tool in the current study, a semi-structured student interview form and a semi-structured teacher interview form were used. In the analysis of the collected data, the content analysis method was employed. The findings obtained have revealed that there is a considerable consistency between the students and teachers' responses. Majority of the teachers stated that they have their students write summaries regularly and then that they provide feedbacks for their students by making corrections or writing notes on their summaries. The teachers think that summarizing develops written expression to the greatest extent and teaches students how and where to use punctuation marks. The teachers also stated that they had not taken any training about summarizing at any level of their training. The students, on the other hand, stated that their summaries are only signed by the teacher or the teacher has them read their summaries. Moreover, the students think that summary writing facilitates recall, that their teachers do not give them information about how to write a summary and that they do not show them samples of summary writing.
Classroom Teachers&apos; Opinions on Science Laboratory Practices
Author: Duban, Nil
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Science Laboratories,Inquiry,Science Experiments,Laboratory Experiments,Science Teachers,Instructional Materials,Laboratory Safety,Elementary School Science,Teacher Education,Training,Foreign Countries

Open-ended and inquiry-based experiments will make students more active in the learning environment, and so they play an active role in solving the problem. So, it is expected that especially classroom teachers will be more active in the laboratory environment. In this context, opinions of the classroom teachers about the science laboratory practices seem important. From this point of view, the aim of the current research was to get the opinions of the classroom teachers on science laboratory practices. This research was carried out with phenomenology design within the scope of qualitative research methods. The classroom teachers were participants in the research group of the current study created as a type of sampling method. Interview technique was used and individual semi-structured interviews with participants were conducted. The data obtained in the study were evaluated by qualitative data analysis. As a result of the analysis made in this research aiming to determine the opinions of the classroom teachers about science laboratory practices, the main topics of science laboratory practices are processing of the science course, availability of the laboratory, expectations about the laboratory characteristics, teachers' laboratory education, benefits of experimenting in science class. It has been pointed out that some troubles are derive from the way of using laboratory in science course. Some of the class teachers stated that there was no science laboratory in the schools, but some of them stated that some materials were available. They added that even though schools had not got laboratories but the teachers were forced to use the materials actively because these materials were present in the storage rooms. In the light of the current research, the teachers wanted to be in a primary school , and in the context of the properties of the laboratory, it has been found that materials are available, relevant images are on the walls, and there is a responsible laboratory teacher in the science laboratories. In this research, it has been stated that safety measures have been taken during the laboratory practices in primary school. It has been emphasized that safety precautions to be taken in the laboratory includes the use of a number of tools for safety (gloves, goggles, and so on) and the enhancement of teacher supervision in the laboratory have been.
The Effect of a Metacognition-Based Instructional Practice on the Metacognitive Awareness of the Prospective Teachers
Author: Duman, Burcu
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Metacognition,Scores,Control Groups,Experimental Groups,Teaching Methods,State Universities,Outcomes of Education,Pretests Posttests,Turkish,Language Teachers,Measures (Individuals),Student Attitudes,Foreign Countries

The purpose of the study is to identify the effect of a metacognition-based instructional practice on metacognitive awareness of prospective teachers. The study has been carried out through &quot;Pre-test -- Post-test Control Group Model&quot; which is one of the models in experimental design. The study group consists of 44 prospective teachers having education at Department of Turkish Language Education at a State University selected for either experimental or control group according to the result of the cluster analysis. For the experimental group, a metacognitive-based instructional practice has been carried out. On the other hand, current education schedule has been followed for the control group. &quot;Metacognitive Awareness Scale&quot; has been used as a data collection tool. According to the research results, metacognitive awareness scores are significantly different at some sub-dimensions in favor of the experimental group. A metacognition-based instructional practice has positively affected the improvement of the prospective teachers. It is suggested that future studies should be carried out by including all courses at the faculties of education.
The Effect of Physical Activity on Social Physique Anxiety and Academic Achievement in the 8th Grade Secondary School Students
Author: Alpkaya, Ufuk
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Activities,Self Concept,Human Body,Secondary School Students,Grade 8,Correlation,Anxiety,Academic Achievement,Validity,Reliability,Measures (Individuals),Scores,Foreign Countries,Gender Differences

The purpose of this study was to analyze the relationship between the level of physical activity, social physique anxiety, and academic achievement. This study evaluated 524 students in total from four schools in Istanbul province, 272 of whom were female and 252 were male students. In order to determine the level of physical activity of students, Physical Activity Questionnaire for Older Children (PAQ-C), developed by Kowalski et al., was used. Validity and reliability of the scale for Turkish population was tested by Sert and Temel. As for establishing the levels of social physique anxiety of students, the scale of Social Physique Anxiety, developed by Hart et al. and adapted to the Turkish society by Dogan was used. For the statistical analyses, averages of the level of physical activity, social physique anxiety, and school academic score were taken. By using Pearson correlation coefficient, the relationship between the averages was checked and the level of significance was set at p&lt;0.05. The results show that, irrespective of gender difference, there is a relationship between physical activity and social physique anxiety (r=-0.227; p&lt;0.01) and between physical activity and academic achievement (r=0.103; p&lt;0.05). When the gender difference is taken into account, there is a relationship between physical activity and social physique anxiety (r=-0.171; p&lt;0.01) and between physical activity and academic achievement for females (r=0.207; p&lt;0.01). For males, there is a relationship between physical activity and social physique anxiety (r=-0.247; p&lt;0.01), but there is no relationship between physical activity and academic achievement (r=0.083; p&gt;0.05).
Prospective Early Childhood Teachers&apos; Understandings on the Nature of Science in Terms of Scientific Knowledge and Scientific Method
Author: Duruk, Ümit
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Early Childhood Education,Scientific Principles,Scientific Methodology,Comprehension,Student Attitudes,Foreign Countries

The purpose of this study was to explore the understandings of prospective early childhood teachers on scientific knowledge and scientific method. The study was interpretive in nature. The data were collected through various open-ended questions with subsequent auxiliary ones directed towards ten participants during a combination of in-depth focus group interviews and getting peer feedbacks in this process. Conversations and discussions among the participants were tracked on a tape recorder during the sessions and translated verbatim. The study focused on convenience and criterion sampling. As a criterion, academic achievement (accumulated GDA's) was considered, and the participants were assigned to the final sample this way. The data were analyzed in accordance with the conceptual framework of Marshall and Rossman [1] using an analytical task of qualitative approach. All data that were described, categorized and related to each other in the analysis are given in categories as well as emergent codes. Views of the participants were related to each other in an interpretive manner. Based on the results, the implications and the directions for further study are discussed.
The Mediating Role of Self-Efficacy and Hope on Primary School Students&apos; Social-Emotional Learning and Primary Mental Abilities
Author: Yüksel, Müge
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Psychological Patterns,Social Development,Emotional Development,Grade 4,Correlation,Cognitive Ability,Foreign Countries,Student Characteristics,Gender Differences,Socioeconomic Status,Parent Background,Educational Attainment

The purpose of this research is to determine the mediating role of self-efficacy and hope on the relationship of individuals' scores on the Primary Mental Abilities (PMAs) Test 7-11 with social emotional learning. In addition, the relationship of PMAs scores with hope and self-efficacy have also been examined. The study has been carried out over 281 fourth-grade students (160 female and 121 male). For data collection, the PMAs Test 7-11 was first applied to the students. Students with PMAs Test 7-11 scores also filled in the Self-efficacy Scale for Children, the Social-emotional Learning Scale, and the Children's Hope Scale. As a result of the analysis, a positive, significant correlation was found among all the variables. Moreover, a partially mediating role was found for hope and self-efficacy on the relationship between ability level and social emotional learning. This research is believed able to contribute to studies related to talented students.
A Comparative Study of Norwegian and Ethiopian Textbooks: The Case of Relations and Functions Using Anthropological Theory of Didactics (ATD)
Author: Tesfamicael, Solomon A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Mathematics,Visual Aids,Cognitive Processes,Difficulty Level,Responses,Mathematics Activities,Mathematical Concepts

This paper provides a comparative study of mathematics textbooks as the primary construct via the Anthropological Theory of Didactics (ATD), which was founded by Yves Chevallard. The aim is to suggest principles that can be incorporated to improve the designing of mathematics textbooks. Definitions, examples, and tasks dealing with the teaching and learning of relations and functions, as sub-construct, from several mathematics textbooks in Norway and one textbook from Ethiopia was collected and analyzed using didactical tools such as types of representations, cognitive demand levels, and response types of mathematical tasks. In the findings, similarity and differences of textbooks, both within homogeneous and heterogeneous cultures, were adequately identified and explained in a way that the results contribute to the improvement of the intended curriculum. In doing so, it shows that ATD provides an excellent tool for textbook design research in the future.
A New Biographical Studies for Educational Leadership: Challenges from a Postcolonial and Globalizing World
Author: Samier, Eugenie A.
Date: 2016-12-00
Type: Journal Articles
Subjects: Biographies,Instructional Leadership,Educational Administration,Administrators,Educational History,Educational Change,Neoliberalism,Global Approach,Power Structure,Politics of Education,Foreign Policy,Social Problems

This paper examines the nature, role and development of biographical studies in educational administration and leadership, how it has changed under neo-liberalism and the challenges posed by postcolonial studies. It first examines the nature and value of conventional Western biographical studies for educational administration, including a number of problems and limitations that also affect biographical studies in other parts of the world. The second section examines a number of issues in the postcolonial literature that raise questions about Western research, including biographical practices that lead to 'orientalism' (Said), inequities and communicative domination (Habermas), the construction of the subaltern (Guha, Spivak), a critique of colonial social forms and cultural processes (Bourdieu), and research practices that disadvantage the non-Western research subject (Smith). The final section examines research implications of a more decolonized and inclusive biographical studies for educational administration.
The Investigation of the Relationship between University Students&apos; Levels of Life Quality and Leisure Satisfaction
Author: Yasartürk, Fatih
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Quality of Life,Leisure Time,Student Satisfaction,Foreign Countries,Gender Differences,Age Differences,Income,Majors (Students)

The purpose of this research is to examine the relationship between university students' levels of life quality and leisure satisfaction according to some demographic variables. 680 (429 men and 251 women) people studying at Bartin University participated in the research. In the research, &quot;Personal Information Form&quot; prepared by researchers, developed by Beard and Ragheb (1980) and Turkish adaptation was made by Karli et al. (2008) &quot;Leisure Satisfaction Scale: LSS&quot; and developed by the World Health Organization and Turkish adaptation was made by Eser et al. (1999) &quot;Quality of Life Scale Short Form: QLS&quot; was used. In the analysis of the data; according to the demographic characteristics of the participants, t-test and ANOVA to investigate the differences between levels of life quality and leisure satisfaction; Pearson Correlation test was applied to examine relations between variables. In the findings of the research, there was no significant difference in the t-test results according to the &quot;gender&quot; variable in the LSS and QLS total score averages (p&gt;0,05). There was no significant relationship between LSS and QLS total score averages according to &quot;age&quot; variables in the correlation test results (p&gt;0,05). There was a significant difference in the &quot;psychological&quot; subscale of the LSS according to the &quot;department&quot; variable in the ANOVA test results (p?0,05). This significant difference is between the physical education and sports teaching and the sport administration department, and it is in favor of the students of the physical education and sports teaching department. In the correlation test results, there was a significant positive and low level relationship between the &quot;family income&quot; variable and the QLS total scores (p?0,05). There was a significant positive and low level relationship between the &quot;personal income&quot; variable and the total scores of LSS and QLS (p?0,05). On the other hand, there was no significant relationship between the mean scores of LSS and QLS according to the variable &quot;daily leisure time&quot; (p&gt;0,05). In addition, there was no significant relationship between the participants' mean scores of LSS and QLS (p&gt;0,05). As a result, variables such as family income and personal income were found to have an impact on participants' levels of leisure satisfaction and quality of life, although there was no significant relationship between participants' levels of leisure satisfaction and quality of life.
Implications of Principals&apos; Teacher Performance Appraisal and Decision-Making in Arab Schools in Israel
Author: Arar, Khalid
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,Arabs,Teacher Evaluation,Principals,Administrator Attitudes,Accountability,Teacher Competencies,Social Influences,Barriers,Evaluation Methods,Elementary Secondary Education

This paper addresses perceptions and implications of teacher evaluation by Arab school principals in an era of accountability. Analysis of semi-structured interviews with 26 Arab principals showed that teacher evaluation as a strategy keeps the school accountable in an era of reform. Additionally, most principals recognize the tool's possible uses to improve the level of teaching and learning in an effort to increase students' achievements. Nevertheless, it was found that when teacher evaluation is the key tool, the principals' efforts to develop the teaching abilities of excellent teachers decrease. This study offers conclusions as to the (socio-cultural, perception-based, and personal-professional) factors that inhibit the implementation of a valid and reliable teacher evaluation process.