ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of Main Trends in Geographical Education Research in Turkey
Author: Degirmenci, Yavuz
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Geography,Geography Instruction,Educational Trends,Research Methodology,Data Collection,Data Analysis,Sampling,Content Analysis,Publications,Units of Study,Bibliometrics,Qualitative Research

The main purpose of the present study is to examine the main tendencies of the articles published in the field of geography education between the years of 2008 and 2018 in Turkey. Within the scope of this purpose, this study examined the subject fields, research methods, data collection tools, data analysis techniques and sampling methods used in the geography education studies in the journals scanned by the SSCI, ESCI and ULAKBIM social sciences databases in Turkey. The study used the document analysis method, one of the qualitative research methods. The study evaluated 224 articles determined according to the purposeful sampling method from the related databases by using the Geography Education Article Classification Form (GEACF) and then analyzed the obtained pieces of data by using the content analysis method and finally made some interpretations. According to the findings of the study, in the last ten years in Turkey, the highest number of articles were published in 2010 (n = 33) and the lowest number of articles were published in 2017 (n = 13). It was also observed that, in the field of geography education, the highest number of articles were published in the Marmara Geography Journal; however, in the journals scanned in SSCI, a total of (n = 17) articles were published in the last ten years. Moreover, the studies were also determined to show more interest in the subject areas of teacher training and learning/teaching; questionnaires and scales were generally used as a data collection tool; the frequency/percentage and content analysis methods were preferred in the analysis of data; quantitative and qualitative methods were generally used in studies on geography education; on the contrary, mixed methods were less frequently used.
&quot;This Question Is Too Personal!&quot; Guided Inquiry as Part of Teaching Human Geography Research Methods
Author: Weiss, Günther
Date: 2018-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Human Geography,Research Methodology,Elementary School Students,Student Research,Problem Solving,Teaching Methods,Simulation,Pretests Posttests,Grade 5,Student Evaluation,Test Results,Outcomes of Education,Foreign Countries,Qualitative Research,Observation,Interviews

Although inquiry-based learning is connected with a number of advantages, especially in the field of human geography, very little research has been carried out in lessons by the learners themselves to date. The aim of the study at hand is, therefore, to facilitate the process of solving problems from the sphere of human geography through the use of guided inquiry in geography lessons. To encourage the learners to recognise the purpose of the rules of research, two distinct teaching concepts were developed and empirically tested: selection decisions and a simulated pre-test. The assessed instruction was prepared and realised in two 5th form classes at a grammar school with 47 learners in total. The evaluation of the lessons was done through a standardised test to determine accrued learning and partly standardised observation of learners' performance and motivation. The observation confirmed that the learners welcomed the opportunity to conduct research independently and that they engaged enthusiastically. Nevertheless, details of the research design tended to be dealt with intuitively or based on previous knowledge. There is no clear evidence of success of the methods training. The observations allow the conclusion that the simulated pretest passes by too quickly and harbours too many distractions. Meanwhile, the selection principle with a parallel discussion are more likely to lead to success.
Who Is Listening to Us from Geography Education? Is Anyone out There?
Author: Albert, Donald Patrick
Date: 2018-00-00
Type: Journal Articles
Subjects: Geography Instruction,Geography,Learning Strategies,Teaching Methods,Units of Study,Citation Analysis,Journal Articles,Higher Education,Books,Conference Papers,Conferences (Gatherings),Theses,Bibliometrics

This is the last of three studies designed to assess the interchange between the geography education community, the larger geography field, and other disciplines. Our previous studies have examined citation patterns between geography education journals and quantified whether a paradigm shift was occurring from a focus on strategies and methods towards understanding the learning and teaching process. Further, we wanted to know &quot;who are we listening to?&quot; The answer is that while we were listening to ourselves (geography education), our scholars were incorporating knowledge, ideas, and perspectives from the larger geography community and importantly from academicians and professionals trained in pedagogy and education theories. This study asks the question, &quot;who is listening to us?&quot; Our results indicate that education scholars are actually reading our publications. There were distinct lines of communication between those from geography education and the disciplines of education that permeate journals, books, conference proceedings, theses and dissertations, and other outlets (i.e. reports, blogs, wikis).
Accepting Research: Teachers&apos; Representations of Participation in Educational Research Projects
Author: Richard, Vincent
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Researchers,Teacher Participation,Educational Research,Research Projects,Data Collection,Qualitative Research,Teacher Responsibility,Faculty Development,Professional Identity,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Semi Structured Interviews

Collecting data among participants belonging to a group, community or organization is a crucial step in social research. However, generally speaking, in the social sciences, the issue of access to the research field has not been widely or systematically studied and remains under-theorized. The goal of this study is to draw the participants' perspective on the question of accepting research into their classrooms and participating in it, an object that has usually been overlooked in studies on research field access. This article presents the results of a qualitative, exploratory study aimed at documenting teachers' representations relating to whether or not they wish to participate in research projects, when requested to do so by researchers. The analysis brought out a system comprising five categories of representations relating to participation or non-participation in an educational research project. These representations are related to (1) the teacher's daily tasks; (2) the teacher's professional development; (3) the teacher's professional identity and professional ideal; (4) the institutional and collegial context; and (5) the teacher's responsibility toward students. We discuss these categories and their implications for further research.
Relationship between Geography-Tourism and Tourism&apos;s Effects According to High School Students
Author: Koca, Nusret
Date: 2018-00-00
Type: Journal Articles
Subjects: Tourism,High School Students,Foreign Countries,Student Attitudes,Social Influences,Cultural Influences,Environment,Gender Differences,Age Differences,Grade 9,Grade 10,Grade 11,Geography Instruction,Student Surveys,Statistical Analysis

This research was designed in the screening model to determine the opinions of high school students on tourism effects and geography-tourism relations. The data were gathered from 760 students who were educated in high schools in the central district of Kütahya, identified by cluster sampling method. The data were collected with the help of a scale developed by the researchers. This process benefited from the studies carried out in the related literature. According to findings, high school students' opinions on the social and cultural effects of tourism are positive. It was observed that the students do not have a clear view of the environmental effects of tourism, and remain at a level of indecision. According to the students, tourism is an important tool in promoting the country and Turkey is a country rich in natural and cultural tourism values. However, students were not sure whether Turkey can use its full potential and whether it introduces enough tourism opportunities at home and abroad. It was seen that the students can relate geography and tourism. The students emphasized the importance of geography in preserving the natural and cultural environment and in tourism education. In this context, they stated that it is necessary to arrange visits to tourist areas in geography lessons. When the significant differences in the view of students on tourism effects and their views on geography-tourism relation were examined, it was observed that female students have more positive views than male students, that students in 12th grade have more positive views than students in 9th, 10th, and 11th grades, that the students in the academic high schools have more positive views than the students in the skill set related to high schools and in the vocational high schools.
Cyberbullying among College Students: A Look at Its Prevalence at a U.S. Catholic University
Author: Webber, May A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Catholics,Undergraduate Students,Incidence,Victims,Comparative Analysis,Church Related Colleges,Student Attitudes,Statistical Analysis,Student Surveys

The intention of this study was to make a positive contribution to the scant literature on cyberbullying at the postsecondary level. Participants were 187 undergraduate students matriculated at a large U.S. Northeastern metropolitan Roman Catholic university. The focus of the study was on the prevalence of cyberbullying victimization and perpetration at the university. Eight students (4.3%) indicated that they were victims of cyberbullying at the university level; a total of 14 (7.5%) students acknowledged having participated in bullying at that level. A significant finding had to do with the comfort level of students in reporting cyberbullying. A comparison of the results of our study to those of the only other study of cyberbullying conducted at an institution of higher learning with the same religious affiliation revealed similar results.
Assessment of Socialization and Sports-Socialization Processes of University Students Studying in Different Sports Branches
Author: Albayrak, Ahmet Yilmaz
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletics,Athletes,Socialization,College Athletics,College Students,Statistical Analysis,Student Surveys,Correlation,Age Differences,Gender Differences,Place of Residence,Scores

The purpose of this research is to assess the sports and socialization of the students studying in different sports branches in Gumushane University. &quot;Socialization-Sports and Socialization Scale&quot; developed by Sahan was used in this research. A total of 742 students composed of 316 females and 426 males studying in Gumushane University participated in this survey modelled research. Data obtained were evaluated in SPSS package program. Reliability coefficient of the scale was found to be 0.896. T-Test, Kruskall Wallis and ANOVA were used in statistical assessment of data. Pearson Product-Moment Correlation analysis was used to determine whether there was a significant relation between socialization and sports-socialization scores and the causal relations between two variables were tested with simple linear regression analysis. The study was analyzed in terms of certain variables and it was concluded that the variables of gender, age, place of residence and type of sports done by the participants did not make a difference on sports-socialization and socialization scores. It is also observed that there is a positive and significant relation between the variables of socialization and sports-socialization (r = 0.624, p&lt;0.01). In other words, it can be stated that the higher the socialization scores of the participants are, the higher their sports-socialization scores become, accordingly.
Perceptions of Prospective Turkish Teachers Regarding Literature Circles
Author: Aytan, Talat
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Case Studies,Qualitative Research,Middle School Students,Teaching Methods,Teacher Education Programs,Interviews,Cooperation,Group Dynamics,Self Esteem,Aesthetics,Vocabulary Development,Reading Instruction,Group Activities,Novels,Content Analysis

The fact that the prospective Turkish teachers' having a command of different methods and techniques as being Turkish teachers of the future is important in terms of its positive effects on the comprehension and expression skills of the middle school students. This study used the case study design and the qualitative approach. The aim of the research was to test the effectiveness of literature circle method and contribute to the field in theoretical and practical context. Forty-six prospective Turkish teachers were conveniently sampled from the state university in Istanbul, to participate in the study. During six weeks, the opinions of prospective Turkish teachers who applied literature circle method were collected through unstructured interview forms. The data collected were subjected to a content analysis. It was concluded that prospective Turkish teachers found the method of literature circle favorable, in terms of cooperation, solidarity, gaining different perspectives, revealing hidden talents, developing self-confidence, aesthetic pleasure, enriching vocabulary and catching the details.
Metaphors of History Teachers Candidates in Turkey on Teaching Profession
Author: Bircan, Tuba Sengul
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Preservice Teachers,Career Choice,Teaching (Occupation),Student Attitudes,Teacher Education Programs,Questionnaires,Figurative Language,Teacher Characteristics,Qualitative Research,Content Analysis

The study aims to determine the reason for choosing the teaching profession identifying how history teacher candidates perceive the concepts of &quot;teacher&quot; and &quot;teaching.&quot; The study was conducted with 115 history teachers enrolled in an initial teacher training programme in a university located in Turkey's Central Anatolia Region in the 2014-2015 academic year. To investigate the candidate teachers' perceptions of the teaching profession, the research participants filled in blank space from a questionnaire administered by the researchers. The collected data was analysed using the content analysis method and this gave rise to specific metaphors with associated categories. Thus, 19 metaphors and 6 categories for the teacher concept; 26 metaphors and 7 categories for teaching; 15 reasons and 3 categories for the reasons of choosing the teaching profession emerged. Research findings illustrate that the candidate history teachers' perception of the teaching profession are positive. However, the participants used predominantly negative metaphors, in describing the difficulties history teacher candidates encountered regarding &quot;teaching.&quot; In relation to teaching profession choices, the most occurring reason was the love for the profession; other factors affecting the candidates' preference were the reasons articulated in the categories of &quot;need&quot; and &quot;responsibility.&quot;
Textbooks Thematic Based Character Education on Thematic Learning Primary School: An Influence
Author: Wuryani, Meilan Tri
Date: 2018-00-00
Type: Journal Articles
Subjects: Textbooks,Textbook Content,Citizenship Education,Values Education,Elementary School Students,Quasiexperimental Design,Experimental Groups,Control Groups,Comparative Analysis,Grade 4,Observation,Statistical Analysis,Teaching Methods,Foreign Countries,Pretests Posttests,Qualitative Research,Instructional Effectiveness

The research aims to find out the extent of the influence of textbook thematic based character education on thematic learning primary school students. This type of research is a quasi-experimental research. This research was conducted through categorizing an experimental group by textbook thematic based character education and a control group by using the conventional learning textbook. The population in this research was 61 fourth-grade students in total. Sample determination was conducted by using simple random sampling. In this research, data collection techniques were test and observation. Data analysis techniques were descriptive statistics and t-test with SPSS 21.0. The result of calculation shows that the t-result is 9.162 with which the significance level is less than 0.05 that is 0.000. Thus, it can be concluded that learning with the textbook thematic based character education has an influence on thematic learning of fourth-grade students in primary school. In addition to influential in student learning outcomes, textbook thematic based character education also affects the character of students.
Flexible Weighting in Online Distance Education Courses
Author: Brockerhoff-Macdonald, Bettina
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Distance Education,Educational Technology,Technology Uses in Education,Student Satisfaction,Teacher Attitudes,Student Attitudes,Student Needs,Learner Engagement,Student Evaluation,Evaluation Methods,Assignments,Student Participation,Foreign Countries,Weighted Scores,Questionnaires

Are current evaluation scheme practices really inclusive of differing teaching and learning preferences and cultural sensitivities? Are students and faculty satisfied with the assignments they have now? Do assignments accurately reflect a student's learning and skill acquisition? How can students be given assignment options to engage them more fully without increasing workload for faculty? This paper will examine how the flexible weighting option responds to the learning needs of students by promoting their success, building on their strengths, and giving them a sense of ownership and choice. Results of this pilot project have shown that flexible weighting can encourage student engagement and reduce their stress. What does this mean for faculty? Any course with a variety of assignments can implement flexible weighting. Flexible weighting can be successfully applied in courses regardless of the method of delivery and can be adapted for courses in a variety of disciplines.
The Recognition of Non-Formal Education in Higher Education: Where Are We Now, and Are We Learning from Experience?
Author: Harris, Judy
Date: 2018-00-00
Type: Journal Articles
Subjects: Incidental Learning,Higher Education,Experiential Learning,Shared Resources and Services,Online Courses,Prior Learning,Qualifications,Accreditation (Institutions),Educational Demand,Expertise,Educational Practices,Educational Quality,Educational Assessment,Credentials,Comparative Education,Foreign Countries,Content Analysis

The increasing availability of non-formal education in the form of Open Education Resources (OERs) and Massive Open Online Courses (MOOCs) gives rise to the questions of how such education can be formally recognized for credit. Prior Learning Assessment and Recognition (PLAR), and Qualification Frameworks are fields of practice actively engaged in and associated with the recognition of non-formal education (RNFE) and can provide guidance on RNFE for the recognition of OERs/MOOCs. A scoping exercise reviews the literatures from the three fields and associated practical exemplars. Findings suggest a growing demand for, growth in, and diversification of, the recognition of non-formal education. Synergies or creative combinations of expertise across the three fields that could be further exploited to gain maximum traction for RNFE are identified. These are multi-dimensional: top-down, bottom-up, sector to sector, country to country, qualification framework to qualification framework, system to system, field to field. There is ample evidence that the process of recognition, albeit demanding, &quot;does&quot; have a positive effect on the quality of the NFE, and by association, it is hoped, on the qualification status of individuals and their access to related social and economic benefits.
Using Issues-Based Art Education to Facilitate Middle School Students&apos; Learning in Racial Issues
Author: Li, Dan
Date: 2018-05-16
Type: Journal Articles
Subjects: Teaching Methods,Art Education,Middle School Students,Social Problems,Art Activities,Discussion (Teaching Technique),Visual Aids,Racial Discrimination,Race,Racial Bias,Student Attitudes,Student Development,Critical Theory

Issues-based art education encourages students to express their perspectives on different social issues through art making. In this article, the author discusses racial issues with middle school students through contemporary artwork discussion and hands-on poster making. The difficulties that students encounter in their poster making session will be discussed. In the final section, the author offers suggestions about teaching an issues-based art class for other teachers.
A Collaboration in Care: Re-Visioning Teacher-Student Dialogue in Dance Education
Author: Gose, Rebecca
Date: 2018-05-16
Type: Journal Articles
Subjects: Dance Education,Teacher Student Relationship,Interpersonal Communication,Teacher Attitudes,Student Attitudes,Holistic Approach,Cooperation,Teaching Methods,Caring,Higher Education,Dialogs (Language)

The following narrative recounts a collaborative reflective investigation into pedagogical care using a teacher-student dyad approach. Originating from the student's inquiry that fulfilled her teacher's assignment, the ensuing exploration investigates care from both teacher and student perspectives in the classroom and choreographic settings. This concept of care--while not without its challenges and complications--is essential for the development of a healthy dynamic of mutual respect and learning between teachers and students. Supported by Noddings' ethic of care (Noddings, 2003; Warburton, 2004), the authors examine how a holistic approach fosters open communication between teacher and individual student, allowing a rich collaboration and re-examination of the traditional dance classroom. To reflect the unique dialogical process of this collaboration, the authors have fashioned sections of the paper into divergent formats such as dual narratives and reflective dialogues.