ethanporcaro/eric-fulltext-meta huggingface dataset:
Analyzing the Cyberbullying Behaviors of Sports College Students
Author: Dogar, Yahya
Date: 2019-00-00
Type: Journal Articles
Subjects: Bullying,Aggression,Social Media,Athletics,College Students,Age Differences,Gender Differences,Parent Background,Educational Attainment,Competition,Professional Associations,Prevention,Foreign Countries,Adolescents,Young Adults,Family Income,Attendance,Secondary School Students,Student Behavior

Studies conducted show that verbal and physical aggressive behaviors particularly among students are affected by the cyberbullying behaviors that are recently becoming even more prevalent with the increase in the social media tools. Such a case may also raise the need for investigating the cyberbullying behaviors of students of sports education in particular. Therefore, the aim of this study is to determine the cyberbullying behaviors of Sports College students. The sample of the study consists of 658 students (465 males and 193 females) studying at Sports Colleges in four different cities in Turkey. Among the quantitative research methods, scanning method has been used in the study. The &quot;Cyberbullying Scale of Sports Audience&quot; developed by Dogar and Karaca (2019) has been used in the study as data collection tool. It consists of 7 questions, which have one-dimension and 5-point Likert scale. The data obtained has had normal distribution. The student t-test has been used for dual comparisons, and one-way analysis of variance (ANOVA) with Tukey post hoc test has been used for multiple comparisons. The level of significance has been selected as p&lt;0.05. The findings of the study have revealed that there were statistically significant differences between the cyberbullying behaviors of Sports College students and their age, sex, educational status of parents, means of following matches, frequency of watching matches, attending to away matches, membership of sports associations, social media accounts, purposes and levels of using such accounts. As a conclusion, it was found out that the efforts of students and teachers alone will not be sufficient in preventing the cyberbullying behaviors. The families, society and the government should also be sensitive of this issue for a solution.
Examination of Classroom Management Approaches of Social Studies Teachers
Author: Güleç, Selma
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Classroom Techniques,Gender Differences,Status,Teaching Experience,Teacher Characteristics,Power Structure,Democracy

In this study, the views of social studies teachers about the autocratic, democratic and irrelevant classroom management approaches were examined. For this purpose, it was investigated whether the opinions of the social studies teachers about the classroom management approaches differed according to their gender and seniority. This research employed a descriptive research model. The sample of the study consisted of 83 teachers working in various schools in Bursa. In this study, the &quot;teachers' understanding of classroom management survey&quot; developed by Terzi and composed of two sections and a total of 38 items was used. The data of the study was analyzed in the SPSS program by using the significance level of 0.05. By using one-sample t-test in the pairwise comparisons, it was aimed to determine whether there was a difference between the teachers' classroom management understandings and their personal characteristics. In the comparison of more than two sets, one-way analysis of variance was applied. As a result of the study, no significant difference was found between the social studies teachers' classroom management approaches according to the variable of gender. The female and the male social studies teachers demonstrated their autocratic, democratic and irrelevant classroom management understandings at the same level. According to the variable of professional seniority, it was found out that the teachers with a professional seniority of between 16-20 years exhibited their democratic classroom management approaches at a higher level.
From Mussels Stand to Becoming a Doctor: A Discussion on the Importance of Education in the Vertical Transition between Social Strata in Terms of Career Choices and Sources of Vocational Awareness in Children with Low Socioeconomic Level
Author: Tuzel Iseri, Emel
Date: 2019-00-00
Type: Journal Articles
Subjects: Role of Education,Social Mobility,Career Choice,Career Awareness,Socioeconomic Status,Low Income Students,Grade 4,Elementary School Students,Foreign Countries,Health Occupations,Cultural Influences,Disadvantaged Youth,School Guidance,Occupational Information,Childrens Attitudes

This study aims to discuss the importance of education in vertical transition between social strata in the context of career choices and vocational awareness sources in children with low socioeconomic level. The study used a phenomenological design within a qualitative research approach framework. The study group consisted of 55 fourth-grade students enrolled in a primary school in a low socioeconomic area of Izmir province in Turkey. Findings of the research laid out that the students mostly wanted to be a doctor, their positive attitudes towards the profession and their desire to be beneficial to the society gained importance in their career choices, taking the example of people who they encountered in real life and who they watched on TV affected their career choices, and that there were participant views indicating that a thorough presentation of careers was not conducted even though a number of professions were mentioned in the lesson. The findings were discussed in terms of carrying out vocational guidance more carefully for participants consisting of children with low socioeconomic level who have parents with low education level so that its disadvantages can be eliminated. [This study was presented at 17th International Primary Teacher Education Symposium (IPTES, 2018), Ankara, Turkey.]
Examination of the Restructured Turkish Teaching Undergraduate Program
Author: Alver, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Study,Preservice Teacher Education,Curriculum Development,Educational Change,Courses,Credits,Course Content

In the 21st century, dizzying rapid changes and innovations in science, technology, social life, learning and teaching approaches have redefined the characteristics of the type of human targeted to rise. The duty of training individuals with these qualifications falls to the teachers after the family. The training of teachers, who are the vital point of the education system, plays a key role in educating individuals with targeted qualifications. When considering history of training of teachers in Turkey, the existence of deep-rooted history is clear. As teacher training institutions change over time, it is seen that teacher training programs are renewed or updated parallel to the change. As a final, arrangements are made in 25 of teachers training undergraduate program to be applied in 2018-2019 academic year. One of these programs is the Turkish Teaching Undergraduate Program. The aim of this study is to examine the restructured Turkish Teaching Undergraduate Program in comparison with the previous Turkish Teaching Undergraduate Program in various aspects. The study is a descriptive study in screening model. The study group of the research consists of the 2006-2007 Turkish Teaching Undergraduate Program and the Turkish Teaching Undergraduate Program implemented in the 2018-2019 academic year. The data of the study was collected by qualitative research techniques through document analysis. The descriptive analysis technique was used in the analysis of the study data and the data collected about the problem of the research were tabularized and interpreted. As a result of the research, according to Turkish Teaching Undergraduate Program that was put into practice in 2018-2019 academic year, it was detected that there is important changes in issues such as courses, course hours, course contents, course credits.
The Early Bird Gets the Word
Author: Meriläinen, Merja
Date: 2019-09-00
Type: Journal Articles
Subjects: Language Skills,Second Language Learning,Foreign Countries,Teaching Methods,Teacher Competencies,Vocabulary Development,Play,Student Motivation,Early Childhood Education

Success in an increasingly globalized world sets requirements for versatile communication skills and understanding about other cultures. One of the keys to success is versatile language skills, on which the European Commission spoke out as early as in 1995, recommending that every European citizen should learn two foreign languages in addition to their mother tongue. Now, more than twenty years later, the launch of early foreign language teaching that is to begin in the first grade in Finland, in January 2020, is a significant step towards this goal. Studies show that early foreign language learning needs to be carefully carried out in order to achieve positive effects and the effects that have been set for it in the national language program and curriculum. The age when language teaching is started is, however, just one of many variables that are seen to be relevant to the development of foreign language skills in the framework of early foreign language teaching and learning. As early foreign language teaching is a very recent area of teaching in Finland, the policymakers and teachers play a significant role in creating new kind of learning environments, operating culture and pedagogy for foreign language learning. This article discusses early foreign language learning landscape in the context of early foreign language learning theory, initial education pedagogy as well as functional foreign language learning. The cornerstone of this study is the Contextual Pedagogical approach to Learning, which creates a bridge between the theory and practice of early foreign language learning, creating an inspiring and stimulating basis for later language learning.
Social and Economic Factors Associated with the Consumption of Alcoholic Beverages in Universities
Author: Fernandez, Gabith M. Quispe
Date: 2019-00-00
Type: Journal Articles
Subjects: Drinking,College Students,Foreign Countries,Student Behavior,Age Differences,Gender Differences,Marital Status,Incidence,Social Influences,Economic Factors,Motivation,Environmental Influences

The objective of the research is to determine the social and economic factors associated with the consumption of alcoholic beverages and their impact on professional training through the fulfillment of academic activities of university students. It uses the deductive method, and has a descriptive level (factorial and discriminant analysis) and explanatory level (regression analysis). The questionnaire was applied as a data collection instrument, which has an index of Cronbach's alpha of 0.745. It is applied to a sample of 98 students from a total population of 9,194 from the National University of Chimborazo, Ecuador. The results show that the alcohol consumption in university students depends significantly on the age that begins to consume, gender, marital status and frequency of consumption; there are social and economic factors associated with alcohol consumption; a high incidence of alcohol consumption in compliance with academic obligations in the professional training process.
Role of Psychological and Educational Guidance Center in Reducing the University Violence from Educational Science College&apos;s Students&apos; Perspective in Counseling and Mental Health Department at World Islamic Sciences and Education University
Author: Al-Daheri, Saleh Hassan
Date: 2019-00-00
Type: Journal Articles
Subjects: Violence,Prevention,Intervention,College Students,Student Attitudes,Counselor Training,Mental Health,Foreign Countries,School Counseling,Social Problems,Counselor Role,Aggression,Bullying,At Risk Persons,Behavior Problems,Individual Characteristics,Guidance Centers

The study aimed to identify the roles of Psychological and Educational Guidance Center in Reducing the phenomenon of the university violence from the perspective of the Educational Science College's students in Counseling and Mental Health Department at World Islamic Sciences and Education University. And to achieve the study's goal, a sample consisted of 10 students of the Educational Science College was selected. A questionnaire was developed to collect data. Results showed that the level of students' degree in practicing violence was moderate and media is one of the major causes of violence at university. The researcher came up with some recommendations.
An Exploration of Supports for Increasing Classroom Physical Activity within Elementary Schools
Author: Calvert, Hannah G.
Date: 2019-09-00
Type: Journal Articles
Subjects: Physical Activity Level,Elementary School Students,Elementary School Teachers,Health Promotion,Teacher Attitudes,Physical Activities,Teacher Collaboration,Peer Influence,Feedback (Response),Physical Education Teachers,Administrator Role

Classroom-based physical activity (CBPA) can significantly benefit students' health and educational outcomes, but many teachers do not utilize CBPA. This study examined teachers' perceptions about the value and impact of several approaches to support CBPA implementation, and teachers' weekly self-reported CBPA use. Interviews were conducted with 35 classroom teachers (including those using and not using CBPA) at two public elementary schools, and CBPA tracking logs were collected on a weekly basis. Interview transcripts were interpreted through key domains within implementation science. On average, teachers reported using one activity every other day. Interview data revealed that utilizing professional collaboration time for peer-to-peer feedback and getting informal support from the school's physical education teacher both have some promise for increasing implementation of CBPA. However, teachers largely felt these strategies were unnecessary. Explicit administrator support was reported by teachers as the most promising mechanism for increasing their CBPA implementation.
Experiential Learning Experiences to Enhance Preservice Special Educators&apos; Literacy Instruction
Author: Hughes, Marie Tejero
Date: 2019-09-00
Type: Journal Articles
Subjects: Experiential Learning,Preservice Teachers,Special Education,Students with Disabilities,Teacher Student Relationship,Attitude Change,Evidence Based Practice,Urban Universities,Graduate Students,Public Schools,Elementary Schools,Knowledge Level,Reflective Teaching,Reading Instruction,Literacy

We must provide preservice special educators with quality programs that are inclusive of both the knowledge and skill needed for delivering engaging and impactful literacy instruction. Successful teacher education programs not only engage preservice educators in developing their knowledge of practices but provide opportunities to practice and reflect on teaching students with disabilities. Thus, the purpose of this study was to examine if participation in an experiential learning experience that was integrated into literacy course enhanced preservice special educators' knowledge of literacy instruction, shifted their beliefs, and/or modified their practice for working with students with disabilities. Over three semesters, 47 preservice special educators enrolled in the course and completed the experiential learning experience. We conducted a qualitative content analysis of the lesson plans and reflections that these preservice educators submitted throughout the course. Our findings revealed that the preservice educators not only increased their instructional knowledge but as they engaged with students with disabilities, they changed their instructional practices, utilizing more evidence-based practices and shifted their beliefs by holding themselves accountable for student learning, These findings reaffirmed the continued need to integrate experiential learning throughout preservice programs to allow teachers to put into practice what they are learning in courses.
The Art-Based Methods in Developing Transversal Competence
Author: Piispanen, Maarika
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Well Being,Art Expression,Art Activities,Inservice Teacher Education,Core Curriculum,Competence,Art Education

This article describes a project called &quot;The art based methods in developing transversal competence&quot; funded by The Finnish National Board of Education. The article is based on the hermeneutic phenomenological approach in action research. The project developed learning environments as well as project-based learning with emphasis on the art-based methods and transversal competence approach to learning. The aim was to develop unique and communal well-being in learning. The project offered tools to strengthen teachers' professional skills to use expressive, art-based methods in different curriculum-based projects. The professional in-service training project included five contact days in six weeks divided into three periods. The expressive art work process followed the model of the expressive art work. The whole process followed the hermeneutical circle as well as the phenomenological method: expressions, reflections and sharing linked all together as a part of authentic learning experience in the context of the Finnish National Core Curriculum (2014). One of the main outcomes was that the use of the art-based methods in transversal competence increases ubiquitous well-being among teachers and pupils. Research material is based on students' diaries, experiences and anonymous feedback.
Speaking Cooperation, Acting Competition: Supply-Side Subsidies and Private Schools in Socioeconomically Disadvantaged Contexts in Buenos Aires
Author: Moschetti, Mauro C.
Date: 2019-10-21
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Heuristics,Competition,Private Schools,Poverty,Enrollment,Educational Change,Public Schools,Family School Relationship,Classification,Social Differences,Equal Education,School Choice,Partnerships in Education,Trend Analysis,Principals,Administrator Attitudes,Selective Admission,Urban Schools,Grants,Educational Finance,Elementary Schools

Few studies have explored how schools respond to competition in socially embedded education quasi-markets. This study focuses on how state-subsidized privately-run low-fee schools (S-LFPSs) compete with free public schools in some of the poorest neighborhoods of the City of Buenos Aires. In particular, we explore how S-LFPSs follow different logics of action to attract (and shape) enrollment profiting from their extended autonomy and some regulatory gaps. We applied discourse analysis on data from eight months of ethnographic case study research in nine S-LFPSs. Student selection and operational changes (e.g., increasing the student/teacher ratio) prevail over academic and curricular changes. Selection is operated by means of aptitude tests and screening interviews, and other symbolic artifacts aimed at signaling differences with state-run schools and the potential fit between schools and families. We present a heuristic typology of the different logics of action systematizing the schools' responses as their leading orientations toward the competitive environment. We suggest that policy inconsistencies and deficient governmental oversight tilt the field against state-run schools. Rather than ensuring equality of educational opportunity, the policy contributes to shape and deepen a highly segregated and inequitable educational landscape.
The Relationship between Digital Game Addiction, Communication Skills and Loneliness Perception Levels of University Students
Author: Kanat, Sevtap
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Games,Addictive Behavior,Correlation,Communication Skills,College Students,Student Attitudes,Psychological Patterns,Foreign Countries,Young Adults,Public Colleges,Predictor Variables,Parent Background,Educational Attainment,Gender Differences,Affective Measures,Instructional Program Divisions,Family Income,Siblings,Time Management

Today, with the developing technology, the use of computers, mobile phones and the internet has become indispensable tools of people's lives. Technology has created new risks while facilitating the living conditions. Especially, there are various addiction concepts that negatively affect human life. Digital game addiction has been added to the concepts of addiction. Game addiction negatively affects the cognitive, psychological and social life of the individual. It is seen that such addiction rapidly spreading around the world are also widespread among children and young people in Turkey. The young population in Turkey is quite intense; it is necessary to investigate the problems related to digital games and find the optimal solution. In this research, it is aimed to investigate the digital game addiction, communication and loneliness perception levels of university students in terms of demographic variables. The sample of the study included 646 students studying at Inönü University in the 2018-2019 academic year. A survey that consists of personal information form, Digital Game Addiction Scale, Communication Skills Scale and UCLA Loneliness scale were used to collect data. The data obtained from the study were analyzed using independent t-test, one-way analysis of variance test (ANOVA) and Pearson's Product-Moment Correlation Analysis. According to the results; digital game addictions of the participants vary according to gender, grade, parental educational degree, daily playing time and number of siblings. However, income level has no effect on digital gaming addiction. While gender, grade level, mother's educational degree, duration of play and number of siblings have effects on communication skills; father's education level and income level have no effect on it. There are significant relationships between students' perception of loneliness and gender, mother and father educational degree and duration of playing time. One of the main finding obtained in the study; is a significant relationship between digital game addiction and communication skills while there is no statistically significant correlation between digital game addiction and loneliness.
Educating on a Budget: The Subsistence Model of Low-Fee Private Schooling in Peru
Author: Balarin, María
Date: 2019-10-21
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,Fees,Social Influences,Context Effect,Socioeconomic Influences,Cultural Influences,Models,Elementary Education,Supply and Demand,Educational History,School Size,Geographic Location,Public Schools,Secondary Education

Over the last decades, Peru has experienced an extraordinary rise of low-fee private schools (LFPSs). While global debates on the quality of this modality of schooling have been gaining currency, research on the organizational practices of LFPSs remains comparatively underdeveloped. This paper aims at identifying and describing the managerial, business and organizational practices exhibited by Peruvian LFPSs--and at understanding them in relation to the social norms and institutional arrangements specific to the context in which they operate. The study draws on a combination of archival analysis, interviews with decision-makers, and interviews with school owners and principals. The results of our research show that the specificities of the socioeconomic, cultural and regulative environments in which Peruvian LFPSs operate have led to the consolidation of a particular subsistence model of LFPS where profit-making appears to play a limited role. This model is also characterized by the low formalization of management routines, the impossibility to generate economies of scale, and the reliance on interpersonal trust as a means to reduce risk -- in a context of low bureaucratization and limited regulatory oversight. We argue that, in view of the distinctly low achievement levels of Peruvian LFPSs, gaining a fine-grained understanding of their organizational practices (and the incentives they respond to) remains a relevant task, and a necessary step to devise effective policy strategies.