ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Relationship between Sprint and Jump Performances with Velocity and Power Parameters during Propulsive Phase of the Loaded-Squat Jump Exercise
Author: Can, Ibrahim
Date: 2018-00-00
Type: Journal Articles
Subjects: Athletics,Motion,Exercise,Muscular Strength,Motor Reactions,Physical Activities,Athletes,Tests,Statistical Analysis,Correlation,Statistical Significance,Young Adults,Foreign Countries

The purpose of this study was to investigate the relationship between sprint and jump performance with velocity parameters in the loaded-squat jump exercise (SQ[subscript Loaded]). In accordance with this purpose, a total of 13 athletes competing in martial sports have participated in this study voluntarily. In this study, sprint tests, vertical jump (VJ), standing long jump (SLJ) tests and one repetition maximal strength test were applied. In order to determine velocity and power parameters, SQ[subscript Loaded] exercise was applied by using an external load that corresponds to 40% of body weights of the subjects via an isoinertial velocity transducer (T-Force dynamic measurement system) and values of mean propulsive velocity (MPV), peak velocity (PV), mean propulsive power (MPP) and peak power (PP) were obtained. Descriptive statistics, Spearman correlation analysis and Shapiro-Wilk normality tests were used for data assessment. It has been concluded that there is no statistically significant relation between 10, 20 and 30 meter sprint times and the values of MPV (r.= -0.332; r.= -0.375; r.= -0.446; p&gt;0.05 respectively), PV (r = -0.058; r = -0.118; r = -0.165; p&gt;0.05 respectively), MPP (r = -0.285; r = -0.482; r = -0.485; p&gt;0.05 respectively) and PP (r = -0.205; r = -0.512; r = -0.391; p&gt;0.05 respectively) during SQ[subscript Loaded] exercise. In addition, while no statistically significant relation has been obtained between the VJ and SLJ values of the participants and MPV (r = 0.496; r = 0.429; p&gt;0.05 respectively) and PV (r = 0.300; r = 0.223; p&gt;0.05 respectively) values during propulsive stage of SQ[subscript Loaded] exercise, it has been ascertained that there is a statistically positive and significant relation between the values of MPP (r = 0.620; r = 0.580; p&gt;0.05 respectively) and PP (r = 0.678; r = 0.572; p&lt;0.05 respectively). In conclusion, it can be suggested that lifting velocity and power values don't have a positive effect on short sprint performance; however power values affect the vertical jump and standing long jump performances positively.
Investigating the Views of the Teachers on the Acquisition Related to the Natural and Cultural Assets in the Field of Culture and Heritage Learning of 5th Grade Social Studies Lesson
Author: Polat, Suat
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Heritage Education,Cultural Background,Grade 5,Social Studies,Foreign Countries,Qualitative Research,Interviews

The purpose of this research is to examine the gains of natural and cultural assets in the field of cultural and heritage learning of 5th grade social studies lesson according to the teacher's views. For this purpose, the opinions of the Social Studies teachers working in Agri Province were taken. The study was a qualitative study and the sample was determined by maximum variation sampling method. The data of the study were collected by interview form consisting of open ended questions. In the analysis of the data, descriptive analysis method was used. The findings of the study were presented on tables with frequency and percentage values. As a result of the research, the teachers of social studies have generally agreed that the achievements in the field of culture and heritage learning are generally appropriate in terms of content, scope, classroom suitability, comprehensibility and acquisition, but they have expressed their opinion that the gains related to Kemalism should be removed from the field of culture and heritage learning. Social Studies teachers who participated to the study stated that it is necessary to teach natural and cultural assets, but they stated that they had difficulties in terms of the amount of time spent to the subject and implementation. Teachers also stated that teaching the natural and cultural assets is important due to introduce the environment in which the students live and raises awareness and sensitiveness about the environment.
Bilingualism in Education in the Multilingual Apple: The Future of the Past
Author: García, Ofelia
Date: 2010-00-00
Type: Journal Articles
Subjects: Bilingualism,Multilingualism,Futures (of Society),Language Minorities,Puerto Ricans,Language of Instruction,Bilingual Education Programs,Models,Teaching Methods,Educational History,Student Needs,Bilingual Education,Educational Legislation,Second Language Learning,English (Second Language),Spanish

This article traces the ways in which New York City schools have responded to the multilingualism of its children in the last forty years. I review here the past to construct the future--the future of the past. I argue that in the predominantly Puerto Rican community of the 1960s and 1970s a simple approach toward languages and bilingualism in education was an appropriate response to meet the needs of language minority children. Thus, subtractive and additive bilingual education programs might have been sufficient. However, in the 21st century, with the demographic shifts and the technological advances of a globalized world, other understandings of bilingualism in education need to be constructed. I advance here another two models of bilingualism--recursive and dynamic--that are more appropriate for the 21st century and discuss how this might be accomplished in schools in New York City.
Developing Academic Language and Content for Emergent Bilinguals through a Science Inquiry Unit
Author: Mercuri, Sandra
Date: 2011-00-00
Type: Journal Articles
Subjects: Bilingual Education,Teaching Methods,Units of Study,Inquiry,Science Instruction,Language of Instruction,Course Content,Standards,Academic Discourse,Spanish,English (Second Language),Second Language Learning,Second Language Instruction,Guidelines,Instructional Effectiveness,Grade 3,Elementary School Teachers,Teacher Expectations of Students,Native Language Instruction,Observation,Interviews,Teacher Attitudes

There is growing evidence that schools are not meeting the needs of emergent bilinguals who are falling behind in both academic language development and content knowledge learning. In response to this concern, this article proposes five research-based guidelines for promoting effective instruction for emergent bilinguals. In order to connect theory to practice, implementation of these guidelines is explored through a descriptive study, within a qualitative paradigm, involving Jessica, a Spanish/English bilingual third-grade teacher. Through a description of her science inquiry unit on water, the authors outline how Jessica's instruction reflected the five guidelines. The analysis of her instruction revealed that Jessica developed a standards-based, challenging and enriching inquiry-based curriculum; had high expectations for all of her students and capitalized on their background knowledge and experiences; used a variety of strategies to foster the development of both language and content; created an environment that valued and supported primary language development; and focused on teaching academic language in both English and Spanish.
Transient ELLs: A Teacher&apos;s Inquiry into Literacy Instruction
Author: Maysonet, Dianne
Date: 2010-00-00
Type: Journal Articles
Subjects: English Language Learners,Literacy Education,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Migrants,Language Teachers,Bilingualism,Teacher Researchers,Teacher Collaboration,Teacher Attitudes,Case Studies,Spanish,Literacy,Student Mobility,Elementary School Students,Teacher Role,Writing (Composition),Academic Achievement,Student Characteristics

This narrative describes my learning process in becoming a teacher-researcher as I worked with an ELL, Jayla, who experienced a transient lifestyle. As a member of a teacher-inquiry group, the Bilingual Teacher-Research Forum I collaborated with other bilingual and ESL teachers from schools in a large city in the northeastern part of the United States. I learned to systematically investigate my practice to identify instructional strategies that promoted ELL students' literacy in English. My first inquiry was guided by one query: What instructional strategies may promote the language and literacy development of transient ELLs? In this article I describe how I investigated Jayla's literacy growth. I reflect on my transformation from a teacher to a teacher-researcher and propose some practical suggestions for teachers who teach ESL with transient backgrounds.
Gaining Appreciation and Understanding for Writing in English in a Bilingual Class
Author: Mykysey, Nadia
Date: 2011-00-00
Type: Journal Articles
Subjects: Bilingualism,English (Second Language),Second Language Learning,Second Language Instruction,Writing Attitudes,Grade 1,Elementary School Students,Student Attitudes,Action Research,Spelling,Writing Evaluation,Writing Skills,Skill Development,Faculty Development,Teaching Methods,Teacher Attitudes,Reflective Teaching,Spanish,Low Achievement,Reading Teachers,Specialists,Elementary School Teachers,Communities of Practice

While participating in the Bilingual Teacher Research Forum (a teacher inquiry group), I decided to do research in my classroom to investigate the ways in which emergent bilinguals (EBs) expanded their appreciation and understanding of writing in English as a second language. The purpose of this study was to examine and describe first-grade EBs' development of writing. A variety of assessment tools were used to document students' writing growth over time. All the children made progress both in their spelling and in their writing of stories. Engaging in teacher-based research became a professional development tool to document and reflect on my teaching practice and its impact on the writing attitudes and skills of a group of first-grade EBs.
Exploring Differences in Measurement and Reporting of Classroom Observation Inter-Rater Reliability
Author: Wilhelm, Anne Garrison
Date: 2018-04-00
Type: Journal Articles
Subjects: Interrater Reliability,Measurement,Observation,Educational Research,Correlation,Journal Articles,Scoring,Differences,Simulation,Comparative Analysis,Monte Carlo Methods

Although inter-rater reliability is an important aspect of using observational instruments, it has received little theoretical attention. In this article, we offer some guidance for practitioners and consumers of classroom observations so that they can make decisions about inter-rater reliability, both for study design and in the reporting of data and results. We reviewed articles in two major journals in the fields of reading and mathematics to understand how researchers have measured and reported inter-rater reliability in a recent decade. We found that researchers have tended to report measures of inter-rater agreement above the 0.80 threshold with little attention to the magnitude of score differences between raters. Then, we conducted simulations to understand both how different indices for classroom observation reliability are related to each other and the impact of reliability decisions on study results. Results from the simulation studies suggest that mean correlations with an outcome are slightly lower at lower levels of percentage of exact agreement but that the magnitude of score differences has a more dramatic effect on correlations. Therefore, adhering to strict thresholds for inter-rater agreement is less helpful than reporting exact point estimates and also examining measures of rater consistency.
Scale Pretesting
Author: Howard, Matt C.
Date: 2018-04-00
Type: Journal Articles
Subjects: Pretesting,Measures (Individuals),Test Items,Statistical Analysis,Qualitative Research,Best Practices,Objectives,Focus Groups,Interviews

Scale pretests analyze the suitability of individual scale items for further analysis, whether through judging their face validity, wording concerns, and/or other aspects. The current article reviews scale pretests, separated by qualitative and quantitative methods, in order to identify the differences, similarities, and even existence of the various pretests. This review highlights the best practices and objectives of each pretest, resulting in a guide for the ideal applications of each method. This is followed by a discussion of eight questions that can direct future research and practice regarding scale pretests. These questions highlight aspects of scale pretests that are still largely unknown, thereby posing a barrier to their successful application.
A Note on the Assumption of Identical Distributions for Nonparametric Tests of Location
Author: Nordstokke, David W.
Date: 2018-04-00
Type: Journal Articles
Subjects: Nonparametric Statistics,Statistical Analysis,Monte Carlo Methods,Sample Size,Statistical Distributions,Comparative Analysis,Hypothesis Testing

Often, when testing for shift in location, researchers will utilize nonparametric statistical tests in place of their parametric counterparts when there is evidence or belief that the assumptions of the parametric test are not met (i.e., normally distributed dependent variables). An underlying and often unattended to assumption of nonparametric tests of location is that of identical distributions. The assumption of identical distributions requires that distributions conform to one another in terms of variability and shape (i.e., variance, skew and kurtosis). The purpose of the current study is to demonstrate, via the use of Monte Carlo simulation, the assumption of identical distribution using the Wilcoxon-Mann-Whitney (WMW) test and the Student t-test for comparison. For each of the conditions, there are several levels of sample size, variance ratio, group sample size ratio, and degree of skew in the parent distribution. Empirical Type I error rates are compared to nominal Type I error rates to determine the validity of the result for each run of the simulation. Violation of the assumption of identical distributions lead to bias in the result of the WMW test and the Student t-test. Practical implications are also discussed.
In-Service Teachers&apos; Internet Self-Efficacy: A Re-Examination of Gender Differences
Author: Kahraman, Sakip
Date: 2018-04-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Internet,Self Efficacy,Gender Differences,Foreign Countries,Faculty Development,Web Based Instruction,Factor Analysis,Web 2.0 Technologies,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Statistical Analysis

Teachers' Internet self-efficacy plays a critical role in their web-based professional development and on their students' learning outcomes in Internet-based learning environments. It is therefore important to periodically measure and evaluate teachers' self-efficacy regarding the Internet, which is a dynamic technology, using an instrument that reflects the recent advancements in the Internet technology. By considering radical changes taking place recently on the Internet, this study aimed to explore teachers' Internet self-efficacy by gender by adapting an earlier instrument. To this end, the Internet Self-efficacy Scale (ISS) developed by Kim and Glassman (2013) was used. First, the ISS was adapted into Turkish and the confirmatory factor analysis results revealed that the Turkish version of the ISS could be used as a valid instrument to measure teachers' Internet self-efficacy [?[superscript 2](df = 106) = 270.836, NFI = 0.865, CFI = 0.912 and RMSEA = 0.086 (90% C.I.; 0.073 - 0.098)]. The coefficient of Cronbach's alpha for the Turkish version of the ISS was found to be 0.92. In this study, survey method was used. The sample of the study consisted of 349 in-service teachers with different majors in Turkey. The data were analyzed using independent sample t-test and the results showed teachers' Internet self-efficacy was considerably high. Additionally, no gender differences in any of the subscales of the ISS including five subscales, namely, reactive/generative, differentiation, organization, communication and search, were found.
Pre-Service Teachers&apos; Lived Experiences with Taking Courses through Learning Management Systems: A Qualitative Study
Author: Ergul Sonmez, Esra
Date: 2018-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Educational Technology,Technology Uses in Education,Integrated Learning Systems,Online Courses,Student Experience,Qualitative Research,Semi Structured Interviews,College Students,Student Attitudes,Program Effectiveness,Foreign Countries,Phenomenology

Learning management systems (LMS) are web-based platforms used for enhancing and supporting classroom teaching or delivering online instruction. Much of the earlier research has focused on their technological features and implementations into instruction. However, investigating what and how teachers and students think about and experience with LMS based on their actual usage is needed to realize educational potential of these systems. This study aimed to investigate pre-service teachers' lived experiences about taking courses through Moodle LMS. The research was designed as a qualitative study. Data were collected through semi-structured interviews and analyzed through content analysis technique via Nvivo 7.0 software. The sample included 25 college students majoring in Computer and Instructional Technology Education at a state university in Turkey. Majority of the participants indicated that Moodle was user-friendly, beneficial and enhancer for interaction with both instructor and course content. Participants identified &quot;assignments&quot;, &quot;resources&quot;, and &quot;forum&quot; as the most effective instructional modules. On the other hand, some argued that Moodle could not provide face-to-face interaction like in the classrooms and thus it was not suitable for certain math and non-math courses requiring such interaction. They also found registration to course website as the biggest technical challenge.
Social Work Education through Open and Distance Learning: An Indian Perspective
Author: Dash, Bishnu Mohan
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Educational Technology,Technology Uses in Education,Educational History,Social Work,Higher Education,Masters Programs,Doctoral Programs,Bachelors Degrees,Instructional Materials,Fees,Multimedia Instruction,Practicums,Barriers

The paper traces the historical perspectives of open and distance education in India. It also discusses the various modalities and standards followed by various universities in offering social work education through open and distance learning (ODL) mode. It also highlights the achievements and challenges of social work education through ODL mode in India. The article will be extremely helpful to the academicians and policy makers in understanding the various dimensions of social work education through ODL mode in Indian context. The study recommends that Indira Gandhi National Open University model is one of the successful models of offering social work education through ODL mode.
Organizing Educational Institutions Networking Cooperation through Distance Learning Technologies within Regional Education System
Author: Boronenko, Tatyana
Date: 2018-04-00
Type: Journal Articles
Subjects: Distance Education,Interaction,Social Networks,Educational Cooperation,Regional Cooperation,Regional Characteristics,Educational Technology,Models,Higher Education,Systems Approach,Foreign Countries

The article considers topical issues of a new form of interaction of educational organizations within a regional education system--networking cooperation by means of distance learning technologies. The purpose of the research is to develop a networking cooperation model of educational organizations through distance learning technologies and its methodical support within a regional education system based on the principles of openness, regionalization, integrity, productivity and technological effectiveness. The methodological basis of the research is comprised of the main ideas of systematic, technological and activity approaches. The model provides educational organizations with an opportunity to use it in the geographically remote regions. This provides for a continual cooperation of educational organizations at the regional level, creates an integrated learning environment, expands a resource potential of educational organizations and contributes to the improvement of education quality.
A Content Analysis of Dissertations in the Field of Educational Technology: The Case of Turkey
Author: Durak, Gurhan
Date: 2018-04-00
Type: Journal Articles
Subjects: Content Analysis,Doctoral Dissertations,Educational Technology,Foreign Countries,Models,Instructional Design,Research Design,College Students,Electronic Learning,Information Technology,Teacher Education,Special Education,Research Methodology,Data Collection

The present study aimed at conducting content analysis on dissertations carried out so far in the field of Educational Technology in Turkey. A total of 137 dissertations were examined to determine the key words, academic discipline, research areas, theoretical frameworks, research designs and models, statistical analyses, data collection tools, participants, instructional design models, variables/research focus and related institutions. When the research results were examined, it was found in relation to the dissertations that the most frequent method was &quot;mixed method&quot;; that the most frequent data collection tools were &quot;interview&quot;, &quot;questionnaire&quot; and &quot;scale&quot;; that the participants were generally &quot;university students&quot;; that the dependent variables were &quot;attitude&quot; and &quot;achievement&quot;; that the most frequent data analysis method was &quot;parametric analysis&quot;; and that the field of &quot;education and training&quot; was the one most frequently investigated. Among the most frequent key words was Online Learning, which was followed by Information and Communication Technology (ICT), Teacher Training and Special Education. In this respect, the present study, which examined dissertations, is thought to be important since it tried to reveal the current state of educational technologies in Turkey and to determine the related research trends.
The Use of a Serious Game and Academic Performance of Undergraduate Accounting Students: An Empirical Analysis
Author: Malaquias, Rodrigo Fernandes
Date: 2018-04-00
Type: Journal Articles
Subjects: Academic Achievement,Undergraduate Students,Accounting,Educational Games,Computer Games,Simulated Environment,Foreign Countries,Scores,Technology Uses in Education,Visual Aids

The literature on serious games (SGs) indicates that they are very useful tools to improve the teaching/learning process. In this paper, we analyze some potential benefits of a SG on academic performance of undergraduate accounting students. The database is comprised of scores obtained by students during an undergraduate discipline related with accounting history. The game was presented to the students during the academic semester of the discipline; they also developed an academic activity using the concepts of this game. The main results of the paper indicate that students who used the game and scored the maximum grade in this activity also registered higher indexes of academic performance in such discipline. These results reinforce the benefits of the SG to interact with undergraduate students and teach academic content. [Note: The header of this article shows the incorrect publication date (January 2018) for this issue. The correct date is April 2018.]