ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Self-Efficacy Skills of School Administrators through Simulation and Micro-Teaching Methods
Author: Ata, Erol
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Efficacy,Microteaching,Administrator Education,Administrator Attitudes,Foreign Countries,Simulation,Teaching Methods,Program Descriptions,Pretests Posttests,Scores

The belief, which includes the ability of doing something effectively, is self-efficacy. In this study, effective learning were intended to provide the participants, by using simulation and micro-teaching techniques from current method and approaches considering internationals standarts in growing school leaders. In this context, the purpose of this study was to train school leaders with high level self-efficacy beliefs, who are successful and contribute to realizing the goals of the school. In line with this aim, a training program lasting for 4 days was designed for selected school administrators candidates in Amasya province of Turkey 22 school administrator candidates were selected from different school levels. A pre-test was conducted on the participants before the training program and their readiness was determined. After the training, a post-test including the topics such as administrator self-efficacy was conducted on the participants. According to the findings, which were achieved after conducting Wilcoxon Signed-Rank in order to test the difference the school administrator self-efficacy beliefs before and after the training, significant differences were found in all dimensions of the self-efficacy scale. The fact that the statistical differences are in favor of pre-test scores means that the training program conducted were effective in the developing the self-efficacy beliefs of school administrators.
Comparison of the Metacognitive Awareness Levels between Successful and Unsuccessful Teams in the Turkish Men&apos;s Second Volleyball League
Author: Sevimli, Dilek
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Team Sports,Athletes,Males,Knowledge Level,Success,Psychomotor Skills

This study aimed to compare the metacognitive skill levels between successful and unsuccessful teams in the Turkish Men's Second Volleyball League in the season of 2017 -- 2018. Volunteer participants consisted of 133 volleyball players from eight Clubs' teams. The metacognitive skill inventory was used for data collection. Two components of this inventory are knowledge about cognition and regulation of cognition. First includes the sub-dimensions of declarative knowledge, procedural knowledge and conditional knowledge while second consists of the sub-dimensions of planning, information management strategies, comprehension monitoring, debugging strategies (DS) and evaluation. Mann Whitney U tests were used for two group comparisons while Spearman rank order correlations were performed to analyze the relations between team success and metacognitive awareness skills. This study showed that there was no significant difference with respect to metacognitive skills between successful and unsuccessful teams' mean values except DS. The mean of DS in top three ranking team was 10.58 % lower than unsuccessful teams. The difference indicates that top three rankings teams made fewer mistakes and thus have low DS while unsuccessful teams experienced more errors and they had higher DS. Execution volleyball skills without errors are critical factor for high performance.
Comparison of Pre-Service Teachers&apos; Social Skill Levels
Author: Erdogan, Ercüment
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Preservice Teachers,Interpersonal Competence,Foreign Countries,Physical Education,Music Education,College Students,Scores

The aim of this study was to compare the social skill levels of university students from three different teaching departments. Study sample consisted of 100 students (mean age = 21.55 ± 0.165) of physical education and sports teaching (PEST) department, 100 students (mean age = 20.93 ± 0.157) of classroom teaching (CT) department and 100 students (mean age = 21.43 ± 0.189) of music teaching (MT) department. Data were collected using a social skills inventory and a socio-demographic information form. Descriptive statistics, one-way variance analysis, LSD multiple comparison test and independent sample t test were used to analyze the data using the SPSS. The mean scores of PEST, CT and MT students on the Social Skills Inventory were 280.81 (±4.56), 281.34 (±5.45) and 278.94 (±5.32), respectively. There was no statistically significant difference in social skills scores between PEST, CT and MT students while female participants' social skills scores were significantly higher than those of male participants. Social skills scores did not differ significantly by parents' education level while they differed significantly by place of residence (village, district or city). Participants have an average level of social skills with no departmental difference. Female pre-service teachers have a higher level of social skills than male pre-service teachers.
A Comparative Analysis of Access to Education for Students with Disabilities in Brazil, Canada, and South Africa
Author: Kiru, Elisheba
Date: 2018-00-00
Type: Journal Articles
Subjects: Access to Education,Disabilities,Foreign Countries,Comparative Education,Barriers,Special Education

Access to education for children with disabilities remains a significant challenge in many countries despite international agreement of its importance. This paper describes results from a comparative analysis of education for students with disabilities in Brazil, Canada, and South Africa with a focus on how differences in disability policies, pedagogy, professional development for teachers, and sociocultural factors shape access to schooling in these three countries. The paper also reviews relevant literature to discuss how structural and cultural barriers can exacerbate exclusionary practices. The analysis highlights ways that these countries and others can increase participation in society and enhance quality of life for individuals with disabilities.
Burnout and Implications for Professional School Counselors
Author: Kim, Nayoung
Date: 2018-00-00
Type: Journal Articles
Subjects: Burnout,School Counselors,Stress Variables,Work Environment,Risk,Counselor Attitudes,Correlation,Supervision,Coping,Emotional Response,Self Concept,Maturity (Individuals),Accountability,Academic Achievement

To prevent school counselors from experiencing feelings of burnout, identifying relevant factors is important. The purpose of this article is to review studies investigating the constructs of burnout and occupational stress in school counseling samples. Eighteen published research articles fit the inclusion criteria for this review. The researchers identified external and internal variables relating to school counselor burnout, as well as protective and risk factors. The review identified that school counselors' higher level of burnout correlated with having non-counseling duties, being assigned large caseloads, working in schools that did not meet adequate yearly progress (AYP) status, experiencing a lack of supervision, possessing greater emotion-oriented stress coping scores, providing fewer direct student services, and having greater perceived stress. In contrast, feelings of burnout among school counselors were mitigated when counselors received supervision, possessed higher task-oriented stress coping strategies, scored at higher levels of ego maturity, reported greater occupational support at their schools, had greater grit scores, and worked in schools that met AYP.
The Predictive Relationship between Self-Efficacy Levels of English Teachers and Language Teaching Methods
Author: Kaygisiz, Semih
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,English Teachers,Second Language Instruction,English (Second Language),Teaching Methods,Communicative Competence (Languages),Predictor Variables

Purpose: Considering that self-efficacies of teachers can affect their educational and instructional applications, it is probable that self-efficacies of English teachers can predict the language teaching methods they employ. In this sense, the purpose of the study was to investigate the correlation between self-efficacies of English teachers and language teaching methods they employ. Method: This study used quantitative correlational design. 367 English language teachers participated in the study. ELT Context-Specific Teacher Efficacy Instrument and Language Teaching Methods Scale were used in order to collect the data. Descriptive statistics, Pearson's Product-Moment Correlation, and path analysis were used to analyse the data. Findings: The results indicated that English teachers' self-efficacy levels were high and they employed Communication Oriented Teaching more. There was a statistically significant correlation between self-efficacies of English teachers and language teaching methods they employed. The findings also revealed that the self-efficacy of English teachers was a significant predictor of the language teaching methods they employed. Implications for Research and Practice: This study found that as the self-efficacy levels of English teachers increased, they were more inclined to employ communication-oriented teaching methods. Therefore, both pre-service and in-service training should pay attention to the teachers' self-efficacies. Selfefficacies of English teachers should be considered as something important for a desired language teaching experience.
Inclusion of &quot;All&quot; Students in General Education? International Appeal for a More Temperate Approach to Inclusion
Author: Kauffman, James M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Disabilities,Regular and Special Education Relationship,Student Placement,Mainstreaming,Student Rights,World Problems,Legal Responsibility,Foreign Countries,Educational Legislation

Including students with disabilities in general education when appropriate is an important goal of special education. However, inclusion is not as important as effective instruction, which must be the first concern of education, general or special. &quot;Full&quot; inclusion, the claim that &quot;all&quot; students with disabilities are best placed in general education with needed supports, is a world-wide issue. Full inclusion does not serve the best interests of all students with disabilities. Including all students in the common enterprise of learning is more important than where students are taught.
Teacher Views on the Applicability of Mastery Learning Model in Teaching Learning Process
Author: Goksoy, Suleyman
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Mastery Learning,Teaching Methods,Foreign Countries,Teacher Expectations of Students,Self Efficacy,Teaching Skills

Purpose of the study: The purpose of the sudy was to determine teacher views on teaching and learning in terms of the aspects of mastery learning method. To this aim, the following questions were examined: Do teachers believe that all students can learn all the course subjects, why? Do teachers believe that they can teach all the subjects of a course, why? Method: In the research, phenomenology (phenomenological method) was used as a qualitative research method. The phenomena investigated in the study was the views of teachers on whether they could teach mastery and whether students could learn mastery. Interview method was used in data collection, and the data were analyzed using content analysis techniques. Purposeful sampling method was carried out in determining the study group. The study group consisted of 15 volunteer teachers who worked in various educational stages in 2016-2017 academic year in Duzce province. Findings and results: Expectation perceptions of participant teachers towards teaching all subjects and students' learning levels were frequently low due to their own beliefs, environmental conditions, school facilities, and individual differences among students. Conclusions and recommendations: The results of the current study are worrisome in terms of qualified and effective school principles. Besides, this study demonstrates that both interdisciplinary and interinstitutional cooperations, trainings and support activities should be carried out in order to eliminate the negativities in teachers' perceptions towards students' learning levels and in their self-efficacy levels about their teaching skills.
The Problems That Secondary School Administrators&apos; and Teachers&apos; Face Regarding Strategic Administration
Author: Ada, Sukru
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary Schools,School Administration,Administrators,Secondary School Teachers,Strategic Planning,Educational Planning,Administrator Attitudes,Teacher Attitudes,Knowledge Level,Tenure

Purpose of the Study: This study aims to determine attitudes of teachers and school administrators towards strategic planning based on their perception and whether their views on strategic planning differs in relation to factors such as gender, educational level, years of experience and position. Method: The sample for the study consists of 383 teachers and school administrators working in secondary schools in Palandöken, Aziziye and Yakutiye municipalities of the city of Erzurum, during the academic year of 2015-2016. Data were collected via Strategic Administration Problem Scale developed by Çetin (2012). For the data analysis of the data, in addition to descriptive statistics, T-test, Anova, and Tukey HSD multi comparison tests were used. Findings: Findings of the study showed that, administrators' views on strategic planning do not differ based on years of experience. Insufficient data, it was not possible to compare gender and education level variables. On the other hand, teachers' views on strategic planning showed significant differences based on years of experience variable. Similar to administrators' data, there was not sufficient data for gender and education level variable for teachers as well. Discussion and Suggestions: School administrators' views on strategic planning are found to be positive; they are aware of their responsibilities and they acknowledge active role of administrators in strategic administration. In addition, participants were to be found in agreement regarding the institutional problems administrators and teachers face in strategic administration, which are; teachers' lack of knowledge in strategic administration, lack of communication between stakeholders, and lack of support for the practices of strategic planning.
The Effect of Teaching Integers through the Problem Posing Approach on Students&apos; Academic Achievement and Mathematics Attitudes
Author: Ozdemir, Ahmet Sukru
Date: 2018-00-00
Type: Journal Articles
Subjects: Numbers,Mathematics Instruction,Student Attitudes,Grade 6,Mathematics Achievement,Problem Solving,Foreign Countries,Teaching Methods,Elementary School Students

Problem Statement: Throughout history, many changes have occurred in the field of mathematics education. These changes have also occurred concerning special topics that mathematics educators have constantly been searching. The significance of problem posing in mathematics teaching has increased recently with respect to its contributions to the teacher and the student. Thus, the problem posing approach is examined with respect to special topics. Study Purpose: The effect of teaching integers through the problem posing approach on sixth grade students' academic achievement and mathematics attitudes. Method: Mixed method, in which quantitative and qualitative research methods are used together, was conducted in the study. While the pre-test post-test control group model constituted the quantitative dimension of the study, the observation method and content analysis of students' work sheets were used for the qualitative dimension. The study groups consisted of a total of 69 participants, 34 of them were in the experimental and 35 of them were in the control group. Findings and Results: According to the findings of the study, there was a difference in favor of the experimental group with respect to the academic achievement levels; and there were no significant differences between two groups with respect to the attitudes towards mathematics. The observations indicated that the problem posing approach created a peaceful competition environment, and increased participation in the classroom. In addition, the student work sheets showed that participants' problem posing skills progressed, and they became aware of their mistakes. In conclusion, the problem posing approach had a positive effect on the academic achievement in teaching integers, but it did not have a significant effect on student attitudes towards mathematics.
Examination of Preschool Teachers&apos; Views on Sexuality Education
Author: Ünlüer, Esra
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sex Education,Knowledge Level,Sexuality,Information Sources,Preschool Teachers

The aim of the study is to examine the knowledge and the information sources of preschool teachers about sexuality education, sexual behaviours that they confront in the preschool classes and their reactions to these behaviours. The research was designed according to the qualitative method. Semi-structured interviews were conducted with 8 volunteer schoolmistresses with at least 3 years of professional experience. The semi-structured interview form was prepared by considering sexuality education, sexual behaviours confronted in preschool classes and the dimensions of their reaction to these behaviours. The data acquired in the study were coded and classified by content analysis method. As a result of research, the teachers participating in the research stated that they did not take any course under the name of sex instruction during their teacher training. Within the teachers' definition of sexuality education, there are informative lessons such as knowing his/her own gender, gender identity development, learning to protect his/her own body and informing about reproduction. Not to find their knowledge about sexuality education adequate, the teachers participating the research stated that they abstain from scheduling activities related to sexuality education. Teachers pointed out that they confront verbal sexuality frequently and gender identity games rarely in their classes. Besides, they stated that they appeal to solutions such as connivance, distraction, involvement to their games, warning and referring to counselling service in the face of such possible sexual behavior (touching inappropriate with adult, sexual game, masturbation, verbal sexuality, gender identity games) within the class.
Implementation of Social Protection Interventions in Africa. &quot;The Trend in the Outcomes of Free Basic Education in Ghana, Malawi, Kenya and Uganda&quot;
Author: Brenyah, Joseph Kwasi
Date: 2018-00-00
Type: Journal Articles
Subjects: Program Implementation,Comparative Education,Access to Education,Outcomes of Education,Foreign Countries,Intervention,Educational Policy,Educational Quality,Educational Trends,Education

Social protection interventions have been used as a poverty reduction strategy in many countries. Free Basic Education is one of the social protection interventions implemented in most developing countries. This review assessed the outcome of the implementation of Free Basic Education in Africa, using Ghana, Uganda, Kenya, and Malawi as a test case. Thirty-Seven (37) published documents were used for the study. The study is underpinned by Bagozzi's Goal Theory and Conceptualized with Knowledge Gaps and Knowledge Management Strategies. The study noted that, the Free Basic Education Policy has increased primary school net enrolment rates in these countries holding all other confounders constant. The study also revealed that, the implementation of the Free Basic Education Policy did not reduce educational expenditure as expected as school authorities continue to levy pupils. The objective of removing financial barriers was therefore not met, and the quality of teaching and learning delivery in most schools has fallen due to high pupils-teacher ratio and other implementation challenges. Based upon these findings, the study concluded that, there is the need for constant stakeholder interaction, efficient financial practices, fiscal space creation, provision of more educational infrastructure, recruitment of additional teachers, measures to ensure quality of teaching and learning delivery and effective monitoring of social protection intervention programmes in Africa.
A Phenomenological Analysis on Evaluation of Sports Management Department Curriculum by Sports Sciences Faculty Members
Author: Ilgar, Ebru Araç
Date: 2018-00-00
Type: Journal Articles
Subjects: Phenomenology,Evaluation,Athletics,Foreign Countries,College Faculty,College Administration,Administrators

The aim of this study is evaluating the curriculum of sports management department, which is offered by sports sciences faculties and schools of physical education and sports, by faculty members. With this study, which is constructed on qualitative research methods and a phenomenological pattern, instead of statistical generalizations, analytical generalizations were performed, a hypothesis was formed and hypothetical theorems were proposed. &quot;Convenience Sampling&quot;, which is a form of purposive sampling, was chosen as the method of sampling. Semi-structured interview forms were used during data collection. Interview data were put down on paper and organized, and themes were created by determining meaningful data. In accordance with the themes, categories were formed and findings were extracted. In the light of obtained data, faculty members point out that the existing curriculum helps students' professional development with theoretical classes such as sports law, sports economy, administration, economics and sports management. In contrast, they also mentioned negative aspects of the curriculum such as scarcity of applied classes, inadequate sports facilities, lack of sectoral collaboration and inefficiency of sports management applications. It is envisioned that findings of this study will improve the preparation and organization processes of sports management curriculums of sports sciences faculties and schools of physical education and sports.
Cardinal Number Acquisition of Turkish Children
Author: Ceylan, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Numbers,Number Concepts,Computation,Preschool Children,Early Childhood Education,Mathematics Instruction,Teaching Methods

Cardinal number acquisition plays an important role in children?s sense of number. Various investigations have revealed the influence of cultural variables on cardinal number acquisition. In this research, we investigated Turkish children?s acquisition of cardinal numbers. Quantitative research method was used. The participants were 100 preschool children from four public preschools in Adiyaman, Turkey. We used the &quot;Give me N&quot; task with the intent of investigating children?s acquisition of cardinal numbers. We obtained data from individual interviews with children. As a result of the research, we found that 60% of the children had cardinal number acquisition, 34% were in subgroups, and 6% were in the pre-number phase. In our sample the youngest child who had acquired cardinal numbers was 45 months old. We saw that the acquisition of the cardinal number phase was between 49 and 61 months for Turkish children and the majority of children older than 62 months had acquired cardinal numbers. Turkish children have the same cardinal number acquisition levels as their western peers however they acquire cardinal numbers a bit later. This research result showed that cultural differences could have a role in the age of cardinal number acquisition but not in phases. More cross-cultural studies are needed to better understanding.