ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study Investigating the Perceived Service Quality Levels of Sport Center Members: A Kano Model Perspective
Author: Yildiz, Kadir
Date: 2018-04-00
Type: Journal Articles
Subjects: Attitude Measures,Correlation,Surveys,Athletics,Recreational Facilities,Expectation,Standards,Statistical Analysis,Foreign Countries,Adults,Individual Characteristics,Likert Scales,Multiple Regression Analysis

The purpose of this study is to investigate sport center members' perceived service quality levels with a view to Kano customer expectations and requirements model. To that end, a descriptive approach and a correlational research design featuring survey method is adopted. Research group consists of 680 (300 women, 380 men) sport center members who are chosed through multistage sampling (Cluster). &quot;Sport Fitness Centers Perceived Service Quality Scale and Expectation Scale are used as data collection tools. Independent samples t-test, Pearson Correlation analysis and Multiple Linear Regression tests are used to analyzed the data. In the light of the findings, it is seen that all the subdimensions have medium or high level positive significant relationships with the expectation when the subdimensions of the expectation scale and the SFC-PSQS are compared. According to the results of the Independent Samples T-test, the expectation levels of the customers stating that the programme fee is expensive are significantly lower. In conclusion, as the customers' perception of service quality in the sport center increases, their expectation levels also generally increase significantly. The customers expect that the quality of service they receive to be high and to meet their expectations exceedingly. However, it is also predicted that physical and psychosocial factors affecting the expectation can also affect the perception of service quality at a significant level. Since the service quality and meeting the expectations of the customers is an important indicator to maintain the businesses' existence, studying with multiple factors attempting to understand the nature of service quality and the customer expectations should be conducted.
Are Turkish Teacher Candidates Ready for Migrant Students?
Author: Arslangilay, A. Selcen
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Migrant Children,Preservice Teacher Education,Preservice Teachers,Graduate Surveys,Career Readiness,Program Evaluation,Qualitative Research,Semi Structured Interviews,Knowledge Base for Teaching,Culturally Relevant Education,Second Language Instruction,Teacher Attitudes,Educational Strategies,Undergraduate Study,Student Diversity,Elementary Secondary Education

The mass migration of Syrians with a high rate of school-age children into Turkey brought together the need for teaching these students Turkish for integrating them into the society and Turkish education system. The Ministry of National Education gave this responsibility especially to Turkish teachers. Therefore, these teachers should have the required pedagogical formation and skills to teach Turkish to these students, as well as intercultural sensitivity and cultural knowledge about them. In this study, 19 newly graduated Turkish teacher candidates from a state university in Ankara from the Turkish Education Department were interviewed with the aim to gather their views about Syrian students, their readiness if they are to teach them and their evaluation of their pre-service education in terms of preparing them to this kind of teaching. The qualitative data were collected via the semi-structured interview form prepared by the researcher and was analyzed with descriptive analysis method. The results show that Turkish teacher candidates do not think they are definitely ready to teach Syrian students. However, they have positive attitudes and believe in themselves that they will do their best to teach them. Teacher training programs should be updated according to the multicultural structure of the schools with Syrian students and these programs should provide the pre-service teachers with the required current information about the student profile in schools.
Use of Popular Culture Texts in Mother Tongue Education
Author: Bal, Mazhar
Date: 2018-00-00
Type: Journal Articles
Subjects: Popular Culture,Native Language,Turkish,Middle School Students,Teaching Methods,Action Research,Grade 7,Audio Equipment,Video Technology,Questionnaires,Diaries,Observation,Native Language Instruction,Foreign Countries

The aim of this study was to associate popular culture texts with Turkish language lessons of middle school students. For this purpose, a model was proposed and a suitable curriculum was prepared for this model. It was aimed to determine how this program, which was the result of associating popular culture texts with Turkish language lesson outcomes, operated during classroom practices. The study was designed based on action research principles. The participants of the research were 19 (12 males and 7 females) seventh grade students. These participants were selected according to the criterion sampling technique. Audio and video recording, questionnaire form, student and research diary, observation form, student activity files were used as data collection tools. Descriptive analysis technique was used in the analysis of these data. According to research data, it was seen that the Turkish language lessons associated with popular culture texts contributed to the development of basic language skills and developed a critical perspective on popular culture texts. However, for the action research process, students expressed their opinion that the lessons were fun and related to out of school life.
Assessment of Public Schools&apos; Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation
Author: Berk, Saban
Date: 2018-00-00
Type: Journal Articles
Subjects: Public Schools,Academic Support Services,Mastery Learning,Principals,Teacher Surveys,Administrator Surveys,Parent Surveys,Participant Satisfaction,After School Programs,After School Education,Questionnaires,Learning Processes,Teaching Methods,Learning Activities,Teacher Salaries,Fees,Outcomes of Education,Student Participation,Elementary Secondary Education,Foreign Countries,Statistical Analysis

Using the participants-oriented approach, this study evaluated public schools' out-of-school time academic support programs, corresponding to the corrective/enrichment stage of Bloom's Mastery Learning Model and offered outside formal education's weekday hours and on weekends. Study participants included 50 principals, 110 teachers, 170 students attending programs, 110 students not attending programs, and 61 parents, all selected through random sampling in a survey-model study in Istanbul, Turkey. Partial findings were the following. According to principals and teachers, programs were sufficiently introduced to target groups. Satisfaction of attending students with the teaching-learning process was sufficient, and students believed program participation increased their success in regular classes. However, program functioning presented some problems. Administrators and teachers think the no-cost programs resulted in lack of interest among students. In addition, problems of materials and transportation have not been completely solved. Similarly, offered classes and lessons' content organization fall short of expectations. In conclusion, out-of-school time academic support programs play important roles in reducing differences among learning levels based on individual characteristics in collective or formal learning. Still, student needs should be fulfilled, and programs should be maintained. Further studies should be conducted on these programs' integration into formal education.
Asian American Female School Administrators&apos; Self-Concept and Expectations for Students&apos; Educational Success
Author: Liang, Jia G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Women Administrators,Self Concept,Asian Americans,Administrator Attitudes,Instructional Leadership,School Administration,Leadership Styles,Educational Policy,Educational Research,Critical Theory,Race,Elementary Secondary Education,Principals,Expectation,Epistemology

Historically, Asian American school administrators' experiences leading the K-12 educational system have been under-researched and under-theorized. Today, as the fastest growing population in the United States, Asian American educators' experiences and contributions can no longer be ignored in educational policy and research. Drawing on the traditions of critical race theory in education, this qualitative study underscores the leadership experiences of four Asian American women school administrators in one Southern U.S. state and seeks to identify their self-concept and expectations as school administrators. This vantage point provides the basis for investigation into their sense of responsibility for equity and leadership practices in diverse educational settings.
Female Superintendents&apos; Longevity: Their Experiences
Author: Sampson, Pauline M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Women Administrators,Females,Superintendents,Qualitative Research,Persistence,Interviews,Administrator Attitudes,Work Environment,Board Administrator Relationship

This paper describes a qualitative research study of the experiences of Texas female superintendents with longevity. Specifically, five superintendents with tenure of at least six years in one school district were interviewed to hear their voices. Findings show that a strong working relationship with their boards, a solid connection with their communities, a commitment and passion for the position, as well as a sense of achievement were factors in their longevity.
The Experiences of Women in Higher Education: Who Knew There Wasn&apos;t a Sisterhood?
Author: Allen, Tawannah G.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Females,Instructional Leadership,Collegiality,Interprofessional Relationship,Aggression,Competition,Gender Issues,Teacher Attitudes,Leadership Training,Questionnaires,Grounded Theory,Bullying

The relationship challenges faced by women in leadership ranks within the academy are rarely researched. There is a dearth of research that explores the relationships between women in higher education settings and their colleagues, along with their ability to ascend to roles of leadership. Women have become well prepared to compete in the academy. However, many women in leadership roles in academia are not prepared for the lack of support and comradery from female colleagues. Using the personal stories of 34 female academic leaders, this research explores common experiences of relational aggression, perceived causes of these episodes, along with their perceptions of relationships with female colleagues in their respective institutions.
Gendered Microaggressions in Science, Technology, Engineering, and Mathematics
Author: Yang, Yang
Date: 2018-00-00
Type: Journal Articles
Subjects: Aggression,STEM Education,Gender Differences,Women Faculty,Statistical Analysis,Tenure,Nontenured Faculty,Teaching Experience,Phenomenology,Gender Discrimination,Questionnaires,Online Surveys,College Faculty,Teacher Attitudes,Work Environment,Multivariate Analysis

Women remain underrepresented in both science, technology, engineering, and mathematics (STEM) workforce and academia. In this quantitative study, we focused on female faculty across STEM disciplines and their experiences in higher educational institutions through the lens of microaggressions theory. Two questions were addressed: (a) whether and to what degree female faculty in STEM fields experience various types of gendered microaggressions and (b) whether such experience differ based on participants' position rankings. Data were collected from tenured (including tenure-track) and nontenure-track female instructional and clinical faculty in a broad range of STEM disciplines at a large Midwestern land grant research university (N = 102), using two adapted instruments. The results revealed that female faculty participants experienced four different types of gendered microaggressions: &quot;sexual objectification,&quot; &quot;being silenced and marginalized,&quot; &quot;strong woman,&quot; and &quot;workplace microaggressions.&quot; Multivariate analysis further showed that position ranking did not statistically predict faculty experiences with gendered microaggressions, indicating that gendered microaggressions were experienced by women faculty regardless of the stages of their faculty career. Implications and the need for future research are also discussed.
Women as University Presidents: Navigating the Administrative Labyrinth
Author: Reis, Tania Carlson
Date: 2018-00-00
Type: Journal Articles
Subjects: College Presidents,Females,College Administration,Research Universities,Administrator Attitudes,Semi Structured Interviews,Leadership,Barriers,Expertise,Career Development,Career Choice,Employment Experience

Eleven of the 81 public research universities within the Carnegie Classification of Doctoral Universities: Highest Research are led by woman presidents. Using Eagly &amp; Carli's (2007) labyrinth framework, five of the women presidents were interviewed to identify their experiences navigating leadership barriers. Findings indicated that women university presidents demonstrate expertise in three areas: Know the Rules, Hear the Message, and Opt-in. The findings of the narrative study indicate how women university presidents moved through and around organizational barriers to successfully reach the top.
Women&apos;s Satisfaction in the Superintendency: A Mixed Methods Study
Author: Bollinger, Alisha A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Superintendents,Females,Job Satisfaction,Labor Turnover,Persistence,Women Administrators,Stress Management,Stress Variables,Preferences,Administrator Surveys,Mail Surveys,Likert Scales,Interviews,Strategic Planning,Instructional Leadership,Interpersonal Relationship,Staff Development,Educational Finance,Educational Facilities,Behavior Problems,Elementary Secondary Education,Mixed Methods Research

The purpose of this study was to examine the experiences of female superintendents as they relate to job satisfaction and retention. State department of education websites were consulted to obtain the number of women superintendents by state for 2015. From the list, 3,364 women superintendents were identified. The women represent 25% of U.S. superintendents. Women superintendents of five states with percentages of women superintendents below the national average were selected for inclusion in the study. An explanatory sequential mixed methods approach was used that included a survey sent to all 215 PK-12 women public school superintendents in South Dakota, Nebraska, Kansas, Missouri, and Iowa. Based on the survey findings, the women superintendents reported high levels of job satisfaction. Based on the survey results, 20 women superintendents, who reported high levels of job satisfaction, were selected to participate in semi-structured interviews. Both the quantitative and qualitative results indicated high levels of satisfaction by the women. Women consistently described the position as being rewarding. Women identified aspects of the position that contributed to their satisfaction: being strategic and creating a vision; instructional leadership; building relationships; developing others; and the variety of tasks.
Investigation of Teachers&apos; Self-Efficacy Beliefs, Locus of Control and Intercultural Sensitivities from the Perspective of Individual Differences
Author: Akca, Figen
Date: 2018-00-00
Type: Journal Articles
Subjects: Locus of Control,Beliefs,Self Efficacy,Individual Differences,Cultural Awareness,Interpersonal Competence,Correlation,Demography,Predictor Variables,Attitude Measures,Self Concept Measures,Gender Differences,Age Differences,Place of Residence,Foreign Countries,Teacher Surveys,Statistical Analysis

The purpose of this study is to examine the correlation between Teachers' Self-efficacy beliefs, locus of control and intercultural sensitivities and to analyze these variables based on various demographic variables. The data of the study were collected through teachers' locus of control scale developed by Sadowski, Taylor, Woodward, Peacher, &amp; Martin (1982) adopted into Turkish by Bulus (2011), teachers' self-efficacy beliefs scale developed by Dellinger, Bobbett, Olivier, &amp; Ellet (2008) adopted into Turkish by Taskin &amp; Haciömeroglu (2010) and Intercultural Sensitivity scale developed by Chen &amp; Starosta (2000) adopted into Turkish by Bulduk, Tosun, &amp; Ardiç (2011). The research is a descriptive study in relational screening model. 237 volunteer teachers who worked in different schools all of which are in the city of Bursa participated in the research. According to the results of the research, the self-efficacy beliefs of the teachers participating in the research differ significantly from the variables studied in the scope of the research according to the branch and seniority variables. The intercultural sensitivity of the teachers differed significantly only according to the seniority variable. It has been determined that the level of locus of control of teachers is not significantly different from the variables studied in the scope of the research. It was determined that there was a statistically significant relationship between teachers' self-efficacy beliefs; intercultural sensitivity and locus of control levels. It was also found that self-efficacy beliefs and intercultural sensitivity variables together account for 30% of change in locus of control.
The Analysis of Phytoplankton Abundance Using Weibull Distribution (A Case Study in the Coastal Area of East Yapen in the Regency of Yapen Islands, Papua)
Author: Indrayani, Ervina
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Marine Biology,Ecology,Natural Resources,Statistical Analysis,Probability,Plants (Botany),Case Studies,Maximum Likelihood Statistics

The coastal waters of East Yapen is one of the spawning sites and areas of care for marine biota in Papua. Because of its very open location, it is widely used by human activities such as fishing, residential, industrial and cruise lines. This indirectly affects the balance of coastal waters condition of East Yapen that impact on the existence of marine biota, especially phytoplankton. Phytoplanktons have a very important role because phytoplankton is the primary producer in the food chain as a link to higher tropical levels. Therefore, special studies are needed such as looking at the distribution of phytoplankton abundance at each site. The data analysis uses the American Public Health Association (APHA), Geo-statistical data, and Chi Square. Then, the distribution parameters are estimated using the Maximum Likelihood Estimation (MLE) method.The obtained parameters are used to describe the cumulative probability and survival of phytoplankton distribution. Samples are taken from fifteen sampling points. The form parameter of the phytoplankton abundance data is 3.9844 and the scale parameter is 79.929. So phytoplankton is the most widely spread in the 15th location, followed by the 6th location. While phytoplankton is at least in the 8th location.The results show that the highest phytoplankton abundance composition is Bacillariophyceae (50%) and the lowest is Phyrrophyceae (9%) and Cyanophceae. The research is expected to provide an overview of the fertility rate of East Yapen Coastal Waters in particular and Yapen Islands regency in general.
Towards a Pedagogy of Humanizing Child Education in Terms of Teacher-Student Interaction
Author: Shih, Yi-Huang
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Humanism,Individualized Instruction,Talent Development,Talent Identification,Learning Experience,Student Interests,Student Characteristics,Teaching Methods,Teaching Models,Child Development,Educational Strategies,Elementary Secondary Education

By reading and analyzing related studies, this article investigates methods for humanizing child education in terms of teacher-student interaction. It is hoped that this study will allow teachers to understand the essence of child education, to become better educators and humanizing child education, so that students can develop a healthy body and mind and become better citizens in the future. The suggestions are as follows: (1) teachers' instruction must fit each child, (2) it must be understood that all children have their own talents, (3) there must be a connection with the child's real learning experiences, (4) teaching should pertain to the child's interest, (5) teachers must recognize the child's nature, (6) oppressive educative relationships between teachers and students must be eliminated, (7) children must be allowed to learn through their own experiences and discoveries and (8) teachers must think in a humanizing way.
Informal Lifelong Learning for Development in Papua New Guinea: A Case Study from the Margins into the Mainstream
Author: Kidu, Carol
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Mainstreaming,Educational Development,Nongovernmental Organizations,Program Effectiveness,Electronic Learning,Community Education,Money Management,Age Differences,Educational Practices,Lifelong Learning,Informal Education

This article traces the impact of the Ginigoada Foundation on the educational development of thousands of children and adults in Papua New Guinea (PNG). Port Moresby, capital city of Papua New Guinea (PNG), had been noted for the lack of educational opportunities for the majority of the population who lived in urban villages and squatter settlements. A &quot;User-Pay&quot; policy resulted in children not attending school because the costs were too high. Elsewhere in PNG, educational opportunities for children and adults were even lower. Dame Carol Kidu was instrumental in the establishment of the Ginigoada Foundation, an NGO that provides learning and training assistance, and she reflects on past and current developments in this article. Ginigoada's initial programs for learning and development in Port Moresby were so popular that they led to the establishment of a fleet of buses to take programs out to local communities, initially in Port Moresby (PNG's capital city), and now the model is expanding to other provinces of PNG. Numbers of enrolments and graduation successes confirm that the Ginigoada Foundation has been very successful in terms of meeting learning needs. New developments include UNICEF-funded Open Learning Networks and the provision of a mobile WiFi library.