ethanporcaro/eric-fulltext-meta huggingface dataset:
The Analysis of the Relationship between Teaching/Learning Conceptions and Reflective Thinking in Physical Education Teacher Candidates
Author: Turan, Mehmet Behzat
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Reflection,Physical Education,Physical Education Teachers,Preservice Teacher Education,Preservice Teachers,Foreign Countries,Teaching Methods,Measures (Individuals)

This study aimed to analyse the relationship between teaching/learning conceptions and reflective thinking in physical education teacher candidates. To this end, the study recruited, on a voluntary basis, 640 students who were in 1st, 2nd, 3rd and 4th grade in the Department of Physical Education and Sports Teaching in the School of Physical Education and Sports at Erciyes, Ahi Evran, Selcuk and Haci Bektas Veli Universities during the 2017-2018 academic year. As data collection tools, the study used the Teaching/Learning Conception Questionnaire, Reflective Thinking Tendency Scale and Socio-demographic Information Form. The data obtained through the scales was statistically analyzed using SPSS 20.0 software. The candidates' personal information and inventory total points as well as factor points were presented by identifying frequency (f) and percentage (%) values. To indicate the relationship between the scores obtained on the scales, the Pearson Moment Product Correlation analysis (r) was conducted while multiple regression analysis was performed to determine whether the scores are predictive of each other. Consequently, it was found that the traditional conception of teaching and learning has no statistically significant relationship with any subscale of the reflective thinking tendency scale. On the other hand, the study revealed that the constructivist conception of teaching and learning is statistically correlated with reflective thinking in general and with the subscales open-mindedness and interrogative and effective teaching.
Rationality and Students&apos; Misconduct at University: Empirical Evidence and Policy Implications
Author: Grira, Jocelyn
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Cheating,Student Attitudes,Student Motivation,Difficulty Level,Status,Student Behavior,School Policy,Integrity

We investigate the determinants of students' misconduct at university. Using a sample of 310 surveyed students, we find that students are more likely to cheat when they have previous misconduct records, when they perceive academic integrity policy as being poorly enforced, and when they perceive that instructor tolerance toward misconduct incidents is high. Moreover, misconduct behavior tends to increase with students' seniority and the perceived level of course difficulty. Surprisingly, students' motivations toward reading, writing, and learning do not seem to have a valuable impact on the likelihood of their misconduct. Our findings have important policy implications that relate to the university culture of academic integrity, instructors' tolerance vis-à-vis students' misconduct behavior, and the effectiveness of punitive actions.
The Effect of Audiovisual Education on Physical Activity Tendencies in Secondary School Children
Author: Güllü, Abdullah
Date: 2019-00-00
Type: Journal Articles
Subjects: Audiovisual Instruction,Physical Activities,Secondary School Students,Foreign Countries,Early Adolescents,Males,Outcomes of Education,Physical Activity Level,Measurement Equipment,Teaching Methods,Student Motivation,Family Influence,Health Behavior,Behavior Change,Body Composition

The aim of this study was to investigate the effect of audiovisual education method on the physical activity tendencies of 13-year-old secondary school students. A total of 66 healthy and voluntary male students who were aged 13 years in secondary school participated in this study. The participants were randomly divided into three groups: an educational group (EG; n: 22; height: 146.51[plus or minus]9.01 cm; weight: 37.73[plus or minus]12.20 kg), educational group with parents (EGP; n: 23; height: 146.97[plus or minus]7.19 cm; weight: 42.04[plus or minus]11.39 kg) and a control group (CG; n: 21; height: 141.53[plus or minus]8.27 cm; weight: 39.62[plus or minus]11.72 kg). EG and EGP completed their audiovisual education program in 2 days of the intervention week. Total energy expenditure (TEE), physical activity level (MET), STEP, physical activity duration, lying-down duration and sleep duration values were taken with SenseWear Armband in 6 consecutive days during 24 hours. These values of the study group were taken before (pre-test) and after (post-test) the intervention week. The variances between the groups were determined by one-way ANOVA, and multiple comparisons were used to determine possible differences. The level of significance was used at 0.05. After the audiovisual education programs, a significant increase were observed in the TEE, STEP and MET values of the groups. According to the CG, the TEE and MET values were significantly higher in favor of EGP, and in STEP was also significantly higher in favor of EG and EGP. The audiovisual education programs may contribute to increase physical activity levels by affecting the children's intrinsic motivations. Also, the family played an effective role in physical activity trends, and therefore, increased the inner motivation of the child, and caused the negative behaviors to be positively changed.
The Contribution of Computer-Supported Collaborative Learning to the Development of Collaboration between Students: Results of Pilot Implementation in Greek Secondary Education
Author: Giannakos, Vassilios
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Computer Assisted Instruction,Web 2.0 Technologies,Control Groups,Experimental Groups,Positive Attitudes,Student Attitudes,Literature,Teaching Methods,Collaborative Writing,Web Sites,Foreign Countries,Secondary School Students,Pilot Projects

The main purpose of this survey is to explore whether Computer-Supported Collaborative Learning (CSCL) constitutes a good practice in the teaching of Literature in Lyceum and in the cross-curricular approach of the specific subject. More specifically, the contribution of the digital platform web 2.0, wiki pbworks -- along with the use of subsidiary software applications -- is explored in the promotion of collaborative learning and the special skills it develops among students. The method that was used is the field experiment, working both with an experimental group (25 students) and with a control group (25 students). The outcome of the findings, regards the promotion of collaborative learning, the formation of a more positive attitude towards collaboration proved to be successful with regard to the use of Computer-Supported Collaborative Learning and the application of the digital platform of collaboration web 2.0, wiki pbworks.
Expression and Level of Test Anxiety in a Sample of Elementary Students
Author: Lowe, Patricia A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Anxiety,Elementary School Students,Gender Differences,Grade 2,Grade 3,Grade 4,Grade 5,Student Behavior,Symptoms (Individual Disorders)

This study examined the expression and level of test anxiety in a sample of 1221 elementary school students. The Test Anxiety Scale for Elementary Students (TAS-E), a new multidimensional measure developed based on recent conceptualizations of the test anxiety construct, was administered to elementary school-age students. The TAS-E consists of four test anxiety (Physiological Hyperarousal, Social Concerns, Task Irrelevant Behaviors, and Worry) subscales and a Total Test Anxiety scale. The results of four multi-group confirmatory factor analyses and latent mean analyses supported invariance between groups in the four multi-group comparisons conducted and found grade and gender differences in the level and expression of test anxiety among elementary students in grades 2-5 on the TAS-E. This is the first measurement invariance study to include students as young as grade 2 on a new multidimensional measure of test anxiety. Implications of the findings of the study for mental health professionals and educators who work with elementary school-age students are discussed.
Professional Education Reform in Colleges and Universities and Cultivation of College Students&apos; Innovation and Entrepreneurship Consciousness: &quot;Taking Major of E-Commerce as an Example&quot;
Author: Zhao, Xinjian
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Business Administration Education,Innovation,Entrepreneurship,Educational Change,College Graduates,Undergraduate Students,Labor Force Development,Educational Demand

As e-commerce continues to develop, many colleges and universities have reformed their talent training accordingly. In particular, Shenzhen Tourism College of Jinan University has conducted continuous and in-depth exploration of the training mode established for e-commerce professionals. By interviewing previous graduates and tracing their career trajectories, this paper explored the adaptability of the existing talent training model to social demand, and summarized the talent training approaches that meet market demand. With Shenzhen Qianhai Patozon Network Technology Co., Ltd. as a study case, e-commerce graduates and the top management were interviewed to obtain insights into the professional knowledge and skill learning experience of senior executives at college. In addition, the influence of undergraduate talent training on the formation of innovation and entrepreneurship consciousness was discussed. Finally, corresponding measures and suggestions were proposed for enhancing the talent training plan and reforming the e-commerce major.
The Effectiveness of Using Visual Organizations in Improving Reading and Writing Skills for Students with Learning Disabilities from the Teachers&apos; Point of View
Author: Muflih, Mohammad Kh. M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Reading Improvement,Writing Skills,Learning Disabilities,Teacher Attitudes,Teacher Student Relationship,Foreign Countries,Reading Skills,Visual Aids,Teaching Methods,Sentences,Reading Instruction,Writing Instruction,Literacy,Resource Room Programs,Resource Teachers,Writing Improvement

The study aims to identify the effectiveness of using visual organizations in improving the reading and writing skills of students with learning disabilities from the point of view of the teachers of learning resource rooms, according to the variables of gender, scientific qualification and educational experience through the use of analytical descriptive method. The study was carried out on a sample of 87 male and female teachers, (38) males and 49 females. A questionnaire of 53 items was used and analyzed statistically, the results showed that the most prominent item in the effectiveness of the use of visual organizations to improve reading and writing for students with learning difficulties is: &quot;able to read sentences enhanced with pictures and without pictures, and distinguish between the image of the character and its writing&quot;, the most prominent obstacle to the effectiveness of using visual organizations is not to use visual organizations that fit with the teaching methods of students with learning disabilities, as for the variables, the study showed the existence of differences attributed to the impact of gender and for the benefit of females, the results showed that there are statistically significant differences due to the effect of scientific qualification, and the absence of statistical differences due to the effect of years of experience.
Indicators of Effective Followership for Teachers under the Local Administrative Organization, Thailand: The Structural Relationship Model
Author: Potima, Napupa
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Indicators,Instructional Effectiveness,Administrative Organization,Foreign Countries,Models,Leadership,Questionnaires,Correlation,Teachers

This study aims to examine the consistency of the structural relationship model developed from both related theories and previous studies. Key components, sub-components and related indicators were examined by descriptive method. Sample sizes were controlled by the ratio between sample units and number of parameters as 20:1. A total of 31,026 samples were collected. All samples were teachers who were teaching at schools under the jurisdiction of local administration in Thailand. The questionnaire was used as a 5-level rating scale with 0.979 reliability. Results were based on related hypothesis, WIE model, participatory measurement model (PAR), and critical measurement model (CRT), respectively. The Measurement of Integrity (INT) and FOLL (Good User-Conduct Modeling) models were consistent with those previous studies. The key components, sub-components and indicators were also loaded according to the criteria.
What Is the Place of the Play between the Essential Needs of Preschool Children According to Preservice Teachers?
Author: Bayrakm, Hatice Uysal
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Play,Preschool Teachers,Preschool Children,Nutrition,Caring,Preschool Education,Foreign Countries,Student Needs,Child Health,Well Being,Child Development

This research aims to reveal the perceptions of the preservice teachers on the play which are among the essential needs of the preschool children. In this descriptive study, a case study which is one of the qualitative research designs was used. 79 preservice teachers attending the third grade in the Classroom Teaching Department of state university in Nigde province in Turkey. Convenience sampling method was used in the selection of the study group. A semi-structured interview form was prepared in order to reveal the perceptions of preservice teachers about the play. Content analysis technique was used for data analysis. At the end of the research, it was determined that the preschool teacher candidates expressed the essential needs of preschool children as nutrition, education and love respectively. The play was ranked as the number four among these needs.
Implementation of Snowball Throwing Type of Cooperative Learning in Calculus Course
Author: Manurung, Nurliani
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Mathematics Instruction,College Mathematics,Mathematical Concepts,Problem Solving,Calculus,Program Implementation,College Students,Teaching Methods,Learning Motivation,Creativity,Creative Thinking

Our students experience difficulties in working on non-routine mathematical problems. They cannot see the general through special things or instead see things that are special through common things when dealing with mathematical concepts and examples. They cannot see the essential features of the way or recognize it when presented in various forms. We needed to improved their learning motivation and thinking creativity through the appropriate learning form. For that purpose, the action research was carried out by applying the snowball throwing type of cooperative learning in two cycles by involving as many as 70 participants in our calculus course. We implemented the teaching techniques for finding a diffractive solution in period 1 and the methods of solving differential equations in period 2. The learning implementation of period two was the improvisation of the cycle one' scenario by adding the learning resources, the Internet. The increase in learning motivation and thinking creativity had been able to meet the predetermined targets and concluded that the snowball throwing type of cooperative learning used in calculus lectures is useful.
Influence of Augmented Reality on the Achievement and Attitudes of Ambiguity Tolerant/Intolerant Students
Author: Ismaeel, Dina A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Computer Simulation,Simulated Environment,Educational Technology,Technology Uses in Education,Foreign Countries,Cognitive Style,Student Characteristics,Academic Achievement,Student Attitudes

This paper aims to investigate the influence of augmented reality technology on the achievement and attitudes of student tolerance for ambiguity. Seventy-eight undergraduate students at King Faisal University participated in the experiment, in two groups according to their learning style (tolerant or intolerant of ambiguity). The findings revealed that augmented reality technology helps ambiguity-tolerant students improve achievement and form positive attitudes toward the use of augmented reality in learning more than it does those who are ambiguity intolerant. The study promotes taking account of students' learning styles and personal characteristics when designing interactive learning environments, to provide the best learning experience for their preferences.
The Need for Assessing Knowledge through Writing for the Quality of Education in Post-Soviet Middle-Low Income Countries with an Emphasis on Azerbaijani Context
Author: Eminli, Heydar
Date: 2019-00-00
Type: Journal Articles
Subjects: Low Income,Developing Nations,Educational Quality,Secondary School Students,Educational Environment,Academic Discourse,Writing Instruction,Multiple Choice Tests,Critical Thinking,Barriers,Writing Evaluation,Foreign Countries,Educational Policy,Essay Tests,Teaching Methods,Standardized Tests

Enhancing the quality of education has been placed high in the national policy agenda in Azerbaijan in recent years. Education policy makers are interested in developing quality curriculum for secondary education, implementing teacher development programs and creating a better learning environment. This study outlines one of the most significant skills in education; academic writing, and teaching and assessment of it for the quality in education. The reason for arguing this topic is that a multiple-choice test is still a dominant assessment tool at centralized exams in Azerbaijan, and a student's knowledge cannot be measured through standardized multiple-choice tests only. It is argued that the lack of teaching and learning academic writing at secondary education and its assessment might prevent the student's critical thinking.
Using Music: From Spontaneous to Scientific Concepts in the Primary School Writing Classroom
Author: Round, Ruth
Date: 2019-02-00
Type: Journal Articles
Subjects: Music,Music Education,Scientific Concepts,Science Instruction,Teacher Role,Foreign Countries,Writing Instruction

Recent developments in the sociology of education highlight the importance of the school as a site for the transformation of students' everyday knowledge into a more ordered and systemised form that provides the means for the development of creative conceptual higher order thinking. However, in recent times there has been a shift towards a dedifferentiation between knowledge and experience in education as well as a shift in the conceptualisation of the role of the teacher from expert pedagogue to facilitator. In this paper we report on the work of one of the authors whose approach to music teaching in the primary school may be seen to exemplify Vygotsky's ideas about the purpose of education and the role of the teacher. In the former, the purpose of education is to provide the context for the exposure to a form of mediated learning. In the later, the teacher takes on the expert role of mediator in assisting students in making developmental connections between spontaneous concepts and scientific concepts. Interestingly while achieving this within a literacy context, Round (the teacher in this study) also found students' musical knowledge was developed and enhanced.
High School Students&apos; Seismic Risk Perception and Preparedness in Savar, Dhaka
Author: Rahman, Mohammad Lutfur
Date: 2019-03-10
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Seismology,Risk,Knowledge Level,Readiness,Natural Disasters,Risk Assessment,Gender Differences,Instructional Program Divisions,Age Differences,Science Education

People in Dhaka, where disaster risk of earthquake is the most due to its high population density and rapid urbanization, are in extreme danger of earthquake. However, the study on assessment of the real scenario of residents' perception of earthquake risk is very little. The purpose of this cross-sectional study is to assess the seismic risk perception and preparedness about earthquake among high school students in Savar, Dhaka. A questionnaire has been developed, and data collection has been done about a group of high school students in seven classrooms. The author uses a method of surveying students to identify and describe the factors that influence their knowledge and perception about earthquake. This study examines gender, grade and age differences in perceived risk and communication behavior in response to the earthquake. Female students' preparation, participation and communication with family are more frequent than those of male students. Female students are found to be more likely to learn about disaster than male ones. Higher grade students have more awareness but less preparedness about earthquake than the younger ones. Students' hazard awareness increases positively with increment of their age. This research concludes that, high school students are vulnerable to earthquake due to the lack of a seismic education program.
An Investigation of Pre-Service Basic Education Teachers&apos; Learning Styles in Terms of Different Variables
Author: Dalaman, Osman
Date: 2019-03-10
Type: Journal Articles
Subjects: Cognitive Style,Preservice Teachers,Learning Processes,Preservice Teacher Education,Measures (Individuals),Correlation,Teaching Methods

Learning process varies from student to student. In a related research, it is argued that one of the basic elements for this variation is due to student's distinct learning styles. Planning learning situations based on the knowledge of learners' learning styles can be more effective and efficient. With the learning-teaching process designed in accordance with the learning styles of students, it is possible to develop positive attitudes towards the courses and to increase academic success. Pre-service teachers' awareness of their own learning styles can be effective both for their own development during their pre-service training and for the development of their students during their in-service professional career. The purpose of the current study is to determine the learning styles of the pre-service basic education teachers and to examine the relationships between their learning styles and gender, age, program type, grade level and grade point average. In data collection, the Kolb Learning Style Inventory was used. The current study was conducted on 493 pre-service teachers randomly selected from among the 1st, 2nd and 3rd year students attending the Basic Education Departments of Classroom Teaching and Pre-school Teacher Education in the Education Faculty of Necmettin Erbakan University, in 2017/2018 academic year. In the analysis of the collected data, SPSS 24 program package was used. The pre-service teachers' learning styles are presented through descriptive statistics, frequencies (f) and percentages (%). Whether the pre-service teachers' learning styles vary significantly depending on the variables of gender, age, program type, grade level and grade point average was tested with ChiSquare Test. Of the participating pre-service teachers, 398 (80.7%) are females and 95 (19.3%) are males; 250 (50.7%) are from the department of classroom teaching and 243 (49.3%) are from the department of pre-school teacher education. The results of the current study have revealed that the participating pre-service teachers have adopted the &quot;Diverging&quot; learning style to the greatest extent and the &quot;Converging&quot; learning style to the smallest extent.