ethanporcaro/eric-fulltext-meta huggingface dataset:
Foundation University Students&apos; Consumer Orientation and Learner Identity Levels and Their Correlations with Academic Performance
Author: Iscan, Betul
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Consumer Economics,Self Concept,Academic Achievement,Attitude Measures,Marketing,Age Differences,Gender Differences,Neoliberalism,Grade Point Average,Educational Attitudes,Outcomes of Education

Purpose: The purpose of this research was to determine the level of foundation university students' consumer orientation and learner identity; and their correlations with students' academic performance. Research Methods: The study was conducted with a correlational survey model. The sample was 376 students from two foundation universities in Istanbul in 2017-2018 academic year. In order to collect the data, &quot;The Extent of Students' Consumer Orientation and Learner Identity Scale&quot; was used. The data were analyzed with SPSS 21 packet program. Findings: Results showed that the level of consumer orientation was at 'Disagree' level, and the learner identity was at &quot;Agree&quot; level. A negative correlation was found between academic performance and students' consumer orientation levels. There was also a low and positive correlation between academic performance and the level of learner identity. Implications for Research and Practice: It might be said that decision-makers in higher education field should take measures to maintain and increase quality towards changing social demands, behaviors and opinions of students in marketising and marketised universities. [This study was presented at the 5th International Eurasian Educational Research Congress in Antalya, May 2-5, 2018.]
The Mediator Roles of Mothers in Father-Child Communications and Family Relationships
Author: Celik, Hilal
Date: 2019-00-00
Type: Journal Articles
Subjects: Mothers,Fathers,Parent Child Relationship,Parent Role,Foreign Countries,Phenomenology,Middle Class,Undergraduate Students,Comparative Analysis,Emotional Response,Parent Background,Educational Attainment,Student Attitudes

Purpose: In many middle-class families in Turkey, mothers typically occupy a mediator role in father-child communications, meaning that messages between fathers and children (particularly regarding an important subject) are sent through mothers. This phenomenological study investigates Turkish father-child communication dynamics, the roles of mothers in this relationship, and the effects of mothers acting as mediators in communications between father and child. Research Methods: This study used Interpretative Phenomenological Analyses to reveal the essence of the relationship of participants with their fathers and their shared experiences regarding the reflection of the mother's role in the father-child relationship and common meanings that have been established. Employing a homogeneous sampling method, we conducted semi-structured interviews with 15 middle-class undergraduate students (nine female and six male students) aged 19-24 (x=21.33) in Istanbul, Turkey. Findings: Our analyses revealed the following three overarching themes that define the experiences of the participants: (i) an unsatisfactory father-child relationship, (ii) the mother: relational fulcrum of the father-child communications, and (iii) problematic emotional reactions to family-interactions. Implications for Research and Practice: This study represents a critical step towards understanding the experiences of youths raised in families wherein mothers occupy a mediator role in father-child communications. It revealed that the father-child relationship does not represent a satisfactory relationship and that this relationship is associated with a sense of deprivation by the children. A comparative evaluation of the experiences of the fathers, mothers, and children would enrich the interpretations and help to obtain a more complicated view of these family relationships.
Well-Being: Bridging the Gap between the Language of Policy and the Culture of Schools
Author: Nohilly, Margaret
Date: 2019-00-00
Type: Journal Articles
Subjects: Well Being,Educational Policy,Correlation,Policy Analysis,Foreign Countries,Elementary School Teachers,Teacher Attitudes,Barriers,Health Promotion,School Culture,Policy Formation,Teacher Workshops,Classroom Techniques

While there is an increasing interest in the notion of well-being--politically, societally and educationally--it remains an enigmatic, multifaceted concept that sometimes eludes definition in academic articles. This article takes account of policy developments in the area of well-being over the last decade in Ireland, particularly educational policy developments. It presents research findings from a study conducted with primary school teachers on the west coast of Ireland about what well-being means to them as teachers and their challenges in promoting it. The findings highlight that well-being is open to many interpretations, and there is a clear gap between the language of well-being policy documents and the practices taking place in schools.
The Role of Students&apos; Motivation in the Relationship between Perceived Learning Environment and Achievement in Science: A Mediation Analysis
Author: Hafizoglu, Aslihan
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 7,Student Motivation,Science Instruction,Science Achievement,Self Efficacy,Value Judgment,Goal Orientation,Teacher Influence,Participation,Equal Education,Inquiry,Educational Environment,Middle School Students,Foreign Countries

The purpose of this study was to investigate the mediating role of 7th grade students' motivation toward learning science in the relationship between their science learning environment perceptions and science achievement. The correlational research design was utilized in this study and data were collected from 922 7th grade students using self-report questionnaires and a multiple-choice science achievement test. While motivation to learn science was regarded as self-efficacy, task value, intrinsic goal orientation, and extrinsic goal orientation, students' perceptions of the learning environment in science class were assessed by considering the components of constructivist learning environment such as teacher support, involvement, investigation, and equity. The results are discussed in relation to the features of classroom learning environment related to students' performance in science class. According to the results obtained from latent variables path analyses, it seems important that classroom learning environments which were arranged by means of the perspective of the constructivist learning environment increase students' science achievement directly and indirectly by increasing their motivation toward science.
The Thing about Chemistry: Investigating the Fundamental Chemistry Skills of Biology Education Students at Bielefeld University
Author: Wegner, Claas
Date: 2019-00-00
Type: Journal Articles
Subjects: Biology,Chemistry,College Science,Science Process Skills,Graduate Students,Majors (Students),Knowledge Level,Teacher Education,Foreign Countries,Science Achievement

Although fundamental chemistry acts as a prerequisite for fully comprehending imperative aspects of biology, Bielefeld University is one of three universities in North Rhine-Westphalia, Germany that does not require majors or minors in biology education to complete classes in general chemistry, before fulfilling graduation requirements. A study was utilized to determine to what extent graduate students possess the chemistry skills essential for teaching the state-mandated biology curriculum. The assessed graduate students consisted of individuals with and without chemistry as their second elected subject. The chemistry skills of the individual graduate students were measured with a non-standardized knowledge test. The results of each test were computed using an evaluation form and specified point system. Results revealed that the majority of the graduate students without chemistry as their second elected subject possessed an insufficient (e.g., poor and failing) level of understanding for fundamental chemistry, characteristically essential for instructing biology lessons. The findings in this study and in previous research have established grounds for discussing potential methods of intervention and further investigation of this field, to better prepare biology education students for their teacher training and future careers.
Laboratory Exercise or Lecture: Middle School Education
Author: Thompson, Barry R.
Date: 2015-06-00
Type: Journal Articles
Subjects: Lecture Method,Suburban Schools,Early Adolescents,Teaching Methods,Inquiry,Science Laboratories,Hands on Science,Biology,Science Instruction,Discussion (Teaching Technique),Classification,Middle School Students

A study was recently conducted in a suburban middle school regarding two teaching strategies. Ninety-three eighth grade &quot;students&quot; were administered a pretest regarding classification as related to taxonomy. Thirty of the students conducted an inquiry lab concerning classification. They then participated in a class discussion regarding the material. The remaining thirty students first participated in a class discussion regarding classification, they then completed the laboratory exercise. A posttest was administered at the conclusion of the unit and a retention test was administered four months later. Statistical analysis through the use of t-tests indicates a statistically significant performance difference on the scores of the posttest. No significant difference was found when comparing the respective retention test scores.
Developing Secondary Education Computer Science Teachers&apos; Technological Pedagogical Content Knowledge
Author: Angeli, Charoula
Date: 2015-06-00
Type: Journal Articles
Subjects: Computer Science Education,Secondary School Teachers,Faculty Development,Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Affordances,Learning Activities,Teacher Attitudes,Program Effectiveness,Concept Mapping

act In the study herein the authors adopted the framework of technological pedagogical content knowledge (TPCK) and the approach of technology mapping in order to teach secondary education computer science teachers how to teach with technology. During a 15-hour teacher professional development program, teachers learned how to think about the educational affordances of different computer tools, and how to use them to make computer science content more understandable to learners. In addition, teachers learned how to think iteratively about technology, content, and pedagogy in order to design learning activities appropriate for learners' conceptual ecology. The study presents good examples of TPCK in practice by demonstrating teachers' actual instructional artifacts as these emerged through their participation in the teacher professional development program, as well as their evaluations of the program.
Levels of Self-Esteem in Socially Maladjusted Underage Males -- Pre and Post Therapy in a Corrective Institution for Juvenile Offenders
Author: Siemionow, Justyna
Date: 2015-06-00
Type: Journal Articles
Subjects: Self Esteem,Correctional Institutions,Institutionalized Persons,Delinquency,Intervention,Antisocial Behavior,Behavior Modification,Rehabilitation,Cognitive Restructuring,Aggression,Adolescents,Program Effectiveness,Foreign Countries

The text is a report on the research which was undertaken in a corrective institution for underage criminals. The starting point is one thesis: one of the sources of criminal activities is low self esteem and unsettled picture of yourself. The feelings of social rejection and lack of acceptance, hostile attitude to the world - they are closely related to self-esteem. The results of presented research shows that it can be changed as a result of therapeutic and educational programs.
School District Turnaround: Leadership Development as the Nexus of Change
Author: Bonda, Nadine
Date: 2015-03-00
Type: Journal Articles
Subjects: School Turnaround,School Districts,School Effectiveness,Urban Schools,Educational Improvement,Capacity Building,Accountability,Management Development,Educational Change,Government School Relationship,State Government,Government Role

Context: Urban school districts have gone through countless reform efforts to no avail. The Massachusetts Department of Elementary and Secondary Education (ESE) has developed a model that has the potential to be a game changer in laying the foundation for student success. Purpose: This article explores how one district used the model and targeted administrators as their nexus of change. Intervention: ESE used a research-based approach to provide turnaround expertise and hold failing districts accountable for improvement. Each district was to develop and implement with support and monitoring, a plan known as the accelerated improvement plan, which became a blueprint for the change process. Data Collection: Data was collected through monthly three-hour meetings and 12 full-day observations of instruction and meetings. Data was made public through quarterly progress reports posted on the ESE website and shared with the School Board and the public through local television. Findings: The district chose to center their early change initiatives on building the capacity of school and district administrators. Critical to the plan's effectiveness was ongoing monitoring and feedback by ESE, since the failure of many change efforts is due to the inability of school districts to effectively self analyze and adjust practice which can lead to a lack of effective implementation. Conclusions/Recommendations: The process mapped out an aligned &quot;through-line&quot; of changed routines and practices. Through-line is defined as changes at the district level resulting in changes at the school level, and, in turn, at the classroom level. Ultimately, that means that the lack of success at the student level is the result of insufficient improvement at the classroom level, the school level, and the district leadership and governance level. This is a promising process that could lead to substantial improvement in student achievement in underperforming districts.
Applied Cooperative Learning in Teaching Developmental Mathematics Courses
Author: Li, Qingxia
Date: 2015-06-00
Type: Journal Articles
Subjects: Cooperative Learning,Teaching Methods,Developmental Studies Programs,Remedial Mathematics,Critical Thinking,Academic Persistence,Grades (Scholastic),Program Effectiveness,Algebra,College Mathematics

This project integrates cooperative learning strategy in teaching developmental mathematics courses. This study uses a quasi-experimental non-equivalent control design comparing student's outcomes with and without implementing cooperative learning in these courses. The results of the data analysis shows that there is an increase in student's critical thinking ability, retention rate and the percentage of students obtaining A's and C's. This project is supported by Elizabeth City State University Minority Science and Engineering Improvement Program (Award Number: P120A110105).
The Experience of Lifestyle Changes among Middle Eastern Graduate Students in the United States
Author: Alzayani, Salman
Date: 2015-03-00
Type: Journal Articles
Subjects: Graduate Students,Student Adjustment,Life Style,Foreign Students,Student Welfare,Stress Variables,Eating Habits,Physical Activity Level,Health Behavior,Foreign Countries,Student Attitudes,Weather,Student School Relationship,Dietetics,Behavior Standards,Social Behavior,Time Management,Family Relationship,Money Management,Cultural Differences

High rates of health problems have been reported among undergraduate students, with increased stress levels among college undergraduates in the United States in several fields of study. Academic life stresses are believed to play an important role in the health of students, which may affect their learning abilities and educational performance on top of their health Aim Understanding the effect of cultural and environmental changes on individual's behavior. Methods : Graduate students from the Middle East who spent two years in the United States were selected for interviews. Colaizzi's phenomenological descriptive method of inquiry was adopted. Results: Thirty-eight statements were extracted from the interview and sorted into nine themes--Away from home: homesickness; school is challenging and stressful; it is not cold it is freezing; lack of physical activity; social norms vs. peer pressure; dietary patterns and available options; away from home and arriving to new home; time is money; and day to day expenses. An exhaustive description was created from the themes and the formulated meanings and was adjusted and validated by the interviewees. The fundamental structure was developed accordingly. Conclusion : Despite changes in culture and environment, students' behavior and lifestyle have been affected in different ways, some were positively affected like being more time efficient and focusing more on work, and some were negatively affected like being under stress, eating unhealthy diet and physical inactivity. Students were aware of the changes in their lifestyle and were always trying to modify them.
Integrated Technology in Teaching Developmental Math Courses to Increase Student&apos;s Critical Thinking Ability
Author: Li, Qingxia
Date: 2015-09-00
Type: Journal Articles
Subjects: Remedial Mathematics,Technology Integration,Critical Thinking,Cognitive Tests,Mathematics Achievement,Black Colleges,African American Students,Video Technology,Computer Software,Instructional Effectiveness,Conventional Instruction,Open Enrollment,Skill Development,Lecture Method

This project examines the differences in student's Critical Thinking ability by comparing student's Pretest and Posttest through the Watson-Glaser Online Assessment. The targeted courses are the developmental mathematics courses at an open admission institution in the Midwest of United States. The methodology is to apply technology such as learning software and platforms in these courses. Data is collected and analyzed under both traditional condition without technology and experimental condition with technology. Results showed that students from classes with technology had a higher increase in the ability of Critical Thinking and mathematics knowledge. The model of integrating technology in teaching developmental mathematics courses should be adapted.
Analogy as a Child Centric Approach to Teach: As Seen by a High School Teacher
Author: Chowdhury, Pinaki
Date: 2015-09-00
Type: Journal Articles
Subjects: STEM Education,Rural Schools,Disadvantaged Schools,Student Centered Learning,Logical Thinking,Foreign Countries,College Admission,Physical Sciences,High School Students,Labor Force Development,Instructional Effectiveness,Teaching Methods,Scientific Concepts,Grade 12,Misconceptions,Late Adolescents

The scarcity of trained man power in the field of science and technology has become a growing phenomenon today. Thus, we are still facing the same challenge country wide. With the multidimensional increase in the field of science and technology, there is a huge shortage of expert workforce in the field of STEM. The numbers of students who qualify for admission into higher educational institution in STEM field is less than required. Our old age school systems from our country sides have failed to fulfill the need of this time. In addition, most rural schools lack basic facilities in terms of the resources required for better learning. Therefore, the author suggests the use of analogy as a powerful tool for a child centric education in rural schools with less resource.
Multilevel Analyses of Student, Parent, and School Indicators of Achievement in High School Transition in Turkey
Author: Akay, Emel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Tests,Scores,Reputation,High Schools,Grade 8,Secondary School Students,Socioeconomic Influences,School Effectiveness,Predictor Variables,Individual Characteristics,Parent Background,Institutional Characteristics,Socioeconomic Status

In Turkey, students are placed in a high school according to the scores they receive from a large-scale transition exam. Although the assessment procedures have shown changes over time, scores of this exam still play a vital role in students being accepted into a prestigious high school, which may also be an initial step for their prospective achievement at the higher education level. Therefore, this study aimed to analyze the student-, parent-, and school-related variables affecting eighth grade students' academic achievement on high school transition exams (TEOG) in state secondary schools in Eskisehir, Turkey, along with the relationships of these variables, by using hierarchical linear modeling (HLM). Study participants included 667 students and their parents as well as 211 school leaders and teachers. The results showed that schools located in high socioeconomic status neighborhoods received higher effectiveness scores. The first HLM analysis indicated that 37% of the variation in the TEOG scores resulted from schools. School effectiveness was responsible for 85% of variation in scores. In the second HLM analysis, it was found that school socioeconomic level created a 76% of variation in scores. Although cross interactions in both analyses were significant, the percentage of their explained variance was rather low. The findings of this study could be used to take reasonable steps to improve educational decisions and might give insights to students, parents, and educational leaders to increase students' academic achievement in the process of transition to high school.
High School Peer Buddy Program: Impact on Social and Academic Achievement for Students with Disabilities
Author: Alqahtani, Ragea
Date: 2015-03-00
Type: Journal Articles
Subjects: Students with Disabilities,Peer Relationship,High School Students,Academic Achievement,Interpersonal Relationship,Emotional Disturbances,Behavior Problems,Learning Disabilities,Program Effectiveness,Interpersonal Competence,Social Development,Grade Point Average,Teacher Attitudes,Student Attitudes

The purpose of this study was to examine the Peer Buddy Program at a high school for students with disabilities (i.e., learning and behavior disabilities) in academic and social achievement. Two specific questions were addressed: Do students with learning and/or emotional/behavioral disabilities, who are participating in the Peer Buddy Program, show improvement in their use of social skills according to self-report, special and general curriculum teacher ratings on a standardized social skill rating scale? and 2) Do students with learning and/or emotional/behavioral disabilities, who are participating in the Peer Buddy Program, show improvement in academic skill use according to past to present year comparisons on grade point averages, and special education informal assessments (Fast Math, System 44, and Acuity)? Student, special and general education teachers' ratings on the Social Skills Achievement Scale (SSIS) and student archival records data was examined through pair t-test analyses pre and post the Peer Buddy Program intervention. The results indicated that the Peer-Buddy Program had a positive impact on the social and academic achievement of high school students with learning and behavioral disabilities.