ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Writing Anxiety and Writing Disposition among Secondary School Students
Author: Cocuk, Halil Erdem
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,Writing (Composition),Secondary School Students,Scores,Surveys,Tests,Writing Apprehension,Gender Differences,Turkish,Statistical Analysis,Foreign Countries

Problem Statement: Writing is important in secondary schools because it underpins the performance of students in most examinations. Writing disposition, which specifically deals with the aspects of students' attitudes toward writing, has also been studied by some researchers. Purpose of the Study: This study reports on the result of a study on the writing anxiety and writing disposition of Turkish students from different socio-economic status backgrounds studying at public secondary schools. Determining whether there is a significant difference between the secondary school students' scores from writing anxiety and writing disposition constitutes the research problem of this study. Method: This descriptive study uses a correlational survey model. The participants included 707 students from grade five through eight, who attended two different tests: the Writing Apprehension Scale and Writing Disposition Scale. Findings: The results showed that three of the six variables under study (gender, attitude toward Turkish language courses, and grade level) were statistically significant for the Writing Apprehension test. Additionally, four out of six variables analyzed were statistically significant for the Writing Disposition test. A positive linear relationship between writing anxiety and writing disposition levels was found. Apparently, the more students liked Turkish course, the more anxious they became; a significant difference was found for the variable &quot;positive attitude toward Turkish courses&quot; for both scales. The results also showed that female students are more likely to encounter writing anxiety than male students. Conclusion and Recommendations: The severity of writing anxiety should be dealt with carefully as it can prevent students from becoming competent writers. The link between writing anxiety and writing disposition proposed in this article further explores the advantages and disadvantages of these two aspects of writing. It is recommended that writing anxiety be studied in different contexts because further understanding the reasons for anxiety when students produce qualified writing can be elaborated in this way.
The Effects of Repetitive Reading and PQRS Strategy in the Development of Reading Skill
Author: Ulu, Hacer
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Processes,Reading Skills,Foreign Countries,Qualitative Research,Reading Difficulties,Reading Comprehension,Grade 3,Action Research,Motivation,Repetition,Case Studies,Reading Strategies,Elementary School Students,Reading Programs

Problem Statements: It is a fact that there are individual differences in education and it would be wrong to expect every individual to learn at the same speed. Certain individuals have difficulty in some subjects such as reading, writing and mathematics, yet the most common such problem is difficulty in reading. Particularly, the students who fall behind others in early reading-writing periods have hardships in coding, interpretation and word acquisition. These failures often result in low motivation to learn and decreased self-esteem, and this, in turn, prevents them from making satisfactory use of educational services. For these reasons, this study focuses on the elimination of reading disabilities. Purpose of the study: The aim of this study is to investigate the effects of repetitive reading and preview-question-read-summarize (PQRS) strategies on the elimination of reading and comprehension problems of a 3rd grader. Method: This study, which focuses on the identification of reading and comprehension problems and the elimination of such problems, can be classified as an &quot;action research.&quot; On the other hand, it is also a &quot;case study&quot; as it investigates in detail the reasons for the problems in reading and comprehension that only one subject is having. Findings and results: At the end of the implementation process, we have seen the state of anxiety reduced to a free level. Conclusions and Recommendations: The problems students with reading disabilities are continuous. These difficulties often begin during the early years of primary school and continue in subsequent years. The identification of the strategies used to eliminate reading disabilities is expected not only to guide teachers in the teaching process but also to shed light on future studies of academicians.
Twenty First Century Education: Transformative Education for Sustainability and Responsible Citizenship
Author: Bell, David V. J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Transformative Learning,Citizenship,Citizenship Education,Sustainable Development,Energy,Wastes,Employment Potential,Group Membership,Corporations,Strategic Planning,Teaching Methods,Sustainability,Foreign Countries

Many ministries of education focus on twenty-first century education but unless they are looking at this topic through a sustainability lens, they will be missing some of its most important elements. The usual emphasis on developing skills for employability in the current global economy begs the question whether the global economy is itself sustainable over the course of this century. According to the World Business Council on Sustainable Development (WBCSD) whose membership comprises 29 of the largest, most important companies on the planet, it is &quot;not&quot;. Continuing on the current development path would require approximately 2.3 planet Earths to support existing levels of resource and energy use, and waste production, projected out for a global population which will reach 9 billion by 2050. And yet most discussions of 21st century education are premised on servicing, rather than transforming, the current global economy. This paper explores the opportunities and benefits of connecting the discourse on twenty-first century education with Education for Sustainable Development (ESD) which seeks to prepare learners for the varied and interrelated environmental, social, and economic challenges they will meet as they confront a changing world. ESD emphasizes futures thinking and strategic planning that will enable learners to help create and flourish in a more sustainable economy. Conventional teaching models must also shift to a &quot;transformative&quot; style of education for the twenty-first century in order for humankind to learn how to live more sustainably on this planet.
Analysis on the Relationship between Trust Culture and Prejudices in Primary Schools
Author: Erdogan, Cetin
Date: 2016-00-00
Type: Journal Articles
Subjects: Trust (Psychology),Educational Environment,School Culture,Social Bias,Foreign Countries,Principals,Elementary School Teachers,Attitude Measures,Mixed Methods Research,Parents,Teacher Characteristics,Institutional Characteristics,Gender Differences,Surveys

Problem Statement: Trust is crucial for creating a positive culture in the school environment, which is called as trust culture. On the other hand, prejudice is thought to be a potential barrier for creating trust culture in schools. Thus, it is meaningful to examine the relationship between trust culture and prejudice in schools and then to determine to what extent prejudices in schools can predict trust culture. Purpose of the Study: The purpose of this study was to determine the opinions of teachers and principals working in public primary schools within Ankara's central districts on trust culture and prejudice. This study also examined whether or not prejudices can predict trust culture in schools. Method: The study was designed as relational survey model and performed with mixed methodology in which both qualitative and quantitative methods were used. Through the stratified sampling technique, data were collected from 379 teachers from public primary schools within Ankara's nine central districts. For data collection, three scales were developed by the researcher. In data analysis, a t-test was used to compare participant opinions in terms of the duty and gender variables; a one-way analysis of variance was conducted to determine whether there is a significant difference between opinions due to the variables of age, seniority, educational status, or size of the school. Simple linear regression analysis was conducted to determine the extent to which prejudices predict trust culture. a = 0.05 significance level was set as the basis in significance tests. Findings and Results: According to the study results, students and parents' trust relationships are at a better state with classroom teachers than with branch teachers. Older teachers were observed to have better trust relationships with principals than younger teachers. The level of shared goals and values were observed to be higher in small-sized schools than in larger-sized schools. According to the gender variable, male teachers are more prejudiced toward students than female teachers are. No significant differences were detected in terms of the seniority and educational status variables. Conclusions and Recommendations: One of the most crucial problems that must be considered and tackled in order to enable a trust culture in schools is the prejudice among a school's shareholders.
The Relationship between Mathematics Teachers' Teaching Approaches and 9th Grade Students' Mathematics Self
Author: Briede, Liene
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,Teaching Methods,Mathematics Teachers,Grade 9,Mathematics Skills,Teacher Attitudes,Socioeconomic Influences,Beliefs,Constructivism (Learning),Teacher Surveys,Student Surveys,Mixed Methods Research,Self Efficacy,Self Concept,Anxiety,Foreign Countries,Phenomenology,Interviews

The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students' mathematical self. The study searched for the answers on three research questions, namely, about 1) the approaches prevailing in mathematics teachers' beliefs about effective teaching and self-reports about their classroom practices, 2) the qualitative and quantitative features of students' mathematical self, and 3) the relationships between the teaching approaches supported by mathematics teachers, the indicators of their 9th grade students' mathematical self, teachers' socio-demographic indicators, and students' socio-demographic indicators. The outcomes of the study show that because of the complex structure of the phenomena, it is difficult to classify mathematics teachers' beliefs on teaching and their self-reported practice into theoretically predefined groups though the use of constructivism in a lesson has a more positive influence on students' mathematical self than mere support of the constructivist beliefs.
The Impact of a Semiotic Analysis Theory-Based Writing Activity on Students' Writing Skills
Author: Sarar Kuzu, Tulay
Date: 2016-00-00
Type: Journal Articles
Subjects: Semiotics,Writing Skills,Writing (Composition),Cartoons,Pretests Posttests,Secondary School Students,Grade 7,Foreign Countries,Content Analysis,Writing Strategies,Creative Writing,Grading,Scores,Statistical Significance,Skill Development

Problem Statement: In entering the world intellectually and affectively equipped, humans develop in a systemic way that encompasses both thought and art education and in which written, oral, and visual texts are important tools. In particular, visual literacy, which refers to the interpretation of elements other than written text, including images, symbols, shapes, and colors, has come into prominence through new learning approaches that emphasize the importance of using numerous stimuli. All texts convey a meaning and a message, which to comprehend requires textual analysis, the different theories and methods of which vary among various types of texts. As discussed in this article, the semiotic analysis theory provides tools for textual analysis concerning the dimensions of narrative discourse. Purpose: This study aimed to determine how a writing lecture activity based on semiotic analysis theory affects students' writing skills. To that end, cartoon caricatures were selected as visual texts for analysis. Method: This experimental research based on pre- and post-tests was conducted with a dependent group of 40 7th-grade students in a school within Turkey's Ministry of Education. Data collection involved having each student develop two texts for caricature analysis: one prior to an experiment based on the traditional approach, and the other after an experiment based on the semiotic method. The differences between scores received for each text by all students were analyzed. Findings: Results revealed that textual analysis based on the semiotic theory was more effective for the writing skills of students than the traditional writing method with respect to three areas of evaluation: understanding the subject, accessing the message, and multidimensional interpretation. Conclusion and Recommendations: The findings suggest that the proposed method of semiotic analysis is an alternative to traditional methods used in Turkish-language courses that can enhance the effectiveness of learning and positively affect students' creative-writing skills. [This study was presented at the International Eurasian Educational Research Congress (1st, Istanbul University &amp; &quot;EJER,&quot; April 24-26, 2014).]
Autonomous Learning for English Acquisition in Blended e-Studies for Adults within the Context of Sustainable Development
Author: Bojare, Inara
Date: 2016-00-00
Type: Journal Articles
Subjects: Independent Study,Electronic Learning,Sustainability,Blended Learning,Interdisciplinary Approach,Qualitative Research,Metacognition,Statistical Analysis,English (Second Language),Second Language Learning,Adults,Holistic Approach,Informal Education,Foreign Countries,Questionnaires,Likert Scales

Personality integration and self-realisation in the global economy and coevolution with multilingual cultural environment of sustainable learning society by means of technologies actualise the paradigm shift in science, and create the necessity for transdisciplinary research to resolve the problem of transformation of the system of values in the context of acquisition of languages. The research aims to create a holistic model of autonomous learning for English acquisition in blended environment of e-studies in the context of adult non-formal education. The research is done on the basis of the holistic paradigm of the science. Holistic methodology is used for investigation of the holistic system. The research resulted in creating the holistic model and working out the recommendations to facilitate of the transformation of the system of values of participants at the programmes of English acquisition of adult non-formal education. The results of the research are significant for developing the concept of autonomous learning.
The Effect of Professional Development on Teacher Efficacy and Teachers' Self-Analysis of Their Efficacy Change
Author: Yoo, Julia H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Faculty Development,Online Courses,Learning Experience,Teacher Effectiveness,Self Efficacy,Self Evaluation (Individuals),Scores,Mixed Methods Research,Sustainability,Likert Scales,Grounded Theory,Attitude Change,Questionnaires

The current study examined the effect of an online professional development learning experience on teachers' self-efficacy through 148 (Male = 22; Female = 126) K-12 teachers and school educators. The Teachers' Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001) was administered twice with a five-week gap. Additionally, all participants' descriptive self-analysis of their own score change was examined to analyze teachers' attributions of their self-efficacy change. Both quantitative and qualitative methodologies were used to analyze the data. The findings indicated that teacher efficacy increased as a result of their online professional development experience. Participants' self-analysis of their efficacy change provided some possible explanations for mixed reports for the influence of experience on teacher efficacy
Educational Action Research to Achieve the Essential Competencies of the Future
Author: Kapenieks, Janis
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Research,Action Research,Competence,Electronic Learning,Cooperative Learning,Internet,Undergraduate Students,Majors (Students),Information Technology,Foreign Countries,Educational Theories,Creative Thinking,Sustainable Development,Formative Evaluation,Summative Evaluation,Design,Correlation

This article analyses the conformity of the educational action research (EAR) process for the improvement of selected competencies that will be necessary in the near future for each active and responsible person. The most requested competencies in the near and midterm future are determined in accordance with near future structural requirements of labour demand, determined by international organizations. The contribution is based upon the outcomes of the action research carried out in the internet environment, by Bachelor students majoring in information technologies at Riga Technical University, Latvia. Working in groups, supplemented each other's ideas, developing living theories. The content analysis of the students' supplementary submissions and living theories was carried out to identify the features indicating the development of student actions towards the improvement of the most necessary competencies in the near future. To accomplish the objective of action research, at first, the most requested competencies in the near and midterm future were determined. Then the changes of the features, mentioned during the three action research cycles were identified. Finally, the most important features of the students' actions indicating the development of two of key competencies, namely, Novel and adaptive thinking and Design Mindset, were identified. Perfection of referred competencies is viewed as the substantial part of education for sustainable development (ESD). The conclusions were drawn about the development of students' competencies according to the future needs identified during the action research process in the internet.
Web-Based Intervention for Developing Long-Term Health Literacy of Individuals: Possibilities and Limitations
Author: Krumina, Aira Aija
Date: 2016-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Intervention,Health Education,Information Literacy,Literature Reviews,Health Promotion,Program Descriptions,Models,Multimedia Materials,Interaction,Active Learning,Feedback (Response),Internet,Educational Benefits,Foreign Countries

Web-based interventions (WBI) are purposefully developed online programs designed for wide range of users (clients, patients, health care specialists, as well as medical practitioners) which allow obtaining and using information on various issues related to health maintenance and improvement. On the basis of the analysis of scientific literature, the article provides an overview of WBI types and components, as well as a structural model of WBI and its user in the context of environment factors. The possibilities of using WBI for developing long-term health literacy of individuals are specified. By summarising the main advantages and limitations of using WBI, the possible suggestions for the WBI use and development are offered.
Social Equality as Groundwork for Sustainable Schooling: The Free Lunch Issue
Author: Kairiene, Brigita
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Justice,Lunch Programs,Public Schools,Sustainability,Foreign Countries,Student Experience,Qualitative Research,Nutrition,Childrens Rights,Social Discrimination,Parents,Attitude Measures,Teachers,Socioeconomic Status,Semi Structured Interviews

The purpose of the present study was to discuss the way of organizing free lunch at public schools as an important precondition for social equality and sustainability in school, by revealing acute forms of social disjunction in Lithuanian schools as a major incongruity with Children Rights, and an obstacle to the achievement of general education goals. The objective of the study: to study the experience of pupils subject to free lunch in public schools, as well as the experience and viewpoints of pedagogues involved in the organization of free lunch in relation to social equality and sustainable schooling. A qualitative research was conducted in several Lithuanian schools focusing on the experience of the pupils, who had the privilege of having cost-free lunch at schools, as well as the pedagogues involved in organizing free lunch. The research data indicated the violation of children's rights to healthy nutrition, as the respondents complained about the quality and the way of implementation of free lunch in schools. The research data revealed some discriminatory practices of separate queues to provide dishes to pupils from needy families, and limited or lacking opportunities for them to choose dishes. The analysis of the research data lead to the recommendation to professionally assess the correspondence of the organization of free meals in the aspects of effectiveness, legal regulation and ethics with children's needs.
A Suggested In-Service Training Model Based on Turkish Preschool Teachers' Conceptions for Sustainable Development
Author: Kabadayi, Abdulkadir
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inservice Teacher Education,Models,Preschool Teachers,Teacher Attitudes,Sustainable Development,Needs Assessment,Questionnaires,Likert Scales,Demography,Preferences,Training,Change Agents,Action Research

Nowadays, teacher professionalization has been upgrading and the status, training and working conditions of teachers have received a great deal of interest for sustainable education. It is recognized that if teachers are equipped with adequate professional knowledge and personal practical knowledge, they will become active curriculum planners at schools--and will have the potentials to transform from &quot;cook&quot; to &quot;chef&quot; in teaching. Therefore, in-service training of teachers is one of the most effective ways of sharing professional experiences and a medium of sustainable education in the society. Based on the existing literature, the present study was conducted to investigate the preschool teachers' needs about in-service training courses (INSET) to suggest an effective INSET model based on their INSET needs assessment for sustainable education in a Turkish setting. A questionnaire consisting of fixed-response, open-ended and Likert-style questions was administered to preschool teachers (n = 133) currently working in Tokat, one of the vicinities of Turkey, to obtain information about their background characteristics and to determine their conceptions and needs for INSET for sustainable education. The study comprises two steps. As a first stage, socio-demographic structures of the INSET participants are analyzed in respect to different variables. In the second stage, the preferences of the INSET participants are analyzed regarding &quot;before in-service training&quot;, &quot;while in-service training&quot; and &quot;after in-service training&quot; process.