ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of School Yard Playgrounds on Development and School Attachment Levels of Children
Author: Dilbil, Aybuke
Date: 2017-00-00
Type: Journal Articles
Subjects: Playground Activities,Playgrounds,Grade 3,Grade 4,Questionnaires,Student Development,Attachment Behavior,Emotional Development,Incidence,Statistical Distributions,Pretests Posttests,Statistical Significance,Dimensional Preference,Foreign Countries,Statistical Analysis

The aim of this study is to examine the impact of playgrounds drawn in school yards on development and school attachment levels of the children. Sample of the study consisted of 319 students. 164 of them are female students while 155 are male students studying in the 3rd and 4th grades in Dr. Ferdi Koçel Elementary School, Yarbay Refik Cesur Elementary School and Saraybahce Elementary School located in the district of Izmit in Kocaeli. As for data collection tools, personal information questionnaire, school attachment scale (Savi, 2011) and school yard playgrounds questionnaire (Basaran, 2017) were employed. The data obtained from the questionnaires were analysed in the SPSS 18 package program and frequency and percentage distributions. Cronbach Alpha, Paired Sample T-Test and Independent T-Test were used (p&lt;0.05). At the end of the study, statistically significant differences were found between pretest/posttest scores of the school attachment scale, while no statistically significant difference was found in the playgrounds questionnaire. Differences were detected among some items of both scales and between pretest and grade in the playgrounds questionnaire. Diverse colourful drawings in the school yards of all elementary schools will be helpful in terms of development and school attachment in children.
Comparison between Couple Attachment Styles, Stress Coping Styles and Self-Esteem Levels
Author: Çolakkadioglu, Oguzhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Coping,Self Esteem,Attachment Behavior,Statistical Significance,Social Support Groups,Correlation,Behavior Rating Scales,Spouses,Marital Satisfaction,College Students,Self Concept Measures,Multivariate Analysis,Stress Management,Statistical Analysis,Foreign Countries

Data were acquired from a total of 422 university students with 216 female and 206 male students via Couple Attachment Scale, Stress Coping Styles Scale and Coopersmith Self-Esteem Inventory. Positive and statistically significant relationships were determined between self-confident approach, optimistic approach and social support approach sub-scales as a result of Pearson Product Moments Correlation Coefficient analysis; whereas a negative and statistically significant relationship was determined between helpless approach and submissive approach sub-scales and self-esteem. It was determined as a result of the One Way MANOVA analysis that couples with secure and insecure attachment differ with regard to ways of coping with stress and self-esteem levels and that couples with secure attachment make use of self-confident approach, optimistic approach and social support approach from among styles of coping with stress, whereas couples with insecure attachment use helpless approach and submissive approach styles and that they have lower self-esteem levels.
What Does It Take for Practitioners to Use Data to Change Behavior in Collective Impact?
Author: Raderstrong, Jeff
Date: 2017-11-00
Type: Journal Articles
Subjects: Behavior Change,Semi Structured Interviews,Expertise,Partnerships in Education,Problem Solving,Social Change,Feedback (Response),Community Change,Case Studies,Performance Based Assessment,Personnel Management,Data,Decision Making

The use of data to track and manage progress is critical to a collective impact initiative achieving results or understanding impact. Yet, little research has been done to determine how collective impact practitioners can effectively use data. This article--including a literature review, semistructured interviews with experts on performance management and collective impact, as well as Living Cities' experience with over 70 collective impact initiatives--outlines five steps for practitioners to grow their initiative's capacity to use data: Agree on the Data; Find the Data; Present the Data; Discuss and Learn from the Data; Change Behavior and Share Responsibility.
Quality of Life--Lifelong Education Platform
Author: Radovanovic, Ivica
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Adolescent Attitudes,Lifelong Learning,Quality of Life,Questionnaires,Attitude Measures,Emotional Development,Social Development,Physical Development,Hygiene,Factor Analysis,Gender Differences,Statistical Analysis

The aim of the research was to examine the quality of adolescents' lives in order to assess how much it serves the purpose of effective lifelong education. The sample consisted of 220 pupils from the first to the fourth grade of secondary school on the territory of Serbia. The quality of life of the respondents was assessed by means of a questionnaire on the quality of life--PedsQL™. The following was examined: Emotional, Social and Physical functioning. The results of the research showed a high level of life quality related to the aspects of physical functioning and social functioning, while emotional functioning is marked as a dimension with a lower degree of quality. Factor analysis revealed six relatively independent factors. The results indicate that the quality of students' life is still not at an enviable level and that it is important to work systematically in this field.
Group Dynamic Assessment of L2 Learners&apos; Writing Abilities
Author: Shabani, Karim
Date: 2018-01-00
Type: Journal Articles
Subjects: Group Dynamics,Cohort Analysis,Experimental Groups,Control Groups,Homogeneous Grouping,Mixed Methods Research,Pretests Posttests,Community Colleges,Teaching Methods,Writing Ability,Writing Achievement,Writing Improvement,Student Evaluation,Second Language Learning,College Freshmen,English (Second Language),Language Tests

The present study was designed to test a group-based format of dynamic assessment (G-DA) in the context of writing over a time span of twelve weeks of instruction. A cohort of 60 students took a homogeneity test and based on the results, 44 students were selected to participate forming the two groups of experimental (N = 22) and control (N = 22). The study benefitted from a mixed methodology design comprising both quantitative and qualitative data collection and analysis. The experimental group underwent G-DA instruction for a time span of 12 weeks and received prompts, hints and scaffolding during all stages of writing including topic selection, idea generation and revising while the control group was deprived of dialogic negotiation and interaction. The results of quantitative data analysis of pretest and posttest scores using independent and paired samples t-tests revealed the outperformance of the experimental group over the control group. The microgenetic analysis showed that the G-DA instructions could diagnose quite vividly the learners' sources of writing difficulties and help promote the abilities which are in the state of maturation. It was also found that the G-DA interactions could set the ground for creating a state of intersubjectivity and positive interdependence among the more and less proficient learners in the course of which they could trial their legitimate peripheral participation. The G-DA interactions had the function of moving the entire class forward in its ZPD while co-constructing ZPDs with individual learners within the social microcosm of the classroom context. On implication side, it is argued that the G-DA serves as a precise, teacher/learner-friendly and, thus, ethical procedure for the assessment of learners' writing abilities.
Evaluation of the Knowledge of Science Teachers with Didactic Transposition Theory
Author: Atalar, Fatma Bulut
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Teachers,Grade 7,Chemistry,Foreign Countries,Middle School Students,Middle School Teachers,Interviews,Qualitative Research,Case Studies,Teacher Characteristics,Scientific Literacy,Knowledge Level,Questionnaires,Observation

The quality of the process of teaching is related to the behaviors shown by the teacher and their capability. In cases where teachers who have different training are expected to teach the same topic, teachers may make some alterations in the topics in question. Turkish education system has teachers who have different training but teach the same subject. Transposition is an institutional framework which is concerned with transformation of the knowledge given in schools from its status as didactic scientific knowledge to learned knowledge. The purpose in this study is to determine the factors influential on the process of transformation from knowledge to be taught to knowledge that is taught that are caused by science teachers. In this context, this study was conducted with 5 science teachers with different training and a total of 159 students of these teachers at 7th grade. Interviews were held with the science teachers and students on the subjects of electron configuration and chemical properties and chemical bonds, and their classes were recorded. As a result of the collected data, it was concluded that the science teachers with different training take the curricula into consideration while transforming the knowledge to be taught, and this transformation was affected by the department they graduated from.
Collaborative Digital Literacy Practices among Adult Learners: Levels of Confidence and Perceptions of Importance
Author: Sharp, Laurie A.
Date: 2018-01-00
Type: Journal Articles
Subjects: Statistical Analysis,Pretests Posttests,Adult Students,Online Courses,Masters Degrees,Graduate Students,Learning Experience,Adult Learning,Instructional Design,Adult Educators,Technology Uses in Education,Technological Literacy,Student Attitudes,Cooperative Learning

Technology has transformed learning at the postsecondary level and significantly increased the prevalence of digital learning environments. As adult educators approach instructional design, they must consider how to apply research-based practices that preserve the quality of instruction and provide adult learners with technology-based instruction that is relevant. One approach, the use of collaborative digital literacy practices, has been highlighted as a highly effective method. The current study explored perceived levels of confidence and importance with collaborative digital literacy practices among adult learners (n = 51) in digital learning environments by applying a quantitative pre-post test design. Data were analysed descriptively (i.e., frequency counts for experiences with five collaborative digital literacy practices) and inferentially (i.e., mean comparisons for perceived levels of confidence and importance were made with paired sample ttest statistical analyses). Findings revealed five statistically significant findings related to participants' perceived levels of confidence with collaborative digital literacy practices, and four statistically significant findings were reported for participants' perceived levels of importance. Implications associated with these finding were discussed, along with limitations and recommendations for future studies in this area.
Establishing Content Validity of the Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorders Instrument
Author: Pearl, Cynthia E.
Date: 2018-02-00
Type: Journal Articles
Subjects: Content Validity,Pervasive Developmental Disorders,Autism,Inclusion,Classroom Observation Techniques,Teacher Attitudes,Administrator Attitudes,Specialists,Teacher Surveys,Administrator Surveys,Likert Scales,Special Education Teachers,Educational Quality,Educational Indicators,Higher Education,Statistical Analysis

The purpose of this study was to provide content validation for quality indicators included in an observation instrument developed to evaluate classrooms serving students with autism spectrum disorders (ASD). A panel of 103 subject-matter experts consisting of a mixture of field personnel (n = 64; 59 classroom teachers, five school administrators) and university faculty (n = 39) provided feedback regarding construct validity. Results were analyzed using two approaches: a simple aggregation of responses in the form of averages, with an a priori threshold for the determination of what will be considered acceptable, and Lawshe's Content Validity Ratio methodology. All items in the instrument were deemed to have demonstrated content validity as did the overall instrument. Based on the data from this study, the Quality Indicators for Classrooms Serving Students With ASD (QIASD) instrument can be considered to have demonstrated content validity.
The Relationship between L2 Students&apos; Writing Experiences and Their Perceived Poetry Writing Ability
Author: Liao, Fang-Yu
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Achievement,Writing Ability,Second Language Learning,Poetry,Learning Experience,Semi Structured Interviews,Correlation,Student Attitudes,College Students,Rating Scales

This paper looks at how L2 students' writing experiences relate to the way they think they can write poems and to further investigate if any types of writing experiences contribute to their perceived poetry writing ability. The paper starts by bringing up the value of introducing poetry writing to L2 students. Then, the literature review section highlights the characteristics of L2 poetry and the values of writing poetry in L2 writing classrooms. For the methodology, semi-structured interviews were used to elicit the participants' understanding of their writing experiences. Additionally, a rating scale was used for the participants to identify their perceived capability of writing poetry. All 18 participants who were from regions that included countries from Eastern Asia, Middle East, or Africa, were L2 students from an M.A. TESOL program located in the USA. Through a hierarchical cluster analysis, the findings categorized these students as having five different types of writing experiences. Through a Pearson correlation test, the researcher also examined if any of the specific writing experiences were found to correspond either positively or negatively with the perceived poetry writing ability. The data suggest that if students recall more grammar and structured writing experiences, they are more inclined to perceive that they have a lower perceived poetry writing ability. Finally, the study seeks to contribute to educators' understanding about the potential of poetry writing instruction in L2 writing classrooms. It can trigger the exploration for L2 students to find their own personal purposes of writing as multilingual writers.
The Impact of Contemplative Practices on Foreign Language Anxiety and Learning
Author: Scida, Emily E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Anxiety,Second Language Learning,Second Language Instruction,Self Efficacy,Scores,Classroom Environment,Spanish,Advanced Courses,Language Tests,Outcomes of Education,Pretests Posttests,Metacognition,Well Being,Teaching Methods,Educational Benefits,Measures (Individuals),Statistical Analysis,Student Surveys,Student Attitudes,College Students

This study looked at the impact of the integration of contemplative practices on foreign language anxiety, positive and negative affect, self-efficacy, classroom climate, and language learning in students enrolled in an advanced intermediate Spanish language course in the USA. Data included pre- and post-test surveys, exam scores to measure learning outcomes, student interviews, and course evaluations. In the contemplative group, students engaged in brief 10-minute contemplative practices once a week, while the non-contemplative group followed the same syllabus but was not exposed to contemplative practices. Analysis of the data showed no significant differences in foreign language anxiety, self-efficacy or affect between the non-contemplative and contemplative groups at post-test but significantly higher scores on classroom climate measures in the contemplative group. Significantly higher grades were found on course exams for students in the contemplative group. Analysis of the pre-/post-survey data revealed a significant decrease in foreign language anxiety in both groups over the semester but not for affect or self-efficacy. This study extends the existing research on contemplative practices to a new context--affect and learning in foreign language courses.
Game On! Young Learners&apos; Incidental Language Learning of English Prior to Instruction
Author: De Wilde, Vanessa
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Linguistic Input,Native Language,Indo European Languages,Language Usage,Foreign Countries,Language Proficiency,Receptive Language,Vocabulary Development,Mass Media,Computer Games,Language Attitudes,Elementary School Students,Student Attitudes,Questionnaires,Incidental Learning,Informal Education,Vocabulary,Intelligence Tests,Verbal Ability,Statistical Analysis

In this paper the incidental language acquisition of 11-year-old Flemish children (n = 30) who have not received any formal English instruction is investigated. The study looks into children's English proficiency and the learner characteristics that can be associated with it. In order to measure the children's English proficiency, a receptive vocabulary test and a proficiency test (which measured listening skills, speaking skills, reading skills and writing skills) were used. Information about learner characteristics was gathered through two questionnaires (for children and parents). The results show that a significant proportion of the 11-year-olds can already perform tasks at the A2 level (&quot;The Common European Framework of Reference for Languages&quot;) without having had any formal instruction. The study confirms that children learn English from the input they receive through different media (especially gaming and computer use). Furthermore, the data reveal a strikingly positive attitude towards English and demonstrate that in some situations Flemish children prefer using English over their L1 with their peers.
The Views of Preservice Teachers for Problem Based Learning Model Supported by Geocaching in Environmental Education
Author: Adanali, Rukiye
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Problem Based Learning,Environmental Education,Recreational Activities,Games,Navigation,Foreign Countries,Geography,Geography Instruction,Usability,Outdoor Education,Geographic Information Systems,Geographic Location,Case Studies,Map Skills,Thinking Skills,Qualitative Research,Statistical Analysis,Semi Structured Interviews,Focus Groups,Pretests Posttests

The purpose of this study is to investigate the usability of Problem-Based Learning model supported by Instructional Geocaching Game (PBL-IGG). The study was conducted in Turkey, in 2015-2016 spring term with 19 geography teacher candidates who chosen by convenience sampling method. In this study, within Educational Geocaching Game (IGG) which is the complementary activity of the problem-based learning (PBL) process, treasure boxes containing various clues and tasks for the students to help them at their PBL research reports, had been prepared and students' opinions regarding the effectiveness of this game was taken. The data was collected through Problem-Solving Inventory and focus group interviews, in this instrumental case study. Paired Samples Test and content analysis were used for analysis of the data. The findings showed that PBL-IGG did not lead to a significant difference regarding the students' problem-solving skills, since the effect size is 0.013. However, in the light of the interviews, it was revealed that PBL-IGG increased the students' social and cognitive skills and map skills as well; that the students had positive attitudes towards PBL-IGG. They also stated that IGG applications made the lesson more enjoyable, increased awareness and motivation towards the environment. It is expected that the results will be useful to encourage using IGG learning strategy in geography and environmental education and make a contribution to new researches.
What Is Secondary School Students&apos; Awareness on Disasters? A Case Study
Author: Pinar, Adnan
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Students,Knowledge Level,Natural Disasters,Case Studies,Foreign Countries,Qualitative Research,Structured Interviews,Emergency Programs,Crisis Management,Data Analysis

The behaviors of individuals on the issue of being able to cope with disasters are directly proportional to their level of preparedness and awareness. For this reason, revealing the individual's level of awareness on disasters is both the first phase of the studies to be carried out on this issue and an important contribution to the social disaster management studies. The aim of this study conducted in this regard is to determine the basic disaster consciousness and awareness level of secondary school students. The study was designed according to case study technique from qualitative research methods. The study group was composed of fifty students attending the secondary education institutions in Konya. The data obtained through the structured interview technique was evaluated through the descriptive analysis method. Accordingly, it was concluded that secondary students classified the disaster concept as a phenomenon related only to natural factors, failed to identify the human factors causing the disaster, classified the disaster types as natural disasters and failed to classify the dimension of the disasters, lacked sufficient knowledge in disaster preparedness as well as predictions with regards to the disaster types they may face in their regions. In addition, students also considered the level of development of the country as a determining factor in disaster management. In light of these results, education on disasters should start in the family and be developed through local municipalities and non-governmental organizations in order to raise awareness regarding disasters.
How Do the German and Dutch Curriculum Contexts Influence (the Use of) Geography Textbooks?
Author: Krause, Uwe
Date: 2017-00-00
Type: Journal Articles
Subjects: Geography Instruction,Geography,Textbooks,Foreign Countries,Comparative Education,Curriculum,Secondary School Teachers,Secondary School Students,Case Studies,Teaching Methods,Context Effect,Semi Structured Interviews,Observation

Bernstein describes a curriculum context as a system context that is regulated by strong and weak framing, which refers to the &quot;degree of control teachers and pupils possess over the selection, organisation, pacing and timing of the knowledge transmitted and received in the pedagogical relationship&quot; (1975, p. 89). In this article, we describe research on how differences in framing influence the design of geography textbooks and lessons in higher secondary schools (ages 16-18). In a comparative case study, we analysed geography textbooks, observed lessons, and interviewed editors and teachers in a country with weak framing (Germany) and a country with strong framing (the Netherlands). The results show that weaker framing goes hand in hand with textbooks focussing on knowledge and offering higher-order tasks. In the country with weaker framing, teachers use more question and answer teaching strategies, students deliver more presentations, and more assignments are used that are aimed at practising higher-order cognitive skills. Interviews carried out with teachers in both countries underline the fact that stronger framing of the curriculum can cause stress and has a strong impact on the teaching practice. This explains the different teaching patterns in both countries, despite similar teaching orientations.