ethanporcaro/eric-fulltext-meta huggingface dataset:
How Do Prospective Elementary and Gifted Education Teachers Perceive Scientists and Distinguish Science from Pseudoscience?
Author: Erdogan, Sezen Camci
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Elementary School Teachers,Academically Gifted,Special Education Teachers,Scientists,Cognitive Tests,Freehand Drawing,Personality Measures,Projective Measures,Scientific Attitudes,Scientific Concepts,Misconceptions,Stereotypes,Foreign Countries

The present study aims to examine the perceptions towards scientists and science/pseudoscience distinctions of gifted education and elementary education teacher candidates who will educate gifted students especially at the elementary education level. A total of 92 volunteer prospective teachers, composed of candidates from gifted education and elementary education departments, participated in the study, which was carried out as a survey research. The data were collected using the Draw-a-Scientist Test and the Science/Pseudoscience Distinction Scale. The results of the study showed that both groups of prospective teachers' crafted drawings that reflected stereotypical perceptions in terms of appearance, work carried out by scientists, and gender. However, according to the results of the independent samples t-test, the elementary education teacher candidates were found to reflect more stereotypical characteristics in their drawings of scientists than the gifted education teacher candidates. The candidates' science/pseudoscience distinction scores did not significantly differ in department and there was a negative significant correlation between stereotypical image scores and scientific method scores.
An Experimental Study of the Effect of Computer Assisted Learning on Metacognitive Performance Development in Psychology Teaching
Author: Coymak, Ahmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Computer Assisted Instruction,Educational Technology,Metacognition,Faculty Development,Psychology,College Students,Online Courses,Foreign Countries,Instructional Effectiveness

There is a growing interest in the use of computer-based learning environments to enhance learning in higher education, but the implications of this on the improvement of metacognition in higher education have yet to be adequately explored. In the current study, 175 students who enrolled in an introductory psychology course were randomly assigned to experimental and control groups (computer-assisted vs. self-managed). In the computer-assisted condition, besides the lecture delivered four hours per week and for three months in total, students took a set of assignments based on evidence-based teaching in a computer-based environment. The control group, however, took these assignments as in-and-out class activities without using a computer environment. An assessment based on Bloom's taxonomy was utilized to obtain metacognitive and competency scores for both groups. The results of the study showed that the students who completed the structured learning assignments as computer-based, self-learning environment showed better metacognition performance than those in the self-managed group, who did not engage with the online platform, even though there was no significant difference between the groups regarding competence on the course's learning objectives. The current experiment offers an empirical validation for why instructors should use technology as a self-regulatory tool that enhances students' metacognitive performance and competence of learning outcomes.
Principals&apos; Personnel Characteristic Skills: A Predictor of Teachers&apos; Classroom Management in Ekiti State Secondary School
Author: Francis, Olowo Busuyi
Date: 2019-01-00
Type: Journal Articles
Subjects: Principals,Administrator Characteristics,Personality Traits,Classroom Techniques,Secondary School Teachers,Teacher Attitudes,Administrator Attitudes,Scores,Decision Making,Supervision,Interpersonal Competence,Communication Skills,Predictor Variables,Teacher Administrator Relationship,Administrator Education,Foreign Countries

This study examined principals' personnel characteristic skills and teachers' classroom management skills in Ekiti State secondary schools. The research design was the descriptive survey. The sample was made up of 756 respondents which comprised 36 principals and 720 teachers. Simple random sampling technique was used to select the school principals and teachers across the three senatorial districts of the State. The instruments used in this study were: Personnel Characteristic Skills Questionnaires (PCSQ) and Teachers' Classroom Management Questionnaire (TCMQ). Data for the study were analysed using percentage scores for research questions and multiple regression for hypothesis at 0.05 level of significance. The result showed that supervision skill, communication skill, inter-personal relationship skill, decision-making skill, and training and development skill were the personnel characteristic skills adopted by the principals. Furthermore, the result indicated that supervision skill (ß= 0.519, p&lt;0.05), training and development skill (ß= 0.345, p&lt;0.05), inter-personal relationship skill (ß= 0.315, p&lt;0.05), communication skill (ß= 0.277, p&lt;0.05) and decision-making skill (ß= 0.228, p&lt;0.05) were significant predictors of teachers' classroom management. The study concluded that those principals' personnel characteristic skills positively influenced teachers' classroom management.
Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers
Author: Birisci, Salih
Date: 2019-00-00
Type: Journal Articles
Subjects: Predictor Variables,Technology Integration,Self Efficacy,Beliefs,Preservice Teachers,Student Attitudes,Foreign Countries,Correlation,Pedagogical Content Knowledge,Technological Literacy

This correlational study aimed to investigate the prediction levels of technopedagogical education competency for technology integration self-efficacy beliefs of pre-service teachers. The study group comprised 174 pre-service teachers at the Faculty of Education of a university located in the Eastern Black Sea region of Turkey. Both &quot;Technopedagogical Education Competency Scale&quot; and &quot;Technology Integration Self-Efficacy Perception Scale&quot; were administered as data collection tools. The results of the study showed that pre-service teachers had high levels of technology integration self-efficacy beliefs, with a high-level positive correlation with technopedagogical education competency. In addition, the dimensions of technopedagogical education competency such as ethics, design, exertion and proficiency were revealed as the predictors of technology integration self-efficacy; moreover, predictive effects of exertion and proficiency dimensions are insignificant. The findings obtained from the present study are thought to be helpful for the development of pre-service teachers' technology integration self-efficacy beliefs.
Differentiation of Roles: Instructional Designers and Faculty in the Creation of Online Courses
Author: Halupa, Colleen
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Instructional Design,College Faculty,Conflict,Role,Educational Cooperation,Resistance (Psychology),College Curriculum

Instructional design has continued to change and undergo metamorphosis. A key component of this process in higher education is the collaboration between an instructional designer and one or more faculty members to create a robust, quality online course. In this collaborative process, instructional designers are clearly the design expert, while the faculty member is the content expert. However, problems occur when roles are not clearly delineated. Conflict is often reported by instructional designers who feel they are not respected by faculty. Conflict can also occur when instructional designers cross the line and try to influence content instead of providing guidance on content delivery. In order to decrease conflict, the roles of instructional designers and the faculty they collaborate with must be clearly defined. Both the instructional designer and the faculty member should clearly articulate their expected roles in the collaborative course creation process. In addition, written policies and procedures for the instructional design process are crucial to the success of these collaborative relationships.
Intercultural Communicative Competence Awareness of Turkish Students and Instructors at University Level
Author: Tosuncuoglu, Irfan
Date: 2019-00-00
Type: Journal Articles
Subjects: Intercultural Communication,English (Second Language),Second Language Learning,Second Language Instruction,College Students,Student Attitudes,Cultural Awareness,Communicative Competence (Languages),Language Teachers

Competence in intercultural communication requires an understanding of both the L1 and L2 cultures, and many now believe that language learning is, in many respects, cultural learning. The relationship between language and culture, as well as the role of cultural competence in communicative competence has come increasingly under the microscope and as a result, educators have gained a greater appreciation for the role culture plays in language acquisition. Intercultural communicative competence refers to the ability of an individual to navigate within a given society appropriately. In other words, individuals are able to use appropriate gestures, understand the unspoken meaning within the words, appreciate the cultural underpinnings in any communication, and make appropriate cultural references to aid understanding. From this viewpoint, in order to understand the perception of Intercultural communicative awareness (ICC), a survey was performed among instructors and students of English. This survey was distributed to 42 Turkish instructors of English and 183 Turkish students from the English Language and Literature Department of Karabuk University, a total number of 225 respondents. The participants were aged between 18 and 55. By means of set scientific instruments such as (Anova, Spss, etc.) the data collected from the participants was analysed and evaluated.
The Relationship between Perceived Parental Control and Internet Addiction: A Cross-Sectional Study among Adolescents
Author: Cetinkaya, Levent
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Student Relationship,Correlation,Internet,Addictive Behavior,Case Studies,Adolescents,Psychological Patterns,Parenting Styles,Adolescent Attitudes,Secondary School Students,Foreign Countries

This study aimed to investigate the relationship between parental psychological and behavioral control which the adolescents perceived from their parents and internet addiction. It employed relational survey model and was carried out with the participation of a total of 356 students (female=205, male=151) aged 14-18. Correlation and regression analyses were utilized to determine the level and direction of the relationship between their perceived parental psychological and behavioral control, and internet addiction. The results yielded a positive, medium-level and meaningful relation between them. It was found that parental psychological control explained nearly 18% of the total variance in internet addiction and mothers are perceived as significantly more psychologically controlling in internet addiction than fathers. Also, the relationship between parental behavioral control and the level of adolescents' internet addiction was found negative and non-significant. Consequently, it was noted that perceived parental psychological control was effective in adolescents' internet addiction tendencies, whereas behavioral control did not produce such effect.
Perceived Effectiveness of Turnitin® in Detecting Plagiarism in Presentation Slides
Author: Balbay, Seher
Date: 2019-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Foreign Countries,Computer Software,Plagiarism,Visual Aids,Student Attitudes,Ethics,Cheating,Undergraduate Students,Educational Technology,Writing Assignments,Essays,Integrity,Language of Instruction,English for Academic Purposes

This cross-sectional survey study investigates students' perceptions of the effectiveness of Turnitin in detecting plagiarism in academic presentation slides. The data was collected online from 311 students studying at a prominent English-medium instruction university in Turkey. The findings indicated that more than half of them believed in the effectiveness of Turnitin in detecting plagiarism in presentations. Students perceived themselves as academically honest when preparing their presentations. Also, they were aware of the importance of using Turnitin in a required presentation skills course to detect plagiarism. This research can add to the literature since, unlike research on the use of detecting plagiarism in writing, the literature on the use of Turnitin in presentations is not rich and diverse.
Technological Pedagogical Content Knowledge of Mathematics Teachers and the Effect of Demographic Variables
Author: Ozudogru, Melike
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Pedagogical Content Knowledge,Mathematics Teachers,Test Construction,Likert Scales,Gender Differences,Teaching Experience,Mathematics Instruction,Instructional Program Divisions,Test Reliability,Test Validity

With increasing global requirements for the use of technological tools and resources in K-12 settings, there is a need to examine the technological pedagogical content knowledge (TPACK) levels of mathematics teachers because technology use in class may enhance students' engagement and motivation in learning mathematics. Hence, the purpose of this study was to develop and validate a TPACK scale to be used in investigating mathematics teachers' knowledge levels in TPACK components, and investigate if mathematics teachers' TPACK levels differed in terms of gender, teaching experience and level of school. This study is based on survey research design. Data were collected from 202 mathematics teachers in the spring semester of 2016-2017 academic year. MANOVA was used for data analysis. As a result of exploratory and confirmatory factor analysis, the TPACK instrument was developed as a valid and reliable 39-item 5-point Likert scale consisting of six scales: (1) Technological Knowledge, (2) Pedagogical Knowledge, (3) Content Knowledge, (4) Technological Content Knowledge, (5) Pedagogical Content Knowledge, and (6) TPACK. The results also revealed that there were significant differences between gender and technological knowledge domain in favor of male teachers. However, it was found that teaching experience and level of school had no significant effect on TPACK domains.
An Exploration of Supervision Training Opportunities for School Counselors
Author: Neyland-Brown, Leslie
Date: 2019-00-00
Type: Journal Articles
Subjects: Supervision,Supervisory Training,Educational Opportunities,School Counselors,Supervisors,Internship Programs,School Counseling,Self Efficacy,Counselor Training,Counselor Educators,Practicum Supervision,Accreditation (Institutions),Counselor Certification,High Schools,Middle Schools,Elementary Schools,Nontraditional Education

The Council for Accreditation of Counseling and Related Educational Programs (2016) and the American School Counselor Association (2016) require supervisors to have &quot;relevant&quot; training in supervision, but do not specify the type of training that should be acquired. This study determines if site supervisors who have had formal training in supervision, as indicated by graduate coursework, report higher self-efficacy and receive higher ratings on evaluations from school counseling internship students than site supervisors who have not. We found no effect of supervision training on school counselor interns' (n = 60) supervisor ratings using the Student Counselor Evaluation of Supervisor form (Boylan, Malley, &amp; Reilly, 2001). Supervisors (n = 58) who had training (e.g., in-services, continuing education, modules of graduate coursework, university workshop) rated themselves higher on the Site Supervisor Self-Efficacy Survey (DeKruyf &amp; Pehrsson, 2011) than supervisors who had no training and those who completed a graduate supervision course.
A Thematic Review of Tablet-Based Science Education Studies
Author: Ormanci, Ummuhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Educational Technology,Technology Uses in Education,Handheld Devices,Foreign Countries,Technology Integration,Elementary Secondary Education,Higher Education

The use of tablet in schools has been getting importance in a parallel with any change in educational policies. It can be said that the use of tablets was investigated on the variables such as success and attitude in the literature and the number of studies increased related to the applications that can be used in tablets. In this context, it was considered that analyzing the studies conducted in the field of science education, which was one of the courses where tablet use was recommended, will be important for both teacher and prospective teacher candidates who were practitioner and literature. The aim of this study was to thematically examine and analyze tablet-based science education studies. 25 articles were exposed to this thematic review via the matrix developed by Ormanci et al. (2015). The matrix consists of two parts-general properties (type of journals, years, etc.) and content (rationales, aims, research methods, etc.). The results indicated rationales of related studies were very limited. Further, there were experimental studies examining the effects of tablet-based science education on student success and performance. None of previous studies examined the effects of tablet-based science education on the participants? skills, which should be investigated in future studies.
Turkish Adaptation of Caring Climate Scale and Reviewing Psychometry Properties: Validation and Reliability Study
Author: Cetinkaya, Turan
Date: 2019-00-00
Type: Journal Articles
Subjects: Exercise,Athletes,Test Reliability,Physical Education,Athletics,Foreign Countries,Caring,Psychometrics,Test Validity,Likert Scales

The research objective in this study is to make adaptation of Caring Climate Scale (CCS) that is developed by Newton et al. (in 2007) to Turkish and examine its psychometric properties. The scale comprises of one-dimension and 13 items. 468 students who have been studying and doing physical exercise as certified athletes in the following Schools of Physical Education and Sports of Ahi Evran University, Marmara University, Akdeniz University, Selcuk University and Ege University constitute the research group of the study. Internal consistency, factor analysis of substance, test-retest and criterion-related validity studies applied for determining the psychometric properties of scale. The Cronbach's alpha internal consistency coefficient value of the scale was determined as 0.801 for total point. The obtained data from the exploratory and confirmatory factor analysis has corroborative features for the single-factor structure of scale. Besides, the scale provided high-test--test-retest scores in analyses conducted. In this context, it is evaluated that the scale is a valid and reliable measuring instrument for Turkish sample group. [Note: The volume number (8) shown on the full text is incorrect. This article was published in volume 5.]
Determination of Preschool Teachers&apos; Preference Reasons for Children&apos;s Books Used by Them in Their Classes
Author: Bartan, Murat
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preferences,Books,Childrens Literature,Preschool Children,Foreign Countries,Childhood Attitudes,Teacher Attitudes,Reading Material Selection,Preschool Education,Kindergarten,Nursery Schools,Child Development

Teachers are the people performing the most important role in the educational process. In particular, in preschool education, teacher qualifications have become more crucial since the preschool period is a critical year in terms of all aspects of the child's development. It is the most important period in which children's attitudes towards book develop. In the preschool period, books that teachers choose for children have been seen to affect the attitudes and viewpoints of children towards books in their later ages. In this context, the research was conducted with the aim of revealing what criteria preschool teachers choose for children's book that they use in their classes. A situational study is a qualitative study in which a situation is investigated in depth. 26 preschool teachers working at kindergartens and nursery classes in elementary schools which are affiliated to Kütahya Provincial Directorate of National Education participated in the research. Research data were collected with semi-structured interview questions. The data were categorized by content analysis. According to the results of the research, preschool teachers pay attention to the fact that the textbook is robust physically in the selection of the books they use in the classroom, that the content is simple to understand and that the language used is plain and that the known writers and publishing houses are also considered when choosing books.
Using Patterns-of-Participation Approach to Understand High School Mathematics Teachers&apos; Classroom Practice in Saudi Arabia
Author: Alsalim, Layla
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Mathematics,Mathematics Teachers,Mathematics Instruction,Secondary School Teachers,Educational Change,Teaching Methods,Participation,Academic Achievement

During the past decade, the Saudi Arabian education system has undergone major changes. Government agencies involved in education have introduced new policies, standards, programs, and curricula. The focus of this research is to describe and understand high school mathematics teachers' current practices in Saudi Arabia. This research includes three cases of teachers currently teaching high school mathematics in Saudi Arabia. Using the Patterns of Participation concept (PoP) as the main framework, I identified some of the significant practices, or figured worlds, from the teachers' sense of their practices. Some of the figured worlds that emerged are mathematics, the textbook, reform, and responsibility for students' achievement. Mathematics, as it has always been, remains an influential figured world for mathematics teachers. Reform and the textbook are becoming as influential because of the current changes in the education system in Saudi Arabia. While some participant teachers are developing a new understanding of what mathematics is and what it means to teach it, they also indicated that they are mostly still using traditional teaching strategies rather than reform teaching strategies.