ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Teachers' Emotional Labor and Burnout Level
Author: Yilmaz, Kürsad
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Responsibility,Teacher Burnout,Teaching Conditions,Correlation,Emotional Response,Statistical Analysis,Job Satisfaction,Teacher Attitudes,Foreign Countries,Teacher Surveys,Elementary Secondary Education,Vocational Education,Teacher Characteristics,Multiple Regression Analysis,Factor Analysis

Problem Statement: In the present educational perception, teachers are expected to fulfill many roles, such as becoming role models for students, guiding them, teaching them to learn and instilling democratic attitudes and values within them. In addition, teachers should be in collaboration with the school administration, colleagues, parents and other stakeholders for effective teaching and learning. While fulfilling these roles, teachers should make a conscientious effort not to reflect their personal problems onto their relationships in schools, and should try to behave in compliance with formal and informal norms as professionals. However, it is possible to predict that the regulation of emotions may have a negative impact on teachers in terms of their psychology. Burnout can be described as one of those impacts. Purpose of the Study: The purpose of this research is to determine the relationship between teachers' emotional labor and burnout level. Method: The sample for this survey study consists of 410 teachers working in the schools located in the city center of Kütahya. The data was collected using the Emotional Labor Scale and the Burnout Scale. Descriptive statistics, t-tests, ANOVA and regression analysis were used for analyzing the data. Findings: Results indicate that the teachers exhibit surface acting the least in terms of emotional labor. This is followed by deep acting and naturallyfelt emotions. In terms of burnout, teachers have the highest burnout level when they experience emotional exhaustion, which is followed by a lack of personal accomplishment and depersonalization, respectively. Results of the regression analysis show that surface acting and naturally-felt emotions are the important predictors for both emotional exhaustion and the depersonalization of teachers. However, deep acting does not have a significant impact on emotional exhaustion and depersonalization. Teachers' lack of personal accomplishment is predicted by all aspects of emotional labor. Aspects of emotional labor, as a whole, explain 7% of the emotional exhaustion level of teachers, 16% of depersonalization, and 15% of the lack of personal accomplishment. Conclusion and Recommendations: This study considers emotional labor as a role that should be taken by teachers as a part of their occupational professionalism. However, it is possible that the roles expected from teachers may be based on dominance, non-professional or unethical behaviors. Thus, it is important to reveal the reasons behind teachers' surface acting behaviors. Therefore, designing such studies on the basis of a qualitative approach will contribute to a deeper understanding of these behaviors.
The Effect of Cooperative Learning on the Learning Approaches of Students with Different Learning Styles
Author: Çolak, Esma
Date: 2015-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Cognitive Style,Heterogeneous Grouping,Teamwork,Instructional Effectiveness,Pretests Posttests,Methods Courses,Preservice Teachers,Foreign Countries,Statistical Analysis,Competition,Regression (Statistics),Questionnaires

Problem Statement: For this study, a cooperative learning process was designed in which students with different learning styles could help each other in heterogeneous groups to perform teamwork-based activities. One aspect deemed important in this context was whether the instructional environment designed to reach students with different learning styles would allow students to better engage in deep learning. Purpose of Study: The purpose of the study was to determine the effectiveness of cooperative learning activities in ensuring deep learning according to students' learning styles. Methods: For this single-group pretest-posttest study, a purposive sampling method was used to form the sample of 39 students attending the course Special Teaching Methods as part of a pedagogical certification program at a state university in Turkey. During the study, the Grasha-Riechmann Student Learning Style Inventory was used to determine students' learning styles and the study process questionnaire to determine their learning approaches. Covariance analysis was performed for all research questions. Findings and Results: Posttest student scores for the deep learning approach demonstrated significant differences depending on learning style. According to these scores, students with cooperative and competitive learning styles fared better with the deep learning approach than students with avoidant, dependent, and participative learning styles. By contrast, the students' posttest scores for surface learning demonstrated no significant differences regarding learning styles. Conclusions and Recommendations: The researchers recommend increasing both the duration of study activities and their focus on different techniques of cooperative learning, as well as considering the basic principles of cooperative learning to ensure effective designs for teamwork-based discussion activities, including those used for research.
Architectural Design Education Program for Children: Adaptation into Turkish Culture and Analysis of Its Effectiveness
Author: Gözen, Göksu
Date: 2015-00-00
Type: Journal Articles
Subjects: Architectural Education,Design,Primary Education,Elementary School Students,Preschool Children,Foreign Countries,Thinking Skills,Problem Solving,Creativity,Scores,Qualitative Research,Scoring Rubrics

Problem Statement: Design, which is a process of creating, supports individuals' pursuit, experience and discovery, and contributes to the improvement of higher-order thinking skills. A systematic design education offered in the early years of life boosts especially creative thinking and problem solving skills as well as awareness of the environment and nature. Such education programs have been implemented continuously in Europe and America. However, in Turkey, there is no design education for children. Purpose of the Study: This research aims to adapt into Turkish culture the Architectural Design Education Program for American preschool and primary school children aged 6-11 and to analyze its effectiveness in improving the design skills of Turkish children. The effectiveness of the program is examined within the sub-question if there are any statistically significant differences between the experimental groups instructed by adapted program and the control groups instructed by conventional activities in the concept of design skills exhibited through performancebased assessments particular to each instructional session. Method: The Architectural Design Education Program was adapted into the Turkish culture through studies carried out with expert groups. In the academic year 2011-2012, 177 children were given this education program in a primary school in Ankara. These students constituted six experimental groups that represented all levels of grade/age (i.e. preschool and primary education from 1st to 5th year students/aged 6-11). On the other hand, a total of 167 children in six control groups received a program consisting of conventional activities. Analytic rubrics were used to assess, at the end of each instructional session, the products designed by children in line with performance tasks. With a view to comparing the design skills of children in different programs, Mann Whitney U-test for independent samples was used for analysis. Findings: The analyses show that there are significant differences in the development of design skills between the experimental groups and the control groups at all levels of grade/age, and that the difference was in favor of the experimental groups. Conclusion and Recommendations: The results show that all instructional activities carried out within the scope of the Architectural Design Education Program are effective in social, emotional and cognitive development of children aged six to 11, improving their higher-order thinking processes based on design skills. It is recommended that this interdisciplinary program, making use of mathematics, history, science and arts, should be integrated with basic areas of instruction in education programs so that its effectiveness can be enhanced.
Multi-Program High School Students' Attitudes and Self-Efficacy Perceptions toward Mathematics
Author: Yavuz Mumcu, Hayal
Date: 2015-00-00
Type: Journal Articles
Subjects: High School Students,Secondary School Mathematics,Student Attitudes,Self Efficacy,Statistical Analysis,Correlation,Scores,Mathematics Achievement,Gender Differences,Vocational Education,Interdisciplinary Approach,Foreign Countries

Problem Statement: So far, there have been many problems in maths education in the world; negative attitudes and low self-efficacy perceptions towards mathematics are the two important reasons for these problems. Though there are several studies regarding the topic, choosing random students from secondary school for the sample group of the study creates problems as the students have to go through different programs. Therefore, this study aims to cover this gap in the field. Purpose of Study: The purpose of this study is to determine the students' attitudes and self-efficacy perceptions towards mathematics in terms of education programs, gender, grade level and mathematics performance, it also aims to see the relationship between attitudes and self-efficacy perceptions towards mathematics themselves. Method: The study was designed as a descriptive study in survey method. In this paper, &quot;Maths Attitude Scale&quot; and &quot;Self-Efficacy towards Mathematics Scale&quot; were applied to the sample group, which consists of 212 students from different departments in a multi- program high school. Independent t-test, one way ANOVA and correlation were used as the statistical techniques. Findings and Results: At the end of the study, it is found that students' scores for attitudes and self-efficacy perceptions tend to be uncertain. The students enrolled in regular school programs show higher self-efficacy perceptions and attitudes than those attending vocational programs. Though the difference between female and male students' attitudes is not meaningful, it is seen that male students' self-efficacy perceptions are higher than females'. Also, the grades they are studying are not effective on their attitudes or perceptions. When one of the tested variables--&quot;mathematics achievement-students' marks&quot;--is taken into consideration it is found out that students with higher marks (85-100) have also higher self-efficacy perception points than the ones whose marks are lower (45-54 and 55-69). Besides, at the end of the study, a strong and positive correlation was found between students' attitudes and self-efficacy perceptions towards mathematics. Conclusions and Recommendations: With the aim of increasing vocational students' attitudes towards mathematics, these students' inabilities and weaknesses in mathematics should be determined and teaching activities should be planned to overcome these weaknesses.
Contact Disturbances, Self-Esteem and Life Satisfaction of University Students: A Structural Equation Modelling Study
Author: Tagay, Özlem
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Interpersonal Competence,Withdrawal (Psychology),Self Esteem,Life Satisfaction,Structural Equation Models,Correlation,Proximity,Attitude Measures,Statistical Analysis,Path Analysis,Statistical Significance,Causal Models,Qualitative Research

Problem Statement: A literature analysis revealed that contact disturbances, self-esteem and life satisfaction have been examined in different studies separately. In particular, the researchers observed that the studies conducted on Gestalt contact disturbances are limited in number. In this study, the variables of contact disturbances, self-esteem and life satisfaction have been examined all together, and their correlations with one another will be examined though path analysis in the structural equality model. Purpose of Study: The aim of the study is to test the model developed in order to determine whether there is a causal relationship among contact disturbances, self-esteem and life satisfaction of university students. Method: This study utilised a qualitative and relational model to examine the correlations among variables. Data for the study was collected through the Gestalt Contact Disturbances Scale, the Short Form of Coopersmith's Self-Esteem Inventory and the Life Satisfaction Scale. The data were analysed using SPSS and LISREL programs. Students in the research group were composed of a total of 414 students (290 females and 124 males) studying in various departments of the faculty of education of Mehmet Akif Ersoy University. Findings: The standardised path values were found to be 0.18 and 0.75 between the contact disturbances potential variables and self-esteem, and 0.61 between the self-esteem potential variable and the life satisfaction potential variable. When the model was tested it was observed that statistically significant correlations were present between contact level and self-esteem (t = -3.42, p&lt;0.05), full contact level and self-esteem (t = -8.96, p&lt;0.05), dependent contact level and self-esteem (t = 3.14, p&lt;0.05), post-contact level and self-esteem (t = 2.35, p&lt;0.05), and self-esteem and life satisfaction (t = 8.81, p&lt;0.05). Conclusion and Suggestions: The structural model developed based on the causal correlations between contact disturbances, self-esteem and life satisfaction was verified. The researcher also observed that the fit indices of the structural model developed generally met the acceptance value conditions; t values of correlations among all values were significant. Researchers can develop models by using Gestalt contact disturbances and different concepts and can carry out comparative studies by examining Gestalt contact disturbances of different ages and professional groups. Furthermore, psychological counsellors who apply Gestalt therapy can use the Gestalt contact disturbances scale in their studies.
The Investigation of Pre-Service Teachers' Perceptions about Critical Reading Self-Efficacy
Author: Karabay, Aysegül
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Critical Reading,Self Efficacy,Reading Skills,Knowledge Level,Case Studies,Foreign Countries,Statistical Analysis,Gender Differences,Instructional Program Divisions,Critical Thinking,Knowledge Base for Teaching,Surveys

Problem Statement: Teachers have important roles in teaching critical reading skills that already exist in the curriculum. Teachers themselves should have critical reading skills and be able to identify them so as to be able to teach these skills to their students. Therefore, it becomes necessary to determine the extent to which pre-service teachers have acquired knowledge and skills regarding critical reading and the training of teachers. Determining pre-service teachers' critical reading skill is significant since it may provide ideas for the teacher training institutions as to how to train more qualified teachers. While some studies about the critical thinking and reading skills of teachers exist in the literature, no study investigating the critical reading self-efficacy perceptions of preservice teachers was found. Therefore, this study is important in revealing the critical reading self-efficacy perceptions of pre-service teachers. Purpose of the Study: The main objective of this study is to determine teachers' perceptions about their self-efficacy on critical reading. In this respect, the present study seeks answers to such questions as &quot;What is the level of pre-service teachers' sense of self-efficacy on critical reading?&quot; and &quot;Do teachers' senses of self-efficacy on critical reading differ according to their graduation programs, grade levels, genders and academic achievements?&quot; Method: This study designed according to the cross-sectional survey model was conducted with 594 pre-service teachers from different departments and grade levels of the faculty of education at a state university in southeast region of Turkey during the 2012-2013 academic year. The quantitative data was analysed using independent samples and a t-test and one-way analysis of variance (ANOVA). Findings and Results: In this study, it was found out that the pre-service teachers have a sense of self-efficacy on critical reading above the intermediate level and their self-efficacy beliefs differ according to their genders and graduate programs. However, the same is not true across different grade levels. Conclusions and Recommendations: The critical reading self-efficacy perceptions of pre-service teachers differed across gender, departments and academic achievements, while they did not differ across grade levels. Based on these findings, it can be concluded that necessary regulations in the curriculum of all departments of the faculty of education should be done as teaching the critical thinking and reading skills to teachers are prerequisite for teaching them to students.
Investigating Pre-Service Gifted Education Teachers' Self-Efficacy toward Science Teaching and Scientific Attitudes
Author: Camci-Erdogan, Sezen
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Self Efficacy,Science Instruction,Scientific Attitudes,Academically Gifted,Correlation,Predictor Variables,Statistical Analysis,Undergraduate Students,Student Surveys,Measures (Individuals),Gender Differences,Age Differences,Likert Scales

Problem Statement: Education of gifted has attracted attention for a few decades. Components of gifted education environments like identification, differentiation of teaching processes, social-emotional characteristics of gifted students and educating teachers of gifted students etc. have been studied in different studies. Gifted students have different learning needs apart from their pers. So teachers of gifted students should master on characteristics of gifted students and learning needs of them. Gifted students have intrinsic interest and motivation toward science and these students need their teachers to guide them effectively. So their teachers should have positive viewpoint and attitudes about science. Purpose of the Study: The purpose of this study is to explore the pre-service gifted education teachers' self-efficacy toward science teaching and scientific attitudes based on different variables (gender, grade level, etc.) and to assert the relationship between self-efficacy and scientific attitude. Method: The general model of the research was a quantitative study, and ninety undergraduate students in the Gifted Education program were voluntarily participated in this study. The data were collected by the use of Scientific Attitude Inventory and the Science Teaching Efficacy Belief Instrument. The researcher used an unpaired t-test, analysis of variance and a correlation method to analyze the data. Findings and Results:: The results indicated that there were significantly positive correlations between grade level and scientific attitude and participants' self-efficacy skills for science teaching. In other words, students in higher grade levels show better self-efficacy and scientific attitudes for science teaching than students in lower grades. Additionally, even though the total of self-efficacy points toward science teaching were increased, the outcome expectancy points toward science teaching were not significantly increased. Conclusions and Recommendations: It is concluded that pre-service gifted teachers' scientific attitudes and self-efficacy toward scince teaching affect each other and correlate positively. In this regard, educational settings that provide effective opportunities to positively increase students' both selfefficacy beliefs toward science teaching and scientific attitudes should be organized.
Use of Integrated Curriculum Model (ICM) in Social Studies: Gifted and Talented Students' Conceptions
Author: Kahveci, Nihat Gürel
Date: 2015-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Social Studies,Gifted,Student Attitudes,Individualized Instruction,Qualitative Research,Questionnaires,Models,Curriculum Implementation,Primary Education,Grade 4,Foreign Countries

Problem Statement: There have been several studies that have investigated curricular interventions for gifted students to address their educational needs. For most courses and disciplines, a standard curriculum may not be sufficient for the majority of gifted students. Here, among other curricular efforts in the education of the gifted, an Integrated Curriculum Model (ICM)--which can be assumed to be responsive because of the interrelated dimensions of its structure and its dimensions such as an epistemological concept, advanced content, and the process-product--was assessed to address different aspects of gifted children. In literature, propositions of social studies curricula and instruction for gifted and talented learners indicate the necessity for the implementation of programs projected in the Integrated Curriculum Model (ICM). A review of the literature on social studies and gifted education also indicates that it may be important to study the lack of implementations for gifted and talented learners in the area of social studies by highlighting students' thoughts in an implemented curriculum unit. Purpose of the Study: This study examines students' thoughts on a differentiated social studies unit based on the ICM and its instruction. The aim of the study is to identify gifted students' conceptions when the Integrated Curriculum Model is used in social studies. Method: This study aims to explore individual gifted and talented student views on a differentiated social studies curriculum unit, namely, &quot;luckily it is present&quot; (good to have it); thus, a qualitative research design was used to enable the incorporation of views, ideas, feelings, and perceptions. Following a two-month implementation of differentiated social studies instruction, twelve students were asked about their views regarding the social studies course. A written, open-ended questionnaire, which was developed by the researchers, was used to collect data. The data were analyzed via a content-analysis method. Findings: The findings of the study identified positively changing student views on the differentiated social studies unit in terms of the Integrated Curriculum Model and its instruction. Conclusion and Recommendations: In this study, the thoughts and experiences of gifted and talented students regarding the Integrated Curriculum Model's implementation were highlighted. An examination of gifted and talented students' thoughts in light of the ICM shed light on curricular and instructional considerations for creating a good social studies education for gifted and talented learners.