ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Pre- and Post-Competition State Anxiety Levels of Sportswomen of the Dutch Women&apos;s Volleyball National Team
Author: Sekeroglu, Mustafa Önder
Date: 2017-12-00
Type: Journal Articles
Subjects: Competition,Team Sports,Anxiety,Females,Athletes,Foreign Countries,Self Esteem,Measures (Individuals)

This study was planned and conducted in order to examine the pre- and post-competition state anxiety levels of sportswomen of the Dutch women's volleyball national team. This descriptive study aimed at identifying the pre- and post-competition state anxiety levels of sportswomen of the Dutch women's volleyball national team is in the general survey model. The &quot;Competitive State Anxiety Inventory-2&quot; (CSAI-2) consisting of 27 questions, developed by Martens, Burton, Vealey, Bump and Smith (1990) was applied to the 14 sportswomen voluntarily participating in the study. The anxiety inventory comprises the cognitive, somatic and self-confidence sub-factors. Each factor consists of 9 items. The Cronbach Alpha Internal Consistency coefficient was found as 0.91 in Cognitive Anxiety, 0.62 in Physical Anxiety, and 0.95 in Self-Confidence. According to the study conducted, comparing the pre- and post-competition anxiety levels of the sportswomen of the women's national volleyball team, a significant difference was found in cognitive anxiety, somatic anxiety and self- confidence anxiety levels of p&lt;0,05. In anxiety levels according to years of practicing sports, a significant difference at a level of p&lt;0,05 was found in pre-competitive somatic anxiety.
Comparison of Physical and Motoric Features of Children Continuous the Sport School
Author: Nalbant, Özgür
Date: 2017-12-00
Type: Journal Articles
Subjects: Comparative Analysis,Team Sports,Males,Athletes,Age Differences,Body Height,Body Weight,Body Composition,Motor Development,Psychomotor Skills,Foreign Countries,Measurement,Physical Characteristics,Preadolescents

Objective: The comparison of the physical and motoric features of the children continuous sport school within team sports. Method: A total of 60 male athletes from 9 to 10 years participated as volunteers in the Galatasaray Sports Club for three months in basketball and volleyball. 27 of these athletes were basketball players and 33 were volleyball players. The age, height, weight and BMI of the basketball players were 9,19 ± 1,9 years; 140,37 ± 12,1 cm 38,06 ± 1,4 kg; 18.71 ± 3.7 kg/m[superscript 2] and the volleyball players were 10.54 ± 1.6 years,; 145.57 ± 10.5 cm; 41,34 ± 1,4 kg; 19,22 ± 3,3 kg/m[superscript 2] respectively. The body mass index (BMI), which measures the height and body weight of the participants, was calculated. For the evaluation of the motoric properties, sit and reach, trunk lifting, hand grip, ball throwing, push-up, shuttle, 10 mt speed, T test for agility, was tested. The SPSS 20.0 statistical program was used in the evaluation of the data. Independent Samples T Test was performed to compare the obtained data. Findings: Significant difference was found sit and reach, body lifting and ball throwing in volleyball and was found 10 m speed in basketball (p &lt;0,05). Conclusion: Although some motoric features give different results in children going on to basketball and volleyball sports school, it has been found that they show similar features in most cases.
Assessment of Educational Game Materials and Poster Practices with Rubrics by Expert Educators and Students
Author: Altay, Figen
Date: 2017-12-00
Type: Journal Articles
Subjects: Educational Games,Equipment,Visual Aids,Peer Evaluation,Scoring Rubrics,Tests,Knowledge Level,Video Technology,Correlation,Control Groups,Experimental Groups,College Faculty,Student Evaluation,Foreign Countries,Comparative Analysis,Expertise

The purpose of this study was to investigate the difference between evaluations of the educational game materials and poster practices by students' own peers and by expert educators using the rubrics created by expert educators and students together. Study included 10 students and 3 educators attended educational game materials course. Students were informed about basic skills of movement, game, game types, game equipment, analytical rubric, and educational game lectures were given to the students for 6 weeks and 80 minutes each week. 12-question knowledge test was used regarding educational games, analytical scoring rubrics, developing game materials and preparing posters. Materials and posters presented in the course were recorded. Evaluation scales were selected by students and expert teachers. Selected peers and educators evaluated 25 videos. One-way analysis of variance and correlation analysis were used for the reliability and repeatability measurements of the students and teachers. R values of 0.96-0.92 were found between students and 0.78-0.86 between educators. For knowledge tests of the groups, according to Wilcoxon paired two-sample test, there was a significant difference in test results (p&lt;0.05). The t test was used in the results of the student and educator video evaluations and there was no significant difference between the scores given by the expert educators and the students to the material and poster presentations (p&gt;0.05). In conclusion, this study showed that students could make evaluations as good as expert educators when given an answer key such as a scoring rubric that will help them in the evaluation.
Placing the Spotlight on Open Educational Resources: Global Phenomenon or Cultural Guise?
Author: Cobb, Donella Joy
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Resources,Shared Resources and Services,Educational Quality,Developing Nations,Cost Effectiveness,Teacher Education Programs,Cultural Context,Cultural Differences,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Discourse Analysis,Western Civilization,Case Studies,Low Income,Moral Values,Instructional Materials,Secondary School Students,Content Analysis

The quest to enhance the quality of teaching in low-income countries has encouraged international aid agencies to look for alternative platforms to provide teacher education. Open Educational Resources have attracted the attention of the international community because of their ability to provide accessible and cost-effective teacher education programs across diverse cultural contexts. Yet, despite increasing support, little consideration has been given to whose knowledge, values, and cultural norms are legitimized within these open education platforms. This paper responds to such concerns by drawing on Bernstein's (2000) notion of regulative discourse to examine the Open Education Resources for English Language Teachers (ORELT) teacher education modules. Findings reveal that regulative discourse is strongly framed within these ORELT modules, which supports the socialization of teachers and their students into Western culture, values, and beliefs. This paper challenges the assumption that Open Educational Resources are a socially neutral pedagogical platform and raises questions about the educational and cultural implications for local contexts.
Local Insights from the Vietnamese Education System: The Impacts of Imperialism, Colonialism, and Neo-Liberalism of Globalization
Author: Trinh, Anh Ngoc
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Policy,Neoliberalism,Global Approach,Higher Education,Educational Change,Foreign Countries,Educational History,Creativity,Nationalism,Patriotism,International Education,Educational Policy,Indigenous Knowledge,History,Social Systems,Student Mobility,Study Abroad

The paper fills a gap in the literature by examining how local dimensions have been demonstrated and fostered in the Vietnamese education system under the different impacts of imperialism, colonialism, and the neo-liberalism of globalization before and after 1986. Thematic analysis of relevant literature and policies reveals that the Local dimensions were characterized by local people's responses, such as adaptation, appropriation, creativity, nationalism, and patriotism, in the imperial and colonial times. Under the impetus of the neo-liberalism influences of globalization in the post-colonial period, the Local dimensions have been featured by higher education reforms and internationalization policies. Cheng's multiple theories of fostering local knowledge in globalized education were employed to discuss such Local dimensions and associated challenges.
Reading, Writing, Math, and Content-Area Interventions for Improving Behavioral and Academic Outcomes of Students with Emotional and Behavioral Disorders
Author: Campbell, Aaron R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Meta Analysis,Academic Achievement,Outcomes of Education,Special Education,At Risk Students,Emotional Disturbances,Behavior Disorders,Teaching Methods,Curriculum Development,Intervention,Elementary School Students,Secondary School Students

There is a strong connection between emotional and behavioral problems and academic outcomes across multiple domains for students with or atrisk of emotional and behavioral disorders (EBD). There is a growing body of research investigating this area within the field of special education. This article summarized findings from seven systematic reviews and five meta-analyses focused on academic, curricular, and instructional interventions for students with or at-risk for EBD. The reviews specifically focused on the domains of reading, writing, math, and content area instruction. A total of 3,366 students with or at-risk for EBD in grades K-12 were participants across all 12 reviews. Implications are provided for improving applied practice for students with or at-risk of EBD.
Cross-Border Education for Pupils of Kindergartens and Schools: The Case of Hong Kong
Author: Chan, Philip Wing Keung
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Education,Student Mobility,Foreign Policy,Court Litigation,Birth,Children,Public Schools,Elementary Secondary Education,Equal Education,Immigration,Language of Instruction,Mandarin Chinese,Public Policy,Educational Policy,School Districts,Safety,Transportation,School Buses,Barriers,Sino Tibetan Languages,Family Programs

Cross-border education is defined as the movement of people, knowledge, programs, providers, and curriculums across national or regional jurisdictional borders. Each year, millions of students access better education by crossing their national borders from less developed or newly-industrialized countries to Western, industrialised countries. Most are tertiary education students but the numbers engaged in secondary, primary, and pre-school education are also significant. Under the implementation of &quot;one country two systems&quot; in Hong Kong after the transition of sovereignty from Britain to China in 1997, and a decision of a case in The Court of Final Appeal of Hong Kong in 2011, babies born in Hong Kong to mainland Chinese parents are entitled to the right of abode in Hong Kong. Since then, tens of thousands of such births have occurred. More than 20,000 cross-border students travel from China to attend public schools in Hong Kong every day. This paper explores equality issues faced by these students. The paper evaluates the results of various stakeholders working together to solve important issues; for example, dedicated school zones, immigration clearance services, setting up Hong Kong classes in Chinese schools, and language, communication, and cultural support. The paper argues that inequality is prevalent.
Relationships, Relationality and Schooling: Opportunities and Challenges for Pacific Islander Learners in Melbourne&apos;s Western Suburbs
Author: Paulsen, Irene Kmudu
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pacific Islanders,Social Influences,Cultural Influences,Barriers,Family Environment,Interpersonal Relationship,Interaction,Educational Environment,Interpersonal Communication,Peer Relationship,Immigrants,Student School Relationship,Peer Influence,Teacher Student Relationship

Many Pacific Islanders living in Australia have a high regard for education and have high expectations of the capacity of the school system to provide the learning experiences needed for their children to achieve successful education outcomes. However, there are some challenges to achieving this goal; socio-cultural, financial and physical factors such as limited in-home supports for study time, space or schedules have consistently been reported as common barriers to providing a supportive learning environment within the homes of young Pacific Islander (PI) learners. This paper examines notions of relationships and relationality as experienced by a group of PI learners specifically from Polynesia and Melanesia, as they lived and studied in a region of Melbourne from 2012 to 2015. It follows these learners' experiences as they navigate and negotiate the different spaces, structures and systems found within their home and school environments. In particular, it looks at ways that PI learners engage and interact with various players within these two important spaces and how these relationships affect school achievements and outcomes. The paper argues that complex relationship customs and relationality patterns can lead to both positive and negative impacts on learning for some PI learners.
Organizational Climate in Early Childhood Education
Author: Veziroglu-Celik, Mefharet
Date: 2018-12-00
Type: Journal Articles
Subjects: Organizational Climate,Early Childhood Education,Preschool Teachers,School Districts,Foreign Countries,Teacher Attitudes,Urban Schools,Females,Collegiality,Work Environment,Measures (Individuals)

Organizational climate is a concept that may affect individual behaviors, attitudes and well-being in organizational life as well as explain why some organizations are more productive, effective, innovative and successful than others. The concept has been investigated in many disciplines such as sociology, psychology, anthropology, political science, and management for years and was first considered in education at the end of the 1960s. Since then it has been researched in the field of education in many studies. In this paper, the organizational climate of early childhood centers is examined according to the opinions of early childhood teachers. The Early Childhood Work Environment Scale was used to obtain the data. Participants were a total of 214 teachers who work in public early childhood centers in an urban school district of Turkey. Teachers reported on their opinions of ten components of organizational climate: Collegiality, professional development, director support, clarity, reward system, decision making, goal consensus, task orientation, physical setting, and innovativeness. Results showed that collegiality is at the highest level among the components and the most negative opinion was expressed for the professional development component of the organizational climate. The findings are discussed in the light of the related literature. Suggestions for educators, researchers and decision makers are provided.
Accessibility in Questionnaire Research: Integrating Universal Design to Increase the Participation of Individuals with Learning Disabilities
Author: Goegan, Lauren D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Questionnaires,Research Methodology,Learning Disabilities,Accessibility (for Disabled),Testing Accommodations

This paper explores how to apply the principles of accommodations and universal design (UD) in research methods involved in quantitative research (e.g. questionnaires). In particular, we focus on how to make research more accessible for individuals with Learning Disabilities (LD), while also providing suggestions for potential participants of research more generally. This paper first reviews accommodations provided to students within an educational setting, focusing on the components of setting, timing, presentation and response format. Following this discussion, we discuss UD and how it can be adapted to the research process (e.g. the creation of surveys, and data collection). Next, we draw on components of accommodations and universal design to offer suggestions for those conducting research with individuals with LD. In closing, we provide a table with key UD and accommodation questions that researchers can use to guide questionnaire design thereby advancing the field when it comes to accessible research design.
The Relationship between Elementary School Students&apos; Reading Comprehension and Reading Motivation
Author: Kusdemir, Yasemin
Date: 2018-12-00
Type: Journal Articles
Subjects: Elementary School Students,Reading Comprehension,Reading Motivation,Correlation,Foreign Countries,Gender Differences,Preschool Education,Teacher Characteristics,Student Characteristics,Elementary School Teachers

Reading is an important language skill whose main purpose is comprehension. In the reading process, visible symbols must be perceived and interpreted in the brain. Once the reading skill has been acquired, it can become a tool for having access to information, analyzing and interpreting it. All of these depend on the reading comprehension skill. Thus, evaluation of reading comprehension is one of the subjects to which great importance is attached. Particularly the evaluation of the level of students' reading comprehension is a subject of great interest for many researchers. In this regard, the current study aimed to investigate the relationship between the Turkish elementary school students' reading comprehension and reading motivation. At the end of the study, it was found that there is a positive, medium and significant correlation between the students' levels of reading comprehension determined with cloze tests made up of both narrative and informative texts and reading motivation. In addition, a positive, medium and significant correlation was found between the students' levels of reading comprehension determined with open-ended questions made up of both narrative and informative texts and reading motivation. Increase in the students' reading motivation affects their reading comprehension positively and significantly. Furthermore, reading motivation explains 12-13% of the total variance in their reading comprehension.
Using Sentence Combining Instruction to Enhance the Writing Skills of Children with Learning Disabilities
Author: Saddler, Bruce
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Sentences,Teaching Methods,Writing Instruction,Writing Skills,Syntax,Grade 4,Elementary School Students,Grammar

One area of writing that may be particularly problematic, causing both academic and behavioral challenges for writers with learning disabilities, is constructing sentences. Sentences are the building blocks of coherent and effective writing and constructing syntactically correct and complex sentences is a critical skill characterizing expert writing. Unfortunately, many students with learning disabilities struggle with this critical skill. These students may produce sentences with fewer words, less syntactical complexity, and more errors of spelling and grammar than their regularly achieving peers. For researchers and teachers of children with learning disabilities, improving sentence construction ability with empirically based interventions is imperative. In this review of literature a method to teach sentence construction, called sentence combining, is presented and current research providing support for the use of sentence combining as a method to improve sentence construction ability, overall writing quality, and quantity of revisions is summarized. Finally, future directions for sentence combining research are discussed.
An Investigation into EFL Teachers&apos; Autonomy Supportive Behaviors in Turkish Context
Author: Yilmaz, Cevdet
Date: 2018-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Student Relationship,Personal Autonomy,Case Studies,Gender Differences,Teaching Experience,Foreign Countries,Teacher Attitudes,Educational Practices

The purpose of this study is to identify the autonomy supportive behaviors exhibited by EFL teachers. The population of the study is composed of EFL teachers working in Çanakkale city center and districts in the 2017-2018 academic year. The sample of the research consists of 80 English teachers at state schools in Turkey. In the study, the cross-sectional survey model was used to collect data. In analyzing the emerging data, non-parametric tests were administered because the findings did not show normal distribution. When the data were analyzed, it was revealed that the teachers showed supportive behaviors involved in the learner autonomy of the students. On the other hand, gender was found to be a significant variable in relation to the teachers' supportive behaviors underlying learner autonomy. Further, the results of the study indicated that the seniority year was not a significant variable in relation to the teachers' supportive behaviors underlying learner autonomy. The study concludes by suggesting the need to prepare future EFL teachers to support autonomy in the classroom setting.
From Simulation to Implementation: Two CAT Case Studies
Author: Barnard, John J.
Date: 2018-10-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Adaptive Testing,Simulation,Multiple Choice Tests,Rating Scales,Efficiency,Prediction

Measurement specialists strive to shorten assessment time without compromising precision of scores. Computerized Adaptive Testing (CAT) has rapidly gained ground over the past decades to fulfill this goal. However, parameters for implementation of CATs need to be explored in simulations before implementation so that it can be determined whether expectations can be met. CATs can become costly if trial-and-error strategies are followed and especially if constraints are included in the algorithms, simulations can save time and money. In this study it was found that for both a multiple-choice question test and a rating scale questionnaire, simulations not only predicted outcomes for CATs very well, but also illustrated the efficiency of CATs when compared to fixed length tests.
Alternative Seating and Students&apos; Perceptions: Implications for the Learning Environment
Author: Stapp, Alicia
Date: 2018-00-00
Type: Journal Articles
Subjects: Federal Legislation,Educational Legislation,Classroom Environment,Elementary School Students,Grade 5,Student Attitudes,Furniture,Classroom Design,Human Factors Engineering,Student Behavior

Expectations placed on educators to improve academic performance continue to increase across the United States. One reason for this rise in expectancy is the enactment of The Every Student Succeeds Act (ESSA) of 2015. Replacing the No Child Left Behind (NCLB) Act of 2002, the ESSA mandates that &quot;all students are taught to high academic standards&quot; (ESSA, 2015). Subsequently, educators constantly seek best practices that foster effective learning environments. A component of the learning environment oftentimes excluded from research is the physical structure of a classroom, such as the type of seating in a classroom. Research suggests that students who are expected to spend extended periods of time sitting in traditional desks with limited movement breaks during the school day are at risk for inattention to learning and increased misbehaviors (Wingrat &amp; Exner, 2005). Thus, this quantitative study examined the effect of alternative seating in the form of disc 'o' sit cushions on fifth grade students' time on- and off-task during mathematics instruction. In addition, a survey was administered to determine students' perceptions of alternative seating.