ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Alexithymia and Attachment Styles among University Students
Author: Qaisy, Lama M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Emotional Problems,Attachment Behavior,Undergraduate Students,Measures (Individuals),Foreign Countries,Family Size,Educational Attainment,Parent Background,Gender Differences,Test Validity,Test Reliability,Psychological Patterns,Personality

The study aimed to investigate the relationship between Alexithymia (Alex) and attachment styles, gender, family size, parent's level of education among a randomly selected sample of (392)undergraduate students (136 male, 256 female), at Al-Hussein Bin Talal University. To achieve the objectives of this study, the twenty-item Toronto Alexithymia Scale (TAS-20), which was standardized by Dawoud (2016) and Yarmouk Attachment Scale developed by Abu Ghazal and Jaradat (2009) were applied, after verifying their validity and reliability. The results of the study revealed a significant negative correlations between Alex and secure attachment, while the correlations between Alex and avoidant attachment, and anxious-ambivalent attachment styles were positively significant. Also, there was significant positive correlation between Alex with gender and family size. Finally; no significant correlations were found between Alex with parent's education.
A Metasynthesis Study Related to Exhaustion Concept of Teachers in Turkey
Author: Cihan, Bekir Baris
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Fatigue (Biology),Teacher Burnout,Teaching Conditions,Public Schools,Private Schools,Emotional Response,Job Satisfaction,Life Satisfaction,Emotional Intelligence,Leadership Styles,Work Environment,Elementary Secondary Education,Teachers,Principals,Individual Characteristics

The aim of the research is to determine teachers' exhaustion levels in Turkey, reasons, related factors, different researches the effects of subject areas have been carried out directly about issues in a systematic manner, gathering the studies that have been done over the last decade and making its meta-synthesis. Totally 35 studies consisting of 26 theses and 9 articles determined by the purposeful sampling method between 1998 and 2018 were analyzed by a planned meta-synthesis study in the qualitative research design. In order to determine the studies that will be included in the research; The National Teaching Center of the Higher Education Council, Google Academic search engine, DergiPark, TUBITAK Ulakbim and ERIC databases were used. The sample group of studies used for analysis constitutes exhaustion studies on teachers in public and private schools. According to research findings, the studies carried out mainly concentrated on the four subscales. These are; the studies on the exhaustion and demographic characteristics, the studies on the emotional states and the intelligence dimensions, the studies about the organization and the states of belonging. In conclusion, in the context of the analyses made, it is considered that this study will be useful in terms of future research direction and awareness of the exhaustion that teachers experience.
The Effect of Argumentative Text Pattern Teaching on Success of Constituting Argumentative Text Elements
Author: Özdemir, Serpil
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Persuasive Discourse,Essays,Preservice Teachers,Writing Assignments,Foreign Countries,Writing Skills

The aim of this study is to view how argumentative text pattern teaching influences constituting argumentative essay elements. The study was performed according to one-group pre-test post-test design. The study was carried out in spring term of 2017-2018 academic year and it lasted for five weeks. 33 prospective teachers who took the course of Text Producing Techniques participated in the study. The data of study were collected through 132 argumentative essays which prospective teachers wrote and Argumentative Text Elements Rubric to evaluate these. The results of the research are as follows: Quite few students included argumentative essay elements before argumentative essay pattern teaching and none of the students wrote justification for counter argument. It was determined that 66.7% of the students didn't write data, 81.8% of them didn't write counter argument, 87.9% did not write justification for counter argument, 84.8% did not write rebuttal of counter argument and 48.5% did not write conclusion. At the third study, number of successful students increased on the basis of all elements. However, the majority of students have reached a partially successful level. At the post test, most of the students achieved successful level on the basis of all elements except refuting counter argument. Significant differences on behalf of the post-test were determined between pre-test and post-test scores at all of the argumentative essay elements.
The Points of School Directors on Peer Observation as a New Professional Development and Supervision Model for Teachers in Turkey
Author: Bozak, Ahmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Faculty Development,Administrator Attitudes,Teacher Evaluation,Evaluation Methods,Teacher Collaboration,Self Concept,Teacher Motivation,Cooperative Planning,Foreign Countries,Elementary Secondary Education,Principals

The aim of the study is to determine the views of school managers' towards peer observation as an alternative teacher professional development and complementary supervision model. The study was conducted through a mix research model which combines quantitative and qualitative methods based on convergent parallel design. 121 school managers voluntarily joined the study at the end of the conference to which the researcher was invited as guest speaker. The results of the study in quantitative dimension indicated that peer observation was considered by school managers as an alternative teacher development model to promote cooperation among teachers; self-awareness of teachers; motivation; solving their problems cooperatively; learning new methods. The qualitative results also indicated that majority of the participants were in favour of peer observation as an alternative personal development method for teachers; the participants recommended that it should be carried via volunteers between different schools; just friendly and positive feedback should be given to the teacher who teaches the same subject; should be carried in a friendly school climate where there is no rivalry among teachers. On the other hand, some participant expressed their negative concerns as there wouldn't be enough teachers and time; the teacher would hesitate to be observed because of political and professional rivalries, lack of confidence and trust among teachers.
Edcamp: Listening to the Voices of Teachers
Author: Wake, Donna
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Attitudes,Program Effectiveness,Technology Integration,Teaching Methods,Elementary School Teachers,Secondary School Teachers,College Faculty,Paraprofessional School Personnel,Substitute Teachers,Educational Technology,Technology Uses in Education,Classroom Techniques

Effective professional development (PD) can be a powerful tool in school success and teacher satisfaction; however, teachers often report their PD experiences as lackluster or not responsive to their immediate needs (Desimone, 2011; Guskey, 2009; Lutrick &amp; Szabo, 2012). Teachers need professional support in today's educational environment to implement new curriculum standards, appropriately integrate new technology, prepare students for both old and new test formats, support diverse learners, and meet the criteria imposed by new teacher evaluation systems. The purpose of this study is to examine one model for staging relevant and responsive PD for teachers: Edcamp. Data from the workshops scheduled and teacher responses to a survey are explored in this article. Specifically, it focuses on the following three questions: (1) How do teachers describe their typical professional development experiences? (2) What professional development topics, issues and needs are being requested by teachers in one local context? and (3) How to teachers respond to the &quot;Edcamp&quot; professional development model?
The Development of Service Learning Management Model of Undergraduate Program in Private University
Author: Soontorn, Taneenart Na
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,Models,Undergraduate Study,Private Colleges,College Faculty,Foreign Countries,Undergraduate Students,Teaching Methods,Integrated Learning Systems

The objectives of research are to develop, identify the main components of &quot;Service Learning Management (SLM)&quot; model, and to assess, evaluate the performance achievement of SLM implementation for undergraduate program in private university. The process of research is divided into two parts as: 1). developing the questionnaire samples that will be distributed to 377 lecturers in private university as the respondents for finding the appropriateness of main components in SLM model by applying the Multi-Stage Sampling; and 2) testing and evaluating the SLM model's effectiveness that will be executed to 11 students in Bachelor of Arts (Major: English for International Communication) of Saint John's University, who registered ENG. 3202 (Introduction to Speech Communication) as a subject in semester 2/2016. The research findings are described the SLM model that consists of 4 major variables and 9 sub-variables as: 1) 'Input' has the 3 sub-variables (Integrated curriculum and instruction; learning outcomes determining; and resource management); 2) 'Process' includes 6 sub-variables that can be classified in to 5 steps (Investigation: lets the community set the requirement; Preparation: is the cooperation of three sides - university, student and community; Execution: is having positive relationship with community; Reflection: continuously evaluating; and Demonstration: is public relations and publicity; 3) 'Output' is the outcomes of learners and results of the evaluation; and 4) 'Feedback' is applying and integrating the outcomes of student's accomplishment and evaluation. The results of demonstration and evaluation of SLM reflection to student performance achievement revealed that 80 percent of students had higher GPA (Grade Point Average), and the learning outcome of students according to Thailand Qualifications Framework (TQF) is considered as high. The results of leadership competency, disciplinary and voluntariness of self-assessment test are counted as high in all aspects. Reflection record can development critical thinking Finally, the overall satisfaction grading by university is considered as high in all aspects, and also the community responses have more advantage benefits and positive impacts in all aspects.
The Analysis of University Students&apos; Views on Mentally Challenged People&apos;s Participation to Sports Events
Author: Kardas, Nurgül Tezcan
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Intellectual Disability,Participation,Foreign Countries,Physical Education,Attitudes toward Disabilities,Measures (Individuals),Student Surveys,Athletics

The aim of this study is to investigate university students' attitudes towards mentally challenged individuals' participation to sports activities. To collect the data, 'Attitude towards sports activities scale of individuals having mental disabilities' is used. Reliability of the scale, which has been developed by (Ilhan et al., 2013) and consists of 28 items, is 0.96. The options, respectively, follow as: I completely agree, I agree, I'm neutral, I disagree and I completely disagree. The study group consists of 420 students who study at Bülent Ecevit University in 2016-2017 Spring Term, and is selected randomly. The result shows that there is no statistically significant difference in the attitude ratings of mentally challenged individuals' participation to sports activities related to age, sex, types of education, or if there is any disabled individual living in participants' social environments. But, type of school is a significant variant. The ratings of attitude of the participants who selected the option, 'other' in their school type part in the tool are higher than of the one ones who selected the options, 'faculty' or 'vocational school.'
Perspectives of National University Alumni County Teachers of the Year: About Experiences and Supports That Influenced Their Development
Author: Germaine, Ron W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Alumni,Awards,Teacher Effectiveness,Teacher Competencies,Teacher Characteristics,Teacher Leadership,Teacher Education Programs,School Culture,Faculty Development,Mentors,Teacher Collaboration,Administrator Role,Preservice Teacher Education

The purpose of this study is to discover the experiences and supports that influenced the development of teaching effectiveness at different career stages of National University alumni who were identified as County Teachers of the Year in California. National University is the second largest private, nonprofit institution of higher learning in California. The origins of the study, conducted in early 2016, go back to 2006. At that time, a National University survey of County Superintendents was carried out to learn which counties in California had a Teacher of the Year program, and which teachers had been selected. The Alumni Office at National University then began a process of identifying which of the County Teachers of the Year were graduates of National University programs. In reflecting about County Teachers of the Year, the question arose: What experiences and supports influenced these teachers throughout their career so that peers and administrators recognized them as outstanding teachers? To provide foundation for the purpose and methodology of the study, a brief review of literature about effective teaching and stages of a teaching career is provided. Effective teaching develops over time, and therefore a review of stages of a teaching career is included. Additionally, findings from the study showed that virtually all respondents were in a formal or informal role of leadership, and therefore a brief review of teacher leadership is also provided.
The Attitudes and Awareness of the Teacher Candidates about Cultural Heritage
Author: Polat, Suat
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Cultural Background,Cultural Awareness,Foreign Countries,Pretests Posttests,Measures (Individuals)

The purpose of this study is to determine of the teacher candidates' attitudes and awareness levels towards cultural heritage and to ensure that the teacher candidates gain awareness of cultural heritage. The research is based on an experimental model from quantitative research approaches and the population consists of teacher candidates who study in Faculty of Education at Agri Ibrahim Çeçen University. Simple random sampling method was used to determine sample of the study. The data of the study was gathered with Personal Information Form and the Cultural Heritage Attitude Scale developed by Akbaba (2014). SPSS 22 program is used in the analysis of the data. According to the results obtained, it is determined that gender, class and education status of the father are not effective in attitudes and awareness towards cultural heritage, whereas the undergraduate program and education of mother play an effective role. It has been determined that the educational trip has positively affected the transfer of cultural heritage, consciousness of cultural heritage and cultural heritage for the society.
Determination of the Effect of STEM-Integrated Argumentation Based Science Learning Approach in Solving Daily Life Problems
Author: Gulen, Salih
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Persuasive Discourse,Problem Solving,Thinking Skills,Relevance (Education),Secondary School Students,Rural Schools,Foreign Countries,Reflection

The purpose of the study is to determine the effect of the science-technology-engineering and mathematics integrated argumentation based science learning approach on the resolution of daily life problems and the change of high-level thinking skills. Mixed method was used in the research. Quantitative data were collected with a single group pre-test-post-test experimental design. Qualitative data were gathered with document review and daily life problem determination form. The data presented with descriptive and content analysis, frequency, percentage and Wilcoxon signed rank test techniques. A homogeneous sample was used in the study and was carried out with a randomly chosen class in a mountain village secondary school. From the analysis of the daily life problems before and after the implementation, it was observed a positive change in the participants thinking on the identification and solution of daily life problems. Also, the unresolved problem factor determined for the land factor in hazelnut transportation is removed after the application.
From STEM to STEAM in Ancient Age Architecture
Author: Cevik, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Architecture,Undergraduate Students,Student Attitudes,Academic Achievement,Archaeology,Teaching Methods,Foreign Countries

This research aims to identify the effects of a science, technology, engineering, arts and mathematics implementation in the ancient age architecture field on the achievements of the undergraduate students and their science, technology, engineering and mathematics (STEM) perceptions. The research was based on the explanatory design, while the experimental design with pre-test and post-test control groups was carried out in the quantitative component of the study and the case study was carried out in the qualitative component. In the first stage, the study context, selections of the groups, development and implementation of the pre-test and formation of the project groups were realised. The second stage was accomplished by carrying out the study in accordance with the determined plan, implementations of the practices, realising the post-test and conducting the interviews. Finally, a significant difference was observed between the achievement test mean scores of the experimental group and the control group in favour of the experimental group
Perceptions and Unmet Expectations of Undergraduate Students on the Role of Counselling in Academic Achievement: Implication for Academic Development Program Review
Author: Iyeke, Patrick Okoh
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Expectation,Counselor Role,Academic Achievement,School Counseling,School Counselors,Gender Differences,Teacher Student Relationship,Counseling Services,Age Groups,Foreign Countries

This study aimed at evaluating the perceptions of students about the role of counselling and unmet expectation of undergraduate students. The study adopted a descriptive survey design. The participants (N=150) recruited from first and second year students of Institute of Education in the University. Over 81% of students are aware of counselling services and affirm the relevance to academic achievement. However, 69% cannot affirm provision of roadshows to enhance awareness. The proportion of students disagreeing on provision of roadshows to enhance awareness may imply non-utilization of available academic development program and unmet counselling needs that calls for a review.
Comparison of Interdisciplinary History and Science Concepts from the Cognitive Aspect with Word Association Test
Author: Yildirim, Sefa
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Analysis,History,Scientific Concepts,Associative Learning,Foreign Countries,Science Education,History Instruction,College Students,Interdisciplinary Approach,Cognitive Structures

This study aims to compare and contrast the connotations of the concepts of &quot;science&quot; and &quot;history&quot; that were formed in the minds of students attending both Faculty of Science and Letters, History Department and Faculty of Education, Science Education Department at Agri Ibrahim Çeçen University. The participants of the study are 173 students from the History Department, including the whole education level of the department and 71 students from Science Education Department including all classes. The participants were asked what they mean by the concepts of &quot;science&quot; and &quot;history&quot; and what connotations they made. Survey method is used in a descriptive research model. The Word Association Test (WAT) related to history and science has been utilized as a data collection tool. According to findings received after the analysis, it is found that there was no significant difference between cognitive sentence structures of the students, who are attending different disciplines, towards both the concept of history and science. As a result of the Word Association Test, although there are some differences according to the departments of education, many concepts in general are similar. When examining the cognitive sentence structures for the concepts, there is a need for research on the interrelationship of basic concepts with special areas. Thus, this research gains more importance.
Were They Ready? An Analysis of a Teacher Performance Assessment to Determine if Perception Was Matched by Reality
Author: Brown, Carmen Sherry
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,College Graduates,Graduation Requirements,Teacher Certification,Literacy,Teacher Competencies,Standardized Tests,Preschool Teachers,Early Childhood Education,Readiness,Teacher Attitudes

Beginning in May 2014, all education program graduates in New York State (NYS) must pass new and/or revised certification exams in order to become certified to teach in NYS. Early childhood teacher candidates enrolled in an approved NYS teacher preparation program are required to pass the Academic Literacy Skills Test (ALST), Content Specialty Test (CST-Multi-Subject or Multi-Subject: Teachers of Early Childhood (Birth-Grade 2)), Educating All Students (EAS) test, and a Teacher Performance Assessment (edTPA Early Childhood) in order to be recommended for certification. The new teacher certification examinations serve as a critical benchmark of a candidate's readiness to teach in NYS. Research has shown that the edTPA can be used as a learning tool for pre-service teachers and as a form of feedback for teacher education programs. In an effort to utilize the edTPA and the subsequent results as a learning opportunity for a teacher preparation program, this paper addresses two studies. Study 1 investigated teacher candidates' perceptions about their preparation and readiness for the edTPA based on the support they received from the teacher preparation program and their coursework. The findings from this study suggest that early childhood teachers' perceptions of their readiness for a teacher performance assessment may indicate the extent to which their coursework prepared them to meet the requirements of the edTPA. Study 2 examined if the actual scores the teacher candidates received on the edTPA matched their estimated scores. The findings from this examination indicate that the teacher candidates were confident in their preparation, skills, and overall readiness for the edTPA.