ethanporcaro/eric-fulltext-meta huggingface dataset:
Sensing Ecologically through Kin and Stones
Author: Malone, Karen
Date: 2019-00-00
Type: Journal Articles
Subjects: Environmental Education,Teaching Methods,Young Children,Ecology,Human Body,Outdoor Education,Concept Formation,Conservation (Environment),Natural Resources,Weather,Water,Plants (Botany),Animals,Toddlers,Indigenous Populations

This paper draws on a research study that builds on a long and rich history of research in environmental education focusing on the value of learning through everyday experiences with the more than human. This study specially focused on very young children's experiences of ecologies and explored the unique opportunities sensorially rich bodily interactions with nonhuman entities provided. Drawing on postqualitative inquiry, using visual arts, narrative and walking methodologies, Karen and Sarah Jane are attentive in this work to the very subtle encounters and sensitivities of how child bodies move with and through places. By employing a number of nontraditional formats, the two researchers share sensorial ecological encounters as a form of child-worlding; bodies attune to the ongoing and the everyday presented as images, stories and prose. As an approach to diffractive analysis, they adopt a relational ontology as a means for thinking with the concepts of kin and stones. Sensing ecologically in this way becomes both a conceptual analytical tool and a pedagogical practice, allowing new imaginaries for children becoming and knowing the more-than-human-world prior to forming formal abstract 'language'. It seeks to disrupt the teaching and naming of objects as superior. They draw on the notion of ecomorphism to support a view of humans as interdependent with all ecological beings, objects and weathering of the earth. Ecomorphism also attributes qualities of a shared life through sensorial knowing with others and objects; whether they be human or nonhuman. Throughout the paper Karen and Sarah Jane have considered deeply how young children come to be with/encounter nonhuman animals, plants, weather, water and materials, and how do they respond and communicate with those entities through and with their animal bodies.
&quot;Stringing Together&quot; Capillary Exchange
Author: Quinonez, Alejandro
Date: 2019-08-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Visualization,Models,College Freshmen,College Students,Active Learning,Instructional Materials,Assignments,Visual Aids,Class Activities,Student Evaluation,Feedback (Response),College Science,Science Instruction

In Anatomy and Physiology courses, students often struggle with visualizing structures, or processes, that occur at the cellular level, such as capillary exchange. Whenever available, models can be vital to students' understanding of a topic, particularly when they can be constructed by students in real time. To demonstrate capillary exchange to freshmen and sophomore Anatomy and Physiology students, a senior Health Sciences student created a simple model. The student enrolled in an independent study as a near-peer laboratory assistant. In addition to assisting the Anatomy and Physiology students learn in the lab, the near-peer student was asked to create a tool for active learning of a difficult physiological concept. Presented here are the materials and steps to create the model, recommended exercises for students to complete with the model, and example assessments that demonstrate how the activity helps students meet the relevant HAPS learning outcomes.
International Teacher Perspectives on Quality in ECE: A Case Study
Author: Chappell, Julie
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Quality,Comparative Education,Foreign Countries,Young Children,Student Centered Learning,Physical Environment,Child Care,Early Childhood Teachers,Cultural Context,Preschool Teachers,Teacher Student Relationship,Teacher Role,Teaching Experience,Holistic Approach

The goal of early childhood programming is to provide children with high-quality early care and to support educators' understanding and ability to implement high-quality practices on behalf of children and their families. Quality in early childhood care is an ambiguous concept, relative to various social and context-specific factors, making it difficult to define in standardized terms. A classroom teacher's proximity to decisions in the early childhood classroom validates the need for teacher perceptions to be considered in practices regarding high-quality care. This paper presents a comparative case study that sought to explore teacher perspectives of high-quality care from two nations, Finland and the United States, and examined how these perspectives differed or aligned across the influences of culture. Using an interpretivist design for qualitative research methods, preschool and early year teacher participants completed pre-surveys in which they rated various indicators of quality. Survey responses guided semi-structured interviews. Additionally, participants discussed photographs of classroom and school activities that they felt exhibited quality. In vivo and values coding were used to analyze the interview data and generate themes in which teachers described high quality. Generating from both participant groups, the analysis resulted in various themes, such as child-centered classrooms, physical environment, and highly educated teachers. While language and terminology differed, teachers in Finland and the United States valued similar indicators of high-quality early programs.
A Review of the Graduate Theses on Gaming Addiction in Turkey
Author: Tas, Ibrahim
Date: 2019-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Computer Games,Foreign Countries,Correlation,Depression (Psychology),Anxiety,Life Satisfaction,Social Support Groups,Self Control,Obesity,Masters Theses,Elementary Secondary Education,College Students,Adults,Older Adults

Gaming addition is attracting the attention of more and more researchers every day. Diagnostic criteria defined by World Health Organization (WHO) and American Psychiatric Association (APA) for gaming disorder or internet gaming disorder have caused a rapid increase in the number of studies on the subject. A similar case applies to the studies conducted in Turkey. Regarded as a type of behavioral addiction, gaming addiction is observed in almost every group while it affects children and adolescents in particular. Affecting a wide range of people, gaming addiction can be seen as one of the problems of future because daily life is becoming more technological. This study accordingly aimed to review gaming addiction in graduate theses in Turkey. The research used the document analysis method of qualitative research methods, and the research sample composed of 28 graduate theses. It was found in the research that the studies started to increase after 2013, and the actual concentration was seen in 2018. The research studies were conducted primarily on children and adolescents followed by young and adult groups. It was found that the most used research design was the quantitative research design and none of the studies utilized the qualitative research design on its own. The most used research model was the survey model, and the correlation analysis was found to be the most used data analysis technique. It was also observed in the research that gaming addiction was studied along with both negative concepts such as depression, anxiety, somatization, and obesity and positive concepts such as self-regulation, subjective happiness, satisfaction with life, and social support.
A Study on the Processing of the System of Devshirme in High School History Books in Turkey and Serbia
Author: Kaya, Beytullah
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Textbooks,World History,Armed Forces,High Schools,Political Issues,Military Personnel,Cultural Influences,Violence,Religion

The establishment and expansion of the Ottoman Empire made it necessary to create new institutions in the field of state organization. The conquest of new land made possible by a strong administration and a strong military structure. Accordingly, the first state organization took place in the administration and military fields. In order to meet the needs of the soldiers and to create a strong military structure, at the beginning, the pencik system and then the devshirme system started to be implemented. This system which was implemented from 15th to 19th century became one of the bases of the Ottoman Empire. Devshirme system and its implementation achieved great social, political and military influence in the Ottoman Empire and the countries that were a part of it.Today, the devshirme system is described in different ways in the history books in the countries, which existed in the lands owned by the Ottoman Empire. This study intends to reveal how devshirme system is processed in the history books used in high schools in Serbia and Turkey. The research was realized through the document analysis of qualitative research methods. In this study it is shown that in Turkish high school history books devshirme system is handled in accordance with the academic commitment, while in the Serbian history books the concepts are including hostility. In addition, it is concluded that in the schoolbooks the devshirme system is processed according to the countries' own perspectives.
Development and Validation of the Contextual Achievement Motivation Scale
Author: Smith, Robert L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Achievement Need,Measures (Individuals),Test Construction,Test Validity,Undergraduate Students,Graduate Students,Gender Differences,Test Bias,Test Reliability,College Freshmen

This study investigated the factorial validity of the Contextual Achievement Motivation Scale, assessing achievement motivation in multiple settings with a sample of 493 undergraduate and graduate students. Exploratory factor analysis identified a four-factor model: School (6 items), Employment/Work (6 items), Family (5 items), Community (4 items). These factors accounted for approximately 60% of the variance and correlated in the expected directions with a criterion measure, the Adult Hope Scale. Confirmatory factor analysis indicated that the identified four-factor model fit the data, ?[superscript 2](182)= 348.10, p&lt; 0.001; ?[superscript 2]/df = 1.91, Tucker-Lewis index (TLI)= 0.92, comparison fit index (CFI)= 0.93, root mean square error of approximation (RMSEA) [0.058, 0.080]= 0.069, and standardized root-mean square residual (SRMR)= 0.063. In addition, the scale showed partial scalar invariance between genders. The responses are subject to bias and increased the error in reliability and validity. Implications of the research, at a macro-level, draws attention to the importance of work; and one's performance within family, school and community settings.
Enhancing Students&apos; Learning Motivation by Applying Reflective Pedagogy to Modules for Junior High School
Author: Agnes, Tri
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Motivation,Reflection,Student Experience,Grade 8,Junior High School Students,Religious Education,Values,Foreign Countries,Student Attitudes

The Reflective Pedagogy Paradigm is an art of thinking and doing something thoughtfully that incorporates humanistic values into conscious subjects consciously. This paradigm endorses the meaning of each topic within learning materials based on the students' own experience. Students take into their consciousness life values with learning materials by themselves or by their groups in order that they can practice it in daily life. This study is aimed to develop an eligible module using reflective pedagogy and revealing the impact of the use of module on students' motivation to study and experience. In this study, the developmental research method was used for resolving learning problems within eight grade of Junior High School Students during the Catholic religion class. ADDIE (analysis, design, development, implementation, and evaluation) model was used as the module development method in this study. This study used the non-test method as the data collection technique with questionnaire and interview as the instruments. The data analysis techniques used in this research were descriptive quantitative methods. The results of this research show that the use of the module in eight graders Junior High Schools categorized as eligible based on media and material experts. Thus, it can be concluded that the module is suitable for use. The improvement appeared after the implementation conducted using the reflective pedagogy module. The result shows that students' motivation is significantly higher than before using the module according to t-test calculation. The result of post-test and pre-test score is statistically different so that means that the implementation of the reflective pedagogy in religion subject improves learning motivation.
Gender Differences in Corporal Punishment, Academic Self-Efficacy and Drop-Out in Secondary School Students
Author: Rafique, Shamim
Date: 2019-00-00
Type: Journal Articles
Subjects: Gender Differences,Punishment,Self Efficacy,Academic Ability,Dropouts,Secondary School Students,Foreign Countries,Correlation,Dropout Rate

The objective of the present research was to find out gender differences in corporal punishment, academic self-efficacy and drop-out in secondary school students. The research design used for the study was correlation design. By using purposive sampling technique, a sample of 250 (74%) students of 13-18 (M= 15.59, SD= 1.62) years was recruited from 334 public secondary schools of Lahore city, Pakistan. The Demographic information sheet, Physical Punishment Questionnaire (Malik, 2014), Academic Self-efficacy Scale (Gafoor &amp; Ashraf, 2006) and school record for drop-out was used for the assessment of the participants. The data were collected from different public secondary school students and were analyzed by using descriptive and inferential statistics (Pearson Product Moment Correlation and Independent sample t-test) through IBM SPSS. The findings of the study revealed that corporal punishment showed a positive relationship with drop-out. Boys were found to expose more to corporal punishment and had higher drop-out than the girls. Moreover, girls were higher in academic self-efficacy than the boys. The outcomes of the study are beneficial for the clinical and counseling psychologists and teachers as well as for the parents to comprehend the problems of the students and to resolve their issues.
Development of the Oral Reading Skills and Comprehension Test-II (Sobat®-II) for Assessment of Turkish Children with Specific Learning Disabilities: Pilot Study Results
Author: Melekoglu, Macid Ayhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Oral Reading,Reading Skills,Reading Comprehension,Reading Tests,Learning Disabilities,Children,Early Adolescents,Screening Tests,Elementary School Students,Middle School Students,Parent Background,Mothers,Educational Attainment,Fathers,Reading Materials,Family Environment

In the process of screening and evaluating children with reading difficulties, and planning, monitoring, and evaluating reading improvement interventions for those children, standard reading tests are usually not used in Turkey. The first version of the Oral Reading Skills and Comprehension Test (SOBAT®) was developed by Prof. Dr. H. Gülsen ERDEN, and the validity and reliability studies of SOBAT® were conducted between 2002 and 2012. To expand to include children between the ages of 7 and 14, and form the parallel form of the test, A and B, a research project supported by the Scientific and Technological Research Council of Turkey (TUBITAK) completed between 2013 and 2015. The purpose of this paper is to share the pilot study findings of the project. A total of 232 tests were conducted within the scope of the pilot study.
The Effects of Ketogenic Diets on Psychiatric Disorders Involving Mitochondrial Dysfunction: A Literature Review of the Influence of Dieting on Autism, Depression, Anxiety, and Schizophrenia
Author: Niepotter, Paige
Date: 2019-08-00
Type: Journal Articles
Subjects: Depression (Psychology),Anxiety,Mental Disorders,Genetics,Patients,Dietetics,Schizophrenia,Biology,Cytology,Injuries,Autism,Teaching Methods,Science Instruction,Course Content,Role,Physiology

Mitochondrial dysfunction has been linked to many psychiatric disorders. Ketogenic diets have been shown to reduce mitochondrial dysfunction and thus may be helpful to patients who suffer from these disorders. In this article, we review the effects of a ketogenic diet in patients with psychiatric disorders such as autism, depression, anxiety, and schizophrenia. Mitochondrial dysfunction, and its reversal by a ketogenic diet resulting in the relief of mental disorders, would be an excellent teaching topic on the consequences of altered cellular biology and a discussion of mitochondrial injury as one of the causes of cellular necrosis. Similarly, this information will be important in a discussion of how diet might be beneficial in the treatment of certain mental disorders.
Teaching Assistants in Human Anatomy and Physiology: Their Prevalence, Recruitment Strategies, Funding, Retention, and Training
Author: Hopp, Rachel
Date: 2019-08-00
Type: Journal Articles
Subjects: Teaching Assistants,Anatomy,Physiology,Incidence,Faculty Recruitment,Labor Turnover,Undergraduate Students,Graduate Students,Compensation (Remuneration),Job Application,Mentors,Apprenticeships,College Faculty,Institutional Characteristics,Science Laboratories,Foreign Countries,Job Training,Science Instruction

Studies show teaching assistants (TAs) can positively influence the learning environment by increasing student comprehension and retention and impacting students' choices of academic and career paths. However, use of TAs in higher education is not universal. Following a fruitful panel discussion at the 2017 HAPS Conference, we conducted a survey to assess the prevalence of undergraduate and graduate TAs in human anatomy and physiology courses across a range of institutions and to evaluate how TAs are recruited, trained and compensated. Data from 329 respondents who used TAs, indicate most institutions use a formal application process, training procedures vary, and most TAs are compensated financially through hourly wages, stipends, or tuition credit. However, some TAs are unpaid but receive course credit as compensation. We highlight one of the more successful recruiting and training programs, where paid master TAs mentor unpaid apprentice TAs. This tiered training program excites and motivates student leadership, maintains high academic standards, and alleviates the lead instructor from continually training novice TAs.
Teachers in War Zone Education: Literature Review and Implications
Author: Sharifian, Maryam Sadat
Date: 2019-00-00
Type: Journal Articles
Subjects: War,Trauma,Classroom Techniques,Teacher Welfare,Mental Health,Foreign Countries,Elementary School Teachers,Resilience (Psychology),Children,Educational Quality,Teacher Burnout,Teacher Role,Coping,Childrens Rights

Teaching is traditionally considered one of the most stressful of occupations. Lack of experience, training, and working with children with behavior problems represent variables shown to increase teachers' stress. Research also demonstrates teachers' stress can reduce their performance and also might lead to negative attitudes (Greenglass &amp; Burke, 2003). The magnitude of concerns of teachers in war zones, however, greatly exceeds those typically discussed. Identification of psychological needs of teachers and students during crises is necessary in order to minimize future teaching and learning challenges (Sommers, 2002). During war, teachers and children both struggle through immense trauma. In this time of enhanced struggles, it is critical teachers concern themselves with effectively managing classrooms of often-traumatized children who have a right to a quality education (Brody &amp; Baum, 2007). In the past, few studies however, focused specifically upon the emotional well-being and difficulties of teachers in war zones (Sumner, 2005; Ramos, 2010, Sharifian, 2017). This is clearly the case in describing Syrian teachers working and living inside the war zone.
Teachers as Change Agents: Promoting Meaningful Professional Development Using Action Research to Support International Educational Reform
Author: Khan, Ruhi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Role,Change Agents,Educational Change,Faculty Development,International Education,Human Capital,Universities,Action Research,Fuels,Economic Development,Guidelines,International Educational Exchange,Program Descriptions,Educational Quality,Partnerships in Education,Educational Experience,Communities of Practice,High School Teachers,Special Education Teachers,Teacher Attitudes,Educational Improvement,Foreign Nationals

Professional development is essential in supporting teachers as change agents to foster international educational reform. Arizona State University's Mary Lou Fulton Teachers College acknowledged its role in supporting visiting teachers from the Kingdom of Saudi Arabia in utilizing action research as an opportunity for professional development. This paper explores using action research as an innovative practice to support teacher leaders as change agents in education. Part of the transformation of the educational system in Saudi Arabia is a result of the country moving away from relying on oil for economic growth to one that is heavily invested in human capital. As a result, a framework for conducting action research was developed to assist teachers in creating a plan of implementation once they returned to their home country. Based on the literature, previous research, and the Saudi teacher experiences, the use of action research as professional development holds promise for supporting teachers as agents of change, which can impact international educational reform.
Teachers as Change Agents? Assessing Teachers&apos; Perceptions of and Responses to Sexual Gender-Based Violence in Schools in Burkina Faso
Author: Spear, Anne M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Role,Change Agents,Disclosure,Violence,Gender Issues,Sexual Abuse,Rape,Teacher Attitudes,Incidence,Reports,Correlation,Secondary School Teachers,Knowledge Level,Teacher Education,Safety,Teacher Collaboration

The purpose of this study was to assess teachers' knowledge and reporting practices in response to sexual gender-based violence in schools. To learn more about the role teachers can play in responding to gender-based violence, this study examines teachers' perceptions of gender-based violence and their actions around reporting incidences of the violence. The study asked, &quot;What are teachers' perceptions of gender-based violence and how, if at all, do teachers' address the violence as change agents?&quot; This exploratory study used descriptive statistics, independent t-tests, and correlations to analyze 129 self-administered survey instruments that measure secondary teachers' knowledge, attitudes, and responses to gender-based violence in schools. Overall, teachers perceived that they can be change agents but lack the knowledge, protection, and training to successful play such as role. Respondents reported that they are unable to report sexual gender-based violence largely because it is unsafe to do so and because of the pressures of teacher solidarity.