ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing for Learning Engagement in Remote Communities: Narratives from North of Sixty
Author: Doering, Aaron
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learner Engagement,Indigenous Populations,Indigenous Knowledge,Rural Areas,Educational Technology,Distance Education,Adventure Education,Experiential Learning,Educational Environment,Educational Facilities Design,Electronic Learning

There are multiple challenges to designing learning experiences for schools in remote communities, including technology and infrastructure limitations, high teacher and administrator turnover, and conflicting interests between local culture and school curricula. In this paper, we offer a brief history of educational initiatives in remote Arctic communities, focusing on: 1) the importance of traditional knowledge, 2) the role of Indigenous culture in school learning materials and activities, and 3) how and why technology might be used to enhance and preserve traditional knowledge, language, and culture. We share implementation examples of one design model, adventure learning, that has successfully engaged learners worldwide in remote and urban communities alike. We conclude by presenting design principles for engaging learners in remote communities through a focus on reflective presence, interaction, educator support, and simplicity of design. These principles are illustrated with a narrative centered on the design of a new online learning environment titled North of Sixty°.
Investigating Teachers&apos; Exploration of a Professional Development Website: An Innovative Approach to Understanding the Factors that Motivate Teachers to Use Internet-Based Resources
Author: Beach, Pamela
Date: 2014-00-00
Type: Journal Articles
Subjects: Professional Development,Web Sites,Elementary School Teachers,Electronic Learning,Computer Uses in Education,Teacher Attitudes,Users (Information),Use Studies,Cognitive Processes,Creative Thinking,Evaluation Utilization,Usability,Computer Software,Protocol Analysis,Qualitative Research,Preservice Teachers

This qualitative study examined an innovative methodology, combining screen capture technology and a retrospective think aloud, for exploring the use of Internet-based resources by elementary teachers. Pre-service and in-service teachers explored &quot;The Balanced Literacy Diet,&quot; a free, interactive, and evidenced-informed professional development website. As participants navigated through this complex site, each visual step was captured using Camtasia Studio, a screen recording computer software program developed by TechSmith. Immediately following their 10-minute exploration, participants revisited their online choices virtually and verbalized their thoughts while viewing their screen recording. Qualitative analysis confirmed the usefulness of the methodology and provided insights about the factors that motivate teachers to use professional development websites. Results of the analysis can contribute to the ongoing development of high quality online learning environments.
Things I Have Learned about Meta-­Analysis since 1990: Reducing Bias in Search of &quot;The Big Picture&quot;
Author: Bernard, Robert M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Meta Analysis,Statistical Bias,Data Interpretation,Accuracy,Research Problems,Effect Size,Publications,Research Methodology,Validity,Information Dissemination

This paper examines sources of potential bias in systematic reviews and meta-analyses which can distort their findings, leading to problems with interpretation and application by practitioners and policymakers. It follows from an article that was published in the &quot;Canadian Journal of Communication&quot; in 1990, &quot;Integrating Research into Instructional Practice: The Use and Abuse of Meta-analysis,&quot; which introduced meta-analysis as a means for estimating population parameters and summarizing quantitative research around instructional research questions. This paper begins by examining two cases where multiple meta-analyses disagree. It then goes on to describe substantive and methodological aspects of meta-analysis where various kinds of bias can influence the outcomes and suggests measures that can be taken to avoid them. The intention is to improve the reliability and accuracy of reviews so that practitioners can trust the results and use them more effectively.
What Is Educational Technology? An Inquiry into the Meaning, Use, and Reciprocity of Technology
Author: Lakhana, Arun
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Definitions,Literature Reviews,Case Studies,Bias,Misconceptions,Ambiguity (Semantics),Pedagogical Content Knowledge

This position paper explores the ambiguity of technology, toward refined understanding of Educational Technology. The purpose of education is described by John Dewey as growing, or habitual learning. Two philosophical conceptions of technology are reviewed. Dewey positions inquiry as a technology that creates knowledge. Val Dusek offers a &quot;consensus definition,&quot; a systems approach to technology that merges into social construction theory and actor-network theory, both of which emphasize complex relations between humans and technology. Using Dewey and Dusek as reference, literature related to Educational Technology is reviewed. A history of its definitions and conceptions of hard (material) technology and of soft (process) technology are examined. Three brief case studies reveal a bias toward hard technology in contemporary discourse. A misconception that soft technology begins with pre-authenticated knowledge is identified and shown to obscure the reciprocity between technology and the intellect.
Children in Need of Protection: Reporting Policies in Ontario School Boards
Author: Shewchuk, Samantha
Date: 2014-08-19
Type: Journal Articles
Subjects: Foreign Countries,Children,Child Safety,Boards of Education,Educational Policy,Child Abuse,Grievance Procedures,Educational Resources,Educational Needs,School Support,Position Papers,Access to Information,Teacher Improvement,Faculty Development,Content Analysis,Definitions,Educational Legislation,Educational Opportunities,School Community Relationship,Information Dissemination,Information Policy,Elementary Secondary Education,Teacher Empowerment

A clear, well defined policy can help empower school personnel to make informed decisions on how to handle cases of suspected child abuse. This article presents an analysis of (N = 64) school board child abuse reporting policies and procedures in Ontario and explored what training, resources, and support school boards state they will provide to help teachers recognize and report cases where a child may be in need of protection. The results showed that, while most boards had documentation, the amount of information provided by each school board varied greatly, with documents ranging from 1 page to 155 pages long. An analysis of the documents revealed a lack of clear expectations around training and support to assist teachers in reporting child abuse. Policy recommendations are proposed based on the results of the online search.
The Impact of Modified Multi-Component Cognitive Strategy Instruction in the Acquisition of Metacognitive Strategy Knowledge in the Text Comprehension Process of Students with Mental Retardation
Author: Doganay Bilgi, Arzu
Date: 2014-00-00
Type: Journal Articles
Subjects: Metacognition,Teaching Methods,Reading Comprehension,Mental Retardation,Qualitative Research,Intervention,Content Analysis,Instructional Effectiveness,Pretests Posttests,Inclusion,Grade 5,Grade 7,Reading Instruction,Semi Structured Interviews,Cognitive Processes,Learning Processes,Foreign Countries

The purpose of this study was to determine the impact of Modified Multi-component Cognitive Strategy Instruction on the metacognitive strategy knowledge used for the comprehension process of descriptive texts for students with mild mental retardation (MMR). Three students with MMR from inclusive classes participated in the study. The study was designed using a qualitative method. In order to collect data, students were interviewed via the metacognitive interview format before and after the application of the intervention, and content analysis was used to analyze the data. Results of the study indicated that there was a positive change in text comprehension related to the metacognitive knowledge of the students between pre and post instruction. Results were discussed and recommendations relating to the implementation, as well as additional studies, were presented.
Perceptions of Democracy of Primary School Students
Author: Kus, Zafer
Date: 2014-00-00
Type: Journal Articles
Subjects: Democracy,Student Attitudes,Political Attitudes,Grade 6,Grade 7,Grade 8,Gender Differences,Parent Background,Place of Residence,Comparative Education,Predictor Variables,Rating Scales,Student Surveys,Democratic Values,Foreign Countries

The aim of this study is to identify the perceptions of democracy of primary school students, identify the factors that affect these, and compare the results with those obtained from other countries. The research was carried out during the 2011-2012 school year with 1,667 students from the 6th, 7th, and 8th grades who were chosen from 26 cities in Turkey using the stratified sampling model. The Democracy Perception Scale was used as a data collection tool. According to the findings of the study, the democratic perceptions of primary school students differ according to their sex, what grade they are in, the education and income status of their parents, and where they live. The differences were found to be within the average of the scores of Turkey and the other 28 countries' scores where the study was conducted. It was concluded that the average score for the positive items of students who lived in Turkey was low whereas the perception of democracy scores for students in Turkey was high compared to the scores of students from the 28 other countries.
Subjective Vitality as Mediator and Moderator of the Relationship between Life Satisfaction and Subjective Happiness
Author: Uysal, Recep
Date: 2014-00-00
Type: Journal Articles
Subjects: Life Satisfaction,Psychological Patterns,Questionnaires,Undergraduate Students,Regression (Statistics),Correlation,Foreign Countries

In this study, the mediator and moderator effects of subjective vitality on the relationship between life satisfaction and subjective happiness were investigated. The participants were 378 university students who completed a questionnaire package that included the Subjective Vitality Scale, the Satisfaction with Life Scale, and the Subjective Happiness Scale. The results of hierarchical regression analysis demonstrated that subjective vitality partially mediated the relationship between life satisfaction and subjective happiness. Hierarchical regression analysis indicated that subjective vitality did not moderate the relationship between life satisfaction and subjective happiness.
Administrators' Power Usage Styles and Their Impact on the Organizational Culture in Colleges of Education: A Case Study
Author: Ozcan, Kenan
Date: 2014-00-00
Type: Journal Articles
Subjects: Administrators,Leadership Styles,Organizational Culture,Schools of Education,Case Studies,Department Heads,Phenomenology,Qualitative Research,Semi Structured Interviews,Expertise,Rewards,Political Power,Legal Responsibility,Teacher Attitudes,Delivery Systems,Administrator Characteristics,Participative Decision Making,Transformational Leadership,Use Studies,Teacher Administrator Relationship,Foreign Countries,College Faculty

The main purpose of this study is to determine how power usage styles of administrators of faculties of education influence the organizational culture in their respective faculties in Turkey. Using the phenomenological method, a qualitative research method, researchers studied a group comprised of 20 academics from 7 different colleges of education employed during the 2011-2012 academic year. In order to select the appropriate study group, maximum variation technique was used since it is one of the purposive sampling methods. The data were gathered using semi- structured interview questions developed by the researchers themselves and were analyzed using descriptive statistical techniques. In this study, it was found that while the administrators of this group mostly used legal, coercive, and reward power styles, charismatic and expertise power styles did not have a significant impact on members of their respective faculties. It was further found that administrators' usage of legal, coercive, and reward power styles bread both organizational cultures of power and bureaucracy. It was concluded that, due to the lack of charismatic and expertise power styles, cultures of success and support are unable to flourish in such faculties and that there are even difficulties in setting up a fully functional bureaucratic culture. As a result of this study, the researchers have suggested that in order to develop an organizational culture with all of its necessary components in faculties of education, administrators should be assigned through democratic selection methods, that they be trained in administrators training programs, and that a peer mentoring system should be developed in faculties of education.
The Relationship between Perceived Organizational Support and Organizational Cynicism of Research Assistants
Author: Kasalak, Gamze
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research Assistants,Graduate Students,Psychological Patterns,Measures (Individuals),Factor Analysis,Correlation,Multiple Regression Analysis,Student Attitudes

The purpose of this study is to ascertain to what extent organizational cynicism may be predicted based on the level of perceived organizational support by determining the relationship between research assistants' perceived organizational support and organizational cynicism. The population of the study consists of 214 research assistants working as 50/d staff in Akdeniz University, Turkey. 50/d position provides a graduate student only a temporary job with a limited salary seen as a scholarship until he/she completes his/her thesis/dissertation. Data were obtained using the &quot;Perceived Organizational Support Scale (POSS),&quot; which was developed by researchers, and using the &quot;Organizational Cynicism Scale (OCS),&quot; which was developed by Brandes, Dhartwadkar, and Dean (1999) and then adapted into Turkish by the researchers. As a result of an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) applied on the scales, four dimensions in POSS and three dimensions in OCS were specified. To perform the data analysis, the Pearson Product Moment Correlation Coefficient and Multiple Linear Regression analyses were used; according to whose findings, there are significant moderate negative relationships between all dimensions of the POSS and OCS. The conclusion was reached that the perceived level of organizational support by the research assistants is a significant variable in predicting organizational cynicism. In addition, perceived interaction support was found to be the most significant dimension affecting organizational cynicism.
Pedagogical Competencies for Mother-Tongue Teacher Education
Author: Mata, Liliana
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Specialists,Standards,Native Language Instruction,National Standards,Language Teachers,Classification,Higher Education,Teacher Competencies,Questionnaires,Preservice Teacher Education,Pedagogical Content Knowledge,Foreign Countries,Teaching Methods,Student Evaluation,Evaluation Methods,Curriculum Design,Mixed Methods Research

This study aims to elaborate a framework for both the foundation and application of professional standards for mother-tongue teachers. The main issue with which this study is concerned constitutes the lack of a set of clear standards for the initial training of mother-tongue teachers. In terms of theory, that which has currently been analyzed in this study relates particularly to the most relevant approaches and the current research in the field of professional standards for language teachers at a general level, and to the reference documents for mothertongue teacher education at a specific level. In agreement with current approaches, an innovative approach for the training of pre-service mother-tongue teachers with the goal of developing pedagogical standards has been elaborated in this study. The objective of the current research endeavors to identify specific pedagogical competencies at the level of initial programs for mother-tongue teacher education. The operational categories of pedagogical competencies were subjected to the expertise of a group of 38 specialists in the field of language education in higher education. The results of the questionnaire research highlight the openness of subjects toward a new perspective of forming professional standards for pre-service mother-tongue teacher education.
The Turkish Adaptation of the Friendship Qualities Scale: A Validity and Reliability Study
Author: Erkan Atik, Zeynep
Date: 2014-00-00
Type: Journal Articles
Subjects: Friendship,Test Reliability,Test Validity,Adolescents,Adolescent Attitudes,High School Students,Psychometrics,Construct Validity,Factor Analysis,Item Analysis,Media Adaptation,Behavior Rating Scales,Attitude Measures,Foreign Countries,Interpersonal Relationship,Social Cognition

In this study, the authors have aimed to adapt the Friendship Qualities Scale (FQS) in order to determine friendship relation levels among adolescents. A total of 603 high school students from Ankara Turkey, were selected using convenient sampling to participate in this study. During the course of this study, the FQS was first translated into Turkish and then its psychometric properties were examined. The construct validity of the FQS was tested using a confirmatory factor analysis (CFA). Before performing the CFA, the assumption of missing values, outliers, normality, and collineriaty were checked. According to the results, the 22-item FQS consisting of 5 dimensions had acceptable goodness of fit indexes (S-Bx[superscript 2]/df = 669.12/199, p = 0.00, RMSEA = 0.063, CFI = 0.97, GFI = 0.88, NNFI = 0.96). The Cronbach alpha coefficients of the subscales ranged between 0.66 and 0.86. The internal consistency for the entire scale was a = 0.85. In conclusion, an instrument consisting of 22 items and 5 subscales was prepared for future researchers.
The Level of Quality of Work Life to Predict Work Alienation
Author: Erdem, Mustafa
Date: 2014-00-00
Type: Journal Articles
Subjects: Quality of Working Life,Alienation,Prediction,Predictor Variables,Elementary School Teachers,Teacher Surveys,Sampling,Cluster Grouping,Incidence,Regression (Statistics),Gender Differences,Salary Wage Differentials,Specialists,Teaching Experience,Social Integration,Teaching Conditions,Compensation (Remuneration),Teacher Attitudes,Foreign Countries

The current research aims to determine the level of elementary school teachers' quality of work life (QWL) to predict work alienation. The study was designed using the relational survey model. The research population consisted of 1096 teachers employed at 25 elementary schools within the city of Van in the academic year 2010- 2011, and 346 teachers were used for the sampling. The group (cluster) sampling method, a probability-based sampling method, was used in the current study. The scales of Quality of Work Life and Work Alienation were used as data collection tools. The data was analyzed through frequency, percentage, standard deviation, t-test, ANOVA, and regression analysis. Teachers who participated in the sub-dimension of QWL, mostly at medium levels, stated that the level of work alienation was low. Female teachers stated that their total area of lv ife was better than that of males, but female teachers more often felt powerless, meaningless, and isolated at schools. Married teachers stated that their total area of life was better than that of single teachers. Classroom teachers stated that they received less appropriate and fair compensation compared with subject-matter teachers. Teachers from the 6 to 10 year seniority group agreed the least that the working capacity at schools was developed, compared to teachers from the 11 to 15 yearand 16+ year seniority groups. It was found that the subdimensions of QWL were significant predictors of total area of life, democratic environment, social integration, healthy and safe working conditions, and appropriate and fair compensation. Also, the sub-dimensions of work alienation were significant predictors of powerlessness, meaninglessness, isolation, and alienation from school.
An Investigation of the Relationship between the Fear of Receiving Negative Criticism and of Taking Academic Risk through Canonical Correlation Analysis
Author: Cetin, Bayram
Date: 2014-00-00
Type: Journal Articles
Subjects: Fear,Criticism,Negative Attitudes,Risk,Multivariate Analysis,Failure,Preferences,Difficulty Level,Homework,College Students,Foreign Countries

The aim of this study is to examine the relationship between the fear of receiving negative criticism and taking academic risk through canonical correlation analysis-in which a relational model was used. The participants of the study consisted of 215 university students enrolled in various programs at Dicle University's Ziya Gökalp Faculty of Education during the 2011-2012 spring semester. Of the total 215 participants, 122 were female and 93 were male. The Brief Fear of Negative Evaluation Scale and the Academic Risk Taking Scale were used as data collection tools. In order to properly analyze this relationship, the data set fear of receiving negative criticism was divided into straight forward items and reverse scored item variables whereas the data set academic risk-taking was into a multitude of variables; including, (a) the tendency to manifest negativity after experiencing failure, (b) the tendency to prefer difficult actions, (c) recovery after failure and the tendency to become active again, and (d) the tendency to skip homework. The results of the canonical correlation analysis revealed that significant relationships existed between the fear of receiving negative criticism and academic risk taking behavior. The common variance shared between the two has been calculated at 35%.