ethanporcaro/eric-fulltext-meta huggingface dataset:
Inclusive School Is (Not) Possible--Pupil's Voice
Author: Pavlovic, Slavica
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Primary Education,Elementary School Students,Student Attitudes,Special Needs Students,Negative Attitudes,Educational Attitudes,Knowledge Level,Positive Attitudes,Helping Relationship,Educational Change,Likert Scales

Inclusive education has been the focus of a number of research studies in Bosnia and Herzegovina. However, most of the research was based on the teachers and to a lesser extent on parents' attitudes towards inclusive education, while pupils' views and voice were mainly neglected. The core of this paper is survey research on primary school pupils' attitudes towards inclusive education in general. The research was conducted using a five-point Likert-type scale, in the first half of 2014, on a convenient, stratified sample consisted of 300 pupils attending the final year of two primary schools in Mostar (Bosnia and Herzegovina). Findings revealed a negative attitude of the pupils, as a result of their lack of adequate information on inclusive education and its benefits. This seemed to result a sense of being neglected in the school itself in which their opinion(s), idea(s) and voice(s) have been neither asked for nor listened to although they expect it from their teachers. On the other hand, a positive attitude of the pupils was noticed in terms of their willingness to help the special needs pupils, who should be perceived as an important resource on which inclusive education could be built and/or improved in our schools.
Determination of Self Efficacy Perception Levels of Teachers' Attending an Online Course toward Web Pedagogical Content Knowledge
Author: Oskay, Özge Özyalçin
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Attitudes,Online Courses,Pedagogical Content Knowledge,Technological Literacy,Chemistry,Science Teachers,Foreign Countries,Preservice Teacher Education,Preservice Teachers,Tests,Scores,Knowledge Level,Attitude Measures,Web Based Instruction,Technology Uses in Education

The effects of technological developments occurred new requirements in educational area. Today's teachers should know the content knowledge they teach, have pedagogical knowledge about teaching and learning methods and besides should use the technological tools effectively. Depending on these, new concepts such as Technological Pedagogical Content Knowledge, Web Pedagogical Content Knowledge occurred. With this study it was aimed to determine self-efficacy perception levels of 250 teachers attending an online chemistry course preparing teachers for an examination to be a teacher in the public schools named as KPSS (Public Personnel Examination), toward web pedagogical content knowledge. Web Pedagogical Content Knowledge Scale developed by Lee, Tsai and Chang [1] and adapted to Turkish by Horzum [2] was used as data collection tool.
The Role of Prevention in Deterring Teachers Bullied by Students
Author: Mitchell, Linda Hunt
Date: 2016-00-00
Type: Journal Articles
Subjects: Prevention,Bullying,Teacher Student Relationship,Student Behavior,Classroom Techniques,Stress Variables,Stress Management,Teacher Burnout,Literature Reviews

Few past studies discuss the subject of bullying by students with their teachers as targets. Examining preventative measures to gain a more thorough understanding of the complex, behavioral issue needs to be addressed. As a starting point the purpose of this study is to examine the scope of the problem as well as the various preventative initiatives with an added focus on clear rules, classroom management and consequences along with application while proposing that higher education be the educational sector that takes the leadership role in a community approach to diminish the problematic behavioral issue of teacher's being bullied by students.
Differentiation of Teaching and Learning: The Teachers' Perspective
Author: Stavrou, Theoula Erotocritou
Date: 2016-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Heterogeneous Grouping,Teacher Attitudes,Instructional Effectiveness,Reading Improvement,Secondary School Students,Self Efficacy,Student Attitudes,Action Research,Pretests Posttests,Interviews,Observation,Diaries,Barriers,Secondary School Teachers,Foreign Countries

The aims of this action research are: (a) to investigate the process of differentiation of teaching and learning in mixed ability classes from the perspective of teachers', and (b) to examine the effectiveness of differentiation of teaching and learning in improving reading abilities of students from the first class of the lyceum (fifteen year olds), their self-efficacy and their attitudes towards learning. This action research uses the results of pre and post tests, students' interviews before and after the intervention, class observations and teachers' diary records. The research indicates that the main obstacles teachers have to face are: (a) to define, analyze, and hierarchize reading abilities and strategies from the simplest to the most complex (b) to clarify students' readiness (c) to design lessons to address students' readiness, interests and learning style (d) flexible class organization, and mainly (e) to get rid of misconceptions about their role in the learning procedure. In addition, the research reveals the contribution of differentiation in students' learning, self-efficacy, and beliefs about learning. The most important conclusions are that teachers' self-reflection and cooperation with other colleagues play a major role in teachers' conceptual change and in enhancing teachers' efforts to deconstruct the curriculum according to their students' needs. Finally, respecting students' individuality leads to the improvement of their knowledge and skills and motivates them to learn.
The Investigation of the Book &quot;The Education of Little Tree&quot; within Context of Instructional Principles
Author: Zorlu, Fulya
Date: 2016-00-00
Type: Journal Articles
Subjects: Books,Educational Principles,Novels,Qualitative Research,Content Analysis

It is aimed to investigate &quot;The Education of Little Tree&quot; (a novel book) in relation with instructional principles. By taking into consideration the principles; &quot;Student Relativity&quot;, &quot;Connection to Life&quot;, &quot;From the Near to the Far&quot;, &quot;From the Known to the Unknown&quot;, &quot;Clarity&quot;, &quot;From the Concrete to the Abstract&quot;, &quot;Economy&quot;, &quot;Learning by Doing and Experiencing&quot;, and &quot;Integrity&quot; wholeness, the checklist was prepared and the convenience of the chosen book was analyzed. In this study, of the qualitative research methods, document review method was used. Content analysis method, one of the qualitative methods, was used within the study. Results show that instructional principles are taken into account in the novel book and it is in accordance with the instructional principles, especially the ones; &quot;Student Relativity&quot;, &quot;Connection to Life&quot;, &quot;Clarity&quot;, &quot;From the Concrete to the Abstract&quot;, &quot;From the Known to the Unknown&quot; and &quot;Learning by Doing and Experiencing&quot;. Furthermore, it is remarkable that the information given to the boy was taken in a concrete way.
The Impact of Cultural Capital on Secondary Student's Performance in Brazil
Author: Caprara, Bernardo
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Capital,Secondary School Students,Academic Achievement,Standardized Tests,Questionnaires,Grades (Scholastic),Educational Sociology,Multiple Regression Analysis,Correlation,Parent Background,Access to Computers,Access to Information,Internet,Newspapers,Geographic Regions,Intellectual Disciplines,High School Seniors,Statistical Analysis

The main goal of this study is to verify the effects of cultural capital on students' performance in an official test applied by the Brazilian government, as part of the National Assessment of Basic Education (Saeb). The data set used is from 2003 and involves 52,434 students. The standard test is applied every two years in the fields of mathematics and languages. A questionnaire is applied along with the test in order to measure the student's characteristics as well as their families' profile. The question of this research is: what is the impact of cultural capital on student's performance in the Saeb test? The theoretical approach is based on the work of Pierre Bourdieu. As contributions of Brazilian scholars the study includes the ideas of Nelson Silva and Carlos Hasenbalg and Carlos Ribeiro. The model of study considered the students' grades in the Saeb test as the dependent variable and the cultural capital as the main independent variable. The descriptive analysis was used as well as regression models in order to obtain the effect of the independent variables over the dependent one. The preliminary and main results show that there is significant association between levels of cultural capital and student's performance in the Saeb test. Specifically, there is a significant and positive correlation between parents' education, computer ownership, access to internet and newspaper reading with the performance in the Saeb test.
Classroom Discourse: The Role of Teachers' Instructional Practice for Promoting Student Dialogues in the Early Years Literacy Program (EYLP)
Author: Olaussen, Bodil Stokke
Date: 2016-00-00
Type: Journal Articles
Subjects: Classroom Communication,Discussion (Teaching Technique),Early Childhood Education,Literacy Education,Reading Instruction,Case Studies,Foreign Countries,Elementary School Teachers,Grade 1,Vocabulary Development,Observation,Language Usage,Teaching Methods,Comparative Analysis,Outcomes of Education,Qualitative Research

Understanding that classroom discourse is important for reading comprehension and critical thinking is emerging. The aim of the present study was to analyze what teachers say and do, to promote discussion at a teacher-led station in the Early Years Literacy Program (EYLP). The EYLP is a program for reading instruction, organized at different stations. This program was chosen because a teacher-led station is the only place during the 60-minute session in which students talk with an adult. The other stations are self-instructed. We used a case study design, with video observations of two Norwegian first-grade teachers. The teaching sequences were analyzed from two theoretical perspectives: the teachers' ability to promote an &quot;extended discourse&quot; and the teachers' ability to use &quot;all-purpose academic words.&quot; Extended discourse is characterized by decontextualized language use, promoting turn-taking and discussions of rare words. All-purpose academic words are abstract words adult speakers use in discussions, such as achieve, adjust, challenge etc. The results show that both teachers had positive initiations of extended discourse, but the time used for these activities was brief. Use of all-purpose academic words was scarce. How to promote classroom discourse and its consequences for students' learning is discussed.
The Analysis of the Opinions of School Directors about Their Knowledge of the Curriculums and Their Support and Control in the Implementation
Author: Ozkan, Hasan Huseyin
Date: 2016-00-00
Type: Journal Articles
Subjects: Administrators,Administrator Attitudes,Knowledge Level,Curriculum Implementation,Qualitative Research,Phenomenology,Secondary Schools,Interviews,Semi Structured Interviews,Content Analysis,Comprehension,Curriculum Design,Teacher Supervision,Teaching Methods,Compliance (Psychology),Lesson Plans,Educational Objectives,Foreign Countries

This study analyses the opinions of school directors related to their levels of recognition, comprehension and explanation, along with their support and their supervisory duties in the process of the implementation of the curriculum. Although this study is designed appropriately to the qualitative research design, phenomenological research design is used in some cases which are well known but a deep comprehension cannot be attained. The research group is determined in terms of simple sampling method and consists of 28 secondary school directors. The data collected through interviews is analyzed through content analysis. According to the results obtained, in terms of recognition, comprehension and explanation of the curriculum, the school directors are aware of the elements of the curriculum: Objective 89%, Evaluation 75%, Learning situations 57% and Content 54%. In terms of supports given for the implementation of the curriculum, the school directors stated that they had provided support in providing teaching tools, in creating and improving the learning, environment, in conduction meetings with teachers, supporting, encouraging and guiding them, in teaching planning and content organization. In terms of the task of controlling curriculum implementation, the results show that school directors fulfilled their duties in inspection of teacher, in compliance inspection of teaching aids, in inspection of the instructional plan, in the level of success on objectives, in student satisfaction, in inspection of learning environments, etc.
An Assessment of the Attitudes of Three Big Football Teams' Supporters in Turkey towards Fanaticism
Author: Tasmektepligil, Mehmet Yalcin
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Team Sports,Attitudes,Attitude Measures,Gender Differences,Marital Status,Occupations,Income,Nonparametric Statistics,Statistical Analysis

The purpose of this study is to evaluate the attitudes of the spectators of the three big football teams in Turkey towards being a supporter. The study was conducted on a total of 429 individuals who were members of the supporters unions of Besiktas, Galatasaray and Fenerbahçe teams, current champions of Turkey's Spor Toto Super League, which have a past of longer than one hundred years, or who were just supporters of these teams. The sample was chosen through the random sampling method. The &quot;Football Supporter Fanaticism Scale&quot; (FSFS) developed by Tasmektepligil et al., was used in the study. The results of the study showed that attitudes about being a supporter showed significant differences in terms of the variables of &quot;gender, marital status, occupation, income, being in a supporter group and stand in the stadium&quot;. It can be said that fanatic attitudes differed significantly among male, single individuals who had low incomes, who watched games behind the goal posts and who were in a supporter group. It was found that very few of the individuals who were included in this study were fanatics (4.2%; n = 18), while a great majority were supporters (30.8%; n = 132) and spectators (65.0%; n = 279). Of fanatic supporters, 1.6% (n = 7) were Besiktas supporters, while 0.7% (n = 3) were Galatasaray supporters and 1.9% (n = 8) were Fenerbahçe supporters. As a conclusion, it can be said that there are marginal individuals among the supporters of the three big clubs although in low numbers. Thus, precautions should be taken to prevent these individuals from becoming active in supporters unions and they should be periodically educated about acceptable supporter behaviours.
Training Master's Thesis Supervisors within a Professional Learning Community
Author: Fossøy, Ingrid
Date: 2016-00-00
Type: Journal Articles
Subjects: Masters Theses,Supervisory Training,Communities of Practice,Faculty Development,Experiential Learning,Cooperative Learning,Workshops,Foreign Countries

Completion of a master's degree has changed significantly from being the specific responsibility of the candidate and his/her supervisor to being the responsibility of the whole educational institution. As a consequence, we have initiated an internal training course for professional development related to the supervision of master's theses. In this article, we outline the course and the participants' experiences and reflections. Further, the results are analyzed and discussed. We use the analytical framework of the concept of &quot;professional learning communities&quot; (Stoll et al., 2006), and action learning as a tool to implement ideas on professional learning. The course itself was divided into two separate phases: one combined (shared) training phase and one phase where supervisors were divided into forums to discuss authentic situations arising from forum members' supervision. The results indicate that the course as a whole was successful in promoting the professional development and collective learning of the academic staff.
The Mistakes That Are Made by Students with Regard to Functions: Evidence from Erzincan (a Province in Turkey)
Author: Basibüyük, Kani
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics,Error Patterns,Grade 9,Case Studies,Qualitative Research,Mathematics Teachers,Interviews,Content Analysis,High School Students,Secondary School Teachers,Misconceptions,Memorization,Mathematical Concepts,Readiness

The aim of this study is to identify the mistakes made by ninth grade students in the subject of functions and reveal the reasons for these mistakes. In line with this purpose, the case study method, which is among the qualitative research methods, was used in the study. The study group of the research was composed of 52 Anatolian ninth grade students and four mathematics teachers. Eight open-ended questions were used as the data collection tool. Non-structured interviews were conducted in order to reveal the reasons for the mistakes. The content analysis technique was utilized in analyzing the data. When the obtained findings were examined, it was observed that the majority of the students experienced problems in meaningfully perceiving and expressing the functions. When the data obtained from the interviews was examined, it was observed that the mistakes made by the students resulted from such reasons as lack of conceptual knowledge, memorization-based learning and the fact that they were not ready for the subject.
Science and Mathematics Teaching Efficacy Beliefs of Pre-School Teachers
Author: Aydogdu, Bülent
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Beliefs,Science Instruction,Mathematics Instruction,Preschool Teachers,Foreign Countries,Self Efficacy,Science Education,Mathematics Education,Mathematics Teachers,Science Teachers,Science Activities,Mathematics Activities,Multivariate Analysis,Teacher Education

The aim of this research was to examine science and mathematics teaching efficacy beliefs of pre-school teachers in terms of some variables. The sample of the study was comprised of 191 pre-school teachers working in a city in Aegean Region of Turkey. Since it attempted to define self-efficacy beliefs of pre-school teachers toward science and mathematics teaching, the relational screening model was used. Developed by Riggs and Enochs [1] and adapted by Özkan, Tekkaya and Çakiroglu [2], &quot;The Scale of Self-Efficacy in Science Teaching&quot; and adapted for mathematics teaching by Dede [3], &quot;The Scale of Self-Efficacy in Mathematics Teaching&quot; was used to collect data in the study. The results indicated that the self-efficacy beliefs of the teachers toward mathematics and science teaching differed regarding their graduation program and the time period that was allocated for science and mathematics activities.
Cross-Cultural Research on the Creativity of Elementary School Students in Korea and Australia
Author: Kyunghwa, Lee
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Creativity,Elementary School Students,Cultural Differences,Cross Cultural Studies,Creativity Tests,Intermediate Grades,Creative Thinking,Personality,Gender Differences,Problem Solving,Comparative Analysis,Grade 4,Grade 5,Grade 6

The purpose of this study was to understand cultural differences and similarities in children's creative characteristics in Korea and Australia. In this cross-cultural research, the Integrative Creativity Test (K-ICT, [13]) with identified validity and reliability for measuring elementary school students' creative ability and creative personality, was taken by 187 participants consisting of 96 students (4th grade to 6th grade elementary school students) from Korea and 91 students (4th grade to 6th grade elementary school students) from Australia. Through the results of the creativity test, it showed both similarity and diversity according to three school grades and gender in Korean and Australian students. In integrative creativity and creative thinking ability, a significant difference was showed (p&lt;0.05) between the two countries but no difference in creative personality was found (p&gt;0.05). The results of gender comparison were very diverse. In the case of girls, sensitive thinking and elaboration in Korean students was better than that of Australia students. However, task commitment and problem solving leadership of Australian students was better than those of Korean students. No significant difference was observed between 6th graders in creativity. Korean 5th grader's creative thinking ability was better than that of Australian students. But the 4th grader of Korea student's creativity was better than that of Australian students. Hopefully, this research will help us to contribute to an understanding of cultural differences and similarities of student's creative characteristics in Korea and Australia.
Understanding Written Corrective Feedback in Second-Language Grammar Acquisition
Author: Wagner, Jason Paul
Date: 2016-00-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Second Language Learning,Second Language Instruction,Writing Instruction,English (Second Language),Accuracy,Grammar,Writing (Composition),Teaching Methods,Learning Theories,Language Tests,Scores,Language Proficiency,Statistical Analysis,High School Students,Instructional Effectiveness

Written Corrective Feedback (WCF) is used extensively in second-language (L2) writing classrooms despite controversy over its effectiveness. This study examines indirect WCF, an instructional procedure that flags L2 students' errors with editing symbols that guide their corrections. WCF practitioners assume that this guidance will lead to increased grammatical competence over time in new writing samples. This study finds that these assumptions are correct overall. However, in-depth analyses of L2-English learners' correction behaviors in four elicitation tasks over a 12-week period demonstrate that WCF is not uniformly effective at increasing accuracy for all grammatical constructions. In fact, WCF fails to exert any positive effect with a number of grammatical constructions. This result can be understood via Skill Acquisition Theory (SAT) when the treatability of constructions with WCF is considered. Specifically, grammatical constructions that include only a binary option for correct usage are highly amenable to positive change via WCF since employing WCF is akin to correcting errors flagged on a true/false test. By contrast, grammatical constructions with more than a binary choice for correct usage, akin to correcting errors flagged on a multiple-choice test, are not amenable to positive change.