ethanporcaro/eric-fulltext-meta huggingface dataset:
Views on Montessori Approach by Teachers Serving at Schools Applying the Montessori Approach
Author: Atli, Sibel
Date: 2016-00-00
Type: Journal Articles
Subjects: Montessori Method,Montessori Schools,Teacher Attitudes,Nontraditional Education,Foreign Countries,Qualitative Research,Early Childhood Education,Inservice Teacher Education,Observation,Semi Structured Interviews

Problem Statement: Further studies on Montessori teachers are required on the grounds that the Montessori approach, which, having been applied throughout the world, holds an important place in the alternative education field. Yet it is novel for Turkey, and there are only a limited number of studies on Montessori teachers in Turkey. Purpose of Study: The aim was to investigate views on the Montessori approach by the teachers who serve at the schools applying the Montessori approach. Methods: Research data was collected by the basic qualitative research, one of the qualitative research methods. Descriptive analysis method was used in analysis of the qualitative data. Nine teachers serving at three different schools in Ankara province applying Montessori approach were interviewed. Findings and Results: Eight main themes were determined upon data analysis; namely, education on Montessori approach, basic qualities required for teachers applying Montessori approach, adequacy of education on Montessori approach, in-service training on the challenges experienced by Montessori teachers, plans of teachers for self-development, following existing studies in Turkey on Montessori approach, views on studies on Montessori approach, and views on the criticisms towards Montessori approach. Conclusions and Recommendations: All teachers confirmed that they internalized the approach upon training in line with Montessori philosophy. They emphasized that they received training covering all the educational fields, yet the implementation dimension was inadequate due to training without the involvement of children. Furthermore, they suggested that all the schools in Turkey were opened by commercial motives, and as such these schools failed to comply with the standards of the institutions providing education on the basis of Montessori approach. They asserted that all criticisms towards Montessori approach would be proved to be groundless upon implementation of the approach. It was seen that experienced supervisors, in-service training, and scientific studies on Montessori approach were required.
Turkey's Progress toward Meeting Refugee Education Needs the Example of Syrian Refugees
Author: Beltekin, Nurettin
Date: 2016-00-00
Type: Journal Articles
Subjects: Refugees,Educational Attainment,Standards,Access to Education,International Organizations,Interviews,Case Studies,Foreign Countries,Immigrants,Educational Needs,Geographic Regions,Administrator Attitudes,Teacher Attitudes,Educational Indicators,Educational Quality,Educational Policy,Policy Formation,Holistic Approach,Enrollment Trends,Statistical Analysis,Elementary School Students,Secondary School Students,High School Students,Preschool Education,Adult Education,Reliability,Validity,Qualitative Research

Problem Statement: Historically, Turkey is an immigrant country. It has experienced various migration waves from Asia, Awrupa and Africa. Recently, Turkey has confronted a huge wave of migration. Turkey tries to meet many needs besides the educational needs of refugees, but there is not enough study on refugees in the field of educational sciences in Turkey. Purpose of the Study: The purpose of this study is to analyze the Turkey's progress toward meeting refugee education needs through the example of the Syrian Refugee experience. Method: The study uses a case study of the refugees in Mardin and its districts. The data in this study is compiled through interview and observation techniques. An interview form was developed and included the standards (access, integration, quality, protection, participation, partnership, observation and evaluation) suggested by the Office of UNHCR. Coordinators, directors and teachers at schools in Mardin, Midyat and Kiziltepe were interviewed. The researchers tried to turn the data into quantitative and qualitative indicators, taking into account the standards for the various levels of meeting refugee education needs. Findings and Results: Turkey supported refugee education in various ways; for instance, opening schools in the refugee camps and meeting various needs for voluntary schools. The results indicated, however, that according to measures of access, integration, quality, protection, participation, partnership, observation and evaluation, refugee education needs have been inadequately met, and Turkey hasn't a system for refugee education. Conclusions and Recommendations: It has been suggested that Turkey develop a refugee education policy and use UNHCR standards for refugee education. For this, first, Turkey should create a systematic format for its refugee education program. MEB should develop a policy on refugee education. For example, MEB should use UNHCR's criteria to measure access, integration, quality, protection, participation, partnership, observation and evaluation of refugee education. In addition, educational sciences should research refugee education from a holistic perspective that includes relevant international law and policy fields.
How to Publish Work in Indexed Scientific Journals--An Overview
Author: Suzic, Nenad
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing for Publication,Scholarship,Periodicals,Sciences,Indexes,Qualitative Research,Scientific Research,Misconceptions,Guidelines,Foreign Countries,Journal Articles,Hypothesis Testing,Correlation,Nonparametric Statistics,Research Problems,Action Research,Writing Strategies,Research Methodology,Plagiarism

This paper sets out to tackle the issue of the criteria which should be met prior to submission of papers to indexed scientific journals. Firstly, the author addresses the field of qualitative research and tries to define the general characteristics of such works, and secondly, some clarification is brought with respect to the imbalance between the number of published articles in favor of quantitative research. Many authors from our region restate observations and cite other authors, and use the term &quot;qualitative study&quot; for such articles. This paper is also concerned with an overwhelming number of misconceptions which can be found in the articles made by the authors from the Balkans. These misconceptions include: (1) confirmation or rejection of hypotheses by correlations, (2) perform an analysis on &quot;item-by-item&quot; basis, (3) application of parametric statistics on non-parametric set of data; and so forth. Each of the mentioned misconceptions is explained in this paper, but it has not been attempted to prove them as this had been done before in numerous up-to-date textbooks. This paper also deals with action research,with respect to their relatively insignificant presence in highly ranked scientific journals, since they combine characteristics of qualitative and quantitative works. Some authors often fall into the trap of putting every action change in the focus of action research. Reproducibility of study is one of the most fundamental scientific prerequisites, and it has to be met by any study--qualitative, quantitative and action research alike.
Automating the Detection of Reflection-on-Action
Author: Saucerman, Jenny
Date: 2017-00-00
Type: Journal Articles
Subjects: Reflection,Problem Solving,Automation,Skill Development,Discourse Analysis,Cooperative Learning,Identification,Computer Simulation,Simulated Environment,Models,Prior Learning,Epistemology,Internship Programs,Urban Planning,High School Students,College Students,Coding

Learning to solve &quot;complex problems&quot;--problems whose solutions require the application of more than basic facts and skills--is critical to meaningful participation in the economic, social, and cultural life of the digital age. In this paper, we use a theoretical understanding of how professionals use reflection-in-action to solve complex problems to investigate how students learn this critical 21st-century skill and how we can develop and automate learning analytic techniques to assess that learning. We present a preliminary study examining the automated detection of reflective discourse during collaborative, complex problem solving. We analyze student reflection-on-action in a virtual learning environment, focusing on both reflection in individual discourse and collaborative reflection among students. Our results suggest that it is possible to detect student reflection on complex problems in virtual learning environments, but that different models may be appropriate depending on students' prior domain experience.
Pictures with Narration versus Pictures with On-Screen Text during Teaching Mathematics
Author: Ioannou, Panagiotis
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Visual Aids,Narration,Elementary School Mathematics,Multimedia Instruction,Comparative Analysis,Comprehension,Instructional Effectiveness,Elementary School Students,Recall (Psychology),Grade 4,Grade 5,Foreign Countries,Geometric Concepts,Computer Uses in Education,Statistical Analysis,Questionnaires

The purpose of the present study was to compare the effects of two different teaching methods on students' comprehension in Mathematics: pictures with concurrent narration versus pictures with on-screen text, during teaching triangles, a lesson in Mathematics. Forty primary school children (boys and girls) selected to participate in this study. Students split into two experimental groups with the technique of simple random sampling. The first group consisted of students who viewed and listened (pictures with narration group), while the second group consisted of students who viewed (pictures with on-screen text) a presentation of triangles. A recall test was used to evaluate students' comprehension. The results showed that students' comprehension was better when triangles' presentation (pictures) was accompanied with spoken words, than with printed words. The pictures with narration group performed better than the pictures with on-screen text group, in recall test (M = 4.97, SD = 1.32) p&lt;0.01. Results are consistent with the modality principle in which learners are more likely to build connections between corresponding words and pictures when words are presented in a spoken form (narration) simultaneously with pictures.
Intrinsic Motivation and Flow Condition on the Music Teacher's Performance
Author: Torres Delgado, Gabriela
Date: 2017-00-00
Type: Journal Articles
Subjects: Music Teachers,Music Education,Foreign Countries,Measures (Individuals),Teacher Motivation,Satisfaction,Creativity,Correlation

The aim of these research is to identify if music teachers and teachers from other areas are intrinsically or extrinsically motivated, to identify the dimensions of the flow state, and to identify if there is a relationship between intrinsic motivation and flow state in these teachers. The sample was made up of 738 active teachers. The presence of flow in teaching, means that the teacher has control in their actions, feel joy and a deep sense of satisfaction. The music teachers show a higher grade of satisfaction without an external reward. The teachers do not identify the loss of self-consciousness or inhibition or they do not maintain this dimension. The optimal experience and intrinsic motivation are highly related with satisfaction without external rewards in teacher and music teacher.
How Teachers Evaluate Their Work Style Depending on the Subject They Teach and Years of Work Experience
Author: Perucica, Ranka
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Self Evaluation (Individuals),Teaching Styles,Intellectual Disciplines,Teaching Experience,Tenure,Questionnaires,Statistical Significance,Comparative Analysis,Statistical Analysis

In previous works we presented the studies that discussed how students evaluate their teachers and their style of teaching. To what extent their styles affect the students' attitudes to teaching, learning, success, motivation and the like. In this work we have tried to point out how teachers assess their style of work, depending on the subject they teach and years of work experience. In addition, the aim of this study was to examine whether there are differences in teachers' estimation of the teaching styles depending on the subject they teach and years of work experience. The study sample consisted of 120 teachers in the final grades of primary schools in the Sarajevo-Romania region. Teachers responded to questions assessing which of the statements given are related to them. The questionnaire was designed for research purposes with the three styles that are commonly used in the classroom to a democratic, autocratic and laissez-fair style. Reliability of the instrument was tested using Cronbach-alpha coefficient, and amounted to 0.73 democratic style, the autocratic 0.73, and 0.63 for the indifferent style. In the study, we used two methods: survey method and the method of theoretical analysis. The obtained results show that there is a statistically significant difference in teachers' assessments of democratic and laissez-fair style usage, depending on the subject they teach, while there was no statistically significant difference when it comes to the autocratic style. The second part of our results shows that there is no difference in teachers' assessments of work styles, depending on years of work experience. We hope that these results will contribute to the already existing research dealing with this subject.
Smart Social Networking: 21st Century Teaching and Learning Skills
Author: Boholano, Helen B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Networks,Social Media,Preservice Teachers,Preservice Teacher Education,Computer Literacy,Computer Uses in Education,Web 2.0 Technologies,Critical Thinking,Relevance (Education),Qualitative Research,Statistical Analysis,Questionnaires,Focus Groups,Foreign Countries

Education in the 21st century highlights globalization and internationalization. Pre-service teachers in the 21st century are technology savvy. To effectively engage and teach generation Z students, preservice teachers will help the educational system meet this requirement. The educational systems must be outfitted with a prerequisite of ICT resources both hardware and software, and curricula must be designed to promote a collaborative learner-centered environment to which students will relate and respond. This study determines the 21st century skills possessed by the pre-service teachers in terms of social networking. Pre-service teachers use computers in very advanced ways, but educators must remember that they still need guidance to use technology safely and effectively. Through social media the pre-service teachers can use a multitude of applications, including Web 2.0, for their projects. Smart social networking requires critical-thinking skills and the ability to integrate and evaluate real-world scenarios and authentic learning skills for validation.
Pedagogical Approaches and Strategies for Teaching Asia
Author: Chau, Donovan C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Asian Culture,Asian History,Asian Studies,World Affairs,Political Science,International Studies,Area Studies,Best Practices

Asia today is the center of tremendous growth. With the continued rise of China and the influential roles of Japan and South Korea in international affairs, it is no wonder that the 21st century has been dubbed the Asian century. Outside of these influential political actors, one also see the growing political significance of Southeast Asia in world affairs, led by the city-state of Singapore and by Indonesia, the world's most populous Muslim state. While there is much to be hopeful for across the region, potential conflicts are also latent, from disputed islands off the eastern shores of the Asian continent to the unresolved strategic challenge on the Korean Peninsula. Asia, truly, is a central region of international affairs today, politically and militarily. California State University, San Bernardino offers three major courses related to Asian cultures and one elective, &quot;East Asian Politics&quot; (PSCI 305). The course is one of the elective political science courses within the subfield of comparative politics. It has been taught three times at CSUSB, with approximately 35 students per course. Approached from a multidisciplinary perspective, including history, geography, and politics, the seminar offers an introductory overview of East Asian politics, focusing on significant countries in the region, analyzing domestic and foreign politics, and examining the policies and actions of nation-states within the region. Countries of study include Japan, Indonesia, China, Taiwan, Singapore, North Korea, South Korea, Malaysia, Thailand, the Philippines, and Vietnam. This article provides an overview of the course.
Introducing Translation-Based Activities in Teaching English as a Foreign Language: A Step towards the Improvement of Learners' Accurate Use of Words and Expressions in Writing
Author: Mbeudeu, Clovis Delor
Date: 2017-00-00
Type: Journal Articles
Subjects: Translation,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Secondary School Teachers,Teacher Attitudes,Teaching Methods,Learning Strategies,Bilingualism,Official Languages,Foreign Countries,Writing (Composition),Accuracy,Semi Structured Interviews,Qualitative Research

The teaching of English as a Foreign Language (EFL) in the world in general and in Cameroon in particular has witnessed, over the last three decades, heated debates on which methodologies to adopt in the classroom and which learning strategies to apply for effective teaching and learning so that learners do not only acquire a linguistic competence but also communicative and sociolinguistic competences. This study aims at bringing to the limelight the so-criticised Grammar Translation Method in teaching/learning EFL in Cameroon. More specifically, this work investigates the perception of Anglophone and Francophone teachers of EFL on how the introduction of translation-based activities could be a step towards achieving accuracy in learners' written productions. For data collection, a sample of certified secondary and high school EFL teachers were interviewed on the introduction of translation-based activities in their classroom practices. These teachers are unanimous that translation strategies must be adopted in the classroom for many reasons. This could foster students' accuracy in writing; thus helping the achievement of another skill in learners namely, translation. But they all agree that the use of translation should be highly monitored by the classroom teacher; it should be mostly used at beginners' level and gradually discarded as the learners progress to the end of the secondary school. From this, it is high time specialists in language planning and teaching policies rethought how the teaching of English should be done in Cameroon and this will go a long way to improve on educational success and effective official bilingualism.
(Self) Evaluation of Knowledge in Students' Population in Higher Education in Macedonia
Author: Kevereski, Ljupco
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Self Evaluation (Individuals),Knowledge Level,Academic Achievement,Student Attitudes,College Faculty,Teacher Attitudes,Student Evaluation,Comparative Analysis,Intellectual Disciplines,Psychology,Developmental Psychology,Social Psychology,Hypothesis Testing,Statistical Analysis,Prior Learning,Structured Interviews,Questionnaires

Students' assessment, in general, observed through a socio-historical prism, has always been treated as an extremely sensitive, current, significant, indicative and continuously present phenomenon. In that respect, what is especially relevant is that for a very long time docimological procedures and their effects have been focused on following only the primary and secondary schools' student population and they were expected to be an integral part of the teachers' professional practice. But, when the first book on evaluation in higher education appeared in the UK some 30 years ago, there were some fierce reactions to it. Thus, Hounsell (2003) points out that this topic has become so controversial, frightening and even offensive for many university professors. However, today it is considered that a good practitioner is the one who reviews his own practice and who evaluates the teaching process from the learners' perspective (Brown, Fry &amp; Marshall, 2003). Therefore, the underlying motivation for conducting this research was the fundamental issue of students' self-evaluation of their achievements. The main objective of this study is to determine whether there is compatibility of the students' self-assessment of their achievements with the professors' evaluation of students' achievements. To that end, we applied a transparent procedure for collecting information involving a self-evaluation sheet and an interview technique in the context of the following university courses: general psychology, developmental psychology and social psychology. The preliminary results point to a high percentage of correspondence between the students and professor's evaluation. The expected outcome of this research is to promote this type of evaluation approach and to turn it into a common practice in higher education as it can contribute greatly to amplifying the quality of students' self-assessment on the one hand, and the teachers' interest in bettering the existing modes of students' evaluation on the other hand.