ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of German Language Teacher Professional Development on Pupils' Learning Outcomes in Intercultural Competence
Author: Golub, Ana Šenjug
Date: 2014-00-00
Type: Journal Articles
Subjects: Intercultural Programs,Multicultural Education,Interpersonal Competence,Teacher Participation,Faculty Development,Quasiexperimental Design,Pretests Posttests,Achievement Gains,Teacher Effectiveness,Second Language Instruction,German,Teacher Improvement,Outcome Measures,Grade 4,Grade 8,Control Groups,Experimental Groups,Teacher Competency Testing,Foreign Countries

The development of intercultural competence is increasingly being perceived as a key goal in today's education. As a result of a strong emphasis on that competence in curricular documents, teachers are faced with demanding tasks. Confirming this, recent research in the field of intercultural competence in Croatian schools indicates the numerous difficulties teachers face in accomplishing the goal of developing their pupils' intercultural competence. Teacher professional development can be crucial for a systematic approach to the development of learners' intercultural competence. Therefore, the aim of this study was to determine whether teacher participation in a further professional development programme on the topic of intercultural competence can significantly affect the achievement of goals set in the current curricular documents on foreign language learning related to intercultural competence. The effects of the professional development programme were assessed by means of analysing learner outcomes in intercultural competence prior to and after teacher participation in the programme. A quasi-experimental pretest-posttest design was used, and the achievements of 752 primary and lower secondary level pupils attending 4th and 8th grades were evaluated. The results confirmed that foreign language teacher professional development in the field of intercultural competence had positive effects on pupils' learning outcomes, especially in the cognitive component of intercultural competence. This leads to the conclusion that it is necessary to motivate foreign language teachers to participate in such programmes. The results also indicate the necessity of placing particular emphasis on the problem of stereotypes and prejudices when designing such programmes.
Leadership Development in Students: Teachers' Opinions Regarding Activities That Can Be Performed at Schools
Author: Parlar, Hanifi
Date: 2017-00-00
Type: Journal Articles
Subjects: Leadership,Opinions,Teacher Attitudes,Leadership Qualities,Mixed Methods Research,Semi Structured Interviews,Student Leadership,Data Collection,Data Analysis,Questionnaires,Foreign Countries,Communication Skills,Problem Solving,Social Responsibility,Elementary School Teachers,Secondary School Teachers

This study aims to examine teachers' opinions regarding the activities that can be performed at schools to ensure leadership development in students. Accordingly, an attempt to reveal what the leadership qualities of students should be, the activities that can be performed for the acquisition of leadership qualities and the applicability level of these activities was made within the scope of the present study. This study is a descriptive study designed in mixed model. Therefore, qualitative and quantitative research methods were used together in the present study. The study was carried out with 13 teachers in the qualitative part and with 304 teachers in the quantitative part. While the data were collected by a semi-structured interview in the qualitative part of the study, the &quot;Teachers' Activities for the Acquisition of Leadership Qualities in Students Questionnaire&quot; was used in the quantitative part. Results showed that activities should be performed for in-class and out-of-class purposes and the conceptual understanding of leadership for the acquisition of leadership qualities; and that these studies were at the applicable level. Furthermore, it was found out that to make students acquire communication skills, problem-solving skills, responsibility, honesty and ability to set goals are important. In this context, the findings obtained from the present study were discussed in relation to the relevant literature and some suggestions were proposed.
Investigating Organizational Alienation Behavior in Terms of Some Variables
Author: Dagli, Abidin
Date: 2017-00-00
Type: Journal Articles
Subjects: Alienation,Foreign Countries,Teacher Attitudes,Elementary School Teachers,Public Schools,Professional Isolation,Work Environment,Interprofessional Relationship,Employees,Teacher Burnout,Statistical Analysis,Nonparametric Statistics

The aim of this study is to detect the perceptions of public primary school teachers regarding organizational alienation behaviors in terms of some variables (gender, marital status and seniority). Survey model was used in this study. The research sample consists of randomly selected 346 teachers from 40 schools in the central district of Mardin, Turkey in 2015-2016 academic year. &quot;Organizational Alienation Scale&quot; developed by Eryilmaz (2010) was applied to the teachers. The level of significance was 0.05. Some of the important findings were listed respectively: I: the three items with the highest levels related to the perceptions of public primary school teachers about organizational alienation behaviors: (1) I feel burnout and worn at work (M= 2.53, Rarely); (2) I think bureaucratic process at school impels me to obey unconditionally (M = 2,51; Rarely); (3) As soon as I finish my lessons, I want to leave the school (M = 2,45; Rarely). The three items with the lowest levels: (1) I think teaching is a useless activity (M = 1.27, Never); (2) I feel excluded at school (M = 1,30; Never); and (3) I evaluate myself as an individual without a contribution to the society (M = 1,31; Never). II: Significant difference was detected in all dimensions except in &quot;self-alienation&quot; with respect to the teachers' gender. No significant difference was detected in the dimensions of organizational alienation behaviors regarding teachers' marital status. Finally, significant difference was detected in the dimension of &quot;powerlessness&quot; and &quot;meaninglessness&quot; regarding professional seniority.
A Research on the Practice of Volunteer Guardianship in Primary Schools (Example of Trabzon Province)
Author: Küçükali, Ridvan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Volunteers,Child Development,Statistical Analysis,Qualitative Research,Correlation,Elementary School Students,Parents,Parent Child Relationship,Legal Responsibility,Child Custody,Elementary School Teachers,Parent Associations,Teacher Associations,Parent Teacher Cooperation,Surveys,Likert Scales

In this study, we tried to find an answer to the question as to whether positive outcomes in socio-emotional and academic sense may be provided to the education of kids kept under the practice known as &quot;Volunteer Guardians on duty&quot;. This study reached the following conclusions through the data obtained. The presence of legal guardians (parents) in schools that is one of the key stakeholders in education, their becoming familiar with the school, getting to know the school's problems, gaining the sense of ownership of the school will make a significant contribution to the students' academic, social, emotional and moral development. In this way, parents are required to take their responsibility regarding the school which includes for them to take ownership in the education process, thus increasing educational success. This work will contribute to future works as it represents a new application in Turkey. As a result of this study, positive increases in student and school effectiveness were observed.
Adolescent Time Attitude Scale: Adaptation into Turkish
Author: Çelik, Eyüp
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Time,Attitude Measures,Validity,Reliability,Middle School Students,Grade 8,Factor Analysis,Goodness of Fit,Correlation,Statistical Significance,Psychometrics

This research is aimed at examining the validity and reliability of the Turkish version of the Time Attitude Scale. Data was collected from 433 adolescents; 206 males and 227 females participated in the study. Confirmatory factor analysis performed to discover the structural validity of the scale. The internal consistency method was used for reliability analysis. Confirmatory factor analysis revealed a good fit to the data (X[superscript 2] = 724.42, DF = 390, RMSEA = 0.045, GFI = 0.90, CFI = 0.91, IFI = 0.91, NNFI = 0.90, and SRMR = 0.04). The internal consistency coefficients of six subscales were found to be 0.67 for past positive, 0.72 for past negative, 0.81 for present positive, 0.72 for present negative, 0.77 for future positive, and 0.63 for future negative. The result of the item analysis showed that corrected item-total correlations ranged from 0.29 to 0.67, and were statistically significant at the p&lt;0.01 level. These results evidenced that the Turkish version of the scale is a valid and reliable instrument.
An Outsider View: The Perceptions of Visiting International Students on Teaching, Language and Culture
Author: Bavli, Bünyamin
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Foreign Students,Foreign Countries,Higher Education,Qualitative Research,Case Studies,Focus Groups,Student Mobility,Research Design,Student Exchange Programs,Study Abroad,Semi Structured Interviews,Teaching Methods

This study investigates how international visitor students studying temporarily at a public university in Turkey perceive teaching, language and culture. Qualitative explanatory single case study method was employed in the study. The data were obtained through face to face interview with 10 participants, and a focus group interview with 3 participants. The study results indicate that Turkish Higher Education seemed to these visiting students to have problems including the style of teaching, the language of instruction. Findings disclosed that, there are some challenges for participants in teaching such as the language of instruction and number of the courses provided. In addition to that, learning environment such as crowded classrooms and few varieties of class types for the instructions might be called as limitations. In the context of the language, participants criticized that English was not used as a medium of instruction because of the students' language deficiency. However, visiting students praised practice opportunity of the university, language development during their study, development of their intercultural understanding, international perspective, widening their horizon and social relations.
The Materials Mode in the Local Context of Mugla and the Role of Mother Tongue
Author: Korkut, Perihan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Native Language,Teacher Education,Comparative Analysis,English (Second Language),Second Language Instruction,Second Language Learning,Code Switching (Language),Translation,Teacher Education Programs,Preservice Teachers,English Teachers,Qualitative Research

Materials mode is one of the four modes of a lesson in the Self Evaluation Teacher Talk (SETT) framework. The aim of this study is to identify the interactional features during the materials mode in Mugla, Turkey. The lessons of English teachers at the state schools and the microteaching presentations of teacher trainees at Mugla Sitki Koçman University were recorded, transcribed and analyzed in comparison with the framework. The findings indicate that although the interactional features match to those defined in SETT for the most part, there are also some differences that can be attributed to cultural and local practices. The analysis showed that mother tongue plays an important role in the fulfillment of the pedagogical goals. The findings indicate that mother tongue should be taken seriously in teacher education.
The Effect of Compensation Studies on Disadvantaged Children's Self Concept Levels and Locus of Control
Author: Sadioglu, Ömür
Date: 2017-00-00
Type: Journal Articles
Subjects: Disadvantaged Youth,Children,Self Concept,Locus of Control,Program Effectiveness,Pretests Posttests,Foreign Countries,Self Concept Measures

The aim of this study is to determine the effect of &quot;Bir Umut Ol Benim Için&quot; (Be My Hope) project which was prepared for the children who were disadvantaged by being influenced from several risk factors as compared to their peers on the self-concepts and locus of controls of the children. The study group consisted of 33 children who were evaluated as disadvantaged by Bursa Police Department Children Branch Office and who were included in &quot;Bir Umut Ol Benim Için&quot; project. The study examined whether there were significant differences between the pre-test and post-test scores of the locus of control scale and self-concept scale of the children who had participated in the project. It is determined that while &quot;Bir Umut Ol Benim Için&quot; project has not caused a significant difference between the self-concept scores of the children who have participated in the project, it has caused a significant difference between the locus of control scores of the children. The children have been deemed as internally controlled as a result of their singly planning against their environments which they had to overcome, though their scores have increased a little as a result of them to be under their teacher's control during the studies, their internal controls have been continuing since the scores of the children have been lower than the average.
Mathematics Attitudes and Achievement of U.S. High School Sophomores Based on Race
Author: Martinez, James
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Mathematics Achievement,Student Attitudes,Racial Differences,Psychological Patterns,Statistical Analysis,National Surveys,Correlation,Hispanic American Students,Self Evaluation (Individuals),African American Students,White Students,Asian American Students

What are high school students thinking? The purpose of this study was to examine the degree that psychosocial attitudes affect academic achievement in mathematics for students of different races during secondary schooling. Based on a quantitative methodology, data was gathered from a nationally distributed survey involving over 16,000 student participants under the auspices of the National Center for Education Statistics (NCES). Transcript information was incorporated into the analysis, so student math attitudes and student racial profiles could be correlated to courses taken and grades. Significant differences were found when comparing Latina/o to non-Latina/o students with regard to student self-evaluations of mathematics affinity, appreciation and capacity. Subsequent analyses revealed that Latina/os are significantly less prepared than their non-Latina/o peers in terms of the highest level of math course completed. The implications of this study endorse revisions to student mathematics course placement procedures, as well as mentorship and other promotional programs for underrepresented minority students. The results of this study inform policy makers, administrators, teachers, and other educational advocates whose interests lie in decreasing inequities that exist among students from a diverse range of racial backgrounds.
Language as a Field of Energy: A Critical Question for Language Pedagogy
Author: Soter, Anna O.
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Teaching Methods,Literacy Education,Discourse Analysis,Linguistics,Anthropology,Philosophy,Language Research,Behavior Patterns,Teacher Education,Faculty Development,English Instruction,Power Structure,Psycholinguistics,Metalinguistics

This essay offers a reorientation of our views on the interrelationships of language and thought as a field of constantly reprogrammable energy, and provides an argument as to why we believe this new metaphor (i.e., language as a field of energy) matters in language pedagogy, in classrooms at all levels, as well as within teacher education and teacher professional development. We define language as a field of energy in the following way: as language operating as a &quot;region&quot; in which a force (in this case, words and their rhetorical functions) operates to bring about some influence resulting in an effect or having an impact on one's own behaviors, on the behaviors of others, as well as having the capacity to influence emotions, and/or the course of events. Following a brief introduction in which we state our purpose, we present the case for the above argument in the context of current language and literacy education. In doing so, we delineate language-thought-perceived reality relationships through a synthesis of a selective representation of the primary thinkers in mainstream language scholarship, as well as other fields, such as philosophy, social anthropology, linguistics, discourse analysis, and to coin a new field, &quot;linguistic metaphysics.&quot; While we focus our discussion on language, we are mindful of its obviously intimate, symbiotic relationship with thought. We conclude with suggestions as to how this concept, &quot;language as a field of energy,&quot; can be pursued in educational settings.
Social Reproduction and College Access: Current Evidence, Context, and Potential Alternatives
Author: Serna, Gabriel R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Access to Education,Social Theories,Social Stratification,Higher Education,Social Class,College Choice,Socioeconomic Status,Minority Group Students,Educational Practices,High Stakes Tests,Expectation,Disadvantaged,Barriers

Social reproduction theory identifies schooling as a primary means for the perpetuation of the dominant class's ideologies, values, and power. The ability to access college is so closely tied to these constructs that it contributes to this dominance and marginalization. Social stratification is not only mirrored in higher education, but the exclusion of individuals from lower income families and people of color fosters oppression within educational environments. Through a review of recent research and evidence, we highlight the factors contributing to the attainment gap, the question of how social class and stratification influence college access and choice, and resultant associated personal and social costs. We find that current pedagogical practices, high-stakes testing, student and family expectations, and historical oppression all contribute to a lower level of college access and limited choices for lower socioeconomically situated students and students of color. We also find that the costs to society remain numerous and substantial and can manifest themselves as limited inclusion of non-dominant groups in higher education.
Applying Cooperative Techniques in Teaching Problem Solving
Author: Barczi, Krisztina
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Solving,Teaching Methods,Cooperative Learning,Mathematics Instruction,Task Analysis,Skill Development,Instructional Effectiveness,Secondary School Mathematics,Video Technology,Mathematics Activities,Educational Practices,Educational Strategies,Foreign Countries,Action Research,Observation,Pretests Posttests

Teaching how to solve problems--from solving simple equations to solving difficult competition tasks--has been one of the greatest challenges for mathematics education for many years. Trying to find an effective method is an important educational task. Among others, the question arises as to whether a method in which students help each other might be useful. The present article describes part of an experiment that was designed to determine the effects of cooperative teaching techniques on the development of problem-solving skills.
Enjoying Cultural Differences Assists Teachers in Learning about Diversity and Equality. An Evaluation of Antidiscrimination and Diversity Training
Author: Turnšek, Nada
Date: 2013-00-00
Type: Journal Articles
Subjects: Cultural Differences,Quasiexperimental Design,Multicultural Education,Social Justice,Social Discrimination,Experimental Groups,Control Groups,Inservice Teacher Education,Early Childhood Education,Preschool Teachers,Predictor Variables,Teacher Attitudes,Social Attitudes,At Risk Students,Immigrants,Knowledge Level,Questionnaires,Preservice Teachers,Foreign Countries,Multiple Regression Analysis,Pretests Posttests,Likert Scales

The present study is based on a quasi-experimental research design and presents the results of an evaluation of Antidiscrimination and Diversity Training that took place at the Faculty of Education in Ljubljana, rooted in the anti-bias approach to educating diversity and equality issues (Murray &amp; Urban, 2012). The experimental group included 52 in-service early childhood teachers attending the training, which consisted of a total of 120 hours. There was also a control group comprising 130 teachers. The ADT had a decisive impact on all of the measured variables: on an improvement in the participants' knowledge of discrimination, and on increased support for positive measures and for the preservation of the cultural traditions and language of immigrant children. It was found that self-assessed personality characteristics are predictors of the teachers' beliefs, especially the &quot;enjoying awareness of cultural differences&quot; variable, which correlates with all of the dependent variables.
Promoting Writing in Mathematics: Prospective Teachers' Experiences and Perspectives on the Process of Writing When Doing Mathematics as Problem Solving
Author: Kuzle, Ana
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Education,Word Problems (Mathematics),Preservice Teacher Education,Preservice Teachers,Learning Processes,Student Teacher Attitudes,Teaching Methods,Writing Skills,Writing Processes,Beliefs,Metacognition,Qualitative Research,Student Surveys,Student Characteristics,Foreign Countries,Statistical Analysis

Despite a great deal of research on the benefits of writing in mathematics, writing plays a minimal role, if any, in secondary and tertiary mathematics education. In order for teachers to use writing in their classrooms, they themselves have to experience writing mathematics within the teacher education programme. The present paper reports on a study aimed at addressing this gap. In a problem-solving seminar, preservice teachers had an opportunity to experience writing in mathematics and report how this affected their problem-solving processes and shaped their attitudes towards incorporating writing in their classrooms. In order to provide a more detailed description of the phenomenon, four participants were chosen based on their beliefs about mathematics. All of the participants struggled with writing their explanations. Those who used writing as a method to support metacognitive processes while exploring mathematics tended to respond positively to the writing process. The others used writing merely as a method to produce a formal document to be evaluated by the instructor. Consequently, those who viewed writing and doing mathematics as an intertwined process expressed a positive attitude towards using writing in their mathematics classroom. This was, unfortunately, not the case when writing and doing mathematics were seen as two separate processes. Implications for teacher education programmes are presented at the end of the report.