ethanporcaro/eric-fulltext-meta huggingface dataset:
The Analysing of the Emotional Intelligence Scores of the Special Education Teacher Candidates for the Predictor of Multiple Intelligences Areas
Author: Pursun, Tugba
Date: 2019-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Preservice Teachers,Special Education Teachers,Multiple Intelligences,Gender Differences,Predictor Variables,Foreign Countries,Intelligence Tests,Scores

This study aims to analyse the emotional intelligence scores of the special education teacher candidates for the predictor of multiple intelligences areas. This study was conducted through relational scanning model. 211 teacher candidates, 106 females and 105 males, participated in the study. Data were collected through Personal Information Form, Teele Multiple Intelligence Inventory and Schutte Emotional Intelligence Scale. Logistic regression analysis was used to find whether the gender and grade level variables, and optimism, utilization of emotions and the scores of emotion evaluation are statistically significant in defining predominant intelligence areas or not. SPSS 24.0 was used in the data analysis process. The results revealed that while the gender variable and optimism scores are significant variables predicting the determination of individuals in which predominant intelligence is both interpersonal and not, optimism and evaluation of emotions scores are significant variables predicting the determination of individuals whose predominant intelligence is both visual and not. However, the results suggested that demographic variables (gender and grade level) and emotional intelligence scores did not affect kinesthetic, musical, intrapersonal, logical and verbal intelligence areas which were found as the predominant intelligence areas of teachers.
Controlling Mathematics Anxiety by the Views of Guidance and Psychological Counseling Candidates
Author: Aydin, Davut
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Mathematics Anxiety,Counselor Training,Counselor Attitudes,School Counselors,Counseling Techniques,Individual Differences,Environmental Influences,Counseling Services

The aim of this study is to reveal the suggestions of guidance and psychological counseling candidates (GPC) in dealing with math anxiety. The study analysed 50 GPC candidates' opinions and suggestions on math anxiety. The research study utilized case study method. The participants were asked to respond what kind of studies they would suggest to their clients in order to overcome math anxiety once they begin to work in their profession. The interviews transcripts were converted into written documents. Content analysis was made on those documents to find GPC candidates' suggestions and opinions. Based on the findings, it can be concluded that the reasons of math anxiety can vary from individual to individual. Therefore, it was emphasized that the studies to determine the causes of math anxiety should be specific for each individual. Then, consultancy service should be formed based on the assessment of reasons that cause anxiety for each person. If the individual's math anxiety is caused by environmental factors such as teachers, families and peers, guidance and psychological counseling services should be offered to these environmental factors.
A Modelling of the Effect of Biomotor Capabilities on the Special Ablitiy Test Course
Author: Sercan, Öncen
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychomotor Skills,Scores,College Entrance Examinations,Gender Differences,Tests,Physical Education

The aim of this study is to evaluate some bio motor capabilities which are thought to have an effect on Special Ability Test Course (SATC) test scores applied as an entrance exam in the School of Physical Education and Sports (SPES). 70 participants who were successful in the SATC (51 male (181 ± 5.5 cm, 73.9 ± 9.8 kg) and 19 female (165 ± 5.6 cm, 54.7 ± 6.49 kg) were included in the study. The bio motor capability performances of the participants, such as speed (10 m, 20 m, 30 m, 100 m sprint), agility (T-test, 505 agility test), and anaerobic power (Sargent vertical jump test) were measured two weeks after the SATC tests. The performances of the participants in the 2018 SATC of the Tekirdag Namik Kemal University SPES were used as the scores of the SATC. The mean of a difference test, a correlation analysis, and a multiple linear regression analysis were used as the statistical method (p&lt;0,05). While there was a significant positive correlation between the SATC agility (r = 799 **) and speed (r = 895 **) scores, there was a negative correlation between SATC scores and anaerobic power output (r = -719 **). Statistical analysis was performed by taking the gender factor into account in the linear regression estimation due to the significant difference (p &lt;0.05) between the SATC scores according to the gender variable. The bio motor capabilities of the male participants, which contributed the most to the SATC scores, were determined as 505 agility (Beta = 424) and 30 m (Beta = 379) speed (SATC Male=-9.992 + (10.478 x 505 test) + (6.742 x 30 m). However, the bio motor capabilities of the female participants did not contribute to the SATC scores.
Obstacles to Implementing the Strategic Action Plan in the Light of Performance Evaluation at College of Education in Jeddah University
Author: Alfadli, Mona A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,Strategic Planning,Performance Based Assessment,Foreign Countries,Schools of Education,Program Implementation,College Faculty,College Students,Student Evaluation

The present study aims to investigate the obstacles to implementing the strategic action plan in the light of performance evaluation at the College of Education, Jeddah University. The author adopted the descriptive analytical approach. The population comprised all forms and documents relevant to the domains, namely learning and education, post-graduate studies, social responsibility, and funding. The results showed that the achievement rate of the domains was 40%, 18%, 0.04%, and 73%, respectively. The obstacles to learning and education related to awareness of the course and its design, difficulty of students' interaction, and form filling objectively. The obstacles to post-graduate studies domain were relevant to publishing in reviewed and standardized journals due to Jeddah University, lack of action handbook for mission and, post-graduate studies based on mission regulation of the Saudi Universities. The obstacles to social responsibility were relevant to funding in terms of allocating a budget for activating the social responsibility projects and upgrading the college's infrastructure. The obstacles to funding and investment were based on the needs of civil society associations to launch new programs that meet their needs and provide the College of Education with investment return.
The Views of Pre-Service Teachers at an Internship High School on Pedagogical Formation Program in Turkey
Author: Filiz, Bijen
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Internship Programs,Foreign Countries,Preservice Teacher Education,Secondary Education,High Schools

A variety of teacher training system was implemented in Turkey until today. One of these systems is pedagogical formation training. The aim of this study was to determine the strengths and weaknesses of the pedagogical formation training according to the opinions of pre-service teachers and the experiences during the pedagogical formation training, to gather information about whether these experiences contributed to their teaching, and to evaluate the place of the pedagogical formation training in teacher employment in the light of this information. The research was carried out using an interview technique of qualitative analysis methods. The study group comprised of 20 pre-service teachers from different undergraduate programs, and they participated in a 14-week internship program at a high school in Ankara during the 2017-2018 academic year as a requirement for a training course. Content analysis method was used for data analysis. As a result of the research, the pre-service teachers stated that they found the internship training in practice schools as useful for future teaching lives, but they did not find the theoretical training given in the classes useful for various reasons. They considered that there are some weak points of the program: the duration of the formation course is short, lessons are late in the evening, classes are crowded, and the teaching staff have negative effects on the students: they are indifferent, and there are almost the same topics in each lesson. This means that they were mostly not satisfied with its overall quality, and so its operability was enough. Like some of the suggestions, it is recommended that duration of the program should be extended to a long period, and the instructors should be selected from those who can give energy to the class, have communication skills, can create discipline in the classroom, and have experience in traditional classroom teaching.
Bullying toward Teachers and Classroom Management Skills
Author: Uz, Ruchan
Date: 2019-00-00
Type: Journal Articles
Subjects: Bullying,Classroom Techniques,Teacher Student Relationship,Teacher Characteristics,Gender Differences,Teaching Experience,Educational Attainment,High School Teachers,Foreign Countries,High Schools,Institutional Characteristics

The aim of this study is to examine students' bullying toward teachers and classroom management skills in terms of various variables. The sample of the study consisted of 422 participant teachers. The 'Bullying toward Teachers Questionnaire' and 'Classroom Management Skills Scale' were used as data collection instruments. According to the results, it was determined that 57.2% of participant teachers have not been bullied whereas 42.8 % have been bullied by their students. The teachers who have been bullied by their students were mostly woman, had undergraduate degrees and more than 16 years of teaching experience. There was no significant difference of teachers' total scores and two sub-dimension scores of CMSS according to gender, school type, education level and years of experience variables. There were significant differences between bullied and non-bullied teachers' total scores and two sub-dimension scores obtained from CMSS. It is evident that non-bullied teachers' mean scores obtained from two sub-dimensions and total scores of CMSS were significantly higher than those of the bullied teachers.
Art in School: As Essential as Language
Author: Yenawine, Philip
Date: 2019-00-00
Type: Journal Articles
Subjects: Young Children,Early Childhood Education,Child Development,Child Caregivers,Preschool Teachers,Visual Literacy,Visual Learning,Teaching Methods,Art Education,Discussion (Teaching Technique),Developmentally Appropriate Practices,Observation,Learning Processes

Guided looking, even done informally, has a huge impact on early childhood preparation for elementary school and is an effective way to address learning inequities. Why, therefore, does it play such a small role in schooling'? This is a question that occupied Philip Yenawine during his long career working in art museums, where the adults, once visually acute 4-year-olds, arrive wanting basic help finding meaning in the diverse images on view. For the past 30 years, Yenawine has been on a mission to maintain visual literacy in young people and, more specifically, to get art into the lives of all children. At the Museum of Modern Art (MoMA) in New York City, where he was director for a decade, Yenawine and his colleagues actually found that their teaching engaged visitors (including kids) and was enjoyed by them, but it didn't accomplish its other intentions: reviving the skills people had when they entered school. They knew they needed new strategies to help museum visitors in ways they wanted. But importantly, they needed methods that would prove powerful in ways that would convince teachers and administrators to add something to an already packed curriculum. In this article, he describes Visual Thinking Strategies (VTS), a program that enables teachers to use specific strategies as part of their existing curriculum to develop students' skills of observation, social interaction, and language development.
Counter-Effect of Refugee Movement in Culturally and Linguistically Diverse Classrooms
Author: Solak, Ekrem
Date: 2019-00-00
Type: Journal Articles
Subjects: Refugees,Foreign Countries,Student Diversity,Cultural Differences,Cultural Background,Student Attitudes,Language Minorities,Academic Achievement,Teacher Attitudes,Teacher Student Relationship

The presence of refugee students in culturally and linguistically diverse classrooms relatively influences the development of local students as well. Students with different languages and cultural background in a learning environment create a different atmosphere and may influence the attitude of local students to other languages and cultures. Therefore, this study investigated how and to what extent native students were influenced from refugee students in terms of linguistic and cultural perspective. The mixed method was used in this study. Quantitative data were collected from local students in culturally and linguistically diverse classrooms through a questionnaire and qualitative data were collected from teachers teaching in these classrooms by means of interviews. The results of the study revealed that there were remarkable positive effects of the integration process on both sides though various problems emerged in diverse classrooms. The findings of this research may also (delete) give implications about the influence of refugee movement for other cultures.
Comparison of the Opinions of Bodybuilding Sportsmen Regarding the Use of Doping and Values Education of Sportsmen in Turkey
Author: Yildiz, Mehtap
Date: 2019-00-00
Type: Journal Articles
Subjects: Athletics,Athletes,Ethics,Drug Abuse,Sportsmanship,Foreign Countries,Competition,Individual Characteristics,Adults,Values

The purpose of this research is to examine the opinions of bodybuilding sportsmen regarding the use of doping by comparing them with the sportsmen values dimension. The research was carried out with qualitative research pattern, and interview method was used. The study group was consisted of 2 women, 10 men in total of 12 national sportsmen in bodybuilding branch from Turkey. The data were obtained through face to face interviews with bodybuilding sportsmen using the interview form. Then, the data were analyzed through content analysis method. As a result, it was determined that success without doping is difficult in bodybuilding sport, and almost all of the sportsmen use doping in this sports branch, yet doping causes health problems and unfair competition.
An Explanatory Sequential Study on Indonesian Principals&apos; Perceptions on ICT Integration Barriers
Author: Prasojo, Lantip Diat
Date: 2019-00-00
Type: Journal Articles
Subjects: Sequential Approach,Principals,Foreign Countries,Administrator Attitudes,Information Technology,Technology Integration,Barriers,Secondary Schools,Developing Nations,Focus Groups,Group Discussion

This explanatory sequential study investigated secondary school principals' perceptions on barriers regarding the Information and Communication Technology (ICT) integration in a developing country, Indonesia. For the quantitative phase, we administered a survey instrument to 250 Indonesian secondary school principals. The survey instrument was developed based on previous related literature validated through content validity and piloted before being distributed. Following the quantitative process, three Focus Group Discussions (FGDs) with 30 participants were conducted to obtain more in-depth information. Each FGD was attended by 10 participants. The findings revealed that the most highly identified barriers are teachers' knowledge of ICT, funding for ICT, traditional teaching style, professional development, as well as district and school culture. Recommendations are offered for the improvement of technology integration for educational purpose.
The Professional Educator: Fostering Teacher Leadership in North Syracuse
Author: Kuryla, John
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Unions,Presidents,Union Members,School Districts,Action Research,Leadership Training

Professional educators--in the classroom, library, counseling center, or anywhere in between--share one overarching goal: ensuring all students receive the rich, well-rounded education they need to be productive, engaged citizens. In this regular feature, we explore the work of professional educators--their accomplishments and their challenges--so that the lessons they have learned can benefit students across the country. After all, listening to the professionals who do this work every day is a blueprint for success.
Does Capacity-Building Professional Development Engender Practitioners&apos; Use of Capacity-Building Family-Centered Practices?
Author: Dunst, Carl J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Capacity Building,Early Childhood Education,Intervention,Structural Equation Models,Comparative Analysis,Students with Disabilities,Counselor Client Relationship,Family Programs,Evidence Based Practice,Professional Development,Parenting Skills,Goodness of Fit,Parent Participation,Preschool Children,Special Education,Counselors,Allied Health Personnel,Coaching (Performance),Foreign Countries

The analyses described in this paper permitted an evaluation of whether capacity-building professional development practices were related to early childhood intervention practitioners' reported use of capacity-building family-centered practices. This was ascertained by structural equation modeling for two different types of family-centered practices (participatory and relational) where the two models were compared to determine the better fitting model and the sizes of effects for the relationships among the variables in the models. Results provided converging evidence that capacity-building professional development engenders practitioners' use of capacity-building family-centered practices. Implications for practice are described.
Influence of Empowerment on Teachers&apos; Organizational Behaviors
Author: Tindowen, Darin Jan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Catholic Schools,College Faculty,Teacher Behavior,Teacher Empowerment,Professional Identity,Self Efficacy,Teacher Participation,Decision Making,Professional Autonomy,Teaching Conditions,Faculty Development,Teacher Effectiveness,Teacher Influence,Scheduling,Faculty Workload,Teacher Administrator Relationship

This descriptive and regression research was conducted to determine the influence of empowerment on organizational behaviors of 215 teachers in Catholic Higher Education Institutions in the Philippines. The results revealed that Catholic teachers have high levels of teacher empowerment. Specifically, they have very high level of status, professional growth, self-efficacy, and impact and high level of decision-making and autonomy in scheduling. Meanwhile, they also high level of organizational behaviors. Furthermore, three of the subscales of teacher empowerment tend to predict almost all dimensions of organizational behaviors of teachers in the school. The research concludes that Catholic Higher Education teachers are empowered to their organization as they feel respected, have opportunities for professional growth, feel efficient and effective in the classroom, and have the capacity to influence students and the school life. However, they do not have enough avenues to be involved in the decision-making process of their institution and do not have enough freedom and opportunities to choose their own schedules and teaching loads. Furthermore, they exhibit positive organizational behaviors in their institutions as manifested in their strong attachment to their organization, high level of involvement to their work, harmonious relationship with their supervisors and middle level managers. Also, they exhibit discretionary actions that goes beyond their functions, and have a desire and passion to continue and uphold the teaching profession.
Examination of Correlation between Attitude towards Reading and Perception of Creative Reading
Author: Yurdakal, Ibrahim Halil
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Reading,Elementary School Students,Grade 4,Predictor Variables,Reading Attitudes,Reading Habits,Reading Instruction,Measures (Individuals)

The purpose of this research is to examine the correlation between the attitude towards reading and the perception of creative reading. The sample group of the study, in which the correlational survey model among the qualitative research designs was conducted, consists of 319 students studying at fourth grade in primary schools. The scale for the perception of creative reading generated by Yurdakal and Susar-Kirmizi and the scale for the attitude towards reading formed by Yurdakal and Susar-Kirmizi were applied in collecting data for the research. Pearson Product-Moment Correlation Analysis and Simple and Multiple Linear Regression Analysis were implemented for the analysis of data in the study. When the data obtained from the analyses were examined, it was observed that there was a positive and high correlation between the attitude scale towards reading and its sub-dimensions. Likewise, a positive and high correlation was determined between the perception of creative reading scale and its sub-dimensions. As the attitude towards reading increases, the perception of creative reading decreases. This finding is similar for all the sub-dimensions in the scales. It was also comprehended that the attitude towards reading was a predictor of the perception of creative reading and that there were significant correlations between the perception of creative reading and the sub-dimensions of contributions, meaning, activities, and process of reading. Along with these variables, the attitude towards reading explains the perception of creative reading at a total level of 13%.
Improving Teaching Style with Dialogic Classroom Teaching Reform in a Chinese High School
Author: Kang, Xiaojin
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Styles,Teaching Methods,Observation,Educational Change,Critical Thinking,Classroom Techniques,Foreign Countries,Teacher Effectiveness,Listening Skills,High Schools,High School Teachers,Teacher Student Relationship,High School Students,Class Activities,Classroom Communication

Lively and effective classroom instruction is an important feature of quality schools. Recently, the lead author's school has launched a reform of classroom teaching methods to implement a dialogic model. The dialogic model, taking cues from constructivist learning theories and Manabu Sato, expects educators to promote multiple kinds of classroom dialogue, including teacher-student dialogue, student-text dialogue, student-student dialogue, and self-reflective dialogue. The reform efforts of the school are all-encompassing and include changes to teacher training, classroom observation and teaching evaluation, lesson planning, classroom activities, homework, and testing. This reform is meant to improve teaching quality, enhance the classroom environment, and bring about better critical thinking outcomes in the students. The following text chronicles the details of this reform in a large senior high school in a Chinese metropolis, and the first attempts by teachers at the school to implement new dialogic teaching techniques. The preliminary analysis finds evidence of positive effects on student engagement, confidence, and motivation using dialogic teaching techniques.