ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship between Organizational Mobbing and Silence Behavior among Teachers
Author: Hüsrevsahi, Selda Polat
Date: 2015-10-00
Type: Journal Articles
Subjects: Teacher Behavior,Public School Teachers,Bullying,Qualitative Research,Teacher Surveys,Correlation,Regression (Statistics),Work Environment,Foreign Countries,Likert Scales

This study mainly aims to investigate the correlation between teachers' exposure to mobbing in their workplaces and their display of the act of silence. This study is based on a survey design where data from 312 teachers were collected and analyzed using correlation and regression analyses. Specifically, &quot;The Structure and Dimensions of Workplace Violence Scale (SDWVS)&quot; was used to measure the teachers' exposure to mobbing, and the &quot;Workers Silence Behavior Scale (WSBS)&quot; was used to determine the workers' level of silence. The findings of the research show that teachers are exposed to Mobbing Against Communication (MAC) and display the Silence Based on Self-Production and Fear (SBSF) behavior the most. There were significant correlations between all sub-dimensions of the mobbing scale and those of the silence scale. There is a significant, positive relationship between the behaviors of mobbing and silence. Teachers' silence behaviors may change depending on the type of mobbing. According to the study results, it is worth noting that mobbing experiences can predict silence behavior.
A De Novo Tool to Measure the Preclinical Learning Climate of Medical Faculties in Turkey
Author: Yilmaz, Nilufer Demiral
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Medical Schools,Educational Environment,Medical Students,Measures (Individuals),Test Construction,Factor Analysis,Test Reliability,Factor Structure,Correlation,Test Items,Psychometrics,Pretests Posttests,Case Studies

Although several scales are used to measure general and clinical learning climates, there are no scales that assess the preclinical learning climate. Therefore, the purpose of this study was to develop an effective measurement tool in order to assess the preclinical learning climate. In this cross-sectional study, data were collected from 3,540 preclinical medical students of six medical faculties in Turkey. The methodology included the following activities: generate an item pool, receive expert opinions, perform a pretest to purify the instrument, and conduct factor and reliability analyses. According to the factor analysis, eight factors were determined and their contribution to the variance was 50.39%. In addition, the item factor loadings ranged from 0.31 to 0.91, Cronbach's alpha coefficients for the subscales ranged from 0.72 to 0.77, and the item-total correlation coefficients for the subscales ranged from 0.44 to 0.76. All the items significantly discriminated between the low and high-performing students (t = 99.57; p = 0.01). The scale included 52 items with the following subscales: management, teaching, teaching staff, institutional commitment, emotions, inter-student relationships, physical environment, and motivation. The analysis of this newly developed Preclinical Learning Climate Scale (PLCS) indicated that its psychometric properties are appropriate and this scale can be employed to evaluate medical education programs.
CreActive Accounting Education: Visioning Future-Oriented Accounting Programs through a Reflective Unlearning of Current Practice
Author: McGuigan, Nicholas
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Accounting,Business Administration Education,Learning Processes,Creativity,Reflection,Instructional Innovation,College Instruction,Futures (of Society)

The future employment markets our graduates are likely to face are increasingly complex and unpredictable. Demands are being placed on higher-education providers to become more holistic and integrated in their approach. For business schools across Australia, this requires a significant (re)conceptualisation of how student learning is facilitated, in respect to content, processes and infrastructure. Future business professionals will be required to think in diverse and integrated ways, adopting transdisciplinary approaches to solve complex system-design problems. This calls for educators to focus on creativity and innovation; in response, we need to reinterpret our teaching philosophies, content and processes. In this paper we argue that, by exploring the Bauhaus pedagogical process of &quot;unlearning&quot; in accounting curricula, a dynamic, engaging, and creative space can be opened up for learners and educators alike. &quot;Unlearning&quot; can support a critical and reflective culture for both students and teachers that nurtures a deeper understanding of the &quot;ways of thinking&quot; as business professionals.
Effects of Secondary School Students' Perceptions of Mathematics Education Quality on Mathematics Anxiety and Achievement
Author: Çiftçi, S. Koza
Date: 2015-12-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Educational Quality,Mathematics Education,Mathematics Anxiety,Mathematics Achievement,Comparative Analysis,Multivariate Analysis,Structural Equation Models,Grade Point Average,Scores,Foreign Countries

The two aims of this study are as follows: (1) to compare the differences in mathematics anxiety and achievement in secondary school students according to their perceptions of the quality of their mathematics education via a cluster analysis and (2) to test the effects of the perception of mathematics education quality on anxiety and achievement via structural equation modeling. The research was designed using a causal design; the mathematics education quality comprised the independent variable, whereas mathematics anxiety and achievement comprised the dependent variables. This study was conducted with 638 secondary school students from schools located at the city center of Eskisehir, spread in the region [lower, middle and upper] according to the socio-economic classification of TUIK, which is referred to as layered sampling. Data were collected using the Mathematics Education Quality Scale and the Mathematics Anxiety Assessment Scale, whereas student achievement levels were obtained from the Placement Test [TEOG] score and the mathematics grade point average [GPA]. The data obtained in this study were analyzed using Ward's minimum variance hierarchical cluster, discriminant, ANOVA, MANOVA, paired-samples t-test and path analysis. The findings were grouped as (1) input, (2) process, and (3) output clusters, which each presented different perceptions of secondary school students regarding the quality of mathematics education. In addition, these findings also indicated that mathematics education quality perception positively affects the TEOG and mathematics GPA, whereas it negatively affects mathematics anxiety.
Predicting Pre-Service Classroom Teachers' Civil Servant Recruitment Examination's Educational Sciences Test Scores Using Artificial Neural Networks
Author: Demir, Metin
Date: 2015-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Scores,Artificial Intelligence,Grade Point Average,Grades (Scholastic),Education Courses,Correlation,Teacher Competency Testing,Prediction,Foreign Countries

This study predicts the number of correct answers given by pre-service classroom teachers in Civil Servant Recruitment Examination's (CSRE) educational sciences test based on their high school grade point averages, university entrance scores, and grades (mid-term and final exams) from their undergraduate educational courses. This study was therefore designed by using a general survey model. The participants were 219 graduates of the departments of classroom teacher education from the education faculties of two different state universities. Artificial neural networks (ANNs) were used to predict the numbers of correct answers from the CSRE educational sciences test. As a result of different trials, the correlation between the predicted and actual numbers of correct answers was examined, and 10 ANN models were included in the study. Statistically, significant positive correlations were found between the numbers of correct answers predicted by the ANN and the students' actual correct answers in the CSRE. The highest loading was r = 0.63 (p &lt; 0.01), and the lowest was r = 0.43 (p &lt; 0.05).
The Confidence-Accuracy Relationship in Diagnostic Assessment: The Case of the Potential Difference in Parallel Electric Circuits
Author: Saglam, Murat
Date: 2015-12-00
Type: Journal Articles
Subjects: Equipment,Electronics,Diagnostic Tests,Accuracy,Preservice Teachers,Elementary Education,Confidence Testing,Gender Differences,Science Tests,Performance,Foreign Countries

This study explored the relationship between accuracy of and confidence in performance of 114 prospective primary school teachers in answering diagnostic questions on potential difference in parallel electric circuits. The participants were required to indicate their confidence in their answers for each question. Bias and calibration indices were calculated for each prospective teacher. A resolution index was calculated for each of the 43 participants who had some variance in both their performance scores and confidence ratings. In this study, the participants were more likely to know when they were giving the correct answer than when they were giving an incorrect answer. The resolution of confidence was positively related to the calibration of confidence. The findings indicate that having good resolution of confidence may be a prerequisite to, but not sufficient for, being well calibrated. In general, the prospective teachers in this study were poorly calibrated in their understanding of the potential difference in parallel circuits, the main reason for this being overconfidence. We also compared the participants for gender differences and noted that female students were more underconfident and less overconfident than their male counterparts in their understanding of the potential difference in parallel circuits. Implications of the findings for teaching and future research are discussed.
Is Learning by Teaching Effective in Gaining 21st Century Skills? The Views of Pre-Service Science Teachers
Author: Aslan, Safiye
Date: 2015-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Student Attitudes,Case Studies,Qualitative Research,Instructional Effectiveness,Focus Groups,Interviews,Content Analysis,Teaching Methods,Student Teaching,Chemistry,Skills,Foreign Countries

Learning by teaching is an educational method developed by Jean-Pol Martin for foreign language lessons and is commonly used in Germany. This study discusses a reconstruction of learning by teaching as developed for use in a science context where in the adapted version of this method is introduced, the views of pre-service science teachers are explored, and the effectiveness of this method for gaining 21st century skills is examined. The qualitative case study was conducted with 33 pre-service science teachers. Data was gathered through focus group discussions and structured written interviews, and analyzed using content analysis. The views of pre-service science teachers were examined concerning the advantages of the following 11 themes: the advantages of learning by teaching, preparing research questions and working together to find answers through research, preparing and implementing activities, the role of the teacher, a letter writing activity, the strengths of learning by teaching, the weaknesses of learning by teaching, difficulties faced during its implementation, the use of learning by teaching in teacher-training programs, other lessons appropriate for the use of learning by teaching, and how to apply the experiences gained to the future. Following a two-year pilot study and implementation of the final version, learning by teaching within the context of science was found to be an effective method for gaining 21st century skills
Turning 5: Helping Families of Preschoolers with Disabilities Navigate the Transition to Kindergarten in New York City
Author: Levine, Randi
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Children,Individualized Education Programs,Kindergarten,School Readiness,Transitional Programs,Disabilities,Agency Cooperation,Partnerships in Education,Information Dissemination,Special Education,Early Childhood Education,School Orientation,Family School Relationship,Preschool Teachers,Guides

In New York City (NYC), the process of developing a child's kindergarten Individualized Education Program (IEP) happens during the year before kindergarten. This process is commonly called Turning 5. Approximately 30,000 NYC children between the ages of three and five are classified as being preschoolers with disabilities. The Turning 5 work group--a collaboration between Advocates for Children of New York, the New York City Department of Education (NYC DOE), and other partner organizations--provides support to families of students with disabilities facing the challenges of transitioning to kindergarten. This article describes the contributions that Turning 5 has made, such as creating and disseminating informational materials for families of incoming kindergarten students with disabilities, providing representatives from an association of preschool special education providers, identifying operational challenges and areas in which guidance was needed for the hundreds of NYC DOE psychologists and social workers whose responsibilities include leading the kindergarten IEP development process for individual children, and encouraging the NYC DOE to develop and publish a plan for how it would respond when schools could not implement the IEPs of students admitted through the kindergarten admission process.
Effects of Cooperative Group Work Activities on Pre-School Children's Pattern Recognition Skills
Author: Tarim, Kamuran
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Group Activities,Preschool Children,Pattern Recognition,Teacher Attitudes,Opinions,Program Implementation,Private Schools,Cognitive Tests,Pretests Posttests,Semi Structured Interviews,Experimental Groups,Control Groups,Teaching Methods,Comparative Analysis,Skill Development,Group Unity,Sharing Behavior,Listening Skills,Student Responsibility,Attitude Change,Interpersonal Competence,Data Analysis,Mixed Methods Research,Emotional Response,Interpersonal Communication,Statistical Significance

The aim of this research is twofold; to investigate the effects of cooperative group-based work activities on children's pattern recognition skills in pre-school and to examine the teachers' opinions about the implementation process. In line with this objective, for the study, 57 children (25 girls and 32 boys) were chosen from two private schools in the Adana city center. A pattern recognition test addressing pattern recognition skills, pre-test, and post-test were used as the data collection tools. Furthermore, semi-structured interviews were conducted at the beginning and end of the implementation to obtain the teachers' perspectives about the implementation process. During the implementation, 2 experimental groups followed a cooperative group work activities program, while a control group was taught individually. The data analysis indicated that the children in the experimental groups showed greater progress in terms of pattern recognition skills than their peers in the control group. The interview findings from teachers indicated that in addition to the pattern recognition skills, the children developed additional skills such as solidarity, sharing, active listening, and fulfilling their personal responsibilities in the group work activities. One of the significant findings of the study was that the teachers changed their negative attitudes toward the use of pre-school cooperative group work activities. Therefore, cooperative group work is recommended for use in pre-schools to reinforce children's pattern recognition skills and to develop important social skills.
An Analysis of Science Student Teachers' Epistemological Beliefs and Metacognitive Perceptions about the Nature of Science
Author: Yenice, Nilgün
Date: 2015-12-00
Type: Journal Articles
Subjects: Scientific Principles,Beliefs,Student Teachers,Science Instruction,Metacognition,Scientific Attitudes,Perception,Foreign Countries,Epistemology,Elementary School Teachers,Elementary School Science,Science Education,Higher Education,Correlation,Nonparametric Statistics,Statistical Analysis,Multiple Regression Analysis,Science Teachers,Predictor Variables,Factor Analysis

This study has been carried out to identify the relationship between the epistemological beliefs of student teachers and their metacognitive perceptions about the nature of science. The participants of the study totaled 336 student teachers enrolled in the elementary science education division of the department of elementary education at the faculty of educational sciences in a state university in western Turkey. The data for the study was collected through the scale of epistemological beliefs, the scale of metacognitive perceptions about the nature of science, and the personal information form. The scale of epistemological beliefs was developed by Schommer and adapted to Turkish by Deryakulu and Büyüköztürk. The scale of metacognitive perceptions about the nature of science was developed by Peters and adapted to Turkish by the author. The correlations between the participants' epistemological beliefs and metacognitive perceptions about the nature of science and the variables of grade level and gender were analyzed using the Mann-Whitney U test, Kruskal-Wallis H test, and multiple regression analysis. The findings of the study showed participants to have positive epistemological beliefs and metacognitive perceptions about the nature of science. The participants' epistemological beliefs and metacognitive perceptions about the nature of science were also found to not be significantly affected by the variables of grade or gender. In addition, epistemological beliefs were found to be a significant predictor of metacognitive perceptions about the nature of science.
Effect of Cognitive-Behavioral-Theory-Based Skill Training on Academic Procrastination Behaviors of University Students
Author: Toker, Betül
Date: 2015-10-00
Type: Journal Articles
Subjects: Cognitive Restructuring,Behavior Modification,Pretests Posttests,Experimental Groups,Control Groups,Depression (Psychology),Measures (Individuals),Anxiety,Likert Scales,Statistical Analysis,Qualitative Research,Student Behavior,College Students,Study Skills,Time Management,Teaching Methods,Psychoeducational Methods,Outcomes of Education,Coping,Foreign Countries,Quasiexperimental Design

This study examined the effectiveness of a cognitive-behavioral theory (CBT) psycho-educational group program on the academic procrastination behaviors of university students and the persistence of any training effect. This was a quasi-experimental research based on an experimental and control group pretest, posttest, and followup test model. Twenty-six students participated in the research, with 13 each in the experimental and control groups. The Academic Procrastination Scale (APS), Melbourne Decision-Making Questionnaire I-II, Rosenbaum's Learned Resourcefulness Scale, State-Trait Anxiety Inventory, and Beck Depression Inventory were administered for the synchronization of the two groups in the selection process. The APS was used to collect quantitative data from the participants. In the analysis of the quantitative data, analysis of covariance and t-test were used for statistical analyses. The qualitative data were collected via a general evaluation form of group processes, and thematic analysis was applied to the collected data. It was observed that CBT-based skill training decreased university students' academic procrastination behaviors and had a long-term effect on the students.
Reflection for Learning, Learning for Reflection: Developing Indigenous Competencies in Higher Education
Author: Bennett, Dawn
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reflection,Indigenous Populations,Service Learning,Art Activities,Student Projects,College Students,Preservice Teachers,Journalism Education,Art Education,Critical Thinking,Self Management,Professional Identity,Personal Narratives,Student Attitudes,Expectation,Student Experience,Learning,Urban Areas,Rural Areas,Learner Engagement,College Faculty,Community

Reflection is an essential part of students' critically reflective development within experiential-learning contexts; it is arguably even more important when working cross-culturally. This paper reports from a national, arts-based service-learning project in which students in creative arts, media and journalism, and preservice teachers worked with Aboriginal people in urban and rural areas of Australia. The paper uses Ryan and Ryan's (2010) &quot;4Rs model of reflective thinking&quot; for reflective learning and assessment in higher education to ascertain the effectiveness of the project work toward engendering a reflective mindset. The paper discusses how students learned to engage in critical self-monitoring as they attended to their learning experiences, and it describes how they &quot;wrote&quot; their experiences and shaped their professional identities as they developed and refined the philosophy that related to their developing careers. Examples taken from the narratives of students, community partners and academic team members illustrate the principal finding, which is that through a process of guided reflection, students learned to reflect in three stages: a preliminary drawing out of existing attitudes and expectations; a midway focus on learning from and relating to past experiences; and a final focus on reciprocal learning, change and future practice. The three stages were apparent regardless of program duration. Thus, program phase rather than academic year level emerged as the most important consideration when designing the supports that promote and scaffold reflection.
Primary School Teachers' Views on Intergenerational Learning
Author: Polat, Soner
Date: 2015-10-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Phenomenology,Qualitative Research,Semi Structured Interviews,Generational Differences,Intergenerational Programs,Definitions,Learning Strategies,Learning Experience,Teacher Collaboration,Affective Behavior,Learning Readiness,Foreign Countries

The purpose of this study is to determine the views of primary school teachers on intergenerational learning (IGL). The study group consists of eight primary schools in the central district of Düzce during the 2013-2014 academic year and 13 teachers who teach in these schools. Participants were selected among teachers working in Düzce's city center by using the criterion sampling method, one of the purposive sampling methods. Phenomenological design, a qualitative research design, was used in the study. The data was collected by the researcher through semi-structured interview questions that were developed through pre-interviews conducted with the teachers alongside research into the literature. According to the research findings, IGL is not a conscious, effective, or consistent situation among teachers from different generations. Members of younger and older generations were determined to not be eager enough to learn from each other in order to improve themselves. Inquiry-based learning and observational learning were more preferred as intergenerational learning methods among teachers from different generations. While the younger generations of teachers assist the older ones more with technological issues; the older generations of teachers convey their experiences in classroom management to the younger ones. The most important obstacle preventing intergenerational learning between teachers from different generations is lack of communication.