ethanporcaro/eric-fulltext-meta huggingface dataset:
Curriculum Design Orientations Preference Scale of Teachers: Validity and Reliability Study
Author: Bas, Gokhan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Design,Orientation,Preferences,Attitude Measures,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Test Construction,Factor Analysis,Factor Structure,Content Validity,Test Validity,Test Reliability,Student Centered Curriculum,Problem Based Learning,Structural Equation Models

The purpose of this study was to develop a valid and reliable scale for preferences of teachers in regard of their curriculum design orientations. Because there was no scale development study similar to this one in Turkey, it was considered as an urgent need to develop such a scale in the study. The sample of the research consisted of 300 elementary and high school teachers, working in Nigde province and its districts, selected according to cluster sampling method. In light of the scales obtained from the related literature and other information, a pool consisting of 35 items were formed by the researcher. Then, the first form of the scale was presented into the views of a group of field experts for content validity. In order to test the validity of the scale, the exploratory and confirmatory factor analyses were carried out in the research. A result of the exploratory factor analysis, the scale consisted of three factors: (i) subject-centred curriculum design orientation, (ii) student-centred learnercentred) curriculum design orientation, and (iii) problem-centred curriculum design orientation with 30 items. KMO value of the scale was found as 0.93 and Bartlett's test of sphericity was found as 3051.295/df = 435 in the study. Besides, the factor loadings of the scale were found to be ranged from 0.81 to 0.45 and item-total correlation values were found between 0.71 and 0.49. Cronbach's Alpha reliability coefficient value was found as 0.94 and Spearman-Brown split-half correlation value was found as 0.91. It was seen that reliability coefficient values of the factors of in the scale ranged between 0.89 and 0.87 in the research. Also, it was understood that there were positive correlations amongst the factors of the scale. The confirmatory factor analysis was applied on the three-factor structure obtained from the scale's exploratory factor analysis on a group of 320 teachers, similar to the sample group of the study. As a result of the confirmatory factor analysis, it was understood that the obtained values [X2/df = 604.02/402; GFI = 0.83; AGFI = 0.80; RMSEA = 0.05; CFI = 0.90; NFI = 0.77; NNFI = 0.89; RMR = 0.077; SRMR = 0.056], confirmed the three-factor structure of the scale. Thus, according to the results obtained in the research, it could be said that the scale developed in this study is a valid and reliable scale to be used both by elementary and high school teachers.
Determining the Performances of Pre-Service Primary School Teachers in Problem Posing Situations
Author: Kilic, Cigdem
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Interviews,Content Analysis,Problem Solving,Elementary School Teachers,Mathematics Education

This study examined the problem posing strategies of pre-service primary school teachers in different problem posing situations (PPSs) and analysed the issues they encounter while posing problems. A problem posing task consisting of six PPSs (two free, two structured, and two semi-structured situations) was delivered to 40 participants. Participants were allowed 30 minutes to complete this task. Of the 40 pre-service primary school teachers that participated in the study, 10 were selected for interview. Interviews took 25-30 minutes and were video-taped and transcribed. The data obtained from the study were then analysed using content analysis. The presented results showed that pre-service primary school teachers used different strategies in free, semistructured, and structured PPSs and encounter a range of issues when tackling them.
Challenges Faced by Project Competition Participants and Recommended Solutions
Author: Demirel, Turgay
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Competition,Faculty Advisers,Secondary School Teachers,College School Cooperation,Financial Support,Student Interests,Active Learning,Student Projects,Mixed Methods Research,Measures (Individuals),Secondary School Students,Student Attitudes,Access to Information,Web Sites,Censorship,Questionnaires,Semi Structured Interviews

The numbers of project competitions and interest in this kind of competition have been steadily increasing in Turkey. Accordingly, it is important to determine what challenges teachers and students may face while preparing themselves for project competitions, so that recommendations may be made to overcome these challenges. This study investigated challenges faced by secondary school students and their project advisors. The teachers' own solutions for the difficulties that were encountered are presented at the end. Both quantitative and qualitative research approaches were used in the data collection and analysis processes. One hundred twenty-one teachers participated in this study. The identified challenges include the students' lack of requisite information and skills, insufficient financial and technical support, the students' lack of interest, and problems with cooperation from universities. The recommended solutions include improving financial and technical support, revising education programs to be more project-based, and strengthening cooperation with universities.
The Relationship between Paternalistic Leadership and Bullying Behaviours towards Classroom Teachers
Author: Cerit, Yusuf
Date: 2013-00-00
Type: Journal Articles
Subjects: Bullying,Elementary School Teachers,Foreign Countries,Questionnaires,Correlation,Leadership Styles,Teacher Administrator Relationship,Work Environment,Social Isolation,Attitudes,Ethnicity,Predictor Variables,Criticism,Factor Analysis,Regression (Statistics)

The purpose of the present study was to explore the relationship between bullying behaviours towards classroom teachers and paternalistic leadership. The sample of this study included 283 classroom teachers from 20 elementary schools in the Bolu province. The data in this study were collected using Negative Acts Questionnaire and Paternalistic Leadership scale. Mean, correlation, and stepwise regression test were used in data analysis. The results of Pearson correlation analyses indicated that paternalistic leadership significantly negative correlated with work-related criticism, social isolation, non-work-related criticism, attacks on attitudes and ethnicity, whereas there was no significant correlation between paternalistic leadership and task pressures. The regression analyses revealed that paternalistic leadership was significantly predictors of work-related criticism, social isolation, non-work-related criticism, attacks on attitudes and ethnicity.
Investigating Pre-Service Teachers' Beliefs about Classroom Discipline
Author: Polat, Soner
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Classroom Environment,Discipline,Discipline Policy,Classroom Techniques,Gender Differences,Foreign Countries,Models,Multivariate Analysis,Preferences

The purpose of this descriptive study was to investigate pre-service teachers' beliefs about classroom discipline in terms of different variables. The sample of the study was 731 2nd, 3rd, and 4th year pre-service teachers from seven different programs at Kocaeli University Faculty of Education in the 2010-2011 academic year. The participants were administered the Beliefs about Discipline Inventory which yields three separate discipline model scores: relationship-listening, confronting-contracting, and rules and consequences. Scores were compared based on gender, program, years in the program and having taken Classroom Management and Student Teaching courses. The findings showed that the most preferred discipline model was the confronting-contracting with moderate levels of teacher control and the least preferred discipline model was the rules and consequences with high levels of teacher control. Pre-service teachers who completed the Student Teaching course had significantly higher scores on the rules and consequences model compared to their counterparts. Similarly, males received significantly higher rules and consequences scores compared to females. In terms of different programs, participants from the early childhood education program received significantly higher scores on the least authoritarian model of relationship-listening compared to the pre-service teachers in the other programs.
Relation between Direct Observation of Relaxation and Self-Reported Mindfulness and Relaxation States
Author: Hites, Lacey S.
Date: 2013-00-00
Type: Reports - Research
Subjects: Correlation,Observation,Metacognition,Relaxation Training,Measures (Individuals),Scores,Behavior Patterns,Interrater Reliability,Construct Validity,Psychology,Undergraduate Students

Forty-four individuals, 18-47 (MN 21.8, SD 5.63) years of age, took part in a study examining the magnitude and direction of the relationship between self-report and direct observation measures of relaxation and mindfulness. The Behavioral Relaxation Scale (BRS), a valid direct observation measure of relaxation, was used to assess relaxed behavior snd served as the criterion variable. Two self-report measures, the Relaxation Inventory (RI) and the Smith Relaxation State Inventory-Revised (SRSI-R), a measure assessing 15 relaxation-States (R-States) including the R-State Aware, a proxy for mindfulness. Participants were assessed on two occasions, one week apart. Self-report measures were administered in random order immediately after direct observation of relaxed behavior. Correlation analysis was conducted to examine the relationships between measures. Interobserver agreement of relaxed behavior was obtained on 41% of the observations. Data from Time 1 and 2 were combined and a mean score was derived and used in the analysis of relationships. There was no significant relation between the R-State Aware and BRS (r = 0.10, p = 0.25). No further analysis of relations between self-report measures was possible due lack to failure to replicate the construct validity of the RI. Results indicate the R-State Aware is not a proxy measure of mindfulness as suggested by Smith (2005). Further research examining the relation between relaxation training and mindfulness is needed.
Communication and Social Presence: The Impact on Adult Learners' Emotions in Distance Learning
Author: Angelaki, Christina
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Undergraduate Students,Graduate Students,Teacher Student Relationship,Interpersonal Communication,Computer Mediated Communication,Emotional Response,Negative Attitudes,Gender Differences,College Faculty,Age Differences,Marital Status,Open Universities,Well Being,Educational Technology,Questionnaires,Likert Scales,Employment Level,Social Isolation

The aim of this work is to examine the role of communication and social presence in distance learning environments and their impact on the emotions of adult learners. A study was conducted at the Hellenic Open University (HOU), using a questionnaire that was completed by 94 undergraduate and postgraduate students. More than 94% of the students felt the need to communicate with their instructor and fellow students, but less actually did. More than 50% of the students experienced both positive and negative emotions, while women were more prone to negative feelings. Negative emotions motivated students mainly to contact the tutor, while both negative and positive emotions motivated them to contact their fellow students. After communication, the majority of students felt positive emotions more intensely and negative ones less intensely, due to support and encouragement that they received from their tutor and fellow students. More than 80% of the participants considered social presence as an important element of communication during their course, related to positive emotions. Regardless of the level of the course, age and marital status, quality student-tutor and student-student communication in the Hellenic Open University has an important effect on students' emotional well being.
Behavioral Relaxation Training for Parkinson's Disease Related Dyskinesia and Comorbid Social Anxiety
Author: Lundervold, Duane A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Diseases,Neurological Impairments,Intervention,Outcomes of Treatment,Patients,Relaxation Training,Measures (Individuals),Females,Brain Hemisphere Functions,Stimulation,Comorbidity,Anxiety Disorders,Scores,Behavior Modification,Therapy,Disabilities,Case Studies

Effects of brief Behavioral Relaxation Training (BRT) on anxiety and dyskinesia of a 57-year-old female, with an 11-year history of Parkinson's disease (PD) and 18-months post-deep brain stimulation of the subthalamic nucleus, were evaluated. Multiple process and outcome measures were used including the Clinical Anxiety Scale (CAS), Subjective Unit of Distress (SUD) rating and Abbreviated Treatment Acceptability Rating Profile (AARP). An A-B single-case research design with a six week follow up was used to the evaluate effectiveness of intervention. BRT resulted in systematic increases in relaxed behavior and decreased SUD ratings in vivo and decrements in CAS scores. Results were maintained at follow up. The participant rated BRT as highly acceptable. Use of single-case research design enabled objective evaluation of intervention effects. Due to the heterogeneity of PD patients, single-case experimental designs are especially valuable for evaluation of treatment effectiveness and technique building with this population. Finally, findings suggest that BRT is a valuable adjuvant behavior therapy intervention for patients with anxiety and dyskinesia related to Parkinson's disease. Further research regarding BRT and Parkinson's disease-related disability are indicated.
An Examination of a Gender-Specific and Trauma-Informed Training Curriculum: Implications for Providers
Author: Crable, April R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Gender Differences,Trauma,Residential Care,Child Abuse,Sexual Abuse,Females,Scores,Control Groups,Mental Health,Health Needs,Curriculum,Staff Development,Surveys,Participant Satisfaction,Counselor Training

Residential group care facilities are experiencing an increase in the number of adolescent females in these facilities who have high rates of childhood sexual abuse. The mental health needs of this population are often unrecognized and not treated, which often results in re-victimization. Residential care agencies are actively seeking competent direct care staff  members to work with females who have been sexually traumatized. However, gender-specific and trauma-informed training curricula for direct care staff members have lacked clarity and effective implementation. The purpose of this study was to evaluate a gender-specific and trauma-informed training curriculum for residential staff. It was hypothesized that  participant knowledge score would be different after the training curricula in the treatment group; the pre knowledge score in the control group would remain the same after the treatment group; mean post knowledge would be different between the treatment group and control group; that there would be a significant difference of the post Survey of Knowledge scores between the treatment and control group; and that participant satisfaction score would be different after the training curricula in the treatment group. The participant scores showed some improvement prior to the training curriculum and there was a significant difference between the pre and post knowledge scores for the control group. While results showed that there was no significant difference between the scores of knowledge and retention between the treatment and control group, implications for counselors and recommendations for future studies were provided.
Social Anxiety Disorder and Social Skills: A Critical Review of the Literature
Author: Angelico, Antonio Paulo
Date: 2013-00-00
Type: Journal Articles
Subjects: Anxiety Disorders,Interpersonal Competence,Intervention,Criticism,Generalization,Task Analysis,Correlation,Therapy,Physiology,Counseling Techniques,Literature Reviews

The objective of this article is to present a critical analysis of the research outlines used in empirical studies published between the years 2000 and March of 2007 about social anxiety disorder and its associations with social skills. Seventeen papers were identified and grouped into two classes for analysis, namely: Characterization of Social Skills Repertoire (N = 10) and Therapeutical Modalities--Application and Comparison of Clinical Intervention (N = 7). The critical analysis of the research outlines pointed to the necessity of new studies with clinical and non-clinical samples, with random allocation of individuals, with the proposition of contextualized interaction tasks, in order to support the generalization as to the association of the social skills and social anxiety disorder, and to demonstrate the functionality and process by which anxiety interferes with social performance.
Effects of Loneliness on Human Development
Author: Blossom, Paige
Date: 2013-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Aggression,Behavior Disorders,Adolescents,Psychotherapy,Antisocial Behavior,Adolescent Development

The issue of loneliness in adolescents with conduct disorder falls into the category of internalizing behaviors or disorders. These disorders frequently manifest themselves as externalizing disorders that are often diagnosed or categorized as conduct disorder. This paper examines the relationship of loneliness as it relates to reactive and proactive conduct disorder and how these conditions are manifested as internalizing and externalizing disorders. Also, mentioned is how there is an evidenced based methodology mode deactivation therapy (MDT) that delineates the function of all of these variables and addresses them in treatment.
Learning Object Repositories in e-Learning: Challenges for Learners in Saudi Arabia
Author: AlMegren, Abdullah
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Open Education,Distance Education,Technology Uses in Education,Higher Education,Internet,Educational Resources,Educational Policy,Technology Integration,Language Usage,Interpersonal Communication,Arabs,English (Second Language),Religion,Religious Factors,Cultural Influences,Interaction,International Cooperation,Computer Attitudes,Social Attitudes,Qualitative Research

The advent of the millennium has seen the introduction of a new paradigm for ICT-enhanced education. Advances in ICT have led to the emergence of learning networks comprising people who want to discover and share various innovative technologies on a global scale. Over the past decade, there has been tremendous worldwide interest in the concept of reusable digital learning resources, usually referred to as &quot;learning objects&quot; (LOs), and the organised content delivery mechanism for pieces of educational content, described as &quot;learning object repositories&quot; (LORs). These elements of e-learning are said to offer many benefits to learners. LOR platforms are rich in digital content resources, and are reusable, accessible and adaptable at any time. Although the use of LORs in e-learning can have a positive effect on learners on a universal scale, issues have emerged at the more microscopic level. This study investigates the specific challenges of LOR use faced by learners in Saudi Arabia. It is hoped that the detailed expository discussion herein will help to eradicate or at least minimise LOR obstacles and eventually support the development of advanced e-learning practices amongst learners in Saudi Arabia.
High School Open On-Line Courses (HOOC): A Case Study from Italy
Author: Canessa, Enrique
Date: 2013-00-00
Type: Journal Articles
Subjects: High School Students,Online Courses,Open Education,Foreign Countries,Physics,Mathematics Instruction,Feedback (Response),Student Attitudes,Parent Attitudes,Case Studies,Video Technology,Science Instruction,Questionnaires

The first implementation of complete high school, open on-line courses (HOOC) aiming to support the training and basic scientific knowledge of young students from the Liceo Ginnasio Dante Alighieri in Gorizia, Italy, is discussed. Using the open source and automated recording system openEyA, HOOC give a student the opportunity to watch on-line, at their own place and own pace, the same lessons of physics and mathematics held in the classroom. It is found that high school students' have changed the traditional modality of study and their scores have systematically improved since the implementation of this project. In only few months the use by students of the www.OpenDante.it video archive for HOOC has growth from 30% to 97%. Feedback from students and Parents on the use and impact of making HOOC available on the web are encouraging.
Rich Media e-Compendiums: A New Tool for Enhanced Learning in Higher Education
Author: Foss, Brynjar
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Nursing Students,Multimedia Instruction,Student Attitudes,Questionnaires,Intermode Differences,Electronic Learning,Online Surveys,Teaching Methods,Instructional Effectiveness,Material Development,Instructional Materials,User Satisfaction (Information),Blended Learning,Distance Education

Electronically supported learning has increasingly been introduced and accepted into the academic community over recent decades, and a variety of new digital learning tools have been developed to serve students both for distance education and on-campus blended learning. To serve our distance education nursing students, we recently developed unique rich media e-compendiums, based on a combination of PDF and Flash technologies, as a substitute for on-campus lectures. Our e-compendiums are also available for our on-campus students as a supplement to their other learning tools (e.g., lectures, textbooks and podcasts). The aim of this study was to explore students' perceptions of the e-compendiums as a learning tool compared with the other e-learning tools and more traditional tools used in a first-semester course. The study had a descriptive quantitative design and the data were collected by means of a questionnaire developed for this study. We found that a clear majority of the students scored the e-compendiums as a better learning tool than lectures, multiple-choice questions, podcasts and textbooks. Our results indicate that rich media e-compendiums were perceived as better learning tools than both traditional learning tools and other electronically supported learning tools.
Enriching Learning for First Year Chemistry Students: Introduction of Adobe Connect
Author: Smith, Erica
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Chemistry,College Science,Computer Software,Computer Uses in Education,Educational Technology,Technology Integration,Student Attitudes,Teaching Methods,Grades (Scholastic)

The study of chemistry is central within science and other associated degrees. At the University of New England in Armidale academics need to provide chemistry teaching in both a distance and the traditional on-campus mode within science and other degrees. This study explores the contribution that the adoption of Adobe Connect technology can make to support of students and enhancement of their learning. The preliminary response from students has been unequivocally positive with an increased confidence around unit materials gauged by improved student learning outcomes and unsolicited positive comments.