ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of the Sense-Based Science Education Program on Scientific Process Skills of Children Aged 60-66 Months
Author: Tekerci, Hacer
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Education,Infants,Science Process Skills,Pretests Posttests,Control Groups,Qualitative Research,Nursery Schools,Preschool Education,Private Schools,Experimental Groups,Comparative Analysis,Foreign Countries,Statistical Analysis,Observation,Interviews

Purpose: This study aimed to examine the effects of the Sense-Based Science Education Program on 60-66 months old children's scientific process skills. Research Methods: In this study, which carries experimental attribute features, the pre-test/final-test/observing-test control grouped experimental pattern, and qualitative research were used. Forty children who are 60-66 months old that attended independent preschool and nursery school classes in 2013-2014 education year took part in this study. Data in the study was collected with Personal Information Forms and Scientific Process Skills Evaluation Scale for 48-66 Months Old Children (SPSES). Findings: The findings obtained from the research show that the SPSES final-test score averages of the experimental and control groups have a significant level of difference (p&lt;0.05) favoring the experimental group. When the experimental group's SPSES pre-test/final-test score averages were compared, a significant level of difference (p&lt;0.05) favoring the final-test was seen. When the control group's SPSES pre-test/final-test scores were compared, again a significant level of difference (p&lt;0.05) was found. Also, when the experimental and control groups' SPSES final-test score averages were compared, a significant difference (p&lt;0.05) favoring the experimental group was determined. Though no significant difference was found when the experimental group's observation test and final-test score averages were compared, when the observation test and pre-test score averages were compared a highly significant level (p&lt;0.05) was found. Implications for Research and Practice: When the research results were evaluated, it was concluded that the Sense-Based Science Education Program has a positive effect on children's scientific process skills. Future studies could examine children's scientific process skills in multifaceted and diverse disciplines.
Comparison of Critical Listening Proficiency of Teacher Candidates in Terms of Several Variables
Author: Kazu, Hilal
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Listening Skills,Preservice Teachers,Teacher Education,Foreign Countries,Undergraduate Study,Measures (Individuals),Models,Undergraduate Students,Rating Scales,Statistical Analysis

Purpose: The research has been designed to determine the level of critical listening proficiency of the teacher candidates. It aims at finding answers to the following questions: (1) What is the level of critical listening proficiency of teacher candidates? (2) Do the teacher candidates' levels of critical listening proficiency indicate a significant difference in terms of gender, department, or university exam score variables? Research Methods: In this research, the relational screening model, one of the general screening models, has been utilised. Through this model, the pre-service teachers' levels of critical listening proficiency are determined, and these levels are described separately in terms of several variables (such as gender, department, university entrance exam score type). An easily accessible sampling model has been used in sample selection. The sample of the study consists of 672 teacher candidates studying as senior students in their own. The research data were obtained by using the Critical Listening Proficiency Scale, prepared by the researchers. Findings: The findings indicated that the teacher candidates generally have a high level of critical listening proficiency. The teacher candidates in the departments of Turkish and Arts Teaching demonstrated much higher levels of critical listening proficiency in terms of 'attention-preparation' proficiency than the others. Furthermore, the teacher candidates with the verbal score type displayed higher levels of critical listening proficiency. Implications for Research and Practice: In the light of the results of this paper, the following recommendations can be given; the students studying in the departments focusing on mathematical skills should include more studies designed to improve critical listening proficiency in their undergraduate education. In pre-service trainings, many strategies and techniques should be included to improve the teacher candidates' proficiency for &quot;Attention-Preparation&quot; in critical listening. Considering the year the pre-service teachers are studying in, their critical listening abilities can be determined and the contributions of undergraduate education in this respect can be studied.
Improving the Pedagogical Content Knowledge (PCK) among Cycle 3 In-Service Chemistry Teachers Attending the Training Program at the Faculty of Education, Lebanese University
Author: Ayoubi, Zalpha
Date: 2017-00-00
Type: Journal Articles
Subjects: Chemistry,Pedagogical Content Knowledge,Teacher Attitudes,Science Instruction,Constructivism (Learning),Foreign Countries,Faculty Development,Schools of Education,Teaching Methods,Learning Processes,Attitude Change,Science and Society,Active Learning,Preservice Teachers,Scientific Literacy,Questionnaires,Scores,Statistical Analysis,Science Teachers,Qualitative Research,Observation

The purpose of this study was to explore to what extent the in-service chemistry teachers improved their PCK after attending the training program at the Faculty of Education. The research questions were: (1) How do in-service teachers' personal perceptions about the teaching/learning process change after attending the training course at the Faculty of Education?; (2) How do in-service chemistry teachers' beliefs about the nature of science and scientific literacy change after attending the training course at the Faculty of Education?; and (3) Do in-service chemistry teachers make use of the newly acquired skills and knowledge about teaching at the end of the training program? Results indicated that teachers' beliefs about teaching and learning have changed away from the behaviorist towards more constructivist beliefs. Their conception of the nature of science has slightly inclined toward more &quot;science as a way of knowing&quot; and the &quot;interaction of science with technology and society.&quot; Finally, their teaching practices have developed toward more use of more active teaching strategies. Finally recommendations were made to enhance the development and improvement of PCK for both pre-service and in-service teachers.
An Assessment of Nutritional Patterns in Early Childhood Centres in Zimbabwe: A Quest for Dietary Quality
Author: Runyowa, Julius
Date: 2014-00-00
Type: Journal Articles
Subjects: Nutrition,Early Childhood Education,Academic Achievement,Infants,School Districts,Case Studies,Eating Habits,Hygiene,Health Promotion,Food,Food Standards,Sanitation,Preschool Children,College Faculty,Interviews,Teacher Attitudes,Water,Educational Facilities,Qualitative Research,Observation,Foreign Countries

The study explored the experiences of ECD centres in Masvingo district in terms of the quality of meals with regards to diversity and size of portions and WASH provisions. One school was purposively sampled. The research adopted a qualitative paradigm and used one ECD centre in Masvingo district as a case study. Data were gathered through observations, interviews and document analysis. There is a growing realisation globally that pre-schooling is critical to the future educational achievements of children. Abundant evidence is available that the first five years of life to a child are crucial to a good start in life. Even though pre-school education has been a feature of Zimbabwe's education system, the concept of Early Childhood Development Centres (ECD) which cater for the 0-5 year olds is relatively new. From a nutritional perspective, the feeding patterns of infants and toddlers are an avenue worth unlocking. The study explored the extent to which ECD centres adhere to meal diversity, size of portions and frequency, hygiene practices and the regulatory framework governing the provision of correct quantities and quality of food for preschool children. Major research findings were that ECD centres provided meals which had nutrient inadequacy, all ECD centres did not meet expected nutritional and health standards and they all faced challenges in providing balanced meals. The research recommends the mounting of massive awareness drives for the programme as well as the investment of critical resources in the programme for the benefit of society today and tomorrow.
Cross-Group Equivalence of Interest and Motivation Items in PISA 2012 Turkey Sample
Author: Ardic, Elif Ozlem
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Student Interests,Student Motivation,Factor Analysis,Gender Differences,Test Bias,Item Response Theory,Student Surveys,Institutional Characteristics,Geographic Regions,Statistical Analysis

Purpose: The aim of this study was to examine measurement invariance of the interest and motivation related items contained in the PISA 2012 student survey with regard to gender school type and statistical regions and to identify the items that show differential item functioning (DIF) across groups. Research Methods: Multiple-group confirmatory factor analysis was conducted to examine measurement invariance. When the invariance with regard to gender was being investigated, potential item biases were examined, as the criteria used in the model fit evaluation were not met. Mantel-Haenszel, poly-SIBTEST, and item response theory likelihood ratio (IRT-LR) techniques were employed to identify which items displayed DIF. Findings: Results of the invariance test conducted based on the school type and statistical regions demonstrated that the models satisfied all invariance conditions. Failure to achieve measurement invariance according to gender indicates that at least one of the items in the scale displayed DIF. When the results of DIF according to gender were examined, MH identified DIF in six items at A level, poly-SIBTEST identified DIF in one item at A level, two items at B level, and three items at C level, IRT-LR identified DIF in two items at C level. Implications for Research and Practice: Further studies could determine which techniques would be more suitable for which situations by conducting simulation studies along with real data, and explore the possible reasons why the items display DIF.
Five-Factor Personality Traits as Predictor of Career Maturity
Author: Atli, Abdullah
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Personality Traits,Measures (Individuals),Neurosis,Extraversion Introversion,Vocational Maturity,Personality Measures,Interpersonal Competence,Career Exploration,Anxiety,Statistical Analysis,Career Choice,Foreign Countries,Correlation,Multiple Regression Analysis

Purpose: This study aims to determine the predictive strength of personality traits based on the five-factor theory on the level of career maturity Research Methods: The sample of the study included a total of 429 high school students, 248 females (57.8%) and 181 males (42.2%). The study utilized the &quot;Career Maturity Scale&quot; to determine the students' career maturity levels. To measure the personality traits of the students, the &quot;Five-Factor Personality Traits Test&quot; was used. Findings: Results showed that the personality trait variables included in the model altogether significantly predicted career maturity (R = 0.35, R[superscript 2] = 0.12, p&lt;0.05). It has been observed that, in the model, independent variables explained 12% of the variance in career maturity. When the contribution of each independent variable to the model was analysed, the highest contribution came from neuroticism (ß = - 0.158), followed by extraversion (ß = 0.148), openness (ß = 0.109), agreeableness (ß = 0.090), and conscientiousness (ß = 0.083). Implications for Research and Practice: Findings of the study demonstrated that high school students should be encouraged to interact with people around them and access sources of information easily. Furthermore, their social skills should be enhanced to increase their career maturity levels. The ways to access resources to learn about various occupations, such as the Internet, magazines, and books, should be planned and presented for students, especially those with introverted and anxious personality traits.
The Effect of Coordinated Teaching Method Practices on Some Motor Skills of 6-Year-Old Children
Author: Altinkok, Mustafa
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Psychomotor Skills,Elementary School Students,Primary Education,Grade 1,Pretests Posttests,Experimental Groups,Control Groups,Statistical Significance,Statistical Analysis

Purpose: This study was designed to examine the effects of Coordinated Teaching Method activities applied for 10 weeks on 6-year-old children, and to examine the effects of these activities on the development of some motor skills in children. Research Methods: The &quot;Experimental Research Model with Pre-test and Post-test Control Group&quot; was used in the study. To examine the effects of the Coordinated Teaching Method activities on the development of some motor skills in children, the agility, quickness, throwing a tennis ball, controlling the ball with feet, throwing a ball to a ring, and turning coordination motor performance tests were used. Findings According to the statistical results, no significant differences were identified between the pre-test values of the experimental group and the control group, and between the averages of the pre-test and post-test values of the control group. Although a significant difference was found between the pre-test and post-test values in favor of the post-tests in the experimental group, significant differences were found at various levels between the post-test values of the experimental and control groups in favor of the experimental group. Implications for Research and Practice: It has been shown that planned and long-term coordinated teaching activities can make children more active, develop the motor skills of 6- year-old children, and bring them up to an upper level education in terms of psychomotor development levels, and the efficiency of the intragroup and intergroup social relations will be developed at an optimum level.
Relationship between Communication Competence and Conflict Management Styles of School Principals
Author: Uzun, Tevfik
Date: 2017-00-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,Instructional Leadership,Conflict Resolution,Teacher Attitudes,Communication Skills,Administrator Surveys,Administrator Attitudes,Organizational Communication,Educational Environment,Empathy,Elementary School Teachers,Foreign Countries,Regression (Statistics),Factor Analysis

Purpose: Determining the relationship between communication competence and conflict management styles of school principals, according to teacher perceptions, is important for school principals to effectively manage and foster a positive school environment. Conflicts are inevitable in all types of schools. Managing conflicts and maintaining collaborations between partners are among the numerous responsibilities of school principals. This study may provide some practical evidence for school administrators and principals to manage and solve conflicts. Research Methods: Relational survey models were used in the study. &quot;The Communication Competence Scale&quot; and &quot;the Organizational Conflict Scale&quot; were applied to attain data on 245 teachers working in primary schools. Findings: A meaningful relationship between communication competence of school principals and their conflict management styles was determined. It showed that the communication competence of school principals predicted their conflict management styles, according to teacher perceptions. Implications for Research and Practice: The findings reveal that teachers think that principals use avoiding and obliging styles at a medium level. When these styles are used to manage conflicts, the same problems may repeat in time. In this sense, school principals need to keep in mind that a current problem may be a source/potential of future problems. Therefore, it is suggested that school principals use avoiding and obliging styles less often.
Arming the Academy: How Carry-on-Campus Impact Incidence of Reported Sexual Assault Crimes
Author: Biastro, Leslie A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Incidence,Campuses,Disclosure,Trend Analysis,Rape,Weapons,Laws,Crime,School Safety,School Security,State Legislation,Prevention,Statistical Analysis,College Students

Discussions have recently intensified regarding how to curtail the disturbingly high amount of sexual assaults that occur each year on U.S. College and university campuses. One suggestion to assist in the reduction of these crimes would be to allow students to carry concealed weapons as a means of self-protection. Considering the current culture of the gun control debate, and the emotionally charged implications of such potential legislation, it is prudent to analyze existing data that could shed light on whether or not this would be a viable solution. Using &quot;The Campus Safety and Security Data&quot; managed by the federal government, this study investigated trends in reported sexual assault crimes in three states where laws have changed regarding concealed carry on college and university campuses. This general linear model analysis revealed that the frequency of reported sexual assaults consistently increased from pre- to post legislation that permitted concealed weapons on college campuses. While the current investigation looks at the data trends from only three states with available data, the findings indicate that the change in the laws have failed to have a positive impact in reducing the number of reported sexual assault crimes.
Perceptions of Gifted and Non-Gifted Students Related to Their Levels of Self-Actualization
Author: Gur Erdogan, Duygu
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Self Actualization,Comparative Analysis,Likert Scales,Knowledge Level,Interpersonal Relationship,Creativity,Critical Thinking,Integrity,Science Teaching Centers,Statistical Analysis

Purpose: Self-actualization is understood as an effort to develop a level to which one aspires. Gifted individuals are expected especially to be more likely to reach this level than normal individuals of the same age. The purpose of this study is to determine the self-actualization perception levels of students at BILSEM, which is within the Ministry of National Education, and those who did not attend BILSEM. Research Methods: This study utilizes quantitative research methods in which descriptive methods were used to determine and compare self-actualization perceptions of gifted and non-gifted students. Its sample was chosen by purposeful sampling and was composed of 253 students in total, 115 of which attended BILSEM and 138 of which did not attend BILSEM. In the scope of this study, the &quot;Self-Actualization Scale&quot; developed by Battal and San (2010), was used. Findings: As a result of the study, the perception levels of the gifted students are higher than non-gifted students in terms of self-actualization, social relations, creativity, critical thinking, and emotional integrity. In addition, it was also observed that the students who attended pre-school have higher perceived levels of self-actualization. Implications for Research and Practice: According to the results, without overlooking the equality of opportunities in education, works that will increase the self-actualization perceptions of students who cannot go to BILSEM should be included by means of education programs and concealed curricula. Future studies could investigate why perceived levels of self-actualization of gifted students were higher than those of non-gifted students.
Academe's Unspoken Ethical Dilemma: Author Inflation in Higher Education
Author: Von Bergen, C. W.
Date: 2017-06-00
Type: Journal Articles
Subjects: Ethics,Tenure,Faculty Promotion,Salaries,Faculty Publishing,Periodicals,Grants,Research Reports,Faculty Workload,Teaching Load,College Faculty,Authors,Validity,Accreditation (Institutions),Writing for Publication

Tenure, promotion, significant salary increases, let alone stature and recognition in one's field, are often dependent on the quantity and quality of research articles faculty members produce. In addition, research grants, text and professional publications may be dependent upon intellectual contributions and often equated with research published in professional journals. These pressures, along with accreditation requirements, often force faculty members to place greater emphasis on research rather than teaching or service responsibilities. Administrators sometimes also coerce senior faculty members to &quot;help out&quot; junior faculty members achieve tenure by including them in their research endeavors. In response to such pressures more and more research articles have an increasing number of authors on the publication byline. This poses ethical concerns regarding author validity and legitimate individual contribution to research that helps to advance the profession.