ethanporcaro/eric-fulltext-meta huggingface dataset:
The Middle School Students&apos; Attitudes towards Turkish Course and Perceptions for Turkish Teachers
Author: Turkyilmaz, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,Foreign Countries,Measures (Individuals),Figurative Language,Secondary School Students,Secondary School Teachers,Grade 5,Grade 6,Grade 7,Grade 8,Comparative Analysis,Social Media

The purpose of this study is to determine the attitude towards Turkish Course and reveal the perception of students towards Turkish Course and teacher. In this context, a personal information form and Attitude Towards Turkish Course (ATTC) Scale were applied to 419 students who receive education in the center of Kirsehir province, in Turkey. In addition to that, the metaphors of students towards Turkish teacher and course were compiled by means of semi-structured interview form. The students were also required to draw pictures that express their feelings towards Turkish Course. The results can be summarized as follows: it was seen that Turkish teachers were likened to an &quot;angel,&quot; &quot;cotton&quot; and &quot;panda,&quot; and happy emojis and heart figures were drawn towards Turkish Course. It was understood that the attitudes of- female students in comparison to male students, the ones who possess a phone to the ones who do not, the ones who have a higher literacy level to the ones with lower literacy level, the ones with more social media followers to the ones with less followers and the ones who spend more extracurricular time with to the ones who do not- have been developed more positively.
The Perceptions of Students about the Role of School Counselors on Career Selection
Author: Hanimoglu, Egemen
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Counselor Role,School Counselors,Career Choice,High School Students,Counseling Effectiveness,Counselor Client Relationship,Counseling Services,Career Counseling,Grade 11,Grade 12

Firstly, the researcher provides an insightful introduction into the phenomenon focused on to explicate the learners' views about the role of school counselors in line with career selection. To attain the study objectives, the researcher used a multi-unit case study to investigate the perceptions among high-school students about school counselors' roles and career selection. The investigator used open-ended questionnaires to harness information and then utilized the qualitative descriptive approach to analyze the data. Analysis of the information collected via open-ended questionnaires was done through thematic analysis, which was a subset of the broader qualitative descriptive technique. The findings denoted that high-school learners have varied perceptions with regards to the roles of school counselors and career selection.
Socio-Scientific Issues as a Context for STEM Education: A Case Study Research with Pre-Service Science Teachers
Author: Altan, Esra Bozkurt
Date: 2018-00-00
Type: Journal Articles
Subjects: Science and Society,STEM Education,Case Studies,Preservice Teachers,Science Teachers,Science Instruction,Lesson Plans,Teaching Methods,Problem Based Learning,Preferences

This study was designed as a case study. Participants were 12 senior pre-service science teachers (PSTs), who took theoretical and practical courses about STEM education and socio-scientific issues (SSIs) during their education at a state university. For the study, in the first 4 weeks, theoretical courses on SSIs and STEM education were carried out. Afterwards, PSTs were asked to choose a SSI and configure this issue as a problem statement to perform a STEM activity. Participants were given a total of 3 weeks to determine the issue and prepare the STEM activity, and the researchers of the study gave systematic feedback during this period. Then, starting from the fifth week of the study, groups started to implement their STEM activities in the class, where their peers were assigned as their students. The activity plans they prepare, the field notes taken by the researchers during the implementation of the activities and the semi-structured interviews about the opinions of the PSTs on the use of SSI in STEM education were the data sources of the study. Findings revealed that PSTs found establishing STEM problem situations over SSIs suitable since they provide features such as conformity to real life, having multiple criteria and providing compatibility with other disciplines. Moreover, after their practices, they pointed out that the activities enabled both the teaching of the SSI and the integrated teaching to be carried out. As a conclusion, it is recommended to use socio-scientific problem situations to perform STEM education.
College Students&apos; Perceptions on Effects of Volunteering with Adults with Developmental Disabilities
Author: Kropp, Jerri J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Instructional Effectiveness,Volunteers,Adults,Developmental Disabilities,Student Participation,Service Learning,Field Trips,Age Groups,Intellectual Disability,Undergraduate Students,Measures (Individuals),Attitudes toward Disabilities

The purpose of the current study was to address the research question, &quot;Does direct contact with individuals with developmental disabilities positively alter college student attitudes toward people with developmental disabilities?&quot; Subjects were undergraduate students from various majors who participated in an alternative spring break trip working with adults with disabilities. A mixed-methods study was used. Two instruments were administered before and after the volunteer experience: (a) Demographic and Open-Ended Questionnaire and (b) Multidimensional Attitude Scale Toward Persons With Disabilities (MAS). During the week, research participants kept daily journals where they reflected on their experiences as camp counselors and activity facilitators. Results were consistent with previous research that found significant changes in students' self-perceptions, perception of others, and increased appreciation for social issues (&quot;Mann &amp; DeAngelo,&quot; 2016). Further, results led to the identification of three distinct themes: transformation, enlightenment, and adjourning.
First Encounters, Service Experience, Parting Impressions: Examining the Dynamics of Service-Learning Relationships
Author: Budhai, Stephanie Smith
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,School Community Programs,Program Effectiveness,Cooperation,College Freshmen,Social Problems,Attitudes,Interpersonal Relationship,Community Organizations

Through a collected case study, this research study examines the relationships between college students and community partners in three separate service-learning projects. Although all of the service-learning relationships can be characterized as transactional, the reciprocity within each relationship manifests in different ways based on the presence and complexity of Mills' (2012) &quot;four furies.&quot; Findings from this study can inform and help to redeem university-community partnerships operating under less than ideal conditions (e.g., limited service-learning hours, unorganized service-learning projects). The study suggests that transactional service-learning relationships have merit and can serve as a positive introduction to service-learning for both college students and community partners.
Community-University Partnerships in Practice: Development of Welcoming Learning Environments for New Immigrants
Author: Hur, Jung Won
Date: 2018-00-00
Type: Journal Articles
Subjects: School Community Programs,Partnerships in Education,Shared Resources and Services,Foreign Countries,Immigrants,Elementary School Teachers,Secondary School Teachers,Administrators,Asians,Student Needs,Intercultural Programs,Auto Mechanics,Study Abroad,Universities

This case study examined how community-university partnerships have helped develop welcoming learning environments for new immigrants, particularly the increasing number of South Korean students and families in eastern Alabama. The creation of South Korean-owned automobile manufacturing plants in the southeastern United States has brought numerous South Korean families to this region, which has historically had a very small immigrant population. To help educators in these areas understand the culture of new immigrant students, we developed partnerships with local auto suppliers and have provided educators with an international cultural immersion experience in South Korea for the past 7 years. This study investigated the experience of 38 teachers and school administrators participating in the program 2014-2017. Findings revealed that the program helped participants develop empathy for immigrant students, critically reflect on their pedagogical practice, and find effective ways to support immigrant students.
Improving Parent-Child Relationships through the Use of Video Technology
Author: Davis, Richard F., III.
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Video Technology,At Risk Persons,Rural Areas,Mothers,High School Students,Young Adults,Infants,Toddlers,Early Parenthood,Child Behavior,Behavior Problems,Positive Reinforcement,Children,Caregivers,Measures (Individuals),School Community Relationship,Partnerships in Education,Mental Health,Therapy

Parent-Child Interaction Therapy (PCIT) is an evidence-based treatment for child behavior problems. However, families living in rural areas may have limited access to this treatment. The present study outlines a collaboration between a university-based PCIT research group and community agencies providing services to parents to explore the use of a video to educate parents about labeled praise, a fundamental concept taught in PCIT. We developed a training video, conducted focus groups with young mothers, and evaluated the use of praise before and after viewing the video by a small group of parents seeking treatment at a rural mental health practice. Focus group participants found the video helpful and intended to increase their use of praise, and participants at the mental health practice significantly increased their use of labeled praise after viewing the video. Challenges faced during this collaboration offer lessons for other researchers seeking to build similar partnerships.
Elementary Students&apos; Views on the Gendering of Mathematics
Author: Forgasz, Helen
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,Student Attitudes,Elementary School Mathematics,Mathematics Education,Gender Differences,Grade 4,Grade 6,Foreign Countries,Gender Issues,Gender Bias,Beliefs,Sex Stereotypes

Gender differences in mathematics learning outcomes are still evident in many countries participating in large scale international testing, as well as in national testing in Israel, the context in which the study reported here was conducted. The participants were 281 students from three Israeli elementary schools and were in grades 4 and 6. The students completed a questionnaire with items based on a selection of variables included in explanatory models for gender differences in mathematics. It was found that many students held gendered beliefs related to mathematics learning, particularly when the questions asked related to themselves or to significant others in their lives (parents and teachers); the views of the majority of students were gender neutral. When presented with two photographs--a man, and a woman--and asked who was the one more likely to work with mathematics, it was clear that the students' choices and explanations echoed perceptions of mathematics as a male domain.
Opinions of Social Studies Prospective Teachers on Out-of-School Learning
Author: Goksu, Meral Metin
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Opinions,Social Studies,Experiential Learning,Informal Education,Foreign Countries,Self Efficacy,Educational Environment,Learning Processes

This study aims to analyse opinions of social studies prospective teachers towards out-of-school learning. It was conducted with 12 prospective teachers who were at their final year at Kafkas University Education Faculty, Social Studies Teaching Department. In this qualitative study, phenomenological design was adopted, and the data was collected with semi-structured interview form which was developed by the researcher. To explain qualitative data and to find relationships, explanatory and inferential codes during analysis were adopted. Based on the results obtained from this study, prospective teachers expressed that they had inadequate knowledge about out-of-school learning, and out-of-school learning may present advantageous to learning process such as learning with doing-experiencing, permanence of subjects, and materialisation of information. Additionally, regarding out-of-school learning, prospective teachers expressed that there may be problems with time and incorrect learning practices. Recommendations were presented for these results.
Human Resource Management Practices in Turkish Education System (Denizli Case)
Author: Cobanoglu, Fatma
Date: 2018-00-00
Type: Journal Articles
Subjects: Human Resources,Foreign Countries,Case Studies,Teacher Attitudes,Holistic Approach,Faculty Development,Anxiety,Teacher Selection,Performance Based Assessment,Teacher Salaries,Accountability,Rewards

Human Resource Management (HRM) includes recruitment, training, development, motivation and evaluation of the staff who will achieve the goals of the organization and perform the necessary activities to be successful. The success of the organization depends on the effective use and management of human resources. Considering that The Ministry of Turkish National Education has the most crowded personnel and the potential of leading the future human resources, the HRM strategies of this organization becomes significant. In this study, it is aimed to investigate to the human resources management practices of the Ministry of Turkish National Education from the perspectives of teachers who are also the human resources of the system. In this research, holistic multiple case study design was employed and the open-ended interview form which includes nine questions considering the functions of the HRM was utilized as the data collection tool. Research results showed that teachers know the duties and responsibilities which are declared in their job definition but they do not consider some of the significant professional efficiencies such as planning, assessment and evaluation. Moreover, the ministry does not make long-term plans in order to determine the required human resources, and also the functionality and subjectivity of the system is under discussion in terms of selection and appointment. What's more, the desired aims cannot be reached in terms of professional development. Teachers have the anxiety of performance evaluation based on accountability, and they emphasize fair and subjectivity in terms of payment, rewarding and discipline. [This study was presented as two different oral presentations at 27th International Conference on Educational Sciences in Antalya.]
Mindful Self-Care Scale (MSCS): Adaptation and Validation in a Normative Turkish Sample
Author: Sunbul, Zeynep Aydin
Date: 2018-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Foreign Countries,College Students,Factor Structure,Daily Living Skills,Psychometrics,Test Validity,Metacognition,Attention

The aim of this study was to adapt and validate Mindful Self-Care Scale (MSCS) with a normative Turkish sample. Participants of the study were 330 university students (232 females and 98 males) along with the age mean of 20.22 (SD=1.32). In order to validate the six factor structure of Mindful Self-care Scale, a confirmatory factor analysis was conducted. For providing evidence over convergent validity, Mindful Attention Awareness Scale-Adolescent version (Brown, West, Loverich and Biegel, 2011) was concurrently used. The results of the confirmatory factor analysis displayed satisfactory evidence for the six factor Mindful SelfCare Scale (X[superscript 2]/df = 1.7; GFI = 0.87, CFI = 0.92; TLI = 0.91; RMSEA = 0.05). The scale was also found to be significantly correlated to Mindful Attention Awareness Scale-Adolescent (r=0.27, p&lt;0.001). Also, the Cronbach Alpha value for the whole scale was found 0.89 yielding satisfactory evidence for the internal consistency of the instrument. The results of the study tentatively yielded that the Mindful Self-Care Scale is a valid and reliable assessment tool of self-care in Turkish culture. As well, further studies examining the psychometric properties of Mindful Self-Care Scale are still needed with larger and diverse samples.
Organizational Structure Scale--University Version
Author: Erol, Evrim
Date: 2018-00-00
Type: Journal Articles
Subjects: Administrative Organization,Universities,Likert Scales,Test Construction,Psychometrics,Construct Validity,Test Reliability,Factor Analysis,Foreign Countries,College Faculty,Models,Centralization,Social Stratification,Faculty Development,Participative Decision Making,Standards

This study aims to conduct validity and reliability analysis of Organizational Structure Scale-University version (OSS-U) that enables us to determine organizational structures of universities. The scale was developed based on the Axiomatic Theory by Hage, literature review and expert opinions. The sample of the study consisted of a total of 655 faculty members working at state universities in Turkey. Psychometric features of the scale were tested with three different models. The content validity of the suggested models was tested with Lawshe Analysis; the construct validity with Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) while the reliability was tested with Cronbach alpha which is a measure of internal consistency. As a result of the analyses conducted, all of these three models were determined to be valid and reliable with the relevant sample. It was also revealed that OSS-U can be used as model 1 in which nine dimensions (number of occupational specialties, professional training, professional activities, participation in decisions, hierarchy of authority, standardization, professional latitude, difference in rewards and difference in status) describe one single concept (University Structure), or model 2 in which four subscales (Complexity Scale, Centralization Scale, Formalization Scale and Stratification Scale) are independent pieces of an umbrella term (University Structure) or model 3, as a combination of these two models (model 1 + model 2), where combined subscales that have dimensions in itself describe a hypernym (University).
Defining the Relationship between the Perceptions and the Misconceptions about Photosynthesis Topic of the Preservice Science Teachers
Author: Urey, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Student Attitudes,Misconceptions,Botany,Preservice Teachers,Science Teachers,Foreign Countries,Science Instruction,Biology,Undergraduate Students,College Science

The aim of the research is to determine the perceptions of the preservice science teachers about the photosynthesis and to reveal the relation between these perceptions and the misconceptions of the existing concepts. In the research, field scanning method was used as a descriptive research method. The sample of the research is composed of 355 preservice science teachers trained in different universities. For the selection of the sample, purposeful sample selection was used and attention was paid to the fact that the preservice science teachers had taken the General Biology-I and General Biology-II courses at the undergraduate level in the determination of the class level to be included in the study. The &quot;Photosynthesis Concept Achievement Test&quot; (PCAT) developed by the researcher and composed of 4 questions was used as a data collection tool. Quantitative data obtained from the study were analyzed using SPSS.20 package program while content analysis was performed in the analysis of qualitative data. As a result of the research, it was determined that the preservice science teachers' perceptions of photosynthesis were in the direction of chemical and biological approaches and that the teacher candidates preferred the chemical approach rather than the biological approach. However, preservice science teachers who prefer the chemical approach have reached the conclusion that they are in much more misconception than the biologically approaching teacher candidates.
The Degree Practices for Mathematics Teachers STEM Education
Author: Alkhateeb, Mohammad Ahmad
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Teaching Methods,STEM Education,Teacher Behavior,Teacher Qualifications,Teaching Experience,Mathematics Instruction

The study aimed to investigate the teaching practices for mathematics teachers based on science, technology, engineering and mathematics (STEM) in Jordan. Descriptive analytical approach was used through observing the teachers' teaching in accordance with STEM. The study sample encompassed 30 teachers of mathematics in Zarqa city who were chosen randomly. The study results showed there are seven behaviours performed by the mathematics teachers in a medium degree consistent with STEM, and 14 behaviours by low-grade mathematics teachers are consistent with STEM. The results also revealed that there were not any differences between those practices attributed to qualifications and years of experience variables.
The Role of Theoretical Breadth and Student Engagement in the Use of Case Methods in Marketing Pedagogy
Author: Sudhir, Subin
Date: 2018-00-00
Type: Journal Articles
Subjects: Learner Engagement,Case Method (Teaching Technique),Business Administration Education,Student Attitudes,Instructional Effectiveness,Structural Equation Models,Masters Degrees,Graduate Students,Foreign Countries,Marketing,Case Studies

The case study is a very popular pedagogical tool in management education, especially in international business, marketing and strategy courses. Substantial literature exists about the effectiveness of case studies, but there is a lack of studies on empirical evaluation of their effectiveness in the classroom and subsequent contribution to learning. This study explores how case studies perform in meeting the twin deliverables of providing a theoretical framework and also student engagement. This study evaluates the role of Theoretical Breadth (TB) and Student Engagement (SE) in contributing to learning in a case-based pedagogy. The paper argues that the TB and SE leads to perceptions of learning and influences learning effectiveness. Using data collected from 176 MBA students, the paper conducts a PLS-SEM analysis to investigate these effects. Results indicate that TB and SE are critical course design elements, which influence the overall learning of marketing courses using case methods. Instructors must aim to provide greater TB and better opportunities for SE in order to make marketing courses more fruitful to students.