ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of Three-Tier Diagnostic and Multiple Choice Tests on Chemistry Concepts with Response Change Behaviour
Author: Türkoguz, Suat
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Scientific Concepts,Teaching Methods,Foreign Countries,Science Tests,Diagnostic Tests,Test Items,Item Response Theory,College Students,Comparative Analysis,Preservice Teachers,Scoring,Multiple Choice Tests,Misconceptions,Behavior Change

This study aims to investigate the test scores of the three-tier diagnostic chemistry test (TDCT)[three-tier diagnostic tests] and multiple choice chemistry test (MCCT) by response change behaviour (RCB). The study is a descriptive research study aiming to investigate the item response efforts of TDCT[three-tier diagnostic tests] and MCCT in a computerized testing environment (Quizzer test program, QTP). In both TDCT[three-tier diagnostic tests] and MCCT, QTP maintains a continuous record for each tier of the test. Participants in the study are students in the Science Education Department at the state university in the Aegean region of Turkey (n=115). The study was conducted in two groups: there were 58 students in Group 1 and 57 students in Group 2. In Group 1, a TDCT[three-tier diagnostic tests] was used; in Group 2, an MCCT test was applied. Tests were distributed by random sampling between Group 1 and Group 2. The data were collected by adding a confirmation tier to the TDCT[Two-tier diagnostic tests] involving 44 items. The TDCT[three-tier diagnostic tests] was applied to 115 pre-service teachers; the reliability coefficient of the test was found to be 0.72. SPSS and MS Excel programs were used to analyse the data. Data were analysed using descriptive statistical methods. Considering the results obtained from the study, the rate of completing the test with RCB of test items for both tests is approximately 7-12 per cent. Another important consequence is that RCB does not provide an advantage or disadvantage in terms of scoring.
Analysis of Students&apos; Sport Attitude Levels in Vocational School of Health Care Services
Author: Bal, Erdal
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Athletics,Vocational Education,College Students,Gender Differences,Age Differences,Income,Place of Residence,Student Characteristics,Health Sciences,Allied Health Occupations Education,Foreign Countries

This study uses method to determine the levels of sport attitude of vocational school of health students in various health departments. It is important to determine the sports attitude level of university students. Socio-demographic information form of students consisting of 8 items was created to examine the attitude of students studying in the field of exercise, sports and health, which are among the main factors of health. In the second part of the questionnaire, &quot;Sport-Oriented Attitude Scale&quot; was used which is composed of 28 items and 3 sub-dimensions and validity and reliability study of the scale was performed by Sentürk (2015). A total of 382 people, 25.9% male and 74.1% female participated. Results revealed that sport attitude scores of males are higher than females', and a statistically significant difference was found (p&lt;0.5). Participants who were 28 years old and above had higher scores than others in terms of being interested in sport (p&lt;0.006), giving importance to sport (p&lt;0.027) and doing sport actively (p&lt;0.017) and there was a statistically significant difference between them. However, a statistically significant difference was observed between the individuals' sport status, their income level, place of residence, age and gender.
Values Education Using Historical-Literary Works: Turkish Language and Literature Course Curriculum (Grades 9-12) and the Work of Sifâyî Entitled &quot;Serh-i Sebistân-i Hayâl&quot;
Author: Bilgic, Gökhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Values Education,Literature,Turkish,Teaching Methods,Poets,Islam,Foreign Countries,Justice,Friendship,Ethics,Self Control,Intimacy,Social Behavior,Secondary School Students,Curriculum,Learning Processes,Social Values,Moral Values

Literary works, apart from being written with an artistic purpose, contribute to the transfer of some universal values to the reader. Thus, &quot;values&quot; continue to exist as they are transferred from generation to generation, similar to a context where the curriculum of a teaching process may work in the same way. The act of transferring universal values not only makes the existing work constant but also the value attempted to be taught in the same manner. The effective involvement of such works, which contain important information and the characteristics of the society of that period, has an important effect on the learning and teaching process of values. &quot;Sebistân-i Hayâl&quot; is an advising work with a mixture of verse and prose written by Persian poet Fettâhî (d. 852/1448-49 or 853/1449-50) from which modern readers can also benefit. The text tries to convey universal values via using Islamic elements as a concrete base. Since &quot;Sebistân-i Hayâl&quot; is written in the style of riddle, the advice that adorns the morality inside the text is difficult to understand. For this reason, according to the current information, &quot;Sebistân-i Hayâl&quot; was expounded by Sürûrî in the 16th century and by Dervîs Muhammed Sifâyî in the 17th century. In this study, sample texts selected from &quot;Serh-i Sebistân-i Hayâl,&quot; written by Dervîs Muhammed Sifâyî, are examined in terms of basic &quot;values&quot; (p. 6); &quot;justice,&quot; &quot;friendship,&quot; &quot;honesty,&quot; &quot;self-control,&quot; &quot;patience,&quot; &quot;respect,&quot; &quot;love,&quot; &quot;responsibility,&quot; &quot;benevolence&quot; that takes place in the Secondary Education Turkish Language and Literature Course Curriculum (9-12 Grades). As it is stated in the curriculum (MEB, 2019, p. 6), these values will come to life in teaching and learning process, not only by themselves, but also by the sub-values they are related to and also with other basic values as well.
Private Writing, Public Selves
Author: Kelly, Lucy
Date: 2019-00-00
Type: Journal Articles
Subjects: Feminism,Graduate Study,Teacher Education,Educational Experience,Writing (Composition),Teacher Attitudes,Teacher Recruitment,Teacher Persistence,Self Concept,Professional Identity,Females,Social Media,Electronic Publishing,Foreign Countries,Well Being,Personal Narratives

Situating itself within the field of feminist scholarship, this piece brings together a range of academic and professional literature, as well as the author's own experiences as a PGCE (Postgraduate certificate in Education) tutor in England, to consider how women teachers are using online life-writing for personal and professional self-expression, and the impact this has on their wellbeing. In an educational climate facing a recruitment and retention crisis, do social media platforms and online blogs allow women teachers to be chameleon-like and create a feminised world in cyberspace, or do they result in a culture of fabricated selves and low levels of personal and professional wellbeing?
Teachers with Multiple Jobs: A Preliminary Typology on the Basis of Estonian Teachers&apos; Life Stories
Author: Teder, Lianne
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Background,Multiple Employment,Work Experience,Classification,Personal Narratives,Self Actualization,Financial Needs,Experienced Teachers,Teacher Student Relationship,Teacher Motivation

In many fields, the percentage of professionals having one or more jobs in addition to their full-time primary job is increasing worldwide. With numerous members earning relatively modest salaries, teachers are a professional group among the most affected by this tendency. Traditionally, &quot;moonlighting&quot; (the commonly used term for having an additional job) is considered to be highly problematic in terms of a teacher's ability to fulfil their teaching responsibilities. However, little attention has been paid to the potential that &quot;teacher-moonlighters&quot; could have in contributing to school life by using their out-of-school work experience. This article introduces a small-scale narrative study with teachers from Estonia and proposes a preliminary typology of teachers having multiple jobs. Providing examples from narrative life history interviews, it is argued that certain types of teachers have the potential to enrich school life. Two dimensions appeared to be most indicative for categorizing teachers with multiple jobs: &quot;permanence&quot; and &quot;self-actualization through multiple jobs.&quot; The researchers argue that these dimensions are promising for further discussion of teacher career patterns in which multiple jobs can be seen not as obstructive, but as contributing to teachers' professionalism.
Improving Flunked English Majors Performance through Enhancing Students&apos; Perception of Self-Efficacy and Outcome Expectancy at Shaqra University
Author: Elborolosy, Samah Ahmed Mohammed
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Failure,English (Second Language),Majors (Students),Student Attitudes,Self Efficacy,Outcomes of Education,Foreign Countries,Student Improvement,Communication Skills,Writing Skills,Literature,Teaching Methods,Tests

Teachers have to support flunked English majors emotionally, academically and use creative methods to improve their academic performance. The present research examined the effect of self-efficacy and outcomes expectancy on improving the performance of flunking English majors at Shaqra' University. The instruments required for the research were a follow-up interview, pre-posttests and a questionnaire of self-efficacy and outcomes expectancy. The sample size was thirty of flunking English major students. The research compared eight techniques to enhance self-efficacy and outcomes expectancy to regular method. To test the hypotheses, data were collected and statistically analyzed. The results showed that there was no significance difference between the control group and experimental related to regular method in the pre-tests, whereas there was a difference in the post-tests in favor of the experimental group attributed to the treatment. The findings of the questionnaire proved that students' perception of self-efficacy and outcome expectancy were crucial to enhance students' academic performance. The research suggested further investigations to examine the effect of self-efficacy and outcome expectancy on enhancing language oral and written skills.
What Are the Characteristics of a Professional Teacher Educator? A Think Piece
Author: Compton, Ashley
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Characteristics,Professional Identity,Teacher Competencies,Teacher Role,Teacher Surveys,Expertise,Moral Values,Personality Traits,Educational Policy,Teacher Researchers,Self Evaluation (Individuals)

This question - 'What are the characteristics of a professional teacher educator?' - was simply sent out as a survey to all teacher educators who engage with the Teacher Education Advancement Network (TEAN). The aim was to give respondents the opportunity to comment from their own perspectives, whatever they were, thus adding their voices to our search for the characteristics of professional teacher educators. The resulting data were collated and refined by the authors of this paper who then worked together to write the think piece. As a think piece it sets out to provoke a response from its readers and hopes that readers will 'think' and use it to share in dialogue with colleagues and continue to add their voices to this debate.
Pre-Service Teachers&apos; Beliefs about Language Learning Inventory (BALLI) on Bilingualism: Getting Insights to Developing Knowledge
Author: Liu, Jian
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Beliefs,Bilingualism,Second Language Learning,Social Influences,Cultural Context,Preservice Teacher Education,Elementary Education,Pronunciation,Gender Issues,Employment Potential,Spanish Speaking

The goal of pre-service teacher (PST) programs is to provide students with pragmatic working experience and pedagogy that they need for becoming eligible teachers. In a bilingual classroom, however, some perspectives about second language learning (SLL) held by PSTs are too arbitrary. To assist PSTs in developing concepts of second language acquisition as related to educational settings and to cultivate PSTs' burgeoning educational beliefs, this study was conducted using the Beliefs About Language Learning Inventory (BALLI). Seventeen PSTs who were enrolled in a university located along the southern U.S. border provided data for the present study. Three of the 27 belief statements included in the BALLI survey were critically analyzed. This critical analysis explored why certain PSTs' beliefs about second language learning diverged from social reality at schools. Based on the analysis and results from our findings, suggestions about how to improve the bilingual education for PSTs are provided.
Personnel Management Practices Adopted by Principals in Administration of Secondary Schools in Awka Education Zone, Anambra State, Nigeria
Author: Chidi, Nnebedum
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Secondary Schools,Personnel Management,Administrator Role,Teacher Motivation,Teamwork,Teacher Role,Discipline,Mentors,Counseling,Faculty Promotion,Teacher Evaluation

The study investigated the personnel management practices adopted by principals in the administration of secondary schools in Awka Education Zone, Anambra State, Nigeria. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. Mixed research design was employed for the study. The population of the study was comprised of 1,642 respondents, with 61 principals and 1,518 teachers from the Awka Education Zone of Anambra State. Multiple stage sampling technique was used to sample 485 respondents which consisted of 30 principals and 455 teachers. The instruments for data collection were questionnaire and interview. The instrument was validated by three experts who are lecturers in the Faculty of Education at Nnamdi Azikiwe University, Awka. The reliability of the instrument was ascertained using Cronbach alpha and it yielded reliability coefficients of 0.78 and 0.72 for Cluster I and Cluster II, respectively. The overall coefficient of the entire instrument was found to be 0.75. Data analysis was performed using mean and standard deviation. It was found that staff personnel management practices adopted by principals in their administration of secondary schools in the Awka Education Zone, Anambra State, include; motivating of teachers, encouraging team building so as to promote cohesiveness in the school, supervising teachers' activities, disciplining of teachers exhibiting misconduct behaviors, delegating duties to teachers, mentoring of teachers, rendering counseling services to teachers, recommending staff for promotion, and appraising staff performances. Based on the findings, conclusions and recommendations were made.
Metaphoric Expressions of the Students about the Concept of Happiness = Ögrencilerin Mutluluk Kavramina Iliskin Metaforik Ifadeleri
Author: Kesik, Fatma
Date: 2020-00-00
Type: Journal Articles
Subjects: Figurative Language,Psychological Patterns,Secondary School Students,Concept Formation,Language Usage,Educational Environment,Adolescents,Foreign Countries,Student School Relationship,Freedom,Negative Attitudes

This study aims to reveal the views of students about the concept of happiness through metaphors. The study was designed in descriptive model and analysed with metaphor analysis, a qualitative research method. 188 students who were selected by snowball sampling technique and studying in secondary and high schools constituted the sample of the study. The data collected through a semi-structured interview form was analyzed by content analysis. The results show that the students defined happiness and happiness at school as &quot;a temporary, hard to reach, an increasing and enriching feeling and a state of freedom.&quot; However, it was also revealed that while the metaphors produced by students about happiness have more positive characteristics; the metaphors produced for the concept of happiness at school have mostly negative characteristics. In this sense, the students described happiness at school with such characteristics as &quot;temporary, impossible, hard to reach, changeable, virtual and defined it as a state of obligation, despair, dependence, loneliness, a form of obligatory relationship and an expression of negative experience&quot; and produced metaphors in accordance with these. [Note: The page range (303-354) shown on the PDF is incorrect. The correct page range for this article is p303-353.]
A Language Teacher in the ESP Classroom: Can We Be a Successful Dweller in This Strange and Uncharted Land?
Author: Rachayon, Suphatha
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,English for Special Purposes,Second Language Instruction,Specialists,Expertise,Teacher Role,Teacher Effectiveness,Vocational Adjustment,College Faculty,Foreign Countries

The English for specific purposes (ESP) classroom has been described by a number of scholars as a strange and uncharted land for many language teachers. This is because ESP is designed to meet the specific needs of the learner, making it related to subject specialist content. Accordingly, some people feel that language teachers without a specialist subject background are &quot;unqualified&quot; to teach ESP courses. Rather, subject specialists should be the ones who teach these courses even though, in many cases, they are not trained to teach language. This paper therefore aims to find out whether it is possible that language teachers, who have limited subject specialist knowledge, can &quot;settle down&quot; happily in this strange and uncharted land. Reviews of the literature and previous studies of related topics, namely the definition of ESP, subject specificity, subject specialist knowledge, strategies for dealing with a lack of subject specialist knowledge, and the roles of the ESP practitioner, are discussed first. Then, the answer to the question is presented at the end.
Supervisor Selection, Assignment and Training Processes in the Turkish Education System
Author: Puskulluoglu, Elif Iliman
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Supervisors,Personnel Selection,Educational History,Administrator Role,Supervisor Qualifications,Supervisory Training,Higher Education,Expertise

The purpose of this study is to historically evaluate the processes of supervisor selection, training and assignment in the Turkish education system. In this regard, supervisor selection, training and assignment processes are taken into consideration within three time periods; &quot;Before 1950,&quot; &quot;Between 1950 and 2000,&quot; and &quot;After 2000.&quot; According to the results of this theoretically designed study, the roots of educational supervision stretch back to the pre-Republic period of Turkey. At that time, there were supervision activities but supervisor selection, training and assignment processes were not systemic. With the announcement of the Turkish Republic and Teaching Consensus Law (Ögretim Birligi Yasasi), enrolment rates increased and need for supervision activities became apparent. Initially, supervisor selection conditions were top of the agenda. In order to be a supervisor, being a teacher and having experience in teaching was accepted as the first condition. During the period after 2000, both the structure of supervision and the processes of supervisor selection, training and assignment were exposed to a considerable level of change through the introduction of different practices. Changes were introduced in the structure of supervision, processes of supervisor selection, training and assignment regulated by law, governmental decrees and bylaws. Supervisors firstly need to meet certain application conditions, according to the announced criteria, and then they could apply for vice-supervisor positions. After three years of training, they could take the proficiency exams held by the Ministry of National Education and, if successful, earn the right to become a supervisor. Today, it is observed that supervisors are located within a centralized structure and their work is mostly limited to investigations.
Am I Supposed to Create Knowledge?: Pedagogical Challenges of Doctoral Mentors
Author: Choi, Jung-ah
Date: 2019-00-00
Type: Journal Articles
Subjects: Doctoral Students,Mentors,Doctoral Dissertations,Cognitive Development,Self Determination,Student Centered Learning,Faculty Advisers,Teacher Role,Responsibility,Self Evaluation (Individuals)

This paper discusses the nature and characteristics of doctoral dissertation learning and the role of mentor in the dissertation stage. Doctoral level education requires a considerable degree of learner's independent thinking. While independence has been discussed as a personal trait or in relation to the socialization of doctoral education, independence has rarely been discussed as a higher level of cognitive development necessary to create new knowledge. When students transition from a consumer of knowledge to a creator/owner of knowledge, they are required to adopt a new epistemology, i.e., a new way of knowing. How do doctoral advisors/mentors successfully open students to a new way of knowing? This paper addresses the pedagogical foundations of doctoral advising. Drawing on theories of student-centered pedagogy and self-directed learning, this paper attempts to conceptualize the doctoral supervisor's role in the case of doctoral supervision.
Problematic Digital Technology Use of Children and Adolescents: Psychological Impact
Author: Meates, Julie
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Use,Addictive Behavior,Children,Adolescents,Physical Health,Mental Health,Academic Achievement,Handheld Devices,School Policy,Foreign Countries,Internet,Psychological Patterns,Secondary School Students,International Assessment,Pornography,Influence of Technology,Health Behavior,Risk

Since the evolution of the internet in 1969 and the inception of the personal computer in the early 1970s, a significant body of research has emerged that highlights the impacts of digital technology on education, health and human development. This paper reviews research in this area and examines the physical, mental, and social health effects on children and adolescents (10- to 19-year-olds), as well as the impacts of digital technology on educational achievements. The aim of this literature review, to examine the psychological impact of digital technology, was prompted in part by the widespread use of digital technologies in schools including Bring Your Own Device (BYOD) policies. BYOD asks students to bring personal laptop or iPad/tablet computers to school. Outcomes of this study may be surprising in the quantity of research available that provides red flag alerts. This fact alone will be of interest to school leaders as policy makers. There is a need for trustworthy information on which to base reviews and revisions of school policy to reduce the risks from the use of digital technology.