ethanporcaro/eric-fulltext-meta huggingface dataset:
Here Is the Place to Begin Your Explorations: An Autoethnographical Examination into Student Teaching Abroad
Author: Lickteig, Amanda D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Study Abroad,Student Teaching,Personal Narratives,Reflection,Ethnography,Foreign Countries,Preservice Teachers,Elementary Secondary Education,Student Teachers,Student Experience,Student Teacher Attitudes,Student Placement,Mentors

Participation in study abroad programs has increased steadily since the late 1980s and has tripled in the past two decades. Benefits of these experiences include positive academic performance, improved mental health, and better professional development--but for pre-service teachers who study abroad, these positive benefits can also transfer into culturally relevant pedagogy. As the need for teacher preparation programs to equip their students with global competence grows, cultivating undergraduates' abilities to appreciate diverse perspectives not only empowers them to thrive in an interconnected world but also enables them to meet the academic and social needs of their culturally diverse students. In this paper, the authors use an assortment of methods (such as classroom observations, research journals, artifacts, and freewriting) to document and reflect on their international student teaching practicums. Autoethnography serves as a methodological vehicle to promote reflection on personal experiences embedded within larger cultural contexts. These narratives are then filtered through the theoretical framework of transformative learning theory to produce reflective analyses of our habits of mind and cultivate autonomous thinking.
Assestment of Grade 5 Social Studies Textbook Content in Light of Teacher Opinios
Author: Tomal, Necati
Date: 2019-07-00
Type: Journal Articles
Subjects: Social Studies,Grade 5,Textbook Content,Teacher Attitudes,Opinions,Foreign Countries,Textbooks,Citizenship Education

There have been significant changes in social studies textbooks through time. Especially since the 2005 syllabus entered into force, these textbooks have seen important changes both in content and form. While comprising of a little citizenship knowledge and mostly history and geography subjects before, since 2005 these textbooks came to contain many fields of knowledge including science and technology, psychology, sociology and economy, in addition to the history and geography subjects before. This new form of the textbooks has also passed through many changes until today. Finally, social studies textbooks were updated in 2018-2019 academic year based on the changes in the program. The goal of this study is to assess the contents of this updated grade 5 social studies textbook in line with opinions of the teachers. In scope of this study an interview form mostly comprised of open-ended question was applied with 28 teachers working in various provinces in order to assess the contents of the grade 5 social studies textbook put into use in the 2018-2019 academic year. The responses given to these open-ended questions are processed by content analysis method, which is a qualitative research technique. The study process was conducted in a planned and transparent manner. This is also important for reliability and validity of the study. It is found that teachers are generally satisfied with the content of grade 5 social studies textbook. There are some problems cited in regard of the language of the book not being suitable for the student level in context of some subjects. In particular, teachers have important suggestions regarding use of a storytelling language in regard of culture and heritage subjects in the textbook. The textbook is found adequate in regard of actuality and inner circle teaching. The teacher largely think compatibility of visuals with the content of textbook is sufficient; however, the textbook used in the previous year was also deemed agreeable in this regard.
College Access for Undocumented Students and Law
Author: Enyioha, Jessica C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Access to Education,Higher Education,Best Practices,Undocumented Immigrants,Educational Attainment,College Attendance,Barriers,Laws,Federal Legislation,Welfare Services,Educational Legislation,Court Litigation,Fear,Social Discrimination,Educational Finance,Employment

There are over 32 million undocumented immigrants in the United States and of this population, over 1.5 million are children (Palmer &amp; Davidson, 2011). These children grow up in the US, achieve primary and secondary education, and when they are ready to pursue postsecondary education, it becomes harder for them to achieve. In this paper, undocumented students' access to postsecondary education in the US is examined: laws that affect their access to postsecondary education, previous cases on access to education for undocumented students, and the difficulties undocumented students often encounter when pursuing postsecondary education are discussed and analyzed. Best practices and suggestions for supporting undocumented students in pursuing postsecondary education are shared.
Values and Values Education as Perceived by Primary School Teacher Candidates
Author: Sahin, Ümran
Date: 2019-00-00
Type: Journal Articles
Subjects: Phenomenology,Preservice Teachers,Student Attitudes,Values Education,Social Values,Educational Objectives,Ethics,Active Learning,Teaching Methods,Modeling (Psychology),Family Relationship,Elementary School Teachers,Student Characteristics,Foreign Countries

In this study which is carried out in the phenomenology pattern, the aim of this course is to determine the opinions of the pre-service teachers about the value concept and values education. In this study, twelve prospective teachers in 4th grade in the department of primary education in a faculty of education were interviewed. The opinions of prospective teachers on values and values education were grouped under two categories as &quot;My Values&quot; and &quot;Values Education&quot;. In the category of &quot;My Values&quot;, prospective teachers included the concept of values and the values that guided their lives within personal and social values. The category of Values Education was examined under the purpose of values education and the path I will follow. While some prospective teachers emphasized that the primary goal in values education should be to raise good citizens, other teacher candidates highlighted the importance of having a good character by focusing on personal values. Prospective teachers thought that active learning methods, modelling, and cooperating with family would be effective in values education.
Turkish Teachers&apos; Opinions about the Use of Drama Method
Author: Toksun, Selma Erdagi
Date: 2019-00-00
Type: Journal Articles
Subjects: Drama,Teaching Methods,Teacher Attitudes,Foreign Countries,Case Studies,Language Skills,Folk Culture,Skill Development,Empathy,Difficulty Level,Critical Thinking,Thinking Skills,Teacher Characteristics,Teacher Education

The purpose of the current study is to determine how Turkish teachers use the drama method in their classes and what difficulties/problems they experience during their implementations of the drama method. This is a qualitative study. The study employed the case study design. The study group of the current research is comprised of 17 Turkish teachers working in the city of Kars. The participating teachers were selected by using the maximum variation sampling method, one of the purposive sampling methods. In the current study, a semi-structured interview form was used as the data collection tool. The collected data were analyzed by means of the content analysis method. The findings of the current study have revealed that the participating teachers mainly define drama as acting out and empathy development. They use the drama method most in the warm-up and wrap-up sections of the lesson, while studying texts including four basic language skills and didactic and critical texts, theatrical texts, and tales, folktales and fables. The drama method is believed to make its greatest contribution to the development of the skill of establishing empathy and the most important difficulty encountered is related to preparedness of students. The suggestion made by most of the teachers is to make drama a separate course.
The Role of Metacognitive Awareness and Motivation of Prospective Primary School Teachers in Predicting Their Academic Achievement in the &apos;Science and Technology Laboratory Applications&apos; Course
Author: Çakir, Nevin Kozcu
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Academic Achievement,Correlation,Elementary School Students,Preservice Teacher Education,Preservice Teachers,Science Education,Learning Motivation,Science Laboratories,Science Instruction,Measures (Individuals),Prediction,Schemata (Cognition),Foreign Countries,Student Attitudes

The present study aims to investigate the predictive effects of metacognitive awareness of prospective primary school teachers and their motivation to learn science subjects on their academic achievement in the 'Science and Technology Laboratory Applications' course. A total of 108 (72 females, 36 males) prospective primary school teachers participated in the study. The sample of the study consists of second-grade prospective primary school teachers attending the 'Primary School Teaching' department of a public university in the academic year of 2017-2018. The study was carried out with relational screening model, one of the descriptive research methods. As the data collection tools, metacognitive awareness scale, motivation scale for science learning, and the average grades of the prospective teachers from the science course were used. To determine the relationship between the prospective primary school teachers' academic achievements in their science courses and their metacognitive awareness and motivation for science learning, the Pearson Product-Moment Correlation Coefficient was used. Besides, multiple regression analysis was used to determine the extent to which the sub-factors of metacognitive awareness and motivation of prospective teachers accounted for the variance in their academic achievement. The study concludes the importance of the sub-factors predicting academic achievement as follows: knowledge of cognition, the motivation for research, the motivation for participation, the motivation for collaborative work, and motivation for performance. Furthermore, it has been determined that all factors accounted for 37% of the variance on academic achievement.
The Opinions of University Graduate Working Mothers Who Have 36-60-Months-Old Children about the Quality of the Time Spent with Their Children: A Phenomenological Analysis
Author: Türkoglu, Bengü
Date: 2019-00-00
Type: Journal Articles
Subjects: Mothers,Employed Parents,Parent Child Relationship,Phenomenology,Mother Attitudes,Play,Working Hours,Seminars,Toddlers,Young Children,Time Management,College Graduates,Family Work Relationship,Child Rearing,Child Development

The main aim of this study is to examine the perceptions of university graduate working mothers who have 36-60 months-old children of the quality of the time spent with their children. In the study, the phenomenology design was used among qualitative research techniques. The study group consisted of 32 mothers selected by using a maximum variation sampling method. The data of the study were collected using the semi-structured interview technique, and the data were analyzed using the descriptive analysis technique. The majority of the mothers who participated in the interview described the quality time spent between the mother and child as the time which is spent with activities that the mother and child enjoy equally. The majority of the mothers stated that they believe that it is necessary to spend quality time with their children since it affects mother-child communication positively, they want to participate in the training during which they can learn activities appropriate to different age ranges and different areas of development with their children, they play games with their children to spend quality time, and they believe that spending quality time contributes to mother-child communication. Half of the mothers stated that the process was turned into quality time by including the child in all responsibilities at home, while the other half stated that no quality time could be spent with the child while fulfilling the responsibilities at home. The mothers emphasized that the periods that can be spent in a quality way are weekends and annual leave periods and stated that the main factor which prevents spending the quality time is the intensity of working hours. It is thought that organizing practical training seminars that will enable mothers to learn how to make the time spent with their children more qualified will contribute to mothers.
The Philosophy of Turkish and Ghanaian Curriculum Design Orientations of Teacher Candidates
Author: Tuncer, Murat
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Curriculum Design,Cross Cultural Studies,College Students,Correlation,Student Centered Curriculum,Classification,Foreign Countries,Student Attitudes,Gender Differences,Preservice Teachers,Problem Based Learning,Teacher Education Programs,Teaching Methods

This study aims to investigate the curriculum orientations of schools in Turkey and Ghana and to examine the relationship between curriculum orientations. The quantitative method (descriptive study) was adopted in this questionnaire survey-based study. This study was conducted in the Firat University, Elazig-Turkey and University of Education--Winneba, Kumasi-Ghana. Mean and standard deviation for the overall of the curriculum orientations and for each orientation were obtained. The results showed that the mean of Turkish students was higher than Ghanaian students in term subject-centred curriculum orientation. Meanwhile the for student-centred and problem-centred curriculum design orientations the means of Ghanaian students were higher than those of Turkish students. The country variable was found to be highly effective in classifying teachers in terms of curriculum design. Gender and department independent variables significantly differentiate teachers' views about curriculum design in some dimensions.
Role of Temperament Traits and Empathy Skills of Preschool Children in Predicting Emotional Adjustment
Author: Beceren, Burcu Özdemir
Date: 2019-00-00
Type: Journal Articles
Subjects: Empathy,Personality Traits,Preschool Children,Role,Social Development,Emotional Adjustment,Screening Tests,Personality Measures,Foreign Countries,Correlation,Prediction,Family Involvement,Self Esteem,School Readiness,Measures (Individuals),Gender Differences

This research aimed to investigate the role of temperament traits and empathy skills of preschool children in predicting social emotional adjustment. Designed in accordance with the relational screening method, the study was completed with 284 children attending preschool educational institutions in Çanakkale provincial center in the 2017-2018 educational year, their teachers, and parents. Research data were collected using the Short Temperament Scale (Yagmurlu &amp; Sanson, 2009), Preschool Behavioral and Emotional Rating Scale (Balat Uyanik &amp; Özdemir Beceren, 2014) and Empathy Questionnaire (Adak Özdemir &amp; Uysal, 2017). The research results show that there are significant correlations between temperament traits, empathy skills and social emotional adjustment of children. The subdimensions of temperament and empathy significantly predicted the social emotional adjustment subdimensions of family involvement, social confidence, readiness for school and emotional adjustment.
The Effect of Engineering Design-Based Science Teaching on the Perceptions of Classroom Teacher Candidates towards STEM Disciplines
Author: Ayaz, Elçin
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Science Instruction,STEM Education,Preservice Teachers,Student Attitudes,Pretests Posttests,Design,Teaching Methods,Elementary School Teachers,Semantic Differential,Science Careers,Attitude Change,Foreign Countries,Laboratory Procedures,Measures (Individuals)

The aim of this study is to reveal the effect of the engineering design-based teaching process in primary school science course of classroom teacher canditates perceptions about the disciplines of STEM (Science, Technology, Engineering and Mathematic). The study, pre-posttest single-group experimental design was used. The study group consisted of 28 classroom teacher candidates studying of university in Ankara. The data collected by the &quot;STEM Semantic Difference Scale&quot; were used for normal and dependent groups t-test. Eventually, it was found that the engineering design-based teaching process had a positive and significant increase in the perceptions of the prospective teachers about science, engineering and career disciplines (p &lt;0,05). Although there was a positive increase in the perception of mathematics and technology discipline, this increase was not statistically significant (p&gt; 0.05). It was also observed that positive and meaningful changes (p &lt;0.05) were observed in the perceptions of general STEM disciplines.
Preservice Turkish Language Teachers&apos; Opinions and Suggestions about the Teaching Turkish to Foreigners Course
Author: Bakir, Siddik
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Language Teachers,Student Attitudes,Second Language Instruction,Turkish,Opinions,Course Evaluation,Program Implementation,Educational Objectives,Difficulty Level,Competence,Self Efficacy,Undergraduate Study

The aim of this study was to determine the opinions and suggestions of preservice Turkish language teachers about the Teaching Turkish to Foreigners (TTF) course. The research population consisted of 79 junior students studying in the Department of Turkish Education at the Kazim Karabekir Faculty of Education, Atatürk University. A case study design, one of the qualitative research methods, was employed in the study. A semi-structured interview form was used to collect data. The descriptive analysis technique was used to analyze the data obtained from the interviews. Based on the study, it was found that the preservice Turkish teachers thought that the TTF lessons were interesting, adequate and fun in terms of content and scope. However, they thought that the credit hours were inadequate, that there was little chance to do practice in the lessons, and that the course did not achieve its goal in terms of practice. In addition to that, findings such as the following were obtained: The level thought to be the most difficult when teaching Turkish to foreigners was the beginner level (A1-A2); with this course, they thought they reached a competency level to teach this subject; however, there was a need for activities supported by various materials and practice courses offered in relevant centers.
Physically Active Leisure Participants Segmentation: PCM Stage-Based Investigation
Author: Eskiler, Ersin
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Activities,Leisure Time,Recreation,Physical Recreation Programs,College Students,Foreign Countries,Educational Benefits,Student Participation,Learner Engagement,Marketing

Recent recreation and sports marketing research demonstrates that involvement can be used as a new segmentation strategy and offers potential opportunities for better understanding of leisure participants. In the current study, the three-step the Psychological Continuum Model (PCM) segmentation procedure was performed for participant segmentation by using physically active leisure involvement profiles. This study consisted of 561 (n[subscript male]=321 and n[subscript] female=240) physically active leisure participants and three involvement facets of hedonic value, centrality and symbolic value were conducted to segment participants. Confirmatory factor analysis, the Pearson correlation coefficient and multivariate analysis of variance were used for data analysis. Our findings showed that a significant majority of the participants were allocated to the attraction stage (n = 306, 54.5%) and awareness (n = 106, 18.9%), attachment (n = 104, 18.5%) and allegiance (n = 45, 8%), respectively. Consequently, the segmentation revealed that differences in attitudes from awareness to attraction, attachment and allegiance stages, become strengthened among physically active leisure participants. Thus, this information can be used to better understand the leisure activity participation habits of students for marketers-practitioners.
Investigation of Tales in Turkish Textbooks in Terms of Conveying Values
Author: Coskun, Hatice
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Tales,Textbooks,Textbook Content,Content Analysis,Moral Values,Patriotism,Friendship,Social Values,Prosocial Behavior,Responsibility,Self Esteem,Persistence,Cooperation,Empathy,Justice,Elementary Education,Secondary Education

The aim of this study is to examine the tales in Turkish textbooks in terms of the values they convey. In this study, organized according to qualitative research method, the data have been obtained by document examination which is one of the qualitative data collection tools. A total of 29 tales in Turkish textbooks of 3-8 grades in the 2017-2018 academic year, were examined. Content analysis of qualitative data analysis techniques was conducted to analyze the data. In the analysis of the data the coding reliability was made and all the tales were analyzed together by two researchers. The total frequency of the sub-values determined in the examined tales is 70. When the distribution of lower values to the main values determined by MEB (2017) is examined, it is seen that there are 17 lower values related to responsibility main value, 11 lower values related to friendship and respect main values and 7 lower values related to self-regulation main value. While there is only 1 lower value for patience main value, there is no lower value for patriotism main value. Transfer method of 70 subvalues in the tales becomes different. These transfers were mostly positive sample behavior (f = 31), negative sample behavior (f = 21) and direct transfer (f = 12). The least used transfer method in tales is indirect transfer (f = 1). Almost all of the most frequently encountered humility sub-value is conveyed through negative examples; industriousness sub-value is mostly conveyed through direct (word) transfer. Among the main values (deep values) that are intended to be given in the whole of the tales in Turkish textbooks, friendship and responsibility take place 3 times; confidence, perseverance, humility, sense of mission, cooperation and empathy take place 2 times; and the other values take place once. When sub-values obtained from investigating tales as a whole are examined in the context of main values, it is seen that there is no sub-value reflecting the main value of justice and patriotism, and therefore no tale text was encountered on that.