ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Tablet PC and Interactive Board from the Perspectives of Teachers and Students: Evaluation of the FATIH Project
Author: Pamuk, Sonmez
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Uses in Education,Technology Integration,Public Schools,Elementary Schools,High Schools,Pilot Projects,Program Effectiveness,Elementary School Teachers,Secondary School Teachers,Elementary School Students,High School Students,Student Attitudes,Teacher Attitudes,Handheld Devices,Visual Aids,Questionnaires,Mixed Methods Research

The main purpose of this study was to evaluate the early implementation results of the &quot;Movement of Enhancing Opportunities and Improving Technology&quot;, abbreviated as FATIH project from the perspectives of participating teachers and students. Specifically, to investigate (a) whether or not Interactive Boards (IB) and Tablet Computers distributed to teachers and students in the pilot schools were used, (b) the effectiveness of those technologies in teaching and learning, and (c) the problems and issues emerged with regard to use of IB and Tablet computers. To accomplish these goals, 11 schools from 4 different cities were selected. Different data collection instruments (teacher and student questionnaires, semi-structured interviews, in-class observations, and focus groups) were used. The collected data were analyzed using the techniques and procedures of mixed method approach. The results revealed that although there is a promising use of IB, there is limited, in some cases no, use of Tablet computers. Both teachers and students were in favor of IBs, but were also skeptical about Tablet computers. In addition to technical problems, some pedagogical and professional development issues were found to be important results.
Social Studies Teachers' Views on Learning outside the Classroom
Author: Cengelci, Tuba
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Studies,Teacher Attitudes,Semi Structured Interviews,Outdoor Education,Foreign Countries,Learning Activities,Student Evaluation,Qualitative Research,Experiential Learning,Field Trips,Barriers

Learning outside the classroom help students interpret their society, nature, and the world through concrete experiences. Although learning outside the classroom is usually used for environmental education, it is very important for the social studies course which aims to train students as active members of a democratic society. The purpose of this study is to understand social studies teachers' views on learning outside the classroom regarding the social studies course. 15 social studies teachers from low, middle, and high socioeconomic levels schools in Eskisehir participated in this qualitative study. The data of the study were obtained from semi-structured interviews and analyzed using descriptive analysis. According to findings of the study, the social studies teachers believed that content of the social studies course was suitable for learning outside the classroom. History and geography topics, local administrations, environmental issues, cooperation, and professions were mentioned as the main subjects for learning outside the classroom. Outside learning activities were exemplified as organizing trips in and out of province, and going to the cinema, interviewing with experts and resource people, or inviting them to the school. Teachers experienced problems about time and students' behaviors as well as economic problems, and bureaucratic obstacles regarding outdoor learning.
An Investigation of Problem Solving Approaches, Strategies, and Models Used by the 7th and 8th Grade Students When Solving Real-World Problems
Author: Bayazit, Ibrahim
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Elementary School Students,Grade 7,Grade 8,Methods,Mathematical Models,Semi Structured Interviews,Tests,Qualitative Research

This study scrutinises approaches and thinking processes displayed by the elementary school students when solving real-world problems. It employed a qualitative inquiry to produce rich and realistic data about the case at hand. The research sample included 116 students. The data were obtained from written exam and semistructured interviews, and they were analysed using content and discourse analysis methods. The results indicated that most of the students disregarded the real-life situations that the problems are related to. They displayed non-realistic approaches that included application of rules, procedures, and factual knowledge in a straightforward and uncritical way. Most of the students lacked the ability to use alternative approaches and appropriate strategies. Some constructed models of the problem situations, yet most of these students were not able to utilise these instruments as a conceptual tool to gain insight into the situations. Rather, models were used as part of the routine--rules, procedures and factual knowledge--that the students applied uncritically.
Identification of Number Sense Strategies Used by Pre-Service Elementary Teachers
Author: Sengul, Sare
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Numbers,Problem Solving,Methods,Mathematics,Case Studies,Mixed Methods Research

The purpose of this study was to identify the use of number sense strategies by pre-service teachers studying at the department of elementary education. Compared to the previous one; new mathematics curriculum places more emphasis on various strategies such as estimation strategies, computational estimation strategies, rounding and mental computation, which are among the fundamental components of the number sense. The study was undertaken within the framework of the question &quot;What strategies do the pre-service teachers, who will implement this curriculum, use while solving problems requiring number sense?&quot;. 133 pre-service teachers from the Elementary Education Department in a State University in the province of Istanbul participated in this study. &quot;Number Sense Test&quot; about five different number sense components was used as a testing instrument. Findings were analyzed with qualitative and quantitative methods. At the end of the research, pre-service teachers' number sense was found to be very low. When solution methods were analyzed, it was found that pre-service teachers preferred using &quot;rule based methods&quot; instead of &quot;number sense&quot; in each of the components. This finding was consistent with prior studies that show pre-service teachers' preference of written methods to number sense methods. With regard to research findings, suggestions were offered for future studies by emphasizing the necessity for measures to increase pre-service teachers' knowledge on number sense as well as its use.
Examination of Studies Targeting Social Skills with Pivotal Response Treatment
Author: Bozkus Genc, Gulden
Date: 2013-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Children,Interpersonal Competence,Teaching Methods,Intervention,Behavior Modification,Literature Reviews,Content Analysis,Qualitative Research

In early education, especially in effective teaching to children with autism spectrum disorders, the teaching methods which are applicable in natural settings like pivotal response treatment (PRT) are commonly used. It is one of the naturalistic intervention models aiming to facilitate the stimulant-response generalization, decrease the dependency on cues and increase the motivation of the individual. Interventions with PRT are derived from the principles of Applied Behavior Analysis (ABA). By identifying and targeting pivotal skills, which can be critical in the achievement of many areas, developers of this treatment intended to result in improvements in other areas that are not specifically targeted. Accordingly, primary areas of PRT are; (i) motivation, (ii) responsivity to multiple cues, (iii) self-management, (iv) self-initiations and (v) empathy. The purpose of this study is to examine the studies targeting social skills with the use of PRT. The study is a qualitative analysis of other studies. Studies are analyzed according to the criteria set by the researchers. 23 studies obtained meeting the pre-set criteria. Examining the social skills targeted, 35% of the studies were on play initiations, 35% were on initiating conversations and social interactions and 13% were on initiating and continuation of joint attention. In 70% of the studies, researchers explained the reason for choosing the specific social skills they have targeted. Information on social validity was present in only 25% of the studies, which is far below the usual for studies focusing on the improvement of social skills.
Performance Task Application Concerning the Promotion of the Value of Helpfulness in Social Studies Course for Primary Schools
Author: Tahiroglu, Mustafa
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 4,Helping Relationship,Social Studies,Values Education,Student Attitudes,Mixed Methods Research,Positive Attitudes,Student Behavior,Performance,Activities,Experimental Groups,Control Groups,Program Effectiveness

This study deals with determining the impact of the performance tasks in the social studies course assigned to the 4th grade students about helpfulness and solidarity on their attitudes and level of acquisition of helpfulness value among students. &quot;Mixed method&quot;, which is formed as a result of using a combination of qualitative and quantitative research designs was employed during the study. The experimental and control groups consisted of 16 students in each group. The research data were obtained based on the student reports, Helpfulness Attitude Scale and the Form of Your Feelings. Descriptive analysis method was employed in the qualitative data analysis, while Mann-Whitney U Test was used in the analysis of quantitative data. The result of the analysis suggested that there was a significant difference in favor of the experimental group (U = 24.000, p less than 0.05). Moreover, the result of the qualitative data analysis showed that experimental group students displayed positive attitudes and they seemed happy to help each other. In addition, they were observed to consider assistance important and they seemed willing to continue helping each other after the task. These results suggested that the performance tasks assigned to improve assistance and helpfulness proved effective to help students develop positive attitudes and behaviors.
Momentum Concept in the Process of Knowledge Construction
Author: Ergul, N. Remziye
Date: 2013-00-00
Type: Journal Articles
Subjects: Abstract Reasoning,Cognitive Processes,High School Students,Grade 10,Prior Learning,Scientific Concepts,Physics,Science Instruction,Secondary School Science,Observation,Interviews,Problem Solving,Cognitive Psychology

Abstraction is one of the methods for learning knowledge with using mental processes that cannot be obtained through experiment and observation. RBC model that is based on abstraction in the process of creating knowledge is directly related to mental processes. In this study, the RBC model is used for the high school students&apos; processes of constructing momentum concept that were examined in an appropriate learning environment. Application was carried out with two volunteer tenth grade high school students. Two problems enabling the students to use their experiences and prior knowledge were designed and respectively used in the instruction. Observation, document review, and interviews were used as qualitative data collection methods. As a result, at the end of the implementation problems, it was observed that the students benefited from their prior knowledge in constructing new knowledge and they could construct momentum concept.
Comparison of Preschool and First Grade Teachers' Views about School Readiness
Author: Sahin, Ikbal Tuba
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Readiness,Qualitative Research,Comparative Analysis,Teacher Attitudes,Preschool Teachers,Elementary School Teachers,Semi Structured Interviews,Preschool Evaluation,Credibility,Family Role,Preschool Education,Definitions,School Effectiveness,Teacher Effectiveness

School readiness is an important concern for parents and teachers because it is a multifaceted process which encompasses all the developmental areas and various skills of children rather than only focusing on cognitive and literacy skills. In particular, preschool and first grade teachers experience the positive and negative sides of the process of school readiness. In this study, basic qualitative research was used to compare teachers' views about school readiness. The participants were 35 preschool and 35 first grade teachers and a semi-structured interview protocol developed by the researchers was used to collect data. Qualitative analysis was performed at the end of the study and according to the findings, the following five main themes were determined: definition of school readiness, the effective people and institutions in the school readiness process, preschool education for school readiness, the difficulties encountered in the school readiness process and suggestions for effective school readiness. Also, the findings showed that preschool and first grade teachers tended to have similar views related school readiness.
Relationship between Online Learning Readiness and Structure and Interaction of Online Learning Students
Author: Demir Kaymak, Zeliha
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Readiness,Electronic Learning,Graduate Students,Student Surveys,Student Attitudes,Interaction,Structural Equation Models,Qualitative Research,Online Courses

Current study tried to determine whether a relationship exists between readiness levels of the online learning students for online learning and the perceived structure and interaction in online learning environments. In the study, cross sectional survey model was used. The study was conducted with 320 voluntary students studying online learning post-graduate programs in Sakarya University. The participants were administered a questionnaire consisting of readiness for online learning, perceived structure and interaction in the study. The hypotheses of the research were tested with structural equation modeling. It was found at the end of the research that online learning students' readiness for online learning was positively related with their interactions in learning environments and negatively related with perceived structure. In addition, there appeared to be a negative relationship between perceived structure and interaction. In the study, it was found that readiness for online learning was important regarding the structure that affects learning results of students and interaction variables.
The Effectiveness Level of Material Use in Classroom Instruction: A Meta-Analysis Study
Author: Kablan, Zeynel
Date: 2013-00-00
Type: Journal Articles
Subjects: Instructional Materials,Instructional Effectiveness,Academic Achievement,Meta Analysis,Effect Size,Elementary Secondary Education,Higher Education,Intellectual Disciplines,Literature Reviews

In this study, the aim was to combine the results obtained in independent studies aiming to determine the effectiveness of material use. The main question of the study is: &quot;Does material use in classroom instruction improve students&apos; academic achievements?&quot; To answer this question, the meta-analysis method was employed. Meta-analysis is the method employed in order to statistically analyze the quantitative data collected in independent and multiple studies carried out on similar topics, and to reach a general judgment regarding the results of these studies. Certain criteria were used in order to decide which researches would be included in the meta-analysis. Based on these criteria, it was decided to include 57 experimental studies in the meta-analysis. As a result of this analysis; it was determined that the material use in classroom instruction has a positive effect in terms of academic achievement, and that this effectiveness level does not differ with respect to stages of education, course types and material types.
Examination of the Classification Accuracy of Music Education Special Aptitude Exams
Author: Atar, Hakan Yavuz
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Aptitude Tests,Student Placement,College Entrance Examinations,Classification,Accuracy,Scores,College Applicants,Discriminant Analysis,Computation,Music Education,Teacher Education Programs

It is critical both for candidates who apply for programs that require special aptitude and the professors who teach in these programs whether those students' scores on placement exams are correctly calculated. Because student's ability profile and the quality of education in these programs may be directly affected by how candidates placement scores are calculated. The purpose of this study is to determine the effect of sub-scores on students' placement scores and the accuracy of the placements in the music education program. This study is based on data of 100 candidates who took special aptitude tests offered by Music Education Program in a big University at middle Anatolia in 2010. The results of the discrimination analysis indicate that actual weights of the placement sub-scores depart from the original weights set by the Student Selection and Placement Center (SSPC). Contrary to the calculation formula in the SSPC guidelines, higher entrance exam (HES) score has been found to be the main determinant of students' placement scores. Finally, classification accuracy of the placement scores have been found to be 94%.
Disproportionate Classification of ESL Students in U.S. Special Education
Author: Fernandez, Nicole
Date: 2013-08-00
Type: Journal Articles
Subjects: Disproportionate Representation,Special Education,English (Second Language),Second Language Learning,Classification,Elementary School Students,Knowledge Base for Teaching,Elementary School Teachers,Acculturation,English Language Learners,Qualitative Research,Best Practices,Individualized Education Programs,Referral,School Districts,Faculty Development,Self Efficacy,Case Studies,Content Validity

This study explores the possible causes behind the disproportionate percentages of English language learners (ELLs) classified into U.S. special education. Elementary school classroom teachers were examined, from school districts that exhibited growth in the percentage of English language learners with Individual Education Plans during 2007-2010. Teachers' knowledge of acculturation, referral processes, and knowledge of teacher research-based best practices were qualitatively investigated.
Cooperative Tasks and Lexical Development of EFL Learners
Author: Yazdani Moghaddam, Masoud
Date: 2013-08-00
Type: Journal Articles
Subjects: Cooperative Learning,English (Second Language),Second Language Learning,Foreign Countries,Language Proficiency,Language Tests,Multiple Choice Tests,Vocabulary Development,Experimental Groups,Control Groups,Second Language Instruction,Translation,Pretests Posttests,Scores

This study has been an attempt to investigate the impact of cooperative tasks on the lexical development of Iranian intermediate EFL learners. Sixty male and female students, who had scored homogeneously in a teacher-made proficiency test, participated in this study. Both the control and the experimental groups participated in a multiple-choice pre-test of vocabulary. After undergoing a course of eight sessions, through which the experimental group was taught through the use of cooperative tasks and the control group through the use of traditional techniques, both groups took part in a vocabulary post-test. The data analysis revealed a significant difference between the performances of the two groups, with the experimental group outperforming the other.
A Teacher Preparation Framework Built on Research Insight
Author: Raychaudhuri, Debasree
Date: 2013-04-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Mathematics Teachers,Secondary School Teachers,Secondary School Mathematics,Relevance (Education),Teacher Certification,Teacher Education Curriculum,Teacher Persistence,Disadvantaged Schools

A typical pathway to become a credentialed mathematics teacher in a high school constitutes primarily of three parts; a bachelor's degree, subject matter competency, and the requisite professional education--courses and directed teaching. These are often delivered in a disconnected fashion with little attention given to the context. As research in teachers' knowledge indicates, placed in the context of high school, teachers often display surface knowledge and little confidence to present and defend mathematical concepts. The challenges posed by high-need schools only add to this problem leading to teacher attrition. In this article we propose and elaborate on a teacher preparation framework built on research in teaching and learning (The three Rs framework) that addresses some of these issues. In addition, we offer appropriate training modules along with their research underpinnings.
Using Blogs to Share Learner-Generated Content
Author: Dowling, Sean
Date: 2013-08-00
Type: Journal Articles
Subjects: Electronic Publishing,Student Developed Materials,English (Second Language),Second Language Learning,Quality Control,Case Studies,College Students,Foreign Countries,Language of Instruction,Semitic Languages,Online Courses,Homemakers,Grammar,Scoring Rubrics,Language Tests,Second Language Instruction,Teaching Methods

Learner-generated content (LGC) has always been produced as part of the learning process; however, it often generally goes no further than the teacher. Research has shown that by exposing LGC to a wider audience, students are motivated to produce work of a higher quality. The process of publishing and sharing LGC also helps students develop key 21st century skills. Furthermore, LGC becomes a valuable learning resource for peers as using the resources ensures that the peers are learning within their zone of proximal development (ZPD). This paper describes how blogs have been used to allow students to publish and share LGC. It also outlines how quality-control mechanisms have been used to ensure that any shared LGC is of appropriate, high-quality content.
Career Path Trends of Alumni from a U.S. TESOL Graduate Program
Author: Priddis, Eimi
Date: 2013-11-00
Type: Journal Articles
Subjects: Alumni,Career Development,Trend Analysis,Graduate Surveys,Employment Opportunities,Employment Potential,Occupational Surveys,English Teachers,Work Environment,Job Skills,Predictor Variables,Native Speakers,Tenure,Salary Wage Differentials,Fringe Benefits,Longitudinal Studies,Second Language Instruction,English (Second Language),Time Perspective,Occupational Information

As English expands across the world, quality English teachers are increasingly needed. However, reports that even degree-holding TESOL professionals have a hard time obtaining stable employment are prevalent. This study sought to provide empirical evidence about career paths in TESOL based on survey responses from 250 alumni of a well-established U.S. university TESOL graduate program who had successfully completed their course of study and had worked during a 35-year period since the program&apos;s inception. The results indicate that TESOL graduates spend about half of their career time in TESOL-related employment. Most are involved in teaching, but jobs in administration, materials development, or testing are more likely to be full-time and offer benefits. Graduates spend little time in EFL positions, but these jobs are the most likely to be full-time and offer benefits. The majority of graduates report salary satisfaction, indicating that perhaps the field attracts those who are not looking for stable, full-time employment. These findings can guide students planning their own careers in TESOL and assist faculty who advise TESOL students and design teacher-preparation programs. In addition, the results contribute significantly to the small body of literature focused on TESOL employment.