ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of Psychological Symptom Levels of Physical Education Teachers and Teachers in Different Branches
Author: Barut, Ali Ilhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Intellectual Disciplines,Physical Education Teachers,Psychological Patterns,Symptoms (Individual Disorders),Mental Disorders,Stress Variables,Athletics,Teaching Experience

Purpose of this research is to determine differences between teachers' branches in terms of mental health status according to whether they do regular sports or not. Research was carried out using descriptive scanning model. Research population consist of schools in Turkey affiliated to the Ministry of Education, active working teachers in 2018-2019 education term. The sample consists of teachers working in Sanliurfa and Mersin. 461 teachers were participated in the study. Easy sampling method was preferred as sampling method. Revised Symptoms Checklist (SCL-90-R) was used to measure psychological symptoms and distress developed by Derogatis. Descriptive statistics and independent samples t test was used to analyze differences between two groups. In terms of branches of teachers, there was a significant difference in all other sub-scales and GSI except HOS sub-scale. It was found that there was a significant difference in favor of teachers doing regular sports in all sub-scales according to which teachers did regular sports regardless of their branch. There was a significant difference between some sub-scales and GSI of other teachers who participated regular sports. There was no significant difference in all sub-scales between all teachers who did regular sports. As a result, GSI score of each participant who declared that they participate in regular sports was lower than those who did not. There were no significant differences in mental health status of the teachers. The difference between individuals was found to be significant compared to whether or not to do regular sports. Sub-scales scores of teachers who participated in regular sports were found to be low.
Using OBS to Create Video Lectures for Online Counseling Students
Author: Kaufmann, Daniel A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Independent Study,Teaching Methods,Video Technology,Counselors,Barriers,Instructional Effectiveness,Computer Software,Asynchronous Communication,Synchronous Communication,Technology Uses in Education,Graduate Students

Online learners face a different set of obstacles than their classroom-based counterparts as they seek to develop clinical skills solely through interaction with the content of an independent learning curriculum. While ground campus learners benefit from classroom content such as lectures or roleplay activities with their peers to rehearse clinical abilities, online students may struggle to identify ways to connect with the source material in a manner that leads to becoming a professional counselor confident in their own theoretical orientation and the related skillset. To this point, some information is available to explain the impact on using video lectures to allow for class time to experience a flipped classroom format. However, this does not extend to online learners who neither get the benefit of an in-person lecture or counseling related experiential activities during class time. This reflection will seek to bridge this gap, explain how to use software commonly used for streaming video games to make the online class more vibrant, and extend additional learning opportunities to students early in the counseling curriculum who may not have identified their flow yet as an independent learner
Investigation of the Level of Secondary School Students&apos; Emotional Intelligence in Terms of Different Variables
Author: Uçak, Esra
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Emotional Intelligence,Early Adolescents,Public Schools,Foreign Countries,Instructional Program Divisions,Reading Habits,Telecommunications,Computer Use,Individual Development,Parent Background,Fathers,Friendship,Educational Attainment,Parent Influence,Correlation

According to the existing research, emotional intelligence includes skills that can be developed. In many studies conducted in the literature, it is emphasized that emotional intelligence skills are not stable rather continuously change and develop. In the current study, it is aimed to investigate the level of secondary school students' emotional intelligence (11-14 years old) in terms of different variables (gender, grade level, parents' education level, the extent to which their parents care about their feelings, the frequency of reading book, the length of time spent on the phone or computer, person(s) or the environment playing the most important role in the growth of the individual, experiencing difficulty or not in making friends). The current study is designed in the descriptive survey model. The study group is comprised of a total of 920 students (483 females, 437 males) attending different state schools in the city of Denizli in the spring term of the 2018-2019 school year. As the data collection tools, &quot;The BarOn Emotional Intelligence Scale (Child and Adolescent Form) and a &quot;Personal Information Form&quot; were used in the current study. The collected data were analyzed in SPSS 22.0 program package. The data were analyzed by using Multivariate Analysis of Variance (MANOVA). As a result of the research, it was found that secondary school students' emotional intelligence levels significantly vary depending on the variables such as grade level, the extent to which their parents care about their feelings, the frequency of reading book, the length of time spent on the phone or computer, person(s) or environment playing the most important role in their growth, father's education level and experiencing difficulty or not in making friends. However, no significant difference was found in the students' levels of emotional intelligence based on gender and mother's education level.
Investigation of Prejudice against Obesity in Students of Sports Sciences
Author: Kilic, Yakup
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Bias,Obesity,Athletics,College Students,Socioeconomic Influences,Instructional Program Divisions,Institutional Characteristics,Gender Differences,Student Attitudes

The aim of this study is to reveal prejudice against obesity in students who study sports sciences at the university level in Turkey in terms of different variables. The sample group of the study included 387 randomly chosen students of sports sciences from Bingöl University, Firat University, Sütçü Imam University and Düzce University. To collect data from the sample, the &quot;Obesity Prejudice Scale&quot; was used. For the data collected, the normality test was conducted to determine whether the &quot;Obesity Prejudice Scale&quot; provided the normality assumption. &quot;Independent Samples t-test&quot;, a parametric test, was conducted to evaluate the level of differentiation in gender, an independent variable. To determine differentiation in variables of grade, university and monthly income, &quot;ANOVA&quot; tests were conducted. The level of statistical significance ([alpha] error level) was regarded as p&lt;0.05. It was determined that the sports sciences students' perceptions of obesity prejudice demonstrated statistically significant differences in terms of the universities (p&lt;0.05). It was also determined that the obesity prejudice of the students did not differ significantly according to their gender, grade and monthly income (p&gt;0.05). In conclusion, it seems impossible to eliminate prejudice against obese individuals, just like any other social problem. Therefore, it was concluded that the problems experienced by obese individuals are not their choices and should be qualified as diseases. Decision-makers can provide education in helping obese individuals by conducting awareness studies and developing social responsibility projects. Obesity can be averted by increasing studies on especially balanced nutrition and physical activity.
Internationalization of Education: From Bologna Process to Orhun Exchange Programme
Author: Balci, Sebahattin
Date: 2020-00-00
Type: Journal Articles
Subjects: Global Approach,International Educational Exchange,Foreign Countries,Student Mobility,Educational History,Higher Education,Regional Cooperation

This article aims to introduce the Orhun Exchange Programme implemented by the Turkic Universities Union, and seeks to position it within the broader, historical developments, and it states that the recent trend of internationalization of education is beneficial for the renaissance of the Turkic civilization. In Middle Ages, mobility of students and scholars helped to the formation of the Islamic Golden Age, rise of Turkic civilization on the Silk Road, and then the renaissance and enlightenment in Europe. Recently, the shift of economic and scientific gravity from the West to the East presents new potentials for the Turkic world to turn it into a hub in the increasingly interconnecting world. The Orhun Exchange Programme is a bold step to enable universities of Turkic countries to cooperate in their fields of superiority for a joint development.
Correlates of College Student Engagement: An Internal Replication
Author: Daugherty, Timothy K.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Self Esteem,Learner Engagement,Gender Differences,Race,Emotional Response,Executive Function,Metacognition,Telecommunications,Handheld Devices

Though being behaviorally active in the classroom is associated with attractive outcomes, many college students are disengaged. This study examines potential correlates of classroom engagement. Across two waves of data collection, with the second wave providing an internal replication challenge, three variables were consistently related to active classroom engagement. Higher self-esteem, less texting while driving, and lower externally oriented thinking predicted self-report of classroom engagement. Together, the three variables accounted for sixteen percent of the variance in engagement. Adding a fourth variable, gender, led to twenty percent of the variance in engagement being explained.
Examination of the Academic Dissertations Related to the Problems Encountered in Social Studies Teaching: Meta-Synthesis Study
Author: Uygun, Kamil
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Studies,Doctoral Dissertations,Masters Theses,Instruction,Barriers,Textbooks,Geography,History Instruction,Inservice Teacher Education,Educational Resources,Equipment,Time,School Schedules,Educational Research,Educational Environment,Course Content,Family School Relationship,Evaluation Methods,Elementary Secondary Education,Foreign Countries

The aim of the research is to examine the postgraduate theses about the problems encountered in social studies teaching with meta-synthesis study. The study was prepared with meta-synthesis design including thematic content analysis based on qualitative research methodology. The data of the master's and doctorate theses were collected from the National Thesis Center of the Council of Higher Education (YOK) via internet connection. The data were searched under the title of problems encountered in social studies teaching. The researches in this study were 28 master and 2 doctoral theses conducted between 2004-2018. The studies included in the research were determined primarily by reviewing the literature. Each of the identified studies was coded as 'A' by shortening 'Research'. A1, A2, A3,…, A30 codes were given and a detailed grading process was passed. All theses examined were primarily coded. Then all the coded data were tabulated for the themes created. The coded theses were tabulated according to the objectives, years, university, thesis type, sample region, model, method, results and suggestions. The frequencies of the theses that were coded into tables were found. The frequencies were interpreted in accordance with the meta-synthesis study. The prominent problems in research are; problems of teaching of the course, problems of program and textbook, problems in teaching of geography subjects and problems encountered in teaching of history subjects. In the research theses, some suggestions are made such as in-service training, tools, equipment and resource support, arrangement of program and textbooks, appropriate course teaching and increasing the hours of the course.
Testing Multistage Testing Configurations: Post-Hoc vs. Hybrid Simulations
Author: Sari, Halil Ibrahim
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Adaptive Testing,Simulation,Test Length,Elementary School Students,Mathematics Tests,Grade 8

Due to low cost monte-carlo (MC) simulations have been extensively conducted in the area of educational measurement. However, the results derived from MC studies may not always be generalizable to operational studies. The purpose of this study was to provide a methodological discussion on the other different types of simulation methods, and run post-hoc and hybrid simulations in the multistage testing environment (MST), and to discuss the findings and interpretations derived from each simulation method. The real data collected via paper-pencil administrations from 652 students were used to test different MST design configurations under different test lengths. The levels of test lengths were 24-item, 36-item and 48-item. The five levels of MST designs were 1-2, 1-3, 1-2-2, 1-3-3, 1-4-4 and 1-5-5 design. Both post-hoc and hybrid simulations were run with the same group of students. All analyses were completed in R program. The results indicated that in terms of absolute bias, RMSE and pearson correlations, post-hoc and hybrid simulations generally resulted in comparable outcomes. Regardless of the simulation method, the 1- 5-5 MST design was the most recommended design. Another finding was that in all simulations, as the test length increased, the outcomes were better, in general. Advantages and disadvantages of each method, and recommendations for practitioner and limitations for future research were provided in the study.
Is the Proportion of Children with Disabilities in Inclusive Preschool Programs Associated with Children&apos;s Achievement?
Author: Rhoad-Drogalis, Anna
Date: 2020-03-00
Type: Journal Articles
Subjects: Students with Disabilities,Inclusion,Preschool Children,Preschool Education,Classroom Environment,Academic Achievement,Emergent Literacy,Language Skills,Alphabets,Graphemes,Written Language,Language Tests,Student Characteristics

This study applied multilevel modeling to examine the relationship between the percentage of children with mild/moderate disabilities in classrooms and children's language and literacy achievement over an academic year. The sample included 516 preschool children (mean age = 52.3 months, SD = 6.3) in 75 classrooms; 42% of the children had disabilities. The proportion of children with disabilities in a given classroom ranged from 7% to 92%. We found that the percentage of children with disabilities was not related to children's spring achievement for three outcomes: language, print-concept knowledge, and alphabet knowledge. These findings and further research directions are discussed.
Individualized Family Service Plan Quality and Alignment of Child-Focused Outcomes to Federal Outcomes and State Early Learning Guidelines
Author: Ridgley, Robyn
Date: 2020-02-00
Type: Journal Articles
Subjects: Individualized Family Service Plans,Program Evaluation,Early Childhood Education,Outcomes of Education,Educational Quality,Disabilities,Equal Education,Educational Legislation,Federal Legislation,Guidelines

We used two judgment-based scales to evaluate quality features of 623 individualized family service plans (IFSP) contributed by 73 service coordinators in one state. We also explored the alignment between the skills specified in child-focused IFSP outcomes, the three Individuals With Disabilities Education Act (IDEA) early childhood outcome categories, and the knowledge and skill statements included in state early learning guidelines. Findings showed IFSP content generally was family-centered and of good quality. Outcomes were more frequently aligned with the IDEA outcome categories addressing the use of appropriate behaviors to meet needs and the acquisition and use of knowledge and skills. Outcomes were aligned more frequently with early learning guidelines in the areas of physical development, speech/language development, and approaches to learning. We discuss how instruments and procedures could be used to evaluate IFSP quality and determine connections to expected knowledge and skills for all children identified by state and federal programs.
Narrative Inquiry, Pedagogical Tact and the Gallery Educator
Author: Andersen, Jennifer
Date: 2020-02-00
Type: Journal Articles
Subjects: Arts Centers,Art Education,Educational Practices,Foreign Countries,Experienced Teachers,Qualitative Research,Research Methodology

This paper responds to the need for a deeper understanding of gallery educator practice. Focusing on a significant encounter in a major city public gallery, it describes how narrative inquiry offers new insights into how experienced gallery educators shape school education sessions based on prior knowledge and experience, and in-the-moment observations and judgements. Responding to artworks, artists, gallery spaces, and students' needs and interests, gallery educator practice is infused with 'pedagogical tact'. Narrative inquiry makes this complex teaching visible and, in doing so, affords a valuable approach to professional learning.
The &apos;Back and Forth&apos; of Musician-Teacher Partnership in a New York City School
Author: Kenny, Ailbhe
Date: 2020-01-00
Type: Journal Articles
Subjects: Music Education,Partnerships in Education,Public Schools,Professional Identity,Role,Musicians,Elementary School Teachers,Elementary Education,Teacher Competencies,Reflection

Teaching artists are often a central feature of arts-in-education work in North American schools. This article examines a teaching artist's engagement in one New York City school, with three classroom teachers, as part of the Philharmonic Schools program. Through a qualitative case study approach, musician-teacher partnership within one public school is problematized. Data was collected over seven months through in-class observations, classroom teacher and teaching artist interviews, and a teaching artist reflective log. Findings reveal how the classroom teachers and teaching artist journeyed together to deliver music in their classrooms, projected musician/teacher identities, negotiated roles within the partnership, created reflective spaces and mutually informed each other's practice. Thus, the complexity of, but also the possibilities and pathways for, dialogic music-in-education partnerships are revealed.
&quot;It&apos;s Just Such a Strange Tension&quot;: Discourses of Authenticity in the Creative Arts in Higher Education
Author: Belluigi, Dina
Date: 2020-02-00
Type: Journal Articles
Subjects: Art Education,Visual Arts,Undergraduate Study,College Curriculum,Hidden Curriculum,Undergraduate Students,Artists,Foreign Countries,Conflict,Evaluation Criteria,Student Experience,College Faculty,Teacher Response

This paper explores the conflicts engendered during the artist's formation due to repeated submission to assessment in formal creative arts education. In a comparative qualitative study of two visuals arts practice undergraduate curricula, the underlying interpretative approaches to intentionality were uncovered to comprehend the impact of the hidden curriculum at those higher education institutions. Across both sites, nominal authenticity emerged consistently as the most valued criterion which artist-students referenced in their self-assessments of the success and quality of their artworks, and of their identities as members of the professional community of practice. This criterion for self-assessment ran parallel to, and at times against, the persistent disregard of the artist-students' actual intentionality as a valid referent within the summative assessment practices of both the academic institutions studied. Within this paper, constructions of creativity, authorship and the relationship of these to interpretation, set the scene for exploring the traces, slippages and nuances between the discourses of authenticity which emerged. Drawing from empirical qualitative data generated from artist-students, artist-academics, curriculum documentation and observations of assessment, the contexts around these emerging discourses are discussed, and their significance for the novice artist's experience, and the agency of artist-teachers, explored.
A Search to Capture and Report on Feasibility of Implementation
Author: Hauk, Shandy
Date: 2020-03-00
Type: Journal Articles
Subjects: Scoring Rubrics,Program Implementation,Program Evaluation,Feasibility Studies,Evaluation Criteria,Check Lists

This brief report describes the conception, development, and use of a rubric in evaluating the feasibility of a new program. The evaluators searched for a meta-analytic tool to help organize ideas about what data to collect, and why, in order to create a detailed story of feasibility of implementation for the client. The main advantage of using the rubric-based tool is that it lays out key evaluative criteria that are defined as concretely as possible. The article gives a brief overview of the literature on the use of rubrics in evaluation, illustrates the use of a feasibility of implementation rubric as a tool for development, analysis, and reporting, and concludes with recommendations emergent from the use of the rubric. [For the corresponding grantee submission, see ED600476.]
Embodied Risk-Taking: Embracing Discomfort through Image Theatre
Author: White, Leah
Date: 2019-00-00
Type: Journal Articles
Subjects: Risk,Honors Curriculum,Student Behavior,College Students,Individual Development,Reflection,Seminars,Social Change,Performance,Social Justice,Social Bias,Theater Arts

Taking risks does not come easily to many honors students. Often their success is based on carefully following directions and working hard to meet established expectations. Although the Minnesota State University, Mankato Honors Program's competency-based model encourages students to focus on personal growth rather than course completion, our students still struggle with the open-ended nature of reflection-based learning. This essay explains how incorporating Augusto Boal's Image Theatre techniques in an honors seminar, Performance for Social Change, helped encourage students to become more comfortable with taking academic and ideological risks. Boal's methods depend heavily on embodied experience as a companion to reflection. Incorporating the body into the learning process requires students to relinquish some control and open themselves to taking chances.