ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Acute Handball Training on Irisin, Leptin and Some Biochemical Parameters for Adolescence Handball Players
Author: Dündar, Aykut
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletics,Biochemistry,Exercise Physiology,Adolescents,Metabolism,Males

This study aims to investigate the effect of acute handball training on the irisin, leptin, insulin and blood lipids. 19 male handball players, who are between 15-17, regularly train and play for Turkish Super Young League, have been volunteer for this research. All of the members of this research group are healthy and play handball for at least 3 years. Blood samples have been drawn from players before and after training (30 min. warming, 10 min. stretching and 80 min. handball training). Arithmetic average, standard deviation and frequency distribution techniques have been used for analyzing data as descriptive statistics. A significant change have been detected at total cholesterol, triglyceride, HDL, LDL, AST, ALT, irisin and leptin parameters but not at VLDL when the pre-test and post-test compared. It has been concluded that the blood lipid levels generally change by the training and acute exercise. However, the glucose level increases and insulin level decreases after exercise. According to results, an increase has been observed at irisin level but a decrease has been observed at leptin level during the exercise. Additionally, irisin and leptin interaction may occur in different ages and metabolisms. It has been suggested that irisin and leptin interactions should be investigated deeper for more comprehensive data.
Effective Language Teachers as Persons: Exploring Pre-Service and In-Service Teachers&apos; Beliefs
Author: Tajeddin, Zia
Date: 2019-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Positive Attitudes,Language Teachers,Humor,Interpersonal Competence,Teacher Effectiveness,Preservice Teachers,Teacher Characteristics,Personality Traits,Knowledge Base for Teaching,Classroom Techniques,Teaching Experience,Comparative Analysis,Faculty Development,Foreign Countries

Despite the body of studies on different dimensions of effective teaching, the literature provides little evidence of research on effective teachers as persons. To narrow this gap, 50 pre-service and in-service English as a foreign language (EFL) teachers participated in this study to explore their beliefs about the attributes of effective teachers as persons. The data were collected through a mixed methods design using interviews and a Likert-scale questionnaire informed by the effective-teachers-as-persons component of the framework of effective teachers proposed by Stronge (2007). The analysis of both sources of data indicated that pre-service teachers valued personal teacher characteristics such as patience, kindness, friendliness, strictness, knowledge, enthusiasm, and fairness. In addition, they believed that an effective teacher uses reflection to improve teaching. On the other hand, in-service teachers mostly emphasized teachers' knowledge and energy, sense of humor, and friendliness. They further assumed that effective teachers as persons display positive attitudes toward teaching, create a warm classroom environment, and treat learners equally. A comparison of pre-service and in-service teachers' questionnaire responses revealed significant differences in their beliefs regarding, inter alia, creating a supportive classroom climate, using humor, taking pleasure in teaching, maintaining high-quality work, and seeking professional development. These findings suggest that in-service teachers possess different beliefs about the characteristics of effective teachers as persons due to their teaching experience, whereas pre-service teachers hold beliefs rooted in their immediate background as learners.
An Analysis of Teachers&apos; Perception of Organizational Silence in Terms of Various Demographic Variables
Author: Köse, Akif
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Public Schools,Foreign Countries,Organizational Climate,Teacher Characteristics,Predictor Variables,Risk,Trust (Psychology)

This research aims to explore teachers' perception of organizational silence in terms of various demographic variables. The research has been conducted with teachers, who work at state schools located within the central districts of Kahramanmaras (Dulkadiroglu and Onikisubat). The research sample holds 392 teachers in total. Having a quantitative research model, this research holds a survey model. The research data has deployed &quot;Organizational Silence Scale&quot; including 18 items. Frequency, percentage, t-test and one-way analysis of variance (ANOVA) and regression analysis have been used during data analysis. Research results have revealed that teachers experience a medium level of organizational silence. Besides, teachers' perception of organizational silence does not significantly differ across demographic variables. The research has also suggested that demographic variables are not a significant predictor of organizational silence perception of teachers.
Examining the Attitudes and the Opinions of Teachers about Altruism
Author: Palta, Aysegül
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Opinions,Altruism,Teacher Education,Teaching (Occupation)

The objective of this paper is to examine the attitudes and the opinions of teachers about altruism. Research was conducted with 289 teachers. Research design is mixed research design. &quot;Teacher Altruism Scale&quot;, which was developed by Yavuzer, Gazioglu, Yildiz, Demir, Meseci, Kiliçaslan &amp; Sertelin (2006) and Altruism Interview Form developed by researcher were used. Independent Samples T Test and Kruskal Wallis Test and content analysis were used in this study. According to quantitative findings, altruism attitude of teachers do not differ according to genders, marital status and the reasons for choosing teaching profession and do not differ according to branch and seniority either. According to qualitative findings, most of the teachers stated that their colleagues made attempts on the needs related to teacher training. And also, most of the teachers stated that their colleagues share educational issues.
Language Proficiency Development of Non-Native English-Speaking Teachers (NNESTs) in an MA TESOL Program: A Case Study
Author: Faez, Farahnaz
Date: 2019-02-00
Type: Journal Articles
Subjects: Native Speakers,English (Second Language),Second Language Learning,Second Language Instruction,Study Abroad,Beginning Teachers,Preservice Teachers,Teacher Education Programs,Student Attitudes,Foreign Countries,Language Teachers,Rating Scales,Guidelines,Language of Instruction,Social Networks,Interpersonal Relationship,Graduate Students,Masters Programs,Case Studies

This article presents a case study that examined the perceptions of non-native English-speaking teachers (NNESTs) in relation to their experiences in a one-year study abroad TESOL program in Canada and its potential for enhancing their language proficiency. Sixty-nine novice teachers, originally from China, placed in four different cohorts, participated in the study. Data was collected through self-reported proficiency appraisals using the Common European Framework of Reference (Council of Europe, 2001) scales, completed at the beginning and end of the program, and a reflective assignment completed at the end of the program that centred on if and how the pre-service teachers' study abroad experience helped them improve their English proficiency. Overall, participants felt that their level of English improved by about half a level on the CEFR scales, largely attributing this increase to the benefits of English-medium courses and learning about language teaching/learning. While many participants embraced the benefits of living abroad for their language development, some acknowledged the struggle to take full advantage of the study abroad experience, noting difficulty in building relationships and social networks outside of their first language group.
Effects of Pre-School Play on Motor Development in Children
Author: Gümüsdag, Hayrettin
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Play,Motor Development,Games,Experimental Groups,Control Groups,Performance Tests,Physical Activities,Pretests Posttests

Motor skills are considered important for children's physical, social, and psychological development. Pre-school age seems to be decisive for the development of motor skills. Our study's aim was to investigate the effect of 12 weeks game education on the motor development of pre-school children aged 4 to 6 years. In the research, experimental method pre-test / post-test and control group design was used. In this study, a total of 30 boys and 30 girls were enrolled. The research consisted of a total of 60 children who were studying in pre-school and were selected via random sampling model. In order to collect data, 12 weeks game education was conducted on participants. Motor Performance test protocol, developed by Morris, Atwater Williams and Willmore in 1980, was used on both experiment and control group children, in order to measure their motor performance before and after 12-weeks game education. Average and standard deviation values were calculated for the data collected. Children's throwing, catching, long jump, vertical jump, running, and stopping skills were measured. Mean and standard deviations of the data obtained in the study were taken. A statistically significant difference was found between the experimental and control groups in terms of post-test. A statistically significant difference was found in the experimental group pre-test and post-test comparisons. In these comparisons, the post-test values were found to be higher than the pre-test values. According to the results of the research, it is necessary to apply more long-term applications to increase the positive effect of 12-Weeks basic game education at the levels of motor development in children aged 4 to 6 years old.
&apos;If I Wanted to Survive I Had to Use It&apos;: The Power of Teacher Beliefs on Classroom Practices
Author: Farrell, Thomas S. C.
Date: 2019-02-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Methods,Classroom Techniques,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Case Studies,Experienced Teachers,Reading Instruction,English for Academic Purposes,Reflective Teaching,College Preparation,Language of Instruction,Undergraduate Study

This paper presents a case study that examined and reflected on the relationship between the stated beliefs and observed classroom practices of an experienced EAP teacher in relation to teaching second language (L2) reading. The results of this study revealed that the teacher holds specific beliefs about language teaching and learning in general, and teaching L2 reading in particular. What is striking about the results is that many of Luiza's beliefs and practices may in fact not conflate with what the research suggests about teaching L2 reading and what is being presented in second language teacher education programs about teaching L2 reading. Results suggest the need for EAP teachers to explore the sources of their beliefs and systematically, and regularly, examine their classroom practices through reflective practice in order to monitor their beliefs and classroom practices.
Factors Affecting Self-Discipline as Good Citizens for the Undergraduates of Chiang Mai University in Thailand: A Multilevel Path Analysis
Author: Damrongpanit, Suntonrapot
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Control,Undergraduate Students,Citizenship,Child Rearing,Influences,Mass Media Effects,Context Effect

The objective is to examine the factors, which affect self-discipline as good citizens for undergraduates. The samples were employed with 1,407 undergraduates from 18 faculties by Stratified Random Sampling. The instrument was 5-rating--scale questionnaire consisting of 89 items for self-discipline as good citizens and 84 items for measuring 9 causal factors classified as 5 aspects of student level and 4 aspects of faculty level. A Multilevel Path Analysis was used for data analysis by Mplus 7.4 program. The results showed that the democratic child rearing, the discipline prototype, and the discipline environment had positive effects. On the other hand, the media effect and the discipline climate had the negative effects on self-discipline. All factors explained variances of self-discipline between student and faculty were 39.90% and 98.40%, respectively.
Effective Teacher Immediacy Behaviors Based on Students&apos; Perceptions
Author: Sözer, Mehmet Akif
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Students,Student Attitudes,Elementary School Teachers,Teacher Behavior,Foreign Countries,Middle School Students,Middle School Teachers

The aim of this research is to determine effective teacher immediacy behaviors based on students' perceptions. The research is designed within descriptive survey model. The sample of this study was formed of via random sampling method, which covers 382 students from 5th, 6th, 7th and 8th grade from elementary schools. &quot;Teacher Immediacy Behaviors Scale&quot; which was developed by Crump (1996) and adapted by the researcher was used in the research in order to collect data. Research results show that out of twelve teacher immediacy behaviors, nine were found to be effective and important by students with &quot;friendly smiling&quot; ranked as the most effective and &quot;physical appearance&quot; as the least effective. The behaviors of &quot;eye contact&quot;, &quot;friendly smiling&quot;, and &quot;personal examples&quot; differed significantly in favor of male students according to gender variable. It can be observed from the result of this study that teachers' behaviors have impact on students.
Legislating Education Policy and Equity at the Ballot Box: A Descriptive Analysis of the Prevalence and Content of Education Ballot Initiatives over Time
Author: Farley, Amy N.
Date: 2019-02-04
Type: Journal Articles
Subjects: Educational Policy,Equal Education,Elections,Public Education,Elementary Secondary Education,Higher Education,Incidence,State Legislation,Democracy,Politics of Education,Educational Finance,Educational Administration,Civil Rights

Political scientists have long studied the use of direct democratic ballot initiatives--proposed directly by citizens and put before a statewide vote--as currently allowed in 24 U.S. states. Despite the application of ballot initiatives to legislate education policy, however, education scholars have not yet adequately investigated this phenomenon within American public education. In a comprehensive analysis of state-level direct democracy in education, this article examines the content and prevalence of education ballot initiatives used to shaped U.S. education policy over time. Analyses suggest voters have considered 282 ballot initiatives regarding a variety of education issues, including those related to both K-12 and higher education and addressing policy issues related to finance, governance, and civil rights and equal opportunity. Further, the prevalence of education initiatives has increased and their content has evolved over time, particularly with the advent of, and increase in, initiatives seeking to limit the rights and opportunities of traditionally underrepresented students. These findings contribute to scholarship regarding state-level education policymaking in general, and call on researchers to consider further the benefits and potentially negative consequences of direct democracy as an education policymaking tool, particularly for minoritized students.
Evaluating Drama Activities on Fifth Grade Science Subjects with the Developed Analytical Rubric
Author: Keles, Pinar Ural
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 5,Scoring Rubrics,Drama,Elementary School Students,Foreign Countries,Elementary School Science,Dramatic Play

In this study, it is aimed to evaluate the drama activities conducted in fifth grade science subjects with a developed analytical rubric. The study was conducted using case study. The sample of the study consists of 26 students attending 5th grade in a public school located in the Akçaabat district of Trabzon province. In the study, four groups were formed from the sample. Eight different drama events were conducted by the groups formed in the study related to the two acquisitions in the fifth class &quot;Classification of living things&quot;. The evaluation of the drama activities in the study was decided to be done with process-oriented evaluation. For this purpose, an analytical rubric consisting of performance criteria such as 'scenario', 'content of roles', 'role sharing' and 'role play' has been developed. As a result of the evaluation of the drama activities with analytical rubric, it was concluded that the students were not used to the rubric evaluation and focused on the product rather than the process. One of the suggestions of the study is the inclusion of students in the development process of rubrics in order to understand the performance criteria and levels in the rubric better.
Investigation of the Relationship between the Self-Confidence and Motivation of High School Students Participating School Sport Contests
Author: Toktas, Sermet
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Self Esteem,Student Motivation,Athletics,Foreign Countries,Gender Differences,Institutional Characteristics,Team Sports,Age Differences

The purpose of this study is to examine the relationships between the levels of self-confidence and motivation of high school students participating sport contests at school and the various demographic variables (gender, high school type, sport age, sports branch and sport category). In the study, survey model, which is frequently used in descriptive research method is used. The population of the study consisted of students who studied at high schools and those who attended contests in Adiyaman, while sample consisted of 856 athletes, 39% of whom were female students (334) and 61% (522) of whom were male students. To collect data for the study, personal data form, ''Motivation in Sport'' scale, which was developed by Pelletier et al. (1995) and adapted to Turkish by Pelletier et al. and ''Self-confidence'' scale developed by Akin (2007) were used. SPSS 21.00 package program was used for data analysis. Multiple regression analysis, Pearson product-moment correlation co-efficient technique, independent t-test and one-way analysis of variance were performed in the quantitative data of the research. According to the findings obtained from the study, it was determined that there was a significant relationship between demographic information and self-confidence and motivation levels. While there was a significant difference in gender self-confidence level with intrinsic and extrinsic self-confidence and high school type sports branch, there was no significant difference between sport age and sport category. A significant relationship was found between the sub-dimension of non-motivation, intrinsic motivation and extrinsic motivation, and there was no significant relationship with other independent variables such as gender, sports branch, sport category and sport age. Based on these results, it is recommended that secondary school students participate in sports competitions to have some elements that may have positive effects on their self-confidence and motivation.
Community Based Financial Practices for Proliferation of Access to Higher Education in Kenya&apos;s Asal Regions: A Pointer to Enhancing Peace in the Region
Author: Olando, Clement O.
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,Peace,Conflict,Foreign Countries,Educational Quality,Higher Education,Access to Education,Poverty,Competition,Financial Support,Correlation,Educational Finance,Employment,Labor Force Development,Equal Education,Models,Investment,Community Resources

Adequate and quality higher education is important for enhancing peace in most countries as well as among neighbouring communities. However, financial barriers deny Kenyan ASAL communities from accessing higher levels of education, limiting their access to the education necessary for enjoy benefits associated with education such as; employment, adequate incomes and earnings, respectable social status and assured economic security. Limited access to education instead escalates the poverty levels and encourages competition for scarce resources across the vulnerable communities. Prolonged competition for rare resources fuels disputes and conflicts between these communities, threatening peaceful coexistence amongst communities in these area. There is therefore the need for adoption of immediate financial strategies to bridge the gap between basic education and access to higher education for peace to prevail. The present study was, as a result, conducted to provide recommendations for ameliorating the persistent conflicts and disputes and consequently provide a platform for peace enhancement in the areas. The study used correlational analysis and purposively sampled 108 parents from Kajiado Central Sub County with children in secondary schools. The data was collected from primary sources using a structured questionnaire and analysed using; quantitative analysis to produce descriptive statistics, correlation analysis and regression analysis for estimating a study model. The study findings reveals that at 5% (0.05) significance level; each of; diversified sources of funds, resource investment strategy, proficiency of financial knowledge, and financial endowment has positive significant impact on proliferation of access to higher education in Kenya's ASAL regions. The study recommends that the communities in the Kenya's ASAL regions should adopt the community based financial practices through setting common financial pool. The main goals of the pool should investing the funds to generate sufficient income for support school operations and paying for educational services of all the learners fin that community. The community based financial practices should; identify diversified strategies for sourcing funds to support access to education, adopt effective resource investment strategies, employ competent staff to manage their funds, and nurture financial endowment approach. The study suggests that empowering the Kenya's ASAL regions academically would nurture a dependable and sustainable workforce as well as empower the community to create employment, alleviating persistent clashes and eventually enhancing peace.