ethanporcaro/eric-fulltext-meta huggingface dataset:
Identifying the Relationships between Response Behaviors for Reading Comprehension Items and Student Characteristics
Author: Özyeter, Neslihan T.
Date: 2018-10-00
Type: Journal Articles
Subjects: Student Characteristics,Self Efficacy,Resistance (Psychology),Persistence,Student Responsibility,Competence,Cognitive Processes,Grade 5,Elementary School Students,Reading Comprehension,Responses,Cognitive Ability,Metacognition,Foreign Countries

The study aimed to identify the students' characteristics (perception of self-efficacy, resistance, persistence, taking responsibility and competence for their cognitive processes) that might affect the response behaviors of fifth grade students for open ended questions written in different cognitive levels. This study was designed as relational survey model research. Sample consisted of 392 5th grade students selected by purposeful sampling from Yenimahalle, Mamak and Cankaya districts in Ankara city. Data was collected with reading comprehension achievement test, response behaviors form and student information survey. Analysis was conducted with 366 students' data after missing values were removed. MPlus package program was utilized to analyze data and structural equation modelling was used. The findings of the research revealed that response behaviors for open ended questions written in different cognitive levels in Turkish learning area were found to be predicted low and at a significant level by students' perception of self-efficacy, persistence, resistance, taking responsibility and cognitive skills. It might be concluded that improving children's perception for cognitive and metacognitive skills can enhance their thinking process, lead them to perform complex response behaviors and affect positively their higher order thinking process. In other words, students with high cognitive and metacognitive skills show higher level response behaviors such as putting themselves into author's shoes, relating their own life to the event in the text or using imagination. Therefore, they can comprehend what they read easily and express it back.
Sexual Harassment and Abuse in Sports: In the Context of Turkey Sample Determination of Risk Factors in Relationship of Coaches and Female Athletes
Author: Terekli, Mustafa Serdar
Date: 2018-10-00
Type: Journal Articles
Subjects: Sexual Harassment,Sexual Abuse,Athletics,Foreign Countries,Risk,Athletic Coaches,Females,Correlation,Interpersonal Relationship,Prevention

Today, sexual harassment is common in all areas of daily life. Numerous scientific researchers have been conducted since the rate of sexual harassment has increased day by day. Nowadays, the increase of sexual abuse and harassment in almost every area of organizational structure and field is creating a serious threat, and it has forced many managers and academics to come together. In addition to the many organizations that have experienced sexual harassment, since many years sexual harassment and abuse have increased in sport fields and in different sport branches. What is the characteristic that makes sports field an area open to sexual abuse and that differs from other social areas? The first answer that comes to mind is transparency. Sports is seen as a transparent area due to the fact that it is independent of other areas of life. That is, the sport field is not operating as a different area which emphasizes only physical performance or ability regarded as a different field. Sexual harassment and abuse are not events that happen on their own in the sport. While harassment and abuse events in many areas of society are difficult to reveal, harassment and abuse events in sports are very visible. However, this visibility is only within the community. When you ask almost every sector working in the sports field, it seems that there is a story of harassment that they have lived or heard about in the past. The aim of this study is to offer suggestions to the athletes, their families and coaches for the prevention of sexual harassment and abuse in sport in order to eliminate the negative impact on athletes who have experienced and encountered sexual harassment and abuse in Turkey.
Implementing School Management in the Arab Palestinian Education System in Jerusalem Schools, the Viewpoint of the Administrative Staff
Author: Mizel, Omar
Date: 2018-11-00
Type: Journal Articles
Subjects: Curriculum Implementation,School Based Management,Foreign Countries,Educational Change,Arabs,Administrator Attitudes,Educational Policy,Jews

This study aims to examine the impact of School-Based Management (SBM) on Arab Palestinian schools in East Jerusalem. SBM, which has become a major and irreversible trend in educational reform in Western countries, has been introduced into a number of Asian and African nations over the last few decades. Consequently, a higher level of autonomy and decentralization constitutes the &quot;default&quot; approach to the management of schools within centrally-determined policies, goals, standards, curriculum, and accountability. However, the literature on SBM does not address the repercussions of implementing SBM in conflict zones such as Palestine in the context of larger political questions about power and ideological control. Using a qualitative methodology, field observations, and in-depth interviews with a sample of various stakeholders in Arab-Palestinian schools in East Jerusalem, including school principals and faculty members, this study investigates the impact of SBM on the educational system in these schools, their philosophy, policies, objectives, and the implementation of the curriculum, and the consequences of this on designing a &quot;programmed&quot; educational system educational outputs and learning outcomes. Findings show that these school reforms are driven not by a commitment to decentralization but by political and or ideological considerations (Israelifications and the assimilation of Palestinians within Israeli educational and philosophical frameworks). The study recommends that leaders in the field of education and education and local authorities in the Palestinian Arab community take appropriate measures to correct the current trajectories of the educational process in East Jerusalem schools.
Investigation of the Relationship between Basic Swimming Instruction and Some Physical and Motor Characteristics
Author: Temur, H. Bayram
Date: 2018-11-00
Type: Journal Articles
Subjects: Aquatic Sports,Training,Body Height,Body Weight,Muscular Strength,Human Body,Body Composition,Physical Development,Athletics,Early Adolescents,Preadolescents,Physical Education,Males

In this study, it was aimed to investigate whether basic swimming training has effects on height, body weight, right and left hand grip strength, right and left hand lengths, shoulder width, chest circumference, standing long jump characteristics. The study is important in terms of making individuals in the growth period and investigating the physical development of major technical studies from force studies. It is known that regular sport has also developed physical features along with many other features. However, there is not a complete consensus about the sport, its violence, its frequency and duration. The study using the experimental research method included 114 individuals with a mean age of 11.03 ± 1.23 years. The study group, consisting of 58 subjects, received regular swimming lessons twice a week for two hours at a time over a period of 7 months. The sedentary control group included 56 subjects who received no sports instruction apart from their standard physical education classes. Prior to the start of the study, measurements were taken for height, body mass, right and left hand grip strength, right and left hand length, shoulder width, chest circumference, and standing long jump for both groups. The same measurements were taken again 7 months later, at the conclusion of the study. The differences between the initial and final measurements of both the study group and the control group were statistically compared within the group and between the groups. In this comparison, the General Linear Model method was used in the SPSS 21 Package program. As a result, it was found that the increase in height, body weight, right hand grip strength, right and left hand lengths, chest circumference and standing long jump mean values of swimming training subjects were found to be different at p &lt;0.001 in the control group in seven months period. It was also found that the increase in the mean value of left hand grip strength in both groups was significantly different in favor of swimming training subjects (p &lt;0.005). The increase in shoulder width mean values of the study group and the control group did not differ between the groups (p&gt; 0,005).
Language and Literature Education in Azerbaijan and Turkey
Author: Eskimen, Ayse Derya
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Turkic Languages,Comparative Analysis,Grade 9,Grade 10,Grade 11,Grade 12,High School Students,Textbooks,Literature,Native Language Instruction,Geography

Turkish world geography is a vast geography. In its broadest sense, it expands from Balkans in the west to the Pacific Ocean in the east; from the Arctic Ocean in the North to Tibet in the South. The subject of our study is Azerbaijan which is one of the independent states in this geography. In the study, similarities and differences of Turkish and Azerbaijan education system, language-literature education, curriculum, course books were analysed. Azerbaijan was chosen for the study since it is akin to Turkey in the sense of language and geography and it also takes the head in Turkish world in education and culture. In the collection of data, document review method was used and in the light of information acquired, positive aspects of both countries were used.
&quot;To Get Somewhere in Life&quot;: Family Support and Persistence in School
Author: Lawton-Sticklor, Nastasia
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Persistence,Reentry Students,Family Influence,Motivation,Family Involvement,Cultural Capital,Parent Participation,High School Students,Urban Schools,Females,Student Attitudes

This study explored educational persistence in the narratives of students re-engaging in secondary school, specifically relating to the messages they received from their families motivating them to succeed in school. Framed in Yosso's (2005) theory of community cultural wealth, students described the methods their families used to support them that largely diverged from traditional methods of academic family involvement. In the midst of educational reform discourse that takes a deficit view of students and families who do not follow institutionally recognized norms of family involvement, this study seeks to challenge the notion that families who use non-traditional forms of support do not care about their children's education. In fact, student narratives show that the community cultural wealth they received from interactions with their families was integral in motivating them to persist through obstacles in school.
The Effect of Relative Age on Some Performance Characteristics in Young Volleyball Players
Author: Akarçesme, Cengiz
Date: 2018-11-00
Type: Journal Articles
Subjects: Age Differences,Athletes,Team Sports,Adolescents,Muscular Strength,Gender Differences,Performance,Foreign Countries

It has been evaluated in the literature that different maturation levels exist in the same chronological age and this may be an advantage for athletic performance. The aim of this study was to examine the performance characteristics of young male and female volleyball players in the same chronological age according to their relative age. A total of 536 athletes who were 14 years old and similar training age, 238 male and 298 female subjects participated in this study. Relative age was determined by quitting the quartile of the year starting from January. Explosive strength (counter movement and squat jumps), anaerobic strength and capacity (Wingate test), aerobic capacity (20m shuttle run) and speed (5m and 10m sprint) were measured. 2x4 ANOVA was used to determine the differences between gender and relative age groups, and Bonferroni test was used to determine the differences between the quarters of the year. The significance level of all statistical procedures was accepted as 0.05. The distribution of volleyball players in the quarters was 47.9%, 27.7%, 17.6%, 6.7% for males, 39.9%, 29.5%, 17.4% and 13.1% for females respectively. The differences between the genders in all variables were statistically significant (p&lt;0.05). Relative age effect (RAE) was not significant in all variables examined as performance parameters (p&gt;0.05). As a result of this study it was found that both female and male volleyball players were mostly born in the first quarter of the year. On the other hand, relative age was not a distinctive effect on performance variables of young volleyball players in the same chronological age.
Some Strange Magic: The Disruption of the Whiteness of Castle Play through Improvisation
Author: Tanner, Sam
Date: 2018-00-00
Type: Journal Articles
Subjects: Play,Whites,Racial Bias,Young Children,Social Justice,Imagination,Memory,Video Games,Children,Racial Factors,Creative Activities

This conceptual framework investigates the symbol of the castle in the American imagination as one site of memory that contributes to white supremacy through childhood play. The authors conceive of long-form improvisation in relation to childhood play to imagine new pedagogical installments that might teach children to resist the hegemonic symbol of the castle.
Classics and Contemporaries: The &quot;Top Ten&quot; Books Recommended by Some of the Finest in the Education Academy
Author: Paufler, Noelle A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Books,Higher Education,Teacher Education,Reading Lists,National Organizations,Presidents,Literature,Reading Materials

In this study, researchers surveyed scholars affiliated with the National Academy of Education (NAE), NAE's International Affiliates, and Past Presidents of the American Educational Research Association (AERA), to solicit their &quot;Top Ten&quot; lists of books in education. Researchers conducted this study to help pre-service, new, and veteran educators; educational scholars; and the like (re)discover the &quot;great books&quot; recommended by some of the best in the academy, as these books are at least one set of those that educators should read, have read, or in vernacular terms, &quot;have on their bookshelves.&quot; Researchers present the &quot;Top Ten&quot; list, discuss other salient findings, and also reflect on the utility of this as a scholarly resource and exercise.
Mathematical Modeling of Preschool Children&apos;s Epistemological Views
Author: Günes, Gökhan
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Mathematical Models,Preschool Children,Epistemology,Early Childhood Education,Theory of Mind,Beliefs,Knowledge Level,Accuracy,Critical Thinking,Foreign Countries

Epistemology is a branch of philosophy that focuses on the source, nature, limitations, system and accuracy of human knowledge. Children's epistemological views start to develop in the very early years as they gradually develop the ability to understand others' beliefs, actions, and desires, with primary attention to the onset of this cognitive achievement occurs between the ages of 3 and 5 (Burr and Hofer, 2002). The purpose of the current study was to analyze and model epistemological views of five-year-old children. The mathematical model developed for this study attempts to predict to what direction the missing domains in young children's epistemological thoughts will be evolved. Significant and profound changes in children's concept of the mind occurs between the ages of 3 and 5, allowing a five-year-old perform better in some tasks in the cognitive field (Gopnik and Astington, 1988). This study was carried out with a total of 183 five-year-old children (79 boys and 84 girls), from five state preschools. The Epistemological Beliefs Scale for Children (EBSC) was used for the data collection. EBSC is based on Elder's (2002) Scientific Epistemological Beliefs Scale (SEBS) and was adapted for children by the researchers of the current study. EBSC consists of 25 practical items in the following five sub-dimensions: authority/accuracy, knowledge production process, sources of knowledge, hypothesizing, and change of knowledge. EBSC was prepared as a three-point Likert-type scale with the Cronbach alpha value of 0.87. According to the results of the descriptive statistics obtained from EBSC, dogmatic thoughts shaped children's epistemological views (54%). In particular, authority/accuracy, the source of knowledge and hypothesizing sub-dimensions of epistemological views were the areas in which dogmatic thinking was most apparent. Despite not being in the majority, a considerable percentage of children (38%) had skeptical thoughts, which is a promising result. The remaining 8% of the children had not yet constructed conceptual knowledge.
Teaching Soft Skills for Employability
Author: Bartel, Joan
Date: 2018-00-00
Type: Journal Articles
Subjects: Immigration,Refugees,Citizenship,Employment Interviews,Foreign Countries,Pragmatics,Applied Linguistics,Work Environment,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Materials,Employment Potential,Nonverbal Communication,Interpersonal Competence,Career Development,Adult Education

The Ministry for Immigration, Refugees and Citizenship Canada includes employment-related language training in its current initiatives. This article aims to contribute to the topic of teaching soft skills for job interviews and job retention, as informed by research from the fields of business and applied linguistics, including pragmatics, as well as insights from personal experience in employment-related classrooms. Ideas for lessons on some critical verbal and nonverbal soft skills are provided for employment-oriented classes at intermediate to advanced levels. Those skills focus on shaking hands, engaging in small talk, and asking questions.
Blended Learning Adoption in an ESL Context: Obstacles and Guidelines
Author: Shebansky, William J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Language Teachers,Technology Integration,Teacher Attitudes,Foreign Countries,Immigrants,College Faculty

The integration of blended learning is well underway across diverse educational settings. Along with this shift in instructional method are obstacles and accompanying research. There has been less interest, however, in examining the adoption of blended learning in English as a second language (ESL) contexts. This study investigates what factors most influence instructors to adopt blended learning in different ESL settings. This research is informed by the work of Porter, Graham, Bodily, and Sandberg (2015) in a university context. Utilizing the same frameworks in a mixed methods exploratory research design, I surveyed 48 ESL instructors from three different ESL settings, then followed up with interviews of nine Language Instruction for Newcomers to Canada (LINC) instructors. Quantitative data point to similarities in the factors that most influence the technology-adoption decisions of instructors across different ESL settings, primarily the ability to quickly upload and download materials and the availability of professional development. Qualitative data suggest that adoption is primarily hampered by required time commitments and the lack of technical supports. This research contributes to the discussion on blended learning adoption, specifically in relation to government-funded LINC programs. Lessons learned will facilitate instructor implementation and program policies.
Promoting Language Learners&apos; Awareness of Autonomy through Goal Setting--An Alternative Approach of Assessing Goal Setting Effects
Author: Huei-Ju, Shih
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Personal Autonomy,Goal Orientation,Student Evaluation,Questionnaires,Test Construction,Psychometrics,Test Validity,Task Analysis,Difficulty Level

This article aims at proposing a new measurement to assess the effects of language learners' goal-setting behavior, as an alternative to the traditional open-ended questionnaire. This goal-setting instrument was carefully developed through three phases. In the first phase, an item pool was generated. In the second phase, a pilot study was carried out with a view to modifying the weak points of the questionnaire. In the third phase, a final version of the questionnaire was distributed among participants for evaluating the practicality. The evaluation of the psychometric properties of the final instrument was made using confirmatory factor analyses (CFA), with the validity and reliability being evaluated. The results indicate that the proposed instrument yields satisfactory characteristics and that the theoretical model bears a good fit with the data. The researcher proposes that the instrument presented in this study can provide a more psychometrically sound measure of goal-setting in learning a second language than traditional open-ended questionnaires.
Academic Literacy Requirements of Health Professions Programs: Challenges for ESL Students
Author: Lum, Lillie
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Foreign Students,English Language Learners,Medical Education,Allied Health Occupations,Admission Criteria,College Admission,Literacy,Medicine,Nursing,Pharmacy,Writing Assignments,Vocabulary,Language Proficiency,Standardized Tests,Language Tests,Prior Learning

To succeed in Canadian health professions, university education programs students must initially meet a variety of program-specific and English-language admission requirements. For non-native English-speaking (NNES) students, a major challenge can be the demonstration of profession-specific academic literacy and, in particular, adequate language competency prior to admission and throughout the program. Despite the increased numbers in the adult NNES student population in Canada, the current academic literacy requirements within these programs have received minimal research focus. This study explores the congruency of program requirements and learning supports within three major health professions programs across six Canadian universities. The data analyzed for this qualitative study include program documents on publicly accessible websites and a focused literature review. Findings suggest that in medicine, nursing, and pharmacy programs, discipline-specific academic literacy manifests itself in a wide variety of specialized written genres, ranging from reflections to theoretical analysis. Academic literacy is essential to the socialization of new students into these specialized programs and into the professions. Suggestions are offered to enhance universities' support of the development of academic literacy of NNES students.