ethanporcaro/eric-fulltext-meta huggingface dataset:
Bullying toward Teachers: An Example from Turkey
Author: Özkiliç, Rüçhan
Date: 2012-00-00
Type: Journal Articles
Subjects: Bullying,Teacher Student Relationship,Prevention,Educational Environment,Classroom Techniques,Gender Differences,Teacher Characteristics,Teacher Attitudes,Statistical Analysis,Student Behavior,Preservice Teacher Education,Inservice Teacher Education,School Size,Class Size,Program Improvement,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Questionnaires

Problem Statement: The studies investigating bullying behaviours exhibited by students toward teachers are limited in number. Since teachers are perceived as powerful adults compared to the teenagers and are responsible for managing the classroom, it is commonly thought that they cannot be considered the victims of students. Such thoughts may have put limitations on research studies examining this matter. It is known that student-teacher interactions have effects on school climate and are extremely important in terms of carrying out anti-bullying programs. For this reason, it was thought that collecting more detailed data about bullying behaviours exhibited by students toward teachers can provide useful information for prevention efforts. Purpose of the Study: The purpose of this research is to determine the existence and characteristics of students' bullying toward teachers in Turkey according to the gender of teachers and to draw the attention of those preparing anti-bullying programs and of teacher trainers to the subject. Methods: Participants of the study were volunteer teachers (n = 540) serving at the Osmangazi district of Bursa city. A questionnaire was used to determine behaviours related to bullying exhibited by students toward teachers according to teacher perceptions. The obtained data were analyzed by using frequencies, percentages, and chi square tests. Results: The comparisons showed that there were no significant differences among bullied and non-bullied participant teachers in terms of gender. On the other hand, male teachers experienced more physical bullying and female teachers experienced more verbal bullying and gossiping. It was determined that there are significant differences among female and male teachers in terms of the gender of the students and in terms of some locations. Conclusions and Recommendations: The findings showed that the gender of the teachers and students are important in terms of bullying behaviours exhibited by students toward teachers. Therefore, it should be taken into consideration if bullying is included in the content of whole school anti-bullying programs, pre-service, and in-service teacher training programs. In this context, it is believed that future research investigating the differences between bullied and non-bullied teachers, the characteristics of bully students, the variables such as school size, class size, and the effects of students' bullying toward teachers on school climate and teacher performance will contribute to the improvement of teacher education programs and anti-bullying programs.
Technology Acceptance of Healthcare E-Learning Modules: A Study of Korean and Malaysian Students' Perceptions
Author: Neo, Mai
Date: 2015-04-00
Type: Journal Articles
Subjects: Learning Modules,Electronic Learning,Student Attitudes,Health Services,Computer Attitudes,Multimedia Instruction,Multimedia Materials,Technology Uses in Education,Web Sites,Student Surveys,Participant Satisfaction,Usability,Instructional Effectiveness,Student Centered Curriculum,Models,Computer System Design,Questionnaires,Health Education,College Students,Foreign Countries

Educators today are moving towards transforming their teaching and learning methods from conventional teacher-centered approaches to student-centered learning approaches with the support of technology so as to better motivate students to participate and engage in their learning process. This study was developed as a joint collaborative effort between Inje University, South Korea, and Multimedia University, Malaysia, in order to investigate Korean and Malaysian students' perceptions of an e-learning web module about health rooms in Korea. An e-learning web module was developed using Mayer's (2001) Principles of Multimedia Learning and presented to Korean and Malaysian students. A Technology Acceptance Model (TAM) survey was developed to measure their perceptions of this e-learning website. Results show that students were positive in the Perceived Usefulness (PU) and Perceived Ease-of-Use (PEOU) constructs which in turn resulted in positive Attitudes towards Usage (ATU) and Behavioral Intentions to Use (BIU) constructs in the application. The results thus show positive technology acceptance of the e-learning health room web module and provide positive encouragement for educators to develop interactive healthcare modules for e-learning.
Effect of Creative Drama-Based Group Guidance on Male-Adolescents' Conflict Resolution Skills
Author: Yavuzer, Yasemin
Date: 2012-00-00
Type: Journal Articles
Subjects: Males,Adolescents,Conflict Resolution,Group Guidance,Drama,Creative Activities,Program Effectiveness,Quasiexperimental Design,Followup Studies,Aggression,Statistical Analysis,Pretests Posttests,Foreign Countries,High School Students,Skill Development

Problem Statement: This study assumes that conflict itself is not constructive or destructive, whereas the path chosen to resolve the conflict is what leads to constructive or destructive results. When individuals resolve conflicts in a destructive manner, they instill feelings of anger, rage, hostility and violence in the people involved. On the other hand, when individuals resolve conflicts in a constructive manner, they ensure personal development by improving their own problem-solving, critical thinking and communication skills. Teaching students the skills to resolve conflicts in a constructive manner may dissuade them from choosing aggressive behavior when conflicts rise. Purpose of Study: The purpose of this study is to examine the effect of a conflict resolution skill training program integrated with creative drama on the conflict resolution skills of male adolescents. Methods: This is a quasi-experimental, pre-post and follow-up study with one experimental group and one control group. The researcher used the Conflict Resolution Behavior Determination Scale (CRBDS) to select the participants for the study. The experimental and control groups were each composed of 12 male students for a total of 24 participants. In the study, a program using creative drama techniques was applied to the students in the experimental group. No program was applied to the control group. For the analysis of the data, 2x3 Split-plot ANOVA was used for the repeated measurements. Findings and Results: The findings of the study show that creative drama-based conflict resolution training has been effective at both reducing male adolescents' aggression scores and increasing their problem resolution scores. The findings of the study also show that this effect persisted as far as the follow up measurements, which were done eight weeks after the end of the last application. Conclusions and Recommendations: The results of this study show that adolescents who participate in group work integrated with creative drama can learn conflict resolution skills. Therefore, the researcher suggests that creative drama can be used effectively as a group guidance method that teaches conflict resolution skills. In this study, it was also found that the participants retained the knowledge and skills at the time of the follow up measurements that were done eight weeks after the end of the last application. It may take many years for psychological counselors to create constant change with this kind of application so future studies should reinforce the students' training through occasional, short-term programs that would remind students of the aforementioned knowledge and skills.
Future of Online Education in Crisis: A Call to Action
Author: Nash, Julie Ann
Date: 2015-04-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Educational Trends,Educational Quality,Educational Development,Grade Inflation,Course Organization,Program Length,Profiles,Testing Programs,Educational Change,Educational Practices,Higher Education,Social Environment,Performance Factors,Literature Reviews

Online education is growing rapidly and there is little doubt that it will continue to expand until it one day encompasses the majority of higher education course offerings. Higher education leaders agree that online education will continue to grow even in the face of a slight recent decline (Allen &amp; Seaman, 2013). As the rise of online education began, concern also arose as to whether the quality of higher education would suffer as a result of this new fast tracked course of academia. The quality of education in general is in question. The average degree standards are lower in America (Cote &amp; Allahar, 2011). Today in higher education it is almost unacceptable to expect students to be solely just that, students (2011). Working full time, while carrying a full load is becoming the acceptable norm (2011). This type of student is more often the student that elects an online education. Despite the current drawbacks, online education is still the best prospect for the future provided the barriers of faculty assessment and course design are addressed. Fear of student evaluations and administrative disapproval are causing grade inflation while simultaneously influencing course design. Instructors are designing courses that allow the student to easily pass the course, which in reality is a disservice to everyone involved. This literature review provides evidence to justify a warning to acknowledge the paradox of current faculty assessment practices and the codependent relationship with course structure, to ensure the future value of higher education remain just that; valuable.
Students' Perceptions of Edmodo and Mobile Learning and Their Real Barriers towards Them
Author: Al-Said, Khaleel M.
Date: 2015-04-00
Type: Journal Articles
Subjects: Barriers,Electronic Learning,Educational Technology,Educational Practices,Computer Software Evaluation,Courseware,Handheld Devices,Likert Scales,Multiple Choice Tests,Teaching Methods,Academic Achievement,Interaction,Computer Mediated Communication,Access to Information,Preservice Teacher Education,Preservice Teachers,Usability,Technology Uses in Education,Student Teacher Attitudes,Foreign Countries,Undergraduate Students

The present research aims to investigate the students' perceptions levels of Edmodo and Mobile learning and to identify the real barriers of them at Taibah University in KSA. After implemented Edmodo application as an Mlearning platform, two scales were applied on the research sample, the first scale consisted of 36 statements was constructed to measure students' perceptions towards Edmodo and M-learning, and the second scale consisted of 17 items was constructed to determine the barriers of Edmodo and M-learning. The scales were distributed on 27 students during the second semester of the academic year 2013/2014. Findings indicated that students' perceptions of Edmodo and Mobile learning is in &quot;High&quot; level in general, and majority of students have positive perceptions towards Edmodo and Mobile learning since they think that learning using Edmodo facilitates and increases effectiveness communication of learning, and they appreciate Edmodo because it save time. Regarding the barriers of Edmodo and Mobile learning that facing several students seem like normal range, however, they were facing a problem of low mobile battery, and storing large files in their mobile phones, but they do not face any difficulty to enter the information on small screen size of mobile devices. Finally, it is suggested adding a section for M-learning in the universities to start application of M-learning and prepare a visible and audible guide for using of M-learning in teaching and learning.
Utilization of Information and Communication Technologies as a Predictor of Educational Stress on Secondary School Students
Author: Eskicumali, Ahmet
Date: 2015-04-00
Type: Journal Articles
Subjects: Secondary School Students,Stress Variables,Technology Uses in Education,Correlation,Predictor Variables,Likert Scales,Educational Attitudes,Influence of Technology,Student Attitudes,Use Studies,Educational Practices,Educational Technology,Foreign Countries,Grade 7,Grade 8,Multiple Regression Analysis

The purpose of this study is to examine the relationship between utilization of information and communication technologies and educational stress. Participants were 411 secondary school students. Educational Stress Scale and Utilization of Information and Communication Technologies Scale were used as measures. The relationships between students' educational stress and utilization of information-communication technologies were examined by using correlation analysis and stepwise regression analysis. Educational stress was predicted positively getting information, research, communication, game and self-expression. Results were discussed with respect to the related literature.
The Effect of Corpus-Based Activities on Verb-Noun Collocations in EFL Classes
Author: Ucar, Serpil
Date: 2015-04-00
Type: Journal Articles
Subjects: Nouns,Phrase Structure,English (Second Language),Second Language Learning,Second Language Instruction,Control Groups,Experimental Groups,Teaching Methods,Verbs,Computational Linguistics,Foreign Countries,Scores,Pretests Posttests,College Students

This current study sought to reveal the impacts of corpus-based activities on verb-noun collocation learning in EFL classes. This study was carried out on two groups--experimental and control groups- each of which consists of 15 students. The students were preparatory class students at School of Foreign Languages, Osmaniye Korkut Ata University. Before the treatment, a pretest was administered to both groups. The results of the pretest demonstrated that there was not significant difference between the control and the experimental group. Throughout the study, the experimental group was taught verb-noun collocation through corpus-based materials taken from COCA, and the control group was taught through a conventional method. The results demonstrated that there is a statistically significant difference between experimental and control group in terms of the type of treatment, which signifies that corpus-based activities has a significant impact on verb-noun collocations in EFL classes.
Interactive Projector as an Interactive Teaching Tool in the Classroom: Evaluating Teaching Efficiency and Interactivity
Author: Liu, Li-Ying
Date: 2015-04-00
Type: Journal Articles
Subjects: Efficiency,Biology,Learning Processes,Science Instruction,Academic Achievement,Experimental Groups,Quasiexperimental Design,Middle School Students,Educational Technology,Classroom Communication,Foreign Countries,Technology Integration,Instructional Effectiveness,Teaching Methods,Video Technology,Observation

This study reports on a measurement that is used to investigate interactivity in the classrooms and examines the impact of integrating the interactive projector into middle school science classes on classroom interactivity and students' biology learning. A total of 126 7th grade Taiwanese students were involved in the study and quasi-experimental research with two-group posttest-only design was employed. Students in the experimental group were taught by using interactive projector (n = 61) and their counterparts were taught by general data projector (n = 65). The results show that there was no significant difference in students' learning achievement between teaching through interactive projector and general data projector. More interactions were observed in the experimental group; however, its perceived teaching efficiency was not better than teaching with a general data projector. It is suggested that the integration of interactive technologies in the classrooms might not ensure better learning performance or teaching efficiency, although various types of interactive actions were observed. The possible interpretations and suggestions for future studies are provided.
The Relationships between Logical Thinking, Gender, and Kinematics Graph Interpretation Skills
Author: Bektasli, Behzat
Date: 2012-00-00
Type: Journal Articles
Subjects: Logical Thinking,Gender Differences,Graphs,Interpretive Skills,Mechanics (Physics),Problem Solving,Correlation,High School Students,Grade 12,Factor Analysis,Multiple Regression Analysis

Problem Statement: Kinematics is one of the topics in physics where graphs are used broadly. Kinematics includes many abstract formulas, and students usually try to solve problems with those formulas. However, using a kinematics graph instead of formulas might be a better option for problem solving in kinematics. Graphs are abstract representations, so a student's level of logical thinking might be an indicator for understanding a kinematics graph. This paper examines a possible connection between students' kinematics graph interpretation skills and logical thinking. Purpose of the Study: The main purpose of this study is to search for relationships between student logical thinking, gender and kinematics graph interpretation skills. Methods: The sample of this study is 72 grade-12 students. The Middle Grades Integrated Process Skill Test (MIPT) and Test of Understanding Graphs-Kinematics (TUG-K) were administered to collect data after the kinematics graph instruction. The study uses correlational research design. Data analysis includes factor analysis, reliability, descriptive statistics, correlation, and forward multiple-linear regression. Findings and Results: Based on the data analysis, the following principal components were identified for MIPT: processing text information (MIPT: text) and processing symbolic representation (MIPT: symbolic). Similarly, two principle components were found for TUG-K: calculation and the interpretation of slope (TUG-K: slope) and area (TUG-K: area). A student's ability to determine the slope in a kinematics graph was significantly correlated with logical thinking and gender. However, there was no significant correlation to student ability to determine the area in a kinematics graph. Conclusions and Recommendations: Students come to a classroom with different levels of logical thinking skills. It might be easier for some students to process text information rather than processing symbolic information. On the other hand, it might be easier for some students to process symbolic information instead of processing text information. For both types of students, this study recommends that students' logical thinking and gender need to be considered when kinematics graphs are taught.
Short Serious Games Creation under the Paradigm of Software Process and Competencies as Software Requirements. Case Study: Elementary Math Competencies
Author: Barajas-Saavedra, Arturo
Date: 2015-04-00
Type: Journal Articles
Subjects: Computer Software,Case Studies,Educational Games,Mathematics Instruction,Video Games,Grade 6,Elementary School Students,Learning Processes,Foreign Countries,Identification,Educational Quality,Mathematics Skills,Teaching Methods

Development of digital resources is difficult due to their particular complexity relying on pedagogical aspects. Another aspect is the lack of well-defined development processes, experiences documented, and standard methodologies to guide and organize game development. Added to this, there is no documented technique to ensure correct implementation of a competency in a videogame. This research proposes a Short Serious Game Development Process founded in Software Engineering paradigms and complemented by previous efforts on large scale development of digital learning resources. This paper focuses in a technique called Competency-Based Decomposition that achieves implementing a formal competency into a short serious game, with which the formal learning process will be complemented to improve the way students learn. Through a case study will be demonstrated its utility by implementing the process and the technique in the whole of mathematics competencies for sixth grade of elementary school in Mexico. The result of applying the proposed process for study case is a collection of video games that satisfactorily implements the competencies and its contents, its expected learning and its knowledge areas specified for sixth grade of elementary school in Mexico by the Ministry of Public Education.
Investigating Views of Teachers on Classroom Guidance Programs
Author: Siyez, Digdem M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Guidance Programs,Foreign Countries,Curriculum Implementation,Qualitative Research,Elementary School Teachers,Secondary School Teachers,Program Effectiveness,Semi Structured Interviews,Content Analysis,Class Activities,Program Evaluation,Student Development,Inservice Teacher Education,Questionnaires

Problem Statement: Comprehensive, developmental guidance and counseling programs are vital to the achievement of excellence in education for all students. The purpose of the guidance curriculum is to help all students develop basic life skills in the areas of personal/social, career planning, and academic development. Although the counselors' responsibilities include organizing and implementing the guidance curriculum, the teachers who are supported by the school counselors are responsible for implementing the guidance curriculum within their classrooms. In Turkey, however, lack of appropriate training and lack of teachers' knowledge were addressed as important problems in the field of guidance and counseling. Purpose of Study: This study aims to examine the views of teachers working in primary schools and high schools on classroom guidance programs. Method: The sample of the study included 209 teachers (130 female and 79 male) in primary and high schools in Izmir, Turkey. A qualitative study was conducted by interviewing Turkish primary and high school teachers about their involvement in guidance and counseling, their opinions about the effectiveness of guidance programs and having difficulties. A semi-structured interview was used with pre-designed questions posed to all interviewees as probing questions during the interview for clarification and elaboration. Content analysis was used to analyze the data. Findings and Results: Fifty-three percent of the primary school teachers were willing to engage in classroom guidance activities. However, the majority of high school teachers (84.3%) were not willing to engage in classroom guidance activities, yet 85.6% of primary school teachers and 82.9% of high school teachers reported that classroom guidance activities are important for students. Also, the majority of both primary school teachers (72.7%) and high school teachers (84.3%) reported that they seek help from school counselors regarding classroom guidance activities. The most important help topics were program implementation and evaluation. Moreover, half of the primary school teachers (49.6%) reported that they need additional help with implementation of classroom guidance programs. This rate was higher for high school teachers (74.3%). Conclusion and Recommendations: As a result, teachers have some difficulties when they are preparing and implementing classroom guidance programs. It is recommended that school counselors should conduct consultations with teachers on classroom guidance teaching, emphasizing the positive effects of teachers on student development, and in-service training should be planned for teachers on the implementation and evaluation of classroom guidance programs.