ethanporcaro/eric-fulltext-meta huggingface dataset:
The Views of Pre-Service Primary School Teachers Regarding the Concept of &quot;Basic Life Skills&quot; of Life Science Course
Author: Yildirim, Gulsum
Date: 2019-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Teacher Attitudes,Daily Living Skills,Basic Skills,Biological Sciences,Knowledge Level,Self Management,Foreign Countries

The teaching of life skills has an important place in primary school programs which are the first step in gaining basic knowledge and skills about life. Since 2004-2005, life science teaching has been established to provide basic life skills. In this context, it is important that classroom teachers who will gain these skills should be informed about these skills. This study examined what pre-service teachers understood from the concept of &quot;basic life skills&quot;, how they dealt with the concept and what they associated the concept with. For this purpose, an open-ended questionnaire was administered to 132 pre-service primary school teachers studying at A University and B University in the 2017-2018 academic year. The qualitative survey model was used in the study and the data were gathered by descriptive analysis. As a result of the research, it can be said that even if the majority of the class teacher candidates hear &quot;basic life skills&quot;, the rates of hearing the concept of &quot;basic life skills&quot; in the life science course are low. In addition, basic life skills are often defined as &quot;maintaining daily life&quot; and &quot;meeting their own needs without needing anyone else&quot;. However, it has been observed that the classroom teacher candidates perceive the concept of &quot;basic life skills&quot; as &quot;self-care skills&quot; in general. In addition, pre-service primary school teachers pointed out that the teaching of life skills could be done by using different methods and techniques that are effective by the student, and they also emphasized the context of family, school and environment.
The Opinions of Participants&apos; about Grundtvig Workshops on History and Culture
Author: Nihan Erol Sahin, Aysegül
Date: 2019-09-00
Type: Journal Articles
Subjects: Adult Education,Workshops,History Instruction,Lifelong Learning,Informal Education,Content Analysis,Active Learning,Communication Skills,Audiovisual Instruction,Intercultural Communication,Student Attitudes,Information Technology,Time Management,Social Bias,Learning Motivation,Self Concept,Cross Cultural Studies,Foreign Countries,Philosophy,Cultural Literacy,Art,Nationalism,Educational Philosophy

Grundtvig programme are activities aimed at providing adults with ways to improve their knowledge and skills. This study examined the opinions of adults who participated in four workshops on history and culture organized throughout Europe between 2009 and 2014 under the Grundtvig Adult Education Programme and Lifelong Learning Programme of the EU. The aim of the study was to analyze the opinions of adults from different age groups, professions, and ethnicities about these informal workshops. In order to determine the study group, an easily accessible sampling method was used. The study group there was 43 workshop participants from different countries. In order to learn their opinions, they were asked to fill a form with 4 open-ended questions. Data were collected and analyzed from workshops organized in different years and in various countries. The content analysis method was used. Most of the participants stated that they learned about new cultures, and histories and developed their communication skills. They also stated that they learned most from the active learning, audiovisual and IT methods. Participants confessed that they had trouble in communicating with foreigners, managing time, and overcoming prejudices. They also stated that personal experience, motivation, audiovisual elements, study program, and themes facilitated learning. It was concluded that informal history education is possible for adults as shown by the answers of the workshop participants on subjects such as history education, national identity, historical prejudices, and intercultural learning.
The Relationship between Self-Sabotage and Organizational Climate of Schools
Author: Sertel, Gülsüm
Date: 2019-09-00
Type: Journal Articles
Subjects: Educational Environment,Self Destructive Behavior,Correlation,Teacher Attitudes,Administrator Attitudes,Foreign Countries,Organizational Climate,Trust (Psychology),Friendship,Public Schools,Elementary School Teachers,Secondary School Teachers,Teacher Administrator Relationship,Leadership Effectiveness,Participative Decision Making

This study aimed to determine the relationship between self-sabotage behaviours of school administrators and teachers and their perceptions of organizational climate in schools. In the present study, &quot;correlational screening model&quot; which is a quantitative research method was used. A sample consisting of 1204 teachers and 166 administrators working in 74 Turkish schools was selected through stratified cluster sampling method to carry out this study. In order to measure self-sabotage levels of teachers and administrators, &quot;The Self-Handicapping Scale&quot; and &quot;School Climate Scale&quot; were conducted as data collection tools. &quot;Pearson Product Moment Correlation&quot; (PPMC) was used to investigate the relationship between self-sabotage and organizational climate in schools and &quot;Multiple Linear Regression Analysis&quot; was used to find out to what extent organizational climate predicts the self-sabotage. It was found out that self-sabotage and organizational climate in schools and all of its sub-dimensions were negatively correlated at a low level. As a result of the regression analysis, it was revealed that the collaboration sub-dimension of the school climate was an important predictor of self-sabotage. According to results of this study, it is recommended that there should be an increase in positive perception in the organizational climate of educational institutions and effective communication between employees as this will create respect, trust, sincerity, friendship and reduce self-sabotage among administrators and teachers.
To Be a Branch Manager in a Local Educational Directorate: Occupational Problems and Solutions
Author: Bozak, Ahmet
Date: 2019-09-00
Type: Journal Articles
Subjects: Educational Administration,Administrators,Problems,Foreign Countries,Work Attitudes,Administrator Attitudes,Salaries,Administrator Responsibility,Power Structure,Career Development,Job Placement

This study examines the occupational problems of educational branch managers in local educational directorates as well as their expectations and suggestions on these problems. The study aims to reveal the problems of the branch managers regarding their occupational rights, assignments and duty place changes, roles and status, and their rise in their career steps based on the participants' opinions and suggestions. In the study, a phenomenological model was used, and qualitative data was collected via standardized open-ended interviews. The working group, determined by snow ball sampling, was composed of 61 branch managers working in 30 different provinces and seven different regions across Turkey. The findings of the study revealed that the branch managers working in local directorates think that their salaries are lower than other educational managerial positions; their workload is quite heavy; they don't have enough authority, although they have too many responsibilities. The participants also made suggestions for increasing branch managers' salaries and wages by granting seniority, authority and special service compensation; raising additional indicators for retirement; and having more in-service, postgraduate and doctoral training opportunities. More than 2000 branch managers work in local educational directorates in Turkey however no scientific research about the problems of this local staff has been carried out so far. This study is likely to be the first specific research entirely carried out for local educational branch managers. By means of the study, it is also expected that the occupational problems of this managerial position will be better noticed in local educational management system.
Promoting in Solving Electric Circuit Problems via Voltage Tracking and Division
Author: Kittiravechote, Aungtinee
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Equipment,Energy,Division,Teaching Methods,Problem Solving,Scientific Concepts,Concept Formation,College Students,Instructional Effectiveness,Physics,College Science,Foreign Countries

Despite a tremendous success in boosting students learn electrical analogies for science education, it remains a challenge to extend such strategy for formally constructing equations related to the Ohm's law in order to solve electrical problems based on series and parallel circuits. Unlike most traditional works of teaching technique that focus mainly on the current, an alternative approach with highlighted voltage is served as a guidance to help students solve the problems and develop a better understanding of direct circuits. To this end, we present a design of teaching method so-called voltage tracking and division. We report results from a study in which we used a set of pretest, posttest, and delayed posttest to evaluate the change in 35 sophomore students, major in general science of education, as a result of their participation in the electricity and energy course that comprised a 4-hours intensive class and 1- month follow-up examination. Through the employment of our method, students showed significant gains from pretest to posttest as well as that on the delayed posttest compared to the pretest. These results suggested that voltage tracking and division method facilitated the development of students' ability in solving electric circuit problems and also provided the persistence of such understanding. We envisage that our findings would evoke teaching tools that benefit from emphasizing voltage via the voltage tracking and division method to enhance the deepen understanding of students in solving circuit problems.
Effects of International Student Teaching on U.S. Classrooms Practice: Understanding Instructional Transfer, Adaptation and Integration
Author: Jiang, Binbin
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Teaching,Study Abroad,Classroom Techniques,Transfer of Training,Culturally Relevant Education,Student Diversity,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Public Colleges,Educational Benefits,Beginning Teachers,Cultural Awareness,Practicums,Foreign Countries

This study utilized an online survey instrument to investigate the degree to which former student teachers abroad have transferred, adapted and integrated previous experiences gathered in their student teaching abroad (STA) experiences in semester-long international school, classroom, and cultural settings to (a) positively shape the current culturally responsive context of their U.S. classrooms and (b) enhance the instructional and curricular experiences of their increasingly diverse students. Participants were K-12 teachers who previously completed a semester-long international student teaching experience at a large public university in the Southeastern US from 2002 to 2014. Findings of the study demonstrate that benefits of international student teaching experiences transfer to current practicing teachers as they work with diverse learners in US classrooms. The findings contribute to the research literature regarding the relationship between student teaching abroad experiences and their transference, adaptation, and integration into the classroom practice of beginning teachers in U.S. schools--an area in which research remains sparse.
The Symbol Linked Explicit Unpacking (SLEU) Method for Solving STEM Problems
Author: Phillips, Adassa
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Problem Solving,Word Problems (Mathematics),Equations (Mathematics),Symbols (Mathematics),Science Instruction,Chemistry,Educational Technology,Technology Uses in Education,Learning Modules

Solving STEM problems requires that data (numbers and units) from a word problem be substituted into a mathematical equation(s) for solution. However, solving STEM problems is an implicit process that provides little or no guidance for the problem solving process. In this study symbols linking the data to the mathematical equation(s) are used to develop an explicit unpacking method for solving STEM problems. This problem solving procedure is termed the SLEU (Symbol Linked Explicit Unpacking) method. The SLEU method provides an explicit stepwise framework to guide students in the solution of STEM problems from the word-problem format of most STEM problems to the mathematical set up and ultimate solution of the problem. Simultaneously, the SLEU method requires students to understand the physicochemical significance of the data in the word problem as it is used in the mathematical equation. The SLEU problem steps can be easily uploaded into software programs for distribution to students for individual, self-guided study.
Equalizing Learning Environments through a Model of Professional Development Converging Critical Self-Reflection, Cultural Proficiency, and Self-Determination Theory
Author: Ford, Angela
Date: 2019-00-00
Type: Journal Articles
Subjects: Equal Education,Faculty Development,Academic Achievement,Achievement Gap,Educational Opportunities,Self Determination,Models,Cultural Awareness,Metacognition,Student Motivation,Psychological Needs,Theories,Teacher Effectiveness,Educational Practices

This article explores a theoretical model of professional development that combines the goals of further equipping teachers through professional development while at the same time equalizing learning environments for the students. Any steps toward equalizing learning environments helps to close the opportunity gap and decrease the achievement gap for those students that are experiencing high levels of success. The model involves purposeful convergence of critical self-reflection, cultural proficiency training, and knowledge of self-determination theory. A brief explanation is provided for each of the model elements as well as a picture of what the convergence might look like and a plan for implementation and future research.
Word Recognition Levels of First Grade Students: An Application of Word Recognition Inventory
Author: Tuncay, Aysegul Avsar
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 1,Word Recognition,Reading Instruction,Informal Reading Inventories,Reading Tests,Instructional Effectiveness,Word Lists,Independent Reading

Students are expected to recognize the vocabulary items appearing in a text in order for reading to be meaningful. The evaluation of word recognition is commonly considered in educational applications in order for reading to be meaningful for students and to identify and correct mistakes. This study aims to exhibit the effectiveness of the inventory whose stages of preparation and implementation were process-based and which was developed for word recognition on determining the first graders' word recognition levels. For this purpose, the Type 1 development research type of design and development research model was used to develop an instrument for students' word recognition levels and thus to demonstrate its applicability. The study group was composed of 85 first graders who had been chosen in convenience sampling method. Student Information Form, Word Recognition Inventory-1 (WRI-1) and Word Recognition Inventory-2 (WRI-2) were used as the tools of data collection. Variance analysis (ANOVA) and independent groups t-test were used in comparing the students for WRI-1 inventory which met the conditions for normal distribution whereas Kruskal Wallis and Mann Whitney U-test were used in comparing the students for WRI-2 inventory which did not meet the conditions for normal distribution. Consequently, it was found that the inventories, whose stages of preparation and implementation were process-based and which were developed to determine students' word recognition levels, were effective in determining the primary school first graders' word recognition levels.
Elementary Student Achievement and Teacher Perception of an Advanced Chemistry Curriculum
Author: Fried, Daniel B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Curriculum,Science Instruction,Molecular Structure,Student Motivation,Science Achievement,Elementary School Students,Grade 4,Grade 5,Grade 6,Teacher Attitudes,Teaching Methods,Organic Chemistry,Teacher Motivation,Private Schools,Montessori Method,Comparative Analysis,Student Attitudes,Knowledge Level,Program Descriptions

Studying nature from the atomic and molecular perspective gives students access to modern scientific paradigms and could improve achievement and motivation towards science learning. A visual and tactile approach to chemistry can form the foundation for a child-friendly but high-level chemistry curriculum and could be a powerful tool to invigorate early STEM learning. This five-session study utilized a previously reported organic chemistry learning program that featured animated presentations, hands-on molecular model building, and image-based computer modeling of macromolecules. Twenty-six fourth, fifth, and sixth grade students participated in the study. Importantly, teachers at the school showed a high degree of engagement and participation towards the program, and they embedded the chemistry material in their classes and projects. This teacher involvement created synergy with the program and supports the notion that high-level chemistry content can be very beneficial to students and teachers, and can open new avenues of study, even for young students. Teacher survey results revealed that the exposure to the chemistry learning program benefitted them professionally by providing them with useful knowledge and pedagogical strategies that they could readily use to enhance their own teaching.
Accelerating Mathematics Word Problem-Solving Performance and Efficacy with Think-Aloud Strategies
Author: Björn, Piia M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Skills,Mathematical Logic,Mathematical Concepts,Intervention,Word Problems (Mathematics),Foreign Countries,Elementary School Mathematics,Elementary School Students,Reading Comprehension,Word Recognition,Learning Strategies

Background: The previous body of research literature has reported several separate cognitive processes relevant in solving mathematics wps. Therefore, it is of the essence to seek for effective intervention and instruction for students in need for support in learning. Aim: This article reports the outcome of an intervention targeted at mathematics word problem (wp) skills. Setting: This study included three data collection points: (1) Pre-measurements, (2) post-measurements and (3) follow-up measurements. Pre-measurements were performed in August, post-measurements immediately after the intervention period in October and followup measurements in December. Methods: A programme, which included face-to-face support in mathematics wp strategies with the think-aloud protocol, was applied. The participants were 28 Finnish third-graders (14 training group students and 14 control students). Their mathematics wp skills were tested three times (pre-, post- and follow-up assessments). The groups were matched by gender, family type and the mathematics wp pre-measurement score level. The groups differed neither by literacy skills (i.e. technical reading, reading comprehension) nor by task orientation at baseline. Results: Some acceleration of mathematics wp skills among the training group students was found but the growth dramatically declined as soon as the face-to-face support stopped. The results further showed improvement in the efficacy of correct answers or attempted mathematics wp items among training group students. Conclusion: The results suggested that training consisting of face-to-face support is crucial for accelerating mathematics wp strategies among students struggling with mathematics. Repeated, cyclic periods of support are suggested for sustained effect.
Data Practices and Inequality in South African Early Childhood Development Policy: Technocratic Management versus Social Transformation
Author: Rudolph, Norma
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Child Development,Public Policy,Data Use,Poverty,Disadvantaged,Social Change,Young Children,Government (Administrative Body),Measurement,Power Structure,Early Childhood Education

Background: In 1994, the African National Congress identified early childhood development as a potential strategy to redress the inequalities of apartheid, however, two and a half decades later, poverty still persists, and South Africa is one of the most unequal countries in the world. Aim: This article explores how policy texts based on and with the use of certain data practices establish 'truths' about childhoods and society, construct families and communities, and determine forms of provision to address inequality. Setting: In 2015, the South African government published the National Integrated Early Childhood Policy (NIECDP) to continue to address poverty and inequality. Its implementation increasingly draws on data practices that measure and inform solutions. The use of data practices, while also providing needed information, prioritises solutions that proceed in technocratic ways instead of facilitating social change. Methods: With a critical discourse analysis of policy texts and the introduction of alternatives, the analysis seeks to highlight the power and knowledge hierarchies that construct the policies of NIECDP. Results: This article demonstrates how discourses and data practices prioritise 'the government of poverty' instead of helping to eliminate it and silence the voices of those living with poverty. This form of government through data also undermines the policy's potential to respond to the different life chances resulting from the diverse conditions in which young children live in South Africa. Conclusion: This article seeks to re-open a debate that the NIECDP successfully silenced, specifically who benefits, who speaks and who is silenced.