ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Fear of Happiness among Football Referees by Specific Variables
Author: Togo, Osman Tolga
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Team Sports,Beliefs,Psychological Patterns,Fear,Athletics,Decision Making,Marital Status,Age Differences,Educational Attainment,Experience

The aim of the present study is to determine the fears of happiness of football referees working in the Turkish Super League and 1st League. The study group consists of 23 chief referees, 36 Super League assisting referees, 8 Class A referees, and 48 Class A assisting referees (115 football referees in total). As data collection instrument, the Fear of Happiness Scale that has been developed by Joshanloo (2013) in order to determine the beliefs that happiness would cause certain negative/bad consequences was used. The study on scale's adaptation to Turkish language and its reliability/validity was carried out by Demirci, Eksi, Dinçer, and Kardas (2016). In analyzing the data, the descriptive statistics, independent samples t-test, and one-way variance analysis (ANOVA) tests were used. The statistical significance level was set to be p &lt; 0.05. At the end of the study, it was determined that the Fear of Happiness scores by the marital status were found to be statistically significantly different in favor of single referees.
Content Analysis of Biology Education Research That Used Context-Based Approaches: The Case of Turkey
Author: Cabbar, Burcu Güngör
Date: 2020-00-00
Type: Journal Articles
Subjects: Content Analysis,Biology,Science Instruction,Age Differences,Chemistry,Foreign Countries,Student Centered Learning,Context Effect,Learning Processes,Teaching Methods,Learning Motivation,Science Achievement,Databases

Even if the topics are abstract in biology education, they are very suitable for association to daily life. The context-based learning approach is one of the approaches that is student-centered and provides a connection between daily life and scientific knowledge. Research has determined that the context-based learning approach increases the students' learning about the subject, their interest, and motivation by using examples from daily life. In Turkey, the context-based approach first began to be used in chemistry education. This approach was first applied in biology education in 2008. Nineteen theses and articles completed regarding the context-based approach in biology education in Turkey were encountered when researched. All of these studies were done by using experimental methods. It was determined in research conducted with students of different age groups that context-based learning has a positive effect on motivation as well as on academic success. The effect of the method can be investigated by studying different subjects within biology and with different sample groups.
The Impact of Nature Education on Turkish Students&apos; Affective Tendencies towards the Environment and Scientific Curiosity
Author: Özkan, Gülbin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Personality Traits,Environmental Education,Outdoor Education,Social Responsibility,Field Trips,Laboratory Experiments,Consciousness Raising,Gardening,Place Based Education,Affective Behavior,Scientific Attitudes,Middle School Students,Grade 7

The aim of this study is to investigate the impacts of nature education on the affective tendencies and science curiosities of students. In this study, one group pretest-posttest test design was used. The study group consists of 30 seventh grade students studying in Istanbul, Turkey. In the study, nature education implementations were carried out as 14 activities for five days. Some activities were held in university laboratories, some in trips, and out-of-school settings. The data of the study were collected by the Environment Affect Scale and Children's Science Curiosity Scale. The quantitative data collected were analyzed with the SPSS program. As a result of this study, it was found that the students' affective tendencies towards the environment improved significantly after the implementation. In addition, it was observed that students' scientific curiosity increased positively.
Understanding Homesickness: A Review of the Literature
Author: Ferrara, Talita
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Adjustment,Educational Research,College Students,At Risk Students,Psychological Patterns,Symptoms (Individual Disorders),Outcomes of Treatment,College Environment,Coping,Geographic Location,Locus of Control,Sense of Community,Social Support Groups,Student Characteristics

This article provides a review of the research literature related to the experience of homesickness among college students. Research-based findings of the symptomology of homesickness, risk factors that increase vulnerability to experiencing this psychological phenomenon, and the effectiveness of treatment strategies aimed at reducing symptoms of homesickness are examined within this literature review.
Investigation of Pre-Service Social Studies Teachers&apos; Self-Efficacy Perception of and Attitudes towards the Profession of Teaching
Author: Yildiz, Nur Ikbal
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Teaching Methods,Self Efficacy,Geography Instruction,Gender Differences,State Universities,Teacher Education Programs,Foreign Countries,Student Attitudes,Measures (Individuals),Teaching (Occupation)

The current study aimed to investigate pre-service social studies teachers' self-efficacy perception of their ability to teach geography and attitudes towards the profession of teaching in relation to the variables of gender and university attended. The study is a descriptive study employing the survey model. The research sample was determined from the universities, where there were two public universities represented from each of the seven geographical regions, and a fourth-year student of social studies teaching in the spring semester of the 2017-2018 academic year. The study was carried out with the participation of 654 pre-service social studies teachers from 14 different universities across Turkey. In order to collect data, &quot;The Geography Teaching Self-Efficacy Scale&quot; and &quot;The Scale of Attitudes towards the Profession of Teaching&quot; were used. In the analysis of the collected data, arithmetic mean, standard deviation, independent samples t-test and one-way variance analysis (ANOVA) were used. According to the findings of the current study, self-efficacy perceptions related to geography teaching and their attitudes towards the profession are high. The mean scores taken from the whole self-efficacy perception scale and its sub-dimensions were found to be not varying significantly depending on the gender variable while they were found to be varying significantly depending on the variable of the university attended. On the other hand, the attitudes towards the profession of teaching were found to be varying significantly depending on both of the variables.
A Whole-School Approach to Promoting Staff Wellbeing
Author: Lester, Leanne
Date: 2020-02-00
Type: Journal Articles
Subjects: Well Being,School Personnel,Test Construction,Test Validity,Test Reliability,Evaluation Methods,Educational Environment,Predictor Variables,Mental Health,Individual Characteristics,Foreign Countries,Teacher Administrator Relationship,Resilience (Psychology),Anxiety,School Policy

A caring school community can enhance whole-school wellbeing including the wellbeing of school staff, which directly impacts on student academic, social and emotional wellbeing. This study firstly examines the validity and reliability of a proposed wholeschool staff wellbeing evaluation tool which uses a set of whole-school wellbeing indicators to identify strengths and areas for improvement within the school environment which may be impacting on staff wellbeing. Secondly, the association between factors found within the whole-school staff wellbeing tool with staff self-reported mental health are examined, and finally, the influence of person characteristics and role of factors on perceived whole-school staff wellbeing are determined. Cross-sectional data were collected from 801 school staff from six non-government schools in Australia as part of the School Staff Wellbeing Project. Results confirmed and validated the hypothesised structure of the whole-school staff wellbeing evaluation tool with staff relationships (leadership, staff), staff engagement (active, supported), staff emotional wellbeing (supported through policies and opportunities) and school climate (culture and values) found to be significant predictors of mental health. Prioritising resources to building supportive staff relationships, school climate, and providing opportunities to promote staff emotional wellbeing, were found to have the greatest impact on staff mental health. Characteristics such as age, gender, education, role, and length of time working in schools predicted perceptions of the whole-school's general wellbeing. The whole-school staff wellbeing evaluation tool provides a useful screening and self-evaluation measure to identify whole-school staff wellbeing strengths and areas for improvement in staff wellbeing.
Beyond Training: Supporting Teachers of Deaf Students with Additional Disabilities in the Classroom: A Qualitative Case Study
Author: Musyoka, Millicent M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Deafness,Students with Disabilities,Multiple Disabilities,Teacher Attitudes,Special Education Teachers,Educational Resources,Instructional Materials,Teaching Conditions,Teacher Responsibility,Teacher Collaboration,Teacher Administrator Relationship,Mentors,Faculty Development,Needs

This study investigated teachers' perceptions of the nature of support, or lack thereof, while teaching deaf students with additional disabilities (DSAD). A total of forty teachers, from five schools in four states in the United States, participated in the study. A content analysis of written responses to four open-ended questions, using a questionnaire survey was conducted. As a result, six themes emerged from the study, including (i) resources, (ii) managerial support, (iii) personnel staff services, (iv) team support, (v) mentoring, and (vi) professional development. Implications of the findings related to school administrators and preparation programs for educational leadership were discussed.
Elaborating a Model for Teacher Professional Learning to Sustain Improvement in Teaching Practice
Author: Thompson, Pauline W.
Date: 2020-02-00
Type: Journal Articles
Subjects: Models,Faculty Development,Educational Improvement,Teacher Attitudes,Teacher Workshops,Program Effectiveness,Secondary School Teachers,Teaching Methods,Foreign Countries,Teacher Collaboration,Video Technology,Lesson Plans,Speech Acts,Grammar,Form Classes (Languages),Discourse Analysis,Educational Change,Trust (Psychology),Interpersonal Relationship

Effective professional learning is acknowledged as a key lever to improve teacher practice. However, many studies report significant variation in the effectiveness of the types of programs on offer. Recently, there has been a move from the traditional single event, passive approach to more collaborative and ongoing forms of professional learning. Interestingly, researchers have paid little attention to understanding the experience of professional learning from the teachers' viewpoint. This research sought to develop this understanding by following the attitudes and behaviours of a group of secondary teachers as they participated in an ongoing professional learning program. This professional learning program tracked teachers as they participated in workshops and then applied the learning to their classrooms. Our results suggest five interacting characteristics that contributed to improvements in teaching practice. These findings underpin the development of a process model of professional learning, that we call the Iterative Model of Professional Learning (IMPL).
An Investigation on Preference Factors in Recreation Area Usage of Sport Science Students
Author: Togo, Osman Tolga
Date: 2020-00-00
Type: Journal Articles
Subjects: Preferences,Physical Education,Recreational Facilities,Student Characteristics,Gender Differences,College Students,Place of Residence,Municipalities,Foreign Countries,Athletics

In this study, it is aimed to determine the factors of preference of the recreational areas made by the municipalities of the students studying in the sports departments of the university and living in different geographical regions. The working group of universities in two regions in Turkey are 127 girls and boys studying sports science 182's of a total of 309 students. As a data collection tool, Recreation Area Preference Scale (RATE) developed by Gümüs and Alay Özgül (2017) was used. RATE consists of 24 sub-dimensions and 5 sub-dimensions: sport diversity, personnel, location, physical facilities and activity. The findings show that the data do not have normal distribution. Mann Whitney-U test was used for paired comparisons and Kruskall Wallis Analysis test was used for three and more comparisons. Significant differences were found in all sub-dimensions of the gender variable according to the variables of residence, special vehicle, age, marital status and department (P &lt; 0.05).
Application of the Interpretive Theory of Translation to Business Interpretation
Author: Yunyan, Zhu
Date: 2020-00-00
Type: Journal Articles
Subjects: Translation,Business Communication,Coping,Second Languages,Foreign Countries,Bilingualism,Fidelity,Efficiency,Intercultural Communication,Language Fluency,Vocabulary

The Interpretative Theory of Translation (ITT) was first developed on the basis of empirical practice and observation of interpreting. Its core idea is that the interpreter understands the source language and grasps the intention conveyed by the source language, then breaks away from the external form of the source language and expresses the speaker's intention in idiomatic target language. Business interpretation is characterized by being purposeful, extemporaneous, time-limited, and comprehensive. In view of these features, business interpreter should observe the principles of faithfulness and efficiency. The main purpose of interpretation, according to ITT, is to transfer the information and explain the true intention of the speaker. This paper, on the basis of real example analysis, puts forward two coping strategies--simplification strategy and adaptation strategy, under the guidance of ITT. Simplification means to simplify the content expressed by the speaker without changing the speaker's real intention, whereas adaptation strategy totally forgets the original structure and tries to express the speaker's intention. Compared with the simplification strategy, the adaptation strategy is more flexible, but the main purpose of both is to express the true intention of the speakers and promote business activities.
Literacy-Based Instructional Techniques for the Middle School Mathematics Teacher
Author: Parker, Nicole
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Middle School Teachers,Secondary School Mathematics,Teaching Methods,Literacy Education,Content Area Reading,Interdisciplinary Approach,Protocol Analysis,Content Area Writing

Disciplinary literacy strategies in mathematics lessons are essential and may be embedded in three necessary parts of the lesson: before reading, during reading, and after reading. In this article, we highlight disciplinary literacy strategies that middle school mathematics teachers might implement to guide students to increased mathematical understanding and performance.
The Fulfillment of Council on Accreditation of Parks, Recreation and Related Professions Standards through a Youth-Adult Partnership
Author: Price, Taryn
Date: 2020-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Parks,Recreational Programs,Standards,Tourism,Professional Development,Physical Education,High School Students,Adolescents,Black Colleges,Undergraduate Students,Young Adults,Accreditation (Institutions),Experiential Learning,Participative Decision Making,Mentors,School Community Relationship

The Council on Accreditation of Parks, Recreation, Tourism and Related Professions (COAPRT) outlines standards for recreation programs to ensure a quality educational experience. The current case study presents findings from a youth-adult partnership in support of various COAPRT standards to assist in the development of aspiring recreation professionals. Observation and reflection data from two consecutive partnerships between youth in a high school Physical Education course and collegiate students from a Historically Black College University's Health, Physical Education, and Recreation program are presented based on the four dimensions of Wu, Kornbluh, Weiss, and Roddy's (2016) youth-adult partnership (Y-AP) rubric. The results are presented based on the Y-AP rubric's dimensions: authentic decision making, natural mentors, reciprocity, and community connectedness to illustrate how they support COAPRT standards 7.01(a) (b), 7.02, and 7.03 (COAPRT, 2014). Implications are provided to support the value a Y-AP implementation can provide recreation management programs as they seek and maintain COAPRT accreditation in the development of their students.
The Hidden Curriculum and the Development of Latent Skills: The Praxis
Author: Abroampa, Winston Kwame
Date: 2020-00-00
Type: Journal Articles
Subjects: Hidden Curriculum,Skill Development,Praxis,Affective Objectives,Student Development,Holistic Approach,School Culture,Educational Environment,Foreign Countries

The paper sought to explore the extent to which the hidden curriculum also referred to as the collateral curriculum can be used to develop skills, values and attitudes for learners to inculcate in order to develop the affective domain. Primarily, education is supposed to ensure the holistic development of any individual with a balanced development of all the domains. However, current educational policies and their implementation overemphasise the development of intellectual abilities to the detriment of, especially, the affective domain due to narrow and restrictive accountability practices. Since learners learn more than what they are taught in class and what they acquire from the school's culture stays much longer with them, it is reasonable they are given the opportunity to explore in order to create a school environment and a culture that would effectively evolve such soft skills and affective elements for learners. Various aspects of school life from which affective elements can be practically derived have been discussed with its attendant educational policy implications.
The Impact of Project-Based Learning on Student Content Knowledge in an Undergraduate, Teacher Preparation, Foundations of Education Course
Author: Eckardt, Patricia N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Instructional Effectiveness,Undergraduate Students,Pedagogical Content Knowledge,Preservice Teachers,Foundations of Education,Required Courses,Elementary Secondary Education,Cooperative Learning,Communities of Practice,Student Attitudes

This hypothesis-generating research study provided insight into the impact of project-based learning on student content knowledge in an undergraduate, teacher preparation, Foundations of Education Course. Two instructors and 44-students participated in this mixed methods study. Data were collected over the course of 14-weeks and consisted of instructor field notes, two student reflective surveys, and a single-point project rubric scored by the instructors; the philosophy of education rubric was also considered, as this end of semester assignment assessed content knowledge. Themes pertaining to pedagogy, learning, and community emerged from data analysis. Once triangulated, data revealed that project-based learning may facilitate a deep understanding of content knowledge, and supportive learning communities may be cultivated through productive academic struggle while engaged in project-based learning experiences.
A Classification of Mathematical Modeling Problems of Prospective Mathematics Teachers
Author: Ural, Alattin
Date: 2020-00-00
Type: Journal Articles
Subjects: Classification,Mathematical Models,Mathematics Teachers,Preservice Teachers,Mathematics Skills,Problem Solving,Algebra,Trigonometry

The purpose of this research is to classify the mathematical modelling problems produced by pre-service mathematics teachers in terms of the number of variables and to determine the mathematical modelling skills and mathematical skills used in solving the problems in each class. The current study is a qualitative research and the data was analyzed using descriptive analysis. The data of the study was obtained from the mathematical modelling problem written by 59 senior mathematics teachers. They were given a 1-week period to write the problems and solutions. The participants took mathematical modelling course for one semester period prior to the research. The problems are the original problems that the participants themselves produced. The mathematical modelling problems produced are categorically as follows: &quot;Which option is more economical&quot; problems, &quot;Profit-making&quot; problems, &quot;Future prediction&quot; problems and &quot;Relationship between two quantities&quot; problems. The mathematical modelling skills used are as follows: to be able to collect appropriate data, organize the data, write dependent and independent variables, write fixed values, visualize the real situation mathematically or geometrically, use mathematical concepts. The mathematical skills used are generally; to be able to do four operations with rational numbers, draw distribution and column graph, write algebraic expression, do arithmetic operation in algebraic rational expressions, write/solve equation and inequality in 1 or 2 variables, write an appropriate mathematical function explaining the data related to the data, solve 1st degree equations in 1 variable, establish proportion, use trigonometric ratios in right triangle, use basic geometry information, draw and interpret a 1st degree inequality in 2 variables.