ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Disaster Awareness Scale: A Validity and Reliability Study
Author: Dikmenli, Yurdal
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary Education,Test Validity,Test Reliability,Test Items,Natural Disasters,Measures (Individuals),Correlation

The main purpose of this study is to develop a disaster awareness scale to determine the disaster consciousness of teacher candidates. The study group consisted of 820 preservice teacher who studied in different departments of Kirsehir Kirsehir Ahi Evran University Faculty of Education in the 2016- 2017 academic year. Of the pre-service teachers in the sample, 74.3% were female, and 25.7% were male. The initial state of the scale created after the scanning of the relevant literature consisted of 50 items. As a result of expert opinions, the number of items was reduced to 46 and applied to the working group. An exploratory factor analysis was performed to determine the validity of the scale, and item factor total correlations and substance discrimination values were calculated. The internal consistency level and stability levels were calculated in order to determine the reliability of the scale. This left 46 items, but the factor loads of 10 items were below 0.30. Thus, they were removed from the scale. As a result, the final scale has a total of 36 items, of which 27 are positive and 9 are negative; and consists of 4 dimensions, called &quot;disaster education awareness&quot;, &quot;pre-disaster awareness&quot;, &quot;false disaster awareness&quot; and &quot;post-disaster awareness.&quot; As a result of the analyses made, it was determined that the scale is valid and reliable and can be used to determine disaster awareness levels.
Educating World Citizens--Empirical Implications and the Contribution of Geography Education
Author: Wagener, Marina
Date: 2018-00-00
Type: Journal Articles
Subjects: Geography Instruction,Teaching Methods,Global Approach,Learning Experience,Intercultural Communication,Foreign Countries,Informal Education,Role of Education,Program Descriptions,Generalization,Private Financial Support,Student Attitudes,High School Students,Travel,Learning Processes

Against the theoretical background of world society and learning challenges related to globalization processes the article deals with empirical findings from two qualitative-reconstructive studies on learning experiences of young people. The first is a study on young people in Germany engaged in child sponsorship programmes for children in the Global South and the second a study on learning experiences of young people in Bolivia, Germany and Rwanda who participated in North-South encounters. Beyond their specific thematic focuses, these studies reveal the challenges of abstract learning regarding complex issues in world society on a more general level. The findings indicate the limits of solely informal learning opportunities regarding global issues and consequently point to the relevance of formal learning. In the discourse on global learning in schools, geography education plays an important role and is often considered a key subject with regard to teaching the global dimension. The article addresses the challenges of geography education in enabling learning processes regarding global issues.
Teaching Geography in Higher Education: A Case Study of Problem-Based Learning
Author: Koç, Hakan
Date: 2018-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Geography Instruction,Graduate Students,Research Skills,Student Research,Student Projects,Student Responsibility,Foreign Countries

This article aims to investigate problem-based learning in teaching geography in higher education. In addition to the main goal, the research set out to introduce a practical study that can facilitate graduate students' academic research skills. The study was conducted using action research. Findings obtained from qualitative interviews and the observations produced the following results: The reason why problem-based geography instruction has not found much room in Turkey is mostly due to extensive use of traditional teaching methods in such as lectures. As a matter of fact, the participants reported that they initially had difficulty in getting accustomed to problem-based geography instruction. The most important factor in the challenges they experienced was related to the fact that they were not used to teaching methods that are characterized by inquiry-based teaching strategies (problem-based learning, project-based learning and so forth). This study aimed not only to investigate how problem-based geography instruction can be utilized in higher education institutions and but also to support the development of graduate students' academic research skills. It essentially investigated the reasons for failure in using the water of the Kizilirmak in the Upper Kizilirmak Basin located within the borders of Sivas, a province in Middle Anatolia, for agricultural irrigation. Analysis of the interview transcripts revealed that that this process positively contributed to their self-confidence and the development of their academic research skills by taking responsibility. Their responsibilities included collecting data from primary sources in the field and secondary sources in relevant institutions and analyzing these data and interpreting the findings. This process helped them to associate theory and practice.
Social Learning with Mobile Devices in Preschool Classrooms
Author: Ralph, Rachel
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Handheld Devices,Prosocial Behavior,Socialization,Technology Uses in Education,Photography,Video Technology,STEM Education

How do prosocial sharing behaviours of preschool-aged children progress or diminish when interacting with mobile devices? Participants include five children (ages 3-4) within a preschool setting in Vancouver, British Columbia. Design-based research and video ethnography were used for qualitative and quantitative data collection and analysis. Data collection included two researcher cameras for participant observation as well as multiple personal point of view cameras (Snapcam Ion) worn by participants. To record observations of sharing, the Observational Measure of Prosocial Incidents (OMPI) was used. Procedures included a teaching intervention for data collection and analysis: 1) Reading Mine, a digital story, 2) Demonstration of Chatterpix Kid, and 3) Limited iPad-to-children ratio using Chatterpix Kid to animate pictures taken. Nuanced in various ways, results indicate a higher frequency of incidents of prosocial behaviours compared to nonsocial or antisocial behaviours when interacting with mobile devices. The research underscores the importance of investigating children's uses of mobile devices and the utility of point of view wearable cameras.
Analysis of Geography and Biology Teachers&apos; Self-Efficacy in Environmental Education
Author: Yildirim, Tahsin
Date: 2018-00-00
Type: Journal Articles
Subjects: Geography Instruction,Science Instruction,Biology,Science Teachers,Self Efficacy,Teacher Effectiveness,Environmental Education,Gender Differences,Intellectual Disciplines,Teaching Experience,Secondary School Teachers,High Schools,Foreign Countries,Science Activities

Teachers have an important role in raising environmental awareness in individuals through environmental education and thus preventing environmental problems. For this reason, the self-efficacy level of teachers in environmental education is crucial. This study aims at determining the self-efficacy levels of geography and biology teachers and analyzing these levels according to different variables (gender, subject field, years of service, and participation in scientific events related to environmental education). The study was conducted through the survey model, and the study group consisted of 91 geography and biology teachers (41 female, 50 male) employed at high schools in Aksaray Province city center. The &quot;Environmental Education Self-Efficacy Scale&quot; was used in the study as data collection tool. The scale consisted of 2 dimensions, namely subject knowledge and teaching strategy, and 24 items in total. Items in the survey were scaled between 0-100 points (with 10 points distance). Data collected was analyzed through Mann-Whitney-U and Kruskal Wallis tests, which are both nonparametric tests. Findings of the study suggest that the geography and biology teachers have a high level of self-efficacy in environmental education. Furthermore, no significant difference based on gender, subject, or years of service was found between the points the teachers obtained overall and from sub-dimensions. However, it was determined that the overall and sub-dimension points of the teachers who participated in scientific events related to environmental education were statistically higher than of those who did not participate in such events. Lastly, the study proposes different suggestions in the light of these findings. [Note: The publication season (Spring) shown on the PDF is incorrect. The correct publication season is Summer.]
Theology Teacher Candidates&apos; Perspectives of Geography
Author: Gecit, Yilmaz
Date: 2018-00-00
Type: Journal Articles
Subjects: Geography,Religion,Theological Education,Foreign Countries,Geography Instruction,College Curriculum,Undergraduate Study,Preservice Teachers,Student Attitudes,Preservice Teacher Education

Geography and religion have received a vast amount of attention in education, separately. It is well known that there are various interactions between religions and geography or geographical facts. However, it is still not known the role of geography on religion beliefs and practices. In this regard, this study aims to describe the relationship between religions and some elements of geography science from the point of view of theologians themselves. Data were collected from 20 graduates of theology from all over the Turkey. Participants were interviewed by using a semi-structured interview forms that consisted three main questions. The data were analyzed with content analysis method by using Nvivo 10.0. The findings of the study revealed the impact of geography on Turkish theologians. All of the participants stated that geographical information has a facilitative effect on their life, but as a part of general knowledge and at a simple level only. Also, it was found that geographical facts have influenced by the conception of denominations in religions. In other words, different geographical conditions have led the spread of different denominations or sects under religions. In addition, geographical conditions might raise distinct religious sensitivities. All participants indicated that it is a must to have basic geographical information. Accordingly, they pointed out the vital role of the various geography courses that have to be included undergraduate curriculum and the need for various geography courses at undergraduate level. The results with implication for future research and practice are discussed.
Authentic Social Studies Teaching: The Effect of Semantic Geo-Media Material on Learning
Author: Inec, Zekeriya Fatih
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Studies,Grade 6,Web Based Instruction,Instructional Materials,Instructional Effectiveness,Student Attitudes,Academic Achievement,Secondary School Students,Units of Study,Geographic Information Systems

The aim of this research is to produce a teaching material (Bilge Seyyah), which can be used in social studies course, and determine its effect on learning. Bilge Seyyah is a geo-media application, which is created with ADDIE instructional design model. The Bilge Seyyah was developed with new technologies such as the latest software languages and web 3.0. The Bilge Seyyah presented the contents of the social studies course to students with authentic learning approach. It decided the authentic-dynamic contents, tasks and maps itself that will be shown to the students. In order to provide this, the geo-media was semantified. Afterwards, the effect of the Bilge Seyyah on learning was tested. For this, quantitative data were obtained with quasi-experimental model. In this context, the control (n=43) and experiment (n=41) groups were randomly determined among the sixth grade students in the fall term of 2015-2016 educational year. To determine the academic achievements and the permanence in learnings of the students in the groups, the &quot;Turks on the Silk Road Unit Academic Achievement Test,&quot; developed by the researchers, was applied as pre-and post-test on students in the groups. The attitudes of the students towards social studies course were determined with &quot;Attitude Scale towards Social Studies Lesson&quot; scale. The data gathered from the scales were analysed via the independent groups't-test. The findings indicate that the academic achievements, permanence in learning and attitudes towards social studies course of the students in experimental group were higher than those in control group were. Considering the results of the study, recommendations were given to educators.
Using Geography Textbooks in Competence-Based Education: A Study about the Actors in Germany
Author: Kisser, Thomas
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Competency Based Education,Textbooks,Stakeholders,Multimedia Materials,Use Studies

Competence-orientation plays a meaningful role in many recent school curricula. But how are the theoretical and conceptual approaches of competence-orientation based on educational research interpreted by in-service teachers, teacher trainers and representatives of the school administration? And which approaches of competence-orientation are implemented in every day school life? Therefore the article focuses on the subjective concepts of competence-orientation of different participants (stakeholders at school, seminaries for teacher education and ministry of education) in the educational system. Initially, the individual topics and hypotheses are generated based on qualitative expert interviews with these stakeholders. The stakeholders at the seminaries for teacher education and the ministry of education suggest a strong use of media other than the licensed textbooks, or a different way of making use of the provided materials and tasks within the textbooks than it is intended. However, it seems that most inservice teachers stick to the combination of tasks and materials arranged within the textbooks. Thus suggests, that every day school lessons are not competence-oriented in the way, the stakeholders at seminaries for teacher education and at the ministry of education want them to be. One cause may be the textbooks, which should provide a new, different combination of tasks and materials for competence-based education to enable competence-based education in every day school life.
Understanding the Stages of Concerns: Implementation of the Common Core State Standards in Louisiana Schools
Author: Abadie, Michelle
Date: 2018-00-00
Type: Journal Articles
Subjects: Common Core State Standards,School Districts,Curriculum Implementation,Teacher Attitudes,Self Efficacy,Faculty Development,Guidelines,Professional Identity,Time Management,Public School Teachers,Private Schools,Accountability,Educational Change,Elementary School Teachers,Middle School Teachers,Secondary School Teachers

This study investigated initial implementation processes of the Common Core State Standards (CCSS) in public and private schools in a single Louisiana district. Results suggested participants' high level of concern in many aspects of the implementation of the CCSS in public schools related to timeline and instability of curriculum decisions, which negatively affected teachers' confidence levels. Private school teachers experienced greater stability in their curricula, a more feasible timeline of implementation, positive professional development, and positive experiences with CCSS implementation, affecting their teacher identity and impact on students. However, public school teachers reported instability in their curricula, difficult timelines of implementation, unsupportive professional development, and overall negative experiences, affecting their teacher identity and impact on students with the implementation of the CCSS.
A Longitudinal Case Study of a School-University Partnership for Training Teachers
Author: Tracz, Susan M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,College School Cooperation,Partnerships in Education,Teacher Education Programs,Student Teachers,Principals,Faculty Development,Rewards,Accountability,Professional Identity,Teaching Experience,Student Teacher Attitudes,Administrator Attitudes,Teamwork,Teacher Collaboration,Feedback (Response),Teacher Attitudes,Elementary School Teachers,Orientation

Changing teacher preparation to establish school-university partnerships can help candidates develop teacher identities and exceptional skills by providing supportive experiences in challenging situations. Focus groups and interviews were conducted with student teachers, teachers, principals, and program directors from a school-university partnership at its inception and seven years later. Five themes emerged: 1) change from individualistic to collective perspectives, 2) family-like, emotional support and collaboration, 3) intensive student teacher initiation, 4) professional development and reward systems, and 5) interconnectedness and accountability to multiple persons and supervisors.
Exploratory Analysis of Teacher Artifacts as Evidence of Educator Effectiveness Implementation Fidelity
Author: Goldschmidt, Pete
Date: 2018-00-00
Type: Journal Articles
Subjects: Evidence,Teacher Effectiveness,Feedback (Response),Fidelity,Program Implementation,Faculty Development,Teaching Methods,Formative Evaluation,Principals,Objectives,Middle School Teachers,Administrator Effectiveness,Administrator Evaluation,Teacher Administrator Relationship,Teacher Evaluation

We collected artifacts from 42 teachers participating in a statewide educator effectiveness system to examine the fidelity with which the formative components of the system were implemented. Specifically, we collected written feedback from principals to teachers and teacher professional growth goals. We developed indicators of quality for each and examined whether there were relationships between these two indicators as well as with observations. Overall, principal feedback was often aligned with observation scores and the quality was directly related to the number of observation elements scored. Feedback is readily partitioned into two constructs: clarity of communication and instructional practices. Feedback consistently demonstrated clarity of communication, but was less likely to address instructional practices. Importantly, novice teachers received poorer quality feedback than experienced teachers. Teacher Professional Growth Goals tended to be superficial and rarely included details such as specific action steps or measurable outcomes. Although exploratory, evidence that both feedback and growth goals varied to some extent by school implies that both feedback and growth goals can be impacted by better guidance.
A Model for Selecting Exemplary Mathematics and Science Teacher Leaders
Author: Nickerson, Susan D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Models,Science Teachers,Mathematics Teachers,Teacher Selection,Teacher Leadership,Mathematics Instruction,Secondary School Teachers,Secondary School Science,Secondary School Mathematics,Teaching Methods,Teacher Effectiveness,Leadership Role,Instructional Effectiveness,Teacher Administrator Relationship

Teachers' situated knowledge of the classroom and teaching suggests that they can play an important role in promoting and supporting change in teaching practice even if they are not formally designated as leaders. We selected 32 secondary mathematics and science teachers and supported them in enriching their instructional practice and in becoming instructionally-focused teacher leaders. We describe the qualities we sought in teachers who were to become effective teacher leaders, and we share the ways in which we assessed those characteristics. We explain our rationale, instruments, and interview questions used in the selection of the teacher leaders. After four years, our teachers have served and continue to serve in numerous formal and informal leadership roles. We offer three recommendations to administrators for nurturing teacher leaders.
A Survey of School Administrators&apos; Training and Support Related to Evaluating Special Education Teachers
Author: Rodl, Janelle E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Administrators,Special Education Teachers,Teacher Evaluation,Administrator Surveys,Teacher Administrator Relationship,Management Development,Special Education,Evidence Based Practice,Disabilities,Instructional Leadership

School administrators are often responsible for observing and evaluating special education teachers. The current study examined the training school administrators received, their needed knowledge and supports, and their confidence in performing job functions related to special education teacher evaluation. A total of 929 school administrators in California completed a 26-item survey in which they reported the training they had received, the usefulness of the training for informing practice, and the confidence they felt in evaluating special educators. Results indicated that most school administrators did not have a background in special education, did not receive training related to evaluating special educators, and felt less confident evaluating special educators than general educators. School administrators, especially those without a background in special education, may need more training and support related to evaluating special education teachers during preparation and in the early years of administration. Training and support should focus on evidenced-based practices for teaching students with disabilities.
Teaching Music in English: A Content-Based Instruction Model in Secondary Education
Author: Bellés-Calvera, Lucía
Date: 2018-00-00
Type: Journal Articles
Subjects: Music Education,High School Students,Language of Instruction,English (Second Language),Spanish,Bilingual Education,Student Satisfaction,Second Language Instruction,Teaching Methods

Over the past few years, there has been a growing interest in the teaching and learning of several languages in an attempt to generate multilingual education opportunities, particularly in Europe. In response to the demands of our globalized society, Content-Based Instruction (CBI), which has also been referred to as &quot;immersion and Content and Language Integrated Learning (CLIL) programs,&quot; emerged as a teaching approach that combines the learning of curricular contents and the communicative competence in the target language. This study was carried out at a public high school set in a Spanish bilingual community, where music is taught through a CLIL approach in English class. The purpose of this paper is to examine how students value their music lessons in English and to check the adequacy of teaching music as a subject in English. To achieve this goal, materials adapted to their level of proficiency and a final questionnaire were designed. Results indicate that students are satisfied with this proposal, since they consider these music lessons to be easier than the regular ones. Not only did they enjoy being exposed to English in these music lessons, but a considerable number of students would also like to take a CLIL program in the near future. Pedagogical implications to this CBI model account for the development of learners' autonomy, the use of audio-visual aids and further research in bilingual and multilingual regions overseas.