ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Cooperative Learning Method and Systematic Teaching on Students' Achievement and Retention of Knowledge in Social Studies Lesson
Author: Korkmaz Toklucu, Selma
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Academic Achievement,Retention (Psychology),Social Studies,Constructivism (Learning),Pretests Posttests,Control Groups,Statistical Analysis,Teaching Methods,Grade 4,Elementary School Students,Foreign Countries,Active Learning,Experimental Groups

Problem Statement: Many effective instructional strategies, methods, and techniques, which were developed in accordance with constructivist approach, can be used together in social studies lessons. Constructivist education comprises active learning processes. Two active learning approaches are cooperative learning and systematic teaching. Purpose of the Study: The present study was conducted to determine the effect of the cooperative learning method and the systematic teaching and constructivist learning approaches on student achievement and retention in teaching the social studies lesson unit &quot;The Place We Live&quot; in a 4th grade class at the elementary school level. Method: The research was based on pretest-posttest control group experimental design. Accordingly, experiment group 1 received instruction based on the cooperative learning method, experiment group 2 received instruction based on the systematic teaching method, and control groups 1 and 2 were instructed through the constructivist learning approach. A total of 110 students were assigned to the experiment and control groups, and the paired samples t test and one-way ANOVA were used to analyze the data. Findings: The results of the study suggested that the cooperative learning method and the systematic teaching and constructivist learning approaches are effective ways of enhancing students' achievement. Conversely, experiment and control group post test scores were not significantly different from each other. The cooperative learning method and the systematic teaching and constructivist learning approaches (control-1) were found to secure retention of knowledge, but failed to achieve retention of the knowledge among students in control group 2. Conclusion and Recommendations: The study found that cooperative learning and the systematic teaching and constructivist learning approaches were effective in enhancing student achievement and retention in social studies lessons (except for control-2). Based on these results, it is recommended that in order to enhance academic achievement and retention of gains in social studies lessons, the cooperative learning method and systematic teaching can be used in addition to the constructivist learning approach. Moreover, failure of the constructivist learning approach to achieve retention in control group 2 can be based on different reasons. One reason can be the teachers' lack of knowledge about the basic philosophy and steps of constructivist approach. In this context, it is recommended that teachers should have in-service training about the constructivist approach.
Ministry of National Education Inspectors' Adoption Level of Risk-Based Inspection Model and the Consideration of Its Applicability at Schools
Author: Katipoglu, Ilke
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Improvement,Models,Surveys,Statistical Analysis,Inspection,Professional Personnel,Risk Assessment,Educational Quality,Standards

Problem Statement: The new regulations for the last ten years in terms of educational inspection in the Ministry of National Education reveal the requirement of setting up a new inspection model that will focus on compliance with statutory regulations and improving the quality of education. In this context, this study is significant, assuming that the risk-based inspection model implemented by the Netherlands in 2007 should contribute to the studies conducted by the Directorate of Counseling and Inspection and in the field. Purpose of the Study: This study aimed to determine the Ministry of National Education Inspectors' adoption level of a risk-based inspection model and their consideration of its applicability at schools. The model consisted of elements necessary to establish a risk-based inspection model with risk analysis and quality improvement subdimensions. The subdimensions of the model were examined according to the subjects' level of adoption and of its applicability together with the variables of gender, the school they graduated, degree, seniority in the position, age and subject taught at school in order to see if there were differences. Method: The population of the study consisted of 319 assistant inspectors, inspectors and chief inspectors. No sample was chosen because the population was accessible within the framework of this study. The response rate of the survey was 50,15%, and the data collected from 160 Ministry of National Education Inspectors was analyzed with mean, standard deviation, frequency, Mann Whitney U and Kruskal Wallis H tests. Findings: The inspectors completely adopted the ideas in the subdimension of necessary elements to establish risk-based inspection model and found them highly applicable at schools. The inspectors completely adopted the ideas in the subdimension of risk analysis and found them highly applicable at schools. The inspectors completely adopted the ideas in the subdimension of quality improvement and found them highly applicable at schools. Conclusions and Recommendations: The risk-based inspection model was generally adopted by Ministry of National Education Inspectors and was found applicable at schools. However, in order to put this model into practice, the quality standards according to each school type should be set with the participation of the representatives from educational institutions and the e-inspection system should be established by specialist inspectors as a priority. On the other hand, since inspectors should take a significant role in the application stage of this model, the inspectors' competencies should be developed in areas such as risk analysis, the use of information and communication technologies, etc.
Value Priorities of Teacher Candidates in the Education Faculty of Pamukkale University in Denizli, Turkey
Author: Tanriogen, Zeynep Meral
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Value Judgment,Preservice Teachers,Values,Barriers,Teaching Skills,Student Surveys,Intellectual Disciplines,Gender Differences,Security (Psychology),Safety,Cultural Influences,Change,Individual Development,Student Characteristics,Statistical Analysis

Problem Statement: Behavior is the visible conclusion of unseen values. More concretely, the teaching attitudes of teachers are affected by their values. The study of values is therefore fundamental to the study of teaching. If it is possible to understand the values of teachers, it is possible to estimate the teaching behaviors of teacher candidates. This will help identify which values of students are barriers to improving their teaching abilities and adjust the teaching curriculums to resolve these issues before teacher candidates become teachers. An effort must be made to change the values that hinder the teaching abilities of teacher candidates and support them with values that will help them teach. Purpose of the Study: The purpose of this study was to explore the terminal and instrumental values that contribute to the formation of value types of teacher candidates. Method: The Schwartz Value Survey (SVS) was used to measure the values of the teacher students. The population of this study included 4856 students who attended different departments in the faculty of education. The data were collected from 498 students who were selected by a stratified random sampling technique. Questions guiding the study were: (1) What are the values of the education faculty students as future school teachers? (2) Are there any significant value differences between students who belong to various departments of the faculty? (3) Are the values affected by specific variables such as gender? Findings: Results indicated that 48% of female teacher candidates (156) and 41% of male teacher candidates (71) ranked family security terminal value as a supremely important value guiding their lives. When the teacher candidates are in their first three years of school, their first rank value preferences tend to be conservative values. However, when they reach the fourth class, their first rank value priorities shift to universal value type. All students except social sciences students preferred conservative values as primary values that direct their behaviors. Conclusion and Recommendations: It is necessary to develop universal values for teacher candidates. According to the findings, both female and male students noted conservative higher order value types. When they reach their fourth year, their first rank value priorities shift to universal value type. Students studying in the department of social sciences primarily preferred a universal value called &quot;a world at peace.&quot;
Influence of School Managers' Ethical Leadership Behaviors on Organizational Culture: Teachers' Perceptions
Author: Toytok, Esef Hakan
Date: 2016-00-00
Type: Journal Articles
Subjects: Ethics,Leadership Styles,Organizational Culture,Organizational Climate,Job Satisfaction,Administrator Behavior,Models,School Districts,Foreign Countries,Social Justice,Correlation,Predictor Variables,Measures (Individuals),Validity,Multiple Regression Analysis,Decision Making,Statistical Analysis

Problem Statement: Frequently researched, organizational effectiveness is influenced by leadership, organizational culture and climate, organizational commitment, and job satisfaction; additionally, for effective, sustainable management, ethical leadership, which also influences organizational culture, is emphasized. To our knowledge, no previous studies exist on the relationship (and predictiveness) between ethical leadership and organizational culture. Therefore, this study's general purpose was to identify the influence of school managers' ethical leadership behaviors on organizational culture as perceived by teachers. Purpose of the Study: The general purpose of this study is to identify the influence of ethical leadership behaviors of school managers on organizational culture as perceived by teachers. It thus aims to fill a scientific gap in this field and make a contribution by sharing results and suggestions based on our findings. Method: Based on the relational screening model, this descriptive study's participants were 3302 teachers serving in 323 schools in the city of Duzce and its districts during the 2013-2014 school year. The Ethical Leadership Scale (ELS) and the Organizational Culture Scale (OCS) were used as data collection tools. Ethical leadership (and its sub-dimensions) was considered the independent variable, while organizational culture (and its sub-dimensions) was the predicted dependent variable. Regression analysis was performed to discover to what extent these variables were predicted. Findings: We found a fairly high level of positive significant correlation between ethical leadership and organizational culture. Regression analysis showed that ethical leadership is a strong predictor of organizational culture. Conclusion and Recommendations: We found a moderate-to-high positive significant correlation between ethical leadership and organizational culture. Regression analysis showed that ethical leadership strongly predicts organizational culture. Our findings revealed a positively significant correlation between ethical leadership behaviors and organizational culture; ethical leadership is a strong predictor of organizational culture. The more ethical leadership behaviors managers display, the more teachers' perceptions of organizational culture positively increase. Recommendations are to implement social and distributional justice among teachers and the fair distribution of awards and punishments, along with transparent inspection. [This study was presented at the 2nd Eurasian Educational Research Congress in Ankara, June 8-10, 2015.]
Effects of Cognitive-Behavioral-Theory-Based Skill-Training on University Students' Future Anxiety and Trait Anxiety
Author: Kaya, Sinem
Date: 2016-00-00
Type: Journal Articles
Subjects: Anxiety,Cognitive Restructuring,Behavior Modification,College Students,Teaching Methods,Mixed Methods Research,Foreign Countries,Symptoms (Individual Disorders),Depression (Psychology),Measures (Individuals),Surveys,Skill Development,Experimental Groups,Control Groups,Comparative Analysis,Likert Scales,Pretests Posttests,Scores

Problem Statement: Future Anxiety (FA) and Trait Anxiety (TA) have negative effects on individuals' productivity, which can lead them to feelings of insecurity and eventually depression. Knowing more about future anxiety helps people feel more secure and produce more effectively for themselves, and eventually for society. This research examined the efficacy of a cognitive-behavioral theory (CBT)-based training program on FA and TA. Purpose of the Study: This study aimed to examine the effectiveness of a CBT-based training program on the FA and TA of university students. Method: A quasi-mixed methods design was used for this study. The sample consisted of 28 university students (14 experimental, 14 control) in a public university in the Aegean Region of Turkey during the 2015-2016 academic year. Brief Symptom Inventory and Beck Depression Inventory were used to select participants for group processes. The Personal Information Form, Trait Anxiety Inventory, Positive Future Expectations Inventory, and Anxiety of Making Mistakes Scale were used as quantitative data collection instruments. Qualitative data were obtained using the General Evaluation of Group Processes form. Eight sessions were designed and applied to the experimental group. No procedures were applied to the control group. Quantitative data were analyzed using two-way repeated measures ANOVA, paired samples t-test and Mann Whitney U. A thematic analysis was also applied to the qualitative data. Findings and Results: Results revealed that a CBT-based Overcoming FA and TA Skill-Training program decreased university students' trait anxiety levels and anxiety about making mistakes, while increasing positive future expectations. Conclusions and Recommendations: The present study found that a skill-training program based on CBT affected individuals' future perceptions in an expected way. Similar research should be conducted with different age groups and different samples. Further research may focus on developing a measurement for FA. [This present study was presented as an oral presentation at the 3rd International Eurasian Educational Research Congress held between June 1-3, 2016, in Mugla, Turkey.]
Using Generalizability Theory to Examine Different Concept Map Scoring Methods
Author: Cetin, Bayram
Date: 2016-00-00
Type: Journal Articles
Subjects: Generalizability Theory,Concept Mapping,Scoring,Scoring Formulas,Evaluation Methods,Reliability,Student Developed Materials,Holistic Approach,Middle School Students,Grade 7,Statistical Analysis,Foreign Countries

Problem Statement: In addition to being teaching tools, concept maps can be used as effective assessment tools. The use of concept maps for assessment has raised the issue of scoring them. Concept maps generated and used in different ways can be scored via various methods. Holistic and relational scoring methods are two of them. Purpose of the Study: In this study, the reliability of the concept map scores, which were made by the students and which were scored by different teachers using different scoring methods (holistic and relational), will be discussed in terms of &quot;G&quot; theory. Methods: The research was performed during the fall semester of the 2010-2011 academic year, between December and January. Concept maps created by thirty-six students were scored by three different teachers who played roles as raters. Data were obtained from four different concept maps that were generated by each student. Findings and Results: In focusing on the size of the variance estimates according to holistic scoring methods, while the student component (objects of measurement) accounts for one of the largest percentages of the variance (20%), the main effects of the task and the raters account for about 14% and almost 0% of the total variance, respectively. The difficulty level of tasks did not differ so much from student to student, and there is a scoring agreement among raters. Using the holistic scoring method, &quot;G&quot; and F coefficients were calculated as 0.63 and 0.57, respectively, depending upon the four tasks and three raters. In terms of relational scoring, the student component (object of measurement) accounts for 10% of the variance, the main effect of the task accounts for a very significant percentage of the variance (56%), and the main effect of the raters does not demonstrate any variance. &quot;G&quot; and F and coefficients calculated over the four tasks and three raters in the study were 0.63 and 0.34, respectively. Conclusions and Recommendations: According to the results of this study, Phi coefficient was higher in the concept map study in which the holistic scoring method was used. In this study, tasks represented a significant variance component for both scoring methods. This may be interpreted to mean that the levels of difficulty for the tasks differed according to the students using both methods. In each of the scoring methods, the variance related to the raters was found to be zero, which may result in the interpretation that raters scored the maps consistently.
Youth Voice in Nigerian School-Based Management Committees
Author: Umar, Bashiru Bako
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,School Based Management,Governance,Governing Boards,Committees,Student Participation,Qualitative Research,Interviews,Observation,Student Experience,Partnerships in Education,Participative Decision Making,Administrator Responsibility,School Visitation,Supervision,Labor,Advocacy,Income,Adolescent Attitudes,Case Studies

In Nigeria, School-Based Management Committees (SBMCs) aim to provide an opportunity for all stakeholders, particularly the vulnerable groups in the school's host communities such as young people and women to partake in school governance. Research on the experiences of youth voice in the committees is scant, however, as much of the existing literature on SBMCs focuses on program outcomes. Using qualitative research interviews, observations, and document analysis, this study addressed this gap by exploring how youth participate and express themselves in two SBMCs in Niger State, Nigeria. The findings, which were derived from 19 youth and adult participants, were drawn from SBMC members out of which 12 were youth between the ages 13 and 25, while 7 were adults aged 40 and above. The participants revealed that youth committee members expressed their voice in the committees through participating in a number of committee activities. Specifically, the youth participated in decision-making during meetings, aided in the construction of committee projects, undertook administrative/managerial functions and monitored the committee's projects. They also participated in revenue generation, planning, school visits and supervision, advocacy, and sensitization campaigns.
Teacher Electronic Portfolio and Its Relation to EFL Student Teacher Performance and Attitude
Author: Alshawi, Areej T.
Date: 2017-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Portfolios (Background Materials),Educational Technology,Student Teachers,Questionnaires,Language Proficiency,Scoring Rubrics,Statistical Analysis,Positive Attitudes,Teacher Education,Educational Policy,Language Teachers,Females,Teaching Skills,Student Attitudes,Teaching Methods,Correlation

E-portfolio is a promising approach to develop teachers into reflective practitioners who show that they can adapt to new technologies, new criteria, and new environments. The current research explored the quality of EFL student teachers' e-portfolios and their attitudes towards using them. The research was conducted on 30 EFL female student teachers at Princess Noura bint Abdulrahman University, Saudi Arabia. The participants were engaging in practical training at schools and reflecting their skills and experiences in their e-portfolios. This research posed further questions about the relationships between the quality of EFL student teachers' e-portfolios, their attitudes towards using them and their teaching performance. In order to explore the possible answers, the participants' teaching performance were observed, their e-portfolios were evaluated by a rubric, and a 24-item questionnaire was administered to them. The results proved high proficiency level of the EFL student teachers' e-portfolios and positive attitudes towards using e-portfolios among EFL student teachers. Furthermore, the results denoted a statistically significant positive relationship between the quality of EFL student teachers' e-portfolio and their teaching performance. The results of this study may encourage policy makers to integrate the idea of e-portfolio and reflection as an effective component in teacher education and development.
The Evolution of Education in Nigeria: How Has It Impacted Ordinary Nigerians from Pre-Independence till Present?
Author: Alase, Abayomi
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Educational Development,Educational Benefits,Social Change,Global Education,Equal Education,Private Colleges,Gender Issues,Adult Education,Community Education,Special Needs Students

This article looked at the maturity of the Nigerian educational system from independence until now. As a comprehensive and historical review of the educational system/standard in Nigeria, this article examine some of the educational issues/shortcomings confronting the Nigerian people, and their inability to anticipate and strategically plan a course of action to handle the stressors. Additionally, this article also discussed the effects of globalization and how it has transformed/reshaped the fundamentalism of educational practices in Africa. As such, the problem with the Nigerian educational system is that it is lacking in many educational areas. It is recommended that the Nigerian government facilitate the development/construction of new infrastructures. For any society to grow/function properly, economically, developmentally, and/or fundamentally it needs certain infrastructures in place, i.e., standardized and structurally sound school buildings.