ethanporcaro/eric-fulltext-meta huggingface dataset:
A Preliminary Assessment of the Change Recipients' Perceptions of the &quot;4+4+4 Reform Initiative&quot;: Has Anything Changed?
Author: Summak, M. Semih
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Attitude Measures,Qualitative Research,Longitudinal Studies,Teacher Attitudes,Administrator Attitudes,Structured Interviews,Case Studies,Coding,Elementary Secondary Education,Content Analysis

The purpose of the present study was to assess change recipients' perceptions of 4+4+4 reform initiative put in effect in Turkish education system and to explore if anything has changed within the one-year interval. This research is a qualitative longitudinal case study conducted in 2013 and 2014 in a large city in Southeastern Turkey. Pragmatist paradigm has been the guiding research philosophy. The study group consisted of 106 teachers, 64 school administrators, and 4 educational supervisors. The study group was chosen via purposive sampling technique. Data were gathered through structured interview protocol consisting of four open-ended questions. Findings indicated that the favorable and unfavorable aspects of the reform regarded as positive were mostly remained unchanged in the one-year interval. Some of the problems remained the same. Finally, it was revealed that the participants' expectations about the future of the system varied in terms of potential effects of the reform initiative. Based on the findings, suggestions for the implementers and policy makers were offered. [This study (titled as &quot;A Preliminary Assessment of the Change Recipients' Perceptions of the '4+4+4 Reform Initiative': Has Anything Changed?&quot;) was presented as an oral presentation at the 1st International Eurasian Educational Research Congress which was held at Istanbul University, Istanbul, Turkey between 24-26 April 2014, and its abstract was published in the conference abstracts.]
IRIS: Supporting &amp; Managing the Research Life-Cycle
Author: Bollini, Andrea
Date: 2016-00-00
Type: Journal Articles
Subjects: Research Administration,Information Systems,Open Source Technology,Usability,Database Management Systems,Knowledge Management,Intercollegiate Cooperation,Foreign Countries

IRIS is a new Current Research Information System (CRIS) developed by Cineca to upgrade and replace two previous solutions that have been used by Italian universities in the last 10 years. At the end of 2015, sixty-three Italian institutions are using IRIS. One of the main components of IRIS is DSpace-CRIS, an open source solution that can also be used as a standalone system, and as such is now installed in seven institutions outside Italy. The many solutions that IRIS provides include support for national research assessment exercises, institutional repositories (IR) and an expert finder. Both IRIS and DSpace-CRIS are compliant with the Common European Research Information Format (CERIF), allowing easy interchange and benchmarking with other CERIF compliant systems. New IRIS functionality includes Open Researcher and Contributor ID (ORCID) push / pull interoperability. IRIS has five different modules integrated together through standard protocols and interfaces. A brief list of notes, web sites, and references is included.
Use of Digital Storytelling in Biology Teaching
Author: Karakoyun, Ferit
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Preservice Teachers,Student Attitudes,Story Telling,Biology,Science Instruction,Teaching Methods,Foreign Countries,Video Technology,Interviews,Qualitative Research,Content Analysis

With the technological developments in the 21st century, it is now necessary to integrate technological renovations effectively into teaching-learning environments. There are several approaches that allow integration of technology into teaching-learning environments. One of these approaches is digital storytelling. The purpose of this study was to examine preservice teachers' views about the use of digital storytelling in biology teaching as an instructional tool. The study group included 16 third grade preservice teachers attending the Department of Biology Teaching at the Ziya Gökalp Education Faculty at Dicle University. The preservice teachers, who took part in digital storytelling activities which were carried out in four weeks in the Spring Term of the academic year of 2014-2015, formed their own digital stories at the end of the activities. Following the activities, the pre-service teachers were asked for their views about the use of digital storytelling in biology teaching. According to the results of the study, the preservice teachers reported that use of digital storytelling in lessons could increase students' learning. Also, the preservice teachers stated that digital storytelling activities were entertaining; that these activities could attract students' attention; and that students could take an active role during the activities. On the other hand, regarding the limitations of the use of digital storytelling, the preservice teachers pointed out that digital storytelling allows transferring limited information. Consequently, the preservice teachers stated that they wanted to use digital storytelling process in the future because it allowed learning by doing and living, added visuality to biology lessons, and made learning permanent.
Challenges Related to Teaching Mathematics Using Social Justice Pedagogies: A Secondary School Experience
Author: Voss, Richard
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Education,Mathematics Instruction,Teaching Methods,Social Justice,Secondary Schools,Secondary School Mathematics,Secondary School Teachers,Mathematics Teachers,Foreign Countries,Mathematics Curriculum,Comparative Analysis,Learner Engagement,Data Analysis,Qualitative Research,Vocational Education,Adult Education,Mixed Methods Research,Focus Groups,Concept Mapping,Student Surveys,Observation,Reflection,Journal Writing,Grounded Theory,Action Research,Experiments,Data Collection,Student Attitudes,Stakeholders,Outcomes of Education,Equal Education

This study involves an Australian Western Victorian District High School year nine mixed ability mathematics class learning mathematics using social justice pedagogy. The learning intent of the unit required students to compare their own lifestyles against different families from around the world and use mathematics as a tool to investigate inequality. Although the study's findings showed that there were associations between student learning and engagement when using this initiative, there were also many individual and unique challenges encountered during the study. These challenges included integrating the study into an already overloaded school curriculum and many different educational stakeholders. Data analysis suggested that teachers who use social justice pedagogies within their classroom practices need to be flexible, highly adaptive and have a strong commitment to achieve the best learning outcomes for the students.
Unicam Activity Framework (UAF)
Author: Gagliardi, R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Evaluation Criteria,Automation,Models,Faculty Evaluation,Computer Uses in Education

This presentation illustrates the framework of processing performance of the faculty of the University of Camerino. The evaluation criteria are explained and the technological structure that allows automatic performance assessment available online anywhere and anytime. The designed framework is usually applied to the performance evaluation of staff working for Università di Camerino (ITALY). It has provided excellent results which were positively judged by those who underwent the assessment, who also found that it portrayed their work quite properly.
Cognitive Characteristics of Gifted and Not Gifted Fifth-Grade Chilean Students from Economically Vulnerable Contexts
Author: Arancibia, Violeta
Date: 2016-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Individual Characteristics,Academically Gifted,Economically Disadvantaged,Grade 5,Foreign Countries,Intelligence Tests,Public Schools,Gender Differences,Talent Identification,After School Programs,Correlation,Scores

The purpose of the study was to reveal the cognitive characteristics of talented children who come from economically vulnerable contexts in Chile. Raven's Standard Progressive Matrices (SPM) was administered to a sample of 5,160 students who took part in the process of identification of gifted students from the program PENTA UC in Chile between 2001 and 2010, when the participants were in the fifth grade. Results showed that there is a possible ceiling effect in SPM and thus Advanced Progressive Matrices might be more appropriate in the future identification process. Gifted Chilean students from public schools differ from not gifted students in both perceptual and analytical abilities, even at the early age of 10-11 years. Important gender differences emerged in solving the most difficult items of the test, more precisely in the rules applied in their solution. Gifted boys showed an advantage in addition/subtraction or distribution of two rules, whereas gifted girls did better in distribution of three rules. Results from this study could contribute not only to the process of identification of gifted students, but also to the proposition of adequate educational policy, corresponding to the cognitive characteristics of the children with academic talent.
React (Relating, Experiencing, Applying, Cooperative, Transferring) Strategy to Develop Geography Skills
Author: Utami, Wiwik Sri
Date: 2016-00-00
Type: Journal Articles
Subjects: Geography,Geography Instruction,Secondary Education,High School Students,Secondary School Teachers,Curriculum Development,Learning Experience,Quasiexperimental Design,Foreign Countries,Scores,Data Collection,Data Analysis,Teaching Methods

The purpose of this paper is to develop Geography skills for learners in high school. It is based on the demands of the Curriculum 2013 which emphasizes the achievement of competence. Curriculum 2013 is designed to provide the broadest possible learning experience for students in developing the ability to behave, to have the understanding, to have the skill, and to act. REACT (Relating, Experiencing, Applying, Cooperating, Transferring) strategy is able to bring new atmosphere and the learners are motivated to enrich learning experiences that increase learning for better outcomes. Currently, Geography in high school is focused on the acquisition of knowledge so that less attention to the mastery of skills and Geography perspectives. This research was conducted in grade XI-IIS-1 of SMA Negeri 15 Surabaya. The application of REACT strategy in Geography proved to be effective in developing the skills of Geography. This is indicated by the average score of individual skills in a learning Geography which is 84.33. The learners' participation and response in learning are very good.
Developing a Scale for Quality of Using Learning Strategies
Author: Tasci, Guntay
Date: 2016-00-00
Type: Journal Articles
Subjects: Test Construction,Measurement,Likert Scales,Educational Quality,Learning Strategies,Preservice Teachers,Factor Analysis,Factor Structure,Least Squares Statistics,Goodness of Fit,Statistical Analysis,Construct Validity,Reliability,College Students,Foreign Countries

This study aims to develop a measurement tool to measure the quality of using learning strategies. First, the quality of using learning strategies was described based on the literature. The 32 items in the 5-point Likert scale were then administered to 320 prospective teachers, and they were analysed with exploratory factor analysis using unweighted least squares method and promax rotation technique. The four-factor 15 items formed were applied to another study group of 203 prospective teachers. Of the models tested for the factorial structure of the scale in this data set using confirmatory factor analysis (CFA), the four-dimensional structure displayed perfect fit with the data. It was found that the Cronbach's Alpha coefficient calculated for the whole scale and for the sub-dimensions in the first sample rose and reached a good level of internal consistency and that the McDonald's omega coefficient calculated yielded coefficients close to these values. In this way, a valid and reliable measurement tool was developed to measure the quality of using learning strategies in this framework.
An Investigation into the Organization Levels of Social Studies Teachers with Regard to Constructivist Learning Environments in Terms of Several Variables=Sosyal Bilgiler Ögretmenlerinin Yapilandirmaci Ögrenme Ortamlarini Düzenleme Düzeylerinin Çesitli Degiskenlere Göre Incelenmesi
Author: Çaliskan, Hüseyin
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Studies,Constructivism (Learning),Elementary School Teachers,Geographic Location,School Location,Foreign Countries,Teacher Evaluation,Teaching Methods,Urban Areas,Consultants,Educational Environment,Likert Scales,Questionnaires,Surveys,Teacher Characteristics,Statistical Analysis

The purpose of this research project was to evaluate the performance and conditions of elementary-level social studies teachers, and how such variables affect their overall ability to create a constructivist learning environment. The research group was composed of 241 social studies teachers. A Turkish translation of the work &quot;Constructivist Learning Environment Scale&quot; by Tenenbaum, Naidu, Jegede &amp; Austin (2001), adapted by Fer &amp; Cirik (2006), was used as a guide for data collection. This research shows that the teachers were largely successful in creating the constructivist learning environment, but that by far the most pertinent factor in the success or failure in creating such an atmosphere is the geographical location of the school in relation to an urban center.
Geographical Concepts in Turkish Lullabys
Author: Çifçi, Taner
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Folk Culture,Singing,Geographic Concepts,Content Analysis,Discourse Analysis,Word Lists,Language Usage,Teaching Methods,Young Children,Geography,Preschool Education,Early Childhood Education

In this study, a collection of lullabies which have an important place in Turkish culture and which form an important genre in folk literature are examined to find out distribution and presentation of geographical terms in the lullabies in this collection. In the study, 2480 lullabies in Turkish Lullabies which is one of the leading collections in Turkey and 1320 lullabies, which were still being collected when the study was conducted, have been examined. These lullabies were accepted as linguistic sample of the study. Content analysis and discourse analysis were used in the study. Lullabies were transformed to the computers, their word counts and lists have been obtained. Among these words, the one related to geography were grouped and content analysis was conducted. Later on, the lullabies were submitted to content analysis, and the researcher depicted how geographical terms were presented. Results of the study indicated that approximately 10% of the words in the lullabies are related to geography. The lullabies presented environmental and geographic information from immediate environment to remote environment and starting from concrete and experiences. In the respects, lullabies can be used as instructional materials to teach geography to children aged 0 to 6. It is suggested that lullabies should be collected, saved and used in education as primary source of information in linguistic development and in other fields in pre-school period.
The &quot;Metaphorical Collage&quot; as a Research Tool in the Field of Education
Author: Russo-Zimet, Gila
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Research,Figurative Language,Research Tools,Art Products,Visual Aids,Expressive Language,Data Collection,Case Studies,Foreign Countries

The aim of this paper is to propose a research tool in the field of education--the &quot;metaphorical collage.&quot; This tool facilitates the understanding of concepts and processes in education through the analysis of metaphors in collage works that include pictorial images and verbal images. We believe the &quot;metaphorical collage&quot; to be an important research tool that enables both researcher and research participant to understand children's worldview in regards to concepts in the field of education. The collage permits the use of expressive language in order to describe the question under investigation. The researcher has the ability to interpret the meaning of the events in which people are involved, and he is also capable of evaluating their educational significance. It is the researcher who is equipped with the requisite ability, sensitivity, and experience for conducting research by means of the &quot;metaphorical collage.&quot; With the help of the collage, the educational situation is grasped, and its meaning is interpreted.
Korean University Students' Attitudes and Motivation towards Studying English
Author: Geddes, Aaron J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,English (Second Language),Second Language Learning,Student Attitudes,After School Programs,Anxiety,Tests,Student Motivation,Student Surveys,Likert Scales,Private Schools,Incentives,Teacher Characteristics,Teaching Methods,English Curriculum,Language Tests,Test Anxiety

The main objective of this study was to identify the attitudes of Korean university students towards studying English and to determine if attending after-school English academies has had a negative impact on their attitudes towards studying English. The study also sought to determine if studying English leads to anxiety, and more importantly if important examinations, such as the TOEIC and TOEFL tests were responsible for increasing anxiety. An attempt was also made to see if students were more intrinsically or extrinsically motivated and what the most important reasons for studying English were. Fifty-two university students from a single university were chosen using cluster sampling. Each student was given a survey consisting of twenty-seven Likert-scale and one Likert-type questions, and was also responsible for ranking reasons for studying English. The study found that students had a general positive attitude towards studying English and those who had previously attended private English academies for short periods of time had the most positive attitude towards studying English. It was also found that studying English, as well as studying for TOEIC and TOEFL tests, did not lead to anxiety. As well, it was suggested that while an extrinsically motivated reason, getting a better job, was the most important reason for studying English, intrinsic and extrinsic motivation were found to be about equal.
Teachers' Views over the Workout Strategies for Helping Students Motivate Themselves in the Classroom
Author: Kayalar, Fethi
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Methods,Student Motivation,Class Activities,Classroom Techniques,Self Esteem,Self Motivation,Motivation Techniques,Beliefs,Comparative Analysis,Semi Structured Interviews,Foreign Countries,Elementary School Students,Elementary School Teachers,Qualitative Research,Research Methodology,Electronic Publishing,Web Sites

The purpose of the study is to compare and evaluate the teachers' views upon the workout strategies for helping students motivate themselves in the classroom in terms of such qualities as autonomy, competence, relatedness and relevance. We interviewed with fifteen teachers in primary schools in city of Erzincan, Turkey and compared their views with those of forty-nine teachers from different countries. To obtain the data from other countries, we used the comments of foreign teachers having shared their views with us at Edutopia Blog Page launched by the author. We used a qualitative research method with semi structured interview form to gather data and to compare them with the comments in blog page. Having analyzed, compared and discussed the views of the teachers, we concluded that the teachers in different countries use the same strategies to help their students motivate themselves in the classroom, and the most important motivation strategies that the teachers use in their classrooms are positive relationship with the students, giving choice in academic and social activities, getting to know them, relatedness and autonomy.
The Relationship between Subsidized Free Day Secondary Education and Retention in Secondary Schools in Kenya
Author: James, Asena Muganda
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary Education,Foreign Countries,School Holding Power,Case Studies,Surveys,Sampling,Sample Size,Questionnaires,Interviews,Content Analysis,Statistics,Dropout Rate,Enrollment,Transitional Programs,Graduation Rate,Stakeholders,Basic Skills,Access to Education,Educational Finance,Statistical Distributions,Department Heads,Principals,Parents

A workforce that can adapt to the fast changing global dynamics is critical for sustainable growth and development. Secondary level segment in the education cycle of a Kenyan plays a key role in the development of this workforce and is important since it de-links one from elementary (primary) learning, provides a chance for one to complete the cycle of basic education and anchors as a springboard to either tertiary or higher learning. The study focused on the relationship between subsidized free day secondary education (SFDSE) and learners' retention in secondary schools. The specific objectives were to determine retention rates of students in secondary schools before and after the introduction of SFDSE by the government since the year 2008 and the adequacy of SFDSE funds in enhancing retention of learners in secondary schools in Bungoma County. The target population of the study comprised of all the 3,993 stakeholders in the education sector including the Educational Officers, Principals, B.O.G chairpersons, P.T.A chairpersons and Parents from each Sub County in Bungoma County in Kenya. Cross-sectional survey research and proportional stratified sampling were adopted to obtain a sample size of 340 respondents purposively for the study. Questionnaires and interview schedules were used to collect data from the respondents. Qualitative data collected was analyzed using content analysis while quantitative data using descriptive statistics. The results indicated SFDSE had increased enrollment and transition rates and reduced dropout rates of the learners at secondary level education level. The study recommended that due to the importance of SFDSE which had enhanced retention, the amount allocated per child should be increased and the government should also remove the extra burdens from the parents by removing extra charges. The information was useful to education planners, stakeholders and well wishers.