ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of the Physical Education and Sports Curriculum in Turkish Schools
Author: Okmen, Ahmet Sadan
Date: 2017-08-23
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Physical Education,Athletics,Higher Education,Departments,College Faculty,Course Selection (Students),Value Judgment,Teacher Education Programs,Surveys,Scoring,Statistical Analysis

This study assesses the vocational education courses given in schools of physical education and sport at Turkish universities and their use in the life of professionals. This study investigates 55 male and 25 female participants, aged 24 to 49, randomly selected from among the physical education and sport teachers in government and private schools in the cities of Edirne, Tekirdag, and Kirklareli of the Trakya region of Turkey. The evaluation form includes 72 courses (questions) taken by the participants from departments of physical education and sport at universities in Turkey. The participants were given four weeks to assess the courses on the evaluation form according to their professional past experience. The participants gave scores from 0 (unimportant) to 5 (very important) to all courses. According to the study, in the opinion of physical education and sport teachers, some of the courses were not needed in their professional careers: (1) practical courses (education: wrestling, mountaineering, ski, judo, etc.), (2) theoretical courses (education: statistics, seminars and projects, Olympic sports, etc.) and (3) pedagogical formation (education sociology). As a result of this study, it was argued that the courses that received low scores on the evaluation should be re-evaluated or eliminated from the curriculum. Moreover, the course hours and contents could be rearranged and developed.
The Evaluation of Prospective Teachers&apos; Attitudes towards Citizenship and Citizenship Education
Author: Ramazan, Özbek
Date: 2017-08-23
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Citizenship Education,Gender Differences,Specialization,Ethnicity,Geographic Regions,Statistical Analysis,Questionnaires,Student Surveys,Patriotism,Attitude Measures,Teacher Education Programs,Majors (Students)

This study aims to determine the attitudes of prospective teachers studying pedagogical formation education towards citizenship and citizenship education based on their gender, area of specialization, ethnicity and geographical area. This study explains the global implications of the concepts of citizenship, and citizenship education. A quantitative approach using questionnaire survey was adopted for this study. The sample of the study consists of 460 prospective teachers. They were selected from 1000 prospective teachers studying pedagogical formation education in 2016 to 2017 academic year, with maximum variation sampling method. For data collection, patriotism attitude scale and patriotism education scale were used. Patriotism attitude scale involves ''blind citizenship'' and ''constructive citizenship'' while patriotism education scale involves a single dimension. The data collected were analysed with independent sample t test, one way Anova, least significant difference (LSD), Bonferonni, Dunnett's C as well as mean, and standard deviation. The investigation revealed that there was a significant difference in the attitudes of the prospective teachers towards citizenship and citizenship education based on their area of specialization and ethnicity, but there was no difference in their attitude in relation to their gender and geographical location. In other words, the conclusion drawn is &quot;gender&quot; and &quot;geographical area&quot; variables did not play a crucial role in the formation of prospective teachers' attitudes towards citizenship (either blind citizenship or constructive citizenship), and towards citizenship education; although &quot;ethnicity&quot; and &quot;major&quot; variables played an important role in their attitudes towards citizenship and citizenship education. On one hand, those who called themselves Kurds and those who called themselves Turks had different understanding of citizenship and citizenship education. On the other hand, those that participated in the pedagogical formation program from natural sciences departments and those that participated in the program from humanities departments had a distinct understanding about citizenship and citizenship education.
Mind Frames Are More Important than Structures: Questions of Educational Reform and People as the Answer
Author: Zierer, Klaus
Date: 2017-08-23
Type: Journal Articles
Subjects: Educational Change,Outcomes of Education,Teacher Education,Teacher Attitudes,Expertise,Foreign Countries

A lot of structural reforms of education system have been and are being discussed at length in the general public and among experts. Many hope this discussion will lead to progress in the form of structural measures and frequently point to PISA as evidence in support of this hope. However, educational research beyond Pisa shows that in many cases, this hope remains just that, a hope, and that there is no causal relationship between structural measures and the desired success. In the present article, an attempt was carried out to reveal this relationship and point out that the core of successful teaching and the central goal for teacher education are the mind frames of the teachers.
&quot;Eligiendo Escuelas&quot;: English Learners and Access to School Choice
Author: Mavrogordato, Madeline
Date: 2017-09-00
Type: Journal Articles
Subjects: Urban Areas,School Districts,School Choice,English Language Learners,Urban Education,Educational Change,Educational Planning,Educational Experience,Educational Policy,Barriers,Parent Participation,Cultural Pluralism,Immigrants,Longitudinal Studies,Multivariate Analysis,Elementary School Students,Middle School Students,High School Students,Student Characteristics,Statistical Analysis,Regression (Statistics)

School choice has emerged as the linchpin of President Trump's urban education reform plan, but it remains unclear how school choice policies will shape the educational experiences of the most underserved student groups, particularly English learners (ELs). Using quantitative data from one large urban school district, we examine EL participation in a system of school choice. Specifically, we investigate the extent to which never, current, and former ELs enroll in a nonzoned school. We find significant differences in the likelihood that students across these groups engage in school choice, raising important questions about whether school choice reforms are accessible to current ELs.
Examination of Children Decision Making Using Clues during the Logical Reasoning Process
Author: Çelik, Meryem
Date: 2017-08-23
Type: Journal Articles
Subjects: Cues,Logical Thinking,Decision Making,Cognitive Processes,Kindergarten,Foreign Countries,Mathematics,Statistical Analysis,Gender Differences,Parent Background,Educational Attainment,Occupations,Family Income,Correlation,Observation,Pictorial Stimuli

Logical reasoning is the process of thinking about a problem and finding the most effective solution. Children's decision-making skills are part of their cognitive development and are also indicative. The purpose of this study was to examine children's decision-making skills using clues in logical reasoning based on various variables. The study was conducted according to the relational screening model. A purposive sampling method was used in the research. The study group consisted of 119 children attending the kindergarten. Big Math observation form developed by Ginsburg et al. (2003) and adapted to Turkish by Çelik (2012) was used as data collection tool. For this purpose, the children were given two sets of Big Math quadruple clue cards. The data of the study were collected in May 2016/2017 academic year. Percentage and frequency values of the obtained data were calculated. In addition, Mann-Whitney-U test and Kruskal-Wallis test analysis were conducted to measure the differences between groups and the relationships between variables. The results of the research showed that there was no significant difference in the decision making skills of children using logical reasoning clues according to gender. However, it was found that there was a significant difference between the variables of decision making using clues and parents' educational level, and parental occupation and family's economic level.
The Relationship between Sportsmanship Level of Secondary School Students and Their Success Regarding the Religious Culture and Knowledge of Ethics Course
Author: Koç, Yakup
Date: 2017-08-23
Type: Journal Articles
Subjects: Foreign Countries,Sportsmanship,Ethics,Secondary School Students,Religious Factors,Knowledge Level,Public Schools,Physical Education,Student Surveys,Scores,Institutional Characteristics,Gender Differences,Instructional Program Divisions,Correlation,Success,Vocational Education,Religious Education,Religious Cultural Groups,Likert Scales,Student Behavior,Statistical Analysis

This study aims to exhibit how the sportsmanship level of secondary school students relates to their success regarding the religious culture and knowledge of ethics course (RCKEC). The research was made on 609 students attending public schools in Erzincan city center during 2016 to 2017 academic year. &quot;Physical Education Course Sportspersonship Behavior Scale&quot; (PECSBS), a form for collecting personal details and RCKEC success averages obtained using the e-school system were utilized in the study. Scores of students that they received from the sportsmanship scale were examined by their school types, grades, genders and favorite sports. Besides, a Pearson correlation analysis was made between sportsmanship scores of the students and their RCKEC success averages. Data showed a significant level of differentiation in physical education course sportsmanship behaviors in terms of school type (in favor of regular secondary schools), gender (in favor of females), grade (against grade 8 students) and favorite sport (in favor of sports without physical contact). Furthermore, a positively significant relation was observed between physical education course sportsmanship behaviors (factor of avoidance negative behavior and total sportsmanship averages) and RCKEC success averages. Inclusion of activities supporting sportsmanship practices into religious culture and knowledge of ethics courses with an interdisciplinary education approach which appeared to be beneficial. On the other hand, low sportsmanship scores were obtained for religious vocational secondary schools compared to regular ones. The argument that the fact that religious vocational secondary schools have only one hour of physical education course per week, restricts sports culture learning outweighed.
Arizona Uncertainty: Arbitrary Barriers in Accessing Institutional Need-Based Financial Aid
Author: Hill-Zuganelli, Dee
Date: 2017-08-00
Type: Journal Articles
Subjects: Student Financial Aid,Student Needs,Barriers,Low Income Groups,Grade Point Average,High School Students,College Students,Gender Differences,Racial Differences,Socioeconomic Influences,Disproportionate Representation,Minority Group Students,Federal Aid,Access to Education,Educational Policy,Records (Forms),Coding,Grants,Ethnic Groups

Established in 2008, the Arizona Assurance Scholars Program (AASP) channeled institutional needbased aid to in-state, low-income students. Rapidly growing costs prompted three changes to the AASP eligibility requirements in 2011. We examined how these new requirements--a 3.0 or higher high school grade point average and the submission of the Free Application of Federal Student Aid (FAFSA) and admission paperwork by March 1--would affect the gender, racial, and socioeconomic composition of the program's first three cohorts if they were in effect. Results revealed disproportionate impacts on racial and ethnic minorities and widened gender gaps. Male, Latina/o, and Native American students would be at statistically greater risk for ineligibility relative to female, Asian, and White students. These findings signal the need to model the consequences of policy change, particularly when it reduces college access and undermines the equity of institutional need-based financial aid programs.
Certification of Financial Aid Administrators: Is It Time to Move Forward?
Author: Peterson, Stacey A.
Date: 2017-08-00
Type: Journal Articles
Subjects: Student Financial Aid,Student Financial Aid Officers,Certification,Professionalism,Statistical Analysis,Standards,Administrator Education,Credentials,Effect Size,Benchmarking,Administrator Attitudes,Administrator Surveys

Financial aid administrators administer various aspects of financial assistance programs; oversee, direct, coordinate, evaluate, and provide training for program activities and the personnel who manage office operations and supervise support staff; and ensure alignment of student and institutional needs while protecting the public interest. They have long recognized the value of professional standards in this complex field. This study uses Peterson's (2011) professionalization theory, 2010 archival data, analyses of variance, and risk estimation to examine the need for, benefits of, and level of support for certification, credentialing, and establishing basic core standards for financial aid practitioners. Among 2,756 survey respondents, 72% agreed with the need for basic core standards; 82% agreed professionalization would increase the stature of and respect for the occupation; and 79% agreed to support a process if adopted. A voluntary process, mandatory basic training, a recognized financial aid curriculum, and a phase-in period for current practitioners were the components agreed on most (ICC[subscript A] = 0.98, a[subscript 2] = 0.01). With an item reliability index of alpha = 0.91 (p = 0.001) and a margin of error of ±1.75% at the 95% confidence level, the results indicate financial aid administrators want to move forward with certification, credentialing, and setting standards.
Leveraging Guided Pathways to Improve Financial Aid Design and Delivery
Author: Luna-Torres, Maria
Date: 2017-08-00
Type: Journal Articles
Subjects: Student Financial Aid,Delivery Systems,College Students,Design,Financial Policy,Barriers,Enrollment,Low Income Students,Federal Aid,Grants,Community Colleges,Paying for College,Tuition,Financial Services,Financial Aid Applicants

To address low completion rates, postsecondary leaders are championing a &quot;guided pathways&quot; approach that puts students on a prescribed route towards graduation. Designing solutions to address low completion rates is complex; in addition to academic roadblocks, insufficient financial resources coupled with a complicated financial aid system can intensify barriers to completion, especially for students whose continued enrollment is highly dependent on financial aid. Without a comprehensive approach that specifically addresses financial aid funding shortages, students will continue to struggle to complete their programs of study. Opportunities exist to redesign the financial aid system so that the current guided pathways movement more holistically addresses the barriers to completion. This paper presents an overview of the guided pathways approach, addresses financial aid policy barriers to enrollment and program completion, and highlights recommendations for strengthening the guided pathways approach, such as forging partnerships with employers to provide training to students while in college, offering Federal Pell-eligible students the opportunity to pay a discounted rate of tuition, and investing in student peer debt advisors.
It All Adds Up: Examining and Enhancing Campus Climate for Affordability at a Four-Year University
Author: McClure, Kevin R.
Date: 2017-08-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,College Environment,Paying for College,Expenditures,Student Costs,Mixed Methods Research,School Policy,Educational Practices,Money Management,Barriers,Surveys,Focus Groups

This study examined undergraduate students' perceptions of non-academic spending in college and how they navigated these expenses. Using a mixed-methods study at a public comprehensive university in the southeastern United States, we conceptualized these perceptions as a central component of campus climate for affordability in college. Findings demonstrated that campus policies, practices, and spaces facilitated non-academic spending and exacerbated students' perceptions that college is unaffordable. Non-academic and social costs were more expensive than students anticipated, and many students struggled to manage their money and cover these costs. Students shared a range of strategies to navigate non-academic expenses, from opting out of social activities to forgoing savings and loan payments. These findings draw attention to policies and practices in higher education that problematize institutions' commitment to affordability.
College Student Debt and Anticipated Repayment Difficulty
Author: Fox, Jonathan J.
Date: 2017-08-00
Type: Journal Articles
Subjects: Debt (Financial),Loan Repayment,Undergraduate Students,Student Financial Aid,Paying for College,Student Surveys,Predictor Variables,Public Colleges,Private Colleges,Two Year Colleges,Community Colleges,Two Year College Students,Money Management,Regression (Statistics),Statistical Analysis

This study analyzes factors associated with anticipated difficulty with repayment of debt accumulated during college using a basic model of credit risk that includes socialization processes influencing college student financial decisions. The empirical analysis uses data from the 2010 Ohio Student Financial Wellness Study. Results provide evidence of male overconfidence in financial decision making, as males are less likely than females to predict repayment difficulties. Socialization process variables, including financial management practices, financial parenting communication, and expected economic returns from education, are strongly associated with anticipated debt repayment difficulty. Inclusion of these process variables in the model results in loss of explanatory power of many of the traditional individual success variables, such as gradepoint average, and graduation plans.
Listening to the Voices of Education Professionals Involved in Implementing an Oral Language and Early Literacy Program in the Classroom
Author: Lennox, Maria
Date: 2017-08-00
Type: Journal Articles
Subjects: Speech Language Pathology,Self Efficacy,Oral Language,Emergent Literacy,Preschool Children,Teaching Assistants,Program Implementation,Focus Groups,Language Acquisition,Interprofessional Relationship,Social Networks,Interdisciplinary Approach,Program Effectiveness,Foreign Countries,Content Analysis,Interviews

This paper explores teachers' and teacher assistants' self-efficacy of delivering PrepSTART, a classroom based, oral language and early literacy program for five-year-old students. In the current study, speech pathologists developed, provided training and monitored program implementation. Teachers and teacher assistants (n = 17) shared their experiences of delivering PrepSTART through a series of focus groups. A content analysis was conducted to determine key themes in participant responses. These themes were then analysed in relation to the four self-efficacy components (mastery, experience, vicarious experience, verbal persuasion and emotional arousal). Differences in levels of understanding about oral language development, communication between professionals, and the importance of building networks emerged as key themes. An improved understanding of the self-efficacy of professionals regarding the implementation of oral language programs will further facilitate the interdisciplinary approach that is needed to promote early academic success for students.
Motivations and Concerns: Voices from Pre-Service Language Teachers
Author: Kavanoz, Suzan
Date: 2017-08-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Language Teachers,Preservice Teacher Education,Student Motivation,Professional Identity,State Universities,Student Development,Career Choice,Student Teacher Attitudes,Self Concept,Qualitative Research,Content Analysis

Contemporary interactionist theories conceive identity formation as a dynamic process that is continuously co-constructed within a social context. For pre-service language teachers, teacher education programs constitute the context in which their professional identities are formed. This cross-sectional qualitative study aims at exploring variations in pre-service language teachers' motivations, and concerns in order to understand how their identity is developed throughout teacher education programs. Data were collected from 121 pre-service language teachers at a state university in Turkey through their written reports. The differences across years with respect to their motivations and concerns indicated that as pre-service language teachers proceed along their education; their professional identity does not remain stable. The fluctuations observed among different year levels demonstrate the interplay between the context and the self. We suggest that these personal attributes need to be monitored in order to enhance language teacher education programs.
The Impact of Conducting Practitioner Research Projects on Teachers&apos; Professional Growth
Author: Hilton, Annette
Date: 2017-08-00
Type: Journal Articles
Subjects: Educational Research,Teacher Researchers,Faculty Development,Research Skills,Skill Development,Longitudinal Studies,Pilot Projects,Workshops,Teacher Surveys,Semi Structured Interviews,Foreign Countries,Qualitative Research,Statistical Analysis

There is growing interest in the effectiveness of practitioner research for promoting teachers' professional learning. It is important to determine if and why practitioner research is effective for teachers, however, it is also necessary to determine what support they need to develop research skills to design and implement practitioner research. This article reports on a year-long pilot study that aimed to design a model of professional learning to enhance teachers' research skills and support them to conduct their own research. The study involved 11 participants from four schools. Eight full-day workshops were designed to develop research skills and scaffold the research projects. Participants were surveyed at the beginning of the study and interviewed mid-way and at the end. The findings indicated professional growth for all participants both in terms of research skills and other professional outcomes, such as enhanced classroom or school-wide practice.
Preservice Teachers&apos; Identity Development during the Teaching Internship
Author: Nghia, Tran Le Huu
Date: 2017-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Professional Identity,Teacher Interns,Internship Programs,Expectation,Teacher Role,Teacher Responsibility,Imagination,Resilience (Psychology),Student Development,Preservice Teacher Education,Foreign Countries,Self Concept,Educational Practices,Interviews,Personal Narratives

This article reports the analysis of two preservice teachers' narratives to highlight the process of teacher identity development during their teaching internship. The analysis showed that their teacher identities had been shaped before they entered the teacher education program where it continued to be shaped by educational experts. In that way, they formed expectations or imaginations of their professional roles and responsibilities prior to the teaching internships. When entering the teaching internships, these pre-existing expectations or imaginations were challenged by the reality they faced. Their engagement with the internship, resilience and negotiations of professional practices were found to be significant for the development of their teacher identities. The article discusses some important implications for teacher education programs.