ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Academic Procrastination Behaviors of Secondary School Students, Learning Styles and Parenting Behaviors
Author: Gündüz, Gülten Feryal
Date: 2020-06-00
Type: Journal Articles
Subjects: Study Habits,Parenting Styles,Correlation,Cognitive Style,Parent Child Relationship,Secondary School Students,Measures (Individuals),Student Attitudes,Personality Traits,Foreign Countries

The study aims to reveal the relationship between academic procrastination behavior and learning styles of the students and parents' child-raising behaviors of parents. The research has a quantitative design and is in correlational survey model. The study group of the study consists of 358 parents and their secondary school students. &quot;Academic Procrastination&quot;, &quot;Alabama Parenting Questionnaire&quot; and &quot;Learning Styles for Elementary School Students&quot; scales were used as data collection tools. The findings show that the procrastination behaviors of secondary school 5th grade students are lower than 6th, 7th and 8th grade students. It is also observed that there is a relationship between academic procrastination behaviors of students and some sub-dimensions of parental behaviors. It can be stated that 6% of the total variance of students' academic procrastination behavior is explained by poor parental follow-up behaviors. In the literature, data regarding parenting style were mostly obtained from how teenagers perceive their parents. Researchers who want to study in this field may reach the teenagers' parents directly. They may also conduct studies that examine the effects of different learning styles and personality traits on procrastination behaviors at other educational levels. [This study was presented as an oral presentation at the 7th International Congress on Curriculum and Instruction in Ankara University.]
Speaking Self-Efficacy Beliefs of Turkish University Students
Author: Demirel, Mehmet Volkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Self Efficacy,Communication Skills,Speech Communication,Speech Skills,Gender Differences,Intellectual Disciplines,Reading Habits

Expressing thoughts and feelings effectively is a vital skill for individuals' professional career. University students should thus attach due importance to their communication skills as they receive their professional training. Self-efficacy beliefs can be regarded as an influential element in speaking skills, and may affect different aspects of speaking performance. In this respect, the aim of this study was to examine the speaking self-efficacy beliefs of final-year university students based on different variables. The reason why this study focused on final-year students was to determine the level at which they perceived themselves in terms of speaking in the pre-service period. Accordingly, the &quot;Speaking Self-Efficacy Scale&quot; was administered to 843 final-year students (454 female, and 389 male) studying at a Turkish university, and the data gathered were analysed through statistical methods. The results showed that the students' speaking self-efficacy levels were considerably high based on their scores on the scale. There was no significant difference between the students' self-efficacy beliefs based on gender, but they were observed to differ in their speaking self-efficacy beliefs based on their faculties. The analysis regarding the variable of experience in prepared speeches also revealed a significant difference in the students' speaking self-efficacy beliefs. Moreover, the university students' speaking self-efficacy beliefs were found to differ based on their annual amount of reading. It can be argued that improving the current level is possible through participation in more prepared speech activities and gaining a reading habit.
Teacher Candidates&apos; Satisfaction with Massive Open Online Courses in Turkey
Author: Vezne, Rabia
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Satisfaction,Online Courses,Foreign Countries,Distance Education,Student Attitudes,Teacher Student Relationship,Adult Students,Electronic Learning,Peer Relationship,Technical Support,Synchronous Communication,Asynchronous Communication

Adult education, especially teacher education, is one of the most important issues in Turkey in order to increase the quality of education and to keep up with the countries which aim to become one of the most competitive and knowledge-based economy in the world. Therefore, most of the universities started to improve their distance learning provisions by using massive open online courses (MOOCs). The purpose of this study is to understand teacher candidates' opinions on MOOCs and their satisfaction with MOOCs. A mixed method including qualitative and quantitative approaches was used in this study. Results show that the MOOCs have a positive effect on teacher candidates' personal development and learning life; therefore, they are satisfied with the MOOCs. Only the satisfaction level in learner-instructor interaction is lower in asynchronous courses. As adult learners, they wanted to be more active in MOOCs. These findings improve the understanding of MOOC's learning satisfaction and contribute to design and develop better MOOCs according to learners' needs and demands.
Teacher Leadership and Sustainability in Adult Elderly Education
Author: Sekerci, Reyhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Older Adults,Adult Education,Administrator Attitudes,Content Analysis,Task Analysis,Cognitive Ability,Enrichment,Intervention,Aging (Individuals),Physical Mobility,Mental Health,Well Being,Administrator Characteristics,Foreign Countries

The purpose of this study was to reveal the views of administrators working in institutions providing adult elderly education on teacher leadership. Ten administrators, who were determined via convenience sampling which is among purposeful sampling methods, participated in this study using qualitative research method. The study was conducted in phenomenological design, which is among qualitative research designs. The interview technique was used to collect data in the study, thus, a semi-structured interview form was prepared and used for this process. The data were analyzed via content analysis technique. All the data acquired in the study were coded, various dimensions and appropriate themes for these dimensions were determined in accordance with the purpose of the study, and percentages and frequencies related to the themes were calculated and the views of the administrators on teacher leadership were revealed. As a result, the concept of an enriched environment, including cognitive tasks, such as elder education courses (sports, physical activity, artistic and skill studies), can form the basis for systematic assessment of possible interventions for successful aging. It provides another effective possibility to achieve better physical, physiological and cognitive improvements, especially in older adult. Further efforts are needed on the basis of teacher leadership in older education courses to reduce weakness and dependency among older adults and maintain independent physical and cognitive function, mental health and well-being.
Conscious Consumerism Education in Social Studies Courses: Reflections of an Action Research
Author: Dere, Ilker
Date: 2020-06-00
Type: Journal Articles
Subjects: Consumer Education,Consumer Economics,Social Studies,Instructional Effectiveness,Consciousness Raising,Secondary School Students,Public Schools,Foreign Countries,Sustainable Development,Self Concept,Student Attitudes,Parent Child Relationship,Civil Rights,Merchandise Information,Money Management

This paper aims to reveal the effectiveness of conscious consumerism education about increasing and changing students' awareness and perceptions of conscious consumerism. In the study, the action research method, one of the qualitative research methods, was used. The study included 23 students studying in a public secondary school in Konya, Turkey. Data were collected by using structured interviews, teacher observations, teaching activities and video recordings. The data were evaluated by the content analysis method. Firstly, a &quot;prior knowledge assessment form&quot; was applied to the students to measure their knowledge about conscious consumerism. Then, considering the students' missing or incorrect knowledge, teaching activities about conscious consumerism were designed and implemented. The results obtained in the study have revealed that action research activities positively affect students' awareness and perception of conscious consumerism. In addition, these activities have enabled students to perceive &quot;conscious consumption&quot; as responsible, sustainable and thoughtful consumption.
Determination of Educational Needs of Teachers Regarding the Education of Inclusive Students with Learning Disability
Author: Aktan, Osman
Date: 2020-06-00
Type: Journal Articles
Subjects: Inclusion,Students with Disabilities,Learning Disabilities,Elementary Secondary Education,Teacher Attitudes,Teacher Competencies,Disability Identification,Diagnostic Tests,Individualized Education Programs,Academic Accommodations (Disabilities),Family Programs,Foreign Countries

The aim of this study is to determine the educational needs of the teachers regarding the education of inclusive students with learning disabilities in their classes. A qualitative case study design was used in this paper. The study group consists of 20 teachers who work in primary, secondary and high schools in Duzce city center in the 2018-2019 academic year and they have students who were diagnosed with learning disabilities in their classrooms. The participating teachers were selected according to the maximum diversity sampling method. In this research, teacher opinions were asked through a semi-structured interview form and content analysis was employed to analyze the data. As a result of the research, the educational needs of the teachers were gathered in five themes which are the competence of recognizing learning difficulties of students, to use the educational diagnostic process for students with learning difficulties, to prepare an individualized education plan, to develop instructional adaptations, and to conduct a family education. Based on the findings of this study, the teachers were revealed to need education in recognizing learning disabilities and the features of students with learning disabilities. In addition to these, they were also detected to need education not only in the use and the interpretation of standard assessment tools but also the knowledge about vocational regulations. The participating teachers also stated that they lack knowledge in the establishment of support and cooperation mechanisms, having the content knowledge regarding the preparation of an individualized education plan, providing expert support as well as pre, while and post educational interventions and training for family education. In the light of the research findings, it was proposed to provide practical in-service training with expert support, improve the professional qualifications of teachers providing prevocational and on the job training, and to carry out awareness activities aiming at increasing family participation.
Mediating Role of Empathy in the Relationship between Emotional Intelligence and Thinking Styles
Author: Korkman, Hamdi
Date: 2020-06-00
Type: Journal Articles
Subjects: Empathy,Emotional Intelligence,Cognitive Style,College Students,Sampling,Statistical Inference,Foreign Countries

The aim of the study is to examine the mediating role of empathy in the relationship between rational and experiential thinking styles and was designed in a correlational design. The sample of the study consists of 593 university students who were determined by simple random sampling method. Emotional Intelligence Questionnaire--Short Form, Empathy Quotient Scale, and Rational-Experiential Thinking Styles Scale were used for data collection. Bootstrapping method and Pearson product moments analysis were used to analyze the mediating role of empathy. Results indicated that there are significant relationships between the variables. In addition, empathy is a full mediation in the relationship between emotional intelligence and experiential thinking style and empathy is a partial mediation in the relationship between emotional intelligence and rational thinking style.
A Deductive, Participative, and Iterative Process: A Case Study in Curricular Review
Author: Rozell, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Curriculum Evaluation,Curriculum Development,College Curriculum,Merchandising,Clothing,Public Colleges,Systems Approach,Participative Decision Making,College Faculty,College Students,Peer Evaluation,Employers,Undergraduate Study

This paper focuses on a deductive, participative, and iterative process for curricular revision at a public Midwestern university in the Merchandising and Fashion Design program. A systematic, nonlinear, organized process is presented and details specific components used in curricular review. The guiding framework for the redesign was that of Garner and Buckley (1988). That is, feedback was solicited and incorporated from educators, students, and employers. In each of the two-year process, the program was viewed as a whole, with input from faculty at every step, and also viewed from a micro-perspective by examining each course individually. The process included peer review, with each faculty member encouraged to review not only their own courses, but those of their colleagues as well. At times, the curricular review process seemed overwhelming with the significant amount of data and resource constraints to consider. The systematic process presented assisted in managing multiple considerations and constituents involved in the curriculum review. Besides maintaining a relevant and current curriculum, the process provided a multitude of benefits for the department. Significant changes were made to the curriculum, but more honest relationships were reestablished and an increased understanding among colleagues was an unexpected benefit of the lengthy, but necessary, examination of the program and resulting curricular changes in the department.
Gender Difference in STEM Career Aspiration and Social-Cognitive Factors in Collectivist and Individualist Cultures
Author: Mau, Wei-Cheng
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Science Careers,Gender Differences,Sex Fairness,Collectivism,Parent Participation,Occupational Aspiration,Self Efficacy,Learning Experience,Prediction,Females,High School Students,Individualism,Cultural Context,Asians,North Americans,Social Cognition,Cultural Differences,Student Attitudes,Foreign Countries

Gender equity in STEM demands that girls and women are provided with learning experiences, opportunities, and resources that meet their educational and vocational goals. This study examined gender difference in STEM learning experience, parental involvement, and self-efficacy to predict STEM career aspiration of different sociocultural groups. Two independent samples of high school students, one recruited from a collectivist culture (Taiwanese sample, N = 590) and the other recruited randomly from an individualist culture (American sample, N = 590), were used to examine the differences. Findings suggested a greater gender difference in STEM learning experience, parental involvement, and STEM self-efficacy of students from the collectivist culture than students from the individualist culture. Results of logistic analyses showed differential prediction of STEM career aspiration in two different cultural contexts. Findings were discussed in light of socio-cultural contexts.
Mastering Critical Thinking Competencies in Online Graduate Classes
Author: Hermond, Douglas
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Online Courses,Competence,Electronic Learning,Skill Development,Teacher Education,Graduate Students,Value Judgment

Many colleges of education have embraced online course delivery as an expeditious means of delivering graduate programs. It behooves us to ensure that this delivery method does not compromise our ability to provide these students with necessary critical thinking competencies. This research was designed to determine the degree to which participants in online graduate courses value critical thinking and the degree to which they developed these skills. The results indicated that students both valued understanding, judgment, caution/skepticism, originality, and reflection/action, and developed them in their online classes. The implications confirm that online platforms allow for the development of critical thinking competencies.
Protect Students&apos; Educational Futures through Social Capital Opportunities in Sport and Non-Sport Extracurricular Activities
Author: Long, Roxanne
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Capital,Athletics,Extracurricular Activities,Correlation,Student Participation,High School Students,Educational Attainment,Statistical Analysis

This study provides empirical support that extracurricular participation correlates positively and significantly to future education, both directly and indirectly. However, which type of extracurriculars are best for students in their pursuit of higher education, sport or non-sport activities? Rooted in Social Capital Theory, the present study focuses on which type of participation provides the best capacity to acquire social capital that correlates to gains in higher education. Structural equation modeling was used with a representative, longitudinal sample of 5,239 ninth through twelfth graders. Total effects reveal that mixed participation (at least one sport and one non-sport activity) correlate with the highest future levels of education. This study greatly aids educational administrators' decisions including extracurricular offerings, funding, and experiential context to improve life chances of students.
Improving Listening Skills with Extensive Listening Using Podcasts and Vodcasts
Author: Gonulal, Talip
Date: 2020-06-00
Type: Journal Articles
Subjects: Listening Skills,Listening Comprehension,Second Language Learning,English (Second Language),College Students,Foreign Countries,Handheld Devices,Audio Equipment,Video Equipment,Information Dissemination,Technology Uses in Education,Preferences,Listening Comprehension Tests,Language Proficiency,Pronunciation

The present study investigated the potential of podcasting and vodcasting technology in promoting extensive listening and improving overall L2 listening skills. Forty-nine college-level EFL students took part in this yearlong study. Data, coming from listening log assignments, listening progress tests, proficiency tests and a listening log questionnaire, were both quantitatively and qualitatively analyzed and interpreted. Results show that students spent approximately one hour per week on extensive listening with podcasts or vodcasts outside the classroom. Vodcasts were found to be less commonly preferred than podcasts by students. Further, as measured by listening progress tests and proficiency tests, students were able to make significant progress in their overall listening skills by the end of the year. Additionally, students found extensive listening practice with podcasts and vodcasts highly effective not only in helping them improve as L2 listeners but also enhancing their pronunciation abilities and knowledge of words and phrases. Yet, students reported being occasionally frustrated with the pace of speech in podcasts and vodcasts. Overall, this study suggests that developing certain language skills can be boosted with digital technologies at our fingertips.
Pre-Service Teachers&apos; Criteria for Evaluating Mathematical Arguments That Include Generic Examples
Author: Dogan, Muhammed Fatih
Date: 2020-06-00
Type: Journal Articles
Subjects: Evaluation Criteria,Preservice Teachers,Mathematical Logic,Persuasive Discourse,Public Colleges,Foreign Countries,Mathematics Education,Algebra

This study investigated how pre-service teachers evaluate mathematical arguments including generic examples. By using written responses of 71 PSTs, the results revealed six criteria used by PSTs, which were being explanatory, being general, correctness, mode of representation, mode of argumentation, and structure of the argument. The criteria suggest what PSTs considered and might value while evaluating arguments. Also, PSTs found deductive arguments more convincing than generic examples arguments. While evaluating arguments with generic examples nature, PSTs considered generic example with visual representation more valid and convincing than with numeric representation. PSTs seemed to be relatively adept at evaluating arguments; however, many had difficulty with identifying the structure of the generic examples. Overall, this study suggests a more coherent approach for integrating generic examples in teacher education programs and directions for further research.
Teacher Perspectives on Classroom Management
Author: Özen, Hamit
Date: 2020-06-00
Type: Journal Articles
Subjects: Teacher Attitudes,Classroom Techniques,Public Schools,Classroom Environment,Teacher Effectiveness,Foreign Countries,Early Childhood Teachers,Elementary School Teachers,Middle School Teachers,High School Teachers,Teacher Student Relationship,Communication Skills,Beginning Teachers,Teacher Competencies,Behavior Problems,Student Behavior

This study aims to evaluate classroom management from teachers' perspectives. The research was conducted using phenomenology design. We employed maximum variation sampling to determine the study group of the research. The study included 15 teachers from different branches teaching in several public schools. The data were collected in the 2018-2019 academic year using the interview technique and thematized using content analysis. The findings of the study suggested that teachers defined the classroom management as a skill to form effective learning environment. Lack of professional experience and knowledge, and academic shortcomings were found as poor skills. The ability of teachers to increase the effective and cognitive skills of their students was taken as evidence that teachers' classroom management skills were strong. Teachers regarded the use of an effective teaching method as a prerequisite to cope with inappropriate behaviors while managing their classes. Finally, it was recommended that beginning teachers recognize that each class has its characteristics and different classroom management dynamics.
A Comparative Analysis of the 4th and 5th Grade Social Studies Curriculum According to Revised Bloom Taxonomy
Author: Koç, E. Seda
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Grade 4,Grade 5,Social Studies,Taxonomy,Foreign Countries,Educational Objectives,Cognitive Processes,Knowledge Level

This study, in which the distribution of the attainments of Turkey, Singapore, Hong Kong and Canada (Ontario) Social Studies Curricula was aimed to be analyzed according to the revised Bloom's taxonomy, was designed with qualitative research. Document analysis technique, that is one of the qualitative research data collection techniques, was used in the research. The data source of the research consisted of the social studies curricula of the mentioned countries and the frequency and percentage calculation was used to show the taxonomic distributions of attainments. According to the findings obtained in the study, it was determined that the majority of the attainments in all of the social studies curricula examined in the study were commonly at the conceptual knowledge dimension and understand cognitive process. It was also found out that the social studies curriculum of Canada and Singapore were the curricula with the highest level of objectives for the higher levels.