ethanporcaro/eric-fulltext-meta huggingface dataset:
Democracy Related Units in Social Studies Curriculums Based on Self-Regulation Strategies: A Comparison of Turkey and Germany
Author: Eker, Cevat
Date: 2016-09-00
Type: Journal Articles
Subjects: Social Studies,Comparative Education,Metacognition,Foreign Countries,Democracy,Units of Study,Learning Strategies,Curriculum,Qualitative Research

This study aimed to compare the units related to democracy concept of Social Studies Curriculums applied in Federal Republic of Germany and Republic of Turkey. The goals of the study indicated in Democracy related unit in Social Studies Curriculum in Turkey is examined comparatively with North Rhine-Westphalia State of Germany based on the learning strategies depending on Zimmerman (1998) and Pintrich (2000)'s learning model built on self-regulation. Firstly, literature review of the descriptive research method was used and then, documents were categorized, classified and sorted out using document analysis technique. The derived data of the both countries were compared by the appropriateness to self-regulation strategies. As a result of the study, the democracy related units applied by the curriculums of both countries are found appropriate to students' gaining self-regulation strategies and also at the end of the study; some suggestions are stated to be able to use the educational environment more effectively in terms of self-regulation strategies.
An Adaptive Approach to Managing Knowledge Development in a Project-Based Learning Environment
Author: Tilchin, Oleg
Date: 2016-10-00
Type: Journal Articles
Subjects: Student Projects,Teaching Methods,Cooperative Learning,Knowledge Management,Instructional Materials,Accountability,Formative Evaluation,Self Evaluation (Individuals)

In this paper we propose an adaptive approach to managing the development of students' knowledge in the comprehensive project-based learning (PBL) environment. Subject study is realized by two-stage PBL. It shapes adaptive knowledge management (KM) process and promotes the correct balance between personalized and collaborative learning. The six-step approach comprises planning the development of students' knowledge providing the needed instructional materials; KM of students by teaching a subject in the PBL environment leading to acquiring subject knowledge while work on a sample-project every student of a study group; sustaining adaptive self-formation of knowledge heterogeneous collaborative groups through sharing accountability among students for results of performing project tasks; guiding collaborative performance of group projects aimed at setting adaptive assessments of knowledge for collaborative groups and individual students based on the current state of knowledge, dynamic choice of control tests for individual students and projects of suitable complexity for collaborative groups, and adjustment of an instructor's control questions to complexity levels of projects performed by groups; assessing the knowledge gained by each student after completion of a group project by the control tests of different complexity; and evaluating knowledge dynamics of students through the proposed coefficient of knowledge development.
Teacher Educators' Views of Student Learning and Experiences Offered to Support Learning
Author: Mudavanhu, Young
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Educators,Teacher Attitudes,Student Teachers,Developing Nations,Qualitative Research,Interviews,Data Analysis,Coding,Theory Practice Relationship,Career Choice,Professional Identity,Learning Activities,Student Participation,Educational Attitudes,Specialization,Self Concept,Reflective Teaching,Professionalism,Preservice Teacher Education,Student Characteristics

The objective of my study was to find out teacher educators' views of student teachers in developing nations using Zimbabwe as a case, what they learn and changes that occur. The study was interpretive in nature and used qualitative research methodology. Research participants were teacher educators who had left their countries to either study or live in diaspora after the beginning of the new millennium. Data was collected using face-to-face, telephone and e-mail interviewing with participants. Data collected using 1 telephone and 2 e-mail interviews are presented. Qualitative data analysis was used where second generation activity theory was used to define &quot;a priori&quot; codes. The initial codes were refined and more codes emerging form the data added to create a final template to interpret the findings. Data analysis revealed 6 themes namely: history and background of student teachers; perceived professional identities; interplay between theory and practice; &quot;mediating&quot; tools; contradictions; changes in professional knowledge and skills; and improving current practices in teacher education. Teacher educators and their students chose teaching because some had failed to meet the grade to pursue careers of interest, and others thought this would enable them to eventually negotiate their way into areas of interest. Another finding was that student teachers tend to assume different identities: student, teacher, expert and parent. Student teachers participated in various learning activities namely; lectures, tutorials, micro-teaching, observation, live teaching, mentoring and teaching practice supervision. They valued learning subject matter most and tended to identify themselves with subject specialism. The study revealed that the dormant interplay between theory and practice is the applicative notion and student teachers tend to see theory as divorced from practice. Participants described professional growth in student teachers in terms of learning of secondary school students, critical reflection, and professionalism. The study concluded that while participants seem to be agreed that learning to teach occurs in different settings there was no mention of deliberate efforts to use the practices, objects and tools to enhance expansive learning.
Impact of Video Clips on the Development of the Listening Skills in English Classes: A Case Study of Turkish Students
Author: Tekin, Inan
Date: 2016-09-00
Type: Journal Articles
Subjects: Video Technology,Case Studies,Listening Skills,State Universities,Foreign Countries,Statistical Analysis,Gender Differences,Films,Teaching Methods,Outcomes of Education,Quasiexperimental Design,Second Language Learning,Second Language Instruction,College Students

The purpose of this research is to examine whether using feature films in video lessons has an effect on the development of listening skills of students or not. The research has been conducted at one of the state universities in Black Sea region of Turkey with 126 students. The students watched and listened to only the sentences taken from categorized feature films. In the research, the Factorial Research Design, one of the quasi-experimental designs, was used. At the end of the research, it was found out that categories of the films did not make statistically significant difference in the success of the students while there was a statistically significant difference in the success of male students in each film categories with long length in respect of short replicas.
University Entrance Exams from the Perspective of Senior High School Students
Author: Çirak, Yüksel
Date: 2016-09-00
Type: Journal Articles
Subjects: High School Students,College Entrance Examinations,Student Attitudes,Anxiety,Semi Structured Interviews,Correlation,Qualitative Research,Parent Aspiration,Futures (of Society),Foreign Countries

The aim of this study was to explore senior high school students' feelings and thoughts about the university entrance exam. A total of 23 senior high school students, 14 girls and 8 boys between the ages of 17 and 18, participated in this qualitative study. Research data were collected between February and March 2015 through face to face semi-structured interviews. Three themes were identified as a result of the analysis: &quot;anxiety&quot;, &quot;family expectations and responsibilities,&quot; and &quot;the door to the future.&quot; When participants were asked to think about the university entrance exam, they stated that they experienced fear, despair, concern, helplessness and panic, which are all emotional dimensions of anxiety. Furthermore, some participants perceived the exams as an all-or-nothing issue and felt that the expectations of their families from them create a serious burden on their shoulders. Participants associated university entrance exams with living creatures, objects or characters such as &quot;a dog,&quot; &quot;a cactus&quot; or &quot;a bug,&quot; to name a few. And finally, participants regarded the exam as a &quot;door&quot; that opens to their future, conceiving it as an opportunity.
Are Grocery Store Tours Capturing the Right Audience? Characteristics of Students Who Volunteer to Receive a Grocery Store Tour
Author: Hilliard, Elizabeth
Date: 2016-09-00
Type: Journal Articles
Subjects: Dietetics,Volunteers,College Students,Health Promotion,Tourism,Health Behavior,Statistical Analysis,Eating Habits,Body Composition,Body Height,Body Weight,Gender Differences,Obesity,Food,Retailing,Nutrition Instruction,Surveys,Place of Residence

The goal of this research is to examine the demographics of students volunteering to receive a grocery store tour in order to assess if these students represent those most in need of the information. Dietetics students trained in giving grocery store tours through a Produce for Better Health grant provided store tours to college student volunteers, &quot;tourists&quot;. Tourists provided demographic and health behavior data which was analyzed using descriptive statistics, ANOVA, t-tests, and chi-square. Twenty-three student trainees gave tours to 49 student tourists. Most tourists were female (77.8%), of healthy Body Mass Index (BMI) (64.9%), and reported being healthy eaters (47.3%). Results indicated that tourists who were not healthy eaters, did not cook daily, and were not likely to increase produce intake after the tour had higher BMI's. Few tourists were male, obese, or reported having less healthy eating habits. Future research should examine who is participating in store tours in order to optimize their impact on healthy eating and shopping habits by assuring recruitment of individuals most in need of the experience.
Understanding Dyslexia through the Eyes of Hank Zipzer
Author: Pilgrim, Jodi
Date: 2014-00-00
Type: Journal Articles
Subjects: Professional Continuing Education,Faculty Development,Dyslexia,Teacher Competencies,Reading Difficulties,State Standards,Symptoms (Individual Disorders),Childrens Literature

New Texas literacy laws mandate continuing education requirements for educators who teach dyslexic students. Close to twenty percent of the US population display one or more symptoms of dyslexia (Washburn, Joshi, &amp; Binks-Cantrell, 2011), and teachers must be equipped to adapt instruction to meet these students' needs. The purpose of this article is to promote an understanding of dyslexia through the eyes of Hank Zipzer, a character in a popular children's book series. Hank's experiences provide insight into the thoughts and actions of a character struggling with reading, writing, and spelling.
Examining the Use of Bibliotherapy in a Third Grade Classroom
Author: Elley, Sara
Date: 2014-00-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Students,Bibliotherapy,Teaching Methods,Pretests Posttests,Surveys,Video Technology,Journal Writing,Student Attitudes,Student Behavior,Social Development,Emotional Development,Cooperative Learning,Meetings,Childrens Literature,Rural Schools,At Risk Students,Program Effectiveness,Intervention,Action Research

This six-week biliotherapy study was developed to determine if using children's literature books to help students think about, understand, and work through social and emotional issues helped third grade students' develop more social and emotional skills (Sullivan &amp; Strang, 2002). Data collection included pre- and post-surveys, interruption tally charts, pre-and post-sociograms, class meeting videos, student work, and a teacher-research journal. Findings revealed that students had a more accepting attitude of their classmates, had a significant decrease in interruptions, and had an overall growth in their social and emotional skills.
Connecting Students with the Human Dimensions in Literature: Using Bruner's Modes of Thought to Deepen Literary Appreciation
Author: McConn, Matthew
Date: 2014-00-00
Type: Journal Articles
Subjects: Literature Appreciation,Reader Text Relationship,Teaching Methods,Literature,Grade 11,High School Students,Aesthetics,War,Units of Study,Prewriting,Journal Writing

Many times students are directed to make a personal connection to literature without being guided toward how their connection works interdependently with the structure of the narrative to create a greater meaning, much less directed toward how this connection can hold meaning for their own lives. Through student samples, this article attempts to show how a combination of two different modes of thought gives teachers a framework for literary appreciation that facilitates a deeper understanding of the connections students make to the works they read, as well as the way students apply the literature to their own lives
How Close Is Close Reading?
Author: Saccomano, Doreen
Date: 2014-00-00
Type: Journal Articles
Subjects: Critical Reading,Critical Thinking,Thinking Skills,Reading Strategies,Scaffolding (Teaching Technique),Protocol Analysis,Reading Instruction,Decoding (Reading),Reading Comprehension

Close Reading is a strategy that can be used when reading challenging text. This strategy requires teachers to provide scaffolding, and create opportunities for think-alouds and rereading of text in order to help students become active readers who focus on finding text-based support for their answers. In addition, teachers must also be aware of the risks as well as the benefits of using Close Reading to make wise instructional decisions.
Preschool Teachers' Constructions of Early Reading
Author: Walker, Karen E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Early Reading,Teaching Methods,Interviews,Teacher Attitudes,Influences,Student Experience,Cultural Influences,Political Issues,Early Childhood Education,Qualitative Research,Memory,Reading Habits,Family Influence

Research concerning preschool teachers' constructions of early reading has potential to influence teachers' curricular decisions and classroom practice. Six preschool teachers in North Texas were interviewed in regard to what they think about early reading and how they develop these understandings or constructions. The systematic, inductive analysis led to the development of an overarching theme of the interdependent and relational nature of early reading influences. The preschool teachers' goals for students and instructional decisions indicated they held unique and evolving constructions of early reading from their childhood experiences that grounded their pedagogical practices.
Toward Accessible Computer-Based Tests: Prototypes for Visual and Other Disabilities. TOEFL Research Report. TOEFL RR-78. ETS Research Report. RR-04-25
Author: Hansen, Eric G.
Date: 2004-11-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Accessibility (for Disabled),Access to Computers,Formative Evaluation,Adults,Blindness,Visual Impairments,Deafness,Deaf Blind,Learning Disabilities,Delivery Systems,High Stakes Tests,Assistive Technology,Braille

There is a great need to explore approaches for developing computer-based testing systems that are more accessible for people with disabilities. This report explores three prototype test delivery approaches, describing their development and formative evaluations. Fifteen adults, 2 to 4 from each of the six disability statuses--blindness, low vision, deafness, deaf-blindness, learning disability, and no disability--participated in a formative evaluation of the systems. Each participant was administered from 2 to 15 items in each of one or two of the systems. The study found that although all systems had weaknesses that should be addressed, almost all of the participants (13 of 15) would recommend at least one of the delivery methods for high-stakes tests, such as those for college or graduate admissions. The report concludes with recommendations for additional research that testing organizations seeking to develop accessible computer-based testing systems can consider.
Using ClassDojo to Help with Classroom Management during Guided Reading
Author: Chiarelli, MaryAnne
Date: 2015-00-00
Type: Journal Articles
Subjects: Behavior Modification,Classroom Techniques,Computer Software,Technology Uses in Education,Educational Technology,Grade 1,Elementary School Students,Program Effectiveness,Student Behavior,Reading Instruction,Small Group Instruction,Scores,Standards

This study examined the use of a free behavioral management software program to see if it was successful to help first grade students recognize and self-monitor their behaviors while working in centers during teacher directed guided reading time. The study found that ClassDojo had a positive impact on these first grade students' behaviors and helped them to become more aware of their own behavioral choices. The use of ClassDojo allowed students to redirect their behaviors in order to be successful while working in centers and teacherdirected guided reading lessons experienced fewer interruptions.
Comparability of TOEFL CBT Writing Prompts: Response Mode Analyses. TOEFL Research Report. TOEFL RR-75. ETS Research Report. RR-04-23
Author: Breland, Hunter
Date: 2004-07-00
Type: Journal Articles
Subjects: English (Second Language),Language Tests,Second Language Learning,Cues,Computer Assisted Testing,Scores,Word Processing,Regression (Statistics),Effect Size,Essay Tests

Eighty-three Test of English as a Foreign Language™ (TOEFL®) CBT writing prompts that were administered between July 1998 and August 2000 were examined in order to identify differences in scores that could be attributed to the response mode chosen by examinees (handwritten or word processed). Differences were examined statistically using polytomous logistic regression. An English language ability (ELA) variable was developed from the multiple-choice components of the TOEFL examination and used as a matching variable. Although there was little observed difference in mean writing scores, when examinees were matched on English language ability, small differences were observed in effect sizes consistently favoring the handwritten response mode. The difference favoring the handwritten response mode occurred for all of the writing prompts analyzed; however, the differences for individual writing prompts were small. This difference suggests a general effect for response mode.
Pinning and Practice: Using Pinterest as a Tool for Developing Pedagogical Content Knowledge
Author: Grote-Garcia, Stephanie
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Media,Teaching Methods,Elementary Secondary Education,Technology Uses in Education,Educational Technology,Preservice Teacher Education,Teacher Education Programs,Cooperation,Student Experience,Pedagogical Content Knowledge

Pinterest (http://www.pinterest.com/) is one of the fastest growing social media sites (Duggan &amp; Smith, 2013) and teachers are using it more and more for pedagogical ideas. In response to the increased use of social media in K-12 classrooms, it is highly important to prepare preservice teachers to incorporate these tools into their pedagogy. In this practice-based article, we reconstruct how Pinterest was incorporated into two university-based teacher preparation programs. These two descriptive accounts are arranged and presented from the viewpoint of the two authors who experienced the events firsthand.
Self-Efficacy for Science Teaching Scale Development: Construct Validation with Elementary School Teachers
Author: Yangin, Selami
Date: 2016-10-00
Type: Journal Articles
Subjects: Self Efficacy,Elementary School Teachers,Test Construction,Test Validity,Teacher Surveys,Science Instruction,Knowledge Base for Teaching,Test Reliability,Teacher Competencies,Pretests Posttests,Statistical Analysis,Foreign Countries,Factor Analysis,Multivariate Analysis

The measurement of teacher self-efficacy has a history of more than 30 years. The purpose of this research is to evaluate the development and validation of a new scale to measure the science teaching self-efficacy of elementary school teachers. Therefore, a scale has been created to measure elementary teachers' science teaching self-efficacy and the evidence for validity of the scale is presented in this study. Data collection for this study occurred during 2014-2015 academic year. Measurement tool applied to 135 science teachers in elementary school. All of these participants completed the Self-Efficacy for Science Teaching Scale (SSTS) in January 2015 and again in June 2015. &quot;The Self-Efficacy for Science Teaching Scale (SSTS)&quot; was developed and has undergone revisions to the original version through processes defined in this study. The SSTS is comprised of three parts: &quot;Science Teaching Self-Efficacy (STSE), Efficacy for Understanding Science Content (EUSC) and Efficacy for Teaching Science Content (ETSC)&quot;. Reliability for each part of the SSTS was found to be acceptable for both versions of the scale. Evidence of reliability and validity were collected to determine if the SSTS is an adequate scale to measure science teaching self-efficacy of teachers. Findings indicate that reliability and validity of the scale is adequate. Finally, theoretical implications for elementary school teachers' science teaching self-efficacy are discussed.
Assessment for the Masses: A Historical Critique of High-Stakes Testing in Reading
Author: Huddleston, Andrew P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Criticism,High Stakes Tests,Accountability,Efficiency,Student Needs,Educational History,Standardized Tests,Reading Tests,Intelligence Tests,Test Construction,Oral Reading,Reading Comprehension,Common Core State Standards,Educational Legislation,Federal Legislation,Scores,Minimum Competency Testing

This historical critique of high-stakes testing in reading focuses on selected events from three historical movements: 1) the history of standardized testing, 2) the history of standardized reading tests, and 3) the history of high-stakes testing. These three interrelated histories have produced the high-stakes, standardized reading tests used in U.S. public schools today. Describing each historical movement from a critical perspective, the authors argue that concerns for objectivity, efficiency, and accountability, rather than assessment, have historically been the driving forces behind testing in U.S. schools. The authors conclude by encouraging educators to move beyond objectivity, efficiency, and accountability and instead advocate for the development of alternative indicators that focus on students' needs.