ethanporcaro/eric-fulltext-meta huggingface dataset:
The Mediating Effect of Organizational Trust on the Link between the Areas of Work Life and Emotional Exhaustion
Author: Bayhan Karapinar, Pinar
Date: 2016-12-00
Type: Journal Articles
Subjects: Trust (Psychology),Public Colleges,Foreign Countries,College Faculty,Burnout,Faculty Workload,Structural Equation Models,Measures (Individuals),Factor Analysis,Questionnaires,Path Analysis

The study tests an integrative model that considers the plausible effects of different areas of work life on emotional exhaustion. It also tests the mediating effect of organizational trust on this relationship. More specifically, while perceived incongruence in six areas of work life (workload, fairness, reward, community, control and value) is treated as a predictor of emotional exhaustion, organizational trust is treated as a mediating factor in understanding the underlying mechanism of emotional exhaustion in academicians. Data were collected from 201 academicians working in public universities in Turkey and were analyzed using a structural equation model. Results provided partial support for the proposed conceptual model. Specifically, organizational trust mediated the link between four areas of work life (i.e., workload, fairness, reward, and value) and emotional exhaustion. Contrary to our expectations, the mediating effect of organizational trust was found to be insignificant for community and control. Findings suggest the importance of building organizational trust by focusing on six areas of work life in order to prevent burnout in academicians.
Innovating Science Teaching by Participatory Action Research--Reflections from an Interdisciplinary Project of Curriculum Innovation on Teaching about Climate Change
Author: Feierabend, Timo
Date: 2011-00-00
Type: Journal Articles
Subjects: Action Research,Participatory Research,Reflection,Interdisciplinary Approach,Climate,Curriculum Development,Educational Innovation,Science Education,Research Methodology,Teaching Methods,Science Teachers,Foreign Countries,Biology,Chemistry,Physics,Politics

This paper describes a three-year curriculum innovation project on teaching about climate change. The innovation for this study focused on a socio-critical approach towards teaching climate change in four different teaching domains (biology, chemistry, physics and politics). The teaching itself explicitly aimed at general educational objectives, i.e., fostering students' communication and evaluation abilities as essential components for preparing young people for active participation in society. Participatory Action Research has been used as a collaborative strategy of cyclical curriculum innovation and research. Using past experiences and selected results from accompanying research, this project and its methodology will be reflected upon from the viewpoint of the chemistry group taking part in the project. Core issues reflected upon include how the project contributed to the creation of feasible curriculum materials, how it led to innovative structures in practice, and whether it supported experienced teachers' ongoing professional development. General considerations for the process of curriculum innovation will also be derived.
Encouraging Teachers' and Students' Innovation with the Support of Teacher Learning Communities
Author: Margalef García, Leonor
Date: 2011-00-00
Type: Journal Articles
Subjects: Communities of Practice,Educational Innovation,Faculty Development,Cooperative Learning,Training Methods,Team Teaching,Instructional Innovation,Learning Processes,Case Studies,College Programs,Facilitators (Individuals),Teacher Role,Educational Change,Educational Practices,Foreign Countries

The purpose of this paper is to share knowledge generated through the implementation of &quot;Teaching Innovation Teams&quot; as a strategy for teachers' professional development and innovation at the University of Alcala (Spain). We analyse the contributions of this strategy to the facilitation of curriculum innovation in higher education and reflect on some of the achievements and results of the activities carried out by these teams, identifying the dilemmas and difficulties that teachers experienced and that hinder the development of curriculum innovations. Finally, we outline some educational contributions of Teaching Innovation Teams understood as a collaborative and formative strategy to facilitate educational change.
Determinants of Academic Achievement of Middle Schoolers in Turkey
Author: Börkan, Bengü
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Middle School Students,Grade 7,Grade 8,Achievement Tests,Scores,Standardized Tests,Socioeconomic Status,Institutional Characteristics,Student Characteristics,Parents,Educational Attainment,Family Income,School Schedules,Urban Schools,Gender Differences,Regression (Statistics)

The purpose of this study is to discuss student and school factors, including cross level interaction, that cause inequalities in seven and eighth grade students' achievement in Turkish context by using national achievement test scores with a multi-level statistical approach. Our results are in line with most other studies with similar purpose. Our results show that approximately 17% of the variation in student test scores is explained by differences between schools, while the remainder of the variation is accounted for by within-school factors. Our results highlight that student-level variables alone explain nearly 73% of the between-school variance and approximately 19% of the within-school variance in student achievement scores. Our school-level variables explain a relatively small amount of the variation, approximately 5%. This has demonstrated that between- and within-school differences in student achievement are largely accounted for by the socio-demographic background of students. This is in line with the Coleman Study findings; the effect of school characteristics on student achievement was modest compared to the effect of students' socio-demographic characteristics. Our results also show that average parent education and income, full-day schooling, attending an urban school and the percentage of female students in the classroom mediate the relationship between student-level variables and student test scores.
Exploring Culture in Locally Published English Textbooks for Primary Education in Turkey
Author: Kirkgöz, Yasemin
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Elementary Education,Culturally Relevant Education,Cultural Awareness,English (Second Language),Second Language Instruction,Curriculum Development,Statistical Analysis,Textbook Content,Textbook Evaluation

Since language and culture are closely interwoven, the integration of culture into textbooks used for teaching English as a second/foreign language has become a widely accepted phenomenon. This study investigates the cultural elements in locally published English textbooks used for Turkish primary schools following two major curriculum innovations in ELT. A total of 18 textbooks, of which 8 were published after the 1997 curriculum innovation and 10 after the curriculum innovation introduced in 2005, were investigated to find out the extent to which textbooks contain references to the source (Turkish) culture, the target (British/American) culture and the international target culture. A quantitative analysis of the cultural elements demonstrated that while references to the source and target cultures included in textbooks published between 1997 and 2005 outnumber international target cultural components, a different trend was obtained in the cultural analysis of books published after the 2005 curriculum innovation. The study reveals that representations of the source culture, the target culture and the international target culture are favoured in locally produced ELT textbooks in a fairly balanced way.
Educating Student Teachers to Become High Quality Professionals--A Finnish Case
Author: Niemi, Hannele
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teachers,Teacher Effectiveness,Foreign Countries,Teacher Education,Surveys,Statistical Analysis,Qualitative Research,Professional Development,Preservice Teachers,Active Learning,Universities,Teacher Education Programs,Teaching Methods,Teaching (Occupation),Correlation,Competence

For decades, the Finnish orientation toward teacher education (TE) has committed itself to the development of an inquiry oriented and research-based professional culture. The aims of teacher education are to train students to find and analyse problems they may expect to face in their future work. This study consists of a survey of student teachers (n = 545) in two universities in Finland. Web-based surveys with quantitative and qualitative questions were sent to all student teachers in the beginning of May 2010. Students assessed how teacher education had provided them with the competences they need in a high standard profession, what kinds of active learning experiences they had in their TE studies, and how research studies of teacher education had contributed to their professional development. The participants of the study assessed that they had achieved good skills in planning teaching and curricula. They were capable of using different teaching methods. They were aware of their own teaching philosophy and their responsibilities as professionals and life-long learners. They consider the research component of TE valuable to their independent and critical thinking. They were very engaged in studies. Finnish pre-service teacher education seems to function very well and to be effective in providing the skills teachers need to work as independent professionals. The results of the study show, however, that students also need more supervision and guidance on how to collaborate with parents and other stakeholders outside school, such as representatives of working life as well as partners in business life and culture.
Investigating the Effectiveness of a Dynamic Integrated Approach to Teacher Professional Development
Author: Antoniou, Panayiotis
Date: 2011-00-00
Type: Journal Articles
Subjects: Faculty Development,Integrated Activities,Program Effectiveness,Teaching Skills,Teacher Attitudes,Training Methods,Intervention,Attitude Change,Teacher Improvement,Holistic Approach,Reflective Teaching,Elementary School Teachers,Experimental Groups,Control Groups,Mathematics Achievement,Student Characteristics,Classroom Environment,Teacher Characteristics,Likert Scales,Fidelity,Foreign Countries

This paper argues that research on teacher professional development could be integrated with validated theoretical models of educational effectiveness research (EER). A dynamic integrated approach (DIA) to teacher professional development is proposed. The methods and results of a study comparing the impact of the DIA and the Holistic-Reflective Approach (HA) to teacher professional development are presented. Teaching skills and teacher perceptions of teaching of 130 teachers and the achievement of their students (n = 2,356) were measured at the beginning and at the end of the intervention. Teachers found to be at a certain developmental stage were randomly allocated evenly into two groups. The first group employed the DIA and the second the HA. Teachers employing the DIA managed to improve their teaching skills more than teachers employing the HA. Teacher perceptions and attitudes towards teaching have not been modified due to their participation in the interventions. On the other hand, the use of DIA also had a significant impact on student achievement. Implications of findings for the use of EER for improvement purposes are drawn and suggestions for research and practice in teacher professional development are provided.
Optimism and Psychological Resilience in Relation to Depressive Symptoms in University Students: Examining the Mediating Role of Self-Esteem
Author: Kapikiran, Sahin
Date: 2016-12-00
Type: Journal Articles
Subjects: Resilience (Psychology),Depression (Psychology),Self Esteem,Symptoms (Individual Disorders),Undergraduate Students,Psychological Patterns,Structural Equation Models,Self Concept Measures,Correlation,Foreign Countries,Statistical Analysis

This study examined the role of self-esteem as a mediator in the relationships between optimism and psychological resilience on depressive symptoms in university students. A total of 494 undergraduate students, comprising of 253 female and 241 male participated in this study. Participants' ages ranged from 18 to 30 (M = 20.85, SD = 1.57). Instruments measuring optimism, psychological resilience, self-esteem and depression were administered to university students from different faculties and departments. Application of a structural equation model to the obtained data resulted in a direct relationship between optimism and psychological resilience with symptoms of depression. In addition, it was determined that self-esteem is a full mediator between psychological resilience and depressive symptoms. The mediator role of self-esteem between optimism and depressive symptoms; however, did not reach statistically significant levels. The findings are discussed within the self-esteem, optimism, and resilience in an individual's mental health context.
A Different Approach to Preparing Novakian Concept Maps: The Indexing Method
Author: Turan Oluk, Nurcan
Date: 2016-12-00
Type: Journal Articles
Subjects: Concept Mapping,Turkish,Preservice Teachers,Chemistry,Qualitative Research,Indexing,Case Studies,Content Analysis,Foreign Countries

People who claim that applying Novakian concept maps in Turkish is problematic base their arguments largely upon the structural differences between the English and Turkish languages. This study aims to introduce the indexing method to eliminate problems encountered in Turkish applications of Novakian maps and to share the preliminary results of its application. For this purpose, 20 pre-service chemistry teachers who had mastered the concept-mapping method after seven weeks of intense education were asked to prepare concept maps on the topic of atoms by using both the Novakian and indexing methods. The maps were qualitatively assessed by experts regarding informational content. The participants were asked to state in writing their opinions about the indexing method. The resulting analysis revealed that the participants were able to express the relation between two concepts more realistically when they used the indexing method, and the resulting maps were much richer in informational content. Almost all participants (95%) stated that the new method was more convenient in terms of reflecting the necessary mental information. The results of the study show the indexing method to be a much more convenient and informative way of preparing concept maps for both teachers and students.
The Effect of the Medium of Instruction Language on the Academic Success of University Students
Author: Civan, Abdulkadir
Date: 2016-12-00
Type: Journal Articles
Subjects: Academic Achievement,Language of Instruction,Second Language Learning,English (Second Language),Turkish,College Students,Foreign Countries,Socioeconomic Background,Scholarships,Self Motivation,Statistical Analysis

The aim of this study is to investigate the effects of instruction in students' non-native language on the academic success of university students. To analyze this effect, we utilized the data from a Turkish university with many departments that offer the same bachelor degree programs both in English and in Turkish. All other aspects of the programs were assumed to be identical and students had very similar academic and socioeconomic backgrounds in both degree programs. Our analysis indicated that instruction in the non-native language affects negatively the academic success (i.e., semester point average) of students. This negative influence was higher in the first year but still existed by the fourth year. However, we found the opposite effect for the students with merit-based scholarships, who are arguably brighter and self-motivated. We should note that we were not measuring the benefits of English-medium instruction. Thus our results do not automatically imply that English-medium instruction is harmful to the students.
Preparing Digital Stories through the Inquiry-Based Learning Approach: Its Effect on Prospective Teachers' Resistive Behaviors toward Research and Technology-Based Instruction
Author: Yavuz Konokman, Gamze
Date: 2016-12-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Story Telling,Preservice Teachers,Resistance (Psychology),Student Behavior,Technology Uses in Education,Research,Student Attitudes,Mixed Methods Research,Preschool Education,Foreign Countries

The purpose of the study was to determine the effect of preparing digital stories through an inquiry based learning approach on prospective teachers' resistive behaviors toward technology based instruction and conducting research. The research model was convergent parallel design. The sample consisted of 50 prospective teachers who had completed their education at Mersin University's Preschool Teaching Program during the 2013-2014 academic year The experimental group was asked to prepare a digital story based on an inquiry based learning approach and then to integrate it into their instruction at Mersin University's Application Kindergarten and Preschool. The control group, however, prepared digital stories based on an explanatory teaching approach. Data were collected using such measurement tools as the &quot;Resistance toward Research Scale&quot; and the &quot;Resistance toward Technology Based Instruction Scale&quot; both before and after implementation. Moreover, prospective teachers' own views on their resistive behaviors and the sources of such behaviors were gathered using questionnaires. The results of the study indicated that a significant difference existed between the experimental and control group's resistive behaviors. The factors leading to resistance toward conducting research included academicians' not taking the role of a guide, learners' negative feelings, the inexistence of interactive learning environments, and the frequency of conducting research. Furthermore, prospective teachers' resistive behaviors towards technology based instruction were found to be due to academicians' qualifications, the inexistence of various technology based instruction activities, and negative perceptions toward technology based instruction.
Postgraduate Students' Perception of Creativity in the Research Process
Author: Juriševic, Mojca
Date: 2011-00-00
Type: Journal Articles
Subjects: Creativity,Graduate Students,Questionnaires,Student Research,Student Attitudes,Research Skills,Scientific Methodology,Scientific Research,Creative Thinking,Student Experience,Organizational Climate,Research Opportunities,Educational Strategies,Barriers,Research Needs,Mentors,Foreign Countries

The purpose of the research was, with the aid of a short questionnaire, to determine how postgraduate students (N = 32) perceive the opportunities for creative research in general, and how they perceive creativity in the preparation of their own research work in particular. Descriptive analysis shows that students (1) perceive a positive study-research climate that encourages creative processes (independence, motivation, intellectual challenges); (2) judge that researchers have numerous opportunities for creative work in the various phases of research; and (3) evaluate themselves as highly creative individuals in everyday life. Students perceive themselves as being at their most creative in the definition of the research problem, which they mainly identify with the use of personal strategies (work experience) and take various lengths of time to form, typically up to one year. The most difficult problem in this regard is represented by giving meaning to the problem (breadth, depth, specificity, application). Amongst the perceived encouragement with which mentors motivate students for creative research the most frequent is less directive general guidance in study and research. On the basis of the presented findings, guidelines are suggested for the more effective encouragement of creative research in postgraduate students.
The Effect of Multiple Intelligences Theory-Based Education on Academic Achievement: A Meta-Analytic Review
Author: Bas, Gökhan
Date: 2016-12-00
Type: Journal Articles
Subjects: Multiple Intelligences,Meta Analysis,Sample Size,Geographic Regions,Academic Achievement,Foreign Countries,Masters Theses,Doctoral Dissertations,Effect Size,Comparative Analysis,Teaching Methods,Validity,Reliability,Statistical Analysis,Educational Theories

The main purpose of this study is to determine the effect of multiple intelligences theory (MIT)-based education on students' academic achievement. In this research, the meta-analytic method was adopted to determine this effect, and studies related to this subject carried out in Turkey were compiled. The effect sizes of the studies included in the meta-analysis were compared in terms of the variables of educational level, course type, being a postgraduate thesis or doctoral dissertation, geographical region, sample size, and duration of experimental procedure. Some specific criteria were taken into consideration for including studies in the meta-analysis. In accordance with these criteria, experimental postgraduate theses/dissertations (N = 75) were included in the research. At the end of the research, MIT-based education was determined to have a large effect size (d = 1.077) on students' academic achievement levels. Additionally, while the effect sizes obtained in the research as a result of the meta-analysis were compared in terms of the variables of educational level, course type, postgraduate thesis/dissertation, geographical region, sample size, and duration of experimental procedure, no significant difference was seen in regard to the effect sizes of studies with respect to any variable apart from educational level.
Development of the Parent Form of the Preschool Children's Communication Skills Scale and Comparison of the Communication Skills of Children with Normal Development and with Autism Spectrum Disorder
Author: Aydin, Aydan
Date: 2016-12-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Communication Skills,Preschool Children,Comparative Analysis,Parents,Measures (Individuals),Factor Analysis,Test Reliability,Correlation,Scores,Test Validity,Foreign Countries,Statistical Analysis

This study aims at developing an assessment scale for identifying preschool children's communication skills, at distinguishing children with communication deficiencies and at comparing the communication skills of children with normal development (ND) and those with autism spectrum disorder (ASD). Participants were 427 children of up to 6 years of age with ND (45% female, 55% male) and 76 children from ages 1-6 years with ASD (25% female, 75% male. Exploratory factor analysis and principal component analysis were applied to maintain construct validity. The total loads of factors were between 65.32% (0-1 module) and 75.75% (4-5 module). The Cronbach's alpha internal consistency coefficient value was high for all the modules (a[subscript min] = 0.93; a[subscript max] = 0.97). The items in all the modules are highly correlated to the total score of the module (r[subscript min] = 0.35; r[subscript max] = 0.91; p &lt; 0.001), and the high/low groups of the items included in all the modules are distinctive (t[subscript n] = -9.95; t[subscript max] = -52.67; p &lt; 0.001). Results of the independent samples t-test applied to compare children with ND and children with ASD revealed the difference in the means of all the modules is significant (t[subscript min] = 6.30; p &lt; 0.001). In conclusion, all the modules in the parent form are sufficiently reliable and valid; thus, the form can be used to distinguish children with ND from those with ASD in terms of their communication skills.