ethanporcaro/eric-fulltext-meta huggingface dataset:
Fostering Propensities for Reflective Practice at Undergraduate Methodology and Practicum Courses
Author: Demirbulak, Dilara
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teachers,English (Second Language),Language Teachers,Preservice Teacher Education,Reflective Teaching,Females,Instructional Design,Practicums,Methods Courses,Essays,Beginning Teachers,Student Teacher Attitudes,Attitude Change,Lesson Plans,Qualitative Research,Semi Structured Interviews

Problem Statement: This paper reports on a study of whether student teachers in an English as a Foreign Language (EFL) teacher education course perceive themselves to have learned from teacher education via early development of reflective practice. Purpose of the Study: The study aimed to demonstrate that by employing methodologies characteristic of teacher education, it is possible to inculcate reflective practices during teacher education and not only in field experience during pre-service training. Methods: Twenty-seven student teachers (all female) initially participated in the study, though numbers dropped to 14 and finally eight over the research period. Qualitative data were gathered via reflective essays and interviews. The data were investigated, first, for evidence that student teachers were learning to teach at an early stage via being reflective, and, second, for evidence of a causal relationship between the design of the courses and the capacity of the student teachers to become reflective learners. Results and Discussion: The data gathered shows that the design of the methodology and practicum courses enabled the student teachers to learn from teacher practices by adopting a reflective approach, and that the gap described in the literature as one between theories and practice can be overcome by using lesson plans as a springboard for adoption of critical reflection. Conclusions and Recommendations: As the student teachers move from microteaching to practicum and from there to the teaching profession, they adapt to the new conditions, but still favour the practices initially acquired during their microteaching experiences. They look forward to being given the opportunity to use their full potential, skills, abilities and knowledge to fulfil the educational needs of society and the new generation, and to creating an appealing learning climate by critically reflecting on the theories that underpin their teaching practices.
Faculty Members' Views on Academic Activities
Author: Odabasi, Hatice Ferhan
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,College Faculty,Foreign Countries,Questionnaires,Attitude Measures,Teacher Researchers,Educational Administration,Teaching (Occupation),Teacher Surveys,Teacher Responsibility,School Community Relationship,Gender Differences,Teaching Experience,Writing for Publication,Faculty Workload,Teacher Characteristics,Public Service,Qualitative Research,Statistical Analysis

Problem Statement: Providing an integrated viewpoint to academic activities related to instruction, research, community service, and administration and determining academicians' views on these academic activities will contribute to the development and improvement of the profession of academicians. Purpose of Study: The purpose of this study is to examine academicians' views on academic activities in terms of various variables. Method: The study was conducted with the use of singular and relational survey methods, and the study group included 124 faculty members teaching at a university in Eskisehir in the academic year 2008-2009. The research data were collected via a 38-item &quot;Questionnaire for Determining Views on Academic Activities&quot; developed by the researchers. Findings and Results: As a result of the analysis of the data obtained regarding faculty members' views on academic activities, it was revealed that faculty members had mostly positive views about research activities and about instruction, community service, and administrative duties, respectively. In this study, faculty members' views on academic activities were examined with respect to independent variables such as gender, faculty, teaching experience, the number of national and international articles published, and weekly course-hours. The views were found to differ only with respect to the number of the articles published and faculties. Conclusions and Recommendations: When the results obtained within the scope of the present study are taken into general consideration, it is possible to say that academicians are inclined to research and that they consider research and instruction as academic activities that complement each other. In this context, quantitative or qualitative studies conducted with faculty members and instructors from different regions in Turkey will provide different classifications of academic activities and contribute to the related literature.
The Role of Peer Pressure, Automatic Thoughts and Self-Esteem on Adolescents' Aggression
Author: Yavuzer, Yasemin
Date: 2014-00-00
Type: Journal Articles
Subjects: Role,Peer Influence,Aggression,Self Esteem,Rejection (Psychology),Adolescents,Grade 9,High School Students,Foreign Countries,Questionnaires,Measures (Individuals),School Counseling,Predictor Variables,Multiple Regression Analysis,Prevention,Workshops,Cognitive Restructuring,Behavior Modification,Gender Differences,Correlation,Statistical Analysis

Problem Statement: Aggression is defined as any kind of behavior intended to hurt others. Aggression generally arises due to the interaction between individual (e.g., social and emotional difficulties, low self-esteem, peer rejection, academic failure) and environmental (e.g., poverty, lack of family supervision, limited social support, conflicts within the family) characteristics. Identifying the factors which cause aggressiveness in adolescents is vital to finding precautions against it. Purpose of Study: The purpose of this study was to examine the effects of peer pressure, automatic thoughts and self-esteem variables on the aggression levels of male and female adolescents. Methods: This is a relational and quantitative research aimed to examine the effects of peer pressure, automatic thoughts and self-esteem variables on the prediction of adolescents' aggression levels. The study sample consisted of 411 volunteer students who were chosen through random sampling from a total of 720 9th grade students from various high schools in Antalya, Turkey. Participants completed the Aggression Questionnaire, Peer Pressure Scale, Automatic Thoughts Scale and Self-Esteem Scale in their classrooms during counseling sessions. Data were analyzed using hierarchical multiple regression analysis. Findings and Results: In the hierarchical multiple regression analysis for female and male adolescents, it was found that peer pressure and automatic thoughts were effective predictors in explaining adolescents' aggression levels. Furthermore, it was found that automatic thoughts fully mediated the relationship between self-esteem and aggression for both male and the female adolescents. Conclusions and Recommendations: It was found that peer pressure and automatic thoughts have a significant effect on adolescent aggression. In works related to the prevention of aggression, it is vital to teach adolescents how to cope with peer pressure and how to say &quot;no&quot;. On the basis of these results, we recommend that schools implement workshops to educate adolescents in aggression and violence prevention. In addition, we recommend using cognitive-behavioral techniques to raise adolescents' awareness of nonfunctioning and aggression-triggering automatic thoughts in order that they may modify these thought patterns.
Validating an Environmental Education Field Day Observation Tool
Author: Carlson, Stephan P.
Date: 2011-05-00
Type: Journal Articles
Subjects: Test Validity,Grade 5,Observation,Student Attitudes,Program Effectiveness,Correlation,Environmental Education,Water,Science Instruction,STEM Education,School Community Programs,Conservation (Environment),Questionnaires,Student Surveys,Hands on Science,Feedback (Response),Learner Engagement

Environmental Field Days (EFD) are held throughout the country and provide a unique opportunity to involve students in real world science. A study to assess the validity of an observation tool for EFD programs was conducted at the Metro Water Festival with fifth grade students. Items from the observation tool were mapped to students' evaluation questions to determine the degree to which observed characteristics of the field day are aligned with student perception. The data support the conclusion that the observation tool not only captures the perspective of a trained observer on the educational potential of a field day, but also the perceived experience of the field day audience (the students): Despite the fact that the observation tool was designed to capture an expert perspective on effective pedagogy and educational practice (rather than student satisfaction), 20 out of 26 items correlated between the observer's and student's assessment tool.
A Study on Primary and Secondary School Students' Misconceptions about Greenhouse Effect (Erzurum Sampling)
Author: Gul, Seyda
Date: 2011-05-00
Type: Journal Articles
Subjects: Elementary School Students,Secondary School Students,Misconceptions,Sampling,Foreign Countries,Climate,Environment,Scores,Likert Scales,Measures (Individuals),Environmental Education,Knowledge Level

The aim of this study is to determine what level of primary and secondary school students' misconceptions related to greenhouse effect is. Study group consists of totally 280 students attended to totally 8 primary and secondary schools (4 primary school, 4 secondary school) which were determined with convenient sampling method from center of Erzurum. To collect data, a scale was used by utilizing from literature. Scale consisted of totally 22 items, 20 items of which were scored on a three-point Likert scale and 2 items left obtained information on demographic variables. The findings indicated that the students had fewer misconceptions than those specified in the literature related to &quot;events depending on increasing of greenhouse effect&quot;, events getting bigger greenhouse effect&quot; and &quot;events to reduce greenhouse effect.&quot;
An Ethnographic Inquiry on Internet Cafés within the Context of Turkish Youth Culture
Author: Koc, Mustafa
Date: 2013-07-00
Type: Journal Articles
Subjects: Ethnography,Life Style,Information Technology,Internet,Computer Mediated Communication,Males,Youth,Interviews,College Students,Student Attitudes,Foreign Countries,Cultural Context,Self Concept,Educational Experience,Social Experience,Observation,Socialization,Qualitative Research,Semi Structured Interviews

Contemporary studies have become interested in determining transformative effects of information and communication technologies on youngsters' social and cultural identity developments. Internet cafés are techno-social spaces where people access to digital media and interact with global cultural flows. Such interactions are profound because they fundamentally challenge diverse locality and traditional values. In this paper, we report the findings of ethnographic research study as a part of graduate thesis project about Internet cafés in Turkey. Our purpose was to find out how Internet cafés are being used by Turkish youth and how these sites affect their social, cultural, and educational experiences. We conducted intensive observations in three Internet cafés and semi-structured interviews with four college students. The results show that Internet cafés are being used mostly by male youngsters mostly for entertainment and communication purposes. Internet café usage are closely related to the emergence of techno-consumerist youth culture or lifestyle. This suggests that technology is more than a simple and neutral instrument that constitutes complex social and cultural dimensions which may involve profound alterations for people lives.
Applied Projects: Learning Outcome Differences between Senior and Sophomore-Junior Students
Author: Farazmand, Farideh A.
Date: 2012-07-00
Type: Journal Articles
Subjects: College Seniors,College Freshmen,Achievement Gap,Achievement Gains,Undergraduate Students,Business Administration Education,Knowledge Level,Skill Analysis,Individual Development,Data Analysis,Self Disclosure (Individuals),Peer Evaluation,Predictor Variables,Pretests Posttests,Scores,Student Characteristics,Comparative Analysis,Correlation,Multiple Regression Analysis,Cohort Analysis,Statistical Analysis,Student Surveys

In response to the current challenges to undergraduate business education, this study examines seniors, and sophomores and juniors active, or applied learning outcomes (knowledge, skills, personal development). The sample includes 143 students (51 seniors and 92 sophomores and juniors) who participated in applied course projects. The data analysis shows no significant differences between the two groups' learning outcomes. However, the causal results found different significant influences on their learning. For seniors, the self-reported mid-semester learning (primarily textbook) and team ranking (peer-evaluations) were predictors of learning outcomes. On the other hand, sophomores and juniors had two additional predictor variables--pre-test (at the beginning of the semester) and their examination scores. The implications from the study's results are discussed and specific conclusions are made to advance the understanding of applied projects and learning outcomes.
Teachers' Remarks on Interactive Whiteboard with LCD Panel Technology
Author: Koçak, Ömer
Date: 2013-10-00
Type: Journal Articles
Subjects: Bulletin Boards,Visual Aids,Educational Equipment,Educational Technology,Interactive Video,Teacher Attitudes,Secondary School Teachers,Teaching Methods,Foreign Countries,Visualization,Phenomenology,Qualitative Research

This study investigated the opinions of teachers about using interactive whiteboards with an LCD panel that was installed in classrooms within the FATIH educational project. The study was conducted at six high schools in which installation of interactive whiteboards with an LCD panel in classrooms was completed and teachers who received training in order to use these whiteboards. One hundred and twenty one teachers participated in this study. The data was gathered using open-ended questions. Qualitative data obtained with open-ended questions was analysed using phenomenographic analysis method. Teachers were positive about using interactive whiteboards with an LCD panel in education. Teachers stated that the interactive whiteboard with an LCD panel was used throughout whole course. &quot;Visualization&quot; of an interactive whiteboard with an LCD panel is often expressed to as an acclaimed feature by teachers. The needs to remedy the lack of software and technical problems have been stated by the teachers.
A Case Study of E-Tutors' Teaching Practice: Does Technology Drive Pedagogy?
Author: Chuang, Hsueh-Hua
Date: 2013-04-00
Type: Journal Articles
Subjects: Teaching Methods,Teaching Experience,Computer Mediated Communication,Online Courses,Social Influences,Teacher Student Relationship,Educational Technology,Language Skills,Second Language Instruction,English (Second Language),Interviews,Internet,Foreign Countries,Low Income Groups,Access to Computers,Elementary School Students

This article presents a case study of e-tutoring teaching practice during a 20-week e-tutoring program aimed at improving the English proficiency of targeted students. The study revealed what and why certain online tools were used by e-tutors and investigated how different technological proficiency and face-to-face (f2f) teaching experience shaped e-tutors' teaching practices in cyberspace. Data were collected through transcriptions of each recorded synchronous Skype teaching session, interviews of e-tutors, project artefacts, and e-tutors' weekly memos. Results showed that use of Skype establishes a social presence in e-tutor and e-tutee instructional relationships and that online broadcasting is often equivalent to online teaching for e-tutors who are comfortable and familiar with face-to-face teaching environments. In addition, technology has shaped the teaching practice of e-tutors. This finding implies an adapted framework of technological pedagogical content knowledge for e-tutors to maximise the benefits of the designed online tutoring environments.
Cultural Differences in the Environmental Worldview of Children
Author: Boeve-De Pauw, Jelle
Date: 2012-01-00
Type: Journal Articles
Subjects: World Views,Environmental Education,Cultural Differences,Questionnaires,Scores,Factor Analysis,Cultural Influences,Cross Cultural Studies,Context Effect,Likert Scales,Correlation,Children,Attitude Measures,Item Analysis,Foreign Countries,Ecology,Student Surveys

The New Ecological Paradigm (NEP) is a popular measure of environmental concern and pro-environmental orientation of adults, which has recently been modified for use with children. For this paper, we have collected questionnaires from 1586 children from three different countries and continents (i.e. Zimbabwe, Belgium and Vietnam). In this paper we will present the NEP-scores and the search for dimensionality of the scales, across the different populations, by means of factor analyses. The results indicate that there is a clear and highly significant cultural influence on the environmental worldview of children, when developed and developing countries are compared. Such differences are important for those designing and evaluating environmental education initiatives because such initiatives need to be rooted in the local specific situation--both physically and attitudinally.
Determining the Factors That Affect the Objectives of Pre-Service Science Teachers to Perform Outdoor Science Activities
Author: Karademir, Ersin
Date: 2013-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Outdoor Education,Science Teachers,Science Activities,Educational Objectives,Behavior Theories,Teacher Attitudes,Mixed Methods Research,Structural Equation Models,Path Analysis,Structured Interviews,Foreign Countries

The purpose of this study is to determine whether pre-service teachers have an aim to perform outdoor education activities within the scope of science and technology course; by which factors this aim is affected, through The Theory of Planned Behaviour and the opinions of pre-service teachers. Accordingly, the study was designed as mixed research method. With the aim of defining the factors that affect the objectives of pre-service teachers to perform outdoor education activities within the scope of science courses, &quot;Outdoor Science Activities Performing Scale&quot;, improved by Karademir (2013) was used. The eventual scale was applied to 1513 pre-service teachers studying at science teaching department. Additionally, qualitative data obtained from pre-service teachers through structured interview forms were evaluated together with quantitative data. Providing diversity in method, this enhanced the explanatory features of the data.
A Firefly Learning Module for Environmental Sustainable Development in Samutsongkhram Province, Thailand
Author: To-Im, Jongdee
Date: 2012-01-00
Type: Journal Articles
Subjects: Learning Modules,Sustainable Development,Secondary School Students,Inquiry,Foreign Countries,Mixed Methods Research,Questionnaires,Observation,Interviews,Documentation,Coding,Grade 9,Concept Formation,Student Behavior,Entomology,Consciousness Raising,Ecology,Computer Assisted Instruction,Active Learning,Secondary School Science,Field Trips,Outdoor Education,Pretests Posttests

A firefly learning module for the sustainable development was developed for Thai secondary school students in the study province. A deeper connection between environment, social and economic dimensions, which lies at the core of sustainability, became the key issue for this learning module. Also an important dimension of the module was the empowerment of the students themselves. Through brainstorming and ensuring activities, students were expected to act at the local level and to develop a deeper sense of responsibility. This study aimed at to develop learning module based on both the principle of inquiry approaches and the collaboration of a community of learners. Mixed methods paradigm was employed for data collection and analysis. Four data collection techniques: classroom observations, interviews, written documents, and questionnaire were employed. The Statistical Package for the Social Sciences was applied for quantitative data analysis. The qualitative data were analyzed using open and axial coding techniques. The analyzed data were categorized to describe context of developed learning module, the students' conceptual understanding, and awareness toward ecosystems and firefly conservation. The study involved one-9th grade class of twenty students from one school in Samutsongkhram Province, Thailand. The results indicated that the developed learning module improved students' conceptual understanding, perceptions, and self-reported behavior toward ecosystems and firefly conservation. The results of the effectiveness of this learning module clearly showed that the students gained significantly higher score in conceptual understanding and perceptions after participating in this learning module. The results from interviews showed that the students changed from a poor to a very good level of understanding after involvement in this learning module. The results also indicated that none of the students remained at the poor level after participating in this learning module. Students' perspective toward the developed learning module revealed that most students were happy with the several educational activities and multi-tasks of the module. The results from teachers' interviews showed that all of them had positive attitudes about the learning module.
Uptake as a Mechanism to Promote Student Learning
Author: Bell, Clare Valerie
Date: 2013-10-00
Type: Journal Articles
Subjects: Mathematics Instruction,Algebra,Scaffolding (Teaching Technique),Discussion (Teaching Technique),Classroom Communication,Mathematical Logic,Thinking Skills,Mathematics Skills,Observation,Video Technology

This study is a descriptive examination of uptake that occurred during classroom discourse in 33 Algebra I classrooms in nine U.S. states. Uptake refers to the act of taking up mathematical comments, questions, and constructions as objects of discourse. Uptake is important because it can be used for scaffolding authentic opportunities to learn and promoting productive dispositions toward learning. Data used in this study were taken from video-recorded and transcribed observations of 63 class sessions--30 participating teachers were observed twice and 3 were observed only once. Coding of uptake data resulted in 5 categories of types of utterances being taken up and 16 categories of how the utterance was used in the episode of uptake. Analysis across all categories indicates that teachers most frequently provided mathematical explanations and reasoning, even when asking for students' reasoning and explanations, which limited students' opportunities to express mathematical reasoning. Episodes of uptake resulting in more dialogic interaction did occur, but were relatively rare. Findings of this study have potential to help teachers and teacher educators become more aware of using uptake to strategically foster more authentic, student-centered discourse environments and increase students' opportunities to learn.