ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between University Students&apos; Epistemological Beliefs and Teaching/Learning Conceptions
Author: Turan, Mehmet Behzat
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,College Students,Epistemology,Student Attitudes,Teaching Methods,Foreign Countries,Physical Education,Athletics,Questionnaires,Athletic Coaches,Recreation

The purpose of this study is to explore the relationship between the Epistemological Beliefs and Teaching/Learning Conceptions of the 1st, 2nd, 3rd and 4th grade students in the departments of Physical Education and Sports Teaching, Coaching Education, Sports Management and Recreation Education in the School of Physical Education and Sports in Erciyes University. The research population consists of randomly selected 706 students of the School of Physical Education and Sports. In the study, Epistemological Beliefs Questionnaire (Aypay, 2012) and Teaching/Learning Conceptions Questionnaire (Aypay, 2011) were used as data collecting tools. Data obtained through Personal Information Form, Epistemological Beliefs Questionnaire and Teaching/Learning Conceptions Questionnaire were statistically analyzed using SPSS 20.0 package program. Candidates' personal information and inventory total points and factor points were presented by identifying frequency (f) and percentage (%) values. To indicate the relationship between the scores obtained from the questionnaires, Pearson Moment Product Correlation analysis (r) was conducted while multiple regression analysis was performed to determine whether the points are predictive of each other. (ß) Consequently, it was found that the Epistemological Beliefs Questionnaire subdimensions Learning Process and Learning Effort positively influence the constructivist teaching/learning conceptions of the students of the School of Physical Education and Sports while the subdimensions Learning Process and Certainty of Knowledge positively affect the students' traditional teaching/learning conceptions. According to these results, it is considered that students will take an active role in the learning process and the constructivist education and training processes will develop and contribute to the new generation constructivist education and training process while performing the teaching profession.
The Views and Atitudes of the Teacher Candidates from Preschool and Elementary School Teaching Departments toward Family Participation
Author: Kahraman, Pinar Bagçeli
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Elementary School Teachers,Family Involvement,Questionnaires,Foreign Countries,Preschool Teachers,Parent Teacher Cooperation,Homework,Class Activities,Child Behavior,Self Esteem,Student Adjustment

Presently the family participation, which is considered as an important part of the education, makes a huge contribution to the whole education of the children. Therefore it is necessary to know the views and the attitudes of the teacher candidates especially before they become teachers and accordingly they should be supported regarding the family participation issue. The purpose of this study is to investigate the views and the attitudes of the elementary education teacher candidates towards family participation. In addition with this research it was attempted to determine whether the grades of the teacher candidates cause a common effect on their attitudes towards family participation according to their department. Within the research descriptive scanning model was used. The sample of the research consisted of totally 300 teacher candidates. Within the research the questionnaire, which was consisted of six open ended questions and Attitude Scale Regarding Family Participation for Teacher Candidates, which was developed by Yavuz Güler (2014), were used. In order to determine the views of the students from Primary School and Preschool Teaching departments, descriptive statistics were used. It was attempted to determine whether there was a relation between the departments with t test. According to their departments whether the grade has a significant effect on the total scores of the teacher candidates regarding family participation and the sub-dimensions was investigated with Two Factors ANOVA. The open-ended questions were given in the tables with frequency and percentages. As a result of the research teacher candidates not having adequate knowledge regarding family participation and the negative views they acquire from the environment regarding the families may cause them to develop negative attitudes and have prejudice regarding family participation.
Understanding For-Profit Higher Education in the United States through History, Criticism, and Public Policy: A Brief Sector Landscape Synopsis
Author: Hodgman, Matthew R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Proprietary Schools,Higher Education,Educational History,Public Policy,Educational Policy,Criticism,Educational Research

Despite their uniquely innovative and long-standing history within the United States higher education landscape, for-profit higher education institutions (FPHEIs) remain controversial academic entities. Criticism of the for-profit sector maintains that these institutions are not preparing students for successful entry into the workforce. In light of numerous recent struggles, sector growth has significantly receded while FPHE practices and policies continue to be questioned. In the wake of sector decline, FPHEIs have an important opportunity to reimagine their role as educational providers to better serve students and society at large. At this critical transitional moment, this article briefly reviews the literature surrounding the overall FPHE landscape to date in terms of the historical background of the sector, criticisms leveled against FPHE, and important public policies surrounding the for-profit sector. Gaps in the FPHE landscape literature are noted and suggestions for additional sector research are offered with respect to generating future scholarship that may be useful when (re)considering the role that FPHEIs might assume going forward.
History Teaching Facilities in Ottoman Archive: Archivists&apos; Opinions about Student Visits
Author: Tokdemir, Muhammet Ahmet
Date: 2018-00-00
Type: Journal Articles
Subjects: History Instruction,History,Archives,Feedback (Response),Turkish,Foreign Countries,Written Language,Language Variation,Museums,Primary Sources,High School Students,Elementary School Students,College Students

Archives are the memory of society and the states and known as the kitchen of the historians. They usually serve to historians and other researchers but in context of learning history they also can to serve teaching history. The Ottoman Achieve is one of the institutions that contribute to teaching history. Ottoman Archives' contribution to teaching history will be discussed in this study. The study includes five guiding experts' feedback about student groups' visit and their experience in the Ottoman Archives exhibition site. The study was designed as a qualitative research and a semi-structured interview form was used as the data collection tool. According to the results guiding experts stated that the visits which organised under the guidance of history teachers within the framework of a plan in advance are becoming more efficient. Students who know to read Ottoman writing are more concerned and they seem more satisfied after the visit. The sections that attract students are Ottoman modernization, firmans and berats which have an attractive manuscript. Teachers from different branches, the indifference of the students and the lack of Ottoman Turkic writing knowledge are the main problems that have been identified regarding the visits to the exhibition area.
Effectiveness of Discrete Trial Training Program for Parents of Children with Autism Spectrum Disorder
Author: Ünlü, Emre
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Autism,Pervasive Developmental Disorders,Behavior Modification,Skill Development,Parents,Family Programs,Parenting Styles,Foreign Countries,Language Tests,Imitation,Pretests Posttests,Program Effectiveness,Receptive Language,Language Skills,Gender Differences

Discrete Trial Training (DTT) is one of many scientific based practices used in the education of children with autism spectrum disorder (ASD). It is seen that many evidence based practices are limited to the studies conducted by universities and cannot become widespread. Involvement of parents in their children's education processes and utilization of evidence based practices play a very important role in overcoming the problems and achieving the desired results in children with ASD. In this study, the effectiveness of a group of family training programme, which has been developed to upskill parents to present DTT, was investigated on 14 mothers and 14 fathers. The result shows that there is a significant difference between experiment and control groups' DTT scores. On the other hand there is no significant difference between mothers' and fathers' DTT performance in experiment group. Also children whose parents in the experiment group improved imitation skills during the study. The parent training program has been found effective on teaching parents how to use DTT. All the parents indicated their satisfactions about the program and they also suggested the program to the other parents.
Examining the Prospective English Teachers&apos; Pedagogical Content Knowledge: Canakkale Case
Author: Cesur, Kürsat
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Grammar,Translation,Pedagogical Content Knowledge,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teacher Education Programs,Language Teachers,Student Attitudes,Communicative Competence (Languages),Teaching Methods,Vocabulary Development,Teaching Experience,Service Learning

The study aims to investigate the pedagogical content knowledge of the prospective language teachers in the English Language Teaching Department of Canakkale Onsekiz Mart University. The mixed research method, sequential explanatory research design was used to collect and analyze the data. Quantitative data obtained from 127 prospective teachers via the questionnaire were analyzed using descriptive and inferential statistics. The researchers made use of content analysis in order to analyze the qualitative data obtained from document analysis, observation procedures, and interviews of the three participants. Themes and codes were created from the transcriptions of the qualitative data collection instruments to conduct both within-case and cross-case analyses aiming to explain the quantitative results. Results reveal that prospective teachers of English believe they do not have required knowledge of the language they teach though they see themselves competent in other knowledge domains. Though they believed they would use communicative methods to language teaching, they preferred using grammar translation method while presenting the new vocabulary items. What they believed they could do and what they actually did were also different considering their knowledge on planning lessons, knowledge of their learners, and knowledge on assessment. Last but not least, their knowledge domain was shaped not only by the teaching experience they had during the Community Service Practices Course and the private courses they had given, but also by pre-service teacher education. Bearing these results in mind, some implications for teacher education were provided at the end of the study.
Choosing Our Legacy: Overcoming Value Conflicts That Frustrate Society&apos;s Efforts to Deal with Environmental Challenges
Author: Miller, Gord
Date: 2005-00-00
Type: Journal Articles
Subjects: Values,Beliefs,Ethics,Social Attitudes,Conservation (Environment),Public Opinion,Teaching Methods,Public Policy,Secondary Education,Ecology,Barriers,Curriculum,Controversial Issues (Course Content)

In recent years the range of problems and concerns that we categorize under the banner of environmental issues seems to grow in number, magnitude and scale. We have determined that many of humanitarian failures in the developing world have their causes rooted not just in the political or economic systems but also in the need to accommodate the ecological systems that sustain life. In short, we are changing the climate. At first glance these problems appear to be so large and involve such complex international negotiations that it is easy to conclude that solutions will evade us. Yet that has not been the case. What may have seemed the greatest hurdle, the formation of an international consensus to deal with these issues, was completed with relative ease (as these international conventions go). Most of the world, and certainly North America, has not embraced concepts of sustainable development and therefore not restructured their policies and economic activity accordingly. This paper examines the nature of the conflicting values, beliefs and opinions that characterize the national debates over environmental initiatives in North American cultures. Based on the assumption that the international positions expressed in these major environmental treaties are the correct ones, the paper will further examine the conceptual deficiencies that underlie opposition arguments with a view to how educators could address these concepts in curricula to help prepare their students for the public debate that will lead to resolution of these conflicts. This paper concludes that a solution to this public policy impasse may lie within the curricula of secondary education where certain fundamental concepts could be instilled within a broader range of students. The long-term benefit would be that the fallacious anti-environmental arguments of the naive and the narrow-minded will no longer find support in the public forum.
Ethical Decision Making in Turbulent Times: Bridging Theory with Practice to Prepare Authentic Educational Leaders
Author: Shapiro, Joan Poliner
Date: 2006-00-00
Type: Journal Articles
Subjects: Ethics,Decision Making,Theory Practice Relationship,Instructional Leadership,Administrator Education,Educational Administration

In recent years the field of educational administration has been attacked on two fronts. On the one hand, it has been accused of being out of touch with practitioners, while, on the other hand, it has been blamed for not being strong enough in its theory development. The emphasis of this paper is upon the bridging of theory with practice to prepare authentic educational leaders who can make difficult ethical decisions in turbulent times. To accomplish this objective, the following are provided: (1) a story related to the development of ethical decision making in educational leadership; (2) an introduction to the multiple ethical paradigms and turbulence theory; (3) a discussion of those scholars' writings who have had profound effects on ethical decision making; (4) definitions and understandings related to preparing authentic ethical leaders in a chaotic era; and (5) an example of how to use the multiple ethical paradigms and turbulence theory in a dilemma that deals with a genuine situation, hopefully leading to authentic learning.
The Ethics of Practice: Navigating the Road of Authenticity: Journey Interrupted
Author: Leonard, Pauline E.
Date: 2005-00-00
Type: Journal Articles
Subjects: Natural Disasters,College Faculty,Teacher Role,Caring,Ethics,Higher Education,Administrator Role,Accountability,Moral Values,Leadership Responsibility

During the time author Pauline Leonard was writing this paper, Hurricane Katrina thrust itself upon the Gulf Coast, including many communities in southeast Louisiana. In the wake of the storm, reports emerged of the devastation, loss of life and destruction to property. Writing about personal experiences with developing and implementing educational programs in one university in North Louisiana somehow seemed unimportant in the shadow of this catastrophe, with over a million people evacuated from their homes and communities. It made the issues that Leonard had been writing about seem diminutive, perhaps even trite. As she continued to write, in the context of this unfolding human tragedy, she began to realize more fully the importance of not only action, but of reflective action in one's endeavors. While her deliberations were interrupted by Hurricane Katrina and her attention took a turn toward the more immediate and urgent matters of doing what could be done to help, she eventually returned to her writing with increased fervor in the knowledge and confirmation that such matters are not trite, nor self indulgent. She began to realize more fully the importance of not only action but of reflective action in educational endeavors. She began to ask herself: How can I be sure that my actions as a professor in an institution of higher learning are helping to create a better, more just, more caring equitable society? In this article, Leonard writes that the necessity of responding to an urgent situation through immediate actions does not preclude the need for educators to continue to be philosophical and to consider and reconsider the values, the valuation processes of education administrators, and the influence of those values on their actions in the pursuit of a morally authentic life. In fact, the two are indeed related. Leonard closes the article by sharing her observation that achieving authenticity also requires an understanding that there is much to be learned as administrative educators navigate the road of authenticity, particularly as they attempt to make sense of the interruptions encountered along the way, from the casual to the catastrophic.
Turbulent Policy Demands and Ethical Dilemmas: The Impact of Federal Education Policies on Special Education Programs and Services
Author: Faircloth, Susan C.
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Disabilities,Equal Education,Educational Policy,Accountability,Educational Indicators,Federal Programs,Standardized Tests,Teacher Qualifications,Justice,Caring,Criticism,Ethics,Educational Administration,Special Education

This article argues that the implementation of the No Child Left Behind Act (NCLB) creates what Sergiovanni et al. (2004) term &quot;turbulent policy demands&quot; which foster ethical dilemmas for principals. It focuses on the impact of the implementation of NCLB on students with disabilities, as it appears that there is discontinuity between the principles of this Act and the Individuals with Disabilities Education Act (IDEA), the preeminent federal law governing the education of students with disabilities. Although IDEA is student centered and emphasizes the individual child, NCLB is an example of standards-based reform, which emphasizes uniform learning standards and outcomes rather than the individual child (McDonnell, McLaughlin, &amp; Morison, 1997). The paper examines IDEA, NCLB, and the 1997 Reauthorization of IDEA in regard to: (1) teacher qualifications; and (2) the ethics of justice, care, critique, and the profession. It concludes by discussing how to respond ethically in the face of turbulent policy demands.
Developing Reflective Habits of Mind
Author: Coombs, Cyril P.
Date: 2003-08-00
Type: Journal Articles
Subjects: Reflection,Principals,Comparative Analysis,Administrator Attitudes,School Administration,Educational Research,Values,Experience,Administrator Education

The intent of this article is to explore the nature of reflective practice by comparing and contrasting school principals' perspectives about reflective practice with the portrayals presented in professional literature. Interviews with six principals examined: (1) Their definitions of reflection; (2) What caused them to reflect; (3) When they reflected in relation to an event; (4) The process they used; (5) The kinds of information they included in their reflection; and (6) The place of their values, training, and experience in reflection. Questions also focused on their perceptions of the usefulness and prevalence of reflective practice among school principals. Findings illustrate the need for principals to examine the daily organization of their work to find opportunity for reflection and to make it an integral part of this day.
Recentering American Education on the Student: Personalization of Learning
Author: Storey, Valeria
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Environment,Ethics,Student Diversity,Change Strategies,Models,Delivery Systems,Educational Change,Educational Methods,Relevance (Education),Student Needs,Educational Technology,Barriers

This paper is aimed at readers who are committed to new ways of designing supportive learning environments that individually adapt to how students want to learn. Its premise is supported by the need for society to acknowledge the diversity of the population and to shift the paradigm from school reform restricted by concrete structures to learning reform restricted only by the limiting internal structures of policy makers. The paper begins by describing the traditional model of education delivery to help build the case for personalized learning. This is followed by a description of influencing factors underlying the urgency for systemic reform in the delivery of education in America recognizing the influence of global forces which have transformed the way people work and live. It argues that &quot;today's education system faces irrelevance unless we bridge the gap between how students live and how they learn&quot; (Partnership for 21st Century Skills, 2006). That personalized learning, which includes the use of information and communications technology, individualized assessment for diagnosis, the planning of learning experiences for each student, and the provision of children's services to support the work of teachers as they endeavor to meet the needs of each learner (Caldwell, 2006), is the sought after transformational bridge. The paper identifies major barriers from which conflict is likely to emanate.
The Inefficiency of the &quot;Cult of Efficiency&quot;: Implications for Public Schooling and Education
Author: Eckrich, Lucille L. T.
Date: 2004-00-00
Type: Journal Articles
Subjects: Business,Economic Factors,Moral Values,Public Schools,Commercialization

This article suggests that the bureaucratic and so-called &quot;scientific&quot; management model, which U.S. public schools adopted from the business world, was neither the most efficient for nor wholly original to the world of commerce from whence it came. Rather that business world operated and still operates in a sub-optimal way because of an inefficient imbalance at the core of the trade relations that constitute it. In three parts, this article: (1) Draws on monetary theory to expose this bias in the U.S. economy, highlighting efforts underway worldwide to supersede this inefficiency; (2) Introduces the moral theory of Jane Jacobs (1992) to shed light, first, on plausible origins of this way of doing business and, second, on the organization of the public schools subject to it; and (3) Considers how Jacobs' ideas can provide moral guidance for the reorganization of public education if and as it transitions to a new way of doing business.