ethanporcaro/eric-fulltext-meta huggingface dataset:
A Review of Articles That Include the Schools&apos; Readiness Dimension
Author: Kartal, Hulya
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Readiness,Case Studies,Literature Reviews,Teacher Competencies,Teacher Attitudes,Knowledge Level,Teaching Skills,Student Adjustment,School Buildings,Student Needs,Elementary Schools,Preschool Education,Elementary Education,Program Effectiveness

The aim of this study is to review the academic papers written in Turkey on the subject of school readiness, with regard to one of the dimensions of school readiness, that of schools' readiness for children. The examinations were carried out using one of the qualitative research designs, namely the nested case study design. The study universe consists of 45 articles in Turkish that include the subject of school readiness published in 26 academic journals between the years 2012-2017. With the purposeful sampling method, 14 academic papers that include the dimension of schools' readiness for children were taken as the study sample. The obtained data were analyzed by descriptive content analysis. The analysis results show that half of the studies reviewed were published in the year 2014. It was observed that in the papers, among the components of the dimension of schools' readiness for children, the schools' physical readiness component was most often mentioned. In the articles including the schools' physical readiness component, it was observed that mainly, findings indicating that schools were not physically suitable for first-year pupils' level of physical development had been made. As for the component of teachers' readiness, research findings were accessed relating to the fact that teachers were not prepared for students in terms of their attitudes and values as well as their professional knowledge and skills. Moreover, in the articles, in terms of readiness of the schedule for students, findings were accessed regarding the fact that primary school programmes were not suitable for the levels of the students or for their levels of readiness.
The Quest for Quality in Teacher Education in Turkey: The Abrogation of Teacher Programs from Secondary Education
Author: Sanal, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Teacher Education Programs,Secondary School Teachers,Teacher Qualifications,High School Graduates,Interviews,Teaching Methods,High Schools,Attitude Measures

Within the scope of restructuring the secondary education efforts of the Ministry of National Education, it has been decided to abrogate the secondary school level teachers' schools. The purpose of this study is to evaluate Turkey's teacher education practices and the quest for qualified teacher education through the perceptions of the graduates of these high schools. The study is a phenomenological research based on interpretation. Data were obtained through interviews. The data obtained were analyzed in the vetting of candidate teachers, the curriculum to be used in the education process and its accreditation, and whom to be certified as teachers. The main results of this study, conducted with participants from the secondary school level teachers schools' graduates, show that, in terms of teacher education, teachers' high schools present various opportunities by enrolling successful candidates, educating them as leaders, preparing them for multi-cultural environments. In order to educate qualified teachers, the participants suggest teacher education programs should include individual and group activities, involve training, arts, basic science, and values education courses. In the selection and approval of tenure teacher, besides academic achievement and diploma, advanced communication skills, patience, confidence, and patriotism should be sought in the candidates.
The Relationship between Resilience and Constant Hope in Students Studying Sports Science
Author: Togo, Osman Tolga
Date: 2018-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Coping,Correlation,Athletics,College Students,Student Surveys,Statistical Analysis,Gender Differences,Age Differences,Foreign Countries,Psychological Patterns

Individuals face negative events throughout their lives and such events can cause problems in every aspect of life. A high level of resilience is required to cope with such negative events. There are various factors that affect resilience. Hope is one of those factors. This factor provides a strong structure to individuals and keeps identified objectives alive. Based on this view, the aim of this study was to investigate the relationship between resilience and constant hope of students studying in a sports science department. Accordingly, the study group of this study consisted of 203 students with 91 female and 112 male students studying in a sports science faculty/school of physical education and sports of universities. The data collection tools of this study were the &quot;Resilience Scale&quot; and the &quot;Constant Hope Scale&quot;. Additionally, to collect information about the students, the &quot;Personal Information Form&quot; developed by the researchers was adopted during the data collection process. The analysis of the obtained data was done with descriptive statistics, t-test for independent two groups, one-way variance analysis (Anova), and Pearson Correlation. To determine which groups caused the statistical difference after one-way variance analysis (Anova), the Tukey HSD multiple comparative test was applied. The results of the study indicated that the data obtained on a scale basis had normal distribution. While there was no significant difference for gender between the relationship of resilience and constant hope, there was a statistically significant difference between different age groups. Additionally, the correlation analysis indicated that there was a positive, moderate level relationship between the two scales.
What Makes a Curriculum Significant? Tracing the Taxonomy of Significant Learning in Jesuit Honors Programs
Author: Pampel, Robert J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Honors Curriculum,Church Related Colleges,Christianity,Taxonomy,Educational Objectives,Educational Practices,Case Studies,Curriculum Design

Over the last few years, I have sat in the opening sessions of the National Collegiate Honors Council (NCHC) conference and felt equal parts concern and conviction. In 2015 and 2016, opening speakers enumerated the challenges and opportunities that confront honors educators in a rapidly changing higher education landscape. I sympathized with their concerns in an institutional and cultural context marked by what Schwehn called the &quot;Weberian ethos&quot; of education--an instrumental, and less charitable, attitude toward academic inquiry. Yet, even as I acknowledged the veracity of their arguments, I was buoyed by belief in the Jesuit mission that animates my institution, particularly its emphases on social justice and care for the whole person. When NCHC leadership revealed the &quot;just&quot; honors theme for the 2017 conference, I felt affirmed in my optimism about the future of honors education. This optimism occasioned my inquiry here on the curricular design and academic practices of Jesuit honors programs. As a way of tying this curricular review to recent trends in pedagogy and the wider literature on the science of teaching and learning, I used Dee Fink's significant learning taxonomy as a heuristic device to examine eight honors programs at Jesuit institutions. Fink, whose work has gained widespread appeal in teaching circles over the last fifteen years, promotes dynamic and student-centered pedagogy that leads to substantive and enduring learning outcomes. Many of the tenets Fink emphasizes in his model reflect honors pedagogy as defined by the NCHC and various educators and administrators within the honors community. One might thus expect honors programs to reflect significant learning principles in their curricula. Jesuit honors programs, however, are marked not only by their adherence to principles of honors education but also by what the Honors Consortium of the Association of Jesuit Colleges and Universities (AJCU) calls &quot;essential characteristics of a Jesuit Honors Program.&quot; These characteristics include integrative learning, reflection and discernment, and commitment to social justice in the spirit of the &quot;intellectual apostolate&quot; (Honors Consortium, n.d.). Recent work by Kraus, Wildes and Yavneh Klos, and Yavneh Klos et al. makes important connections between these Jesuit ideals and the larger honors community, where reflective learning and service to society often thrive in non-Jesuit contexts. I follow their lead here by suggesting a Jesuit-inspired curricular paradigm but one that is ultimately applicable to all programs interested in promoting a just curricular model for the twenty-first century.
General Strain Theory and Prescription Drug Misuse among Honors Students
Author: Pedalono, Jordan
Date: 2018-00-00
Type: Journal Articles
Subjects: Drug Abuse,College Students,Honors Curriculum,Stress Variables,College Faculty,Grade Point Average,Expectation,Student Surveys,Interpersonal Relationship

Drug overdoses are the leading cause of death for Americans under fifty years of age, having surpassed deaths from guns, HIV, and even car crashes. Clearly driving this trend is prescription drug misuse, especially of opioids. Of the over 62,000 drug overdose deaths in 2016 alone, a full third resulted from the misuse of prescription opioids such as Oxycodone, Hydrocodone, Vicodin, and Morphine (Katz; NIDA; see also DHS). Evidence indicates that college students are among those losing their lives each year to prescription drug misuse, but many facets of prescription drug misuse, including types, prevalence, and especially explanations, are understudied among college students and especially among honors students. The authors aim to help fill this void with the current investigation of prescription drug misuse among honors students in the context of the strains of college life. In this article, the authors turn first to a review of what is known about prescription drug use among college students and the few attempts to explain it using extant theories of crime. The authors focused on the research question: Are different strains of college life associated with misuse of different kinds of prescription drugs among honors students? A paper-and-pencil survey was conducted about strains of college life and alcohol and drug misuse. The authors reached out to all professors teaching honors classes at their small Jesuit university and administered the survey in the classes where professors permitted the authors to do so in the spring of 2017. While the authors believe that their research is solid and implications worth employing in honors programs, the limitations of the work demand additional study on this topic. In order to discover the particular strains of college life that are important in producing drinking and illicit drug use as well as prescription drug misuse among honors students, the authorsurge replication of this study at larger public universities with sizeable honors programs and colleges.
The Math Teachers&apos; Self-Efficacy Beliefs about Classroom Management (A Case Study of Elementary Schools in Diyarbakir)
Author: Bulut, Ilhami
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Self Efficacy,Beliefs,Classroom Techniques,Case Studies,Elementary School Teachers,Foreign Countries,Elementary School Mathematics,Teacher Attitudes

This study aims to evaluate elementary school math teachers' self-efficacy beliefs about classroom management. With the aim of investigating elementary school math teachers' self-efficacy beliefs about classroom management, a classroom management self-efficacy scale was developed. The 5 point Likert scale is composed of 46 items. The scale was applied to 142 math teachers working at elementary schools in Diyarbakir central district. Data were analyzed in terms of gender, seniority, classroom population and weekly course load. To analyze the data, t-test, one way variance analysis (ANOVA), Scheffe and LSD tests were used. The results showed that the math teachers have a positive self-efficacy belief of classroom management and that male teachers are better at maintaining discipline in class. In addition, the research shows that teachers with more experience are better at course design and classroom management and that classroom population has an effect on math teachers' self-efficacy beliefs about classroom management.
The Impact of Language Learning on Internally Displaced and Refugee Resilience
Author: Ameen, Raid Faiq
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Refugees,Resilience (Psychology),English (Second Language),Adolescents,Emergency Shelters,Second Language Instruction,Educational Environment,Adolescent Attitudes,Role,Foreign Countries,Positive Attitudes,Language Attitudes,Crisis Management

One of the central aspects of displacement and migration is resilience on behalf of the affected individuals. UNHCR reports that the number of displaced people around the world reached 65 million by the end of 2015. In another report UNHCR states that the number of Syrian refugees in Iraq is 233,224. While IOM reports that the number of the internally displaced persons in Iraq between 2014 and 2016 reached to 3.4 million. As it is crucial to communication and, thus, survival, language is vital to promoting resilience of such people. Nowadays, English language learning provides numerous opportunities for individuals to succeed; hence, it is essential in building resilience among displaced populations. The current study aimed to explore resilience level of the displaced adolescents in Iraq, also to verify the impact of English language learning on their lives. The study has been conducted in camp and non-camp schools via the delivery of a CD-RISC-25 questionnaire as quantitative method, followed by interviews as qualitative method. The results concluded that the participants had medium resilience level, and learning English plays different roles in building resilience of the participants.
The Relationship between Learning Styles of Pre-Service Music Teachers and Academic Achievement
Author: Demirtas, Serkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Cognitive Style,Music Teachers,Academic Achievement,Foreign Countries,Music,Music Education,Musical Instruments,Instruction,Nonparametric Statistics,Statistical Analysis,Preservice Teachers

The present study aims to determine learning styles of students majoring in Music Education Departments in Turkey and thus develop scale on learning styles to be used in piano lessons. Moreover, it is intended to reveal the relationship between students' learning styles identified by the developed scale and their academic performance in piano lessons. In this sense, an achievement test was developed to assess students' performances in piano lessons. The research was figured according to relational screening model among the screening models. The population of the research is composed of 3rd grade students majoring in Music Education Departments in Turkey. The sample of the research consists of 473 third grade students out of 730 3rd year students studying in Music Education Departments. Developed by the researchers to assess students' performance in piano lesson, the scales titled &quot;Pamukkale Piano Learning Style&quot; and &quot;Piano Performance Test&quot; have been used. In light of the results obtained from the study, a learning style model has been developed to learn piano instrument. According to this model, students' independent, analytical, dependent and emotional learning styles have been identified. According to the research results, there is no high-level relationship between all learning styles and piano academic performance.
What Do Brazilian School Children Know about Birds in Their Country?
Author: Bartoszeck, Amauri B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Animals,Elementary School Students,Preschool Children,Secondary School Students,Foreign Countries,Knowledge Level,Freehand Drawing,Observation,Learning Processes,Animal Behavior,Science Education,Age Differences,Gender Differences

Children have a basic knowledge of birds that they observe during their everyday life either in their garden, other gardens, round the house, walking in the local area or in the yard on school gardens. A total of 515 children, aged 3 to 16 (249 girls and 266 boys) enrolled in southern Brazilian public preschools, primary school and secondary schools, were invited to participate in this exploratory study. A semi-structured interview was conducted with 206 pupils asking to name which birds they knew, where they had seen these birds, which ones live around home, which they had seen further away. Additionally, they were asked which birds they knew from a list and the source of this knowledge where they had learned about the birds. They were asked to draw on a sheet of paper a representation of what the word &quot;bird&quot; meant to them. Results show the importance of everyday observations rather than beyond formal education in the children knowledge. Children from the earliest years notice birds in their everyday lives and build a bank of knowledge, gradually acquiring an understanding of adaptation to a variety of habitats. Children notice birds in their lives to differing extent and sources according to the culture in which they are immersed. Experiences of seeing or finding out about birds are encapsulated for many children in the form of narratives and contribute to their mental models of birds and their habitats on which they will drew in formal science later (Biology and Environmental Education). Educational implications are discussed.
Alternative Certification: A Solution or an Alternative Problem?
Author: Bowling, Amanda M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Agricultural Education,Teacher Education,Teacher Recruitment,Teacher Persistence,Teacher Shortage,Educational Philosophy,Educational Research,Outcomes of Education,Career Education,Technical Education

Teacher education is facing a number of challenges such as policy changes, funding issues, and teacher recruitment and retention. These challenges, whether on the national, state, district or school level, contribute to continued teacher shortages. Many school districts are faced with the conundrum of hiring under qualified individuals, leaving vacant positions open, or eliminating positions altogether. Thus, within all subject areas of education, a strong philosophical perspective needs to be developed to answer the question: Is alternative certification a solution to these problems or an alternative problem? This philosophical manuscript investigates the research related to alternative certification within education as a whole, career and technical education, and agricultural education. Research in education broadly indicates a lack of consistency within the current alternative certification pathways and a lack of consistent/positive influence on student outcomes within alternatively certified teachers. It is recommended that future research should investigate the impacts of various certification pathways on students. Furthermore, teacher certification pathways should be based upon solid evidence from research regarding what generates the best learning outcomes for students.
Views of School Administrators Regarding the Assignment of School Principals
Author: Yildirim, Atila
Date: 2018-00-00
Type: Journal Articles
Subjects: Administrators,Administrator Attitudes,Principals,Phenomenology,Foreign Countries,School Administration,Leadership Effectiveness,Administrator Effectiveness,Educational Administration,Inservice Teacher Education,Placement,Personnel Selection

The aim of the study is to determine views of principals regarding assignment procedure. Data were gathered with the implementation of semi-structured interview forms from 14 administrators in the center of Konya according to 'Purposive sampling' method. The data were analyzed by content analysis and the following findings have been reached. There should be criteria such as an examination (written and verbal), developing projects related with the school, receiving academic or in-service training in administration, having experience as assistant principal, preparation of evaluation forms aiming at objectivity and improvement, election of the assistant principal by the principal without any intervention among the successful ones from the written exams, appointment of administrators instead of assignment, acceptance of school administration as a profession, regulations respecting of the objectivity, justice and equality. It is recommended that similar studies be conducted through quantitative research.
Linking Academic Excellence and Social Justice through Community-Based Participatory Research
Author: Voight, Lydia
Date: 2018-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Social Justice,Participatory Research,College Students,Seminars,Experiential Learning,Violence,Crime,Student Educational Objectives,Democracy,Social Action,Class Activities,Assignments

Naomi Yavneh Klos poses two questions for the NCHC community in her essay, &quot;Thinking Critically, Acting Justly,&quot; which appears in this issue of JNCHC: (1) how honors pedagogy/curriculum can engage the highestability and most motivated students in questions of social justice; and (2) how the honors curriculum can serve as a place of access, equity, and excellence in higher education. The University Honors Program (UHP) at Loyola University New Orleans has recently implemented several honors social justice seminars that have been experimenting with various approaches to these pedagogical, curricular, and programmatic questions. Violence and Democracy, an honors sociology/criminology seminar, not only focuses on social justice thematically but adopts social justice pedagogy (Freire, &quot;Pedagogy of the Oppressed&quot; and &quot;Pedagogy of Hope&quot;; Adams, &quot;Social&quot; and &quot;Pedagogical&quot;; Bell). Accordingly, social justice is both a goal and a process, representing the integration of disciplinary theoretical knowledge and analytical tools with experiential learning and applications that involve students, faculty, and community partners doing justice work together. The premise for this holistic approach is that students, particularly high-ability and highly motivated students, personally engage in questions of social justice when they are challenged by real-life social injustices and that they realize the relevance of their knowledge and skills in a learning environment that models social justice values and principles.