ethanporcaro/eric-fulltext-meta huggingface dataset:
National Lottery--You Can Win as Well: A Metaphor Study on Disabled Athletes
Author: Yilmaz, Atike
Date: 2020-00-00
Type: Journal Articles
Subjects: Figurative Language,Physical Disabilities,Hearing Impairments,Athletes,Team Sports,Foreign Countries,Attitudes,Self Concept

The aim of this study is to determine the metaphoric perceptions of physically disabled and hearing impaired athletes concerning their branches and concepts about these branches. In this context, the sample of the study was comprised of 20 physically disabled and hearing impaired athletes playing in the basketball and football teams in Mus province. In the form that was prepared for data collection, the participants were asked to answer certain statements such as &quot;Basketball/football is like … Because, …&quot;, &quot;Field/court is like … Because, …&quot;, &quot;Basketball/football (the ball) is like … Because, …&quot;, &quot;Playing basketball/football is like … Because, …&quot;, etc. The obtained data were transferred to the SPSS program, and frequency and percentage analyses were conducted. As the conclusion, it was determined that the sports branches of physically disabled and hearing impaired athletes were the focal points of their lives, and they perceived them as the requirements for their lives. In this respect, it is considered that the results of this study are significant since it suggests encouraging disabled individuals to sports, helping them participate in sports, providing support, and promoting the disabled sports.
The Moderating Effect of Age on Preschool Teachers&apos; Trait Emotional Intelligence in Greece and Implications for Preschool Human Resources Management
Author: Anastasiou, S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Age Differences,Correlation,Emotional Intelligence,Preschool Teachers,Foreign Countries,Social Development,Emotional Development,Interpersonal Competence,Teacher Student Relationship,Teaching Methods,Scores,Teacher Characteristics,Human Resources,Measures (Individuals),School Administration

Preschool teachers play a significant role in nurturing the social and emotional development of young children. Moreover, their own social and emotional skills can influence how they instruct their pupils in emotional intelligence (EI). This study aimed to examine the individual dimensions of trait emotional intelligence (TEI) for preschool teachers working in Ioannina, the capital city of Epirus in northwestern Greece, using the Trait Emotional Intelligence Questionnaire--Short Form (TEIQue-SF). The mean EI score of the participants was 4.98 (±0.57), with a small number having EI scores either below 4 (1.61%) or above 6 (1.76%), while the majority had a mean EI score between 4-5 (49.18%) and 5-6 (47.54%). Although no effect of age or experience on overall EI was found, age was negatively correlated with emotionality on the one hand and positively with sociability on the other. This trend toward a moderate increase in sociability as teachers grow older may reflect their different backgrounds and experiences. Educational administrators should direct resources toward safeguarding and enhancing the preschool teachers' EI at all stages of their careers.
Investigation of the Opinions of Teachers Who Received In-Service Training for Arduino-Assisted Robotic Coding Applications
Author: Guven, Gökhan
Date: 2020-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Inservice Teacher Education,Robotics,Coding,Elementary School Teachers,Educational Quality,Technology Integration

The aim of this study is to determine the opinions of primary school teachers who received in-service training on robotic coding applications. For this purpose, descriptive study model, which is one of the qualitative research methods, was utilized. The study group of the research consisted of six primary school teachers who voluntarily gave opinions out of 30 teachers who participated in in-service robotic coding training in the first semester of 2018-2019 academic year. &quot;Semi-structured interview form&quot; was used as data collection tool. The data obtained from the participants were transferred to NVivo 12 program and analyzed by content analysis method and classified under certain categories. Direct quotations were included to reflect the responses of the participants in a striking manner. As a result of the research, participants stated that the in-service training period was inadequate and limited, and that a limited number of examples of robotic coding applications were covered. In addition, it was found that the participants generally did not incorporate such practices in their own classes after the training. They made various explanations about the reasons of this situation. In line with the results of this research, it is suggested that more time should be devoted to the applications related to robotic coding provided to teachers during in-service training, and that activities related to how to integrate them into classroom teaching practices should be organized.
Impact of Electronic Interaction Patterns in a Collaborative Learning and Instructional Anchors-Based Environment on Developing Instructional Design Skills and Achievement Motivation
Author: Mawad, Ghada
Date: 2020-00-00
Type: Journal Articles
Subjects: Interaction,Behavior Patterns,Cooperative Learning,Instructional Design,Skill Development,Achievement Need,Electronic Learning,Synchronous Communication,Asynchronous Communication,Foreign Countries,Situated Learning,Educational Technology,Problem Solving,Active Learning,Educational Environment,Instructional Effectiveness,Preservice Teachers

This study aimed to investigate the impact of electronic synchronous and asynchronous interaction patterns, in a learning environment based on collaborative learning and instructional anchors, on developing instructional design skills and achievement motivation. A quasi-experimental design was used to develop a theoretical framework and research tools, while a sample of 50 students from the College of Education at Prince Sattam bin Abdulaziz University were selected and 25 allocated to each of two experimental groups. Synchronous and asynchronous interaction patterns were used to teach instructional design skills to and stimulate achievement motivation in the first and second groups, respectively. The impact on each group was then assessed through achievement, observation card, evaluation card, and achievement motivation scale pre- and posttests. The results from the asynchronous exceeded the synchronous interaction pattern, due to its 24/7 availability, revealing the impact on enhancing students' achievement motivation to be significant.
Improving Geometry Teaching with Scratch
Author: Iskrenovic-Momcilovic, Olivera
Date: 2020-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Teaching Methods,Educational Technology,Technology Uses in Education,Mathematics Achievement,Correlation,Gender Differences,Geometric Concepts,Programming,Student Interests,Accuracy,Program Effectiveness,Grade 3,Elementary School Students

Scratch is a tool for initial learning of programming, but also for creating educational and entertainment content, making mathematical and scientific projects, simulating and visualizing experiments. This paper examines the effectiveness of Scratch's application in mathematics, in the study of basic geometric shapes. The analysis has shown that there is a statistically significant difference in achievement among students who have learned the basics of geometry based on the perception and recognition of geometric shapes on models and bodies and those who have used the programs implemented in Scratch. The results obtained are in a positive correlation with the students' overall school performance and show that there are no differences in achievement between boys and girls. Scratch is an environment that has allowed mathematics to become more interesting and interesting to students.
Examining the Relationship between Social Intelligence Levels and Communication Skills of Prospective Social Studies Teachers
Author: Uygun, Kamil
Date: 2020-03-00
Type: Journal Articles
Subjects: Correlation,Interpersonal Competence,Communication Skills,Social Studies,Preservice Teachers,Undergraduate Students,Teacher Education Programs,Gender Differences,Universities,Reading Habits,Student Characteristics,Foreign Countries,Student Attitudes

The purpose of this study is to examine the relationship between social intelligence levels and communication skills of pre-service social studies teachers. In the content of the study, the relational screening model, which is one of the descriptive survey models, has been used. The sample of the survey consists of the third- and fourth-year students who study Social Studies Teaching at Faculties of Education at Mugla, Usak, Afyon and Aksaray Universities in the academic year of 2017-2018. The sample of the survey has been determined by means of convenience sampling. In this study, the unpaired t-test, the one-way analysis variance (ANOVA), the Scheffe and Games-Howell test have been used. In order to reveal the relationship between social intelligence levels and communication skills of pre-service social studies teachers, the Pearson product-moment correlation analysis has been used. As a result of the study, it has been found out that pre-service social studies teachers demonstrate &quot;high&quot; communication skills, but &quot;moderate&quot; social intelligence. It has also been determined that there is a moderate, linear, positive and meaningful correlation between the communication skills and social intelligence levels of pre-service social studies teachers. In addition to these, the results reveal that communication skills and social intelligence levels of pre-service teachers differ to a significant extent according to factors such as gender, universities they attend and the number of books they read per month. On the other hand, their age and grade did not cause significant difference in the communication skills and social intelligence levels of pre-service teachers. [This study was presented at the USBES 7th International Social Studies Education Symposium.]
Psychological Resilience Level of Individuals Living in Canakkale, Turkey
Author: Mizrak, Sefa
Date: 2020-03-00
Type: Journal Articles
Subjects: Resilience (Psychology),Natural Disasters,Insurance,Foreign Countries,Stress Management,Measures (Individuals),Income,Marital Status,Gender Differences,Educational Attainment,Age Differences,Comparative Analysis

Disasters affect individuals psychologically and some individuals take a long time to get rid of this effect. Psychological resilience is defined as the individuals having a psychologically strong structure, being affected by negative situations as little as possible and getting rid of stressful situations quickly. The aim of this study is to determine the psychological resilience level of individuals living in Çanakkale. Connor-Davidson Resilience Scale was used to determine the participants' resilience level. Participants in the study are 412 individuals, aged between 18 and 60, who are determined by the simple random sampling method living in the Central District of Çanakkale. The data were analyzed using SPSS 21 software. Cronbach's Alpha reliability coefficient of the scale was found to be 0.92. The mean of the psychological resilience level was 3.75. Results showed that the most psychologically resilient people are males, high school graduates, individuals between the ages of 29-39, divorced, those who do not have children, those with a monthly income of more than 3001 TL, those with natural disaster insurance and those who are previously faced a disaster.
An Explanatory Model of Academic Success
Author: Demir, Yasin
Date: 2020-03-00
Type: Journal Articles
Subjects: Academic Achievement,Success,Social Media,Internet,Addictive Behavior,Student School Relationship,High School Students,Learning Motivation,Measures (Individuals)

The aim of this study is to test the model which explains the academic success suggested by the researchers by considering the theoretical explanations and the results of the studies in the literature. The hypotheses tested in accordance with this general aim are: The number of social media accounts and the duration of internet usage positively and directly affect internet addiction, internet addiction negatively and directly affects academic motivation, academic motivation positively and directly affects school attachment and school attachment positively and directly affects academic success. In the model explaining academic success, measurement tools were applied to 235 high school adolescents. Internet Addiction Test-Short Version by Young, Academic Motivation Scale, School Attachment Scale for Children and Adolescents along with personal information form prepared by the researchers were used as data collection tools. Analyses were performed using SPSS 20 and AMOS software. In the test phase of the model, covariance matrix and maximum likelihood method were used. As a result of the analysis, the proposed hypotheses were confirmed and the proposed hypothetical showed compliance [X[superscript 2]=75.510, df=33, X[superscript 2]/df=2.288, RMSEA=0.079, SRMR=0.078, GFI=0.93, AGFI=0.89, CFI=0.88; IFI=0.80, TLI (NNFI)=0.85]. According to the results of the research it has been concluded that the higher number of social media accounts and the increase in the duration of internet usage leads to internet addiction, internet addiction negatively affects academic motivation, low level of academic motivation affects school attachment negatively and low level of school attachment does not negatively affect academic success.
Perspectives of Students in Thailand on the Use of Humor in University Classroom
Author: Embalzado, Henzel
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Humor,College Students,Student Attitudes,Business Education,Business Schools,Cultural Influences,Program Effectiveness,Majors (Students)

Humor is a serious business. This study explores the perception of students in Thailand on the use of humor in business classrooms indicating that humorous classroom brings about physiological and emotional benefits to students as it relieves tension and stress, makes the classroom atmosphere more comfortable and less intimidating, and facilitates better teacher-student relationship. Around 358 students from a business school in Thailand were surveyed and the results found that most of the students prefer to have certain degree of humor in classroom as opposed to the general contention that Thai classrooms should command decorum and order. This instigates a welcome shift as Thailand prepares for the full implementation of Thailand 4.0 and the education sector is looking for ways into which classrooms could facilitate a more participatory, conducive and creative learning settings. Further discussion of the results and recommendations for future study are presented in the paper.
A Case Study on the Competencies of the Teachers Assigned Abroad by the Ministry of National Education to Teach Turkish to Foreigners
Author: Mutlu, Hasan Huseyin
Date: 2020-03-00
Type: Journal Articles
Subjects: Teacher Competencies,Foreign Workers,Teacher Placement,Turkish,Second Language Instruction,Educational Demand,Teacher Qualifications,Foreign Countries,Language Teachers,Occupational Tests,Teacher Attitudes,Public Agencies,Teacher Motivation,Prior Learning,Knowledge Level

The profession of teaching is defined in Article 43 of the Fundamental Law of National Education no. 1739 as a specialized profession that undertakes education, training and other related administrative duties of the state, and the qualifications of teachers are evaluated under two sections as general qualifications and special field qualifications. Teacher qualifications are competencies that are required to be possessed by all teachers under training to achieve national education goals. The increasing interest in Turkish, escalating immigration rates and other reasons have caused the importance of teaching Turkish as a foreign language to increase. The Ministry of National Education assigns lecturers and teachers every year in order to meet the demand for Turkish educators from abroad. The aim of this study is to determine the field qualifications of teachers who are awaiting assignment after having passed the exam held by the Ministry of National Education to be assigned abroad. The method in this study was designed as case study. The random purposeful (purposive) sampling method and the purposive criterion sampling method were used to determine the study group. The study group consists of 10 teachers and lecturers awaiting assignment after having passed the foreign lecturing exam held by the Ministry of National Education. The data collection phase of the study was carried out using the interview method. The data were transferred to the MAXQDA 12 qualitative data analysis program and the content analysis technique was used in the analysis of the data. Study results showed that most of the teachers in the study group had low awareness toward their assignment and a lack of knowledge on methods-techniques, material and planning, and that most of the participants lacked training in their fields. According to the results obtained in this study, educators to be assigned abroad by the ministry should be required to graduate from the Turkish teaching undergraduate - graduate or postgraduate programs related to teaching Turkish to foreigners.
The Motivation and Experience of Distance Learning Engineering Programmes Students: A Study of Non-Traditional, Returning, Evening, and Adult Students
Author: Dos Santos, Luis Miguel
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Motivation,Distance Education,Engineering Education,Nontraditional Students,Reentry Students,Adult Students,Evening Students,Undergraduate Students,Enrollment Influences,Student Satisfaction,Decision Making,Educational Experience,Private Colleges,Affordances,Self Efficacy,Time Management,Career Development,Cognitive Style,Paying for College

Undergraduate distance learning-based programmes in the field of engineering have become one of the popular educational qualifications internationally. Besides traditional-age university students, non-traditional, returning, evening, and adult (NTREA) students make up groups of large significant enrolments at many distance learning programmes. This study explored how undergraduate NTREA students enrolled at the undergraduate distance learning engineering programme described their learning experience and why they decided to enroll in the distance learning-based programmes. 28 participants with majors in civil engineering, computer engineering, environmental engineering, chemical engineering, and biomedical engineering were invited for a private online Skype interview for data collection. The results of this research provide direction for NTREA students, university administrators, educational professionals, career counsellors, human resource planners, policymakers, and governmental leaders to reform and improve human resource planning, educational programmes, and even international enrolment schemes through the development of instructional technology and applications.
Quality Education from Faculty Management Perspectives in Private Higher Education: Does Faculty Commitment Behaviour Mediate?
Author: Joarder, Mohd Hasanur Raihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Human Resources,College Faculty,Private Colleges,Educational Quality,Professional Autonomy,Compensation (Remuneration),Job Security,Teacher Attitudes,Business Education,Foreign Countries,Labor Turnover

The purpose of this paper is two-fold. First, how do specific HRM practices such as faculty job security, compensation and job autonomy relate with commitment behaviour which, in turn, affects quality education? Second, how does faculty commitment behaviour play a mediating role in the links between those specific HRM practices and quality education? To answer these questions, a theoretical framework using the sidebet theory as its basis was established. Using measurement scales created to assess different aspects of job security, compensation, job autonomy, commitment behaviour of the faculty members and quality education, a survey instrument was developed to test various hypotheses implied by the side-bet theory. Data (n=516) were collected from 20 business schools in private universities in Bangladesh and the analysis of this data-set helps answer questions about the relationships between afore-mentioned HR constructs and quality education. The findings suggest that the faculty commitment behaviour significantly mediates between quality education and faculty job security, compensation and job autonomy in the private universities in Bangladesh.
Realistic Mathematics Education in Vietnam: Recent Policies and Practices
Author: Nguyen, Tien-Trung
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Educational Policy,National Standards,Teaching Methods,Instructional Materials,Mathematics Tests,Student Evaluation,Teacher Education Programs,Curriculum,Elementary Secondary Education

The aims of this study are two-fold. First, the existing literature is reviewed to establish a framework with which to evaluate the evolution of Realistic Mathematics Education (RME) in terms of policies and practices. The framework comprises four factors: (i) national vision and strategy; (ii) curriculum and educational materials; (iii) tests and examinations; and (iv) teacher training programs. Second, this framework was used to analyze RME implementation in Vietnam, based on data obtained from document analysis and participant observation. From the experiences of other countries, several sustainable and suitable guidelines are proposed for the further practical and efficient application of RME in Vietnam. This study also outlines some possible directions for future RME research.
The System of Public Education in Kars Oblast in the Period 1878-1917. Part 1
Author: Magsumov, Timur A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Public Education,Educational History,World History,Foreign Countries,Institutional Characteristics,School Libraries,Library Materials,Student Characteristics,Enrollment Trends,Ethnicity,Religion,Gender Differences,Socioeconomic Status,Private Schools,Public Schools,Elementary Secondary Education,Parochial Schools

This paper examines the system of public education in Kars Oblast in the period 1878-1917. The present part of the work covers the period 1878-1908, which spans the timeframe from the incorporation of the region into the Russian Empire through to the commencement of preparatory activities related to the introduction of compulsory primary education in it. A key source used in this work is the annual Reports on Educational Institutions in the Caucasus Educational District, which provide data on the region's schools run by the Ministry of Public Education. The authors made an extensive use of the statistical method. The authors' conclusion is that the system of public education in Kars Oblast was characterized by a number of distinctive features. Creating the system of public education from scratch subsequent to the incorporation of the formerly Turkish-controlled areas into the Russian Empire required convincing the locals of the need to have their children attend Russian secular schools. By 1908, the region became home to a network of primary schools, four lower schools, and two secondary educational institutions. Instruction was provided to both sexes, which means education had become more accessible to the local population. While the region's student body had long been dominated by representatives of Christian denominations, the period 1907-1908 witnessed a sharp increase in the number of students of the Moslem faith too.