ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparison of the Effects of Direct Modeling and Video Modeling Provided by Peers to Students with Autism Who Are Attending in Rural Play Teaching in an Inclusive Setting
Author: Odluyurt, Serhat
Date: 2013-00-00
Type: Journal Articles
Subjects: Role Playing,Modeling (Psychology),Peer Teaching,Autism,Rural Schools,Inclusion,Video Technology,Elementary School Students,Games,Grade 1,Grade 2,Program Effectiveness,Foreign Countries,Pretests Posttests

In the present research, the peers of children with autism at primary school level and in an inclusive environment were taught using direct modeling and video modeling education processes, and it was observed whether or not they could effectively and efficiently teach how to play games to their friends with autism. This study used adapted alternating treatments design from single subject designs. The research included 21 students from the first and second grades of primary education, 18 of whom participated as peer tutors with normal development, and 3 of whom participated as peer tutees with autism. The dependent variable of the research was the game learning skills determined through interviews with teachers for each sample. The independent variables were the implementation of direct modeling education and video modeling education by peers. The effectuality results of the study indicated that the participants played these games at 83-100% accuracy level and generalized it to different environments. In addition, the participants were observed to have the rules of games at 83-100% level one and three weeks after the completion of the implementation. Comparing the efficiency of the two education implementations, no significant difference was observed between direct modeling and video modeling education implementations in terms of the efficiency variable. The social validity findings of the research indicated the positive expressions of peer tutors regarding the study.
Investigating Teachers' Approval and Disapproval Behaviors Towards Academic and Social Behaviors of Students with and without Special Needs
Author: Sazak-Pinar, Elif
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Needs,Social Behavior,Special Needs Students,Elementary School Teachers,Observation,Teacher Behavior,Foreign Countries,Student Behavior,Antisocial Behavior,Inclusion,Grade 3,Elementary School Students,Disabilities,Predictor Variables,Regression (Statistics)

The present study was designed to (a) investigate teachers' approval and disapproval behaviors towards academic and social behaviors of students in mainstreaming classrooms and (b) determine whether or not having special needs be a predictor of teachers' approval and disapproval behaviors. The study group consisted of 43 teachers who were working in the elementary schools in Bolu and had students with special needs in their classrooms. Ten observers recorded academic and social approval and disapproval behaviors of 43 teachers using Teacher Behaviors Observation Form. In the analysis process, descriptive statistics and Categorical logistic regression analysis techniques were used. The results of the analysis indicated that teachers used disapproval behaviors more than approval behaviors, and used academic approval and disapproval more than social approval and disapproval and recognized and responded to the behaviors of students with special needs more than their peers. Teachers mostly used &quot;yes&quot; to approve academic and social behaviors, and &quot;don't talk, don't make noise, shut up, be quiet&quot; and &quot;Shh!&quot; to disapprove behaviors. This study showed that having special needs had a significant prediction in social disapproval category and not having a special need had a significant prediction in approval category.
Opinions of In-Service and Pre-Service Special Education Teachers on the Competencies of the Undergraduate Special Education Programs
Author: Ergul, Cevriye
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Special Education,Undergraduate Study,Teacher Attitudes,Student Teacher Attitudes,Special Education Teachers,Teacher Surveys,Educational Needs,Teaching Skills,Program Improvement,Foreign Countries,Self Efficacy,Teacher Education Programs,Classroom Techniques,Language Skills,Autism,Faculty Development,Academic Education,Speech Communication

The purpose of this study was to examine the opinions of in-service and pre-service special education teachers on the undergraduate special education programs, field competencies, and their own professional competence. Participants' suggestions for improving undergraduate special education programs and in-service training programs including topics they need for their own professional development were also obtained. The study designed as a survey model included 107 special education teachers and 160 seniors in the undergraduate special education programs of 4 different universities. The data were gathered using an information form and the Special Education Teacher Program Field Competencies Scale which were developed by the researchers. Results showed that the teachers who graduated from an undergraduate special education program perceived themselves and their teaching education more sufficient than both subject matter teachers and teachers with a special education teaching certificate. Teaching academic skills, classroom management, teaching speech, and language skills and autism were the topics on which the majority of participants found themselves inadequate and requested in-service training. Extending the duration of the practicum, spreading it over the whole duration of the program, and making the courses more field-oriented were the most frequently suggested changes by the participants to be made in the undergraduate special education programs. Based on the results of the study, implications for practice were discussed.
Predicting Critical Thinking Skills of University Students through Metacognitive Self-Regulation Skills and Chemistry Self-Efficacy
Author: Uzuntiryaki-Kondakci, Esen
Date: 2013-00-00
Type: Journal Articles
Subjects: Thinking Skills,Metacognition,Self Efficacy,Self Control,College Students,Chemistry,Science Instruction,Questionnaires,College Science,Structural Equation Models,Correlation,Cognitive Ability,Critical Thinking,Foreign Countries

This study aimed at examining the extent to which metacognitive self-regulation and chemistry self-efficacy predicted critical thinking. Three hundred sixty-five university students participated in the study. Data were collected using appropriate dimensions of Motivated Strategies for Learning Questionnaire and College Chemistry Self-Efficacy Scale. Cronbach's alpha coefficients ranged from 0.77 to 0.88. Data were analyzed using structural equation modeling. Results indicated that metacognitive self-regulation was found to be positively and significantly related to chemistry self-efficacy for cognitive skills and chemistry self-efficacy for everyday applications. In addition, there was a positive and significant relationship between chemistry self-efficacy for everyday applications and critical thinking, whereas there was no significant relationship between chemistry self-efficacy for cognitive skills and critical thinking. Overall, the tested model explained 68.5% of critical thinking. Findings provide suggestions in order to enhance critical thinking in chemistry classes.
Counseling Skills Pre-Practicum Training at Guidance and Counseling Undergraduate Programs: A Qualitative Investigation
Author: Aladag, Mine
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Counselor Training,Undergraduate Study,Skills,Counseling Techniques,School Surveys,Course Content,Course Descriptions,Textbooks,Student Evaluation,Evaluation Methods,Class Size,Qualitative Research,Practicums,Content Analysis

This study was aimed to describe counseling skills pre-practicum training at guidance and counseling undergraduate programs in Turkey. A descriptive study was conducted based upon qualitative data. The research group of this study consisted of 11 guidance and counseling undergraduate programs voluntarily participate into study. The Survey Form developed by the researcher and consisted of 10 open-ended questions was used. A content analysis was carried out. The results showed that undergraduate programs mostly aimed to teach therapeutic conditions and reflection of content/feeling skills in the course; did not use a counseling skills training program as a base and mostly used instruction method to teach counseling skills; and implemented paper-pencil tests to assess counseling skills. Teaching basic counseling skills and developing professional identity and self-efficacy were mostly emphasized as an importance of course for counselor education. One of the main problems of undergraduate programs regarding pre-practicum counseling skills training course was excessive number of students. In the light of results, it could be stated that the counseling skills pre-practicum training was not conducted in a qualitative manner within the scope of counselor education in Turkey. The results were discussed regarding counseling skills training and counselor education and suggestions were provided.
Perceptions of Academics towards the Impact of Foundation Universities on Turkish Higher Education
Author: Erguvan, Deniz
Date: 2013-00-00
Type: Reports - Research
Subjects: Higher Education,Teacher Attitudes,Foreign Countries,Qualitative Research,Interviews,College Role,Private Colleges,Semi Structured Interviews,Institutional Characteristics,Educational Development,Performance Factors,Educational Trends,Trend Analysis,Educational Practices,Etiology,College Faculty,Public Colleges,Educational Quality

This study examined the effects of foundation universities on the higher education system of Turkey through perceptions of academic staff in state and foundation universities. In this qualitative research, 15 members of academic staff were interviewed for their perceptions regarding a variety of issues about foundation universities. Analysis of academic staff perceptions could be summarized as follows: staff tend to agree that foundation universities create employment opportunities; keep the students, who may otherwise have chosen to study abroad, in the country; and that they ease the financial burden of the state by providing higher education for students who may have been neglected by state universities. Increasing the number of graduates, raising quality through competition, and reversing the brain drain are also regarded as additional positive effects of foundation universities. In spite of the positive effects, academic staff also mentioned some negative aspects which could be summarized as; offering only popular programs with high job prospects in order to attract students, accepting academically challenged but affluent students which could result in a differentiation in qualifications between state and foundation university graduates. Low job security and high turnover in some departments are also of some concern. Foundation universities are not deemed to be contributing sufficiently to academic research. In addition, the interventions of founders and board members are considered to hamper the process of institutionalization and autonomy. Perceptions regarding the future of these institutions predict an increase in the number and a widening gap in quality.
An Investigation of Psychometric Properties of Coping Styles Scale Brief Form: A Study of Validity and Reliability
Author: Bacanli, Hasan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Coping,Measures (Individuals),Undergraduate Students,Factor Structure,Factor Analysis,Test Validity,Social Desirability,Self Esteem,Life Satisfaction,Personality,Test Reliability,Construct Validity

The aim of the current study was to develop a short form of Coping Styles Scale based on COPE Inventory. A total of 275 undergraduate students (114 female, and 74 male) were administered in the first study. In order to test factors structure of Coping Styles Scale Brief Form, principal components factor analysis and direct oblique rotation was used. Factor analysis Results indicated that Coping Styles Scale Brief Form had 14 factors with two items. All factors explained 80.37% of the variance in the scale. In order to test concurrent validity of CSS-BF, the relationship between coping styles, social desirability, self-esteem, life satisfaction and A type personality were examined. Cronbach's alfa coefficient of subscales ranged from 0.39 (Restraint Coping) to 0.92 (Humor) and test re-tests (two weeks interval) coefficients were ranged from 0.44 (Restraint Coping) to 0.90 (Religion).
Predictive Power of Attention and Reading Readiness Variables on Auditory Reasoning and Processing Skills of Six-Year-Old Children
Author: Erbay, Filiz
Date: 2013-00-00
Type: Reports - Research
Subjects: Young Children,Reading Readiness,Attention,Reading Comprehension,Word Recognition,Knowledge Level,Sentences,Auditory Perception,Cognitive Processes,Kindergarten,Correlation,Predictor Variables,Cognitive Development,Foreign Countries,Multiple Regression Analysis

The aim of present research was to describe the relation of six-year-old children's attention and reading readiness skills (general knowledge, word comprehension, sentences, and matching) with their auditory reasoning and processing skills. This was a quantitative study based on scanning model. Research sampling consisted of 204 kindergarten children aged six. To collect research data, children answered &quot;Auditory Reasoning and Processing Skills Test (TARPS) &quot;(FTF-K) Attention Test for Five-Year-Old Children&quot; and reading readiness sub-dimension of &quot;Metropolitan School Readiness Test&quot;. Research data were analyzed by employing descriptive statistics, Pearson Correlation Coefficient, and multiple regression analyses. Research findings manifested that there was a positive, significant relation between children's attention, general knowledge, matching, sentences, word comprehension skills and their auditory reasoning and processing skills. It was ascertained that these variables were significant predictors of auditory reasoning and processing skills.
Literacy through Languages: Connecting with the Common Core
Author: Sandrock, Paul
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Core Curriculum,FLES,Elementary School Students,National Standards,Literacy,Language Arts,Teaching Methods,Language Teachers,Units of Study,Food,Thematic Approach,Elementary School Teachers,State Standards,Language Proficiency,Language Skills,Communicative Competence (Languages)

The Common Core Standards have defined literacy and outlined the mission for English Language Arts in a way that provides a natural fit with the National Standards for Language Learning. Taking advantage of this connection, language teachers can showcase the importance of learning languages by demonstrating how literacy is learned, practiced, and strengthened through standards-based and performance-based language learning. The Standards have guided the critical review and improvement of language programs from prekindergarten through postsecondary levels, teacher preparation programs, and teacher licensure requirements. Language assessments have also been impacted by the standards as institutions look for or design valid evaluations of language performance. Teachers of early language learners are already making connections with content across the entire curriculum. Through content-rich units, teachers add to the impact of language learning as students learn not only a new language, but also learn, review, or reinforce knowledge and skills valuable to other subject areas. How do early language learners practice the three modes of communication and build Common Core literacy? Teachers attain this goal by designing units connected with age- and grade-appropriate content. Rather than teaching a unit on a vocabulary topic like food, students explore food through the lens of making healthy choices or examine food through the causes of famine--identifying where and why people are hungry. Such a thematic focus allows for deeper development of the literacy goals described in the Common Core State Standards. With this approach, language teachers will become valuable allies in supporting literacy initiatives in their schools, and early language learners will benefit.
A Toolkit of Strategies: Building Literacy in the World Languages Classroom
Author: Zeppieri, Rosanne
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,FLES,Teaching Methods,Elementary School Students,Literacy Education,Reading Strategies,Native Language,Language Teachers,Syntax,Vocabulary Development,Language Skills,Academic Achievement

In elementary schools around the United States, children learn in text-rich environments with literacy a primary goal of instruction, whether the instruction is in Arabic, Chinese, English, French, Russian, or Spanish. Nonetheless, second language instruction is often overlooked as a vehicle for building students' reading, writing, speaking, listening, and viewing skills. A distinct difference in the world languages classroom is the focus on interpretive listening and interpersonal speaking before students begin to read and write formally in the language. Being able to discern the main ideas of messages, responding to questions and directions using movement and signals, drawing what is heard, matching and categorizing ideas orally before producing them in writing, referencing ideas in the text to support answers are all examples of skill building tasks that lead to literacy in a second language and strengthen literacy in the learners' first language. The world language teacher, and all who teach English language arts, employ pre-reading, during-reading, and post-reading strategies that make texts accessible to learners so that they might accomplish the targeted learning outcomes. Children's language ability is a strong indicator of learning in all areas as well as a predictor of success in school and in life. The elementary world language teacher who has these tools in their &quot;cartable&quot;/book bag to focus on receptive language and productive language: identifying cognates, understanding the gist of messages, communicating appropriately in different contexts, understanding syntax and developing strong vocabulary knowledge also is developing literacy skills. Intentionally highlighting these ties to literacy, not only strengthens students' L2 literacy skills, but also draws attention to the role that world language instruction plays in the overall development of L1 literacy.
What Can We Learn from the Common Core Standards in the Early Language Learning Classroom?
Author: Curtain, Helena
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Core Curriculum,FLES,Elementary School Students,National Standards,Phonics,State Standards,Language Proficiency,Language Skills,Learning Activities,Language Arts,Visual Aids,Concept Formation,Critical Thinking,Classification,Story Telling,Teaching Methods,Cultural Awareness,Taxonomy

The Common Core State Standards (CCSS) and the National Standards for Foreign Language Education have several areas of commonality: (1) both standards have the goal that all students, by the end of 12th grade, will have the skills they need to be successful world citizens; (2) the literacy skills that are found in the Common Core are the same skills that can be practiced and reinforced in the world language classroom; (3) teachers must work to ensure that all learners in world language classes have the same types of experiences; (4) teachers are being asked to focus on developing deep comprehension skills in addition to the focus on phonics and other basic skills that had been the hallmark of No Child Left Behind requirements; and (5) the new standards ask teachers to place greater emphasis on rich and varied texts so that students can be engaged in reading and learning at the same time. The author notes that after examining the connection between the National Standards for Learning Languages and the Common Core State Standards, there was an overlap between the two standards in that the strands of both are related to listening, speaking, reading, and writing at various levels of proficiency. Examples show teachers of young learners can support the demands of the Common Core State Standards, and in doing so, increase the skills of their language students, challenging them with intrinsically interesting, cognitively engaging activities that are connected to global cultures.
A Look at Early Language Learning in Utah
Author: Von Houton, Jacque Bott
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,FLES,Elementary School Students,Immersion Programs,Principals,Second Language Programs,Administrator Attitudes,Language Teachers,Teacher Supply and Demand,Literacy,Educational Benefits,Faculty Development,Interviews,Course Content,Educational Finance,Role,Parent Attitudes,Elementary School Teachers,State Standards

The state of Utah is leading the nation in a surge of new elementary language immersion programs. Their unprecedented growth of programs, over a four-year span, has been both intentional and systemic, taking advantage of a supportive base and promoting language learning as a way to increase economic benefits for the state. While math and science are core content components, literacy, aligned to the Common Core English Language Arts, is also an important feature of their immersion curriculum. Gregg Roberts, Utah's Department of Education World Language consultant and 2009 winner of the Pearson State Supervisor of the Year, answered questions about how the program began, what it looks like, how it builds literacy, and what is being done to sustain it. He responded to questions such as: How did he convince principals that immersion was the approach to take and that it was doable? Was teacher supply a problem? What professional development was provided? How were students assessed and was data being collected? What role does literacy play in the immersion programs? In concluding this interview he encouraged people to look hard at the benefits of immersion, that it should be available to any parent who wants it, so that it becomes the norm rather than the exception--which was the goal in Utah.
Toward a Renewed Focus. Literacy in Early Language Programs
Author: Met, Mimi
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Literacy,FLES,Second Language Instruction,Second Language Learning,Elementary School Students,Linguistic Input,Oral Language,Vocabulary Development,State Standards

This article promotes literacy as a a powerful tool for learning new language. Although learners frequently think of comprehensible input as language that is heard, comprehensible input from print can also be accessed. Research has shown that reading has a powerful impact on language learning: much of the vocabulary that educated adults know has been developed over time through reading. Reading also exposes language learners to a range of structures and forms that can lead to insights on how the language works and allow learners to have multiple exposures in meaningful contexts--an important factor in language development. It is now clear that oral language and literacy are interdependent. Oral language helps students know the meanings of the words they encounter in print. Print, in turn, exposes students to far more language than they can meet in the classroom, or even in social interaction outside the classroom. Although reading is what most often comes to mind when discussing literacy, writing is also a key literacy tool for improving language.