ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Relationship between Sense of Classroom Community and Interpersonal Sensitivity
Author: Anli, Gazanfer
Date: 2019-00-00
Type: Journal Articles
Subjects: Sense of Community,Self Esteem,Correlation,Interpersonal Relationship,Foreign Countries,Goodness of Fit,Measures (Individuals),Psychological Patterns,Classroom Environment

The aim of this study is to examine the relationship between sense of classroom community and interpersonal sensitivity in high school students. The research population was composed of 409 students from an Anatolian high school located in Ümraniye county of Istanbul city. The sample consisted of 208 females and 201 male students and the mean age was 15.37. The data were obtained by using the Classroom Community Index and Interpersonal Sensitivity Scale. The descriptive statistics, Pearson correlation coefficient and path analysis were used in the analysis of the data. There were significant and negative correlations among high school students' sense of classroom community and interpersonal worry and dependency, unassertive interpersonal behavior and low self-esteem levels which are the subscales of the interpersonal sensitivity. Results of the path analysis indicated that interpersonal sensitivity had a significant, negative predictive role on sense of classroom community. This analysis also stated that the fit indices for the proposed structural model were good (?[superscript 2]/df = 1.61, SRMR = 0.01, GFI = 0.99, RMSEA = 0.039, CFI = 0.99, TLI = 0.98).
Investigation of the Relationship between the Empathic Tendency Skills and Problem Solving Skills of Turkish Primary School Students
Author: Imece, Seda
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Empathy,Problem Solving,Gender Differences,Siblings,Socioeconomic Status,Parents,Age,Parent Background,Educational Attainment,Grade 4

The aim of this study is to investigate whether there is a relationship between empathy tendency skills and problem solving skills of 10 year old Turkish primary school students. At the same time, it is aimed to find out whether these students' empathy level and problem solving ability differ according to the student's gender, number of siblings, socioeconomic level, parental age and parents' educational status. The study sample constitutes 418 fourth grade students from three primary schools in the city of Izmir, Turkey. In the study, the KA-SI Empathy Tendency Scale-Child Form developed by Kaya and Siyez (2010) and Problem Solving Inventory is developed by Serin, Bulut-Serin, Saygili (2010). Independent Groups t Test, One Way Analysis of Variance (ANOVA), Kruksal Wallis H Test; Tukey and Mann Whitney U Test in determining which groups differ; Pearson Product Moment Correlation Analysis was applied to determine the relationship between groups. The findings of the study showed that there is a positive directional medium-strong relationship between the empathy score of the students and the confidence in problem solving skills and problem solving scores. There is a very weak positive relationship between empathy and avoidance score. It is thought that the results obtained in the research can contribute to the programs that will be prepared in order to develop empathy and problem solving skills in children. [This paper was presented at the 17th International Classroom Teaching Symposium (USOS 2018) held in Ankara on April 11-14.]
Students&apos; Views on the Ethnobotany-Based Nature Education Program and Their Attitudes towards the Plant
Author: Ozkan, Gulbin
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Grade 7,Plants (Botany),Cultural Influences,Learning Activities,Foreign Countries,Middle School Students,Natural Resources

The aim of this research is to determine Students' Views on the ethnobotany-Based Nature Education Program and the impact this program makes on their attitudes towards the plant. The research was conducted on 7th -grade students in a state school in Istanbul. 15 ethnobotany based activities were performed throughout Nature Education. The data collection tools were: an activity evaluation form composed of open-ended questions and conducted at the end of each activity, a Plant Attitude Questionnaire conducted both before and after the implementation and semi-structured student interviews (n=5) performed at the end of the implementation. The answers students gave on the evaluation form and in interviews were analyzed qualitatively in order to determine their views on the activities. The themes formed as a result of data analysis were demonstrated within the tables. The data collected through the Plant Attitude Questionnaire were analyzed quantitatively. At the end of the research, it was found out that most of the students have positive views on ethnobotanic based activities. Moreover, it was revealed that students' scores of the attitudes towards the plant demonstrated a meaningful change throughout the study. The data collected with the help of the research were discussed and some suggestions were presented.
What Do the School Directors Want to Change in Their School Buildings? An Evaluation of Physical Competences of Primary, Secondary and High School Buildings
Author: Bozak, Ahmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Administration,Administrator Attitudes,Expectation,School Buildings,Physical Environment,Building Conversion,School Expansion,Educational Facilities Improvement

In the study, a mixed research method was used combining quantitative and qualitative data. The study group consisted of 302 school directors and deputy directors working in different schools within Hatay Province of Turkey. A data collection tool, developed according to the official standards of state schools, was used to collect quantitative and qualitative data together. In the quantitative dimention, we concluded that school administrators think that the music and fine arts classrooms, worship sections, sport fields, science laboratories, computer and technology laboratories were highly insufficient. The qualitative results also supported these findings. The participants stated that they wanted to expand the sport areas by adding indoor sports hall, football, basketball, volleyball and swimming pools. The participants also expressed that the physical deficiencies hinder the lessons being efficient, especially the lack of school gym, workshop and laboratory; moreover they stated that this situation turns the courses into more theoretical base than the practice, which are delimited between four walls of the classrooms. However, we have also observed some inconsistent findings between quantitative and qualitative dimensions of the study, as the results related to classrooms, heating and insulation were observed to be inconsistent when the qualitative and quantitative dimensions were compared.
Investigation of Fourth Grade Primary School Students&apos; Creative Writing and Story Elements in Narrative Text Writing Skills
Author: Ulu, Hacer
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Creative Writing,Writing Skills,Foreign Countries,Story Grammar,Gender Differences,Student Journals,Educational Attainment,Parent Background,Books,Reading Habits

In this research, creative writing of 4th grade students in terms of children's gender, attendance of a keeping a diary, mother's educational background, father's educational background and the number of books read were examined. The sample of this study consisted of 4th grade students. It was drawn from 6 primary schools in the city of Afyonkarahisar. 182 students participated in the study which took place in the spring term of the academic year 2017-2018. To collect the study data and answer the research questions, 'Writing Success' and 'Scale for Assessing Story Elements' scales were used. To analyze data, Mann Whitney U and Kruskal Wallis-tests were used. While texts written by students were evaluated according to subdimensions of originality, fluency of thoughts, flexibility of thoughts, lexical richness, sentence structure, organization, accuracy of style and grammar, it was found that their levels were close to average, their averages were found to be lower in terms of main character, locale, time, starter event, aim, initiative, result and reaction when examined in terms of narrative text writing of story elements. When the students' scores obtained from 'Writing Success Scale' and 'Scale for Assessing Story Elements' were evaluated, a significant difference was found in favor of the girls in terms of gender, and in favor of dairy writers in terms of keeping a dairy. According to the number of books read, there was a significant difference found in the favor of those reading at least three books compared to those who read a month in both assessment tools. In both assessment tools, there were no significant differences in terms of parents' educational background.
Assessing Smart Glasses-Based Foodservice Training: An Embodied Learning Theory Approach
Author: Clark, Jeffrey
Date: 2019-00-00
Type: Journal Articles
Subjects: Food Service,Teaching Methods,Video Technology,Hygiene,Educational Technology,Technology Uses in Education,Memory,On the Job Training,Handheld Devices,Experiential Learning,Instructional Effectiveness,Safety Education

The present study evaluated active, hands on foodservice training delivered through smart glasses compared to passive, strictly video-based training. Handwashing performance variables were measured, including frequency and efficacy. Participants in the strictly video-based group (N = 24) were four times more likely to wash hands than the smart glasses group (N = 25), (95% CI: 1.129-14.175). The results highlight how smart glasses training where participants physically practice handwashing can result in poorer learning outcomes compared to traditional training methods. This may be due to: (a) the nature of the instructional content which involved prospective memory, compared to previous studies with embodied learning and smart glasses that assessed retrospective memory and motor functions, or (b) the psychological effects of hand cleansing on memory experienced by the smart glasses group during training. Future research could explore the effect of simulation training with smart glasses on other foodservice tasks.
An Investigation of Metacognition, Self-Regulation and Social Intelligence Scales&apos; Level of Predicting Pre-Service Teachers&apos; Lifelong Learning Trends
Author: Demir, Özden
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Self Management,Interpersonal Competence,Preservice Teachers,Lifelong Learning,Predictor Variables,Foreign Countries,Correlation,Student Attitudes

Shaping teaching as a profession that requires expertise within the lifelong learning trends increases the quality of the guided learning support to be provided to students. Learning is a lifelong process. Such process will emerge in pre-service teachers' responsibility, metacognitive skills required for their own personal development, demonstration of social , self-regulated skills in a related structure, maintenance of lifelong learning. The notion of this study is the identification of the relationships between metacognition, self-regulation, social intelligence, lifelong learning trends which should be possessed by teachers in this regard, the general purpose of this study is to explore how much preservice teachers' lifelong learning trends are predicted by metacognition, self-regulation, social intelligence variables. The study was designed according to procedural model in relational screening method. The study was conducted with 443 2nd and 4th year pre-service teachers who were enrolled in Kafkas and Çukurova University Education Faculty, Pre-school Teaching Department and Classroom Teaching Department. Multiple regression analysis was performed for the analysis of the data collected using the Metacognition Scale, Self-regulated Learning Scale based on Zimmerman's Model, Social Intelligence Scale, Lifelong Learning Trends Scale. Analysis results showed that total scores of the Lifelong Learning Trends Scale were significantly predicted by the Self-reflection subscale of Self-Regulated Learning Scale and by the Social Knowledge, Social Skill, Social Awareness subscales of the Tromso Social Intelligence Scale; motivation subscale was significantly predicted by the Forethought, Self-Reflection subscales of the Self-Regulation Scale, Social Knowledge, Social Skill subscales of the Tromso Social Intelligence Scale.
Examination of Social Activity Understanding from the Viewpoint of School Administrators
Author: Balikçi, Abdullah
Date: 2019-00-00
Type: Journal Articles
Subjects: School Administration,Administrator Attitudes,Principals,Foreign Countries,Social Environment,School Activities,Extracurricular Activities,Program Implementation,Barriers

The purpose of this study is to examine the social activities in Turkish Education System from the viewpoint of the school administrators. Qualitative method and case study design were conducted in the study. The sample of the study is composed of 10 school administrators, who were selected through convenience sampling and snowball sampling. Data were collected through the semistructured interview form, observations, and document analysis. Descriptive analysis technique was used to analyze the data. According to the findings of the research, the participants evaluated the social activity as the activities that affect the environment and the students and are desired to affect them and stated that all the stakeholders take on the responsibility for this purpose. The main factor in the quantitative and qualitative differentiation of social activities in schools is the perspective of the school staff who direct and manage these activities. Social activities regulations are generally simple in terms of language and have a structure that facilitates work. Based on the results obtained, it can be suggested to make a regulation that brings a separate lesson time to the club work in the legislation and to carry out the studies that examine the subject from the perspective of the other stakeholders who contribute to education.
Just before Sitting on the Chair: Reasons, Expectations and Goals of School Principals in Turkey
Author: Iseri, Emel Tüzel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Career Choice,Educational Objectives,Expectation,Transformational Leadership,Educational Improvement,School Community Relationship,School Effectiveness

Schools exist to prepare students for life and to ensure students' success. School principals are the most important people in terms of achieving schools' goals. Principals are expected to have goals and work in line with the main aims and principles of National Education. The aim of this study is to determine newly appointed school principals' reasons for becoming principals and to explore the expectations and goals of their schools. The research data were collected using semi-structured interview forms that were applied during the pre-service training of 40 school principals who were assigned as school principals for the first time in a province in the Black Sea region of Turkey at the beginning of the academic year. A qualitative research method and a content analysis technique were used for data analysis. The results show that most participants became school principals because they wanted to realize their educational ideals and goals. Participants' most important goal for their schools was to improve student qualification. Most of the participants' expectations about their schools' recognition in their school districts were about their schools' success.
Measuring Academic Learning and Exam Self-Efficacy at Admission to University and Its Relation to First-Year Attrition: An IRT-Based Multi-Program Validity Study
Author: Nielsen, Tine
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Academic Achievement,Higher Education,College Admission,Correlation,Item Analysis,Construct Validity,Reliability,Academic Persistence,School Holding Power,Foreign Countries,Measures (Individuals),Student Attitudes,College Freshmen,Universities,Intellectual Disciplines,Models

Self-efficacy is associated with both academic performance and attrition in higher education. Whether it is possible to measure students' academic self-efficacy after admission and prior to commencing higher education (i.e. pre-academic self-efficacy) in a valid and reliable way has hardly been studied. Aims: 1) to evaluate the construct validity and psychometric properties of two short scales to measure Pre-Academic Learning Self-Efficacy (PAL-SE) and Pre-Academic Exam Self-Efficacy (PAE-SE) using Rasch measurement models, 2) to investigate whether pre-academic self-efficacy was associated with half-year attrition across degree programs and institutions. Data consisted of 2686 Danish students admitted to nine different university degree programs across two institutions. Item analyses showed both scales to be essentially objective and construct valid, however, all items from the PAE-SE and two from the PAL-SE were locally dependent. Differential item functioning was found for the PAL-SE relative to degree programs. Reliability of the PAE-SE was 0.77, and varied for the PAL-SE from 0.79 to 0.86 across degree programs. Targeting was good only for the PAL-SE, thus we proceeded with the PAL-SE. PAL-SE was found to be associated with half-year attrition: A difference in PAL-SE from minimum to maximum was associated with a difference in half-year attrition of approximately 7%. This association was found both in the bivariate model and in the multivariate models with control of degree program, and with control of degree program and individual covariates such as earlier educational achievement and social background variables. Results thus also indicate that PAL-SE has a causal effect on half-year attrition.
Facilitating Diagnostic Competences in Simulations: A Conceptual Framework and a Research Agenda for Medical and Teacher Education
Author: Heitzman, Nicole
Date: 2019-00-00
Type: Journal Articles
Subjects: Medical Education,Teacher Education,Competency Based Education,Simulation,Scaffolding (Teaching Technique),Problem Solving,Instructional Effectiveness,Clinical Diagnosis,Educational Diagnosis,Prior Learning,Context Effect,Individual Differences,Cues,Reflection,Role Playing,Medical Students,Preservice Teachers

We propose a conceptual framework which may guide research on fostering diagnostic competences in simulations in higher education. We first review and link research perspectives on the components and the development of diagnostic competences, taken from medical and teacher education. Applying conceptual knowledge in diagnostic activities is considered necessary for developing diagnostic competences in both fields. Simulations are considered promising in providing opportunities for knowledge application when real experience is overwhelming or not feasible for ethical, organizational or economic reasons. To help learners benefit from simulations, we then propose a systematic investigation of different types of instructional support in such simulations. We particularly focus on different forms of scaffolding during problem-solving and on the possibly complementary roles of the direct presentation of information in these kinds of environments. Two sets of possibly moderating factors, individual learning prerequisites (such as executive functions) or epistemic emotions and contextual factors (such as the nature of the diagnostic situation or the domain) are viewed as groups of potential moderators of the instructional effects. Finally, we outline an interdisciplinary research agenda concerning the instructional design of simulations for advancing diagnostic competences in medical and teacher education.
Designing a Teacher&apos;s Handbook: Perspectives of Pre-Service Elementary Teachers Regarding Activities and Songs
Author: Atabek, Oguzhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Handbooks,Instructional Materials,Preservice Teachers,Student Attitudes,Elementary School Teachers,Music Education,Content Analysis,Design Requirements,Developmentally Appropriate Practices,Singing,Learning Activities,Foreign Countries

Printed educational materials such as teacher's handbook may affect the quality of education as much as teachers, curriculum, educational environment, and the other course materials. Perspectives of eighty-two pre-service elementary teachers regarding the activities and songs included in the teacher's handbook for music course were examined by content analysis for shedding light on the nature of the handbook and for producing knowledge about how an effective teacher's handbook for music course may be like. Even though the question was deliberately worded to let respondents express their both positive and negative views, the number of respondents who expressed positive views and the frequency of such expressions were considerably lower compared to the negative ones. Inappropriateness for age group and learning outcomes, insufficiency for facilitating learning, requiring hard-to-attain materials, and difficulty of application raised as major concerns for both activates and songs. Additionally, activities were argued to be repetitive and lacking entertainment while songs were criticized for their rhythm, melody, lyrics, quality, and practicability in the classroom.
Analysis of Gait Patterns in Individuals with Autism Spectrum Disorder after Recreational Therapy Program at Eskisehir Technical University
Author: Gürol, Baris
Date: 2019-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Outcomes of Treatment,Therapeutic Recreation,Vocational Schools,Foreign Countries,Children,Males,Adolescents,Psychomotor Skills,Athletics,Motion,Severity (of Disability),Adapted Physical Education,Universities

The aim of the present study was to investigate the effects of adapted recreational therapy program on gait patterns of children with autism. The current study included twenty-one autistic boys aged between 8 and 15 years. The scores of the children with Autism spectrum disorder (ASD) according to the &quot;Gilliam Autism Rating Scale-2-Turkish Version&quot; (autism level) ranged between 62 and 123. The gait analyses of the participants were evaluated with the results of total distance, average velocity, average horizontal force and average vertical force before and after recreational therapy program. The recreational therapy program was performed throughout 12 weeks, two sessions per a week and one hour per session as the one-to-one training format. The program covered several gross motor skills such as balance, toys ball, jump, jogging to increase cardiorespiratory endurance, and several branches of the basic sports skills such as basketball, badminton, and soccer. Pearson Correlation analysis was performed in order to determine the correlation between autism level and gait parameters. A negatively significant correlation was found between autism level and average velocity (r=-0.553**, p&lt;0.05), and also autism level and distance (r=-0.551**, p&lt;0.05). Paired Sample t test was applied in order to determine if there was a change between the pre-test and post-test results of gait pattern tests. At the end of the study when pre and post test evaluation results were compared significant differences were not found in gait analysis patterns (p&lt;0.05) Recreational therapy program, which is more long term and more number of weekly sessions, should be scheduled for children and adolescents with ASD.