ethanporcaro/eric-fulltext-meta huggingface dataset:
Turkish Children's Drawing of Nature in a Certain Way: Range of Mountains in the Back, the Sun, Couple of Clouds, a River Rising from the Mountains
Author: Ulker, Riza
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Childrens Art,Freehand Drawing,Physical Environment,Elementary School Students,Middle School Students

This study reveals that Turkish kindergarten through 8th Grade (K-8) students draw nature pictures in a certain way; range of mountains in the background, a sun, a couple of clouds, a river rising from the mountains. There are similarities in the K-8 students' nature drawings in the way these nature items are organized on a drawing paper. We conducted a sample study (n=263) of Turkish children aged 6-14 years (Grades K-8). Children were asked, "Please draw a nature picture on the blank white paper in front of you" and each child made a drawing of nature. Results showed that the overwhelming majority of Turkish K-8 students drew nature in a certain way; range of mountains in the back, sun, a couple of clouds, a river rising from the mountains. There was no study performed before to examine Turkish Children's drawings of nature. Future research is needed to explore this phenomenon with different age groups. In what age Turkish children start drawing nature in a certain way? In what age Turkish children stop drawing nature in this certain way? Or do they ever stop? (Contains 2 tables and 2 figures.)
Kindergarten Children's Perception of Animals Focusing on the Look and Fear of Animals
Author: Kubiatko, Milan
Date: 2012-00-00
Type: Journal Articles
Subjects: Kindergarten,Young Children,Animals,Childhood Attitudes,Fear,Identification,Gender Differences,Age Differences,Interviews,Foreign Countries

The study is focusing on the finding out the children's perceiving of animals from the view of look and fear. The additional aims were to find out the influence of gender and age on the perceiving of animals from the view of look and fear. The sample size was created by the 27 Czech kindergarten children from two kindergartens. The number of 5 years old children was 13 and rest was 6-years old children. The number of boys was 17 and number of girls was 10. The procedure included face-to-face closed interview with every children individually. The ten colored pictures with animals were presented to children. The questions were focused on the identification of animals, evaluation of animals according the look and the fear. There was not find out significant influence of gender and age on the results. In the conclusion of study are suggested some implications. (Contains 2 tables and 4 figures.)
Children's Images of Scientists: Does Grade Level Make a Difference?
Author: Ozel, Murat
Date: 2012-00-00
Type: Journal Articles
Subjects: Kindergarten,Grade 3,Grade 5,Scientists,Childhood Attitudes,Stereotypes,Freehand Drawing,Childrens Art,Portraiture,Cognitive Structures,Foreign Countries,Age Differences

The purpose of this study was to assess children's images of scientists by using the Draw-A-Scientist Test (DAST) and to determine if differences in these images exist between grade levels. The DAST was administered to 243 children who were enrolled in kindergarten (aged 6) and grade 3 and 5 (aged 9 and 11). Findings obtained from the study revealed that, in general, children possess stereotypical views of scientists using the DAST with their drawings displaying fewer indicators of the stereotypic model on average. Results indicated that there are significant differences in students' stereotypical images of scientists depending on grade level. The results also showed that fifth grade students created images of scientists with more stereotypical elements compared to drawings created by students in kindergarten and grade 3. (Contains 10 tables and 1 figure.)
Early and Late Language Start at Private Schools in Turkey
Author: Cepik, Saban
Date: 2012-00-00
Type: Journal Articles
Subjects: Achievement Tests,English (Second Language),Foreign Countries,Second Language Learning,Language Skills,Language Proficiency,Private Schools,Questionnaires,Teacher Attitudes,Beliefs,Cognitive Structures,Age Differences,Outcome Measures,Educational Attainment,Early Experience,Language Tests,Comparative Analysis,Comparative Testing

This study examines the interaction effect of age in L2 attainment. It explores whether success in foreign language learning at early childhood grades varies depending on age. It also addresses the beliefs of foreign language teachers regarding the variables under review. Eighty-three 11 year-old language learners who started learning English at different ages were placed into two groups. The initial exposure of the early starters was 5-6 and of the late starters, 9-10. A set of language proficiency tests covering all four-language skills were given to the participants to determine the possible differences in the proficiency of the two groups. Also, qualitative data was collected from 6 teachers through a questionnaire that aimed to elicit their beliefs regarding the effect of age on L2 attainment. The findings showed that the early starters did not perform significantly better than the late starters in any of measures. The teachers, however, indicated that the early language learners had more positive attitude towards English compared to the late starters. Findings underscore that language attainment may involve a lot of variables and that early age may not take account of the whole issue. (Contains 2 tables.)
Turkish Young Children's Views on Science and Scientists
Author: Ozgelen, Sinan
Date: 2012-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 3,Scientists,Young Children,Childhood Attitudes,Scientific Attitudes,Questionnaires,Freehand Drawing,Content Analysis,Foreign Countries,Student Surveys,Scientific Methodology

The purpose of the study was to investigate 3rd grade primary students' views on science and scientists. The sample consisted of 254 3rd grade public school students in Mersin. Primary students were asked to answer three basic questions; 1) What is science? 2) Who does science? 3) How is science done? Primary students were requested to give written answers written, and given a choice if they wanted to draw a picture for these questions. This study is exploratory in nature. The qualitative approach data collection methods were applied. In this study, the analyses of documents were separated in two main parts. First one is written responses for the three questions. The second is students' pictures, which primary students draw on the page. For the analysis of stereotypic features of students' drawings Chambers' DAST (Draw-A-Scientist-Test) score card was used. Results were discussed according to national and international related literature. At the national level 3rd grade students had less stereotype images of scientists than upper classes. At the international level Turkish primary students' perceptions/views of science and scientists are more realistic than other countries. Undoubtedly, these positive perceptions and views affect their attitudes toward science and scientist. (Contains 8 tables.)
An Examination of Articles Published on Preschool Education in Turkey
Author: Yilmaz, Kursad
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Preschool Education,Foreign Countries,Content Analysis,Research Methodology,Data Analysis,Literature Reviews,Meta Analysis,Journal Articles,Bibliometrics,Educational Research

This study aims to examine articles published in Turkey on Preschool Education both in terms of subject and method. Sample of the study based on document analysis in qualitative method consists of seven Turkey-based journals indexed in SSCI (Social Science Citation Index) and 10 journals indexed in Turkish Academic Network and Information Center (ULAKBIM). Descriptive statistics related to selected articles were first provided and then evaluations made through criteria form developed according to &quot;Criteria for Evaluating Studies in Social Sciences&quot; that Kircaali-Iftar edited from Gay and Airasian were provided. Among the journals examined are &quot;Educational Sciences: Theory &amp; Practice&quot; and &quot;Elementary Education Online&quot; journals in which most articles on preschool education were published. Journals examined were classified into five categories based on their subjects. Most of the studies in the selected articles focused on &quot;education in preschool education grade&quot;. Among these articles, articles focusing on &quot;language teaching, games and science teaching&quot; were examined. Most of the studies were descriptive studies. Questionnaires/scales, interview forms and tests were used as data collection tools and parametric analyses were used in data analysis. There is not any problem in reporting aims, results and suggestions parts of the studies, however, there are serious problems in model, population, sample, reliability and validity and data analysis of the studies examined and there is not any information related to representation rate of sample in the population. Also, while there is information regarding the reliability, there is not sufficient information on validity of studies. (Contains 8 tables.)
Adaptive Web-Assisted Learning System for Students with Specific Learning Disabilities: A Needs Analysis Study
Author: Polat, Elif
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Disabilities,Elementary School Students,Primary Education,Grade 1,Grade 2,Grade 3,Web Based Instruction,Needs Assessment,Expertise,Psychologists,Special Education,Specialists,Parents,Elementary School Teachers,Semi Structured Interviews,Holistic Approach

Because there is, currently, no education system for primary school students in grades 1-3 who have specific learning disabilities in Turkey and because such students do not receive sufficient support from face-to-face counseling, a needs analysis was conducted in order to prepare an adaptive, web-assisted learning system according to variables determined by the extent of learning disabilities. The scope of this study was limited to dyslexia, dyscalculia and dysgraphia. Data were collected from five subject area experts (psychologist and special education specialists) using semi-structured interview forms including open-ended questions, 15 parents, at least one of whose children has a specific learning disability and six classroom teachers via surveys including open-ended questions in the 2011-2012 academic year. A matrix diagram was prepared in order to analyze the data with a holistic approach and to show dependability and credibility of the study. The study revealed three main findings: a lack of information / interest about specific learning disabilities, the inadequacy of the Turkish Ministry of Education Specific Learning Disabilities Support Education Program, and the inadequacy of applications, both within and outside the classroom. The findings also showed that the students with specific learning disabilities need a web-assisted system that should be adaptive and which can be used both in school and at home. (Contains 5 tables.)
Environmental Education in 2002 and 2006 Early Childhood Curriculum
Author: Erdogan, Mehmet
Date: 2012-00-00
Type: Journal Articles
Subjects: Environmental Education,Preschool Curriculum,Early Childhood Education,Curriculum Development,Educational Objectives,Content Analysis,Comparative Analysis,Foreign Countries

The aim of the study is to analyze comparatively 2002 (previous) and 2006 (current) Early Childhood Curricula with regard to concepts and attainments associated with environmental education (EE). 2002 and 2006 preschool curricula were firstly retrieved from the web-site of Board of Education and then subjected to content analysis across 41 sub-components of environmental literacy (EL) which is the ultimate aim of EE. This comparative analysis of both curricula showed how much 2002 and 2006 curricula paid attention to environmental related concepts and attainments. The attainments related with knowledge were given more emphasis in both curricula compared with the attainments addressing to skills, affect and behavior. There is observable shift from knowledge to skills and behavior over 2002 to 2006. At the end of the study, suggestions are provided to curriculum developers and pre-service teachers for achieving the aims of EE. (Contains 10 tables.)
Children Rights in Social Studies Curricula in Elementary Education: A Comparative Study
Author: Merey, Zihni
Date: 2012-00-00
Type: Journal Articles
Subjects: Elementary Education,Democratic Values,Social Studies,Foreign Countries,Content Analysis,Comparative Analysis,Qualitative Research,Childrens Rights,Comparative Education,Child Welfare,Curriculum

Social studies classes educate students as citizens who are expected to adopt democratic values and apply their information and richness to their life. Social studies classes are the ones that include human rights education in the first place. The purpose of this study is to make a comparison of inclusion levels of children's rights issues in Turkish and USA social studies curricula. The study adopts the survey model. Data source of the study is all the gains in social studies curricula of Turkey and the USA. We used the content analysis, which is a qualitative research method, in this study. Turkish social studies curriculum was found to include children's rights more than USA curriculum does. Gains with right to participation takes the most place in Turkish social studies curriculum whereas gains with the right to development take the most allocated place in USA social studies curriculum. In addition, neither country's curriculum included gains with the children's right to protection in social studies curricula. (Contains 2 tables.)
Investigation of MONE Preschool Program for 36-72 Months Old Children (2006) According to Children Rights
Author: Batur Musaoglu, Ebru
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Childrens Rights,Preschool Education,Preschool Children,Content Analysis,National Curriculum,Teaching Guides

In Turkey, the preschoolers are being schooled under the guidelines of MONE (Ministry of National Education) Preschool Program for 36-72 Months Old Children (2006). The aim of this research is to investigate how children's rights are involved in this program. In this qualitative research based on document analysis, program book and Teacher Guide were analyzed using content analysis method. Frequency of children right categories (survival, development, protection, participation) in each sentence is coded and presented in tables and graphics. Findings indicate that development and participation rights take part in the program mostly and the large part of development rights is right to a quality public education. Protection rights are merely mentioned. Although there are a few findings that conflict with the Convention on the Rights of the Child, it is clear that the program is not based on the convention. Restructuring is needed for upbringing children with human right culture. (Contains 9 tables.)
Peer Reviewers' Dilemmas: Values Antinomies when Evaluating Higher Education Institutions
Author: Patry, Jean-Luc
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Peer Evaluation,Taxonomy,Conflict,Stakeholders,Interests,Evaluators,Goal Orientation,Achievement,Values,Institutional Evaluation

Whenever evaluations are done, there are antinomies of interests both within and between stakeholders. To account for such antinomies, taxonomy has been developed which will be presented and discussed using the peer review processes in university evaluations as example. The taxonomy contains four dimensions: a) seven values domains are distinguished (ethical, methods, social and interactive, legal, economic, personal, and societal values); antinomies can be within or between domains; b) antinomies can be of the either-or-type (dichotomy; "alternative antinomy"), or they can be of the more-or-less type (more of one issue implies less of the other; "gradual antinomy"); c) there are antinomies on the goal dimension (different goals of the same or of different stakeholders are in antinomy, i.e., cannot be achieved simultaneously) and on the means dimension (although the goals are not in antinomy, the means to achieve them are incompatible), on both dimensions there can be alternative and gradual antinomies; d) a normative hierarchy for decision making in the case of antinomies is proposed and argued for. In evaluating higher education institutions with peer review, all types of antinomies can be found. Examples for such antinomies we have encountered in practical evaluations will be given, and a prototypical antinomy will be analyzed in detail: The peers are seen as stakeholders, and their interests and goals will be discussed (antinomies within one stakeholder). Applying the normative hierarchy can help to find a solution, yet it cannot replace the evaluators' personal decision. (Contains 2 tables.)
Harmonising the Microsystem of the Educational Concept &quot;Competence&quot;
Author: Pukelis, Kestutis
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Competence,Translation,Definitions,Skills,Aptitude,Knowledge Level,Indo European Languages,Concept Formation,Comprehension,Qualifications,Educational Policy

Various texts related to education policy and education research have recently started using two conjugate concepts &quot;competency&quot; and &quot;competence&quot;. These terms are sometimes treated as synonyms of a single concept; however, in other cases they are separated and used as two terms of different educational concepts. English also has some confusion over the terms &quot;competency&quot; and &quot;competence&quot;. They are presented and discussed differently in different resources, i.e. in some cases their meanings correspond but in other cases they differ. All this unnecessary confusion indicates the necessity of concept harmonisation. The analysis of the features of the Lithuanian concepts and their comparison with the English equivalents has shown no objective reasons to use both concepts. These reasons are revealed when discussing the whole microsystem of the concept &quot;competence&quot;. The microsystem involves such concepts and terms as &quot;competence&quot;, &quot;skill&quot;, &quot;aptitude&quot;, &quot;ability&quot;, &quot;knowledge&quot;, &quot;understanding&quot;, and &quot;automatic skill&quot;. The authors of the article suggest to stop using the English term &quot;competency&quot; and the Lithuanian &quot;kompetencija&quot; as they do not have a clear place in the system of concepts, are synonymously used together with other terms to name already existing concepts or sometimes even do not signify any concept at all. This would prevent from both subject field and translation related confusion. (Contains 15 footnotes.)
Teacher Language Competence Description: Towards a New Framework of Evaluation
Author: Sokolova, Nataliya
Date: 2012-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Instruction,Teacher Education,Competency Based Teacher Education,Teacher Competencies,Language Proficiency,Communicative Competence (Languages),Pedagogical Content Knowledge,Classroom Communication,Foreign Countries

The article is centred around the concept of &quot;language competence of a foreign language (FL) teacher&quot; and the ways it can be evaluated. Though the definition of teacher language competence might sound obvious it has not yet been clearly structured and, therefore, no component has been thoroughly described. I use this fact as a starting point and analyse various sources, from academic articles to examination reports to present my view of language teacher language competence with emphasis laid on both in- and out-of-classroom communication. I come out with a list of topics a FL teacher might deal with together with communicative skills and language awareness they require to function successfully and which, therefore, should be subject to evaluation. To conclude, I present a tentative definition of a FL teacher language competence and analyse issues likely to arise in its assessment. These could develop into more detailed standards for teachers' initial training as well as clearer definition of teacher competence evaluation frameworks at teacher training colleges and universities. (Contains 2 tables, 2 figures and 8 footnotes.)
Academics' Reflections on the Use of ePortfolio Documentation of Pedagogical Skills: A Pilot Study
Author: Sjogren, Elaine
Date: 2012-00-00
Type: Journal Articles
Subjects: Interviews,Focus Groups,Research Skills,Teaching Skills,College Faculty,Portfolios (Background Materials),Electronic Publishing,Mentors,Reflective Teaching,Reflection,Foreign Countries,Teacher Education,Teacher Attitudes

Evaluation of university teachers' performativity has become a common feature of university policies. The Swedish Higher Education Ordinance states that equal attention should be paid to pedagogical skills and research skills when appointing academic staff. Hence, the definition and documentation of pedagogical skills have become increasingly important. The aim of the present study was to describe academics' experiences of starting and composing a structure in an ePortfolio for documentation of pedagogical and didactical skills. Fifteen teachers participated in a pilot study in which they were required to develop a personal ePortfolio. Focus group interviews with the participants highlighted factors of importance for the success of establishing a personal ePortfolio: clearly communicated goals and procedures provided by the university, a flexible structure for documentation, and the need for support in the process through mentoring. Keeping an ePortfolio challenges the boundaries of what is teacher-owned content and what becomes visible to the external assessment systems used to collect evidence of skills.
Quality Assessment Parameters for Student Support at Higher Education Institutions
Author: Sajiene, Laima
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Environment,Educational Quality,Quality Assurance,Evaluation Criteria,Benchmarking,Academic Support Services,Ancillary School Services,Program Effectiveness,Program Evaluation,Design Requirements,Program Descriptions

The research presented in this article aims to validate quality assessment parameters for student support at higher education institutions. Student support is discussed as the system of services provided by a higher education institution which helps to develop student-centred curriculum and fulfils students' emotional, academic, social needs, and acts as a precondition for successful academic performance. The article emphasises that the quality of student support can be assessed through academic and non-academic student support dimensions. The following criteria are used to describe the academic dimension: career designing services, academic student information and counselling services, first year students' orientation courses, support for international students, foreign language centre services, library services, and distance study centre services. The non-academic dimension involves psychological counselling services, accommodation services, financial support and legal counselling, services that promote a sense of community, health services, and support for students with disability. (Contains 1 table and 4 footnotes.)