ethanporcaro/eric-fulltext-meta huggingface dataset:
Levels of Well-Being and Involvement of Young Children in Centre-Based Provision in the Free State Province of South Africa
Author: Declercq, Bart
Date: 2011-09-00
Type: Journal Articles
Subjects: Foreign Countries,Well Being,Early Childhood Education,Young Children,Age Differences,Age Groups,Participation

This article reports on a study that examined the levels of young children's well-being and involvement in centre-based provision (birth to five years) at child, group and setting level in Free State, South Africa. The study was funded by the Flemish Department of Education and was executed in collaboration with the Free State Department of Education and the University of Free State. Nineteen settings were included in the study. The average setting was registered for 121 children (with ratio's varying from 30 to 326 children registered). Foundation Phase students from the 2nd and 3rd year of study at the University of Free State collected data through observation tools designed by the Centre for Experiential Education at Leuven University, Belgium. The core instrument uses the Leuven scales for well-being and involvement. Results of the study indicate that overall scores for well-being and involvement are low, but also that there are huge differences between different groups and settings. Thus, indicating that early childhood education in centre-based provision makes a difference.
The Educational and Psychological Support of Educators to Include Learners from Child-Headed Homes in Urban Classrooms
Author: Taggart, Nadia
Date: 2011-09-00
Type: Journal Articles
Subjects: Urban Schools,Heads of Households,Teacher Student Relationship,School Districts,Teacher Attitudes,Coping,Parents,Death,Learning Problems,Sexual Abuse,Attendance,Hunger,Attention Control,Student Needs,Food,Clothing,Learning Motivation,Intimacy,Self Efficacy,Foreign Countries,Barriers,Inclusion,Incentives,Government Role,Daily Living Skills,Capacity Building,Elementary Schools,Elementary School Teachers

The purpose of this study was to comprehensively capture teachers' classroom experiences and establish what educational and psychological support would help them as they were trying to include learners from child-headed homes in their classrooms and schools. The sample of teachers from two different Gauteng districts included members from the school management and school-based support teams. Data were collected through individual and focus group interviews, in addition to collages made by the teachers, survey questionnaires in which they were respondents, observations of their practice and concomitant field notes. Firstly, the findings indicate that teachers are not always aware that learner's are orphans or head their own households. They do not know how to assist learners in coping with the effects of orphanhood, which include: increased learning difficulties, incomplete schoolwork, failure to participate, school absenteeism, hunger, concentration difficulties, signs of sexual abuse, and accelerated adulthood. The efforts of teachers to create supportive learning environments include; impartial treatment, learning support provision, accessing support services and meeting their learners' basic needs for food, clothing, love, belonging, reassurance, motivation and encouragement.
The Unavoidable Need for Distributed Cognition in Teaching Literacy
Author: Snow, Catherine E.
Date: 2018-09-00
Type: Journal Articles
Subjects: Schemata (Cognition),Child Development,Literacy Education,Career Development,Communities of Practice,Stereotypes,Preservice Teacher Education,Behavior Change,Teaching Methods,Knowledge Base for Teaching,Foreign Countries,Beginning Teachers,Apprenticeships

Certain tasks are more likely to be solved by groups than by individuals, even when the individuals are highly skilled at aspects of the task. These are tasks such as filling out income tax forms or performing surgical operations, for which inputs from several individuals who have complementary domains of knowledge and skill are needed. I refer to such tasks as those that require 'distributed cognition', and argue that teaching children to read is a prime example of such a task. Teaching children to read requires distributed cognition because so much knowledge about language, about pedagogy, about child development, and about literacy development is needed to do it well. Expecting that individuals acquire all that knowledge in a relatively brief pre-service teacher education programme is unrealistic. I suggest that a model in which teachers work in teams, or in which novice teachers can call on experts for advice, would serve both students and teachers better. Such a model presupposes a career trajectory for teachers, in which greater experience and knowledge generates greater responsibility and higher status. We need to replace the apprenticeship of personal experience with professional learning communities that can nurture the development of every novice teacher. Teaching literacy also requires unlearning a long list of commonsense beliefs that are incorrect and that can disrupt optimal teaching. I suggest that, while stereotypes and group-based expectations are very difficult to eliminate, behaviours based on those beliefs can be changed -- and are more likely to be modified if work is undertaken collaboratively. Finally, distributed cognition is needed to compensate for the many difficult conditions under which teaching goes on. Overlarge classes, inadequate materials, poorly designed curricula, unsupportive school leaders, and many other challenges are faced regularly by teachers. Teachers should not be in the position of facing these challenges alone. In this article, I sketch out the kinds of knowledge that are required in teaching literacy, the kinds of widespread and common sense beliefs that need to be overcome in order to serve all children well, and the challenges to effective individual functioning that distributed cognition can help us address.
The Endangered Subject of Quality Visual Art Education
Author: Westraadt, Georina
Date: 2011-09-00
Type: Journal Articles
Subjects: Visual Arts,Art Education,Teacher Education,Visual Literacy,Art Teachers,Foreign Countries,Educational Change,Case Studies,Elementary School Teachers,National Curriculum

Quality and meaningful Visual Art education provides opportunities for learning and holistic development to all children at school. Research projects in this regard highlight the problems that teachers experience in this field. The contribution of higher education in the training of educators to provide for teachers in Visual Art education is important. Curricula of four local and one overseas university for the BEd training in the Arts are compared and discussed. The importance of literacy and numeracy at school level is not disregarded, but the fact that visual literacy is an important part of being literate is emphasised. The current shortage of well-trained Visual Art educators is a challenge. Overcoming this challenge will provide all members of future generations in schools with the learning opportunities that are available through quality Visual Art education. The impact of several reviews of the South African Educational system and the effect thereof on Visual Art education are discussed.
Investigating Attitudes of Prospective Mathematics Teachers towards the Use of Mobile Learning at a Higher Learning Institution
Author: Çelik, Halil Coskun
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Mathematics Teachers,Electronic Learning,Higher Education,Gender Differences,Educational Benefits

The aim of this study is to investigate the attitudes of prospective mathematics teachers towards mobile learning based on different variables and examine their opinions on this subject. This study used an exploratory design, which is a mixed design involving the analysis of qualitative and quantitative data collected together. The participants, which consisted of 181 prospective teachers, were selected by convenient sampling. The study was performed with a mixed method in which both qualitative and quantitative data were collected and analyzed together. The quantitative data of this study were collected by a mobile learning attitude scale, while the qualitative data were collected via a semi-structured interview form. Independent samples t-test was used to analyze the quantitative data, while content analysis was used on the qualitative data. As a result of the study, it was found that the attitudes of the prospective teachers towards mobile learning were on a medium-level both in the general total and sub-factor (freedom, advantages, practicality and limitations) scores, and the attitudes of the male participants were higher than those of the female participants. On the other hand, it was found that the prospective mathematics teachers had positive views on mobile learning, most stated that this type of learning has advantages and disadvantages and it may be used in extracurricular environments and increases course success, but it is not economical.
The Turkish Adaptation of 15-Item Version of the Need for Cognitive Closure Scale and Relationship between Thinking and Decision-Making Styles
Author: Yilmaz, Hasan
Date: 2018-00-00
Type: Journal Articles
Subjects: Thinking Skills,Decision Making,Correlation,Measures (Individuals),Foreign Countries,Turkish,Scores,Factor Analysis,Cognitive Style,Translation,Ambiguity (Context)

Need for cognitive closure refers to the need to reach a precise knowledge instead of confusion and ambiguity on a subject and the desire to make a decision as soon as possible. The purpose of the present research is to adapt the &quot;15-item version of the Need for Closure Scale&quot; developed by Roets and Van Hiel to Turkish and testing the relationships between thinking and decision-making styles and the need for cognitive closure through the adapted scale. The work group consists of 577 people who voluntarily participated. Confirmatory factor analysis was used to test the validity of the scale. Cronbach's alpha reliability coefficient was calculated to test the reliability of scale scores. The research also utilized Thinking Styles Inventory developed by Sternberg and Wagner and Decision Making Styles scale developed by Scott and Bruce. According to the findings of the research, need for Cognitive Closure Scale is a valid and reliable instrument that can be used to study the attitudes towards cognitive closure in Turkey. Additionally, cognitive closure and thinking and decision-making styles are related; the need for cognitive closure can also be regarded as an approach to thinking and decision-making.
Voice Hygiene Evaluation at 7th and 8th Grade Secondary School Students at Voice Change Period via Vocal Health Test
Author: Özaydin, Nilay
Date: 2018-00-00
Type: Journal Articles
Subjects: Voice Disorders,Hygiene,Grade 7,Grade 8,Secondary School Students,Screening Tests,Foreign Countries,Age Differences,Gender Differences

Voice hygiene is an important part of voice training process, so voice hygiene should be taken care for a healthy voice. This study which is conducted to evaluate voice hygiene of secondary school students who are at voice change period at 7th and 8th grade is a scanning model. Study group consists of 297 students in total, 142 male and 155 female students at the age of 13-15 who are studying at 7th and 8th grade of randomly chosen public schools in Meram Region of Konya. An analysis of the differences between the Vocal Health Test points according to the age, gender and grade variables of the students participating in the study was made. The Turkish adaptation was made by experts in the field and linguists. While the test is being prepared, each question was examined by the experts in the field for the validity of the scope, and it was stated that the questions represent the measured characteristic, they are also clear and understandable. As a result of the study, significant differences in Vocal Health Test points according to gender was found (P &lt;0.05). The Vocal Health Test point of females is lower than that of males, and it can be said that females are more at risk of voice hygiene than males. There is a meaningful difference between vocal health test points in terms of age groups (P&lt;0.05). The Vocal Health Test points of the students at the age of 14-15 are lower than the ones at the age of 13. It might be thought that voice change period is experienced more specifically at the age of 14-15, thus, if not paid attention, voice hygiene problem increases. When the grades are considered in terms of points, there is a significant difference between 7th grade and 8th grade students (P&lt;0.05). It can be said that the 8th grade students are more inclined to have voice hygiene problems when compared to 7th grades. Analysis results between grade and age support each other.
The Relationship between Humor Styles and Five Factor Personality Traits of Physical Education and Sports Students
Author: Isik, Utku
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Humor,Personality Traits,Physical Education,College Students,Personality Measures,Scores,Neurosis,Extraversion Introversion,Correlation,Gender Differences,Age Differences

The purpose of the study was to investigate the relationship between the humor styles and personality of the students of Physical Education and Sports College. The sample of the study consists of 732 students who have been established by random method and study in four different physical education and sports colleges of Turkey in 2014-2015 the spring term. &quot;The Five Factor Personality Traits&quot; and &quot;Humor Styles Questionnaire&quot; were applied to determine scores of the five factors personality traits and humor styles of students. The findings of this research have been summarized below. No significant difference has been found between average scores of participating students' gender, personality and humor styles. In terms of age variable, the mean neuroticism scores of participants in the age range from 23 and above are significantly higher in comparison to participants in the age range 22 and below. Consequently, it has been determined that there is a relation between the five factor personality traits and students' humor styles, besides it has been raised significant differences on their five factor personality traits and humor styles according to variables of participants' age and class.
The Relationship between Start Speed, Acceleration and Speed Performances in Soccer
Author: Yildiz, Suat
Date: 2018-00-00
Type: Journal Articles
Subjects: Team Sports,Motion,Athletes,Physical Activities,Performance Factors,Correlation,Age,Reaction Time,Exercise

Start speed, acceleration, and speed performance are critical factors affecting directly football player's performance. The aim of our study was to examine the relationship among these three abilities. 79 football players voluntarily participated in the study (height: 177,96 ± 5,4cm; weight 73,72 ± 7,85kg; training age: 10,59 ± 2,94 years; age: 21,90 ± 2,66 years). Participant's tests have been taken on non-consecutive days in RT (visual reaction test, Lafayette, Moart Reaction and Movement), Speed (Total 15m; Fusion Sport, Smart Speed), Start speed (0-5m; Fusion Sport, Smart Speed), and acceleration (5-15m; Fusion Sport, Smart Speed). The first 5m is start speed, 5-15m is acceleration phase and total 15m is speed. Significant correlation has been found between star speed and speed (p&lt;0,01); training age and start speed (p&lt;0,05); height and last 5m performance. Otherwise, the adverse correlation has been found between the second 5m and last 5m performances (p&lt;0,01). There is no significant correlation between reaction time and 15m speed performance (p&gt;0,05). There is significant correlation between acceleration and 15m speed (p&lt;0,05), and between second 5m (p&lt;0,01) and third 5m performances. The football players who have good rates of start speed times have good speed performance due to their physical capabilities. The rate of ground reaction forces is the most important factor that affects acceleration. Hence it's recommended that activities including Olympic weightlifting be performed to increase the rate of ground reaction forces.
The Effect of Computer Aided Education on the Skill of Word Stressing in Teaching Turkish as a Foreign Language
Author: Sariman, Gurbet
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Phonology,Turkish,Teaching Methods,Intonation,Second Language Learning,Second Language Instruction,Pretests Posttests,Foreign Students,Audio Equipment,Suprasegmentals,Speech Communication,Native Language,Scores

The purpose of the study is to investigate the effect of computer aided education on the skill of word stressing in teaching Turkish as a foreign language. Single group pre-test and post-test experimental design was used in the study. The group of the study consisted of 23 foreign students in Mugla Sitki Koçman University School of Foreign Languages Turkish Preparatory Program in 2014-2015 academic year. To improve the skill of word stressing, computer-assisted prosody training was applied to the students for 5 weeks. Data of the study was obtained from the &quot;Word Stressing Measurement Tool&quot; and the audio recordings of the students. In addition to these, words and compound words in the &quot;Word Stressing Measurement Tool&quot; were grouped according to the rules of Turkish word stress. The audio recordings taken from the students to determine the level of students' success in word stressing was examined and assessed in terms of fundamental frequency on Praat 3.8.47 speech analysis program. These results were analyzed using paired samples t-test on SPSS 20.0 statistical package software. Whether there is a significant difference between the pre-test and post-test scores of the students in the groups of the words and compound words in the &quot;Word Stressing Measurement Tool&quot; formed in terms of the rules of Turkish word stress and in the groups of the participants formed according to their mother tongue or the official language spoken in their countries were found out. As a result of the research, it was found that there was a significant increase in the participants' success of word stressing. These results indicated that computer aided word stress training has an effect on improving the skill of word stressing in teaching Turkish as a foreign language.
Middle School Students&apos; Learning Difficulties in the Ratio-Proportion Topic and a Suggested Solution: &quot;Envelope Technique&quot;
Author: Çalisici, Hamza
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Students,Grade 7,Mathematical Concepts,Fractions,Learning Strategies,Mathematics Tests,Achievement Tests,Misconceptions,Problem Solving,Foreign Countries

Ratio-proportion is one of the topics that middle school students have difficulty in comprehending. This study aims to determine the learning difficulties that seventh-grade students face while learning about ratio-proportion. Three commonly used strategies to solve ratio-proportion problems are buildup, unit ratio and cross-multiplication. The study also investigated the effect of the &quot;envelope technique&quot;, which included these three strategies and was developed to improve comprehending and success of students. The study was designed as an experimental study and 34 seventh-grade students participated in the study. The Ratio-Proportion Achievement Test developed by the researcher used to collect the data. The results illustrated that students frequently have misconceptions while solving ratio-proportion problems by confusing the direction of the operation in reducing and expanding the numbers constituting the proportion. It was concluded that the envelope technique is a method that assists students in reaching a rapid, correct solution in ratio-proportion problems, subsequently increasing their mathematical achievements.
Examining the Predictive Role of Scientific Creativity on Preservice Science Teachers&apos; Academic Motivation
Author: Bakaç, Ebru
Date: 2018-00-00
Type: Journal Articles
Subjects: Predictor Variables,Creativity,Preservice Teachers,Science Teachers,Foreign Countries,Measures (Individuals),Learning Motivation,Correlation,Grade 1,Grade 2,Grade 3,Grade 4,Creative Thinking,Science Process Skills,Schools of Education,Science Education

The purpose of this research is to examine preservice science teachers' development of academic motivation and scientific creativity. It also investigated the predictive role of academic motivation on preservice science teachers' scientific creativity. The study group of the research consisted of (N=140) preservice science teachers who are studying at the Faculty of Education located in Northwest Black Sea Region of Turkey during the fall semester of the 2016-2017 academic year. Data were collected through &quot;Academic Motivation Scale&quot; developed by Vallerand, Pelletier, Blais, Brière, Senécal and Vallières (1992) and adapted into Turkish by Unal Karaguven (2012) [49] and &quot;Scientific Creativity Scale &quot; developed by Hu and Adey (2002) and adapted to Turkish by Denis Celiker (2012) [16]. At the end of the research, it was found that internal motivation for success and age was an important predictor of preservice teachers' scientific creativity levels.
Exploration and Practice of Autonomous Learning Teaching Mode for Accounting Professional Courses Based on &quot;Rain Classroom&quot;
Author: Hu, Zhirong
Date: 2018-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Learning Strategies,Vocational Education,Higher Education,Educational Technology,Technology Uses in Education,Foreign Countries,Skill Development,Accounting,College Students,College Faculty,Independent Study,Curriculum

Autonomous learning ability is the ability of students to learn voluntarily. The book &quot;The Learning Revolution&quot; points out that one of the goals of education in the 21st century is to require students to understand learning strategies and learning methods and to put them into study practice. However, now the situation is that quite a number of our students do not understand how to learn and there are different levels of &quot;study obstacles&quot;. They cannot leave their teachers at all. This situation is really worrying. In today's higher vocational education, in addition to teaching students professional knowledge and skills, what should be cultivated is the students' &quot;The ability of Autonomous learning&quot;. As the saying goes, &quot;it is better to teach people how to fish than to give them fish directly&quot;. Therefore, it has become an important duty of teachers in higher vocational education to explore how to cultivate and improve students' autonomous learning ability in the teaching of professional courses in higher vocational education. Fortunately, I have met &quot;Rain Classroom&quot;, and with the help of the &quot;Rain Classroom&quot; online learning tool developed by &quot;Tsinghua University XuetangX&quot;, launched in April 2016, we could apply &quot;Rain Classroom&quot; to the teaching of professional courses and explore the teaching mode of professional courses based on &quot;Rain Classroom&quot; in order to better train and cultivate students' autonomous learning ability and improve the effectiveness of course teaching.