ethanporcaro/eric-fulltext-meta huggingface dataset:
How Do Kastamonu University Education Faculty Fine Arts Education Department Music Education Department Students Use Their Smartphones?
Author: Kabatas, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,College Students,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Computer Oriented Programs,Learning Activities

This work; Kastamonu University, Department of Fine Arts Education Faculty of Education was made to students in the Music Department in Turkey. The study is a descriptive field study and it was conducted with a questionnaire model. The study group of this study consists of all students of Kastamonu University Education Faculty Music Education Department. The aim of this study is to get an idea about the use of smart phones by music department students. In the study, a review was made of how music students use their smartphones. The questionnaire method was used to answer questions such as what kind of applications they use on smartphones and how much they benefit from the applications they use professionally. Research questions were asked which applications are the most popular for personal and school use, which applications are satisfied and which applications they are not satisfied with. The data obtained were presented in the form of a table and interpreted. It was concluded that the students used certain programs on their smartphones beneficial for their field education. The study is important because it contributes to researchers, field experts and similar studies.
The Development of Indicators for Transformational Leadership of Undergraduate Students at Thailand National Sports University
Author: Sukdee, Thitipong
Date: 2021-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Undergraduate Students,Team Sports,Universities,Student Attitudes,Accuracy,Comparative Analysis,Factor Analysis,Foreign Countries,Rating Scales,Student Leadership,Goodness of Fit,Information Retrieval

This paper develops indicators for transformational leadership of undergraduate students at Thailand National Sports University. The development of these indicators was based on in-depth interviews with six informants. The research instrument was a semi-structured interview form. The data collected were inductively analyzed. The development of indicators was accomplished through the synthesis of the data and the conceptual framework for this research investigation. Evaluate indicators of Accuracy Standard Propriety Standard with of five experts was compared with the principle of 3.50, using the research instrument was an Evaluation Form and thence the verification of the quality of the congruence of the indicators. The sample population consisted of 450 undergraduate students at Thailand National Sports. The research instrument was a rating-scale questionnaire. Confirmatory factor analysis (CFA) was utilized in conjunction with reliance on the maximum likelihood estimation (MLE) technique. Findings were as follows: 1) In regard to the development of indicators for transformational leadership of undergraduate students at Thailand National Sports University, results were as follows: The aspect of idealized influence engendered eight keywords and twenty-two subtopics. The aspect of inspiration motivation exhibited six keywords and thirteen subtopics. The aspect of intellectual motivation evinced six keywords and fourteen subtopics. The aspect of individualized consideration displayed five keywords and eleven subtopics. 2) Assessing indicators for transformational leadership of undergraduate students at Thailand National Sports University All aspects were significantly higher than the threshold 3.50 at the .05 level. 3) The development of indicators for transformational leadership of undergraduate students at Thailand National Sports University were found to have twenty-five indicators. The verification of the quality of appropriateness for the indicators for transformational leadership of undergraduate students at Thailand National Sports University showed that chi-square (X[superscript 2]) was at 552.93; (probability-value [p-value] at 0.000); degrees of freedom (df) at 271; relative X[superscript 2] at 2.04; goodness of fit index (GFI) at 0.91; adjusted goodness of fit index (AGFI) at 0.90; Normal Fit Index (NFI) at 0.99; Comparative Fit Index (CFI) at 0.99 and the root mean square error of approximation (RMSEA) at 0.04. It is concluded that transformational leadership of undergraduate students at Thailand National Sports is consistent with empirical data.
Friends with Benefits: Collaboration between a State University and a School District Designed to Improve Teaching and Learning for Bilingual Students
Author: Skinner, Elizabeth A.
Date: 2019-00-00
Type: Journal Articles
Subjects: College School Cooperation,Bilingual Education,Biculturalism,Public Schools,School Districts,Teacher Education Programs,Bilingualism,Federal Aid,Program Descriptions,Elementary School Teachers,Preservice Teacher Education,English Language Learners

This article describes a long-term collaborative effort between a college of education and a public school district in Illinois. As both the district and the Bilingual-Bicultural Education Program at the university sought to improve the teaching and learning for emergent bilingual students, the relationship between the two institutions evolved. The result is a pipeline of teacher candidates, specifically prepared to work in the district's dual language schools. The article describes the implementation of the federally funded program as well as the challenges encountered over the course of the collaboration.
The Relationship between Functional Literacy and Problem-Solving Skills: A Study on 4th-Grade Students
Author: Özenç, Mehmet
Date: 2021-08-00
Type: Journal Articles
Subjects: Functional Literacy,Problem Solving,Elementary School Students,Grade 4,Foreign Countries,Predictor Variables,Family Environment,Educational Environment,Metacognition

This study explored the relationship between 4th-grade students' functional literacy levels and their problem-solving skills and the effect level of students' functional literacy experiences on their problem-solving ability. Employing the quantitative research approach, relational survey design, one of the general survey designs, was used in the study. The study universe was 4th-grade students attending public elementary schools in the central districts of Gaziantep. The study was conducted on a sample of 744 4th-grade students who were selected by a simple random sampling method. In the study, data were collected with scales related to two different variables, functional literacy and problem-solving. Necessary approvals for the study were taken before the implementation. SPSS 15.0 package program was utilized to analyze the data. Frequency and percentage were performed to determine the demographic information of participating students; arithmetic mean, standard deviation and standard error were performed to determine the functional literacy levels and perception levels of problem-solving skills; Pearson product-moment correlation coefficient to determine the relationship between functional literacy and its sub-dimensions, and perceptions of problem-solving skills; and finally, multiple regression analysis calculations were made to determine the predictive power of functional literacy and its sub-dimensions on perceptions of problem-solving skills. According to the study results, students' functional literacy levels were at a medium level and their problem-solving skills were at a partially high level. Also, there was a positive significant relationship between the students' functional literacy levels and their problem-solving skills. Furthermore, it was determined that functional literacy and its subdimensions significantly predicted students' problem-solving skills. The study results were discussed within the framework of the related literature.
Developing Language and (Pre)literacy Skills in Deaf Preschoolers through Shared Reading Activities with Bimodal-Bilingual eBooks
Author: Mirus, Gene
Date: 2019-00-00
Type: Journal Articles
Subjects: Deafness,Emergent Literacy,Preschool Children,Recreational Reading,Electronic Publishing,Childrens Literature,Multilingual Materials,Learning Modalities,Reading Strategies,Sign Language,Written Language,At Risk Students,Bilingualism,Picture Books,Teaching Methods,Interaction,Visual Stimuli,Cues,Parent Child Relationship,Rhyme,Language Rhythm,Repetition,Finger Spelling,Attention,Family Environment,Educational Environment,Early Childhood Education,Handheld Devices,Telecommunications,Story Telling

Encouraging relaxed and playful interaction over stories naturally fosters language interaction and both preliteracy [hereafter (pre)literacy skills] and literacy without anxiety. Reading for pleasure is valuable for young hearing children -- we know that, it is among the most beloved family rituals. In this article we argue that reading for pleasure needs to be recognized as valuable for young deaf children and needs to become a beloved family ritual for them, as well. One way to achieve this is to read ebooks to deaf children in order to advance their communication and other (pre)literacy skills. An exploration of these types of books showed that bilingual-bimodal ebooks are being produced to promote literacy through explicit pedagogical techniques, so adults have to learn specific methods to share the books with the children. As an alternative, we describe the Reading Involves Shared Experience (RISE) project, which produces bimodal-bilingual ebooks. Our analysis discusses how using this approach can advance a range of (pre)literacy skills through playful shared reading with deaf children.
Infusing Evidence-Based Practices in Pre-Service Preparation Program for Teachers of Culturally and Linguistically Diverse Students
Author: Cho, Su-Je
Date: 2019-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Check Lists,Teacher Education Curriculum,Educational Experience,Preservice Teachers,Cultural Differences,English Language Learners,Graduates,Teacher Attitudes,Teacher Certification,Teaching Methods,Student Needs,Student Diversity,Masters Programs,Program Effectiveness,Teacher Qualifications,Inclusion,Literacy,Educational Change,Urban Areas,Teacher Education Programs

This study evaluated the perceptions of graduates from a master's level teacher education program on the effectiveness of their program that incorporated evidence-based practices (EBPs). Specifically, the study explored how the newly revised teacher education curriculum assisted them in becoming qualified in their certification areas. Seventeen graduates participated in the study. Using a checklist graduates indicated their use of various EBPs in three categories in classrooms with culturally and linguistically diverse (CLD) students. They also engaged in a mini-focus group to discuss their perceptions of the educational experiences they participated in. The results revealed that the revised curriculum equipped graduates with necessary evidence-based tools to meet the learning needs of diverse learners, particularly CLD students. Results also indicated that their perceptions of the teacher education program were generally favorable and that the majority of graduates used various EBPs in their CLD classrooms regularly. Overall, the study provides insight into how the broad spectrum of EBPs can be systematically implemented into the curriculum and how such efforts can positively impact pre-service teachers who are prepared for urban diverse classrooms.
Analyzing Pre-Service Teachers&apos; Educational Philosophy Preferences, Curriculum Design Orientation, and Epistemological Beliefs with Structural Equation Model
Author: Börekci, Caner
Date: 2021-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Educational Philosophy,Preferences,Curriculum Design,Epistemology,Student Attitudes,Beliefs,Foreign Countries,Correlation

The purpose of this study is to examine the partial mediating effect of epistemological beliefs in the correlation between preferences towards educational philosophy and the curriculum design approach of preservice teachers. For this purpose, pre-service teachers' educational philosophy preferences, curriculum design orientation, and epistemological beliefs have been analyzed, and a model has been developed. Three different instruments have been implemented to randomly chosen 568 pre-service teachers in several departments in Necatibey Faculty of Education of Balikesir University in Turkey. In the analyzing process, first, a measurement model has been developed, and compatibility of the model with real data has tested, second, Pearson correlation coefficients have calculated, and the levels have defined, third, t values have calculated for the direct effect between preference for educational philosophies and curriculum design orientation preference, and at last, the epistemological beliefs have added to the model, and the moderating role on them has calculated. Based on findings, it can be concluded that from the pre-service teachers perspective; there is a positive correlation between widely accepted educational philosophies, and curriculum design orientations and there is a positive correlation between epistemological beliefs in effort and contemporary educational philosophies. In line with that, there is a positive correlation between epistemological belief in effort, and student-oriented design and problem-oriented design. Besides educational philosophy preferences (P=0.14) and epistemological beliefs (P=0.18) have a separate effect on curriculum design orientation, and epistemological beliefs (CIs=-0.029 ~ 0.588) do not have a mediating role on the effect of educational philosophy preferences.
Emotional Design of Educational Animations: Effects on Emotion, Learning, Motivation and Interest
Author: Bülbül, Ali Haydar
Date: 2021-08-00
Type: Journal Articles
Subjects: Design,Animation,Multimedia Instruction,Instructional Effectiveness,Emotional Experience,Learning Motivation,Student Interests,College Students,Public Colleges,Retention (Psychology),Difficulty Level,Learning Processes,Foreign Countries

This study aims to investigate the effect of different formats of emotionally designed educational animations in terms of the emotional worthiness of the material, retention and transfer, intrinsic motivation, subject interest and cognitive load. In this direction, an experimental research approach was adopted. Five emotionally diverged animations were developed for the study, one of which was designed without adding any appealing illustrations. Animations were about the life cycle of low mass stars and was developed by researchers under the supervision of an animation expert. With one control and four treatment groups, experiment was carried out with the participation of 256 students at a state university in Turkey. Data were gathered using Turkish adaptation of Subject Interest Scale, Intrinsic Motivation Scale, one-item Subjective Cognitive Load Scale, and a retention test, a transfer tests and an emotional experience survey which were developed by the researchers. Turkish adaptation process of Subject Interest Scale and Intrinsic Motivation Scale were also conducted by the researchers. Findings showed that two of the animations, both of which included character animations and one of which was enhanced by an introduction music and emotionally complementary sound effects, were emotionally effective. According to the results, emotionally effective animations had positive effects on transfer, intrinsic motivation and subject interest while no effect was found in terms of retention and cognitive load.
Teachers&apos; Views on Stress and Internet Addiction Due to Cultural Differences
Author: Kizilok, Gülsah Ezgican
Date: 2021-08-00
Type: Journal Articles
Subjects: Teacher Attitudes,Internet,Foreign Countries,Cultural Differences,Coping,Stress Variables,Content Analysis,Intervention,Addictive Behavior

Technology and internet usage, which has become a common practice in almost every context, sometimes becomes a source of stress for the individuals, on the other hand, it also acts as a means of coping with stress. The adaptation process to be experienced by individuals who have participated in a new culture may form stress sources in these individuals, and this stress may lead to internet addiction. The purpose of this research is to review the stress sources of the teachers assigned in Van province of Turkey from other provinces and the relationship between the stress sources and internet addiction tendency. The research was conducted with 17 teachers working in Van province. The data of the research was collected by semi-structural interview form developed by researchers. Descriptive analysis and content analysis techniques were used in the analysis of data. As a result of the research, it was found that teachers demonstrate tendency of internet addiction through developing stress due to cultural differences, however they do not attempt to prevent it. It is suggested to detect internet addiction tendencies in teachers assigned in different cultures by research, to prevent the development of addiction behaviour by early interventions and to include teachers assigned in new cultures in cultural adaptation trainings.
Motivation to Teach: A Mixed Method Study
Author: Canli, Suzan
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Motivation,Teacher Attitudes,Gender Differences,Marital Status,Teacher Administrator Relationship,Peer Relationship,Teacher Student Relationship,Teaching Experience,Teaching Conditions,Family Problems,Parent Teacher Cooperation

The present study aimed to investigate the motivation to teach of the teachers and to determine the factors that affect motivation to teach. Convergent parallel mixed design was used in the study. The study sample included 157 teachers who were selected with the convenience sampling method. A data collection instrument that consisted of three sections was used to collect the study data. In the first part of the instrument, questions about personal variables and school stakeholders (administrator, colleague, student and parents) are included. In the second part, &quot;Teaching Motivation Scale&quot; developed by Kauffman, YilmazSoylu and Duke (2011) and adapted into Turkish by Ayik, Atas-Akdemir and Seçer (2015) takes place. In the third part, there are two open-ended questions created by the researcher. Descriptive statistics, independent samples t-test, Mann-Whitney U test, one-way analysis of variance, and content analysis were used to analyze the study data. In the study, it was observed that quantitative and qualitative findings were generally consistent. It was determined that attitudes and behavior of school administrators, students, colleagues, and parents towards the teachers and attitudes and behavior of the students towards the course were the factors that affected the motivation to teach of the teachers. It was determined that the marital status and professional seniority of the teachers did not affect the motivation to teach of the teachers. While quantitative findings demonstrated that gender affected extrinsic motivation to teach, there was no qualitative evidence that gender affected motivation to teach. In the study, various recommendations such as supporting teachers, appreciation of their work, and showing respect were presented in the study to improve the motivation to teach of the teachers. [This study was presented as a verbal presentation at the 6th International Eurasian Educational Research Congress, June 19-22, 2019, Ankara, Turkey.]
The Mediation Role of Personal Meaning Profile in the Relationship between Resilience Capacity and Meaning in Life
Author: Çolak, Tugba Seda
Date: 2021-08-00
Type: Journal Articles
Subjects: Resilience (Psychology),College Students,Profiles,Foreign Countries,Student Attitudes,Correlation,Achievement,Relationship,Intimacy,Religion,Self Concept

The main purpose of this study is to examine the mediation role of personal meaning profile in the relationship between resilience capacity and meaning in life. Data has been collected from 371 college students using Resilience, Personal Meaning Profile and Meaning in Life Scales. Jamovi 1.1.4 statistical program has been used for the analysis of the data. In the study, it has been observed that meaningful relationships exist between the sub-dimensions of the personal meaning profile and resilience besides meaning in life. Results show that there is a meaningful and positive relation between resilience and meaning in life. It has been also observed that there has been a positive relation between meaning in life and the achievement, relationship, self-transcendence, self-acceptance, intimacy, and fairness sub-dimensions of the personal meaning profile. However, no meaningful relationship between resilience and the religion sub-dimension of the personal meaning profile has been found. Considering the findings of the research, there is a significant mediation role of the personal meaning profile, except for the religion and self-acceptance sub-dimensions, in the relationship between the resilience capacity and the meaning in life. All findings have been discussed in terms of literature and the suggestion for further studies has been made. [This study was presented as an oral presentation at the 3rd International Eurasian Educational Research Congress.]
A Study to Understand the Inclusion of Learners with and without Visual Impairment in a Secondary School in Lesotho
Author: Ralejoe, Malehlanye
Date: 2021-02-00
Type: Journal Articles
Subjects: Inclusion,Mainstreaming,Secondary School Students,Student Attitudes,Students with Disabilities,Visual Impairments,Adolescents,Educational Resources,Braille,Sensory Aids,Accessibility (for Disabled),Physical Environment,Peer Relationship,Teacher Student Relationship,Parent Participation,Physical Activities,Foreign Countries

The study reported on here was conducted to investigate the perceptions of 8 learners in a secondary school in the Maseru district of Lesotho about inclusive education as it relates to learners with visual impairment. This school had integrated children with visual impairment. The study was conducted using a qualitative research approach, and a case study format was adopted. Eight participants (aged 16-23; 5 girls and 3 boys) participated in the study. Two focus groups were formed: one comprised 4 learners without visual impairment, and another 4 learners with visual impairment. Focus-group discussions were followed up with individual interviews. The results reveal that learners (with and without visual impairment) had mixed opinions about the integration of learners with visual impairment in their mainstream school. On the one hand they pointed out that inadequate resources and the unwelcoming infrastructure of their school discouraged this integration. Those with visual impairment also pointed to their exclusion from sports activities by their peers, as well as the occasional use of exclusionary language by some of their teachers, as indicating that special schools were better places for them. On the other hand, the learners stated some of the benefits of including learners with visual impairment in their school. These included enabling peer tutoring, peer consultations, and a slower pace of teaching. Learners with visual impairment also stated that inclusion had improved their social life, by enabling them to learn better ways of living with people without visual impairment. Based on these benefits, learners welcomed the inclusion of those with visual impairment in mainstream schools.