ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Parental Involvement, Trust in Parents, Trust in Students and Pupil Control Ideology on Conflict Management Strategies of Early Childhood Teachers
Author: Karakus, Mehmet
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Ideology,Classroom Techniques,Conflict Resolution,Structural Equation Models,Parent Participation,Parent School Relationship,Trust (Psychology),Parent Teacher Cooperation,Questionnaires,Teacher Student Relationship,Early Childhood Education,Foreign Countries

In this study it was aimed to determine the effects of parental involvement, teachers' trust in parents and students, and teachers' pupil control ideology on the conflict management strategies used by teachers in classroom management. Data were collected from a sample of 254 teachers through paper and pencil questionnaires. Data were analyzed with structural equation modeling approach and using Maximum Likelihood method. According to the results, as the parents are more involved, teachers develop trust in parents and their students, and their higher levels of trust lead teachers to develop a more humanistic orientation towards their students. Parental involvement and teachers' trust in parents and their students cause teachers to use more constructive conflict management strategies such as integrating, compromising and obliging. Teachers' lower levels of trust and their custodial orientation cause them to use dominating strategy. The results imply the importance of parental involvement and building trust for effectively solving the conflicts in the classroom. (Contains 3 tables and 1 figure.)
Preschool Children's Ideas on Sustainable Development: How Preschool Children Perceive Three Pillars of Sustainability with the Regard to 7R
Author: Kahriman-Ozturk, Deniz
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Student Attitudes,Sustainable Development,Semi Structured Interviews,Content Analysis,Gender Differences

The purpose of this study is to describe ideas of preschool children about sustainable development. Basic qualitative research was utilized and 36 preschool children enrolled in four different preschools in Ankara were included in the study. Semi-structured interviews were used to obtain data related to ideas of preschool children on three pillars (Environmental, Economical, and Social Cultural) of Education for Sustainable Development and analyzed with inductive content analysis based on 7R's (reduce, reuse, respect, reflect, rethink, and redistribute). Participant children reflected their ideas about reduce, reuse, respect, and recycle; while they did not report any ideas related to reflect, rethink, and redistribute. Moreover, gender did not seem to have an influence on preschool children's ideas about sustainability. It is suggested that sustainable practices should be integrated into early childhood curriculum and supported by preschool teachers, parents and society. (Contains 2 tables and 2 figures.)
Determination of Factors Affecting Preschool Teacher Candidates' Attitudes towards Science Teaching
Author: Timur, Betul
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preschool Teachers,Student Attitudes,Science Instruction,Influences,Positive Attitudes,Teaching Experience,Pedagogical Content Knowledge,Science Education,Education Courses,Teaching Methods,Mixed Methods Research,Attitude Measures,Focus Groups,Content Analysis

The purpose of this study was to determine preschool teacher candidates' attitudes towards science teaching and to examine the reasons behind their attitudes in depth. In this study, mixed methods were used including quantitative and qualitative data. Quantitative data gained by attitudes towards science teaching scale, qualitative data gained by focus group interview with 10 preschool senior teacher candidates. Data were analyzed by content analysis methods. At the end of the analysis four themes were attained. These four themes are; science content knowledge, experience of science teaching, opinions of the science education course in their undergraduate program, knowledge of science teaching methods. Preschool teacher candidates' attitudes towards science teaching were obtained good level. However, comfort-discomfort sub-dimension was identified as having medium attitude score. In addition, as a result of focus group interview data, science content knowledge and positive science teaching experience have been found to be most effective positive attitudes towards science teaching. In light of results obtained from the study, educational suggestions for preschool teacher candidates' attitudes towards science teaching are made. (Contains 1 table.)
The Effect of Science Activities on Concept Acquisition of Age 5-6 Children Groups
Author: Dogru, Mustafa
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Activities,Concept Formation,Astronomy,Preschool Children,Science Instruction,Preschool Education,Freehand Drawing,Childrens Art,Case Studies

Present research aims to determine the effect of science activities on concept development of preschool period age 5-6 children groups. Parallel to research objective, qualitative research pattern has been the selected method. Study group comprises of collectively 48 children from 5-6 age group attending to a private education institution in city of Antalya. Prior to conducting the research literature scan has been performed to identify &quot;the Earth, Sun and Moon&quot; relevant concepts corresponding to the age level of participants. Parallel to the science-related concepts activities such as &quot;Do you know our Solar System?&quot;, &quot;Do the planets move?&quot;, &quot;How are the movements of the Earth, Sun and Moon?&quot;, &quot;What are the phases of Earth, Moon?&quot;, &quot;How does night and day occur?&quot;, &quot;How does the Earth look like from the Space?&quot; have been implemented for a period of six weeks. In line with selected science-relevant concepts participants have been asked to draw pictures before and after the science activities while at the same time the researchers have recorded in writing what participants aimed to narrate via pictures. At the end of research it has been manifested that science activities is an effective technique in the acquisition of basic concepts related to &quot;the Earth, Sun and Moon&quot; as much as they positively affect development of already-existing concepts in children. (Contains 6 tables and 6 figures.)
In Pursuit of a New Perspective in the Education of Children of the Refugees: Advocacy for the &quot;Family&quot;
Author: Isik-Ercan, Zeynep
Date: 2012-00-00
Type: Journal Articles
Subjects: Refugees,Asians,Family School Relationship,Elementary Schools,Advocacy,Parent Participation,Trust (Psychology),Barriers,Asian Culture,Elementary School Students,Kindergarten,Grade 1,Grade 2,Grade 3,Primary Education,Educational Needs,Well Being,School Policy,Bilingualism,Community Education,Cultural Relevance,Interviews

This paper describes a qualitative inquiry into the experiences of Burmese refugee families with elementary schools in the U.S. and proposes a new perspective for serving the educational needs of refugee children. Data included in-depth interviews with 25 Burmese families in a midsize Midwestern city. Findings from the preliminary analysis demonstrated that due to their own limited school experiences, the parents did not know how they could advocate for their children's schooling and use academic opportunities. While the parents appreciated and encouraged their children's school learning, they lacked the resources to support their children in negotiating academic contexts. Moreover, the schools policies lacked innovation and resources to involve refugee parents. Finally, Burmese children's diverse out of school learning contexts and unique needs went unnoticed in school contexts. These findings suggest that educators, community agencies and policy makers take a new perspective, advocacy for the whole family, so that the parents might provide a stronger leadership in children's schooling. This could be accomplished in various ways: Advocacy for true bilingualism of refugee children, advocacy for family presence in school, support for community based academic learning and cultural responsiveness to the family goals for child growth. (Contains 1 table.)
Examining Cognitive Structures of Prospective Preschool Teachers Concerning the Subject &quot;Force and Motion&quot;
Author: Timur, Serkan
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Cognitive Structures,Scientific Concepts,Motion,Physics,Misconceptions,Concept Formation,Sentences,Association Measures,Foreign Countries

The purpose of this study is to identify the cognitive structures of prospective preschool teachers concerning the concepts included in the subject &quot;force and motion&quot;. The study was conducted on a total of 56 prospective teachers who studied Preschool Teaching at Canakkale Onsekiz Mart University. The Word Association Test (WAT) was employed to reveal their cognitive structures. In addition, each participant was asked to build up a sentence with each keyword, which, in turn, enabled their misconceptions and conceptual change processes to be disclosed. The WAT included 10 keywords related to the subject &quot;force and motion&quot;. Arranged to evaluate the results of the WAT, the frequency table presented the number of times each answer was repeated. A conceptual network was formed on the basis of the frequency table. The network was created through the technique &quot;cut-off point&quot; in order to reveal the conceptual changes in a decisive manner. It was found that the prospective teachers had misconceptions about such concepts as mass, weight, velocity, acceleration, frictional force and gravitational force, and that they had built up non-scientific sentences. It was concluded that the prospective teachers had not been able to internalize the subject &quot;force and motion&quot;. (Contains 1 table and 1 figure.)
An Examination of Locus of Control, Epistemological Beliefs and Metacognitive Awareness in Preservice Early Childhood Teachers
Author: Bedel, Emine Ferda
Date: 2012-00-00
Type: Journal Articles
Subjects: Children,Measures (Individuals),Locus of Control,Early Childhood Education,Epistemology,Metacognition,Preservice Teachers,Statistical Analysis,Correlation,Beliefs,Student Attitudes,Fantasy,Predictor Variables,Foreign Countries

This study aims to explore the locus of control, epistemological beliefs and metacognitive awareness levels of preservice early childhood education teachers and to determine the interrelations among these variables. 206 teacher candidates have been asked to fill out Rotter's Internal-External Locus of Control Scale, Central Epistemological Beliefs Scale and Metacognitive Awareness Scale. The statistical analyses revealed that there were meaningful correlations between Locus of Control and the first two factors of Central Epistemological Beliefs Scale, namely, Belief in Supernatural Powers, and Belief in Superstitious Rituals; and between Metacognitive Awareness and the last two factors of Central Epistemological Beliefs Scale, namely, Belief in Science as a Source of Knowledge, and Belief in a Rational Society. Another important finding was that Belief in Supernatural Powers and Belief in Superstitious Rituals were important predictors of Locus of Control. (Contains 4 tables.)
The Effects of On-Time, Delayed and Early Kindergarten Enrollment on Children's Mathematics Achievement: Differences by Gender, Race, and Family Socio-Economic Status
Author: Yesil Dagli, Ummuhan
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Enrollment,Minority Groups,Race,Kindergarten,Mathematics Skills,Socioeconomic Background,Gender Differences,Racial Differences,Socioeconomic Status,School Entrance Age,Longitudinal Studies,Predictor Variables,Statistical Analysis,Age Differences,Young Children

This study was an examination of the effect of delayed, early, and on-time kindergarten enrollment on children's kindergarten mathematics achievement. Central for this study was to explore if the relationship between the kindergarten enrollment status and mathematics achievement varies by children's gender, race, and family SES status. It used a nationally representative sample of ECLS-K data collected in the United States of America. On average, findings of this study suggested that children with delayed enrollment in kindergarten had stronger mathematics skills than children with on-time enrollment in kindergarten, who had stronger skills than children with early enrollment. However, this pattern of relationship appeared to be different for children from lower socioeconomic background and children from racial minority groups by their gender. (Contains 3 tables and 12 figures.)
The Perceptions of School Counselors and Principals towards New Psychological Counseling and Guidance Services in Early Childhood Education in Turkey
Author: Aliyev, Ramin
Date: 2012-00-00
Type: Journal Articles
Subjects: Guidance Programs,Psychological Services,Foreign Countries,Content Analysis,Psychology,Guidance,Early Childhood Education,Preschool Children,School Counselors,Principals,Administrator Attitudes,Counselor Attitudes,Counselor Training,Surveys,Nursery Schools

The purpose of the study was to understand the perceptions of the school administrators and psychological guidance counselors towards guidance service for early childhood education. The main objective of the study was to comprehend the perceptions of the administrators, and guidance counselors in regards to the psychological services given in pre-school. This study was qualitative in nature and data collection was conducted using qualitative methods. Data collection was conducted through the collection of personal information and open-ended questions on a survey. A descriptive content analysis method was used in analyzing the data and each author carried this out. The authors agreed on the main themes that emerged from the data. The findings suggest that the psychological counselors and administrators had not received enough education to apply counseling to pre-school child. Especially at the undergraduate level, courses were very limited and insufficient in preparing counselors for that particular age group. Specific training is needed for that age level so that guidance counselors feel confident that they may be able to provide knowledgeable guidance services in the early childhood age group. This is crucial because we know that there are many advantages to early intervention. This type of service is necessary if we want children to develop to their full potential. (Contains 1 table.)
The Contribution of School-Family Cooperation on Effective Classroom Management in Early Childhood Education
Author: Savas, Ahmet Cezmi
Date: 2012-00-00
Type: Journal Articles
Subjects: Family School Relationship,Educational Cooperation,Early Childhood Education,Preschool Education,Classroom Techniques,Parents,Parent Attitudes,Preschool Teachers,Teacher Attitudes,Semi Structured Interviews,Content Analysis,Foreign Countries

This study aims to determine the level of the contribution of school-family cooperation on effective classroom management in early childhood education, and what should be desired contribution according to views of parents and teachers. The data was collected qualitatively through semi-structured interview forms in downtown Gaziantep during the during the spring semester of 2011/2012 academic year. The participants of this study are; 28 preschool teachers, and 23 parents of the students of the selected 5 schools with convenience sampling method. Descriptive analysis and content analyses were performed for analyzing the interview results. As the findings of this study showed; most of the teachers think that the parents give them support in all the questioned dimensions except when coping with students' misbehaviors. However, some of the teachers and parents think that there are still problematic areas in the school-family cooperation and various improvements should be made for developing this cooperation. (Contains 12 tables.)
Czech Children's Drawing of Nature
Author: Yilmaz, Zuhal
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Freehand Drawing,Childrens Art,Kindergarten,Young Children,Physical Environment,Childhood Attitudes,Environmental Education,Geometry,Spatial Ability

Do world children draw nature pictures in a certain way? Range of mountains in the background, a sun, couple clouds, a river rising from mountains. Is this type of drawing universal in the way these nature items are organized on a drawing paper? The sample size from Czech Republic included 33 participants from two kindergartens. They were 5 and 6 years old. The number of boys was 14 and the number of girls was 19. The first step of the data obtaining was the contact with the teacher, who was present in the class during all collection of data. Czech children's nature drawings did not support the assumption of a universal type of children's nature drawings. (Contains 2 tables and 3 figures.)
America's Public School Kindergarten Teachers' Job Turnover and Associated Factors
Author: Yesil Dagli, Ummuhan
Date: 2012-00-00
Type: Journal Articles
Subjects: Kindergarten,Preschool Teachers,Public School Teachers,Faculty Mobility,Teacher Persistence,Teacher Characteristics,Teacher Attitudes,Educational Environment,Teaching Conditions,Student Characteristics,Job Satisfaction,Teacher Burnout,Age Differences,Teaching Experience,Teacher Certification,Educational Attainment,Gender Differences,Racial Differences,Teacher Salaries

This study examined the effects of teacher characteristics, perceived school climate and work conditions, and students' characteristics on public school kindergarten teachers' act of moving to another school, leaving the profession and staying in the same school. The data came from School and Staffing Survey (SASS) and the Teacher Follow-up Survey (TFS) collected in the United States. The findings showed that teachers' demographic and professional characteristics were stronger predictors of mobility decisions than perceived school climate and working conditions, and characteristics of students. It underlined the importance of understanding the sources of turnover for subgroups of teachers and identifying movers and leavers when studying the turnover. (Contains 4 tables.)
Determining the Opinions of Preschool and Primary School Teacher Candidates on Creativity and Metaphorical Perception
Author: Sahin Zeteroglu, Elvan
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Elementary School Teachers,Opinions,Student Attitudes,Creativity,Figurative Language,Thinking Skills,Innovation,Student Surveys,Gender Differences,Student Characteristics,Foreign Countries

Aim of this research is to determine the opinions of teacher candidates about creativity and to reveal their perception of creativity concept through the use of metaphors. The data have been collected from 193 Preschool and Primary school teacher candidates and a survey, which had been prepared by researchers, has been used as the data-collecting tool. It is seen that teacher candidates see creativity as creating different, extraordinary, and genuine products. Teacher candidates see thinking skills, genuineness and innovation as features of a creative person. Teacher candidates think that not everybody can possess creativity and that it is an improvable and learnable feature. While it has been determined that there is a significant difference between gender, branch and the number of the books read in a year in respect of creativity, it is seen that 4th grade students have more positive opinions than other teacher candidates who are interested in painting. (Contains 27 tables.)
Using a Dilemma Case in Early Childhood Teacher Education: Does It Promote Theory and Practice Connection?
Author: Koc, Kevser
Date: 2012-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Preservice Teacher Education,Early Childhood Education,Theory Practice Relationship,Problem Solving,Preservice Teachers,Preschool Teachers,Foreign Countries

The purpose of this study is to investigate the effect of using case analyses on early childhood pre-service teachers' skills on connecting theory and practice, and solving ill-defined problems in teaching young children. In particular, the following research questions were explored: (1) To what degree are pre-service teachers able to make theory-practice connections in response to a written dilemma case of early childhood classroom? (2) What types of solution strategies did the participants suggest? (3) What is the potential value of using a dilemma case in solving ill-defined problems in early childhood education? 48 senior students enrolled in an early childhood education program participated in the study. The participants read, analyze and reflect on case of an early childhood teacher who is having a dilemma regarding a 4-year old child who seems to need special education. The data analysis revealed a notable influence of theoretical knowledge and specific perspective through inclusion provided in class on the students' essays. They suggested two solution strategies (a) strategies that aim to convince the parents to consult a specialist and (b) strategies that aim to support the child's development. The findings were discussed and potential implications were addressed in the paper. (Contains 1 figure.)
Development and Validity-Reliability Study of a Teacher-Child Communication Scale
Author: Erbay, Filiz
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Communication,Communication Skills,Preschool Teachers,Measures (Individuals),Preschool Education,Kindergarten,Reliability,Construct Validity,Content Validity,Factor Analysis,Factor Structure

One of the essential factors for preschool education to succeed and meet expectations is the presence of teachers who have effective communication skills. Effective communication between preschool educators and children influences children's school adjustment, developmental outcomes in different domains, and their future relationship with teachers. For this reason, measurement scales which determine to what extent teachers have these skills are needed. The purpose of the present study is to develop a scale which determines teacher's communication skills with children and to test the reliability and validity of the scale. Sample group is composed of 182 teachers for first application, and for second 207 teachers working at public and private kindergartens in Konya in the districts of Meram, Karatay and Selcuklu. Teacher-Child Communication Scale (TCCS) was used as a data collection tool in the present study. For content validity of TCCS, expert opinions were asked. In order to determine internal consistency reliability of the teacher-child communication scale, each dimension and the whole scale, Cronbach's alpha values were calculated. In order to test construct validity of TCCS, Categorical Principle Components Analysis and Confirmatory factor analysis were used. The results suggest that Teacher-Child Communication Scale is a valid and reliable scale which has five dimensions. (Contains 3 tables and 1 figure.)