ethanporcaro/eric-fulltext-meta huggingface dataset:
Communicating with the Family for the Child&apos;s Best Chance for Success
Author: Dattke, Joachim
Date: 2014-00-00
Type: Journal Articles
Subjects: Success,Teacher Student Relationship,Parent Teacher Cooperation,Partnerships in Education,Individualized Instruction,Montessori Method,Holistic Approach,Communication Strategies,Family Needs,Family Programs,Disabilities,Individualized Family Service Plans,Elementary Secondary Education

Joachim Dattke describes a holistic approach to supporting the needs of the family when a child has a disability. The parent and child benefit from a two-pronged approach: working with doctors, psychologists, and therapists in clinic-based settings, and working with educators in schools and parent-child groups. He defines the importance of developing a personalized learning environment that implements specific aids and attainable objectives for each child. Approaching parents with empathy elicits the change of perspective that is needed for the family to understand how the child sees the world. Professor Dattke gives special appreciation to the Montessori educator who can &quot;identify critical development periods in the child and look for objects and action sequences that the child may be interested in&quot; and who prevent social exclusion by actively involving children in their social environment. [This talk was presented at the NAMTA conference titled &quot;Building the Inclusive Montessori Community,&quot; Phoenix, AZ, January 16-19, 2014. Translation and editing assistance provided by Barbara Luborsky and Catherine Nehring.]
Occupational Therapy and Montessori--Kindred Spirits: Moving towards a Scientific and Medical Pedagogy
Author: Luborsky, Barbara
Date: 2014-00-00
Type: Journal Articles
Subjects: Occupational Therapy,Montessori Method,Educational Environment,Task Analysis,Multisensory Learning,Perceptual Impairments,Symptoms (Individual Disorders),Adjustment (to Environment),Sensory Experience,Intervention,Clinical Diagnosis,Sensory Integration,School Readiness,Child Behavior,Perceptual Motor Learning,Handwriting,Educational Resources

Barbara Luborsky explores the commonalities between occupational therapists and Montessori guides, such as their focus on the prepared environment, following the child, task analysis, and multi-sensory learning. She describes many types of sensory processing disorders including their symptoms, treatment, and the many resources and adaptations that are available to help children succeed. When an OT is familiar with the Montessori philosophy and practice they can positively collaborate with the teacher and parents to develop strategies for the child's independence. [This talk was presented at the NAMTA conference titled &quot;Building the Inclusive Montessori Community,&quot; Phoenix, AZ, January 16-19, 2014.]
Multi-Sensory, Hands-On Manipulatives and Adult ESL
Author: Stapleton, Timothy J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Montessori Method,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Materials,Student Attitudes,Instructional Effectiveness,Observation,Adult Students,Child Development

The researcher in this study utilized the Montessori concepts and materials that emphasize the use of hands-on manipulatives in the classroom with 10 adult English language learners ranging from ages 18-60. The purpose was to investigate whether or not hands-on manipulatives were effective in aiding adult English language learners to acquire English. The term English Language Learner (ELL) is used for any student learning English in the United States. For confidentiality purposes, this study uses abbreviated versions of the students' names. Reference to an ELL's home country may be alluded to merely for the sake of providing background information to the reader. The researcher facilitated all the English language lessons as well as observed the participants' reactions to the material. Some of the observation notes will be provided when needed in order to provide reports on the effectiveness of the materials used with ELLs.
Predictable Information Literacy Misconceptions of First-Year College Students
Author: Hinchliffe, Lisa Janicke
Date: 2018-00-00
Type: Journal Articles
Subjects: Information Literacy,College Freshmen,Focus Groups,Misconceptions,Models,Predictive Validity,Predictor Variables,Instructional Design,Student Surveys,Librarian Attitudes,Academic Libraries,Measures (Individuals),Program Validation

The process of learning includes not only success in developing knowledge, skills, and abilities but also mistakes and errors that impede such success. In any domain of learning, instructors will have developed a sense of the typical errors learners make; however, there has been no systematic investigation and documentation of predictable misunderstandings in information literacy learning in higher education. This study begins to fill that gap. Through an analysis of survey responses and focus groups, the researchers identified nine information literacy misconceptions and developed a model framework of information literacy misconceptions. The article concludes by proposing learning outcomes that could counter the misconceptions.
Examination of Reading Skills of Students Who Are Poor Readers in Different Text Genres
Author: Ceylan, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Skills,Literary Genres,Fiction,Nonfiction,Grade 4,Reading Difficulties,Reading Rate,Error Analysis (Language),Reading Fluency,Suprasegmentals,Multidimensional Scaling,Time on Task,Timed Tests,Comparative Analysis,Foreign Countries,Statistical Analysis

The purpose of this study was to compare the reading skills of the fourth graders who were poor readers in different text genres (story and informative text). Fifty-six fourth-grade students who were poor readers participated in this study. Reading rates, reading errors and reading prosody characteristics of the students were examined in the study. It was concluded that although reading rates of students were higher when reading the informative text, they had also produced a higher number of errors for this text genre. This finding revealed that the informative text was completed in a shorter amount of time, but more errors occurred than when reading the story text. The findings of this study make it abundantly clear that all stakeholders should continue to work diligently in organising reading instruction and reading interventions that support reading fluency among all readers and for all text genres.
The Comparison of Differential Item Functioning Predicted through Experts and Statistical Techniques
Author: Dogan, Nuri
Date: 2018-00-00
Type: Journal Articles
Subjects: Test Bias,Comparative Analysis,Predictor Variables,Statistical Analysis,Psychometrics,Test Validity,Achievement Tests,Specialists,Social Sciences,Science Education,Foreign Countries,Grade 8

Validity is one of the psychometric properties of the achievement tests. To determine the validity, one of the examination is item bias studies, which are based on differential item functioning (DIF) analyses and field experts' opinion. In this study, field experts were asked to estimate the DIF levels of the items to compare the estimations obtained from different statistical techniques. First, the experts were asked to examine the questions and make the DIF level estimations according to the gender variable for the DIF estimation; the agreement of the experts was examined. Second, DIF levels were calculated by using the logistic regression and Mantel-Haenszel test. Third, the experts' estimations and the statistical analyses results were compared. As a conclusion, it was observed that the experts and the statistical techniques were in agreement among themselves, and they were partially different from each other for the Sciences and equal for the Social Sciences tests.
The Scientists and Their Contribution to Science Education in Rio De Janeiro Countryside Schools
Author: Espindola, Cristiane da Silva Oliveria
Date: 2018-00-00
Type: Journal Articles
Subjects: Scientists,Science Education,Change Agents,Plants (Botany),Molecular Biology,Experimental Programs,Videoconferencing,Semi Structured Interviews,Student Surveys,Student Attitudes,Pretests Posttests,Humanization,Questioning Techniques,Intervention,Science Process Skills,College Science,Teaching Methods,Educational Cooperation,Foreign Countries,Qualitative Research

The objective of this work was to promote a closer relationship between students who never had contact with a scientist. Two simple questions were selected to be answered experimentally in the school laboratories: How important are the pigments in plants? Which molecules make up the food? Two Scientists from UFRJ, who research in these areas, participated in the real-time experimental activity, by video conference. Then, the scientist and the students talked freely, whose goal was to know both the school and science in daily reality. A semi-structured interview was conducted with students before and after the experiments. We perceived two anchors in the discourse of them: i) the humanisation of the scientist and ii) science driven by questions. The facts strongly suggest the need for direct interventions in the school environment and the offering of a rapprochement between university-scientist-school for the implementation of effective science education.
Investigation of Impacts of Differentiated Instruction Applied in a Primary School in Attitudes of Students towards the Course
Author: Senturk, Cihad
Date: 2018-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Student Attitudes,Scientific Attitudes,Elementary School Science,Grade 4,Mixed Methods Research,Attitude Measures,Observation,Diaries,Statistical Significance,Control Groups,Experimental Groups,Individual Differences,Academic Achievement,Pretests Posttests,Attitude Change,Foreign Countries,Content Analysis,Semi Structured Interviews

The aim is to identify impacts of the differentiated instruction implemented in the primary school fourth grade science course in attitudes of the students towards the course. The mixed method-designed and carried out research was conducted with 9-10 aged students in fourth grade in a primary school in Bilecik during 2015-2016 Spring semester. Quantitative data were obtained with the science attitude scale and quantitative data were obtained with observations, student diaries and interviews with students and teachers. Quantitative data were analysed using descriptive statistics and t test, qualitative data were analysed using the content analysis. Finally, a statistically significant difference was observed between the groups in favour of the experimental group comparing post-test scores of the experimental and control groups obtained from the attitude towards the course scale. As for the qualitative data, findings indicated that the differentiated instruction improved attitudes of the students towards the course. Various recommendations are suggested.
Hogging the Middle Lane: How Student Performance Heterogeneity Leads Turkish Schools to Fail in PISA?
Author: Uysal, Sengul
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Achievement,Educational Environment,Administrator Attitudes,Principals,Barriers,Teacher Morale,Teacher Expectations of Students,Predictor Variables,Scores,Factor Analysis,Models,Goodness of Fit,Achievement Tests,International Assessment,Secondary School Students,Questionnaires,Statistical Analysis

This study aims to analyse the relationship between students' mathematics achievement in Programme for International Student Assessment (PISA) 2012 and the instructional climate-related factors in the index of principals' perceptions (learning hindrance, teacher morale and teacher intention). As preliminary analysis procedure, the chi-squared automatic interaction detection analysis was performed with relevant independent variables. Teacher's achievement expectation from students and achievement-oriented behaviours were other significant predictive indicators on PISA mathematics achievement. Based upon these independent variables and standard deviation estimates of PISA mathematics scores, the present research developed a theoretical model by means of confirmatory factor analysis, explaining how students' PISA mathematics achievement is associated with classroom and within school homogeneity through teachers' expectation and achievement-oriented behaviours. Results showed that the developed model provided a great model-data fit. This model revealed that classroom achievement homogeneity and within school achievement homogeneity were the most important predictors on students' PISA mathematics achievement.
Mathematical Problem-Solving and Metacognitive Skills of 5th Grade Students as a Function of Gender and Level of Academic Achievement
Author: Al Shabibi, Amal A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Metacognition,Intelligence Tests,Grade 5,Academic Achievement,Learning Disabilities,Foreign Countries,Gender Differences,Measures (Individuals),Mathematics Tests,Memory,Statistical Analysis

This study aimed to investigate differences in the mathematical problem-solving and metacognitive skills of the fifth-grade students in Oman as a function of gender and level of academic achievement. The participants were 90 grade five students randomly selected from one educational governorate in the Sultanate of Oman. They were evenly divided into three groups based on gender and levels of academic achievement. Four instruments were used in the study: a mathematical problem-solving test, a non-verbal metacognitive scale, Raven Coloured Progressive Matrices and a long-term memory test. The results for metacognitive and mathematical problem-solving skills indicate that students with a high level of academic achievement obtained the highest score while students enrolled in a learning disability program obtained the lowest score. In addition, possible interventions were identified that may improve the metacognitive skills of students enrolled in the learning disability program, which could lead to improvement in their mathematical problem-solving skills.
Examining Beliefs of Preservice Teachers about Self-Competency and Lifelong Learning Competency via Canonical Correlation Analysis
Author: Selcuk, Gulenaz
Date: 2018-00-00
Type: Journal Articles
Subjects: Beliefs,Preservice Teachers,Lifelong Learning,Correlation,Self Efficacy,Teacher Competencies,Statistical Significance,Performance Factors,Predictor Variables,Preservice Teacher Education,Attitude Measures,Foreign Countries,Statistical Analysis,Factor Analysis,Goodness of Fit,Multivariate Analysis

This study investigates the canonical correlation between preservice teachers' lifelong learning beliefs and self-competency beliefs. Canonical correlation analysis is a sophisticated tool which has the capacity to explain the relationships between two sets of variables. For this aim, lifelong learning and self-competency beliefs of 1,242 preservice teachers in Turkey from four different departments, i.e., i) Turkish education, ii) social sciences education, iii) primary education and iv) science education were determined. The data were analyzed using the SPSS 22 program. The findings of the study demonstrated that there is a significant canonical correlation between self-competency beliefs and lifelong learning competency beliefs with an effect size of 44%. In conclusion, self-competency beliefs predict lifelong learning competency beliefs. All dimensions of self-competency beliefs are powerful predictors of lifelong learning competency beliefs. [This study was presented as an oral presentation at the 2nd International Strategic Research Congress.]
Opinions of the 6th Class Matter and Heat Unit on the Technique of the Students Working with the Station Technique
Author: Cakmak, Metin
Date: 2018-00-00
Type: Journal Articles
Subjects: Opinions,Grade 6,Qualitative Research,Scientific Concepts,Heat,Secondary School Science,Semi Structured Interviews,Student Satisfaction,Teaching Methods,Educational Technology,Science Activities,Science Achievement,Workstations,Instructional Effectiveness,Foreign Countries

The aim is to reveal the views of the sixth grade Matter and Heat Unit on the technique of the students who work with the station technique. Qualitative method was used. The study group of the study was 25 students in the sixth grade who attended Ataturk Secondary School in the Cinar district, they were in the second year of the 2016-2017 academic year. They worked with the station technique. The application was applied in a total of 16 lessons including the Matter and Heat Unit. The researcher conducted the implementation process. Five stations including poetry, story, picture, song and slogan were created and worksheets and workbooks were used. Semi-structured interview form consisting of five questions was applied to 25 students to get opinions of the students about the station technique. Their answers were categorised and the percentages and frequencies were found. Research results determined that the students enjoyed the station technique and they wanted to use this technique in the other subjects of the Science course and in the other courses.
How do technological and physical conditions affect science courses?
Author: Kubat, Ulas
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Qualitative Research,Semi Structured Interviews,Class Size,Appropriate Technology,Physical Characteristics,Academic Standards,Educational Resources,Phenomenology,Instructional Material Evaluation,Instructional Materials,Educational Assessment,Foreign Countries

The aim of this research is to examine the adequacy of tools and teaching materials as well as physical and technological conditions in science classes according to the views of science teachers. To this end, qualitative research methods are designed according to phenomenological design. The sample of the research consists of 16 science teachers working in the academic year of 2017-2018 in Mugla province. Semi-structured interview techniques were used to analyze the collected data using descriptive analysis. According to research findings, most of the interviewed teachers stated that class size is appropriate. Teachers have emphasized that there are deficiencies in physical and technological conditions. Especially in some schools, it has been discovered that there are no labs, computers or Internet and smart boards. It was also determined that the teachers had classroom arrangement as a conventional fixed row arrangement for desks. There is little place in the learning-teaching process for posters, banners, and models.
Understanding Patterns for Smartphone Addiction: Age, Sleep Duration, Social Network Use and Fear of Missing Out
Author: Gezgin, Deniz Mertkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Handheld Devices,Correlation,Age Differences,Sleep,Fear,Social Networks,High School Students,Mass Media Effects,Mass Media Use,Social Media,Multiple Regression Analysis,Likert Scales,Predictor Variables,Student Attitudes,Foreign Countries,Statistical Analysis

The aim of this study is to examine the relationship among smartphone addiction, fear of missing out (FoMO), excessive use of social networking sites (SNSs) on smartphones and sleep duration among high school students. The study group consists of 161 high school students from two state high schools in Turkey. Pearson correlation coefficient and stepwise multiple regression analysis techniques were used in the study, designed according to the cross-sectional method. Based on the findings of the study, there are positively correlated relationships between age, daily duration of SNS use on Smartphone, duration of smartphone ownership, and FoMO variables and smartphone addiction. In addition, there are negatively correlated relationships between duration of sleep (DoS), checking frequency of SNS (CFoS) on smartphone variables and smartphone addiction. Finally, FoMO, daily duration of SNS use on smartphone and duration of smartphone ownership predict smartphone addiction. The FoMO variable is the strongest predictor of smartphone addiction among these variables.
Studying in Turkey: Perceptions of International Social Studies Teacher Candidates
Author: Ibrahimoglu, Zafer
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Social Studies,Foreign Students,Student Teacher Attitudes,Student Experience,Semi Structured Interviews,Attitude Change,Cultural Differences,Social Differences,Educational Benefits,Qualitative Research

The primary aim of this study was to reveal how international social studies teacher candidates perceive/make sense of their experiences in Turkey. The participants were three international social studies teacher candidates studying at an Istanbul university. The data were gathered from semi-structured interviews, with the analysis following content analysis steps. It was found that the international social studies teacher candidates had negative views of Turkey before coming to the country; however, there were positive changes in their perceptions during their time in Turkey, with all believing that they would have gained a great deal by the time they return to their countries. The main achievements that participants believe to earn by studying in Turkey are a qualified/democratic education and citizenship awareness as a reflection of this education.
Examining the Association between Burnout and Temperament and Character Traits of Preschool Teachers
Author: Yoleri, Sibel
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Personality Traits,Teacher Burnout,Predictor Variables,Teacher Characteristics,Measures (Individuals),Teacher Persistence,Multiple Regression Analysis,Burnout,Preschool Teachers,Questionnaires,Teacher Attitudes,Foreign Countries,Statistical Analysis

The aim is to investigate the relationships between the temperament and character traits and burnout dimensions among preschool teachers. In total, 130 preschool teachers participated in this study. All participants were asked to complete the Temperament and Character Inventory, and the Maslach Burnout Inventory. Findings indicate a positive association between emotional exhaustion and persistence. On the other hand, there is a negative significant correlation between emotional exhaustion and self-directedness (SD). Results conclude that there is a positive significant relationship between depersonalisation and SD, and a positive association between personal accomplishment and harm avoidance (HA). Multiple regression analysis was employed to examine the predictive effect temperament and character traits displayed on the burnout dimensions. Novelty seeking and reward dependence were significant predictors of the emotional exhaustion burnout dimension. Temperament and character traits are not significantly correlated with depersonalisation. HA temperament and character trait are the predictor factors that have specific effects on personal accomplishment.