ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of STEM-Based Activities Conducted in Science Classes on Various Variables
Author: Çayci, Baris
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 4,Elementary School Science,STEM Education,Learning Activities,Science Process Skills,Foreign Countries,Science Achievement,Electronics,Science Instruction,Problem Solving

The aim of this study was to examine the effect of STEM-based activities conducted in fourth-grade primary school science classes on students' scientific process skills, problem-solving skills and academic success. The study used the experimental model and was carried out according to the pretest-posttest experimental design with a control group. The study group of the research was made up of fourth-grade students at a primary school in the centre of Karaman province. The &quot;Basic Skills Scale&quot;, &quot;Problem-Solving Skills Scale&quot; and &quot;Test of Academic Success&quot; were used as data collection tools. Another finding of the study was that the posttest academic success test scores of the students in the experimental group were significantly higher than those of the students in the control group. This finding reveals that the implementation of a STEM-based activity on the subject of simple electrical circuits was effective on academic success (U=109.000 p&lt;0.01). Following the instruction carried out on the experimental and control groups, there was no significant difference in the mean posttest Basic Skills Scale scores of students in the experimental group on which the STEM-based activities were applied. Moreover, it was determined that the mean posttest Problem-Solving Skills scores of students in the experimental and control groups participating in the study did not show a significant difference (U=201.500 p&gt;0.05). This finding reveals that the STEM-based activities did not have a significant effect on basic process skills or problem-solving skills.
Play It High, Play It Low: Examining the Reliability and Validity of a New Observation Tool to Measure Children&apos;s Make-Believe Play
Author: Germeroth, Carrie
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Measures (Individuals),Observation,Play,Imagination,Children,Child Development,Psychometrics,Early Childhood Education,Self Control,Literacy,Numeracy,Teacher Role,Teacher Student Relationship,Test Construction,Toys,Metacognition,Peer Relationship,Cooperation,Role Playing,Communication Skills

The authors consider mature make-believe play a critical component of childhood that helps children develop new skills and learn to communicate. They argue that, although theoretical accounts of play have emphasized the importance of make-believe play for children to achieve social and academic competence, the absence of a reliable and valid measure of children's mature make-believe play has hampered the evaluation of such claims. They seek to address this shortcoming with a review of the psychometric characteristics of existing assessments and with their findings from a new assessment using the Mature Play Observation Tool (MPOT), which they administered during a multiyear longitudinal study of twenty-six early-childhood classrooms. They found that children in classrooms scoring well on the MPOT better perform such skills as self-regulation, literacy, and numeracy.
An Analysis on Problem Solving Skills of Students Studying in Balikesir University School of Physical Education and Sports
Author: Özdayi, Nahit
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Physical Education,Athletics,Age Differences,Gender Differences,Departments,College Students,Instructional Program Divisions,Student Characteristics

The purpose of this study is to analyze the problem solving skills of the students in Balikesir University School of Physical Education and Sports by the variables of age, sex, sports branch, department and grade and to reveal the differences. This is a descriptive research. The research population of this descriptive survey modeled study is composed of 1063 students approximately studying in different departments of Balikesir University School of Physical Education and Sports while the sample consists of randomly selected 304 students. A questionnaire was used to determine the descriptive characteristics of the students in data collection and &quot;Problem solving inventory (PSI)&quot; developed by Heppner and Petersen (1982) and adapted into Turkish by Sahin et al. (1993) was used in the study. In data analysis, percentage and frequency values were used while One Way Anova, Man Whitney U and Kruskal Wallis test were utilized in comparison of data and these data were addressed at the significance level of p&lt;0.05. All analyses were performed with SPSS v17.0 (SPSS Science, Chicago, IL, USA). When comparing the problem solving skills of students studying in Balikesir University School of Physical Education and Sports by the variable of age, the problem solving skill of 30+ age group was found high. Problem solving perception of the students studying in sports management department by the variable of department was found high. It has been established that problem solving skills don't differ significantly by the variables of sports branch, sex and grade.
Investigation of Relationship between Communication in Academic Environment and Quality of Work Life among Academic Staff
Author: Öztürk, Özden Tepeköylü
Date: 2019-00-00
Type: Journal Articles
Subjects: Work Environment,College Faculty,Athletics,Foreign Countries,Communication Strategies,Correlation,Predictor Variables,Interpersonal Relationship,Job Satisfaction,Responsibility

In this study, it is aimed to identify the relationship between the communication in academic environment and quality of work life of the academic staff who work in the field of sports sciences. Moreover, the administrational functions of each variable are studied considering the academic titles. The research is a quantitative-correlational study. The sample of the study is formed by 51 women and 114 men out of 165 academic staff who work in the field of sports sciences at various universities in Turkey. In the study, as data collection tools, &quot;Quality of Work Life Scale&quot; and &quot;Communication Analysis Inventory in Academic Environment&quot; are used. Data are assessed using Pearson correlation analysis, multiple linear regression analysis and t-test. It is noted with the findings that communication in academic environment (CAE) and quality of work life (QWL) have moderate and negative relations and sub-dimensions of both variables have weak, low and moderate negative relations. Also, it is indicated that CAE is a significant predictor of QWL. It's stated that while academic staff who have administrative position perceives the CAE and its sub-dimensions positively (except for the insufficient share of scientific knowledge and sub-dimensions of faculty atmosphere), QWL gets higher scores only in sub-dimensions about relations with colleagues,work satisfaction and taking responsibility in the office. According to academic title (except for sub-dimension of individuality), there has been found no significant difference in QWL and its sub-dimensions.
Using Data to Support Educators&apos; Implementation of Positive Classroom Behavior Support (PCBS) Practices
Author: Simonsen, Brandi
Date: 2019-00-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Student Behavior,Teaching Methods,Classroom Techniques,Teamwork,Leadership Responsibility,Faculty Development,Data Collection,Data Analysis,Decision Making

Research suggests (a) students benefit when educators implement positive and proactive classroom behavior support practices (e.g., maximizing structure, teaching expected behaviors, delivering engaging instruction) and (b) educators benefit when school leadership teams invest in positive and proactive professional development support systems (e.g., training, coaching, performance feedback). Unfortunately, implementation is complex, and educators and school leadership teams implement key practices and systems at lower rates than desired. To increase the likelihood of successful implementation and desired outcomes, we encourage educators and leadership teams to collect and use data to guide decision-making. In this paper, we discuss the types and purposes of data to guide decision-making, describe a cycle for collecting and using data, and share examples of how individual educators and school leadership teams use data to guide implementation of practices to support students and systems to support educators.
The Relationship between the Body Mass Index and Different Education Times in Secondary Schools
Author: Karadeniz, Soner
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Body Weight,Body Composition,Obesity,Secondary School Students,Foreign Countries,Eating Habits,Health Behavior,School Schedules,Early Adolescents,Gender Differences,Predictor Variables,Physical Education,Incidence

The aim of this study was to investigate the relationship between body mass index (BMI) and educational periods in secondary school students. The study was conducted on 832 students, 418 girls (M[subscript age]: 12.99±.83) and 414 boys (Mage: 12.92±.85), who received dual and full-time education in the centre of Sivas Province. As data collection tool, BMI was calculated by measuring weight and height, and the percentile curve developed by Neyzi &quot;et al.&quot; (2008) in the classification of obesity and underweight was used. As the statistical analysis, the mean, standard deviation, frequency, percent values were used for descriptive statistics of all variables and Pearson Chi Square test. According to findings of the research, the underweight student rate was 11.9% (girls: 6.1%; boys: 5.8%), overweight student rate was 9.1% (girls: 5%; boys: 4.1%) and obese student rate was 8.6% (girls: 5.2%; boys: 3.4%). According to their BMI, 33.3% of underweight students receive dual education, 66.7% full-time education; 47.1% of normal weight students dual education, 52.9% full-time education; 61.8% of overweight students dual education, 38.2% of obese students full-time education; 59.2% of obese students dual education, 40.8% full-time education. A statistically significant relationship was found between the type of education and BMI (p&lt;0.05). As a result, it can be said that the dual education system has increased the rate of obesity. However, the fact that the number of underweight students is higher than the number of overweight and obese students is important for introducing the habits of healthy eating.
Developing a Mentoring Framework through the Examination of Mentoring Paradigms in a Teacher Residency Program
Author: Garza, Rubén
Date: 2019-03-00
Type: Journal Articles
Subjects: Teacher Education Programs,Mentors,Preservice Teacher Education,Preservice Teachers,Faculty Development,Secondary School Teachers,Teacher Characteristics,Motivation,Expectation,Clinical Experience

In this paper, we extend on our exploratory study that examined mentors' conceptualizations and practices of mentoring preservice teachers in a residency program to develop a mentoring framework to guide mentors' approaches to mentoring preservice teachers in a year-long clinical experience. Our mentoring framework has the potential to make mentors consciously aware of their roles and purposes of mentoring throughout the year and within respective contexts. This metacognitive approach may help them to improve their practice and grow alongside their mentee. The Mentoring Framework for Mentoring is a tool that may be instrumental in developing mentors' deeper understanding of the roles and purposes of mentoring to promote quality guidance and support for mentees. Our instrument has the potential to inform teacher preparation programs regarding goals and expectations for mentors to develop more formal mentoring guidelines and expectations, to better support the professional development of both preservice teachers and mentors.
Integrated Content and Language Instruction: Lecturers&apos; Views and Classroom Instructional Practices
Author: Mirizon, Soni
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Observation,Language of Instruction,College Faculty,College Students,Teacher Attitudes,Mathematics Instruction,Science Instruction,English (Second Language),Integrated Activities,Learning Activities,Program Implementation,Language Skills,Second Language Instruction,Instructional Effectiveness

The objective of this study was to investigate how integrated content and language instruction, where English is used as the medium of instruction in teaching Mathematics and Science was viewed by the lecturers of the content subjects. The study also examined whether or not it had impacts on the lecturers classroom instructional practices. Cummins' (1981, 1984) Content Based Instruction approach was used as the framework for the study. This study employed a mixed methods approach combining interview, classroom observation, and a survey questionnaire. Twelve lecturers participated in interviews; twenty responded to a survey questionnaire, and four participated in classroom observations. Findings of the study revealed that most lecturers viewed positively the integrated content and language instruction. This view had impacts on their classroom practices where modifications were made in order to accommodate the implementation of the policy. This study provides information for policy makers, teacher educators, and content teachers to understand how the policy is articulated and how it is implemented in the Indonesian teaching context.
The Professional Competences of Physical Education Teachers from North-Eastern Italy
Author: Tul, Miloš
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Physical Education Teachers,Self Concept,Questionnaires,Self Evaluation (Individuals)

This cross-sectional study was designed to evaluate the self-perceived professional competences of Italian physical education (PE) teachers. For this purpose, a self-administered questionnaire has been designed to examine a broad scope of general and subject-specific competences. The participants, 484 Italian PE teachers from the north-eastern part of Italy, evaluated their professional competences on a four-level Likert scale. Factor analysis is used for the examination of the internal structure of the competence field. The results show that the self-perception of their competence profile was quite complex, consisting of 13 factors, which together explain 51.1% of the total variance. Didactic approaches, which represent the first factor and explain 31.3% of the total variance, seem to be the most informative for their estimations of how effectively they can teach their specific subject. The teachers feel insufficiently competent in some general areas, such as the use of information and communications technology, communication in foreign language, scientific research work, initiative, and entrepreneurial spirit. They do not have sufficient abilities to bring to PE the recent sports activities in which teenagers currently participate in their free time. The outcomes of the present study may aid in the future updating of PE teacher education study programmes and the designing of a creative system of lifelong training programmes.
Media Education in Slovene Preschools: A Review of Four Studies
Author: Rek, Mateja
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Preschool Curriculum,Media Literacy,Preschool Teachers,Educational Research,Mass Media

In Slovenia, the concept of media literacy has been integrated into the formal education system, including early childhood education. The Preschool Curriculum sets certain goals to be followed in educating preschool children on media-related topics. Research done in other Member States of the EU points to the conclusion that the actual implementation and delivery of media education is both fragmented and inconsistent as well as dependent on the interests and motivation of individual preschool teachers. They are the ones who, in accordance with their professional capacity and autonomy, include the goals set in the curriculum into an actual learning process in preschools, also determining the timing and manner of this. The aim of this article is to review, compare, and analyse the data from recent research on the media education of preschool children in Slovenia in order to better understand how preschool teachers in Slovenia assess their capacity to work with media as well as their media literacy levels, which media they use, and how the media education is conducted in the groups of preschool children.
Playing with Words: Dav Pilkey&apos;s Literary Success in Humorous Language
Author: Nwokah, Evangeline E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Usage,Play,Cartoons,Novels,Electronic Publishing,Creativity,Humor,Figurative Language,Language Patterns

Language play is a key component of many children's popular graphic novels. The authors analyze the sound and word play in Dav Pilkey's illustrated Captain Underpants series. They argue that Pilkey's literary devices fall into two main areas of hyperbole and linguistic creativity and that Pilkey's language shifts the reader into a carnivalesque play frame. In Pilkey's work, the use of language contributes to a humorous disconnect between a real word and its distorted counterpart and between real worlds and a parallel sphere of hyperbolic pretend play
Praxis Games a Design Philosophy for Mobilizing Knowledge through Play
Author: Wilcox, Steve
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Games,Instructional Design,Praxis,Play,Teaching Methods,Learning Theories,Feminism,Epistemology,Learning Activities,Health Education,Video Games,Health Services,Patient Education,Heuristics,Affordances,Discovery Learning

Game design offers a unique but often misunderstood pedagogical opportunity. The author draws on learning theory, feminist epistemology, and game studies to analyze a novel genre of games capable of realizing this opportunity by mobilizing knowledge through play--praxis games--founded on the concept of situated praxis. Situated praxis encourages the design and development of games that guide players to discover knowledge inside a range of communities, domains, and experiences. To demonstrate the applicability of such design, the author discusses his experience with games related to healthcare.
&quot;Homo Ludens&quot;: A Renewed Reading
Author: McDonald, Peter
Date: 2019-00-00
Type: Journal Articles
Subjects: Play,Games,History,Cultural Influences,Social Influences,Children

The author discusses Johan Huizinga's &quot;Homo Ludens&quot; and the animating mood that it calls the &quot;play spirit.&quot; He argues that these styles of playfulness represent a major practical and theoretical contribution Huizinga offers contemporary studies of play, and he considers Huizinga's methodology in a reading that runs counter to formal definitions of play. Drawing on phenomenological, linguistic, and hermeneutic elements in the text, he presents an alternative understanding of play's form and what resists formalization. By attending to Huizinga's hesitations and rhetorical excess in key moments of explanation, the article unvails the development of play spirit in &quot;Homo Ludens&quot; and its significance for the study of play and games.
Teacher Education, Teachers&apos; Work, and Justice in Education: Third Space and Mediation Epistemology
Author: Pereira, Fátima
Date: 2019-03-00
Type: Journal Articles
Subjects: Teacher Education,Epistemology,Justice,Public School Teachers,Ethics,Educational Practices,Foreign Countries,Mediation Theory,Equal Education,Professional Identity,Socialization

A theoretical essay, based on the results of research projects on teacher education, teachers' work, and justice in education developed by the author, is presented. It reflects on teacher education and the epistemology of teachers' work, and proposes a mediational and a narrative perspective towards a third space in Teacher education. An alternative mediation epistemological approach to justice in education and the epistemology of teachers' work is presented, aiming towards an understanding of the ways in which teachers' education has the possibility of making a difference in the construction of a more just public school.
Child Rights in Primary Schools -- The Situation and Expectations
Author: Stamatovic, Jelena
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Rights,Elementary School Students,Elementary School Teachers,Knowledge Level,Teacher Role,Student Attitudes,Teacher Responsibility,Freedom of Speech,Participative Decision Making,Foreign Countries,Childrens Rights,Parent Role,Administrator Role,Mass Media,Child Safety,Equal Education,Social Bias,Teacher Attitudes

School is the most suitable place for students to learn about child rights and where these rights are to be respected. In the research we have conducted, the objective was to examine the knowledge of primary school students about the rights of the child and to obtain insight into how these rights are respected. Using an interview scaling technique, we questioned 351 final year primary school students and 231 teachers. The students did not rate their knowledge of child rights highly: they mostly expect teachers to provide them with information on child rights; the students obtain the majority of such information in the civic education classes, which is an optional subject and is not attended by all students, as well as in homeroom sessions. Teachers believe that it is the responsibility of homeroom teachers to familiarise students with the rights of a child. The rights to freedom of expression of students and their participation in decision-making are the least respected, according to both students and teachers. Furthermore, all believe that some forms of discrimination exist in schools. We have found especially significant suggestions and recommendations given by students and teachers to overcome the existing problems and provide better access to the rights of the child in school.
Influence of In-Service Preschool Teachers&apos; Education on Their Perceived Competences for Counselling Parents
Author: Mihic, Sanja Skocic
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Foreign Countries,Parent Teacher Cooperation,Counseling,Teacher Attitudes,Competence,Inservice Teacher Education,Faculty Development,Educational Attainment,Teaching Experience,Preservice Teacher Education

With a half-century of tradition, early and preschool education in the Republic of Croatia is a highly organised system in which preschool teachers meet high professional standards. Among their professional requirements, they have been legally bound to counsel parents since 2008. However, no other documents or papers in Croatia describe or specify what counselling entails. The present research explored 136 preschool teachers and their self-assessment of competence in counselling parents. The results indicate that: (a) preschool teachers rate themselves moderately competent in counselling parents; (b) joining the in-service training is related to a higher level of their self-assessment in counselling parents. Although it is evident that they had acquired the competence for counselling parents during their personal and professional development, the in-service training plays the key role in providing it.