ethanporcaro/eric-fulltext-meta huggingface dataset:
Scientist-Image Stereotypes: The Relationships among Their Indicators
Author: Karaçam, Sedat
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Student Attitudes,Scientific Attitudes,Grade 6,Grade 7,Scientists,Stereotypes,Cognitive Tests,Freehand Drawing,Personality Measures,Projective Measures,Statistical Significance,Statistical Analysis

The aim of this study is to examine primary school students' scientist-image stereotypes by considering the relationships among indicators. A total of 877 students attending Grades 6 and 7 in Düzce, Turkey participated in this study. The Draw-A-Scientist Test (DAST) was implemented during the 2013-2014 academic year to determine students' images about scientists. The data obtained through DAST was coded using DAST-C. The relationships among indicators of scientist-image stereotypes were analyzed using the chi-squared test. The results of analysis showed some relationships among the indicators of scientist-image stereotypes. Also, the indicator of untidy hair was found to be a core indicator among students who participated in this study. According to the findings, students had different tendencies regarding the image of a scientist. Thus, the analysis that was used in this study could also be implemented to determine the tendencies of students from different cultures and grades. On the other hand, this analysis approach, which was able to provide some core indicators, could guide future studies that aim to revise students' scientist-image stereotypes.
Comparison of Social Engagement of Children Having Disabilities with Their Mothers and Fathers
Author: Karaaslan, Ozcan
Date: 2016-10-00
Type: Journal Articles
Subjects: Mothers,Fathers,Interaction,Parent Child Relationship,Down Syndrome,Autism,Preschool Children,Social Behavior,Rating Scales,Foreign Countries,Comparative Analysis,Hypothesis Testing,Pervasive Developmental Disorders,Multivariate Analysis,Factor Analysis,Statistical Analysis,Multiple Regression Analysis

This study examined differences between mothers' and fathers' style of interaction and engagement with their preschool-aged children with Down syndrome (DS) and autism. Data was collected from a sample of 27 mother-child and 27 father-child dyads in which all the children were diagnosed with DS or autism. Participants were both parents and their children from the same family, which allowed comparisons between the mother and father of the same child. Both parents with their children were video recorded during free-play time with a set of developmentally appropriate toys. All video recordings were analyzed with the Turkish versions of the Maternal Behavior Rating Scale and Child Behavior Rating Scale. Findings revealed that Turkish mothers of children with DS and autism are more responsive than fathers. Additionally, fathers of children with DS scored higher on responsiveness and affect as well as attention and initiation but scored lower on achievement/directive. Both mothers and fathers interact better with children with DS than children with autism in terms of responsiveness associated with the child's social engagement. Results also indicated that, regardless of whether the child had DS or autism, both the mother's and father's level of responsiveness was associated with the child's engagement.
How Powerful Is Feedforward in University Education? A Case Study in Romanian Geography Education on Increasing Learning Efficiency
Author: Dulama, Maria Eliza
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Case Studies,Geography Instruction,Learning Processes,Efficiency,College Students,Seminars,Control Groups,Experimental Groups,Quasiexperimental Design,Flow Charts,Check Lists,Concept Mapping,Teacher Behavior,Student Motivation,Problem Solving,Statistical Significance,Qualitative Research,Statistical Analysis

There are different opinions about the meaning of feedforward: some consider it a response to feedback, while others think it consists of suggestions given to a person in order to help them before learning or starting a task. This study analyzed the professor's and university students' actions during a seminar activity with a group of 60 students from Babes-Bolyai University in Cluj-Napoca, Romania and represented them in a flowchart. It also analyzed the efficiency of several didactic techniques and tools that were used with the role of feedforward (e.g., task, checklists). Students' results in the form of sketch maps were compared with the ones from a control group of another 60 students from the same university; the methods and tools that were used as feedforward were noticed to determine an increase in efficiency and better product quality. The feedforward categories were systemized and described, thus filling a gap in the literature of the field. To increase students' learning efficiency and the quality of their results, professors should use feedforward more than feedback, because this creates and ensures the necessary conditions for students to correctly solve tasks and to prevent them from making mistakes.
Effectiveness of the Touch Math Technique in Teaching Basic Addition to Children with Autism
Author: Yikmis, Ahmet
Date: 2016-06-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Addition,Children,Males,Instructional Effectiveness,Mathematics Skills,Autism,Video Technology,Worksheets,Foreign Countries,Generalization,Maintenance,Pervasive Developmental Disorders,Interviews

This study aims to reveal whether the touch math technique is effective in teaching basic addition to children with autism. The dependent variable of this study is the children's skills to solve addition problems correctly, whereas teaching with the touch math technique is the independent variable. Among the single-subject research models, a multiple probe design with probe conditions across subjects was used in the study. Three male students aged 8 to 10 years, diagnosed with autism, and exhibiting the prerequisite skills participated in the study. The findings revealed that the touch math technique was effective in teaching basic addition to each participant. All three participants were found to be successful at the end of the teaching session, compared to the baseline. In other words, there is a positive difference between the data obtained in the first and last teaching sessions for each child. Moreover, the generalization and maintenance findings also support the effectiveness of this technique.
Reading Strategy Use and Comprehension Performance of More Successful and Less Successful Readers: A Think-Aloud Study
Author: Wang, Yen-Hui
Date: 2016-10-00
Type: Journal Articles
Subjects: Reading Comprehension,Protocol Analysis,Scores,Teaching Methods,English (Second Language),Second Language Learning,Reading Skills,High School Students,Groups,Prior Learning,Cooperative Learning,Second Language Instruction,Mixed Methods Research,Foreign Countries,Language Tests,Mandarin Chinese,Native Language,Reading Strategies

This study explores the differences between more successful and less successful EFL readers in their comprehension performance and abilities to use reading strategies in interaction with English texts through thinking aloud while reading in pairs. Ten freshman high school students participated in pairs in four think-aloud reading tasks to think out loud for textual meaning and to answer reading comprehension questions about the texts they had read. The findings drawn from analysis of the reading scores and think-aloud protocols of the most successful pair and the least successful pair among the five pairs indicated that the most successful had scored higher on the comprehension questions and had performed think-aloud reading better than the least successful. Key differences characterizing the best pair from the weakest pair in this study were found to lie in readers' effective reading strategy use, sufficient linguistic knowledge and background knowledge, conscious monitoring of comprehension, and constant integration of textual meaning. Important implications of the results for pedagogical practices that encourage development of EFL reading skills are discussed.
Object-Spatial Visualization and Verbal Cognitive Styles, and Their Relation to Cognitive Abilities and Mathematical Performance
Author: Haciomeroglu, Erhan Selcuk
Date: 2016-06-00
Type: Journal Articles
Subjects: Cognitive Style,Mathematics Skills,Verbal Communication,High School Students,Scores,Calculus,Advanced Placement,Correlation,Verbal Ability,Cognitive Ability,Spatial Ability,Cognitive Tests,Statistical Analysis,Multivariate Analysis

The present study investigated the object-spatial visualization and verbal cognitive styles among high school students and related differences in spatial ability, verbal-logical reasoning ability, and mathematical performance of those students. Data were collected from 348 students enrolled in Advanced Placement calculus courses at six high schools. Correlational analysis revealed that spatial ability, verbal-logical reasoning ability, and mathematical performance were significantly correlated with each other. High spatial visualizers had significantly higher spatial ability and mathematical performance scores than high object visualizers. No significant differences were found between verbalizers and high spatial visualizers in their verbal-logical reasoning ability and mathematical performance scores. Results provide support for the existence of two contrasting groups of visualizers with respect to their spatial ability.
A Study on the Spatial Abilities of Prospective Social Studies Teachers: A Mixed Method Research
Author: Yurt, Eyüp
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Spatial Ability,Social Studies,Preservice Teachers,Mixed Methods Research,Comparative Analysis,Case Studies,Visualization,Cognitive Ability,Gender Differences,Grade Point Average,Student Attitudes,Multivariate Analysis

This study investigated prospective social studies teachers' spatial abilities. It was conducted with 234 prospective teachers attending Social Studies Teaching departments at Education Faculties of two universities in Central and Southern Anatolia. This study, designed according to the explanatory-sequential design, is a mixed research method, involving two stages. The first stage was conducted in the causal-comparative research design. The data were collected using &quot;Mental Rotation Test&quot; and &quot;Surface Development Test&quot;. Descriptive statistics, MANOVA and ANOVA were used to analyze the data. The second stage was designed as a case study. &quot;Opinion Form for Spatial Ability Tests&quot; was used to elicit the views of 37 prospective teachers (F:20, M:17) identified via the purposive sampling method. The qualitative data obtained were analyzed using the content analysis technique. The study results showed that spatial visualization and mental rotation abilities of the prospective teachers were low; male prospective teachers were better-qualified than female ones in mental rotation but spatial visualization ability did not vary by gender. Moreover, prospective teachers with higher academic averages had better spatial abilities. Integrating virtual environment applications such as Google Earth etc. into social studies courses and using them in these courses can help to improve prospective teachers' spatial abilities.
The Turkish Version of Web-Based Learning Platform Evaluation Scale: Reliability and Validity Study
Author: Dag, Funda
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Web Based Instruction,Electronic Learning,Internet,Test Construction,Likert Scales,Validity,Reliability,Factor Analysis,Factor Structure,College Students,Test Items,Turkish,Translation

The purpose of this study is to determine the language equivalence and the validity and reliability of the Turkish version of the &quot;Web-Based Learning Platform Evaluation Scale&quot; (&quot;Web Tabanli Ögrenme Ortami Degerlendirme Ölçegi&quot; [WTÖODÖ]) used in the selection and evaluation of web-based learning environments. Within this scope, the validity of the factor structure of this scale is examined on the basis of data collected from 482 students at 11 universities in Turkey. The results of the exploratory factor analysis (EFA) show that the 40-item, four-factor structure of the scale parallels the original scale. To determine whether this structure agrees with the sample data, first-level confirmatory factor analysis (CFA) was conducted. The findings indicate that the compliance level of the sample is good. In addition, Cronbach's alpha reliability coefficient for the entire scale was calculated as 0.95, whereas McDonald's omega coefficient, which is regarded more relevant for congeneric measurements, was calculated as 0.96. These results indicate that the Turkish version of this scale, with its 40-item, four-factor structure, is a valid and reliable instrument.
Evaluation of Secondary School Students' Writing Fluency Skills
Author: Atasoy, Arzu
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Writing Evaluation,Writing Skills,Mixed Methods Research,Writing Ability,Accuracy,Writing Tests,Syntax,Difficulty Level,Writing Processes,Semantics,Lexicology,Statistical Analysis,Essay Tests,Secondary School Students,Grade 5,Grade 6,Grade 7,Grade 8

Developed to evaluate secondary school students' writing fluency skills, this study is descriptive in nature and uses a mixed method approach. During the research, the researcher attempted to identify students' abilities to write in terms of quantity and complexity, on the one hand, and also attempted to identify findings on accuracy, the organization of ideas, and the obstacles to fluent writing using qualitative data collection tools. The research population consisted of 379 secondary school students in the city center of Hatay, Turkey. Students were given 5 minutes to write, with most texts reaching between 91 and 125 syllabes. Students' texts scored 5 points, 19-36 points, and 3 points on the &quot;Accuracy,&quot; &quot;Syntactic Complexity,&quot; and &quot;Organization of Ideas&quot; dimensions, respectively. Students' lexical diversity was found to be 17.48% when taking polysemy into account, however, the lexical diversity ratios of the students are 20.9%. The lexical density percentage of students was found to be 86.01%.
Do Anger Control and Social Problem-Solving Mediate Relationships between Difficulties in Emotion Regulation and Aggression in Adolescents?
Author: Kuzucu, Yasar
Date: 2016-06-00
Type: Journal Articles
Subjects: Psychological Patterns,Emotional Response,Self Control,Aggression,Adolescents,Correlation,Problem Solving,Hypothesis Testing,Structural Equation Models,Foreign Countries,Questionnaires,Regression (Statistics),High School Students,Goodness of Fit,Statistical Analysis

Although recent studies have provided some explanation about the relationship between difficulties in emotion regulation and aggression in adolescence, the role of intervening variables in this connection has been ignored. The purpose of this research was to understand the relationship between adolescents' emotion regulation and aggression and to focus on the mediator function of social problem-solving and anger control. Participants comprised 413 adolescents (252 females and 161 males; mean age 15 years). The findings provided evidence for the partial mediator role of anger control and social problem-solving. The author discusses the theoretical and practical implications of these results in this study.
The Teaching Processes of Prospective Science Teachers with Different Levels of Science-Teaching Self-Efficacy Belief
Author: Saka, Mehpare
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Teaching Methods,Self Efficacy,Beliefs,Educational Practices,Case Studies,Qualitative Research,Content Analysis,Efficiency,Self Concept Measures,Participant Observation,Semi Structured Interviews,Data Analysis,Lesson Plans,Statistical Analysis

The concept of self-efficacy, which is an important variable in the teaching process, and how it reflects on teaching have recently been the focus of attention. Therefore, this study deals with the relationship between the science-teaching self-efficacy beliefs of prospective science teachers and their teaching practices. It was conducted with four prospective science teachers who were in their final year at a state university. The teaching processes of prospective science teachers, all of whom had different levels of science teaching self-efficacy beliefs, were detected using the case study, a qualitative research method. Observations, interviews, and documents were used as data collection tools. The obtained data were analyzed through the method of content analysis. According to the findings, although the prospective science teachers were observed to have different levels of self-efficacy belief, they agreed that the student-centered approach was more suitable for students, especially in terms of the teaching process. However, they reflected this differently in their practices. Contrary to expectation, it was generally confirmed that teachers with high-levels of self-efficacy might perform their teaching practices less efficiently in some situations, while teachers with low-level of self-efficacy might perform their teaching practices more efficiently.
Investigating the Impacts of Previous and Current Learning Experiences on Student Teachers' Teaching Experiences
Author: Ögeyik, Muhlise Cosgun
Date: 2016-10-00
Type: Journal Articles
Subjects: Student Teachers,Teaching Experience,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Microteaching,Undergraduate Students,Teaching Methods,Educational Objectives,Learning Experience,Teacher Education,Likert Scales,Mixed Methods Research,Language Teachers

This study investigated the impacts of the previous and current learning experiences of the student teachers on their microteaching practices. The study pursued threefold research goals: to diagnose the microteaching stance, to treat it, and to explore and evaluate the progress. The participants were 24 undergraduate third year student teachers attending the English Language Teaching (ELT) Department at a Turkish University. Two types of research were used for data collection: &quot;ex post facto research&quot; to scrutinize the previous learning experiences and teacher cognitions of the participants and &quot;phenomenographic research&quot; to specify their current performance in microteaching practices in terms of (1) professionally self-development; (2) sharing others' experiences; (3) developing educational aims; (4) enhancing skills development; (5) focusing on learners; and (6) negative impacts of microteaching. Depending on the ex post facto data, it was assumed that the previous learning experiences and teacher cognitions of the student teachers might have had some undesirable impacts on shaping their teaching perception. Drawing on the perspectives of the student teachers who were exposed to treatment process, it was noticed that the treatment process assisted them to participate in a more constructive and functional manner in microteaching practices.
Secondary Pre-Service Teachers' Algebraic Reasoning about Linear Equation Solving
Author: Alvey, Christina
Date: 2016-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Mathematics,Algebra,Equations (Mathematics),Problem Solving,Thinking Skills,Cognitive Style,Qualitative Research,Knowledge Base for Teaching,Demonstrations (Educational),Models,Performance Factors,Semi Structured Interviews,Student Teacher Attitudes,Language Styles

This study analyzes the responses of 12 secondary pre-service teachers on two tasks focused on reasoning when solving linear equations. By documenting the choices PSTs made while engaging in these tasks, we gain insight into how new teachers work mathematically, reason algebraically, communicate their thinking, and make pedagogical decisions. We will share qualitative results from our examination of teacher knowledge through pre-service teachers' explanations, models, language, and conjectures about student thinking.
Practitioner Perceptions of School Library Advocacy
Author: Burns, Elizabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: School Libraries,Advocacy,Librarians,Interpersonal Relationship,Stakeholders,Library Education,Qualitative Research,Phenomenology,Semi Structured Interviews,Librarian Attitudes,Public Schools,Barriers

School library advocacy is increasingly important due to decreases in funding and staff. National organizations attempt to engage school librarians in advocacy and have developed resources and tools to assist with this task. However, there is little research examining how practicing school librarians engage in advocacy and how their advocacy efforts impact their library programs. This study explored school librarians' perceptions of advocacy within the context of their school library setting. Findings suggest school librarians must continue to build relationships with stakeholders and create awareness for the school library position as they define the activities of advocacy unique to their library setting. An emphasis should also be placed on creating meaningful advocacy training in school library preparation courses.
Current Condition of Michigan Curriculum Materials Centers and Collections in Academic Institutions
Author: Kohrman, Rita
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Materials,Curriculum,Academic Libraries,Colleges,Shared Resources and Services,Library Services

A 2005 sabbatical study revealed 24 unique curriculum materials centers or collections (CMCs) in Michigan colleges or universities. The focus of the study was to investigate the number, characteristics, and quality of these centers and collections supporting education faculty and students. A follow up 2014 study asked how or if the Michigan curriculum materials centers and collections changed due to the economic and academic changes that have occurred since 2005.
Accuracy of Range Restriction Correction with Multiple Imputation in Small and Moderate Samples: A Simulation Study
Author: Pfaffel, Andreas
Date: 2016-09-00
Type: Journal Articles
Subjects: Correlation,Sample Size,Error of Measurement,Accuracy,Statistical Analysis,Statistical Bias,Predictive Validity,Monte Carlo Methods,Bayesian Statistics,Maximum Likelihood Statistics,Multivariate Analysis

Approaches to correcting correlation coefficients for range restriction have been developed under the framework of large sample theory. The accuracy of missing data techniques for correcting correlation coefficients for range restriction has thus far only been investigated with relatively large samples. However, researchers and evaluators are often faced with a small or moderate number of applicants but must still attempt to estimate the population correlation between predictor and criterion. Therefore, in the present study we investigated the accuracy of population correlation estimates and their associated standard error in terms of small and moderate sample sizes. We applied multiple imputation by chained equations for continuous and naturally dichotomous criterion variables. The results show that multiple imputation by chained equations is accurate for a continuous criterion variable, even for a small number of applicants when the selection ratio is not too small. In the case of a naturally dichotomous criterion variable, a small or moderate number of applicants leads to biased estimates when the selection ratio is small. In contrast, the standard error of the population correlation estimate is accurate over a wide range of conditions of sample size, selection ratio, true population correlation, for continuous and naturally dichotomous criterion variables, and for direct and indirect range restriction scenarios. The findings of this study provide empirical evidence about the accuracy of the correction, and support researchers and evaluators in their assessment of conditions under which correlation coefficients corrected for range restriction can be trusted.