ethanporcaro/eric-fulltext-meta huggingface dataset:
Parents&apos; Attributions and Perception Questionnaire: Turkish Validity and Reliability Study = Ebeveyn Basariya Dönük Nedensel Yükleme Ölçegi (ENEYÖ): Türkçe geçerlilik ve güvenirlilik çalismasi
Author: Lindberg, E. Nihal
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Parent Child Relationship,Questionnaires,Test Reliability,Test Validity,Attribution Theory,Academic Achievement,Academic Failure,Foreign Countries

Causal attributions are defined as the way people describe and evaluate their or others' behaviors. In the literature, it was found to directly and indirectly affect academic achievement as they influence parents' expectations about their children's future success, their parenting styles, and, therefore, the social and physical environment that they provide for their children. This study adapts the Parents' Attributions and Perceptions Questionnaire (PAPQ) to Turkish and collects evidence about the questionnaire's validity and reliability. The questionnaire comprises eight factors and 24 items designed to evaluate parents' causal attributions based on ability, effort, luck, and strategy for success and failure. The participants were 340 parents (235 mothers and 105 fathers), aged between 25 and 35 years (128); and high school graduates (182) with a monthly income between 2,001 and 4,000 TL (98). The mean scores calculated for the questionnaire items ranged between 1.45 and 4.42. Adjusted item total correlations were calculated; it was found that the discriminating power of the items varied between 0.43 and 0.90. As a result of the CFA, the goodness of fit values of the questionnaire was calculated as ?[superscript 2/sd = 1.92, RMSEA = 0.056, SRMR = 0.053, CFI = 0.97, and GFI = 0.89. The Cronbach's alpha internal consistency coefficient was found to be 0.80. Based on these results, it was demonstrated that the PAPQ is a valid and reliable measuring instrument that can be used in Turkish.
Early Literacy Materials and Teacher Practices in Preschool Classrooms = Okul öncesi siniflarindaki erken okuryazarlik materyalleri ve ögretmen uygulamalari
Author: Kilinçci, Emine
Date: 2021-00-00
Type: Journal Articles
Subjects: Emergent Literacy,Instructional Materials,Manipulative Materials,Preschool Education,Preschool Children,Preschool Teachers,Public Schools,Learning Activities,Visual Stimuli,Books,Classroom Environment,Motor Development,Writing Skills,Skill Development,Foreign Countries

In this qualitative study, the aim was to examine early literacy materials used by teachers in preschool classrooms as well as teachers' practices that were related to early literacy instruction. The participants of this qualitative study were 52 preschool teachers working in 22 public schools in the city of Usak, Turkey. The Early Literacy Material Control Form was used to examine materials in the classrooms and one-toone interviews were made with a semi-structured interview form to understand the practices of teachers. Results indicated that the preschool classes were lacking a sufficient amount and type of early literacy materials as well as activities chosen to stimulate early literacy skills development among children. There were shortcomings in effective literacy environment, book variety and the inclusion of diverse and interesting visuals in classroom. It was determined that teachers generally do mathematical activities and asked children to engage in drawing lines for their early literacy skills development. The most used method in the implementation of activities was the use of books and/or worksheets. Based on these findings, alternative ways to support early literacy skills and carrying out training programs which place more emphasis on early literacy materials and classroom practices are recommended.
Participatory Action Research in Education: A Fanonian Medicine of the People
Author: López, Josué R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Participatory Research,Action Research,Educational Research,Praxis,Equal Education,Racial Bias,Role of Education,Wellness

Educational researchers have sought to address the experiences of students of color in many ways. One form of doing so is through Participatory Action Research (PAR), whereby participants are engaged as co-researchers and work together to select pertinent questions or challenges, carry out the research, and generate recommendations from their findings. While PAR facilitates the ability of students to reflect and take action in the world, there is a deeper concern underlying praxis as a response to racism in institutions such as schools. Josué Lopez argues that there are unique concerns PAR must attend to when responding to the psychological and intellectual implications of colonialism and racism in schools for students of color. For this purpose, Frantz Fanon provides unique contributions for thinking about PAR both as an approach to partnerships with communities of color as well as a means of transforming inequitable institutions. This article focuses on the relevance of Fanon's praxis to PAR and his notion of a medicine of the people as a way to address the psychological and intellectual implications of racism in schools for students of color. It first discusses of the significance of PAR in educational research as an extension of a commitment to and belief in the transformative capabilities of communities of color. It also discusses the ways in which Fanon's thought provides a distinct lens to think about colonialism and racism in schools as well as PAR as an approach to dismantling racism by juxtaposing his thought with the Brazilian pedagogue Paulo Freire. Next, López provides an in-depth engagement with Fanon's idea of a medicine of the people, noting the parallels between dilemmas faced in educational research and the ways in which PAR as a response to these challenges is consistent with a medicine of the people. The article closes by providing snapshots of the work of three PAR researchers--Jason Irizarry, David Stovall, and the author (Josué Lopez)--to demonstrate how a Fanonian medicine of the people can function in responding to the psychological and intellectual impact of colonialism and racism in schools in and beyond the United States.
Curriculum Development through Action Research: A Model Proposal for Practitioners = Eylem arastirmasi araciligiyla program gelistirme: Uygulayicilar için bir model önerisi
Author: Saban, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Development,Action Research,Models,Problem Solving

Conducted based on the idea that there are similarities between &quot;action research&quot; and &quot;curriculum development&quot; processes, in this study, the aim was to develop a model that practitioners can use to understand and improve the practical curriculum. To this end, first, the phenomena of &quot;curriculum&quot;, &quot;curriculum development&quot;, &quot;action research&quot;, and &quot;curriculum development through action research&quot; were examined thoroughly, the action research models existing in the literature were analyzed in-depth, and, based on an eclectic approach, a model that blends both processes was proposed. Afterward, the proposed model's implications for curriculum development were discussed. Finally, expert opinions on the model development process employed in the study were questioned, and the necessary changes were made in line with the obtained feedback. The proposed model has been conceptualized as a cyclical problem-solving process employing six stages. They include: (a) identifying the focus area, (b) performing a needs analysis, (c) developing an action plan, (d) implementing the action plan, (e) evaluating the process, and (f) reflecting on the process. Moreover, the proposed model's implications for curriculum development are: (1) curriculum development is a practice-based process, (2) curriculum development is a problem-solving focused process, (3) curriculum development is a continuous (progress-oriented) process, and (4) curriculum development is a context-dependent process.
Teacher Abuse, School Burnout and School Attachment as Predictors of Adolescents&apos; Risky Behaviors = Ergenlerde riskli davranislarin yordayicilari olarak ögretmen istismari, okul tükenmisligi ve okula baglanma
Author: Savi Çakar, Firdevs
Date: 2021-00-00
Type: Journal Articles
Subjects: Antisocial Behavior,Teacher Student Relationship,Burnout,Student School Relationship,Risk,Secondary School Students,Adolescents,Predictor Variables,Gender Differences,Socioeconomic Status,Family Structure,Instructional Program Divisions,Academic Achievement,Foreign Countries

The aim of this study is to determine the predictive level of teacher abuse, school burnout and school attachment for risky behaviors in adolescents, and to examine risky behaviors according to some demographic variables. Relational survey model was employed in the study. The study group consisted of 446 adolescents with an average age of 15.49 years studying in secondary schools. Personal information form, Risky Behaviors Scale, Teacher Emotional Abuse Scale, School Burnout Scale and School Attachment Scale for Adolescents were used to obtain demographic information about students. As for data analysis, Pearson's Correlation Coefficient Analysis, Multiple Linear Regression Analysis, Independent Samples t-Test and One-Way Variance Analysis were employed. As a result, it was found that teacher abuse and school burnout predicted adolescents' risky behaviors in a positively significant direction whereas school attachment predicted adolescents' risky behaviors in a negatively significant direction. It was revealed that the score averages taken from the total and sub-dimensions of risky behaviors differed significantly according to gender, grade level, academic average, perceived socioeconomic level and family structure variables. In addition, it was determined that suicidal tendencies did not differ based on gender, academic average and class level; antisocial behaviors and school dropout did not significantly differ according to the grade level.
I Have a Letter to My Faculty! = Fakülteme mektubum var!
Author: Aktan, Osman
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Preservice Teacher Education,Foreign Countries,Beginning Teachers,Teacher Competencies,Teaching Experience,Teacher Educators

The quality of the preservice education received by teachers is an important factor in determining their competence in the profession. The objective of this study was to reveal the thoughts and interpretations of teachers about their faculties in the first five years of their profession. The study was designed as a narrative qualitative research. The study group consisted of 25 teachers selected using the criterion sampling method. Results showed that teachers have great difficulties in their teaching life because preservice education they received is insufficient in terms of gaining teaching skills and information they acquire within the framework of theoretically weighted courses at the faculty does not help them in their future teaching life. Results also indicated that school experience/teaching practice courses are insufficient in terms of both time allocated and efficiency; teachers have problems in the education of disadvantaged students, refugee students, and students in multigrade classes, they also have problems related to classroom management skills as well as with competencies regarding managerial work and operations in school. In the study, it was determined that the prospective teachers in the faculty gained the awareness that every child is valued and should constantly be prioritized, education faculties should contribute to the professional development of teachers who are still on duty, and teachers and graduates of education faculties are respected in the society. Based on the study results, review of the missions and teacher development programs of the faculties of education is recommended.
Changes and Transformations in the Curricula of Elementary Education Citizenship, Democracy and Human Rights from 1926 to 2018 = 1926&apos;dan 2018&apos;e ilkokul/ilkögretim vatandaslik, demokrasi ve insan haklari egitimi programlarindaki degisim ve dönüsümler
Author: Ulubey, Özgür
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Curriculum,Curriculum Development,Educational History,Citizenship Education,Democracy,Civil Rights,Foreign Countries

In this study, the curricula of citizenship, democracy and human rights developed from 1926 to 2018 were examined in depth with the aim of determining changes, transformations and developments. As a qualitative study based on document analysis, the curricula were chronologically named as the 1926 and 1936 Homeland Knowledge Curriculum, the 1948 Citizenship Knowledge Curriculum, Citizenship Knowledge Curriculum embedded in the 1968 Social Studies Curriculum, the 1998 Citizenship and Human Rights Curriculum, the 2010 Citizenship and Democracy Curriculum and the 2015 and 2018 Human Rights Citizenship and Democracy Curricula. The data were collected using the document analysis technique and analysed with an inductive content analysis. As a result of the study, it was found that in the first years of the proclamation of the Republic, the duties and responsibilities of the citizens towards the state were emphasized and the love of the country and the nation was brought to the fore. It was aimed for individuals to adapt to the newly established state and to adopt the principles of the state. It was determined that in the early 2000s, the regulations made in relation to democracy and human rights and freedoms to fulfil the political conditions in the accession process to the European Union were reflected in the curricula.
Investigation of Academic Achievement, Self-Efficacy and Psychological Resilience of Sixth Grade Students Starting Primary School at Different Ages = Farkli yas gruplarinda ilkokula baslayan ögrencilerin altinci sinif akademik basarilarinin, öz yeterliklerinin ve psikolojik saglamliklarinin incelenmesi
Author: Oktay, Ayla
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Self Efficacy,Resilience (Psychology),Elementary School Students,Children,Grade 6,Age Differences,Longitudinal Studies,Memory,Emotional Development,Social Development,Mathematics Achievement,Reading Comprehension,Turkish,Scores,Foreign Countries

The aim of this study is to investigate the academic success, self-efficacy and psychological resilience of sixth-grade students who started primary school in different age groups and who were followed up longitudinally. The study group of this research consisted of a total of 485 students, 73 of whom were longitudinally trained in the sixth grade, on the Anatolian side of Istanbul. In order to collect quantitative data of the research, Child and Young Psychological Resilience Scale, Self-Efficacy Scale for Children, Mathematics Performance Test, and Turkish Performance Test were used. Qualitative data were collected through sentence Completion Form created by the researchers. Kruskal Wallis H Test was performed in order to analyse whether independent variables differed according to age, while the students' first class memories were investigated by the content analysis, and the data were categorized and divided into themes. Results showed that the academic achievements, self-efficacy and psychological resilience of both the students who were followed up longitudinally and those of the whole study group did not differ significantly in terms of the age of starting primary school. According to the qualitative findings of the students' memories of the day they started primary school, it was observed that the students who started primary school at a young age used more negative expressions about their first days at school. The results obtained are discussed within the framework of the related literature.
Place-Based Visual Arts Education in Natural Environment = Dogal çevrede yer temelli görsel sanat ögretimi
Author: Sesigür, Ayça
Date: 2021-00-00
Type: Journal Articles
Subjects: Place Based Education,Outdoor Education,Physical Environment,Forestry,Parks,Summer Schools,Art Education,Art Activities,Visual Arts,Manipulative Materials,Freehand Drawing,Aesthetics,Emotional Experience,Self Expression,Discovery Learning,Children,Childrens Attitudes,Elementary School Students,Foreign Countries

This study aimed to improve the education process by enabling children to associate natural environmental experience with art and to include it into aesthetic experience in place-based visual arts applications. Accordingly, answers for subquestions such as how it can be possible for children to create nature-art relation through place-based education, how application (art making) studies are conducted during this education process and how they evaluate the process of education were sought. In the research, conducted with cooperative action research, the participants were 12 children chosen between the ages of 7-11 years. The data collected with observation, semi-structured interview, researcher and participant reflecting diary, studies of participants and video recordings were analyzed with inductive analysis. Results showed that participants created relationship between natural objects and artistic elements by making discoveries in natural environment and by making applications with natural materials. They also noticed aesthetics in nature and created a bond and with visual designs they made with aesthetic experiences, they created art-nature relationship. They evaluated their learning experiences as a difficult and entertaining process during which they sometimes felt fear and tiredness. It was also revealed that the participants questioned the permanence and value of art making and made aesthetic judgements.
&quot;We Participate, Silently&quot;: Explicating Thai University Students&apos; Perceptions of Their Classroom Participation and Communication
Author: Chung, Ji Hye Jaime
Date: 2021-02-00
Type: Journal Articles
Subjects: Student Participation,Student Attitudes,College Students,Late Adolescents,Classroom Communication,Classroom Environment,Nonverbal Communication,Listening,Cultural Context,Cultural Traits,Behavior Standards,Asians,Collectivism,English (Second Language),Language of Instruction,Foreign Countries

This study explores Thai university students' perceptions of their reluctance in verbal classroom participation especially in situations where English is used as the medium for instruction. It is generally perceived that non-native learners particularly from high context cultures such as Thailand have the tendency to remain silent during discussion sessions or when they are asked to participate in activities related to expressing their opinions. By investigating this phenomenon through focus group meetings with Thai university students, this study reveals reasons that cause students to be hesitant speakers in class through the eyes of students themselves. The results confirm that though students agree to the common perception of Asian students being quiet learners, they did not agree that they were passive learners; they emphasized the fact that they used 'silence' as a tool to quietly yet attentively participate. The study also highlights that students' silence can be seen as a way to harmonize with the environment and situation which is the cultural norm in the Thai context.
Self-Advocates with Intellectual Disability about Their Work as Social Educators -- A Qualitative Polish Study
Author: Nowakowska, Iwona
Date: 2021-02-00
Type: Journal Articles
Subjects: Self Advocacy,Foreign Countries,Mild Intellectual Disability,Teachers,Teacher Attitudes,Teacher Motivation,Skill Development,Problems,Readiness,Attitudes toward Disabilities

The paper presents the opinions of self-advocates with mild intellectual disability about their work as social educators -- public self-advocates raising disability awareness. Six semi-structured individual interviews were conducted. Data was analyzed within the framework of Interpretative Phenomenological Analysis. The themes which emerged from the interviews comprise: the motives of educators to work as self-advocates, opportunities to gain new skills and to raise public awareness about disability given by this activity, the difficulties they experience being social educators and ways to overcome them, the meaning of self-advocacy in their lives as well as the readiness to recommend this work to other people with disability. The gathered data suggests that, according to the self-advocates, being a social educator enhances the social status of self-advocates. It also provides an opportunity to develop skills, new social roles and sometimes positive identities, which is in line with the assumptions of the theoretical models of self-advocacy.
A Pedagogy of Guilt: A Freirean Critique of a Hegemonic Ethos in the Foreign Language Classroom
Author: Kuiken, Amy E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Second Language Learning,Second Language Instruction,Consciousness Raising,Power Structure,Educational Trends,Language Teachers,Teaching Methods,Teacher Attitudes,French,Language Usage,Meetings,Immersion Programs,Language Variation,Heritage Education,English (Second Language),Language Attitudes

The aim of this article is to develop a critical awareness of a pervasive hegemonic ethos and its dehumanizing impact on Foreign Language (FL) classrooms. In doing so, Amy E. Kuiken draws from Paulo Freire's discussion of subordination and transformation, i.e. of oppression and humanization, as a critical lens through which to view current trends in FL instruction particularly in the United States and invite FL teachers everywhere to reimagine their own praxis in the classroom setting. The impetus for this analysis stems from her own experience as a French language instructor beginning over a decade ago. Professional development workshops emphasized research that supported maximizing the use of the target language (TL) to help students achieve proficiency. Departmental meetings focused on strategies for conducting lessons entirely in the TL, while parents and educators pointed to immersion programs as evidence of rigor-- &quot;serious&quot; language study of the highest caliber. As she moved and took jobs in different schools and settings, the message remained clear: immersion was optimal, therefore instructors ought to rely on the TL as much as possible in their lessons. However, as she observed the utility of other languages in her classroom, she grew increasingly critical of an unexamined push for immersive FL instruction.
Brand Consciousness: Late Capitalism and the Marketing of Misery
Author: Eastman, Nicholas J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Marketing,Social Systems,Corporations,Merchandise Information,Commercialization,Social Problems,Advertising,Psychology,Credibility

With the advent of social media, Nicholas J. Eastman writes, corporations are not only brand conscious, but conscious brands. Its marketing assumes the form of an intimate and absurd conversation about its, your, and society's misery. He contends that consumerism is the most potent driver of feeling, thinking, and doing, and for an increasing share of young people, this is a grave threat to their belief that life is worth living. The emergence of misery marketing signals the dominance of a therapeutic culture unable to break out of adolescent neuroses created and maintained by nihilistic consumerism and its colonization of the human psyche through new media forms. Advertising cannot be severed from its roots in psychology. Both are the systematic study of motives and manipulation. The credibility of both as a science is tied to their ability to understand human desire and manipulate it to yield predictable results.