ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of University Students' General Self-Efficacy, Depression and Psychological Well-Being in Predicting Their Exercise Behavior
Author: Ersöz, Gözde
Date: 2017-03-00
Type: Journal Articles
Subjects: College Students,Exercise,Self Efficacy,Depression (Psychology),Well Being,Mental Health,Predictor Variables,Student Behavior,Measures (Individuals),Questionnaires,Statistical Analysis,Correlation,Surveys,Foreign Countries

The aim of this research is to examine the relationship between exercise and general self-efficacy, depression, and psychological well-being of college students. Five hundred and twenty-two university students (n[subscript male] = 273; X[subscript age] = 23.33 ± 4.36 and n[subscript female] = 279; X[subscript age] = 25.91 ± 7.11) have participated in this research. The General Self-Efficacy Scale (GSES), Beck Depression Inventory (BDI), Physical Activity Stages of Change Questionnaire (PASCQ), and &quot;Psychological Well-Being Scale (PWBS) have been applied to the sample group in this study. While differences in participants' self-efficacy, depression, and psychological well-being levels with regard to the stage of changes in exercise are calculated with one way analysis of variance (ANOVA), the relationship between these ideas discussed in the research have been determined with Pearson Moments Product Correlation Analysis. According to the stages of exercise behavior, significant disparities have been found between participants' level of self-efficacy, depression, and psychological well-being, and the relationship between those notions has been observed. According to the results, the participants' general self-efficacy and psychological well-being levels were high and the depression levels were low when on advanced levels of exercise. In light of the findings obtained from this research, it has been concluded that continuity in exercise has a positive effect on psychological effects like general self-efficacy, depression and psychological well-being.
The Views of Syrian Refugees Migrating to Turkey on the Turkish Language and Culture: Kilis Case
Author: Biçer, Nursat
Date: 2017-03-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Attitude Measures,Language Usage,Cultural Differences,Mixed Methods Research,Young Adults,Late Adolescents,Surveys,Interviews,Observation,Content Analysis,Acculturation,Turkish,Adjustment (to Environment),Access to Education,Employment Level,Interpersonal Communication,Likert Scales

This study aimed to determine the views of the Syrian refugees migrating to Kilis, Turkey on the Turkish language and culture, as well as the impact of this situation on their daily life. For that purpose, this study was done in accordance with a mixed design, using quantitative and qualitative research methods together. The target population of the quantitative study consisted of Syrian refugees between the ages of 18 and 25 who were living in Kilis. As a sample, the study was conducted with 309 participants who were chosen out of these refugees. In the qualitative part of the research, ten participants were selected out of those refugees. In the research, quantitative data were acquired through a survey prepared by the researcher, and qualitative data were obtained through face-to-face interviews and observations made in Kilis. Statistical methods and content analysis methods were employed in the data analysis. The research results have determined that Syrian refugees living in Kilis have generally positive views on the Turkish language and culture, they make an effort to learn them, and the cultural adaptation process is in progress for inclusion of the two communities.
A Thematic-Based Meta Analytic Study Regarding the Effect of Creativity on Academic Success and Learning Retention
Author: Özdas, Faysal
Date: 2017-03-00
Type: Journal Articles
Subjects: Meta Analysis,Creativity,Scores,Retention (Psychology),Creative Writing,Academic Achievement,Databases,Statistical Analysis,Interrater Reliability,Effect Size,Reliability,Teaching Methods,Educational Research,Pretests Posttests,Foreign Countries

This thematic-based meta-analytic study aims to examine the effect of creativity on the academic success and learning retention scores of students. In the context of this aim, 18 out of 225 studies regarding creativity that were carried out between 2001 and 2011 have been obtained from certain national and international databases. The studies involving thematic-based meta-analytic reviews are examined under four themes--creative thinking, creative thinking activities, creative thinking techniques and creative writing applications. Certain inclusion criteria are also taken into consideration in the analysis. The statistical programs Comprehensive Meta-Analysis (CMA) and MetaWin are made use in order to analyze the data. The inter-rater reliability of the studies is calculated and found to be high. The Meta-analytic research results indicate that the effect size of creative thinking, creative thinking activities, creative thinking techniques and creative writing applications on academic success are large in terms of levels, while the creative applications in terms of learning retention are again large. This means that creativity has positive and great effects on both academic success and learning retention. The values of Fail-safe Number with regard to considering the effects of creative applications on academic success and learning retention show the high reliability of meta-analysis. It can be suggested that researchers should carry out more studies on creativity as there are not enough studies on creativity, especially regarding retention.
Validity and Reliability Study for the Social and Emotional Competence Assessment Scale among 60-72 Months-Old Children
Author: Ölçer, Sevinç
Date: 2017-03-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Social Development,Emotional Development,Interpersonal Competence,Preschool Children,Test Validity,Construct Validity,Factor Analysis,Factor Structure,Test Reliability,Likert Scales,Statistical Analysis

In the present study, the aim is to adapt the scale developed by Merrell, Felver-Gant and Tom (2011) to evaluate Social-Emotional Competence of Children and Young People among 60-72 months old children. Data have been obtained 200 preschool children attending preschool institutions. In testing validity of the scale, expert opinions are taken regarding scope and appearance validity. To test the construct validity of the scale, exploratory and confirmatory factor analysis techniques were used. As a result of exploratory factor analysis, it has been observed that variance of all items in the scale is loaded on three factors that explain 81.15% of the variance. As a result of the confirmatory factor analysis it has been noticed that all coefficients demonstrating the relationship between variables and factors observed in the model showing the factorial structure of this scale are sufficient. Internal consistency coefficients for each dimension and among total items of the scale have been calculated. T-test is conducted on independent sample and sub-, upper-groups and a meaningful difference at 0.001 level was found. Consequently, findings relating to validity and reliability of Social and Emotional Competence Assessment Scale for 60-72 Months Children have showed that the scale is a valid and reliable measurement tool.
Research Skills Development in Higher Education Students
Author: Bergamini, Tiziana Priede
Date: 2014-03-00
Type: Journal Articles
Subjects: Research Skills,Skill Development,Research Projects,Undergraduate Students,Business Administration Education,Student Research,Student Projects,Cooperative Learning,Student Satisfaction,Student Surveys,Online Surveys,Teamwork,Communication Skills,Writing Skills,Creativity,Teaching Methods,Foreign Countries,Likert Scales

This case study presents the development of a research project in a third-year undergraduate course, Family Business Administration. The research project aimed at promoting research skills in students. The authors formed working groups of no more than six students, and each group had to select an original research topic after conducting a literature review. Students were guided by the teachers and provided with initial reading materials, as well as an activity rubric specifying the minimum requirements of a scientific paper. The activity evaluation consisted of two parts, a written article (group assessment) and an oral presentation (individual assessment). After the activity concluded, students were asked to answer an online satisfaction survey. Results showed students viewed the activity as positive and appreciated the chance to develop several competencies, including research skills. The authors conclude several objectives were achieved, including: familiarize students with scientific research; make sure students are cable of finding information through primary sources; have students apply the knowledge acquired during the course; promote responsibility in students; cultivate in students the capacity to summarize ideas and expose them in a reasoned way; have students learn from the experiences and knowledge of others; and develop in students the capacity to synthesize all that information. [This paper was presented at the &quot;Jornadas Internacionales de Innovación Universitaria&quot; (&quot;JIIU&quot;) (International Conference on Innovation in Higher Education) (10th, Villaviciosa de Odón Campus, Universidad Europea de Madrid, Spain, July 11-12, 2013).]
Motivational Issues of Faculty in Saudi Arabia
Author: Abdul-Cader, Akram
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Focus Groups,Teacher Surveys,College Faculty,Teacher Motivation,Teacher Participation,Program Development,Sense of Community,Incentives,Leadership Styles,Participative Decision Making,Morale,Recognition (Achievement),Administrator Role,Performance Factors,Qualitative Research,Teacher Attitudes,Job Satisfaction,Phenomenology,Interviews,Statistical Analysis

This study focused on the factors that affect motivation of faculty in Saudi Arabia. It included two surveys and open-ended queries to a focus group of five academic managers and 25 faculty members of varying nationalities, rank, and institutes in Saudi Arabia. The research showed that the faculties in Saudi Arabia's highest education industry feel disconnected from the program development. The faculty members did not feel motivated to participate in the development and improvement of the academic program due to: (a) lack of monetary and non monetary incentives, (b) management not involving faculty in decision-making, and (c) lack of recognition and moral support. However, the faculties were intrinsically motivated to perform their greater interest in intrinsic motivation as a personal measure for success inside the classroom, but extrinsic motivation was a factor that needed greater improvement from the management of the universities for faculty to partake in development of the program.
The Role of Motivation and Understanding in the Change of Teaching Practices
Author: Ostinelli, Giorgio
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Motivation,Inservice Teacher Education,Instructional Design,Educational Change,Educational Practices,Knowledge Level,Mixed Methods Research,Educational Improvement,Change Agents,Postsecondary Education,Vocational Schools,Lesson Plans,Case Studies,Coaching (Performance),Innovation,Action Research,Semi Structured Interviews,Psychological Testing,Psychological Needs,Faculty Development

This is a reflection on a case of in-service teacher education. Two Swiss teachers, assisted by a change agent, were developing an innovative teaching approach, inspired by Wiggins &amp; McTighe's methodology Understanding by Design (UbD). While one developed a real understanding and mastery of this approach--improving therefore his professional skills--the other did not. The analysis developed through the following pages tries to better understand why this happened. The situation is examined through the scrutiny of the relationship between teachers' motivation and their understanding of UbD, using a mixed methods methodology.
Teachers' Opinions on Teacher Preparation: A Gap between College and Classroom
Author: Ashley, Jason
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Preservice Teacher Education,Teacher Education Programs,Theory Practice Relationship,Program Effectiveness,Program Evaluation,Literature Reviews,Teacher Effectiveness,Self Efficacy,Teacher Surveys,Online Surveys,Readiness

Teacher preparation evaluation has expanded rapidly since 1998, pushed by &quot;failing&quot; rhetoric adopted by many educational leaders, such as Michelle Rhee, founder of the Students First organization. Led by the ideas and arguments put forth by Diane Ravitch, others think that there is too much focus on red herrings and that there are, in fact, problems with the educational system, but not the ones with which decision and policy makers have become enamored. Despite this dichotomy, the former group is prevailing, giving the American education system a narrative of inadequacy and failure, and making the idea of data driven evaluation, at all levels, the answer to &quot;fixing&quot; American education. Between the two sides the voices of teachers have either been absent, or deemphasized when used, despite being the people on the front line of the &quot;crisis.&quot; The goal of this research was to gather the opinions of teachers about how effective they felt their college programs were in training them to become the teacher they wanted to be. The goal was not to re-diagnose a particular problem from a different point of view, or offer solutions to perceived issues, but instead to bring some attention to a set of voices that has been consistently overlooked by mainstream media, college program evaluations, and much of the academic literature.
Faculty Expectations toward Their Online Courses: Are They on the Same Screen with Their Students?
Author: Huss, John
Date: 2015-00-00
Type: Journal Articles
Subjects: Action Research,Online Courses,Teacher Attitudes,College Faculty,Web Based Instruction,Educational Technology,Student Evaluation,Feedback (Response),Teacher Student Relationship,Interaction,Communication Strategies,Mixed Methods Research,Surveys,Content Analysis,Coding,Expectation,Student Attitudes,Technology Uses in Education

This action research study explored attitudes and expectations of faculty at a Midwestern university who taught at least one fully online course during 2014. The study focused on instructor perceptions toward and experiences with web-based instruction, particularly in the critical areas of assessment and feedback; course organization; interaction with students; course flexibility; and overall communication. Findings were then compared to student responses from the authors' previous study. A mixed-methods electronic survey blended a quantitative component in the form of 21 fixed response items with a qualitative element accomplished through two narrative response questions where content analysis was used to compress many words of text into content categories based on explicit rules of coding. A total of 134 faculty members participated, and findings revealed that instructors are becoming more deliberate about their actions as they seek to develop &quot;teaching presence&quot; that extends beyond the managerial and technical aspects of their interactions with students. There was growing agreement between faculty and student expectations, with room for further improvement, as both faculty and students adjust to this new delivery system and the need for clarity, timeliness, and course designs that integrate the best of technological possibilities with the preferred &quot;human&quot; qualities of the traditional classroom.
Early Childhood Teacher Candidates' Perception of Their Support and Readiness for a Teacher Performance Assessment
Author: Brown, Carmen Sherry
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Career Readiness,Preservice Teachers,Preservice Teacher Education,Performance Based Assessment,Alignment (Education),Relevance (Education),Teacher Competency Testing,Task Analysis,Learning Experience,Questionnaires,Familiarity,Change Strategies,Student Teacher Attitudes

Comprehensive early childhood teacher preparation programs offer courses and curricula that are aligned with current research on best practices and related to the knowledge and skills that early childhood teacher candidates are expected to demonstrate on certification exams and teacher performance assessments. To support the alignment of early childhood coursework in a teacher preparation program with a teacher performance assessment (edTPA), the purpose of this study was to examine the degree to which teacher candidates felt their early childhood coursework prepared them for the edTPA. The findings from this study suggest that early childhood teachers' perception of their readiness for a teacher performance assessment may indicate the extent to which their coursework prepared them to meet the requirements of the edTPA. Implications from this study suggests that early childhood teacher preparation programs should continuously examine how faculty are introducing and supporting professional teaching standards, assessment for learning and evaluation of learning throughout course work and student teaching experiences.
Literacy Co-Teaching with Multi-Level Texts in an Inclusive Middle Grade Humanities Class: A Teacher-Researcher Collaboration
Author: Chandler-Olcott, Kelly
Date: 2015-00-00
Type: Journal Articles
Subjects: Team Teaching,Literacy Education,Middle School Teachers,Educational Research,Partnerships in Education,Humanities Instruction,Intervention,Urban Schools,Grade 7,Social Studies,Language Arts,Special Education,Interdisciplinary Approach,Reading Materials,Heterogeneous Grouping,Qualitative Research,Affordances,Observation,Semi Structured Interviews

This article reports on a middle school literacy intervention implemented during a yearlong teacher-researcher collaboration. The purpose of this collaboration was to combine and adjust commonly recommended pedagogical approaches to address the literacy needs of a heterogeneous group of seventh graders attending an urban school. University researchers designed and implemented the intervention with an interdisciplinary team of three teachers. The intervention drew on sociocultural theories of language and learning. It had three main features: integration of English and social studies, multi-level texts, and co-teaching of heterogeneous groups. Qualitative data included field notes from classroom observations and planning meetings, transcripts from teacher interviews, and classroom artifacts. Data were analyzed as they were collected and used in planning sessions. Additional analysis after the intervention ended focused on exploration of critical events reflecting convergence and divergence of teachers' and researchers' perspectives on the intervention features. Findings were organized around three representative critical events, one per intervention feature. Implications of results for future middle grade co-teaching literacy interventions were explored.
The Globalization Classroom: New Option for Becoming More Human?
Author: Svetelj, Tony
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Practices,Global Approach,Humanism,Cultural Awareness,Multicultural Education,Role of Education,Definitions,World Views,Well Being

Within a multi-cultural and multi-religious society, exposed to the challenges of globalization, a traditional understanding of humanism offers insufficient frameworks for an adequate comprehension of human agency, its flourishing and search for meaning. The process of globalization continuously shakes the pedagogical assumptions and principles of education, acceptable for a mono-cultural or religious society. If education leads us to make the best of ourselves or our students, then we should first answer anew the question about what we mean by the best in a multi-cultural and multi-religious society. This article offers some guidelines for further pedagogical and philosophical reflection on a humanism that is more suitable for our life in the process of globalization and modernity. The globalization process moves us toward a better and more complex comprehension of what &quot;human&quot; means within a universe of divergent cultures, religions, traditions, and races. I call this humanism universal humanism, based on the Greek word ?a?????, comprising both universality and wholeness. Such humanism includes not only the main characteristics of humanism rooted in the Greek and Roman culture, in which our Western tradition is based; it integrates also the best about the human from non-Western traditions. As universal, this humanism helps us transcend singular cultures, nations, political systems, religions, and, by default, discover or explore anew the meaning of the human person on a global, i.e. universal level. The last part of this article suggests some pedagogical attitudes that will help us to embrace and remain in a dialogical relationship with all of humanity, in order to enrich our comprehension of the incomparable worth of the human person, this time from a universal perspective.
Religious Literacy in the New Latino Diaspora: Combating the &quot;Othering&quot; of Muslim Refugee Students in Nebraska
Author: Sierk, Jessica
Date: 2016-00-00
Type: Journal Articles
Subjects: Religion,Literacy,Immigrants,Hispanic Americans,Refugees,Manufacturing,Employment Opportunities,Student Diversity,Land Settlement,Muslims,Islam,Fear,Academic Achievement,Knowledge Base for Teaching,Cultural Pluralism,Ethnography,Teacher Education,Elementary Secondary Education,Christianity,Social Integration,Acculturation

Many communities across the United States have been undergoing recent demographic changes. Since the 1980s, low-skilled labor (e.g. meatpacking) has attracted Latino families to settle in communities that historically have been home to few, if any, Latinos (i.e. the New Latino Diaspora). In more recent years, these same job opportunities have also characterized these communities as prime locations for refugees from countries like Somalia and Sudan. As a result, schools in these settings are serving an even more diverse student population than they were twenty, ten, or even five years ago. Given that the contexts of the New Latino Diaspora (NLD) and refugee resettlement may differ substantially, schools that have made steps to traverse one demographic change (i.e., working with Latino students) cannot necessarily use the same methods to tackle the other (i.e., working with Muslim refugee populations). Beyond formal school planning, Muslim refugee youth in NLD communities are often targets of post-9/11 Islamophobia, while peers and teachers alike often lack the religious literacies needed to ensure these youths' school success. This paper draws on the case of one particular Nebraska community to shed light on how seemingly unrelated instantiations of demographic change (i.e., the NLD and refugee resettlement) produce a unique context to consider the need to develop religious literacy as a component of multicultural education in both teacher preparation and K-12 schooling environments. After considering emerging ethnographic data from a larger study, I provide action-oriented recommendations based on the scholarship concerning religious inclusivity.