ethanporcaro/eric-fulltext-meta huggingface dataset:
Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students with Mathematics Difficulties? A Mediated Moderation Analysis
Author: Doabler, Christian T.
Date: 2019-06-00
Type: Journal Articles
Subjects: Direct Instruction,Kindergarten,Mathematics Instruction,Mathematics Skills,Mathematics Achievement,Core Curriculum,Demonstrations (Educational),Mathematical Concepts,Feedback (Response),Drills (Practice),Group Instruction,Numeracy,Individual Instruction,Program Effectiveness,At Risk Students,Outcomes of Education,Correlation

A growing body of research suggests that the effects of core mathematics instruction on student mathematics outcomes may not be uniform across different skill levels in mathematics. This study investigated the extent to which observed components of explicit mathematics instruction explained why students' initial mathematics achievement was previously found to moderate the treatment impact of an empirically validated, core kindergarten mathematics program. Instructional components examined were as follows: (a) teacher demonstrations and explanations of mathematical concepts, (b) group and individual student practice opportunities, and (c) teacher-delivered academic feedback. Findings suggest that the rate in which teachers facilitated individual student practice opportunities during core mathematics instruction explained the program's differential effectiveness. Implications in terms of differentiating practice opportunities for at-risk learners and utilizing classroom observation data to test potential mediating variables of academic interventions are discussed.
Screening in the Upper Elementary Grades: Identifying Fourth-Grade Students At-Risk for Failing the State Reading Assessment
Author: Kent, Shawn C.
Date: 2019-06-00
Type: Journal Articles
Subjects: Screening Tests,Grade 4,Elementary School Students,At Risk Students,Academic Failure,Reading Tests,Predictive Validity,Accuracy,Classification,Performance Based Assessment,Reading Fluency,Reading Comprehension,Measures (Individuals),Disability Identification,Reading Difficulties,Computer Assisted Testing,Vocabulary Skills,Oral Reading,Reading Skills,Public Schools,Emergent Literacy,Achievement Tests,State Standards,Standardized Tests,Common Core State Standards

This study examined the predictive validity and classification accuracy of individual- and group-administered screening measures relative to student performance on a year-end state reading assessment in two states. A sample of 321 students was assessed in the areas of word-level and text fluency, as well as reading comprehension in the fall of fourth grade. For individual measures, a group-administered reading comprehension test exhibited the highest classification accuracy (74%-80%) for both outcomes though no screener demonstrated optimal sensitivity and specificity levels. Using a multivariate approach, logistic regression results revealed minimal to no increase in classification accuracy over the single comprehension measure. Receiver operating characteristic (ROC) curve analyses determined local cut scores to maintain sensitivity constant at 0.90, which resulted in a large number of false positives. The implications and limitations of these findings for screening at the upper elementary level are discussed.
What Is Shadow?
Author: Romcevic, Nebojsa
Date: 2018-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Engineering Education,Teaching Methods,Light,Motion,Correlation,Transfer of Training,Assignments,Creativity,Thinking Skills,Foreign Countries

This paper has two parts. In the first part, intended for physics students as well as for engineering students whose primary interest is not physics, a new lesson related to shadow properties is given as a part of lectures on light. The effects resulting from a shadow 'motion' observed on a screen were looked into. The relationship between the parameters that define the screen placement and the parameters related to the conditions of shadow formation is given. The possibility of information transfer in the optimal geometrical conditions is analyzed as well. The second part of the paper contains homework assignments. Assignments designed for physics students differ from those proposed for engineering students. The assignments are intended to encourage students to reason and to take a creative approach.
Context-Based Comparative Analysis of Turkish Physics Curriculum of Republic Period
Author: Özcan, Hasan
Date: 2018-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Educational History,Science Curriculum,Comparative Analysis,High School Students,Middle School Students,Course Content,Textbooks,Teaching Methods,Foreign Countries

In this study, changes occurring in the content of the applied physics courses curriculum in Turkey since the declaration of Turkish Republic until today are intended to be comparatively analyzed. The study is different from similar studies in terms of extent and content. It is thought that it will be a descriptive source which shows the contents of all physics courses in the Republican period. The data for the study were collected by the document analysis technique which is one of the data collection tools in qualitative research. In Republic Period, Physics was lectured as an individual course not only in high school but also in 7th and 8th-grade curricula. Therefore, in the study, the curricula of the physics courses of middle schools in 1930, 1938 and 1951, and high schools in 1934, 1938, 1952, 1985, 1992, 1997, 2007, 2013 and 2017 were examined. According to the findings obtained from the study, it was determined that the content creation concept was not included in the physics lesson curriculum in the historical process. Due to this deficiency, it was seen that the content was increased in some curricula and reduced by removing from others. In line with the results obtained from the study, it is suggested for the researchers, planning to carry out a study on the same subject, to analyze the reflection of physics topics on the textbooks, as well as carrying out a comparative-analysis on physics curricula in terms of assessment and evaluation.
Conical Pendulum Part 3: Further Analysis with Calculated Results of the Period, Forces, Apex Angle, Pendulum Speed and Rotational Angular Momentum
Author: Dean, Kevin
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Motion,Scientific Concepts,Graphs,Equations (Mathematics),Mechanics (Physics)

The conical pendulum provides a rich source of theoretical and computational analysis and the present work presents a seamless continuation of the previous publication. The tension force F[subscript T] and centripetal force F[subscript C] are explored further in linearization analyses and the appropriate slopes are explained. A similar analysis is applied to the period as a visual confirmation of the expected linearity and the slope is explained. The apex angle is considered as a function of both the conical pendulum period and angular speed. An analysis is presented of the conditions required for the constancy of the length of the adjacent side of the triangle defining the conical pendulum, which gives rise to an apparently counter-intuitive result and this is explained in detail. The speed of the rotating conical pendulum mass is calculated as a function of the radius and also as a function of the apex angle. The rotational speed is then used in order to calculate the rotational angular momentum. In order to maintain continuity of calculations from the previous work, the length range of the conical pendulum was maintained to be 0.435 m = L = 2.130 m, the local acceleration due to gravity g = 9.789 ms[superscript -2] and with a mass m = 0.1111 kg. This required the same limits for the string tension of approximately mg = F[subscript T] = 12 N, the calculations therefore covered an apex angular range from zero (string hanging vertically down) up to 85°. [For Part 1, &quot;Conical Pendulum--Linearization Analyses,&quot; see EJ1174583. For &quot;Conical Pendulum: Part 2. A Detailed Theoretical and Computational Analysis of the Period, Tension and Centripetal Forces,&quot; see EJ1217093.]
The Romanian Version of the Revised Youth Purpose Survey (RYPS): Psychometric Evaluation for Emerging Adults
Author: Balgiu, Beatrice Adriana
Date: 2019-00-00
Type: Journal Articles
Subjects: Romance Languages,Psychometrics,Factor Analysis,Validity,Cultural Context,Well Being,Gender Differences,Foreign Countries,Surveys,Undergraduate Students,Student Attitudes,Self Concept,Measures (Individuals)

The present article looks into the psychometric properties of the Revised Youth Purpose Survey (RYPS) in the case of a group of Romanian students emerging adults (N = 500). RYPS is a ten-item scale made of two sub-scales which measure Purpose Exploration (4 items) and Purpose Commitment (6 items). Confirmatory factorial analysis indicated an adequate fit of a two-factor model (GFI = 0.96; AGFI = 0.94; RMSEA = 0.057). This structure was confirmed and it was invariant for gender. Cronbach's alpha coefficients show good internal consistency: 0.87 (Purpose Exploration subscale) and 0.77 (Purpose Commitment subscale). The correlations of both scales of RYPS with validation measures of psychological and subjective well-being and of identity orientations were positive, indicating good convergent validity. The study validated the conceptual vision of the authors of the instruments in a previously unstudied cultural context.
Teachers&apos; Attitudes Regarding the Development of Socio-Emotional Skills in Elementary Schools in Greece
Author: Raptis, Ioannis
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Social Development,Interpersonal Competence,Emotional Development,Skill Development,Elementary School Teachers,Elementary School Students,Foreign Countries,Student Behavior,Teaching Methods

The purpose of this study was to investigate teachers' attitudes regarding the development of socio-emotional skills of students in primary general schools and the implementation of programs concerning the development of these skills within the school context. Socio-emotional skills are of particular importance in children's lives, as they help to develop appropriate codes of behavior, which would allow them to survive in the contemporary demands of society. Students should be able to communicate in acceptable ways, both with their peers and with other members of their family and society. An important contributor to the development of socio-emotional skills is the teacher (Elias &amp; Arnold, 2006). The contemporary teacher must be thoroughly informed about techniques and approaches that should be followed to develop and strengthen the cultivation of these skills to all students and particularly to those who experience difficulties of social adaptation and show disruptive behavioral disorders.
Smartphone Addiction and Leisure Constraints: College Students
Author: Soyer, Fikret
Date: 2019-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Addictive Behavior,Leisure Time,College Students,Barriers,Foreign Countries,Individual Characteristics,Psychological Patterns,Knowledge Level,Friendship,Time,Interests,Predictor Variables

The aim of this study was to investigate the leisure constraints perceived by the university students according to the level of smartphone addiction. In the study, in order to determine the constraints faced by the participants Leisure Constraints Scale developed by Alexandris and Carroll (1997), adapted to Turkish by Gürbüz, Öncü, and Emir (2012) and in order to determine the level of smartphone addiction, Smartphone Addiction Scale developed by Kwon et al. (2013) and adapted to Turkish by Noyan et al. (2015), was used. Conventional sampling method was preferred for sample selection and face-to-face survey method was used for data collection. In the analysis of the obtained data, descriptive statistics, Independent Sample t-test, One-way ANOVA, Chi-square, Hierarchical and non-hierarchical clustering analysis were used. A total of 1298 volunteers participated in the study: 676 males (52.1%) and 622 females (47.9%). According to the results of the study, it was determined that there was a statistically significant difference in the subscales of leisure constraints in terms of individual psychology, lack of knowledge, lack of friends, lack of time and interest according to smartphone addiction levels. As a result; It was determined that the high-level smartphones addicted students perceived a high level of leisure constraints than the university students who had a low level of addictions.
Investigation of High School Students&apos; Internet Parental Styles in Relation with Several Variables
Author: Selvi, Harika
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Internet,Parenting Styles,Parent Influence,Gender Differences,Instructional Program Divisions,Parent Child Relationship,Parent Participation

The aim of this study is to investigate internet parental styles of high school students in terms of gender, grade and parental warning. The sample of the study consists of high school students, who were selected through convenience sampling method, studying in the city of Sakarya. In this study, Ayas and Horzum (2013), the Turkish version of &quot;Internet Parental Style Scale&quot;, was used. The scale was developed in Dutch by Rooij and Eijden (2007) and translated into English by Valcke et al. (2010). The scale has two sub-dimensions: family control and family intimacy. The findings of the study revealed that internet parental styles of high school students differed according to gender and grade, but it did not show a significant difference according to the parental warning.
Predictors of the Social Validity Judgments of Early Childhood Intervention Performance Checklists and Practice Guides
Author: Dunst, Carl J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Predictor Variables,Early Intervention,Young Children,Check Lists,Guides,Test Validity,Performance,Usability,Special Education Teachers,Disabilities,Educational Legislation,Equal Education,Federal Legislation

Early childhood intervention practitioners (N = 42) reviewed three early intervention performance checklists and three intervention practice guides and made social validity judgments of the acceptability and importance of the products. Both the checklists and practice guides included evidence-based characteristics and indicators that are known to be related to improved child learning and development. Hierarchical regression analyses of the relationship between five predictor variables and the study participants' social validity judgments and found that only practitioners' cognitive appraisals of the checklists and practice guides accounted for significant amounts of variance in their social validity judgments beyond that accounted for by the other predictors (education, years of experience, primary role, and type of program). The importance of cognitive appraisals for understanding their influence on practitioner social validity judgments are described as are the limitations of the study.
Relations of Peer-Victimization Exposure in Adolescents with the Perceived Social Support, Parental Attitude, School Success, School Change and Area of Residence
Author: Tura, Gülsah
Date: 2017-00-00
Type: Journal Articles
Subjects: Peer Relationship,Victims,Adolescents,Predictor Variables,Social Support Groups,Parent Attitudes,Parent Influence,Success,Place of Residence,Grade 8,Foreign Countries,Parenting Styles,Bullying,Correlation

This study is made to determine the predictive powers of the perceived social support, parental attitude, school success, school change and living in different area of residences variables in the students of 8th grade who are exposed to peer-victimization. The data of the research has been procured from 550 students who are eighth-graders in Diyarbakir and Kocaeli. The data related to the predicted variable has been collected by using Peer-victimization Scale (Mynard &amp; Joseph, 2000) and the data related to the predictor variables has been gathered by using the Perceived Social Support Scale -- Revised Form (Yildirim, 2004), the Parental Attitude Scale (Lamborn, Mounts, Steinberg &amp; Dornbush, 1991) and the Personal Information Form prepared by the researcher. The statistical analysis of the gathered data has been performed in computer by using SPSS 11.5 packaged software. Multiple Regression Analysis is used in determining the variables predicting peer-victimization exposure which is the purpose of the study. On the other hand, the Stepwise Regression Analysis is implemented in order to determine the explanatory variables having high correlation coefficient and the predicted variable. The findings obtained by the research can be summarized as the following: School success, perceived social support and authoritarian parental attitude are the variables predicting the peer-victimization exposure. It has been found out that the other variables in the analysis do not predict the exposure of the students to the peer-victimization. The findings obtained in the research are discussed and commented and suggestions have been made based on the facts.
Turkish Social Studies Teachers&apos; Opinions about Performance Tasks in Elementary Education
Author: Çaliskan, Hüseyin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Teacher Attitudes,Opinions,Elementary School Teachers,Performance,Task Analysis

This study aims to reveal how Turkish social studies teachers regard performance projects in elementary education, to determine problems experienced and to find out their recommendations for them. The study is based on phenomenology, a qualitative study design. The population of the study is comprised of 20 social studies teachers working for schools located in the city of Sakarya. They were provided with the interview form designed by the researchers. The interview form consists of six questions designed in a way that will reveal how social studies teachers regard performance projects. The data were analyzed through descriptive analysis. The study concluded that the great majority of the teachers use performance projects for evaluation purposes. However, they do not believe that performance projects serve their purpose. They also stated that both teachers and students experience a number of problems during implementation and evaluation. According to the participants, both students and parents have a negative attitude towards performance projects. [This study was presented in ERPA International Congresses on Education on 2-4 June, 2016 as a verbal statement.]
Exploring the Interaction between Science Teachers&apos; Self-Efficacy Beliefs and Pedagogical Discontentment: An Attempt to Understand Why Science Education Reform Fails
Author: Saka, Yavuz
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Education,Scientific Literacy,Science Teachers,Interaction,Self Efficacy,Educational Change,Teacher Attitudes,Beliefs,Scientific Attitudes,Foreign Countries,Active Learning,Inquiry,Public School Teachers,Middle School Teachers

Scientific literacy is currently one of the main purposes of science education. Science education reform efforts provide rich, comprehensive and explicit messages, ideas suggestions with teachers to promote scientific literacy through student-centered and inquiry-based instructional implementations. However, systemic change that reform aims to achieve yet to come through as most of the science teachers are still using teacher-centered lecture style science teaching rather than implementing reform initiatives. The purpose of this paper is an attempt to shed light on the existing literature to understand why science teachers would not employ reform initiatives in their classrooms. Teacher self-efficacy and pedagogical discontentment are selected to be the target constructs that the interactions between them hold promises to explore teacher averseness to reform. 130 science teachers working in public middle schools located in northern Turkey were participated in this research. The findings derived from this research provided several key interactions between self-efficacy beliefs and pedagogical discontentment in terms of the participating teachers' openness toward science education reform in Turkey. Methodological implications were also embraced.
A Study of Creative Writings in Urdu of the Secondary School Students
Author: Saleem, M. Qamar
Date: 2017-00-00
Type: Journal Articles
Subjects: Urdu,Secondary School Students,Creative Writing,Creativity,Teaching Methods,Imagination,Risk,Native Language,Behavior Problems,Essays,Writing Skills,Talent,Public Schools,Private Schools,Foreign Countries

Psychologists and educators throughout the world paid attention to creativity and creative thinking. The routine type of tasks in the school appears to be very simple and uninteresting to the creative students. Atmosphere of some schools is conducive for the development of creative potential. Whereas the atmosphere of many schools comes in the way of its development. Children prefer to learn in creative ways rather than just memorizing information provided by a teacher or parents. It is generally assumed that children are highly creative, with vivid imaginations, and that they learn by exploring, risking, manipulating, testing, and modifying ideas. Language allows children to talk to each other and to write their thoughts and ideas and mother tongue is the most important and comprehensive medium for expression. Self-expression in reading, writing and speech; reading of suitable general books of high quality with interest rather than concentration on textbooks: approach to literature as a source of joy and inspiration rather killjoy drill in grammar and vocabulary. Children learn to connect individual words with objects, ideas, and actions. In the process, they write their thoughts and ideas in very creative ways. The researcher took this study to know the written potential of Urdu medium students. In this paper, the researcher emphasized that Urdu speaking children are not less than children of any other language. The only problem is less opportunities for them. The researcher found that Urdu medium students are naughty, distracted, disturbed due to various reasons but at the same time they are highly creative in writing.