ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Teachers' Personal Value Orientations and Attitudes toward the Teaching Profession in Turkey
Author: Necla, Sahin-Firat
Date: 2016-10-23
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Preservice Teachers,Student Attitudes,Values,Teaching (Occupation),Questionnaires,Attitude Measures,Statistical Analysis,Likert Scales,Multiple Regression Analysis

This study examined the relationship between pre-service teachers' personal value orientations and their attitudes toward the teaching profession. The study was conducted with the participation of 612 students at DEU's Buca Faculty of Education during the 2014/2015 academic year. Data were collected using the Portrait Values Questionnaire (PVQ) and the Attitudes toward the Teaching Profession Questionnaire (ATPQ). The main findings of the study are as follows: Personal value pre-service teachers' professed the most was self-direction, followed by universalism, and thirdly security. Value was the attitude toward the teaching profession calculated the most by the same teachers. Additionally, a significant relationship was indicated between pre-service teachers' personal value orientations and their attitudes toward the teaching profession. Pre-service teachers' personal value orientations explained 17.4% of the variation in their attitudes toward the teaching profession.
Problem-Based Learning Method: Secondary Education 10th Grade Chemistry Course Mixtures Topic
Author: Üce, Musa
Date: 2016-12-00
Type: Journal Articles
Subjects: Problem Based Learning,Science Achievement,Teaching Methods,Conventional Instruction,Chemistry,Grade 10,Secondary School Science,Pretests Posttests,Comparative Analysis,Experimental Groups,Control Groups,Foreign Countries,Statistical Analysis

In this research; aim was determining student achievement by comparing problem-based learning method with teacher-centered traditional method of teaching 10th grade chemistry lesson mixtures topic. Pretest-posttest control group research design is implemented. Research sample includes; two classes of (total of 48 students) an Anatolian High School student in 2014-2015 academic year. Treatment took place for 16 hours. Experiment group treated with problem-based learning method, control group was treated with teacher-centered traditional method. Data was conducted with scientific achievement scale and t-test was used to analyse data. Findings showed that there was a significant difference between two groups in favour of students treated with problem-based teaching in terms of scientific achievements in mixtures topic.
Research for Motivational Persistence Levels of Prospective Teachers in Terms of Age, Gender and Teaching Branch Variables
Author: Cenberci, Selin
Date: 2016-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Foreign Countries,Age Differences,Gender Differences,Teaching Methods,Educational Psychology,Teaching (Occupation),Student Motivation,College Students,College Faculty,Persistence,Factor Analysis,Statistical Analysis,Rating Scales

The meaning of motivation has been much discussed and theorized in educational psychology. According to the Keller (2006), motivation is measured by the amount of effort the student makes in order to achieve the instructional goal. In addition to this, Sing (2011) clarified motivation is one of the most important prerequisites for learning also persistence of motivation is a key for achievement (Ushioda 2015). Persistence of motivation is as important as having motivation (Constantin, Holman and Hojbota 2011). Motivational persistence as core component of the strength of goal striving (Constantin 2008). Teaching is a profession that requires motivational persistence. Motivational persistence level of prospective teachers and development of it are important in their education term. In this research motivational persistence levels of future teachers are examined according to the different variables. In this research descriptive model was used aiming to bring about the different variables effect on the motivational persistence. In 2015-2016 Education Year Spring Term in NEU Education and Art &amp; Design Faculty 250 different students in different departments participated in this research. Motivational persistence scale was developed by Constantin et al. (2011) and adapted to Turkish by Sariçam et al. (2015). And also in research these techniques are used to analyze data; frequency, percentage average, standard deviation and t test. The data gathered as a result of measurements during research was done in computer by SPSS program. We concluded that students? motivational persistence level score mean is good level. Motivational persistence score mean of girls, art of design students, 23-24 age group are the highest were relatively higher than other groups.
The Evaluation of Motivation and Sport Education Relationship
Author: Bas, Mustafa
Date: 2016-12-00
Type: Journal Articles
Subjects: Motivation,Athletics,Team Sports,Physical Education,Physical Education Teachers,Questionnaires,Pretests Posttests,Research Design,Control Groups,Statistical Analysis,Comparative Analysis,Evaluation

Motivating and enjoyable experience are the factors that physical education teachers encounter with them. One of the educational models of sport is sport education that is a result of features reliable sport simulation that causes to positive motivational sport experiences. Participants were 120 (male = 100, female = 20). The number of classes that selected for this study were six numbers such as soccer, basketball and football codes. There were 40 participants and 80 participants that were under two conditions as sport education condition and traditional condition, respectively. The participants selected the sport according to their favorites. Three questionnaires have answered for investigation intrinsic motivation, goal orientations and perceived under pre-test condition and post-test condition for evaluation. Significantly difference was indicated under traditional condition for the changes in perceived competence, task orientation and mastery climate in compare to the sport education condition. The traditional condition was related to the adaptive aspects of motivation decreasing for the students, but the sport education condition sustained the existed levels of motivation.
An Inquiry-Based Learning Intervention to Support Post-Primary Engagement with Science, Technology, Engineering and Mathematics
Author: Roche, Joseph
Date: 2016-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,STEM Education,Foreign Countries,Science Education,Technology Education,Engineering Education,Mathematics Education,Intervention,Secondary School Students,Secondary Schools

Science and mathematics education in Ireland is facing an increasing number of challenges due to economic and social change. Some of these challenges mirror international trends while others are unique to the Irish education system. In order to meet the demands that are being placed on science and mathematics education in Ireland at post-primary level, the time might be right for the implementation and support of university-based interventions. This paper describes an inquiry-based learning intervention for post-primary students that seek to sustain and nurture student interest in science, technology, engineering and mathematics. The intervention is an example of how institutions of higher education can support post-primary students by giving them the confidence needed to face the challenges of a 21st century society.
Culturally Responsive Peace Education: A Case Study at One Urban Latino K-8 Catholic School
Author: Buck, Brandon
Date: 2016-10-00
Type: Journal Articles
Subjects: Catholic Schools,Peace,Violence,Urban Schools,Culturally Relevant Education,Activism,Curriculum Development,Barriers,Observation,Semi Structured Interviews,Focus Groups,Case Studies

This paper presents a case study of a yearlong research-based peace education program at one urban K-8 private Catholic school situated in a community plagued by structural violence in an enclave of a large Midwestern city. To frame the analysis, the author employs concepts central to culturally responsive pedagogy (including cultural competence, funds of knowledge, reshaping the curriculum, and activism) in order to highlight some of the unique challenges involved in implementing a peace education program in a diverse, urban environment.
Survey of Mathematics Teachers' Static and Transformational Performance and Perspectives for Teaching Similarity
Author: Cunningham, Robert F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Surveys,Mathematics Teachers,Teacher Attitudes,Mathematics Instruction,Mathematics Education,Teaching Methods,Problem Solving,Geometry,Textbooks,Common Core State Standards,Public Schools,Secondary School Mathematics,Mathematics,Geometric Concepts,Pedagogical Content Knowledge,Secondary School Teachers,Preservice Teachers,Pilot Projects

Surveys were used to examine mathematics teachers (15) on their ability to solve similarity problems and on their likely implementation of lesson objectives for teaching similarity. All correctly solved a similarity problem requiring a traditional static perspective, but 7 out of 15 failed to correctly solve a problem that required a more transformational perspective. A set of 10 lesson objectives on similarity were composed using Geometry textbooks, using the Common Core State Standards (CCSS), (NGA Center and CCSSO 2011), and using some generated by the authors. When asked to select from the list of objectives the ones they would most likely implement, teachers favored traditional textbook objectives that might be presented using a static perspective, rather than similarity transformations, manipulatives, or technology that might support a more transformational perspective. In fact, these were among the objectives most likely not included in their lesson plans.
Nurturing a Heart for the New Evangelization: A National Study of Catholic Elementary School Principals in the U.S.
Author: Spesia, David D.
Date: 2016-10-00
Type: Journal Articles
Subjects: Catholic Schools,Principals,Administrator Role,Mixed Methods Research,Administrator Surveys,Interviews,Religion,Correlation,Religious Factors,Elementary Schools,Administrator Attitudes,Likert Scales,Regression (Statistics)

The Catholic Church calls school principals to serve not only as educational leaders and ecclesial ministers, but also as agents of the New Evangelization. Given the Church's ongoing call for a New Evangelization, it is essential to establish how the principals themselves perceive this missionary mandate; it is also important to explore what elements of the principals' own faith formation have best equipped them for this unique role and what areas for ongoing growth they themselves identify. This mixed-methods study collected both quantitative and qualitative data through a survey of over 600 Catholic elementary school principals across the U.S.; personal interviews triangulated the data from the survey. The findings of this study identify a high level of comfort among the principals regarding the work of the New Evangelization, as well as a positive correlation among several areas of faith formation and their general confidence about the mission. The study concludes with recommendations for future formation at the service of the New Evangelization.
Two Concepts of Radiation: A Case Study Investigating Existing Preconceptions
Author: Plotz, Thomas
Date: 2016-00-00
Type: Journal Articles
Subjects: Radiation,Science Education,Case Studies,Scientific Concepts,Science Instruction,Grounded Theory,Misconceptions,Student Attitudes,Foreign Countries,Semi Structured Interviews,Secondary School Students,Physics

Conceptual Change is a widely accepted theoretical framework for science education. Setting up successful learning and teaching arrangements in this framework necessarily entails including students´ preconceptions into the construction of those arrangements. In order to provide a basis for such arrangements this study investigated and explored preconceptions about radiation in a qualitative case study with seven students (age 17-18). The use of grounded theory allowed the discovery of deep-rooted conceptions and the formulation of a theory to help learners understand the basic concepts of radiation more quickly and more reliably. The results revealed a new conception &quot;the nature of radiation&quot;, which hampers students' understanding and interferes with their explanations of radiation. Additionally, analysis of the data revealed interesting conceptions concerning the danger of different types of radiation. These highly interesting findings about the nature of radiation will be embedded in a broader perspective and suggestions for learning and teaching about radiation will be given.
Academic Performance of Students with Disabilities in Higher Education: Insights from a Study of One Catholic College
Author: Wasielewski, Laura M.
Date: 2016-10-00
Type: Journal Articles
Subjects: Disabilities,Comparative Analysis,Catholic Schools,Church Related Colleges,Statistical Analysis,Grade Point Average,Gender Differences,College Students,Hypothesis Testing,Student Records,Academic Achievement

The purpose of this study was to determine if students with disabilities perform comparably to students without disabilities academically at a small Catholic liberal arts college. Quantitative results were gathered through the comparison of end of semester and cumulative grade point averages for students with disabilities and students without disabilities (n = 56). The t test for independent means and a 2-way analysis of variance were used to test hypotheses. Students without disabilities had significantly higher academic performances than students with disabilities as measured by grade point averages. Female students without disabilities outperformed female students with disabilities as measured by end-of-semester and cumulative grade point averages. However, male students without disabilities did not outperform male students with disabilities. Further research should evaluate why females with disabilities seem to fare worse when compared to female students in the comparison group and why male students did not demonstrate the same pattern.
Teaching Experimental Design to Elementary School Pupils in Greece
Author: Karampelas, Konstantinos
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Research Design,Elementary School Students,Foreign Countries,Science Instruction,Science Education,Clubs,Science Activities,Inquiry,Qualitative Research,Talent Development,Gifted,Scientific Methodology,Semi Structured Interviews,Elementary School Science,Thinking Skills,Observation

This research is a study about the possibility to promote experimental design skills to elementary school pupils. Experimental design and the experiment process are foundational elements in current approaches to Science Teaching, as they provide learners with profound understanding about knowledge construction and science inquiry. The research was carried out in pupils of an elementary school in Greece, who participated in the Science Club, which is composed of learners with interest and talent in the science subject. This club was formed in the year 2013-2014. Up until the year 2015-2016, totally 42 pupils have participated. All of them were involved in experimental design tasks. Through a qualitative research, it was examined whether the learners got familiar with the basic dimensions of experimental design. These are precision of variables, hypothesis stating and clarification of measurements and observations. Findings were overall positive. However, there is room for improvement.
Conceptions of Pupils of the Primary on the Topic of an Electric Circuit in Three Countries (Canada, France and Morocco)
Author: Métioui, Abdeljalil
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Education,Science Instruction,Elementary School Students,Elementary School Science,Foreign Countries,Qualitative Research,Questionnaires,Scientific Concepts,Grade 5,Science Experiments,Equipment

Qualitative research conducted with 237 pupils from Canada, France, and Morocco, between 10 and 12 years of age, on the setting and functioning of simple electric circuits, demonstrates that similar explanatory systems of the students. For this, we had given them a paper and pencil questionnaire of a sixty minutes duration. The first question was related to power a light bulb using wires and battery. The second issue was intended to determine whether pupils are conscious of the danger associated with a polarity battery. The third is related to the flow of electric current between the + and - terminals of a battery in an electric circuit. The last question requires an understanding of the law of conservation of the charge in a circuit constituted by a battery and a bulb. This research provides an answer to the question of ethnocentricity and universality of students' conceptions from different cultures and linguistic communities. In this research, the thesis of the universality was establish from the students' responses to a questionnaire.
A Comparative Analysis of Common Mistakes in Achievement Tests Prepared by School Teachers and Corporate Trainers
Author: Simsek, Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Achievement Tests,Test Construction,Teacher Education,Teacher Education Programs,Test Items,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Item Analysis,Corporate Education,Trainers,Teacher Made Tests,Educational Assessment

Test development has been an important part of measurement and evaluation in any educational setting, whether its purpose is instruction or training. Both teachers and trainers are expected to have certain level of mastery in developing reliable and valid tests for assessing performance of learners adequately. However, it has often been reported that teachers and trainers are not competent enough to develop such tests. Most teachers have taken at least one university course on educational measurement and evaluation during their undergraduate education. Similarly, a considerable number of corporate trainers attend at least one in-service training seminar on measurement and evaluation as a part of their professional training program. However, teachers and trainers still make serious mistakes in preparing tests for assessing the level of learning and performance properly. This study compares their mistakes based on basic principles of test development. More specifically, the researcher wanted to assess whether the mistakes of teachers and trainers are similar or different. Toward this purpose, a total of 120 instructors (62 teachers and 58 trainers) were selected as participants of the study. A total of 6450 test items in various fields of learning were analysed to make comparisons. Results generally suggest that school teachers and corporate trainers make similar mistakes, although their level of knowledge and skills in measurement and evaluation are different due to prior learning. There is also no difference regarding the subject matter area and the level of education for which the tests were developed. Approximately 60% of items need revisions, half of which appear to have severe mistakes. The most common problems are related to easy test items, route learning, implausible distractors, use of negative questions, hidden cues, illogical order of alternatives, length of sentences for correct answers, disturbing sequence of items, single-mode (text-based) questions, and subjective items. These results, along with some others, have serious implications for programs on teacher education and training of trainers.
Introducing New Material for a Standardized Exam: A Controlled, Prospective, Double-Blinded Test of Student Learning
Author: Halperin, Kopl
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Achievement,Multiple Choice Tests,Standardized Tests,Test Preparation,Science Teachers,Statistical Analysis,Correlation,Seismology,Probability,Retention (Psychology),Science Instruction,Middle School Students,Middle School Teachers,Grade 8,Statistical Significance

Do multiple choice unit tests reflect what students have learned during the unit? The day before the administration of a county-mandated multiple choice test, two classes were shown a topic they had not previously seen, and told it would be on the test. One class was shown the same material and told it was not important, and two classes were not shown the material. There was one question on the test concerning this material. The first two classes (n = 54) had 83% correct on the question. The next class (n = 32) had 81% correct. The last two classes (n = 43), who did not see the material, had 63% correct on the question. The results were statistically significant, p = 0.045. There was no difference between the class averages on the test overall. The results appear to indicate that one can prepare for multiple choice tests independently of other aspects of learning.
Examining Teaching Based on Errors in Mathematics Amongst Pupils with Learning Disabilities
Author: Magen-Nagar, Noga
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Education,Mathematics Instruction,Learning Disabilities,Mathematics Teachers,Misconceptions,Preservice Teachers,Research Methodology,Qualitative Research,Intervention,Individualized Education Programs,Special Education,Content Analysis,Ethnography,Mathematics Skills,Teaching Methods

Teaching mathematics while learning from students' mistakes, errors and misconceptions, is most important for meaningful learning. This study was based on intervention programs prepared by preservice teachers. It aimed to examine their knowledge of assessment of errors in mathematics amongst pupils with learning disabilities, and their use as a basis for didactically adapted teaching. The research methodology was qualitative. Three pairs of preservice teachers (a total of six students) studying special education participated. Content analysis was performed using the Individualized Education Program and according to Hiebert and Lefevre's cognitive learning model. The research findings support and indicate the importance of coordinating an analysis of the pupil's errors and the choice of a didactically adapted teaching strategy, in order to achieve a more effective focus on the mathematical difficulties and the misconceptions, and thus to contribute to improving the therapeutic effectiveness and realize the student's abilities to the maximum. The current study is thus innovative in examining the assessment of the errors in mathematics made by students with learning disabilities, not only in regards to the disability in cognitive functioning and difficulties in mathematical functioning, but also in regards to the use of conceptual and procedural mathematical knowledge by the preservice teachers and the teacher.