ethanporcaro/eric-fulltext-meta huggingface dataset:
Geography Courses in the Identity Construction and Spatial Belonging Development of Turkish-Origin Students Living in Germany
Author: Pamuk, Irem
Date: 2019-00-00
Type: Journal Articles
Subjects: Geography Instruction,Self Concept,Phenomenology,Immigrants,Student Attitudes,Role,Place of Residence,Geography,Foreign Countries,High School Students

The aim of this study is to find out the contributions of geography courses to the spatial belonging development and identity construction of Turkish-origin students from different types of schools located in North Rhine-Westphalia (Nordrhein-Westfalen) state in Germany. In this study, one of the qualitative research designs, namely phenomenology, will be employed. Phenomenology is the most suitable methodological tool for this study, as it enables us to focus on experiences, livings, thoughts, sense, and feelings of individuals. The study group was determined in accordance with purposive sampling. The data was collected through semi-structured interviews and analyzed with the &quot;MAXQDA 11&quot; qualitative data analysis software and categories were formed. According to the research results, Turkish-origin students are aware of the important role that geography courses take firstly in familiarizing with Germany, the country they live in. It was revealed that geography courses provide students with the sense of spatial belonging and help them to embrace the place they live in by creating a certain perception of place. In other words, Turkish-origin students feel that they are part of Germany because they feel that they belong to the place. The fact that they see Germany as their home country is one of the indicators of interiorizing the geography. For them, Germany is their home country whereas Turkey is their motherland. As their families' motherland concept is related to Turkey, they transmit the concept of motherland from their families to their social realities.
Linking the Learning and Teaching Geography: The Gap between School and University in Turkey
Author: Kaya, Niyazi
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teacher Education,Educational Quality,Undergraduate Study,Secondary School Teachers,Foreign Countries,Geography,21st Century Skills,Teacher Attitudes,Inservice Teacher Education,Educational Needs

This study was carried out with the aim to determine the level of sufficiency of the geography teachers' education, which they received during their undergraduate education, in terms of their professional performance in the official secondary education institutions under the Ministry of National Education in Turkey. This study adopted the survey model and the relevant data was collected by using a descriptive approach. THESE data were collected from the actively-working geography teachers by using a data collection tool developed by the researcher with the modeling technique to be analyzed and interpreted. According to the results obtained from the collected data; it has been observed that the geography teachers did not consider the undergraduate education they received while carrying out their education activities and they did not have sufficient level in acquiring some of the fields that have to be given to the students. Undergraduate geography teacher programs need to be updated on a need-based basis by taking the opinions of all stakeholders, to be able to apply the geography curriculum effectively and effectively and to provide the geographic skills required by the 21st century to students. In addition, some suggestions can be made to the geography teachers who are currently working in the Ministry of National Education (MoNE) by developing application-based activities to meet the professional development needs in the areas they need.
The Students&apos; Behaviours at the Instructional Geocaching Applied in Problem-Based Environmental Education
Author: Adanali, Rukiye
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Behavior,Geographic Information Systems,Environmental Education,Problem Based Learning,Natural Disasters,Educational Games,Outdoor Education,Preservice Teachers,Geography Instruction,Student Attitudes,Skill Development,Technological Literacy,Student Motivation,Doctoral Students,Handheld Devices,Telecommunications,Foreign Countries,Instructional Effectiveness

Environmental and disaster consciousness of teachers are of great importance for disasters education. The teaching of some natural disasters of climate in the Environmental Problems course at an education faculty in Turkey was carried out with the Problem Based Learning (PBL) approach supported with Instructional Geocaching Game (IGG). Geocaching is an outdoor location based-digital game in which players hide a box and then share its coordinates online. Other players can find it with GPS. IGG is an educational game played with small student groups designed by teachers. This study aims to demonstrate how the IGG activities conducted outside of the classroom with the PBL approach are applied and IGG's outcomes. The instrumental case study design was utilized with a group of 19 geography prospective teachers whom were selected by convenience sampling method. The students' views on the IGG were determined by the open-ended questionnaire and their behaviours were determined by out-of-classroom observation forms. Student performances were evaluated through the IGG portfolio. Document analysis for survey and portfolio data; descriptive analysis for observations were done. The findings revealed that students' problem-solving skills increased and they learned to use GPS technology; IGG contributed to the development of environmental awareness and disaster awareness of them by increasing motivation. In addition, some strategies for the practice of the game emerged. IGG facilitated students' PBL process and it was evaluated as a geography game by students. According to the results, the PBL-IGG approach is applicable in Geography and Environmental Problems courses.
Students&apos; Reasoning Processes While Constructing Causal Diagrams
Author: Cox, Marjolein
Date: 2019-00-00
Type: Journal Articles
Subjects: Thinking Skills,Causal Models,Problem Solving,Teaching Methods,Concept Mapping,Geography,Geography Instruction,Cognitive Processes,Protocol Analysis,Grade 12,Secondary Education

The use of causal diagrams to externalize the mental representation of a problem is recognized to be an important step in solving complex problems. In geography education several global challenges taught about in class are highly complex due to the interconnectedness of many causes and consequences. A systems thinking approach might be helpful to better understand these global challenges. Former studies have shown the effectiveness of concept maps and causal diagrams to foster students' systems thinking. However, it is not always obvious for students to construct proper causal diagrams. In order to optimize teaching strategies concerning these complex systems in geography education, this study analyzes students' cognitive strategies while constructing a causal diagram. We used task-based think-aloud interviews to study their cognitive strategies. Four different cognitive strategies were observed. The different types of cognitive strategies all resulted in an acceptable constructed causal diagram by the students. The presented insights are explorative, but it reveals the thinking processes that are mostly tacit and therefore has the potential to contribute to better teaching strategies. After all, if we know what processes novices go through while carrying out a complex skill, which are often taken for granted by experts, in this case geography teachers, we can raise awareness among teachers to explicitly take those processes into account while designing lessons.
Viewpoints of Social Studies Teachers about Oral History Method
Author: Dere, Ilker
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Social Studies,Oral History,Teaching Methods,Middle School Teachers,Foreign Countries,History Instruction,Thinking Skills

The aim of this study was to reveal the viewpoints of social studies teachers regarding oral history method. The qualitative research approach was used to achieve this purpose. A total of 225 middleschool social studies teachers from various provinces of Turkey participated in the study. A standardized open-ended interview form comprising three sections was used to collect data. Data collected online and during face-to-face interviews were evaluated with content analysis method. At the end of the research, important results regarding the usage of oral history in social studies courses were obtained. First, it was observed that most of the social studies teachers were acquainted with the oral history method and that they learned about this method during their university education. Second, most of the teachers defined the method as an interesting and effective method that facilitates permanent learning. Third, they remarked that the oral history method presents first-hand information, develops historical thinking skills and ensures the establishment of a meaningful connection with society. In spite of this, the teachers who stated that they do not use this method in their courses mentioned some problems related to the school curriculum and oral history method. In the context of these results, it can be concluded that the oral history method has begun to gain popularity among social studies teachers despite some problems.
Enhancing Peer Feedback Practices through Screencasts in Blended Academic Writing Courses
Author: Irwin, Bradley
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Writing Evaluation,Feedback (Response),Computer Mediated Communication,Blended Learning,Writing (Composition),Undergraduate Students,Foreign Countries,Formative Evaluation,Instructional Improvement,Writing Improvement,Student Attitudes,Grading,Second Language Learning,English (Second Language),Language Proficiency

The case study presented in this paper investigates the roles that the Moodle workshop activity module and peer feedback screencast training have on the development of formative peer feedback practices in low level English academic writing classes. The development of 26 first-year Japanese students' peer feedback practices were tracked over 6 separate feedback sessions. The findings indicate that without training, students produced vague and unhelpful peer feedback. However, the intuitive structure of the Moodle workshop module and screencast feedback training sessions helped develop the skills necessary to offer critically evaluative feedback that proved useful for essay revision. Further findings show that although students were initially reluctant to offer feedback written in English, their use of the target language increased with adequate practice. Finally, student perceptions of their own abilities point to a highly significant relationship between screencast feedback training and improvement in peer feedback practices. These results suggest that the combination of the Moodle workshop activity module and feedback training screencasts facilitate effective peer feedback practices even in low level L2 academic writing courses.
The Benefits and Challenges of Embedding Work Integrated Learning: A Case Study in a University Education Degree Program
Author: Doolan, Maria
Date: 2019-06-00
Type: Journal Articles
Subjects: Work Experience Programs,Experiential Learning,Employment Potential,Job Skills,Preservice Teacher Education,Student Teaching,Outcomes of Education,Foreign Countries,Career Readiness,Preservice Teachers,College Graduates,Program Effectiveness

Embedded Work Integrated Learning (EWIL) is a specific model of Work Integrated Learning (WIL); students work with industry in small blocks of time at regular intervals throughout semester focussing on reflective learning in authentic work environments. This study highlights benefits and challenges experienced when incorporating EWIL into a university education degree. Data was collected through survey and interview; students and graduates were surveyed and industry partners were interviewed. Reflections from university staff involved in the degree were also included. Results demonstrate EWIL is an effective pedagogical strategy in terms of providing authentic, real world learning experiences and enhancing students' employability skills. Specifically, students' communication skills, organisational abilities and confidence are enriched. Challenges encountered included time constraints, increasing student cohort size and staffing changes. These challenges can be overcome with planning and relationship development. The findings of this study provide insight and guidance for institutions considering implementing EWIL models into comparable university programs.
Peer Group Influence on Academic Performance of Undergraduate Students in Babcock University, Ogun State
Author: Filade, Bankole Adeyemi
Date: 2019-06-00
Type: Journal Articles
Subjects: Peer Groups,Peer Influence,Academic Achievement,Undergraduate Students,Foreign Countries,School Counselors

This study surveyed the influence of peer group on academic performance of undergraduate students in selected departments in Babcock University, Ogun State. Peer group plays a large role in the social, emotional and academic development of students; therefore, understanding the prospects and challenges of peer group is crucial for the productivity of educational processes and the organizational design of school systems in order to improve student's academic performance. The study adopted mixed method design incorporating descriptive survey and ex post facto designs. Questionnaire was administered to one hundred and sixteen (116) students drawn from five (5) departments in the School of Education and Humanities. The number was derived from the totality of 300 level students of each department of the School using stratified random sampling method. The data generated from the study were analyzed using Pearson Product Moment Correlation Coefficient and Linear Regression Analysis to test the null hypotheses at 0.05 significant level. The result of this study revealed that, peer group has significant influence on academic performance of undergraduate students. Also, there is significant relationship between peer group and academic performance of students. Sequel to these findings, the researcher therefore recommended that, there is need for teacher to have greater supervision and regulations on students while they are in school, this will enhance the type of group they belong to. The government and ministry of education in all levels should ensure that trained counselors are posted in all schools and colleges so as to provide preventive counseling services and modify the behaviors of students who perchance have been negatively influenced by peers. Also, School counselors should play a prominent and leading role in the matter of peer group influence by organizing lectures, seminars, career talk and symposiums that can create positive awareness on influence of peer group on academic performance of undergraduate students.
The Development of Preservice Teachers&apos; Self-Efficacy for Classroom and Behavior Management across Multiple Field Experiences
Author: Sciuchetti, Maria B.
Date: 2019-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Classroom Techniques,Self Management,Field Experience Programs,Special Education,Special Education Teachers,Evidence Based Practice,Job Satisfaction,Teacher Burnout,Females,Faculty Development,Beginning Teachers,Experienced Teachers,Teacher Persistence

Classroom and behaviour management difficulties are consistently reported among the top reasons given by both novice and experienced teachers for leaving the profession. In order to successfully prepare and retain teachers, it is imperative that we understand the factors related to issues of classroom and behaviour management that may influence their decision to remain in the field. This study explored the development of preservice special education teachers' self-efficacy for classroom and behaviour management as they progressed through a four-semester professional development sequence. Findings indicated that although self-efficacy levels were variable across semesters, statistically significant changes in group self-efficacy levels were noted when compared to beginning levels. Despite noted increases in self-efficacy levels, participants continued to express a need for training in evidence-based practices and strategies for addressing extreme behaviours. Implications and limitations are discussed.
Executive Recruitment Triads from an Agency Theory Perspective
Author: Baldo, Carlos
Date: 2019-00-00
Type: Journal Articles
Subjects: Personnel Selection,Recruitment,Administrators,Job Applicants,Employment Services,Interpersonal Relationship,Theories,Time,Confidentiality,Employment Level

The relationships between clients, headhunters, and candidates during the executive search process has not been researched using agency theory as the theoretical framework. This is puzzling, as the existence of common objectives and information asymmetries between these three parties make agency theory an ideal one to explain the interactions between them. We addressed this gap by developing six testable propositions for researchers. Practitioners may also benefit from the study as understanding the human assumptions in the process of executive recruitment may help increase the chances of achieving positive outcomes.
Introducing a Virtual Emergency Operations Center into a Higher Education Curriculum
Author: Hueston, Harry
Date: 2019-00-00
Type: Journal Articles
Subjects: College Curriculum,Emergency Programs,Natural Disasters,Crisis Management,Internet,Law Enforcement,Educational Cooperation,Computer Software,Curriculum Implementation

At West Texas A&amp;M University, faculty members in the Criminal Justice and Emergency Management programs teach students how to deal with man-made and natural disasters. These program courses require students to learn about the National Incident Management Systems (NIMS) in addition to passing certain requirements. Each student must pass NIMS courses 100 and 200 as part of their coursework where students are given the opportunity to work through a table-top exercise involving a natural or man-made disaster. Over the past several years, due to the success of these exercises, one of the criminal justice professors proposed a funding project to create a classroom designed for crisis management exercises in the future. This article conveys important qualitative discussions in two significant areas: how the crisis management classroom was created, designed, and integrated into the emergency operations center for the Texas Panhandle; and how the crisis management classroom was provided with the opportunity to integrate a virtual emergency operations center (VEOCI), making West Texas A&amp;M University the fifth university in the United States to have access to the new virtual management system.
Not Too Small to Be Strategic: The State of Academic Program Review Guidelines and Instrumentation in Public Institutions
Author: McGowan, Veronica
Date: 2019-00-00
Type: Journal Articles
Subjects: College Programs,Program Evaluation,Public Colleges,Two Year Colleges,Evaluation Methods,Guidelines

In higher educational settings, the academic program review process allows academic units to solicit feedback, make data-driven decisions regarding effectiveness and sustainability, and report to stakeholders. In order to discover trends and best practices in the current state of academic program review in higher education, examined was a sample of 53 processes representing a range of small-to-large public institutions in the United States in the categories of associate-degree granting, bachelors-degree granting, and masters-degree granting. Using a content analysis methodology, outcomes assessment and the use of data results featured prominently with 86.7% of the sample requiring their incorporation in academic program review, followed closely by judgments of resource adequacy and demonstration of program necessity and efficiency.
The Accounting Doctoral Shortage: Accounting Faculty Opinions on Hiring JD-CPAs as Accounting Educators
Author: Cardwell, Ramsey L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Accounting,College Faculty,Teacher Attitudes,Teacher Selection,Accreditation (Institutions),Legal Education (Professions),Doctoral Degrees,Credentials,Institutional Characteristics,Teacher Characteristics,Business Administration Education

Objectives: Prior studies have noted that the number of PhDs in accounting are far below the number needed to meet program hiring needs. This paper reviews how the JD-CPA alternative credential is viewed by three academic accreditation bodies (SACS, ACBSP, and AACSB), the American Bar Association (ABA), and current accounting faculty at SACS-accredited institutions of higher education. Methods: An online survey was distributed to accounting educators at 439 institutions accredited by SACS, with 248 complete responses received. Individual demographics and institutional information were summarized statistically. Responses to two questions assessing inclination to hire an otherwise-qualified JD-CPA candidate using a 5-point Likert scale were analyzed by multiple regression with individual and institutional variables as predictors. Results: The study found that JD-CPA accounting educators are widely present in accounting faculties. Responses to the opinion questions indicated a substantial willingness to hire JD-CPAs, albeit with significant differences based on institution type, faculty rank, and possession of a PhD. Conclusion: This study demonstrates general willingness among current accounting faculty to consider JD-CPAs for tenure-track accounting faculty positions while still expressing a preference for candidates with a PhD and with notable reservations from certain demographic segments of the accounting academe.
Cultural Literacy in Mother Tongue Education: An Action Research
Author: Bal, Mazhar
Date: 2019-06-00
Type: Journal Articles
Subjects: Cultural Literacy,Native Language,Action Research,Foreign Countries,Middle School Students,Literacy,Cultural Awareness,Language Skills,Cultural Differences

The aim of the research is to relate the middle school students' literacy skills to their basic language skills. The study was designed as an action research. The participants of the study are middle school students. The data collection tool consists of semi-structured interview form, semi-structured observation form, log form and activity files. The research process was carried out in three stages: cultural awareness, cultural diversity and cultural literacy. It was observed that participants cultural literacy skills developed at each stage. In addition, while performing basic language skills, they were found to be more effective at every stage. Based on the results of the study, it is concluded that the mother language education lesson can be associated with the learning outcome of cultural literacy skills and basic language skills.