ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Protective Factor Scale for Classroom Teachers: A Validity and Reliability Study = Ilkokul ögretmenleri için koruyucu faktör ölçegi gelistirme: Geçerlik ve güvenirlik çalismasi
Author: Üstündag, Nurtaç
Date: 2018-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Test Reliability,Elementary School Teachers,Foreign Countries,Teacher Characteristics,Resilience (Psychology),Teaching Conditions,Job Satisfaction,Administrator Role,Work Environment

The purpose of this study is to develop a valid and reliable assessment scale in order to determine protective factors that teachers have. The study was conducted with 348 primary school teachers teaching at primary schools in Aydin city Efeler district at 2017-2018 school year, fall semester. In the study, exploratory factor analysis and confirmatory factor analysis techniques were used for construct validity of the study. Within the context of results obtained, the measurement scale developed could be defined as a valid and reliable measurement scale to be used to determine protective factors which primary school teachers have. [This study was presented at the 15th European Conference on Social and Behavioral Sciences.]
Didactic in Continental European Pedagogy: An Analysis of Its Origins and Problems = Kita Avrupasi pedagojisinde didaktik: Temelleri ve problemleri üzerine bir inceleme
Author: Aktan, Sümer
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational History,Foreign Countries,Educational Philosophy,Instruction,Cultural Influences,Values,Curriculum,Teaching Methods,Educational Theories,Humanism,Constructivism (Learning)

The aim of this study is to describe, in a historical and philosophical context, the foundations and developmental lines of a tradition defined as curriculum science or &quot;didactic&quot; in Continental Europe, particularly in Germany and Scandinavia. The principal aim here is introducing a theoretical approach based on a different philosophy, in addition to the techno-scientific Anglo-American theoretical approach. Didactic tradition has been of particular interest for curriculum researchers especially in the past two decades. With such an interactive focus, this paper is divided into four sections. Because this paper traces historical and philosophical pathways of inquiry, its research method is purely qualitative, based on document analysis. The findings of this analytical study are expected to contribute to the wider recognition of a philosophical-pedagogical tradition, which has not hitherto been paid much attention in Turkey.
Effect of Undergraduate Education on the Educational Philosophies of Prospective Teachers: A Longitudinal Study = Lisans egitiminin ögretmen adaylarinin egitim felsefesine etkisi: Boylamsal bir çalisma
Author: Doganay, Ahmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Educational Philosophy,Instructional Program Divisions,Beliefs,Values,Realism,Constructivism (Learning),Gender Differences,Program Effectiveness,Intellectual Disciplines

The aim of this study is to determine the change occurred in educational philosophies of prospective teachers in the process of a four-year undergraduate education. This study was designed as a longitudinal panel study. The sample of the study consists of 323 prospective teachers from Çukurova University Faculty of Education. In analyzing the data gathered by means of Philosophy Preference Assessment Form, one-way ANOVA for repeated measures and two-way ANOVA for mixed measures were used. According to the results, while there was a decrease in the perennialism and idealism, there was an increase in existentialism philosophical understandings of the prospective teachers from the 1st year towards the 4th year; and there were no significant changes in other philosophical understandings.
Evaluation of 2018 Initial Teacher Training Programs = 2018 ögretmen yetistirme lisans programlarinin degerlendirilmesi
Author: Ulubey, Özgür
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Curriculum Development,College Faculty,Teacher Educators,Educational Change,Teacher Attitudes,Program Evaluation,Teacher Qualifications,Scheduling

The aim of this study is to evaluate the initial teacher training programs updated in 2018 in Turkey. In the study, the basic interpretive research design was used. Participants of the study were 32 faculty members from different programs in a faculty of education of a university in the western part of Turkey. Data were collected via face to face interviews using semi-structured interview form. Findings of the study generally revealed that 2018 initial teacher training programs were not prepared in line with curriculum development principles. The faculty members think that the changes in the programs cannot meet the needs of qualified teacher training. They recommended updating the teacher training programs in line with the curriculum development principles, increasing the weekly course hours, adding the implementation hours in the courses and adding the school experience course back to the programs. [Paper presented at the International Congress on Curriculum and Instruction (6th, Kars, Turkey, October 11-13, 2018).]
Pre-Service Teachers&apos; Attitudes towards Scientific Research Methods Course: (The Sample of Gazi University, Gazi Faculty of Education) = Ögretmen adaylarinin bilimsel arastirma yöntemleri dersine yönelik tutumlari: (Gazi Üniversitesi, Gazi Egitim Fakültesi örnegi)
Author: Bilasa, Pinar
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Scientific Research,Methods Courses,Intellectual Disciplines,Research Skills,Value Judgment,Student Interests,Self Esteem,Relevance (Education)

The aim of this study is to determine the attitudes of the students of Gazi University Gazi Education Faculty towards Scientific Research Methods (SRM) course. The survey model was used in this descriptive study. In the study, 20-item 'Attitude Scale towards Scientific Research Methods Course' developed by Yasar (2014) was used. The study population consisted of 308 pre-service teachers attending the German Language Education, Arabic Language Education, French Language Education, English Language Education, Philosophy Group Education, department of primary education and Preschool Teacher Education Departments at Gazi University, Gazi Faculty of Education. As a result of the research, it is difficult to say that the pre-service teachers have positive attitudes at the desired level towards the SRM course. It was determined that the pre-service teachers of the Philosophy Group had more positive attitudes towards the SRM course than the pre-service teachers of the other departments.
Design and Evaluation of Intercultural Cooperative Project-Based Learning in the Field of Inbound Tourism in Japan: A Tour Guide Training Course with Chinese and Japanese Learners
Author: Sugie, Satoko
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Development,Curriculum Evaluation,Multicultural Education,Cooperative Learning,Active Learning,Student Projects,Tourism,Foreign Countries,College Students,Second Language Learning,Chinese

As internationalization in the learning environment is still developing in Japan, there is a need for further practical research in foreign language education which embeds international cooperative learning. The study reported in this paper aimed to explore the effectiveness of Intercultural Cooperative Project-Based Learning (IC-PBL) based on the integration of foreign language education and tourism education, aiming to develop the necessary skills for collaborating with people from diverse cultural and linguistic backgrounds. Working in the context of a Japanese university, we designed IC-PBL to incorporate the acquisition of knowledge of tourism, tour guide conversation training, field investigation of tourist destinations, and presentation of travel itineraries. Learning outcomes were evaluated based on the concept of &quot;Fundamental Competencies for Working Persons&quot; (Ministry of Economy, Trade and Industry, 2017) utilizing both quantitative and qualitative analysis. The study shows that the competencies for &quot;independence,&quot; &quot;ability to reach out to others,&quot; &quot;creativity,&quot; and &quot;ability to cope with stress&quot; were enhanced through the IC-PBL practice. In addition, learners recognized that collaborative learning experiences supported their improvements in &quot;thinking&quot; and &quot;teamwork&quot; within the framework of the Fundamental Competencies for Working Persons. This IC-PBL model shows potential as an effective instructional design to integrate foreign language education and tourism education and promote the ability to work with diverse people towards a common goal.
The Prediction of the Teaching Readiness Level of Pre-Service Teachers in Terms of Curriculum Literacy = Ögretmen adaylarinin ögretmenlik meslegi hazirbulunusluk düzeyinin egitim programi okuryazarligi açisindan yordanmasi
Author: Aygün, Hanife Esen
Date: 2019-00-00
Type: Journal Articles
Subjects: Curriculum,Knowledge Level,Readiness,Preservice Teachers,Teacher Competencies,Instructional Program Divisions,Gender Differences,Intellectual Disciplines,Predictor Variables,Foreign Countries

Curriculum literacy is in the forefront to increase the professional competence of teachers. Based on this, the study focuses on the extent of pre-service teachers' curriculum literacy level on their teacher readiness. The study is designed in a predictive correlation model. Thus, it is focused on whether pre-service teachers' curriculum literacy is a meaningful predictor of the level of readiness for the teaching profession or not. 708 pre-service teachers participated in the research who studies in Primary Teacher Training, Pre-school Teacher Training, Turkish Teacher Training, English Teacher Training, Psychological Counselling and Guidance Training, Computer Teaching and Technology Education Training and Science Teacher Training Department. The findings indicate that the pre-service teacher curriculum literacy and readiness for teaching profession are at the level of &quot;Agree&quot;. Finally, it is shown that pre-service teachers' curriculum literacy level predicts their teacher readiness level for teaching profession.
Effects of Collaborative Writing on EFL Students&apos; Paragraph Writing Performance: Focus on Content and Coherence
Author: Anshu, Alemu Hailu
Date: 2022-00-00
Type: Journal Articles
Subjects: Collaborative Writing,English (Second Language),Second Language Learning,Writing Achievement,Foreign Countries,Rhetoric,Secondary School Students,Grade 11,Writing Skills

This study attempted to examine the effects of collaborative writing on EFL students' paragraph level writing performance focusing on the two aspects of writing: content and coherence. Two batches of Grade 11 students at Felegebirahn Secondary School in Amhara Region, Ethiopia were selected for the study group based on the mean scores of the paragraph writing performance test given before the intervention. These two batches of students were randomly assigned into two groups: experimental (n=44) and control (n=44) using lottery system to conduct the study. The students in the experimental group were made to practice paragraph level writing tasks collaboratively; while the students in the control group were made to practice the same writing tasks individually for 12 weeks. The main instrument used to collect the data was paragraph writing test. Students' questionnaire and semi-structured interview were also used to gather data regarding students' attitude towards using collaborative writing in EFL classes. The paragraph writing test results were used to examine and compare students' paragraph writing performance before and after the intervention. T-test was employed to analyze and interpret if the paragraph writing performance tests mean differences with-in the groups and between groups were statistically significant or not. The findings revealed that the students who practiced the writing tasks or activities collaboratively have brought more significant improvements on the content and coherence of the paragraphs they produced after the training than students who practiced the writing tasks individually. It was also noted that the students in the experimental group had exhibited positive attitude towards collaborative writing. This was confirmed by majority of the respondents from the attitude questionnaire and interview data that students finally enjoyed and were motivated to write in English after their engagement in collaborative writing. It was concluded that practicing writing tasks collaboratively in EFL writing classes can improve students' performance to incorporate relevant and coherent ideas or sentences while students write paragraphs in English. Therefore, it was recommended that using collaborative writing in EFL writing lessons must continue and be adopted on wider scale.
Individual Instrument Practice Habits of Musicology Students with Demographic Features and Music Literacy: Example of Kirikkale
Author: Kumtepe, Müslüm Akin
Date: 2022-00-00
Type: Journal Articles
Subjects: Music Education,Musical Instruments,College Students,Foreign Countries,Gender Differences,Age Differences,High Schools,Institutional Characteristics,Student Characteristics,Study Habits,Instructional Program Divisions

It can be said that, for the training of an instrument, based on the definitions of education that have been made so far, an individual has a process of obtaining behavioral change at the level of playing an instrument. Instrument training is presented with two different purposes as enthusiastic and professional. Individuals who have been given professional instrument training need to be regular, disciplined, and need to gain the habit of instrument playing with patience by using the time correctly. This research was conducted to put forward the relationship between individual instrument practice habits of musicology students and different variables. This is a research that describes due diligence. The population and sample of this research consist of the students taking instrument lessons at Music Department and Music Science Department, Faculty of Fine Arts, the University of Kirikkale. In the study, in which the &quot;Individual instrument playing habits&quot; of musicology students were examined in a versatile manner with the descriptive scanning method, remarkable differences have been reached according to the demographic characteristics of the participants. According to the research findings, it was seen that participants showed a very high level of competence in terms of preparation for the study, and their desire to value and interest in the study was at a high level. Alongside this, it has been observed that there are issues in the habits of using the time correctly in studies on individual instrument lessons of musicology students.
Adaptation of Statistics Anxiety Scale to Turkish: Validity and Reliability Study
Author: Durak, Ismail
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Affective Measures,Statistics,Mathematics Anxiety,Undergraduate Students,Construct Validity,Predictive Validity,Factor Structure,Factor Analysis,Test Reliability,Psychometrics,Test Items,Item Analysis

The aim of this study is to adapt the Statistics Anxiety Scale (SAS) developed by Vigil-Colet et al. (2008) to Turkish. This study is expected to fill an important gap in the literature since no valid and reliable specific statistics anxiety scale developed or adapted in Turkish for undergraduate students in the literature is available. The sample consists of a total of 439 university students, 258 women and 181 men, studying at Düzce University. The construct validity of the Turkish form of SAS was examined by EFA and DFA. Also, for the criterion validity, a different statistics anxiety scale whose validity and reliability tested was used. As a result of EFA, a three-dimensional structure was obtained as in the structure of the original scale. According to the CFA results, which is the second analysis for construct validity, all fit index results of the model were at an acceptable level. Thus, the CFA results supported the three-factor structure obtained from EFA findings. As a result of the reliability analysis, the Cronbach's Alpha internal coefficients of the SAS and its subscales and, the Guttman and Spearman-Brown internal consistency coefficients of Split-Half Reliability methods were quite high and above the limit of 0.70. For item discrimination, items have good discrimination by obtaining all values above 0.30 lower limit in the results. When the results of the study are evaluated as a whole, the SAS form adapted to Turkish can be used as a guiding scale to measure the statistics anxiety of undergraduate students.
Teaching Software Engineering Using Abstraction through Modeling
Author: Dorodchi, Mohsen
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Science Education,Computer Software,Teaching Methods,Undergraduate Students,Data Analysis,Models,Programming,Programming Languages

Teaching software engineering (SWE) as a core computer science course (ACM, 2013) is a challenging task. The challenge lies in the emphasis on what a large-scale software means, implementing teamwork, and teaching abstraction in software design while simultaneously engaging students into reasonable coding tasks. The abstraction of the system design is perhaps the most critical and theoretical part of the course and requires early engagement of the students with the necessary topics followed by implementation of the abstract model consistently. Normally, students would take such courses in the undergraduate curriculum sequence after data structures and/or object-oriented design/programming. Therefore, they would be able to learn about systematic modeling of software as a system. In this work, we address how to facilitate the teaching of SWE by introducing abstract modeling. Furthermore, functional decomposition is reviewed as a critical component which in turn, requires understanding of how different tasks are accomplished by enterprise software. Combining such pieces with concepts of architecture and design patterns of software provides foundational knowledge for students to be able to navigate around enterprise software in the real world.
The Non-Deterministic Path to Concurrency -- Exploring How Students Understand the Abstractions of Concurrency
Author: Strömbäck, Filip
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Programming,Programming Languages,Concept Formation,Computer Science Education,Problem Solving,Foreign Countries,Tests,Misconceptions,Validity

Concurrency is often perceived as difficult by students. One reason for this may be due to the fact that abstractions used in concurrent programs leave more situations undefined compared to sequential programs (e.g., in what order statements are executed), which makes it harder to create a proper mental model of the execution environment. Students who aim to explore the abstractions through testing are further hindered by the non-determinism of concurrent programs since even incorrect programs may seem to work properly most of the time. In this paper we aim to explore how students' understanding these abstractions by examining 137 solutions to two concurrency questions given on the final exam in two years of an introductory concurrency course. To highlight problematic areas of these abstractions, we present alternative abstractions under which each incorrect solution would be correct.
Comparison of G and Phi Coefficients Estimated in Generalizability Theory with Real Cases
Author: Deniz, Kaan Zulfikar
Date: 2021-00-00
Type: Journal Articles
Subjects: Generalizability Theory,Test Items,Difficulty Level,Test Reliability,Grade 7,Secondary School Students,Foreign Countries,Writing Tests

This study aims to compare the G and Phi coefficients as estimated by D studies for a measurement tool with the G and Phi coefficients obtained from real cases in which items of differing difficulty levels were added and also to determine the conditions under which the D studies estimated reliability coefficients closer to reality. The study group for this research consisted of 80 seventh-grade students from various public and private secondary schools in the provinces of Ankara, Istanbul, and Adana in Turkey. Four raters who served as Turkish teachers in various public secondary schools in Ankara were included in this study. A data collection tool consisting of 12 tasks was prepared to measure the participating seventh grade students' written expression skills in Turkish. The equation of the G and Phi coefficients estimated in the D study and obtained through the real cases was observed only when six tasks with item difficulty indexes close to the mean difficulty of the test were added in such a way that the mean difficulty of the test never changed. In other cases, where the mean difficulty of the test changed because of the addition of easy or difficult tasks, it was determined that the reliability coefficients estimated in the D study and obtained in real cases were similar, but they had different values.
Tool-Aided Learning of Code Reasoning with Abstraction in the CS Curriculum
Author: Fowler, Megan
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Science Education,Coding,Computer Software,Abstract Reasoning,Generalization,Programming,Logical Thinking,Undergraduate Students

Computer science students often evaluate the behavior of the code they write by running it on specific inputs and studying the outputs, and then apply their comprehension to a more general understanding of the code. While this is a good starting point in the student's career, successful graduates must be able to reason analytically about the code they create or encounter. They must be able to reason about the behavior of the code on arbitrary inputs, without running the code. Abstraction is central for such reasoning. In our quest to help students learn to reason abstractly and develop logically correct code, we have developed tools that rely on a verification engine. Code involves assignment, conditional, and loop statements, along with objects and operations. Reasoning activities involve symbolic reasoning with simple assertions and design-by-contract assertions such as pre-and post-conditions as well as loop invariants with data abstractions. Students progress from tracing and reading code to the design and implementation of code, all relying on abstraction for verification. This paper reports some key results and findings from associated studies spanning several years.
Understanding Students&apos; Failure to Use Functions as a Tool for Abstraction -- An Analysis of Questionnaire Responses and Lab Assignments in a CS1 Python Course
Author: Haglund, Pontus
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Science Education,Programming,Programming Languages,Problem Solving,Introductory Courses,Fundamental Concepts,Intelligent Tutoring Systems,Assignments,Abstract Reasoning,Data Analysis,Visualization

Controlling complexity through the use of abstractions is a critical part of problem solving in programming. Thus, becoming proficient with procedural and data abstraction through the use of user-defined functions is important. Properly using functions for abstraction involves a number of other core concepts, such as parameter passing, scope and references, which are known to be difficult. Therefore, this paper aims to study students' proficiency with these core concepts, and students' ability to apply procedural and data abstraction to solve problems. We collected data from two years of an introductory Python course, both from a questionnaire and from two lab assignments. The data shows that students had difficulties with the core concepts, and a number of issues solving problems with abstraction. We also investigate the impact of using a visualization tool when teaching the core concepts.