ethanporcaro/eric-fulltext-meta huggingface dataset:
A Critical View to the Primary School Teaching
Author: Ökmen, Burcu
Date: 2020-06-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Elementary School Teachers,Elementary Education,College Faculty,Preservice Teachers,Teacher Qualifications,Classroom Techniques,Communication Skills,Professional Development,Moral Values,Pedagogical Content Knowledge,Teaching Skills,Knowledge Level,Foreign Countries,Preservice Teacher Education,Intellectual Disciplines,Technological Literacy,Counseling,Inservice Teacher Education

The aim of this study is to determine the views of academicians, teachers, and pre-service teachers on primary school teachers and to bring a critical perspective to primary school teaching. The case study design, one of the qualitative research designs, was used in this study. The study group of research consists of four academicians, eight class teachers, and four pre-service teachers in the fourth year of the Department of Primary Education in Duzce University in the 2018-2019 academic year. In the research, &quot;interview&quot; and &quot;focus group interview&quot; techniques were used as data collection method. Content analysis method was used in the analysis of the data obtained from the research. At the end of the research, it was concluded that the qualifications the primary school teachers should have are general culture, primary school management, guidance, communication, personal/professional development, personal/moral characteristics, pedagogical knowledge/skill, technological knowledge/skill, and field knowledge/skill. Furthermore, findings revealed that the necessary education is not given in the education faculties, primary school teachers are not successful in all academic courses and inadequate in skill courses, and primary school teachers cannot be successful in all areas. Given these, it is necessary to go into branching in the field (academic and especially skill courses) or class basis.
Determining the Geometry Problem Posing Performances of Eighth Grade Students in Different Problem Posing Situations
Author: Geçici, Mehmet Ertürk
Date: 2020-06-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Grade 8,Problem Solving,Middle School Students,Foreign Countries,Geometric Concepts,Scoring Rubrics,Scores,Mathematics Skills,Language Usage,Grammar,Secondary School Mathematics

In this study, it was aimed to determine the geometry problem posing performance of eighth grade students in different problem posing situations. For this purpose, the convergent parallel mixed model accepted as one of the mixed method designs was preferred. The participants consisted of 151 eighth grade students from the same school. The &quot;Geometry Problem Posing Test&quot; was used as a data collection tool which consists of a total of six open-ended problems including free, semi-structured, and structured problem posing situations developed by the researchers. An analytical rubric including seven criteria was used for the analysis of the student posed problems. In the research, a significant difference was found among the problem posing situations. In order to examine this difference in depth, the rubric criteria were analysed descriptively with a qualitative approach. After the analysis, it was concluded that the success in structured problem posing situations was lower than the success in other problem posing situations. Therefore, it can be said that the structured problem posing situations can be more challenging for students in geometry problem posing.
Content Knowledge Level of Elementary Mathematics Teachers: The Case of a School District in the Philippines
Author: Refugio, Craig N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Elementary School Teachers,Mathematics Teachers,Foreign Countries,Knowledge Level,Teacher Education,Teacher Characteristics,Teacher Attitudes,Professional Development

Demonstrating knowledge of content requires teachers to display extensive knowledge of the critical concepts in the discipline. This study was set up to provide a research-based landscape of the content knowledge level of elementary mathematics teachers viewed in the local district of Ayungon in the Division of Negros Oriental, Philippines. Survey and correlational methods of research were used in the study involving 95 non-randomly selected teachers. Results revealed that the content knowledge level of the teachers was approaching proficiency. The teachers' educational attainment, number of training attended, and the number of years in teaching mathematics were not significantly related to their content knowledge level. It was concluded that teaching experience and professional development in the form of pursuing graduate studies and attending training did not have bearing with the content knowledge level possessed by the teachers. However, the teachers were inferred as resourceful and committed to teaching mathematics despite their weaknesses in the content knowledge to share with their learners. Hence, enhancement training in all areas in mathematics is to be provided to elementary mathematics teachers by implementing the training design developed by the researchers. The ultimate goal is to develop further the content knowledge, mastery, and skills of the teachers to achieve the highest proficiency level in mathematics.
An Evaluation of the Systems of Transition to Secondary Education in Turkey
Author: Taskin, Gökhan
Date: 2020-06-00
Type: Journal Articles
Subjects: Transitional Programs,Secondary Education,Foreign Countries,Student Placement,Testing,Standardized Tests,Educational Policy,High Schools,Admission (School)

This study aims to evaluate the systems of transition to secondary education that have been practiced in Turkey to place students to secondary education institutions and to put forth to what degree these systems conform with the goals in Ministry of National Education (MoNE) 2023 Vision Document. In the study, the lessons in the systems of transition to secondary education that have been in practice so far are assessed with regard to distribution of questions, weight coefficients, the factors used in exam practices and evaluations, the grade levels of exams and years. The study employs the method of document analysis, which is a qualitative method. The data obtained were analyzed through content analysis. It was found out that though there is not a difference in the total number of questions in the transition to secondary education examinations through the years, the number of lessons that the students are responsible for increased. The numbers of questions in the Math, Science and Turkish lessons have reduced in the recent years, but their weight coefficients are still higher. The students were subjected to relative evaluation system except for the examinations of Transition from Primary to Secondary Education (TEOG). All the examinations were carried out at eighth grade Except for Placement Test (SBS). MoNE have reduced the number of questions in Social Studies lesson as well as its weight coefficient in evaluation system. MoNE included English lesson in the last three central transition systems and Education of Religion and Ethics lesson in the last two central transition systems. The questions of these two lessons were based on interpretation. This shows that MoNE tends to develop higher order thinking skills rather than knowledge level in the transition examinations. In the Entrance to High Schools Examination, put into practice in 2018 by MoNE, the obligation to participation to central examinations was abolished. The results of the study reveal that MoNE tries to increase content validity through holding students responsible for more lessons in the systems of transition to secondary education.
Effects of Piano Accompaniment on Instrument Training Habits and Performance Self-Efficacy Belief in Flute Education
Author: Üstün, Emre
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Education,Musical Instruments,Behavior Patterns,Self Efficacy,Student Development,Foreign Countries,College Students

Education methods to be used in the emotional, mental and psychological development of instrument education are of great importance in terms of education process. In this context, the training habits and self-efficacy developments of the students with their instruments can be supported by the accompaniment education process, thus increasing the performance of the instruments. In this context, an experimental method was used in the research by using piano accompaniment training practice, individual instrument training habits and instrument performance self-efficacy belief questionnaires. Pre-test-post-test pattern of this method was preferred. The study was carried out with 9 students who studied flute in Nevsehir Haci Bektas Veli University music department. After the experiment process, the scores of the groups were reached by using T-test. As a result of the research, it was revealed that the application of piano accompaniment in flute education has a positive effect on all sub-dimensions of both questionnaires. In addition, it was determined that students use time in a disciplined and productive way, develop themselves in terms of musicality, see themselves more adequate with the positive progress of the psychological effects of this development, and increase their love for their instrument and desire to work.
Investigating the Relationship between Critical Thinking Skills and Mathematical Problem Solving Achievements of Secondary Education Students
Author: Üredi, Lütfi
Date: 2020-06-00
Type: Journal Articles
Subjects: Critical Thinking,Problem Solving,Mathematics Achievement,Secondary School Students,Mathematics Skills,Foreign Countries,Scores,Instructional Program Divisions,Gender Differences,Reading Habits

In this research, it was aimed to determine the relationship between critical thinking skills and mathematical problem solving achievements of the secondary education students. Descriptive screening model was determined as the method of the research. The study group of the research included totally 429 students chosen randomly among the secondary education students studying at the 5th, 6th and 7th grades of state schools affiliated to Adana province Seyhan district National Education Directorate in 2018-2019 academic year. As data collection tools, &quot;Critical Thinking Scale&quot; developed by Görücü (2014) in accordance with the level of secondary education, and &quot;Problem Solving Success Determination Test&quot; developed by Kösece Logoglu (2016) were used. Data were analyzed in SPSS 22.0 statistical software. As a result of the analyses, it was determined that there was a positive significant relationship between &quot;looking for the truth&quot; and &quot;communication&quot; subdimensions of problem solving achievements and critical thing skills scale. In accordance with the results obtained from the study, considering the suggestions below was remarkable in terms of improving critical thinking skills and mathematical problem solving success of the secondary education students: The lessons should be lectured with activities related to getting the students acquire a critical point of view for solving the mathematical problems. The studies of establishing problems should also be carried out besides the studies of solving mathematical problems for the students. The teachers should primarily be individuals who can think critically for getting students acquire critical thinking skills, and necessary training should be provided for providing teachers to acquire this skill.
An Examination of Academically Successful Secondary School Students&apos; Aspirations with Regard to Potential Human Capital Flight (Brain Drain)
Author: Atmaca, Taner
Date: 2020-06-00
Type: Journal Articles
Subjects: Academic Achievement,Brain Drain,Standardized Tests,Futures (of Society),Secondary School Students,Selective Admission,Institutional Characteristics,Research and Development,Entrepreneurship,Foreign Countries,Student Attitudes,Scores,High Achievement,Student Placement,Content Analysis,Personnel Selection,Scientific Research,Social Values

The main goal of this study is to determine the extent to which academically successful students studying in secondary schools in Turkey that only accept students scoring in extremely high (94th-99th) percentile on standardized tests harbor intentions to emigrate from Turkey in the future. In addition, a secondary goal is to examine why they intend to carry out the various academic work, scientific work, cutting-edge technological research, and/or plans, patents, and discoveries related to R &amp; D that they have already designed or plan to do in the future in different countries, i.e. why they intend to emigrate. The study was designed in accordance with qualitative research methods; three different groups were defined in order to obtain three sets of data. The first set of data was collected from 40 students from a school in Ankara that only accepts students who score in the 99th percentile or higher on the LYS-TEOG [LYS=Undergraduate Placement Exam; TEOG= Transition From Primary to Secondary Education Exam), the second set of data was obtained from a total of 98 students from a school that accepts students whose scores range from the 97th to the 99th percentile on the LYS-TEOG, and the third and final set of data was collected from a total of 56 students from a different school, one that accepts students whose scores range from the 94th to the 96th percentile on the LYS-TEOG. NVIVO 11, a qualitative data analysis computer software package, was used during the analysis of the findings; content analysis was the preferred research method. The findings of the study indicate that a large percentage of the most academically successful students in Turkey intend to emigrate as a direct result of the lack of trust in their own country, nonmerit-based hiring standards &amp; administrative decisions, the perception that science and research are not highly valued in Turkey, and concerns over the lack of support for workers and researchers alike.
Evaluation of Social Skills of Visual Arts Teacher Candidates According to Personality Traits
Author: Kalyoncu, Raif
Date: 2020-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Student Evaluation,Visual Arts,Preservice Teachers,Personality Traits,Foreign Countries,Gender Differences,Social Differences,Individual Differences

The aim of this research is to examine the social skills of visual arts teacher candidates according to their personality traits in terms of different variables. In the research, relational screening method was used in the descriptive survey model, which is a sub-pattern of quantitative research methods. The study group consists of 193 students (135 female, 58 male) studying in the first-year, second, third and fourth grade and above classes in Trabzon University Faculty of Fatih Education, Fine Arts Education Department, Arts and Crafts Education Program in the 2019-2020 academic year. Personal information form, international personality inventory and social skill inventory were used to collect the research data. SPSS 23.0 package program was used to analyze the obtained data. When the findings of the study regarding the relationships between the personality and social skill scores were analyzed, it was determined that there were significant relationships between the personality and social skill scores.
Examination of Organizational Commitment Levels of the Academic Staffs Employed in Sports Sciences in Turkey
Author: Bingöl, Hülya
Date: 2020-00-00
Type: Journal Articles
Subjects: Athletics,Teacher Persistence,Teacher Attitudes,Academic Rank (Professional),Foreign Countries,Teacher Characteristics,College Faculty,Job Satisfaction,Teaching Conditions

The aim of this research is to examine the organizational commitment perceptions of academics who teach in the sports fields. Population of the research is composed of academics who teach in the sports fields as part of the academic staff. The research group consists of 408 academics who work in the field of sports sciences. In the research, a questionnaire form was used as a data collection tool. The questionnaire consists of two parts. In the first part, there are 5 questions to determine the demographic and employment characteristics of the individuals, and in the second part, there are 18 questions in the form of a 5-point Likert scale to determine the perception of organizational commitment. Data analysis was conducted in SPSS 16 package program. When the organizational commitment perception according to demographic and employment characteristics was examined, it was found that emotional commitment perception differed only by the title variable. It has been found that academics with the title of Professor have higher emotional commitment than others.
Examining Children&apos;s Simile Comprehension Skills
Author: Bayat, Nihat
Date: 2020-00-00
Type: Journal Articles
Subjects: Figurative Language,Young Children,Preschool Education,Comprehension,Age Differences,Language Acquisition,Foreign Countries,Private Schools,Public Schools,Thinking Skills

This study aimed to determine the children's skills of comprehending similes. The participants of the research consisted of 120 children that were aged 5-6 and enrolled in preschool education institutions. The data were collected with a 16-item success test. The items in the test were orally administered to the participants during the interviews. The responses were recorded, and the analysis was carried out through the evaluation of the content of the recordings by two experts. The answers were encoded and transferred to the statistics program. Depending on the research questions, descriptive statistics were calculated, and a series of Mann Whitney U test was performed. According to the findings, the success rate of the item about simile comprehension at which participants were most successful appeared to be 56.7%. In addition, it was found that the participants' levels of simile comprehension did not differ based on gender, but they differed based on their duration of continuing preschool education. Participants attending public schools were more successful than those attending private preschools, and the 6-year-old children appeared to be more successful than the 5-year-olds.
How Do Females Deal with Hindrances in School Headship? Evidences from the Ivorian Context
Author: Oyeniran, Rassidy
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Women Administrators,Elementary Schools,Barriers,Leadership Responsibility,Gender Bias,Cultural Influences,Family Work Relationship,Disproportionate Representation,Females,Social Influences,Administrator Attitudes,Administrator Role,Marital Instability

Leadership, particularly, that of school principals is one of the most important concerns in the field of education. Constantly, studies have shown that women educational leaders effectively lead their schools. Yet, the stories behind how a woman leads a primary school and experiences, challenges and barriers in the principalship have not received adequate exploration in Ivorian context. The purpose of this study is to critically investigate the difficulties and obstacles faced by Ivorian women school principals from the gender equity perspective. Ten (10) women school heads took part in the study. Qualitative method was used to gather data through in-depth semi-structured interviews. The findings show that cultural and structural factors, and work-home role conflicts are the main barriers affecting women and their headship in school management. The study concludes that the women leaders have to deal with these hindrances, to surpass many other constraints and issues that occur within their schools and to keep working. For this to happen women principals needed to be creative. This would also be possible through a necessary transformation of structures along with reformed policies in increasing the recruitment of women for the school headship.
A Comparison of the Impact of Extensive and Intensive Reading Approaches on the Reading Attitudes of Secondary EFL Learners
Author: Park, A. Young
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Strategies,English (Second Language),Second Language Learning,Teaching Methods,Affective Behavior,Student Attitudes,Conventional Instruction,Language Proficiency,Reading Attitudes,Foreign Countries,High School Students,Instructional Effectiveness

Extensive reading (ER) which encourages second or foreign (L2) learners to engage in a great deal of reading, has long been recognized as an efficient approach in L2 reading pedagogy. While many attempts have been made to understand the effect of ER on the cognitive domains of L2 learners, there has been insufficient investigation into how ER influences their affective domains. Particularly, reading attitudes, one of the key elements of affective factors involved in L2 reading, have received little attention. This classroom-based intervention study investigated the impact of ER on English as a foreign language (EFL) learners' attitudes toward English reading compared to the influence of the traditional intensive reading (IR) approach. In addition, this study explored whether the impact of the ER approach on EFL learners' reading attitudes is different depending on L2 proficiency. The study included two intact classes of EFL secondary learners (N = 72) who received either ER or IR instructional treatments for a 12-week period. For the results, ANCOVA showed that the ER approach fostered positive reading attitudes significantly more than the IR approach. In addition, the analysis indicated that the participants' proficiency levels did not have a significant effect upon changes in their reading attitudes. That is, regardless of proficiency level, the ER approach demonstrated a significantly positive effect on participants' reading attitudes in comparison with the IR approach.
Through the Looking Glass of Student Perception: How Foreign Language Students See Teacher Trait Emotional Intelligence and Why It Matters
Author: Moskowitz, Sharona
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Emotional Intelligence,Metacognition,Educational Improvement,Teaching Methods,Self Control,Predictor Variables,Teacher Student Relationship,Student Motivation,Correlation,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Attitude Measures,Item Analysis,Adult Students,Student Attitudes

The aim of this study is to examine how students perceive teacher trait emotional intelligence (TEI) and how those perceptions relate to students' own self-reported attitudes and motivation. Adult students of ESL/EFL were given an online questionnaire consisting of two parts: one to provide observer-reported data on their teacher's trait emotional intelligence and the second to measure students' own attitudes and motivation. In total, 129 participants of 28 nationalities took part. The results showed that the perceived teacher TEI domains of teacher sociability and teacher self-control were significant predictors of student positive feelings and attitudes towards the teacher. With this paper, we make the case that observer reports of teacher TEI by students could be a valuable tool in L2 instruction by offering teachers unique insight into their own classroom behavior, thereby increasing teacher self-awareness which could lead to improved classroom practices.