ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Effect of Reading Types Used in Turkish Lessons upon 5th Grade Students' Reading Comprehension
Author: Savaskan, Vafa
Date: 2017-08-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Instruction,Reading Skills,Classroom Environment,Pretests Posttests,Control Groups,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Elementary School Students,Grade 5,Silent Reading

Reading that is the activity of identifying and interpreting the symbols in a text is essential in terms of broadening the horizon of individuals through learning new words, acquiring new understandings, and developing the creativity. Because reading is a learning domain that provides significant contribution upon mental development, it takes place in curriculums and teaching process. In order to fulfill a successful reading action, it is necessary to determine which type of reading practiced in a classroom environment is more efficient. Although implementing a type of reading constantly indicates it as successful, this is possible to change in some occasions. The purpose of this research was to determine the effect of reading types used in Turkish lessons upon 5th grade students' reading comprehension. In accordance with this purpose, each of the seven texts chosen by the researcher was provided to be read by a student group including twenty students through seven different reading types, and the students were also asked to answer comprehension questions prepared also by the researcher. In order for evaluating these questions, &quot;Error Analysis Inventory&quot; developed by Ekwall and Shanker and adapted into Turkish by Akyol was benefited. In the research, experimental design with post-test control group was used. At the end of the study, it was determined that silent reading affected the comprehension of students most with the rate of 81.4%, and reading by taking notes affected students' comprehending what they read least with the rate of 27.3%. The findings obtained in the research were discussed, and subsequently, suggestions were offered in accordance with the results after interpretation.
Co-Identity with Son Is Core Component in Father's Development: Same-Gendered Father/Son Relationships Foster Relational Development in Fathers
Author: Watson-Phillips, Carol
Date: 2017-08-00
Type: Journal Articles
Subjects: Parent Child Relationship,Fathers,Sons,Qualitative Research,Grounded Theory,Males,Gender Issues,Child Rearing,Interviews

What is the crucible of a father's relationally transformative growth in connection with his sons? In this article, the author first contextualizes relational theory, and then explores the idea that co-identity with a son provides the mortar and pestle for a father's development in same-gendered relationships. In connection with his son, a father revisits and reconnects with his childhood self, re-engaging and rejuvenating his core-relational being. In the data for exploring fathers' relational growth and development a subtheme emerged. This subtheme, an intrapsychic phenomenon I have coined Myson/Myself, is expanded in this article. This hypothesis is based on the data from a qualitative study of 23 fathers, who are reflective of the Greater Boston demographic.
Application of Games in College English Teaching in China
Author: Yang, Qiaoyan
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Educational Games,Learning Motivation,Teaching Methods,Vocabulary Development,Higher Education,Teacher Role,College Faculty,Language Teachers,College Students,Student Attitudes

Games are an activity with rules, goals, and create fun (Hadfield, 2007). Games can stimulate learning and motivation, and students get very absorbed in games, some of which are suitable for college students in studying English as their second language. Appropriate use of games in college English teaching could help students eliminate the psychological pressure of learning a language and create a relaxed atmosphere for learning. The researchers will share their experience of applying games in teaching college English in China. Various games help students in their study of vocabulary, speaking, and texts. However, games should be used in an appropriate way. Instructors have to be clear in their role in game activities in the classroom, be aware of the frequency and time of games used in classroom, and devote themselves to designing games that not only can be carried out easily but also benefit student learning in a long term way.
Art Education as Folding and Unfolding of Things
Author: Komatsu, Kayoko
Date: 2017-08-00
Type: Journal Articles
Subjects: Art Education,Learning Processes,Object Manipulation,Hermeneutics,Art Materials,Creative Activities,Imagery,Educational Practices,Educational Strategies,Teaching Methods,Foreign Countries

This paper pays attention to the meaning of things in educational space. Students learn not only from words but also things with which they interact in the learning process. Especially in art education various things such as materials, tools, art works are indispensable. This paper tries to analyze the process of both creation and appreciation of art in the viewpoint of folding and unfolding of things. The methodology is the hermeneutic approach to the relationship between art works and viewers, materials or tools and their users, and created image and creators. In creating art works the process of unfolding things which means the interaction with materials and the learning of skills and tools can emerge only by folding the image of the creator into the things. On the other hand, it is important for appreciation to receive the image of art works by developing it freely in the inner world. As in the case of creation, appreciation needs both folding a new meaning and unfolding the multilayered art works. In conclusion both creation and appreciation of art are so complicated processes that need a high degree of intelligence. Art education can be regarded as the process of fostering intelligence as well as sensibility.
The Views of Class Teachers on Acquisition of Entrepreneurship Ability
Author: Aladag, Soner
Date: 2017-08-00
Type: Journal Articles
Subjects: Entrepreneurship,Skill Development,Teacher Attitudes,Qualitative Research,Phenomenology,Elementary School Teachers,Semi Structured Interviews,Teaching Methods,Teaching Models,Performance Factors,Relevance (Education),Foreign Countries

Aim of this study is to determine the views of class teachers on the acquisition of entrepreneurship abilities. With being a qualitative research, adopted approach is phenomenology. Study group was determined by a suitable sampling method. The study group included eight classroom teachers working in primary schools in Aydin. The data of the study were collected using a semi-structured interview technique based on qualitative research. Content analysis method was used in the analysis of the data. At the end of the study, four main themes were reached. These themes; entrepreneurship abilities in teaching programs, methods and techniques in transferring entrepreneurship abilities, difficulties in transferring entrepreneurship abilities, and suggestions for transferring entrepreneurship abilities. All of the class teachers who participated in the study have the opinion that entrepreneurship abilities must be included in the curriculum. Class teachers who expressed their views on the adequacy of teaching programs in terms of entrepreneurship abilities found their teaching programs inadequate. Teachers who participated in the study stated that they use the drama method most in their entrepreneurship abilities. Class teachers explained difficulties they encounter with problems with the program, student, parent, and school conditions. One of the main difficulties faced by teachers in the transfer of abilities is program-related problems. With the light of the data obtained, class teachers load the problems they experience into factors outside of themselves. They do not evaluate themselves in terms of desire, knowledge and skill.
Eliminate with Created Argument Environment after Evaluated and Categorized Misconceptions in an Ontological Sense
Author: Kinik Topalsan, Aysegul
Date: 2017-00-00
Type: Journal Articles
Subjects: Misconceptions,Physics,Secondary School Science,Units of Study,Scientific Concepts,Pretests Posttests,Control Groups,Science Tests,Classification,Persuasive Discourse,Experimental Groups,Foreign Countries,Qualitative Research,Statistical Analysis

This study aimed to ascertain misconceptions of students about basic physical concepts in the &quot;Force and Motion&quot; unit of secondary school seventh class curriculum, to eliminate the misconceptions with created argument environment and traditional approaches after evaluated, and categorize these misconceptions in an ontological sense. Research Methods: Considered fundamental problems and sub-problems for which answers are sought. A semi-experimental model with pre-test and post-test control groups was utilized. Detected ontological categories were analyzed and discussed for each question located in the &quot;Force and Motion&quot; concept test. Findings: Before and after applications after physical concepts about the Force and Motion unit were examined and categorized ontologically. 301 examined misconceptions from students in the experimental group arose from placement in the higher category. 150 misconceptions that arose from the placement in the lateral category were identified before application. 252 misconceptions of the 301 misconceptions (83.72%) that arose from placement in the higher category were corrected due to argumentation works that were executed. 128 misconceptions out of 150 (85.33%) misconceptions that were placed in the lateral category were corrected after an argumentation analysis. Implications for Research and Practice: Studies such as determination, evaluation, and correction of misconceptions should be performed by using ontological categories. This study shows that the implementation of argumentation works is more successful in the elimination of misconceptions placed in constraint-based interaction-natural, random-event, and matter categories. In this way, learning environments can be designed to be more efficient and infallible.
An Examination of the Relationship between Postschool Outcomes and Autonomy, Psychological Empowerment, and Self-Realization
Author: Shogren, Karrie A.
Date: 2017-08-00
Type: Journal Articles
Subjects: Personal Autonomy,Empowerment,Self Actualization,Disabilities,Longitudinal Studies,Transitional Programs,Special Education,Self Determination,Employment,Independent Living,Postsecondary Education,Compensation (Remuneration),Enrollment,Secondary School Students,Interpersonal Relationship,Predictor Variables

This study examined, using data from the National Longitudinal Transition Study-2, the impact of constructs associated with self-determination (i.e., autonomy, self-realization, and psychological empowerment measured while youth were in secondary school) on postschool--(a) employment and payment/benefits, (b) education, (c) independent living, and (d) social engagement--outcomes. Findings suggest that up to 8 years after youth exited school, autonomy, self-realization, and psychological empowerment predict postschool outcomes. Psychological empowerment showed a strong relationship with employment wages and benefits, and autonomy and self-realization contributed to predicting independent living and postsecondary education enrollment. Implications for future research and practice are discussed. [For the full text grantee submission, see ED572708.]
Effects of Content Balancing and Item Selection Method on Ability Estimation in Computerized Adaptive Tests
Author: Sahin, Alper
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Adaptive Testing,Test Items,Test Content,Selection,Computation,Comparative Analysis,Methods,Ability,Monte Carlo Methods

Purpose: This study aims to reveal effects of content balancing and item selection method on ability estimation in computerized adaptive tests by comparing Fisher's maximum information (FMI) and likelihood weighted information (LWI) methods. Research Methods: Four groups of examinees (250, 500, 750, 1000) and a bank of 500 items with 10 different content domains were generated through Monte Carlo simulations. Examinee ability was estimated by fixing all settings except for the item selection methods mentioned. True and estimated ability (?) values were compared by dividing examinees into six subgroups. Moreover, the average number of items used was compared. Findings: The correlations decreased steadily as examinee ? level increased among all examinee groups when LWI was used. FMI had the same trend with the 250 and 500 examinees. Correlations for 750 examinees decreased as ? level increased as well, but they were somewhat steady with FMI. For 1000 examinees, FMI was not successful in estimating examinee ? accurately after ? subgroup 4. Moreover, when FMI was used, ? estimates had less error than LWI. The figures regarding the average items used indicated that LWI used fewer items in subgroups 1, 2, 3 and that FMI used less items in subgroups 4, 5, and 6. Implications for Research and Practice: The findings indicated that when content balancing is put into use, LWI is more suitable to estimate examinee ? for examinees between -3 and 0 and that FMI is more stable when examinee ? is above 0. An item selection algorithm combining these two item selection methods is recommended.
The Predictive Role of Interpersonal Sensitivity and Emotional Self-Efficacy on Psychological Resilience among Young Adults
Author: Aydogdu, Bilge Nuran
Date: 2017-00-00
Type: Journal Articles
Subjects: Young Adults,Resilience (Psychology),Interpersonal Competence,Self Efficacy,Emotional Intelligence,Multiple Regression Analysis,Foreign Countries,College Students,Factor Analysis

Purpose: In the face of adverse and traumatic events throughout their lives, individuals respond in different ways depending on their degree of resilience, factors of which include their individual resources for coping with those events. This study examined the predictive role of emotional self-efficacy and interpersonal sensitivity on psychological resilience among young adults in order to gain insights into psychological resilience and its protective factors. In particular, its purpose was to examine how perceiving emotions of the self and others, using emotions to facilitate thought, regulating emotions in the self and others, interpersonal awareness, need for approval, separation anxiety, timidity, fragile inner self, and understanding emotions, the emotional self, and others affect perceptions of the future, structural style, social competence, family cohesion, and social resources. Method: Using the relational screening model, participants were selected via basic random sampling. The sample included volunteers--243 women (73.4%) and 88 men (26.6%)--with a mean age of 21.46 years. The Resilience Scale for Adults, Emotional Self-Efficacy Scale, and Interpersonal Sensitivity Measure were used as measuring instruments. Findings: Following simultaneous multiple regression analysis, psychological resilience could be predicted according to emotional self-efficacy and interpersonal sensitivity. Conclusions and Recommendations: Similar to earlier research in the field, this study showed that psychological resilience and its aspects can be explained in light of emotional self-efficacy and interpersonal sensitivity. However, since psychological resilience had not heretofore been examined in such detail, this study offers significant contributions to trauma and preventive psychological counselling studies.
Effect of Workplace Factors in Professional Teacher Development on the Implementation of Small Class Teaching
Author: Pow, Jacky
Date: 2017-08-00
Type: Journal Articles
Subjects: Small Classes,Curriculum Implementation,Work Environment,Performance Factors,Faculty Development,Professional Continuing Education,Teacher Surveys,Teacher Attitudes,Adoption (Ideas),Questionnaires,Knowledge Base for Teaching,Achievement Gains,Teaching Experience,Praxis,Elementary School Teachers,Foreign Countries

It is commonly believed that small class teaching can greatly enhance student learning because the individual needs of each student can be better addressed, the students can learn more through more innovative and flexible teaching methods and the students have more time to interact with each other and to gain feedback from their teachers. Although studies have shown that students benefit from small class teaching, they have failed to identify the benefits as the natural consequences of a simple reduction in class size. As increasing numbers of researchers argue that professional development in small class teaching is more important than a simple reduction in class size, it is timely to determine the factors that affect teachers' participation in small class teaching professional development programmes and their use of small class teaching after participation in these programmes. This study explored teachers' concerns about or obstacles to applying their knowledge from professional development programmes to their teaching. Teachers who had participated in a government-funded professional development programme were invited to complete an end-of-programme questionnaire, and 160 valid questionnaires were collected. The initial findings indicate that workplace factors were the most common factors in the implementation of small class teaching.
The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study
Author: Ergen, Binnur
Date: 2017-00-00
Type: Journal Articles
Subjects: Independent Study,Learning Strategies,Academic Achievement,Meta Analysis,Foreign Countries,Effect Size,Regression (Statistics)

Problem Statement: Self-regulated learning strategies (cognitive, metacognitive, resource management, and motivational strategies) influence students' academic achievement, conceptual understanding, and motivation. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant effects on academic achievement; however, no meta-analysis studies have been carried out. Purpose of Study: The aim of this study is to calculate the common effect size of empirical and relational studies conducted in Turkey between 2005-2014 that investigated the effect of (or relationship with) self-regulated learning strategies on academic achievement, and to determine whether the common effect size shows a significant difference in terms of course type, self-regulated learning strategy type, school level, and study design. Method: A meta-analytical review method was employed to combine the outcome of independent empirical or relational studies. The studies included in this review were collected from the CoHE National Thesis Archive, ULAKBIM, Google Academic, ERIC, and EBSCO databases. A total of 47 studies were assessed in accordance with the inclusion criteria, and 21 studies were included in this study. Cohen's d coefficient was calculated for the effect size in this study. Findings and Results: As the heterogeneity among the effect sizes of the studies was high (Q &gt; ?[superscript 2] , p &lt; 0.05), the common effect size was calculated in accordance with the random effects model. As a result of the meta-analysis, it was determined that self-regulated learning strategies had a &quot;large&quot; effect (d = 0.859) on academic achievement. Moreover, the calculated common effect size showed no significant difference according to the type of self-regulated learning strategy, course type, study design, and school level. Recommendation: As self-regulated learning strategies exhibit a substantial effect on students' academic achievement, it is recommended that preservice and in-service teachers should learn how to implement these strategies in their lessons to increase their students' performance. For this purpose, professional development programs should be designed for teachers. [This study was presented at the 3rd International Eurasian Educational Research Congress in Mugla 2016.]
Analysis of Attainments and Evaluation Questions in Sociology Curriculum According to the SOLO Taxonomy
Author: Korkmaz, Fahrettin
Date: 2017-00-00
Type: Journal Articles
Subjects: Sociology,Secondary School Curriculum,Taxonomy,Textbooks,Grade 11,Content Analysis,Outcomes of Education,Student Evaluation,Qualitative Research,Foreign Countries

Purpose: This research aims at analyzing the attainments identified in the sociology curriculum for 11th grade implemented by the Ministry of National Education (MoNE) in 2010, and the evaluation questions in the sociology textbook which was taught in the 2016-2017 academic year, based on the Structure of Observed Learning Outcomes (SOLO) taxonomy. Research Methods: Document analysis was used in this study. The attainments that constitute the data source of the research were taken from the sociology curriculum for 11th grade published by the Ministry of National Education (MoNE) in 2010. Findings: Research findings indicate that 15 out of 60 (25%) attainments in the curriculum could be identified at the level of uni-structural, 14 (23%) multi-structural, 28 (47%) relational, and only 3 (5%) extended abstract. As for the evaluation questions in the textbook, 70 (43%) could be identified as uni-structural, 44 (27%) as multi-structural, 36 (23%) as relational, and 12 (7%) as extended abstract. Implications for Research and Practice: When the 11th grade sociology course achievements and assessment questions were examined, it was determined that all thinking levels of the SOLO taxonomy were found at different ratios. It is thought that when the experts prepare the program attainments for the sociology course, the organization of the attainments harmonized by prerequisite considering the principle of progressivity will be of considerable benefit in terms of effectiveness of the program.