ethanporcaro/eric-fulltext-meta huggingface dataset:
Predictor Relationships between Values Held by Married Individuals, Resilience and Conflict Resolution Styles: A Model Suggestion
Author: Tosun, Fatma
Date: 2015-08-00
Type: Journal Articles
Subjects: Spouses,Resilience (Psychology),Conflict Resolution,Values,Predictor Variables,Models,Structural Equation Models,Factor Analysis,Likert Scales,Foreign Countries

The aim of the present research is to reveal the predictor relationships between the values held by married individuals, resilience and conflict resolution styles. The research adopts a relational screening model that is a sub-type of the general screening model. The sample of the research consists of 375 married individuals, of which 173 are females and 202 males, selected through random sampling from married individuals between 2013 and 2014. In the research, the Values Scale was used to determine which values were held by married individuals, the Resilience Scale was used to determine individuals' levels of resilience, and the Scale of Conflict Resolution Styles was used to determine which conflict resolution styles were preferred by married individuals. Data were analyzed by the AMOS 16 Program's &quot;Structural Equation Model.&quot; The research found that the most important variable affecting resilience are the values held by individuals. This case suggests that the values of married individuals differ according to their resilience levels. According to another finding of the research, the most significant variable affecting conflict resolution styles are the values held by married individuals. As such, conflict resolution styles used by married individuals differ on the basis of values. Furthermore, it was concluded that the second most important variable affecting conflict resolution styles was married individuals' resilience levels. This suggests that the conflict resolution styles used by the married individuals differ according to their resilience levels.
Investigating the Relationship between Self-Handicapping Tendencies, Self-Esteem and Cognitive Distortions
Author: Yavuzer, Yasemin
Date: 2015-08-00
Type: Journal Articles
Subjects: Self Esteem,Psychological Patterns,Preservice Teachers,Foreign Countries,Gender Differences,Predictor Variables,Correlation,Statistical Analysis,Regression (Statistics)

The purpose of this study is to examine the relationship between cognitive distortions, self-handicapping tendencies, and self-esteem in a sample of students studying in a school of education. The sample of the study was comprised of 507 volunteer students chosen through random sampling from a total of 4,720 students who were studying teaching at Nigde University and Aksaray University, located in central Anatolia in Turkey. The self-handicapping scale, cognitive distortions scale, and Rosenberg self-esteem scale were used in the present study. In a preliminary analysis, it was found that women had higher self-handicapping scores than men. In the current study, it was found that cognitive distortions (self-criticism, self-blame, hopelessness, and preoccupation with danger) and self-esteem significantly predicted self-handicapping tendencies. The mediator and moderator role of self-esteem on the relation between cognitive distortions and self-handicapping were the major questions of this study. It was found that self-esteem did not have a mediator role on the relationship between cognitive distortions or self-handicapping in the current study group. However, the study revealed important findings regarding the moderator role of self-esteem on the relationship between cognitive distortions and self-handicapping. That is, high levels of cognitive distortions (self-criticism, self-blame, hopelessness, and preoccupation with danger) were related to a high self-handicapping tendency for teacher candidates with low self-esteem.
The Mathematics Education I and II Courses' Effect on Teacher Candidates' Development of Number Sense
Author: Yaman, Hakan
Date: 2015-08-00
Type: Journal Articles
Subjects: Mathematics Education,Preservice Teacher Education,Preservice Teachers,Number Concepts,Mixed Methods Research,Experiments,Pretests Posttests,Case Studies,Undergraduate Students,Numeracy,Mathematics Skills,Statistical Analysis

The purpose of this research is to examine the number sense performance of the classroom teacher candidates taking the Mathematics Education I and II courses. Moreover, it investigates whether there is a change in the number sense performance of the teacher candidates following the Mathematics Education I and II courses. Embedded experimental design was used a mixed methods research design. Pretest-posttest weak experimental design was used in the quantitative part of the study, and a case study for the qualitative part. A total of 74 teacher candidates in the third year of the Faculty of Education, Department of Classroom Teaching at a state university participated in the study. As a data collection tool, the 17-question number sense test was used in both quantitative and qualitative part of the research. The quantitative data showed that there is a significant increase in the number sense performance of teacher candidates after the Mathematics Education I and II courses. The qualitative data indicated that prior to the Mathematics Education I and II courses, the teacher candidates considered mathematics as a course in mathematical operations. They generally tended to use routine rules and algorithms in the number sense test, could not fully conceptualize some mathematical rules and phrases they use, and tried to compute instead of using number sense skills. It was found that after the Mathematics Education I and II courses, there was a decrease in the number of teacher candidates computing, whereas an increase in the number that use number sense.
Teaching Play Skills to Visually Impaired Preschool Children: Its Effect on Social Interaction
Author: Ozaydin, Latife
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Preschool Education,Visual Impairments,Teaching Methods,Play,Skill Development,Interpersonal Competence,Mainstreaming,Small Group Instruction,Nonparametric Statistics,Statistical Analysis,Instructional Effectiveness,Retention (Psychology),Observation

The aim of this study is to assess the effects that teaching visually impaired (VI) preschool children play skills has on their abilities to initialize and respond to social interactions with their typically developing (TD) peers in a reverse mainstreaming preschool class. The subjects of the study were three female VI students regularly attending a preschool classroom. Based on their teacher's comments, all children were limited in their ability to initiate and maintain social initiations and in their ability to respond to social interaction initialized by their peers. Play skills were taught to the target students using direct teaching methods through small group arrangements outside the class. The study was conducted using a multiple probe design using probe sessions across subjects in order to determine the impact of play skills taught through direct instruction on the social interactions of children in the class. Visual and non-parametric analyses showed that the play skills taught are effective in increasing the target VI students' abilities to initiate interactions with their peers and in increasing their response behaviors. In addition, the target students not only generalized the interaction behaviors that they had learned to a girl of their own age, but they also retained what they had learned 2 and 3 weeks after the completion of the implementations. [This study was presented orally as a paper in the 4th World Conference on Educational Sciences (WCES/2012) in Barcelona on February 2, 2012.]
Kindergartners' Mental Models of the Day and Night Cycle: Implications for Instructional Practices in Early Childhood Classrooms
Author: Saçkes, Mesut
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Preschool Children,Cognitive Processes,Cognitive Structures,Models,Schemata (Cognition),Semi Structured Interviews,Task Analysis,Astronomy,Scientific Concepts,Misconceptions,Early Childhood Education,Science Education,Verbal Ability,Prompting,Science Activities,Inquiry,Play

This study aims to examine kindergarten children's mental models of the day and night cycle and provide implications for pedagogical practices targeting space science concepts in early childhood classrooms. A total of 46 kindergartners participated in the study, their age ranging from 60 to 75 months, including 22 boys and 24 girls. Semi-structured interviews involving three tasks (verbal explanations, model manipulation, and model labeling) were conducted to collect the study data and children were individually interviewed. The data were analyzed using the model identification methodology. The results demonstrated that more than half of the children had naïve mental models of the day and night cycle with the distance model being the most common naïve model held by the children. A total of eight children held synthetic models of the day and night cycle while only six children held a scientific model of the day and night cycle. The findings of this study suggest that children possess limitations in verbally providing causal explanations. The use of models during the interviews helped children in expressing their ideas in a more competent manner, thereby overcoming their limitations in producing verbal explanations. Implications for pedagogical practices to support learning of the day and night cycle in early childhood classrooms are provided.
Teacher and Administrator Views on School Principals' Accountability
Author: Argon, Turkan
Date: 2015-08-00
Type: Journal Articles
Subjects: Principals,Accountability,Administrator Attitudes,Teacher Attitudes,Foreign Countries,Primary Education,Case Studies,Qualitative Research,Content Analysis,Data Analysis,Educational Environment,Administrator Characteristics,Structured Interviews

The current study aims to identify teacher and administrator views regarding primary school principals' accountability. The case study model, a qualitative research method, was adopted in the study using the holistic single-case design. The working group was composed of a total of 56 individuals, 42 teachers and 14 administrators (11 principals and 3 assistant principals), employed in primary schools centered in the province of Bolu during the 2012-2013 academic year. They were identified via convenience sampling among volunteers. The semi-structured interview form composed of open-ended questions was used as a data collection tool. Content analysis method and digitizing qualitative data were used in data analysis. Research results show that teachers and administrators ascribe the same meaning to the concept of accountability and they believe everybody employed at schools should be held accountable. They also believe that school principals should not only be accountable to their superiors but that the first and foremost rationale for accountability comes from the requirement of principals to undertake their responsibilities properly and in line with the law. They believe that accountability develops a positive climate in schools and that school principals in the Turkish education system don't fully possess the characteristics of accountability. Based on the research results, it can be suggested that administrator assignments should be based on administrator characteristics and that accountability should be prioritized as an important criteria to ensure the employment of administrators who act with accountability in the education system.
Identifying Higher-Education Level Skill Needs in Labor Markets: The Main Tools Usable for Turkey
Author: Alpaydin, Yusuf
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Labor Market,Higher Education,Supply and Demand,Employment Qualifications,College Graduates,Education Work Relationship,Labor Needs,Employment Projections

There are natural mismatches in the labor market between the demand for higher-educated laborers and the supply of graduates provided by the higher education system in terms of quantity and qualifications. While there are open positions, some graduates still cannot find work. There are various findings indicating that the mismatch between qualification and skill is significantly high in Turkey. The fundamental political tools for reducing such mismatches include identifying the capacities of higher education programs based on skill needs, corporate structures ensuring the participation of relevant parties in the educational process, matching and consultancy services for jobseekers, and continuing education for the unemployed. Implementation of such policies depends on identifying in higher education which higher education-level skills are needed currently and for the future. The objective of this study is to identify the principal studies required to reveal the need for amount and qualifications of workers with higher education in Turkey. For this purpose, the subject is handled with theoretical foundations; field research data is evaluated and possible sets of studies and activities complying with the economic and social structure of Turkey are suggested by discussing alternative approaches and tools developed for the solution of the issue. A set of studies has been suggested under three categories (a) manpower forecasts, (b) skills needs researches generating micro data to enrich these forecasts, and (c) the information that comes from the participation and contributions of social parties in the educational process.
Organizational Commitment of Teachers: A Meta-Analysis Study for the Effect of Gender and Marital Status in Turkey
Author: Çogaltay, Nazim
Date: 2015-08-00
Type: Journal Articles
Subjects: Organizational Development,Work Ethic,Work Attitudes,Persistence,Meta Analysis,Gender Issues,Marital Status,Foreign Countries,Teacher Attitudes,Job Satisfaction,Organizational Culture,Employee Attitudes

This meta-analysis summarizes the influence of Turkish teacher's gender and marital status on their perception of organizational commitment. In total, 30 independent research studies conducted across the country are investigated to analyze the relations between gender and organizational commitment, i.e., a sample group of 11,724 participants. In addition, 17 independent research studies related to marital status and organizational commitment were also collected, i.e., a sample group of 5,467. The results of random effects model show that teachers' organizational commitment is not affected by their gender or marital status. It is understood that the sample region and school level in which teachers work do not moderate this effect.
The Effects of Testlets on Reliability and Differential Item Functioning
Author: Teker, Gulsen Tasdelen
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Test Items,Test Bias,Item Response Theory,Test Reliability,English (Second Language),Language Tests,Language Proficiency,Universities,Influences,Statistical Analysis,Generalizability Theory

Reliability and differential item functioning (DIF) analyses were conducted on testlets displaying local item dependence in this study. The data set employed in the research was obtained from the answers given by 1,500 students to the 20 items included in six testlets given in English Proficiency Exam by the School of Foreign Languages of a state University in Turkey. One of the purposes of this study was to determine the influences of the tests composed of testlets on reliability, so the reliability coefficients obtained for cases where the influences of testlets were considered and those for cases where the testlet influences were not considered were compared. In consequence of the G theory analyses conducted in this context, it was found that the G and Phi coefficients estimated by not considering the testlet effects were higher than those estimated by considering the testlet effects. It was concluded that the reliability was estimated to be relatively higher when the influences of the testlet were not considered. Two methods were used in this study so as to determine the effects of testlets on differential item functioning and the results were compared. In the DIF-determining method considering the testlet effect, both the number of items displaying DIF at the significant and estimated levels of DIF were found to be higher than in the method not considering the testlet effect.
Using Students' Performance to Improve Ontologies for Intelligent E-Learning System
Author: Icoz, Kutay
Date: 2015-08-00
Type: Journal Articles
Subjects: Electronic Learning,Technology Uses in Education,Educational Technology,Knowledge Level,Intelligent Tutoring Systems,Concept Formation,Teaching Methods,Comparative Analysis,Cognitive Mapping,Grade 7,Foreign Countries,Scores,Academic Achievement,Correlation,Structural Equation Models,Science Instruction,Tests

Ontologies have often been recommended for E-learning systems, but few efforts have successfully incorporated student data to represent knowledge conceptualizations. Defining key concepts and their relations between each other establishes the backbone of our E-learning system. The system guides an individual student through his/her course by evaluating their progress and suggesting instructional material to review based upon their answers. Three main tasks are performed within this framework: building ontologies for the course, measuring a student's understanding level for the concepts, and making personal suggestions to create an individualized learning environment. This paper presents: the integration of ontologies, assisted with student data, together with an intelligent Recommendation Module for the development of an E-learning system; the comparison and correction adaption of ontology from students' mind maps; and the assessment of students' actual weaknesses in comparison to what Recommendation Module suggests. The sample of 127 students, five classrooms, was conveniently selected among seventh grade students of a demographically average school in a major city in Turkey. The students' achievement was assessed and the scores for different questions were investigated for associations with concepts made in the students' minds. The results provided significant correlations among scores, and a fit model for the concepts represented by questions. The student suggested model slightly differed from the ontology map from the experts. Based on the data-supported model, the Recommendation Module more accurately determined the students' learning deficiencies and suggested concepts to be reviewed.
Advanced Mathematical Thinking and Students' Mathematical Learning: Reflection from Students' Problem-Solving in Mathematics Classroom
Author: Sangpom, Wasukree
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Mathematics Education,Teaching Methods,Mathematical Logic,Thinking Skills,Mathematical Concepts,Mathematics Achievement,Problem Solving,Higher Education,College Freshmen,Undergraduate Students,Foreign Countries,Qualitative Research,Calculus,Video Technology,Mathematical Formulas,Semi Structured Interviews,Mixed Methods Research

Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students' inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In order to overcome this learning deficit, it is necessary that the concept of &quot;reflection&quot; be implemented in the teaching of this subject. It is believed that the adoption of this teaching concept will allow students to learn mathematics by themselves. This article is aimed at presenting mathematical problem-solving of undergraduate students on Calculus I. Concrete problems were assigned to students to participate, to improve students' way of mathematical thinking, and to encourage the students' mathematical learning and advanced mathematical thinking. The study was a qualitative research project conducted with first-year undergraduate students of Rajamangala University of Technology Phra Nakhon who had enrolled for Calculus I. Data were collected from interviews and field notes, along with video recordings. Findings showed that students succeeded in solving mathematical problems from simple to complex levels and using the subject fundamentals to connect to several methods of higher levels of thinking. Students also created effective means of problem-solving and applied these concepts to solve new problems.
An Autonomous Learning System of Bengali Characters Using Web-Based Intelligent Handwriting Recognition
Author: Khatun, Nazma
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indo European Languages,Handwriting,Teaching Methods,Technology Uses in Education,Intelligent Tutoring Systems,Educational Technology,Telecommunications,Drills (Practice),Character Recognition,Programming

This research project was aimed to develop an intelligent Bengali handwriting education system to improve the literacy level in Bangladesh. Due to the socio-economical limitation, all of the population does not have the chance to go to school. Here, we developed a prototype of web-based (iPhone/smartphone or computer browser) intelligent handwriting education system for autonomous learning of Bengali characters that allows students to do practice their handwriting at anywhere at any time. As an intelligent tutor, the system can automatically check the handwriting errors, such as stroke production errors, stroke sequence errors, stroke relationship errors and immediately provide colourful error feedback to the students to correct themselves. Bengali is a multi-stroke input characters with extremely long cursive shape where it has stroke order variability and stroke direction variability. Due to this structural limitation, recognition speed is a crucial issue to apply traditional online handwriting recognition algorithm. In this work, we have adopted hierarchical recognition approach to improve the recognition speed that makes our system adaptable for web-based language learning. We applied writing speed free recognition methodology together with hierarchical recognition algorithm. It ensured the learning of all aged population, especially for children and older people. Finally, we conducted a survey in Bangladesh for the performance analysis of our proposed education system. The experimental results showed that our autonomous learning methodology helped to improve the average recognition accuracy by 4.1% (from 87.2% to 91.4%) with average Mean-Opinion-Score 4.1. It confirmed that the successful use of web-based Bengali handwriting education system can be very helpful to improve the literacy level in Bangladesh within a very short period.