ethanporcaro/eric-fulltext-meta huggingface dataset:
Is It Possible to Teach Values without Social Psychology?
Author: Beckley, Patricia
Date: 2018-00-00
Type: Journal Articles
Subjects: Values Education,Moral Values,Social Psychology,Social Influences,Compliance (Psychology),Decision Making,Value Judgment,Academic Achievement,Socioeconomic Status

Although values are closely related to moral psychology, morality is a developmental problem in psychology. However, what the problem is, is to confine to reduce development and maturation to individual psychology. The fact that social-psychological characteristics of the values have not been emphasized, indicates concerns of the integrity of the development. All of the values in teaching approaches solely employ moral reasoning in schools. This paper articulates why theories of the social psychology, which explain social influence and process as determinants of the behaviour are not used in the context of value education.
Relations and Communication in Families of Children with Externalizing Behavior Problems
Author: Ðurišic, Maša
Date: 2018-00-00
Type: Journal Articles
Subjects: Family Environment,Family Influence,Behavior Problems,Child Behavior,Aggression,Violence,At Risk Persons,Family Characteristics,Early Adolescents,Emotional Problems,Antisocial Behavior,Interpersonal Communication,Grade 5,Grade 6,Grade 7,Grade 8,Foreign Countries

Numerous studies have confirmed the connection between the family climate and various forms of externalizing behaviour problems, such as aggressive and violent behaviour, vandalism, skipping school and running away from home, substance abuse and others. Therefore, it is of particular importance to point out those risk factors, that according to the results of empirical studies are predictive for the occurrence and development of behavioural problems. This study shows the results of the research which aimed at determining the characteristics of family relationships in the families of children with externalizing behaviour problems. The sample consisted of 135 students, both gender, 11 to 14 years of age. Apart of the instruments for assessing emotional, social and behaviour problems of children and youth (ASEBA-YSR) was used for the evaluation of externalizing behaviour problems, while the FACES IV scale package was used to determine the quality of family relationships and communication within families. The results showed that students with externalizing behaviour problems live in the types of families where the quality of family relationships is low and which is characterized by poor connectivity and adaptability, poor communication and dissatisfaction.
Analysis of Changes in the Affective Characteristics and Communicational Skills of Prospective Teachers: Longitudinal Study
Author: Kahramanoglu, Recep
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Communication Skills,Student Characteristics,Longitudinal Studies,Beliefs,Self Efficacy,Student Interests,Preservice Teacher Education,Elementary School Mathematics,Turkish,Social Sciences,Foreign Countries,Attitude Change,Measures (Individuals)

The main purpose of this study is to analyze the change in the affective characteristics (attitudes, interests and self-efficacy beliefs) and communication skills of prospective teachers, and to question what these changes are, how they happened and the reason behind them. This study has been designed longitudinally for this purpose. The study group consists of 28 prospective teachers that were educated under 3 different undergraduate programs. 12 of the prospective teachers studied primary mathematics education while 8 of them studied Turkish and 8 of them studied social sciences. The research's study group was determined by the maximum variation sampling method. The placement scores of prospective teachers were taken as a basis in order to enable maximum variation. Data was collected from prospective teachers by means of scales and semi-structured interview forms. According to the research's results, prospective teachers started their teaching education with a high level of affective characteristics and communication skills. It was seen that there was a decrease in the attitude and self-efficacy levels, an increase in the communication skills levels and no change in the interest levels of prospective teacher over time. The results show that there was no significant difference between the first and second measure scores from the participant's measure instruments. However, in the analyses performed individually, it was seen that some prospective teachers had significant changes in their affective characteristics and communicational skills.
The Contribution of School Culture to Students&apos; Academic Achievement: The Case of Secondary and Preparatory Schools of Assosa Zone, Benshangul Gumuz Regional State, Ethiopia
Author: Melesse, Solomon
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Culture,Environmental Influences,Academic Achievement,Correlation,Student Needs,Teacher Attitudes,Secondary School Students,Secondary School Teachers,Teacher Responsibility,Teacher Competencies,Administrator Attitudes,Student Motivation

This research focuses on investigating the contribution of school culture to students' academic achievement. To this end, a mixed research approach was used. 82 teachers, 258 students, 5 school principals, and 3 school cluster supervisors were the data sources of this study. To see the contribution of school culture to students' academic achievement, questionnaire for students and teachers, interview with school principals and cluster supervisors were used. Percentages and one sample ttest were used to analyze the data. The quantitative data confirmed that the contribution of school culture to students' academic achievement was found statistically significant but slightly above the expected mean. Qualitative data from the respondents showed strong communication among stakeholders during the implementation process. The support system from teachers and other responsible bodies were seen as effective. A guideline that specifies teachers' responsibility and the program implementation process, such as continuous follow-up and supervision were reported relevant and triggering teachers to live up to the minimum teachers' professional commitment standard. Generally, both the qualitative and quantitative data analysis results revealed a moderate level contribution of school culture to students' academic achievement. As this result was not much encouraging, appropriate strategies of enhancing the contribution of school culture to students' academic achievement were pointed out in the paper.
Nexus between Beliefs College English Instructors&apos; Held about Teaching Reading Strategies and Their Classroom Practice
Author: Enyew, Chanyalew
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,College Faculty,Foreign Countries,Language Teachers,English (Second Language),Teaching Methods,Second Language Instruction,Reading Instruction,Reading Strategies

This study examined connections between beliefs college English language instructors' held about reading strategies and how they implemented them in teaching reading. The sites of the target population for this study were the Colleges of Teacher Education students in Amhara National Regional State Council, Ethiopia. In this region, there are 10 Administrative Zones. In the zones, there are 10 colleges. Among these, 4 colleges were selected by simple random sampling technique. From the 4 selected colleges, 26 instructors were selected by simple random sampling technique. Data were collected through close-ended questionnaire items and observation checklist. Data obtained from questionnaire were analyzed using percentage where the observation data were applied one sample t-test. The findings indicate that college instructors held strong beliefs about English language strategies. In spite of their strong belief, however, the research confirmed that instructors do not actually apply the strategies in their reading classes. From the findings, it could be inferred that it would be useful if instructors adjust their beliefs to practices. To help instructors connect their beliefs to their practice, there seems a need to train them on reading strategies.
Learning Implementations about Cooperative Learning Method: A Case Study in Turkey
Author: Artut, Perihan Dinc
Date: 2018-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Case Studies,Foreign Countries,Preservice Teachers,Preservice Teacher Education,Calculus,Mathematical Concepts

This study aims to evaluate the implementations of cooperative learning method in teaching limit and derivatives and the opinions of prospective teachers and instructors about these implementations. The research is designed as a case study and conducted with 28 prospective teachers (20 female, 8 male) who were attending the course of calculus in the department of science and technology teaching. The data obtained by interviews and observations were analyzed via content analysis. According to results, it was found out that the implementations of cooperative learning method created a positive effect on prospective teachers and made them learn the subjects more easily. On the basis of the results mentioned above, it can be recommended to use the cooperative learning method in teaching the subjects of limit and derivatives in teacher education. This study focused on teaching the subjects of limit and derivative; however similar studies can be carried out with different mathematics topics.
Reflective Practice as a Changing Factor of Teaching Quality
Author: Maksimovic, Jelena
Date: 2018-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Teacher Competencies,Reflection,College Faculty,College Students,Student Attitudes,Classroom Environment,Intellectual Disciplines,Foreign Countries

A teacher, as one of the main actors in the teaching process, has an assignment to work continuously on the improvement of his personal characteristics and professional competencies in order to improve the quality of teaching. In a modern school, teachers are challenged to constantly reflect on their work, on its advantages and flaws, and on what needs to be fixed - they are required to become reflective practitioners. Despite the fact that the concept of reflective practice is not present enough in school practice, it has been recognized as an important factor for improvement of the teaching quality, as it represents a continuous process which helps teachers to get rid of a routine behaviour. The focus of the research is on faculty professors, and the research goal is to find out how students perceive their professors' practice, or whether they recognize the reflective elements to be important for improvement of the teaching quality. Accordingly, the purpose of the research is to point out the need, the importance and the necessity of being a reflective practitioner, both during the planning and during the work itself, but also after its completion, since the purpose of reflective practice is to realize the advantages and the flaws of one's work in order to improve it.
Research on the Sport High School and Other High School Students&apos; Attitude towards Physical Activities and Levels of Satisfaction with Life
Author: Gül, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,Athletes,Physical Activities,Student Attitudes,Life Satisfaction,Foreign Countries,Athletics,Family Income,Socioeconomic Status

The purpose of this study is to identify the attitude of students of sport high schools and those of other high schools towards physical activities and their levels of satisfaction with life and to examine whether there are differences between these two student groups. In the study, 3 different scales were used on 368 students in total, who were studying in Sivas province in 2017-2018 Educational Year, found by convenience sampling method. The first scale is &quot;the Personal Information Form&quot;, which consists of 8 articles, for identifying the demographical characteristics of the participants; the second scale is &quot;the Cognitive Behavioral Physical Activity Questionnaire (CBPA)&quot;, which was developed by Schembre et al., (2015) and was adapted to Turkish by the validity and reliability study done by Eskiler et al., (2016), for identifying the participants' attitudes towards physical activities. The third scale is &quot;the Satisfaction with Life Scale&quot;, which was developed by Diener et. al (2002) and prepared as 5-statement 5-point likert type, for identifying the participants' levels of satisfaction with life. SPSS 25 package software was used in data analysis. The data were reflected as values of percentage, frequency, and average standard deviation. 180 sport high school students and 188 other high school students were participated in the study, when looked at the findings acquired. It was found that the attitude levels of sport high school students towards physical activities are higher than those of other high school students, and in parallel, it was seen that they have higher levels of satisfaction with life. As a result, it can be said that regular physical activity positively increases the individual's satisfaction with life. Thus, regular physical activity is recommended.
Roma Children: Victims of Social Injustices in Education
Author: Kesik, Fatma
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Bias,Social Justice,Minority Groups,Graduate Students,Access to Education,Equal Education,Socioeconomic Influences,Cultural Influences,Family Structure,Disadvantaged Youth

In this qualitative study aiming to identify the opinions of postgraduate students studying in Izmir, Turkey about the schooling practices of Roma children from social justice perspective, case study design was used. The study group included 46 post graduate students. As result of the study, it was identified that most of the participants agreed that the Roma children have limited access to schooling for such reasons as economics, Roma culture and the family structure, exclusion practices towards them, lack of social state and learned desperateness and made some suggestions accordingly. It can be argued that the disadvantaged status of Roma children and the inequities they exposed to manifest themselves as economic, cultural and thus participative injustices in education. Accordingly, improving the socio-economic conditions of Roma families thus children, valuing the culture of Roma and including Roma families and children in the education system were recommended.
An Indepth Evaluation on the Issue of Examination Malpractice in Nigeria
Author: Udim, Davies Kelvin
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Ethics,Cheating,Student Behavior,Secondary School Students,Influences,Integrity,Antisocial Behavior,Prevention,Teaching Conditions,Teacher Qualifications,Educational Finance

There is a decline in the quality of graduates from secondary schools in Nigeria. A situation where some secondary school graduates cannot write a very good letter is a cause for concern. Secondary School teachers, parents and the society have always complained about the quality of school products. All these are alarming signals which portends danger for the country. A number of issues could have led to these problems and the most pronounced among them is examination malpractice. Examination malpractice has eaten deep into the Nigeria education system. The purpose of this study therefore was to examine the issue of examination malpractice in Nigeria. The use of secondary sources of data was the main method of data collection adopted in this research work. The secondary sources adopted in this study include materials like Newspapers, magazines, textbooks, internet, journals, government publications, official documents etc. After analyzing the data, it was deduced that collusion among candidates, impersonation, giraffing, inscription, scientific malpractice and bribery were some of the forms of examination malpractice in Nigeria. This study also found that fear of failure, craze for certificates, desire of parents to choose the profession and university, pressure on students to pursue courses which they have no aptitude for were some of the causes of examination malpractice in Nigeria. This study also found that the examination malpractice has a negative effect on the society, leads to irreversible loss of credibility, has negative consequences on the individuals and institutions of learning, leads to moral decadence and brain drain, leads to corruption, it discourages hard work among students. This study also found that measures of curbing examination malpractice include: societal reengineering and re-orientation to revamp moral values, retraining and reassessment of teachers, appropriate recognition and remuneration of teachers and examination officials. Curbing examination malpractice depended on our will power. This study revealed that examination malpractice is not perpetrated by Angels but human beings. Based on the findings above, this study recommended that aggressive campaign should therefore be mounted, educating all the stakeholders about the dangers in engaging in the act and let them be informed of the dignity in having a clean examination system, the Federal Government should try and make the salary of teachers reasonable, quality and affordable education should be made available for all, this study concluded that Parents should not celebrate success without a commensurate input and that examination malpractice should be discouraged entirely.
The Prominent Student Competences of the 21st Century Education and the Transformation of Classroom Assessment
Author: Kutlu, Ömer
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Evaluation,Educational Assessment,Academic Achievement,Thinking Skills,Metacognition,Problem Solving,Class Activities,Scoring Rubrics,Planning

The term of 21st century skills has become a key concept in the field of education. It has attracted researchers' attentions and included in some of the cognitive taxonomies used in the fields of curriculum development and educational assessment. In the 21st century, the teaching curriculum and instruction have started to transform in a way consistent with the change of the targeted competences that an educated person should have. This requires classroom assessment applications to change so that they can be in line with the nature of these competences and support their development. This study discusses the skills that have gained importance in the 21st century education (21st century skills), the interaction between these skills and the classroom assessment, and the transformation of assessment activities to cover these skills. The study also includes one sample assessment activity and rubrics that are developed by the researchers in order to guide teachers how to include these skills in their daily teaching plan and how to assess them.
Understanding Students of Color and Power Relations through Social and Community Inquiry
Author: Jean-Charles, Alex
Date: 2018-00-00
Type: Journal Articles
Subjects: Power Structure,Minority Group Students,Urban Areas,Teacher Role,Teacher Student Relationship,Technology Uses in Education,At Risk Students,Violence,Educational Environment,Social Class

This paper examines the systems of power in schools and communities and the impact it has on students of color. I explore how the misuse and abuse of power act to shape the consciousness and identity of poor, urban, students of color, and the ways the technology, as an expression of a panopticon technique, acts to shape the phenomenological experience of place for students. Michel Foucault's (1977, 1983) work on power relations along with my personal experiences with the system of power are used to understand students of color's experience in spaces where there is the potential for an imbalance of power. The paper addresses the moral obligations of educators to be aware of their power in relation to working with marginalized groups.
The Relationship between Critical Thinking Skills and Democratic Attitudes of 4th Class Primary School Students
Author: Aslan, Serkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Democratic Values,Grade 4,Elementary School Students,Gender Differences,Correlation,Foreign Countries,Student Attitudes

This research aims to explore the relationship between critical thinking skills and democratic attitudes of 4th class primary school students. The research used a relational screening model, which is one of the screening models. The sample consisted of 221 4th class students who were selected by the simple random sampling method. The study has employed the 'Critical Thinking Scale' and the 'Democratic Attitude Scale'. Descriptive statistics, multivariate analysis of variance (MANOVA), Pearson product-moment correlation analysis and simple linear regression analysis were used to analyse the data. The results have revealed that 4th class primary school students have a high level of critical thinking skills and democratic attitudes. No significant difference has been determined between students' critical thinking skills in terms of gender, while a significant difference has been identified for democratic attitudes in favour of female students. The results also have suggested a medium-level relationship between students' critical thinking skills and their democratic attitudes, and that critical thinking skills significantly predict democratic attitudes.
Evaluation of Teachers within the Scope of Leadership Roles (Demirci Sample)
Author: Yildirim, Remzi
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Leadership Role,Teacher Evaluation,Faculty Development,Foreign Countries,Elementary School Teachers,Measures (Individuals)

The leadership in the field of education is seen as a concept associated with activities, which are carried out, beyond the status. It is an expected situation that the education managers fulfill the leadership roles. However, teachers, one of the most important stakeholders of educational organizations, need to carry out their leadership roles when necessary and to continue their professional development to realize these roles. With the research, the teachers in educational organizations have been evaluated within the scope of leadership roles. In this sense, through the &quot;Teacher Leadership Scale&quot;, it was tried to determine the expectation levels and perception levels regarding the concept of leadership in the existing organizations of teachers. The research was carried out in Manisa Demirci District with primary education teachers and branch teachers working in primary schools. By means of printed forms, the data were collected by reaching 239 teachers among the 315 teachers who worked in the related schools in the academic year of 2017-2018. In the analysis of the data, SPSS 23 package program was used. Teachers' expectations and perception levels were analyzed using minimum, maximum, arithmetic mean and standard deviation for each sub-dimension and total data set. Mann Whitney U and Kruskal Wallis Analysis were used to determine whether there was a meaningful difference between the expectation and perception levels according to the gender of the teachers, the teaching branch and professional seniority in the data set without normal distribution. In the analysis of the relationship between expectation and perception, Spearman's Rank-Order Correlation Analysis was used. According to the findings obtained, significant difference was found in favor of the expectation level of the teachers. However, there was no significant difference between expectations and perception levels in terms of gender, teaching branch and professional seniority. There is a &quot;weak&quot; relationship between expectations and perception levels. As a result, there is an expectation among the teachers about the concept of teacher leadership. However, the perception of teacher leadership in the institutions they work is relatively low.