ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Sexual Minority Male Students' Meaning-Making about Their Multiple Identities: An Exploratory Comparative Study
Author: Tillapaugh, Daniel
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Minority Group Students,Sexual Identity,Homosexuality,Males,Undergraduate Students,Student Experience,Comparative Analysis,Comparative Education,Sexual Orientation,Racial Identification,Qualitative Research,Case Studies,Phenomenology,Grounded Theory,Social Justice,Student Participation,Student Organizations,Resource Centers,Social Discrimination,Self Concept,Influences,Interviews,Student Journals

This exploratory comparative study examines the meaning-making experiences of six sexual minority males attending college or university in Canada or the United States. All of the participants identified as sexual minority males who were cisgender, out to family and/or friends, and between 20 and 24 years of age. In particular, the participants spoke about the intersections between their race, gender, and sexual orientation as salient aspects of their multiple identities. Using a blend of qualitative methods, including case study, phenomenology, and grounded theory, I identified four themes that emerged from the data: (1) engagement in a social justice curriculum; (2) involvement in LGBT student organizations or resource centres; (3) experiences of discrimination and dissonance; and (4) engagement in reflective dialogue. I discuss the implications of these themes for professional practice and future research.
Achievement Goals, Motivation to Learn, and Mathematics Anxiety among Pre-Service Teachers
Author: Vásquez-Colina, María D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Learning Motivation,Mathematics Education,Self Efficacy,Help Seeking,Self Management,Multiple Regression Analysis,Mathematics Achievement,Goal Orientation,Preservice Teachers,Undergraduate Students,Student Attitudes,Teacher Education,Online Surveys,Mathematics Anxiety,STEM Education,Learning Strategies,Questionnaires,Rating Scales

This paper reports findings of a pilot study examining the feasibility of a research design to investigate how achievement goals relate to the construct of math anxiety. In addition, we also consider how other important achievement-related behaviors, like self-efficacy, help-seeking, and self-regulation, might also relate to students' math anxiety. While math anxiety still remains a real issue affecting student performance and confidence, today it is more critical in our society with the greater emphasis on producing more students for careers in fields like Science, Technology, Engineering, and Mathematics (STEM). The total multiple regression model predicted a significant amount (43%) of the variation in math anxiety of participants.
Direct and Indirect Effects of Teacher Instruction and Feedback on Student Adaptive Help-Seeking in Upper-Elementary Literacy Classrooms
Author: Neitzel, Carin
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Students,Student Adjustment,Help Seeking,Grade 4,Grade 5,Reading Instruction,Writing Instruction,Feedback (Response),Elementary School Teachers,Student Participation,Student Behavior,Independent Study,Teacher Influence,Path Analysis,Literacy,Observation

Ninety-three fourth and fifth-grade students were observed once weekly for one semester during reading and writing instruction. A structured observational protocol was used to record information about instruction and feedback provided to these students by their teachers, as well as the students' participation, regulation, and self-instruction behaviors. A path analytic model was tested to investigate the direct and indirect effects of teacher instruction and feedback on student self-instructive information pursuits or adaptive help-seeking behaviors. The findings reveal that some aspects of teacher instruction and feedback influence student self-instructive information pursuits directly; however, the primary influence of teacher instruction occurs indirectly through effects on students' patterns of participation and monitoring. A student's personal pattern of participation and monitoring during teacher-directed instructional episodes was an important determinant of self-instructional information pursuits during independent literacy activities in the upper-elementary school classroom.
Creative Thinking of University Teachers in the Age of Intellectual Capital: Is It Affected by Personality Types and Traits?
Author: AlFuqaha, Isam Najib
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Creative Thinking,Human Capital,Personality Traits,Statistical Significance,Gender Differences,Age Differences,Teaching Experience,Specialization,Hypothesis Testing,Questionnaires,Statistical Analysis

This article attempts to probe the level of creative thinking of teachers at Philadelphia University in Jordan, and to define its relation with several independent demographic variables, namely age, gender, duration of experience, specialization, and personality types and traits. To accomplish this purpose, three questionnaires are administered on a randomly-chosen sample of (90) teachers at Philadelphia University, Jordan. Findings point out that personality traits included in the study are found available in teachers of Philadelphia University at meager proportions. They can be arranged according to degree of availability in the following descending order: amiable, persevering, savvy, courageous and daring, intelligent, insightful, dynamic and active, and independent. The level of creative thinking of teachers at Philadelphia University is found to be somewhat moderate. Besides, there is no statistically significant relation between the creative thinking of teachers studied and each of the following demographic variables: gender, age, experience, and personality types. Specialization and amiability are concluded to affect the level of creative thinking: the first positively and the second adversely. The other personality traits studied are not available in proportions that considerably affect the level of creative thinking of teachers. As for personality types, they were found to be mainly Epimetheans and Apollonians. Several conclusions and recommendations concerning the teaching-learning environments and processes are outlined.
Elementary General and Special Education Teachers' Mathematics Skills and Efficacy
Author: Flores, Margaret M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,General Education,Special Education Teachers,Mathematics Skills,Mathematics Instruction,Self Efficacy,Teacher Surveys,Preservice Teachers,Teacher Attitudes,Multivariate Analysis,Computation,Problem Solving,Teacher Effectiveness,Achievement Tests,Mathematics Tests,Comparative Analysis,Pedagogical Content Knowledge,Likert Scales

The purpose of this study was to extend the literature regarding elementary teachers' beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers' mathematics teaching efficacy. In addition, the researchers' surveyed teachers' mathematics skills. The participants (n = 178) were pre-service elementary level general and special education teachers enrolled in two major state universities in the Southern United States. The participants completed surveys of K-6 mathematics content and completed the Mathematics Teaching Efficacy and Beliefs Instrument (MTEBI). A MANOVA was conducted to investigate the differences between pre-service general and special education teachers' mathematics computation skills, problem solving skills, personal mathematics teaching efficacy, and mathematics teaching outcome expectancies. Findings indicate differences in participants' outcome expectancies and problem solving performance. However, both groups of pre-service teachers performed similarly in the areas of computation and teaching efficacy. The results have implications for teacher preparation.
The Use of Cartoons in Elementary Classrooms: An Analysis of Teachers' Behavioral Intention in Terms of Gender
Author: Ibili, Emin
Date: 2016-04-23
Type: Journal Articles
Subjects: Cartoons,Elementary School Teachers,Teacher Behavior,Intention,Teacher Attitudes,Structural Equation Models,Animation,Multimedia Instruction,Models,Adoption (Ideas),Gender Differences,Usability,Foreign Countries,Likert Scales

Among multimedia researches, contribution of cartoons to teaching process and academic achievement has often been examined. However, these technologies may have a slower and less effect since acceptance of them by users is affected by many factors. Therefore, it is extremely important to understand and reveal the factors which encourage teachers who are to choose the most appropriate tool and material for students during teaching period to use cartoons for teaching or restrict their use. To this end, teachers' perceptions, attitudes, intentions and behaviors concerning the use of cartoons for teaching were examined and modeled according to Technology Acceptance Model (TAM). As a result of the analyses, data were obtained from 271 teachers who work in several provinces to test its relationship between the variables of perceived benefit, perceived ease of use, attitude towards use, intention of use and actual behavior stated in TAM. The data obtained were analyzed with Structural Equation Modeling (SEM). The results show that the model gives different results from the ones foreseen in TAM. Moreover, it was seen according to the paired comparisons on the model that the only significant difference between females and males is attitude predicting strength of the perceived benefit.
Local Conjecturing Process in the Solving of Pattern Generalization Problem
Author: Sutarto
Date: 2016-04-23
Type: Journal Articles
Subjects: Junior High School Students,Problem Solving,Generalization,Cognitive Processes,Interviews,Mathematical Concepts,Proximity,Theories,Foreign Countries,Qualitative Research

This aim of this study is to describe the process of local conjecturing in generalizing patterns based on Action, Process, Object, Schema (APOS) theory. The subjects were 16 grade 8 students from a junior high school. Data collection used Pattern Generalization Problem (PGP) and interviews. In the first stage, students completed PGP; in the second stage, work-based interviews were conducted by the researchers to understand the process of conjecturing. These interviews were video tapped. The results show that the local conjecturing process can be grouped into two, namely local conjecturing based on proximity and local conjecturing by contrast. The local conjecturing process occurs at the stage of action in which subjects build a conjecture by observing and counting the number of squares separately. At the stage of process, the object and scheme were perfectly performed.
Use of Jigsaw Technique to Teach the Unit &quot;Science within Time&quot; in Secondary 7th Grade Social Sciences Course and Students' Views on This Technique
Author: Yapici, Hakki
Date: 2016-04-23
Type: Journal Articles
Subjects: Teaching Methods,Grade 7,Cooperative Learning,Experimental Groups,Control Groups,Pretests Posttests,Prior Learning,Units of Study,Foreign Countries,Achievement Tests,Social Studies,Statistical Analysis

The aim of this study is to apply the jigsaw technique in Social Sciences teaching and to unroll the effects of this technique on learning. The unit &quot;Science within Time&quot; in the secondary 7th grade Social Sciences text book was chosen for the research. It is aimed to compare the jigsaw technique with the traditional teaching method in teaching of the unit. The sampling of the research was conducted with total of 53 students, in two different classes, studying in 7th grade of a secondary school located in the Erzurum province of Turkey during 2014 to 2015 academic years. Pre-test/Post-test control group design was used as a method in the research (Karasar, 2006). A control group was formed with students randomly picked from both classes, and the rest of the students were the experimental group. While the lessons were taught to the control group using the traditional teaching method, cooperative learning technique (jigsaw technique) was used on the experimental group. The lessons were taught to the control and experimental group by the researcher. To determine prior knowledge of students' in both groups, Prior Knowledge Test (PKT) was given, and Science within Time Achievement Test (swtAT) was administered to identify their conceptual understanding in the unit &quot;Science within Time&quot;. Later, Jigsaw Opinion Scale (JOS) was given to the students in the experimental group and their opinions on the implementation of jigsaw technique were identified. At the end of the research, to determine students' achievement, swtAT was administered to all of the students (control and experimental group) again as the post-test and the same test was applied again as the retention test to examine the retention of knowledge after eleven weeks. The achievement level of students obtained from both the traditional teaching method and cooperative learning using jigsaw technique was compared with this research. When the statistical analysis of the research is examined, the achievement level of students in the unit &quot;Science within Time&quot;, which was taught with the jigsaw technique, has a significant difference in favor of the experimental group.
Constructive Metacognitive Activity Shift in Mathematical Problem Solving
Author: Hastuti, Intan Dwi
Date: 2016-04-23
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,High School Students,Grade 11,Mathematics Skills,Problem Solving,Qualitative Research,Task Analysis,Interviews,Mathematical Models,Protocol Analysis,Cooperative Learning,Video Technology,Group Discussion,Learning Processes,Questionnaires,Data Analysis,Cognitive Style

This study aims to describe the constructive metacognitive activity shift of eleventh graders in solving a mathematical problem. Subjects in this study were 10 students in grade 11 of SMAN 1 Malang. They were divided into 4 groups. Three types of metacognitive activity undertaken by students when completing mathematical problem are awareness, regulation, and evaluation. This was a descriptive qualitative research with exploratory approach. Data collection instruments used were mathematical problem solving task of Model Eliciting Activities (MEA) and interview. In the first stage, students completed MEA mathematical problems individually while doing think aloud. In the second stage, students worked in small groups consisting of three students to solve the same problem and then the researchers recorded the results of the discussion by using a handycam. In the third stage, the researchers conducted task-based interviews to determine the metacognitive activity performed by students when solving problems either completed them individually or in group. Based on the analysis results of students' work, think aloud, students' conversations record group during discussion and interviews, the data show that three students spread into 4 groups of constructive metacognitive activity shift.
Organizational Deviance and Multi-Factor Leadership
Author: Aksu, Ali
Date: 2016-04-23
Type: Journal Articles
Subjects: Foreign Countries,Teacher Behavior,Secondary School Teachers,Antisocial Behavior,Principals,Leadership Styles,Questionnaires,Transformational Leadership,High Schools,Statistical Analysis,Correlation,Factor Analysis,Surveys

Organizational deviant behaviors can be defined as behaviors that have deviated from standards and uncongenial to organization's expectations. When such behaviors have been thought to damage the organization, it can be said that reducing the deviation behaviors at minimum level is necessary for a healthy organization. The aim of this research is to determine the level of teachers' organizational deviant behaviors to show the relationship between deviant behavior level and principal's leadership styles. Research's data were collected from 557 secondary school teachers working in Izmir province by using scales named as &quot;Organizational Deviance Scale for Schools&quot; and &quot;Multifactor Leadership Questionnaire&quot;. According to the findings, teachers have displayed organizational deviant behaviors at low level and principals have absorbed transformational and interactional leadership. According to correlation analysis, there has been a negative relationship between organizational deviant behaviors and transformational and interactional leadership styles, and a positive relationship between organizational deviant behaviors and laissez-faire leadership. Findings have explained the effect of principals' leadership styles on deviant behavior. As a recommendation, to decrease these deviant behaviors, principals who tend to show transactional and transformational leadership behaviors can be guided and trained about the reasons of deviant behaviors, and how to reduce these deviant behaviors.
Code Switching in English Language Teaching (ELT) Teaching Practice in Turkey: Student Teacher Practices, Beliefs and Identity
Author: Bilgin, Sezen Seymen
Date: 2016-04-23
Type: Journal Articles
Subjects: Code Switching (Language),Video Technology,Student Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Practicums,Private Schools,Recall (Psychology),Teacher Attitudes,Affective Behavior,Supervisors,Mentors,Language Teachers,Student Teacher Attitudes,Teacher Education Programs,Language Usage,Self Concept,Turkish,Foreign Countries,Semi Structured Interviews

Code switching involves the interplay of two languages and as well as serving linguistic functions, it has social and psychological implications. In the context of English language teaching, these psychological implications reveal themselves as teachers' thought processes. While the nature of code switching in language classrooms has been widely studied, as yet little if any attention has been paid to the relationship between such switching and the beliefs of the teachers involved. This study is designed to respond this gap in existing research. Five student teachers participated in the studies who were undertaking their teaching practicum at a private school in Turkey, aiming to investigate their thinking in relation to code switching in their classrooms by using the analysis of classroom interactions, individual interviews and stimulated recall interviews. The first step of the research involved video recording the lessons taught by the five student teachers within the framework of their university Teaching Practice course. This was followed by individual interviews with the student teachers focusing on their views of code switching during their teaching experience and their general views about language teaching. The last stage involved stimulated recall interviews with the student teachers based on selected extracts from their lessons chosen after an analysis of spoken interaction in their classes. The data were then analysed using thematic analysis. The findings revealed that code switching is more than merely a linguistic matter; it is also indicative of a number of other dimensions including how teachers define themselves professionally, teacher beliefs, teacher identity, affective factors influencing teachers and their relationships with supervisors. This study suggests that code switching could usefully be included as a topic in teacher education programmes and in supervisor/mentor training.
Can We Prepare Effective Writing Teachers for Academically Diverse Classrooms?
Author: Uyar, Yusuf
Date: 2016-04-23
Type: Journal Articles
Subjects: Preservice Teachers,Writing Instruction,Student Needs,Preservice Teacher Education,Foreign Countries,Student Motivation,Teacher Effectiveness,Mixed Methods Research,Beliefs,Student Attitudes,Educational Attitudes,Interviews

This study examines whether preservice teachers, who provide writing instruction in native language education, are ready to teach students with different learning needs effectively. This study used a survey research design and qualitative data collection tools. An interview form and writing samples from students in the same class with different writing learning needs were used for data collection. The data of the study, which was conducted with the contribution of one hundred eighty-six preservice teachers, were analyzed using descriptive analysis, a method of qualitative data analysis. The study found that the preservice teachers were unable to determine the deficiencies in the content of the writing samples and had more difficulty in cases of multiple learning needs. The preservice teachers were found to know common practices that can be used to address the needs of students in academically diverse classrooms; however, they had limited knowledge about long-term effective teaching methods and current writing models. Moreover, half of them were found to have inadequate knowledge about motivational practices. A considerable portion of the preservice teachers reported that their teacher training program did not contribute to their own development as much as they expected, and they felt the deficiency of practical courses in particular.
Educational Demands to Reduce Avoidance of Vocational Education in Jordan
Author: Alsa'aideh, Monim
Date: 2016-04-23
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Educational Demand,Enrollment Trends,Focus Groups,Career Choice,Student Interests,Student Attitudes,Data Collection,Employment Potential,Relevance (Education),Job Security,Career Guidance,Learning Activities,Educational Policy,Decision Making,Access to Education,Qualitative Research

This study aims to identify the educational demands to reduce students' avoidance of vocational education in Jordan. Results of a previous study addressing reasons for avoidance of vocational education, distributed these reasons into personal, social, economic, educational and vocational domains. Focus-groups method was used to identify the educational demands in order to reduce the effect of these reasons. Five focus groups studied the domains of the factors and made suggestions, then all groups met collectively to make consensus about the suggestions, to remove repetition, to divide them into domains, and to order the demands according to their importance. Finally, a list of demands on the educational system was made. Some of these demands were short-term while others were long-term demands. These suggestions were in domains of the vocational work sector, the media, higher education, the vocational education sector and the careers education course.
Motivation Levels of Gifted Students and Their Metaphorical Perceptions of School
Author: Erisen, Yavuz
Date: 2016-04-23
Type: Journal Articles
Subjects: Middle School Students,Gifted,Student Motivation,Foreign Countries,Student Attitudes,Educational Attitudes,Figurative Language,Mixed Methods Research,Secondary Education,Attitude Measures,Scores,Positive Attitudes,Negative Attitudes,Correlation,Cognitive Style

The aim of this study is to analyze the school motivation levels of gifted students and their metaphorical perception of school. For this purpose, quantitative and qualitative approach was used as the mixed method. The sample for both methods consisted of 96 gifted students at secondary school level. For quantitative data, School Motivation Scale was used and the students were also asked to form their metaphors about school as the qualitative data collection tool. Based on the descriptive statistics of School Motivation Scale, scores which indicated +/-1 standard deviation from mean and the metaphors of these students were compared depending on their motivation levels. The metaphors formed were collected under three main headings; positive metaphors, negative metaphors and neutral metaphors. According to the results, students who had high school motivation score stated mostly positive metaphors about school. The students who had low school motivation score tend to state mostly negative metaphors.