ethanporcaro/eric-fulltext-meta huggingface dataset:
Making Links between Learning in Early Childhood Education and School Using the &quot;Key Competencies&quot; Framework
Author: Peters, Sally
Date: 2005-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Minimum Competencies,Curriculum Development,Alignment (Education),Articulation (Education),Literacy,Numeracy,Developmental Continuity,Elementary Education,Transitional Programs,Student Adjustment,Educational Practices,Foreign Countries

When children start school it is not just a transition to a new physical context, but also an entry point to a new &quot;culture&quot; where aspects of teaching, learning and assessment are different, and hence what it means to be a learner is constructed differently. In recent years, there has been increasing interest in making links between school/earning and prior to school learning, but considerable debate about how this can be achieved, given the systemic differences between the two sectors. This paper explores some of the issues for teachers and considers the potential of the current curriculum developments to enhance these links.
Empathy Based on Gender in Dissertations Submitted in Turkey: A Meta-Analysis Study
Author: Demir, Yasin
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Empathy,Doctoral Dissertations,Social Influences,Sex Stereotypes,Interpersonal Relationship,Meta Analysis,Educational Attainment,Masters Theses,Statistical Analysis,Effect Size

Problem Statement: Today, where the relationships among people have increased and concentrated, maintaining powerful communication channels with the individual(s) is significant for conducting healthy and sustainable relationships with others. Social roles assigned to gender and physiological differences determine the understanding of individuals of the emotions and thoughts of their counterparts. Empathy is among the precursor factors in the initiation and maintenance of healthy interpersonal relationships; reduction of conflicts and resolution of problems; and gratification in relationships. Thus, a study to review the dissertations on empathy and investigate the variances on gender is of utmost importance to clarify the differences between the empathic behaviors of males and females. Purpose of Study: This meta-study aimed to use the data collected from the dissertations submitted in Turkey to answer the following research questions on empathy: &quot;Does empathy differ based on gender?&quot;; &quot;Do the levels of education of the students affect the differentiation of empathic tendencies based on gender?&quot;; and &quot;What is the difference between empathic tendencies based on gender in the dissertations submitted before 2009 and in 2010 and later?&quot; Method: A meta-analysis method was used in the study. The widely accepted purpose of a meta-analysis is to reach the most accurate results by combining the findings from numerous independent studies on a subject. The main data sources of the study are the dissertations and masters' theses on empathy submitted in Turkish universities. The studies scanned in the study were conducted between 2005 and 2014, of which 87.67% (f = 64) were masters' theses and 12.33% (f = 9) were dissertations. The Board of Higher Education (YÖK) Thesis Survey database was used for the thesis survey by using keywords &quot;empathy&quot; and &quot;empathic&quot; (both in Turkish and in English). The search revealed that certain theses on empathy, which could be included in the meta-analysis, were not available in the system or had limited availability. To access these studies, their authors or advisors were reached by e-mail. Finally, 73 studies out of the 218 obtained were included in the meta-analysis. Findings and Results: As a result of the combination process conducted within the random effects model, a positive and statistically significant effect size was observed favoring the females by 0.31 [0.25-0.38]. Recommendations: This study was limited to the theses submitted in Turkey; further studies could be conducted to include all research conducted on empathy. This study scrutinized only the gender variable; further studies could use different variables. Future studies would be more appropriate if different variables were used.
Spirit-Aware Teacher and Learner: Relational Connectedness in Teaching and Learning
Author: Gibbs, Colin
Date: 2005-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Social Psychology,Spiritual Development,Teaching Methods,Learning Strategies,Classroom Environment,Classroom Techniques,Teacher Education,Interpersonal Competence

The power of education is in its potential transformative effects on individuals. Many writers suggest that the prime task of the teachers is to awaken joy and wonderment through creative expression and in the quest for understanding. If education is to be a liberating experience then its central concern must be on the holistic nature of teachers and students creating and nurturing meaningful relational connections with self, others, place, and their world. This transcends the physical, intellectual, and social, and engages the spiritual--the spirit and soul of teachers and students. Teachers are instrumental in enabling students to experience such engagement. This paper explores teachers and the curriculum, relational connectedness, and what it means to be a spirit-aware teacher teaching for spirit-aware learners. Given these comments, some reflections are made on the preparation of teachers.
A Pilot Study on the Perception of Innovation and Entrepreneurship
Author: Aslan, A. Esra
Date: 2016-00-00
Type: Journal Articles
Subjects: Pilot Projects,Innovation,Entrepreneurship,Content Analysis,Classification,Educational Change,Universities,Definitions,Coping,Qualitative Research,Phenomenology,Interviews,Competition,Corporations,Validity,Foreign Countries,Coding,Ownership,Statistical Analysis

Problem Statement: The concepts of innovation and entrepreneurship must be understood and adopted to ensure such transformation in the university after &quot;Entrepreneurial and Innovative University Index&quot; publication. The basic problem of this research is an analysis of how entrepreneurs define the concepts of innovation and entrepreneurship. Purpose of Study: This research is focused on how innovation and entrepreneurship concepts are defined by company and project owners making innovation, the types of innovation they work on, the challenges they encounter during the process, and the coping strategies they use Method: This study used a qualitative research pattern and phenomenological research. Data were collected through semi-structured interviews conducted with the owners of five companies who voluntarily participated in the study. The frequency and categorical analysis of content analysis techniques were used in the analysis of the data. Attempts were made to provide reliability by coding the coincidentally selected ones of the voice-recorded interviews via two independent coders. Jury assessment was made for general and specific sub-areas created for categorical analysis within validity. Findings and Results: Six general areas and 39 specific sub-areas were created within the scope of categorical analysis. Among the most remarkable findings, it was clear that innovative entrepreneurs expressed opinions mostly within the general scope of &quot;innovation process&quot;. Within the &quot;definition of innovation&quot;, it can be seen that they most often refer to providing &quot;added value&quot; with the product. Within the &quot;product features,&quot; they most often refer to the &quot;inclusion of innovation.&quot; It was mentioned that &quot;learning experiences&quot; have positive effects on the innovation process. Conclusions and Recommendations: It may be suggested that researchers can study the competitiveness and innovation ability of entrepreneurs. It was observed that the participant companies did not have their own innovation models and strategies. It is necessary to develop a country-specific innovation model and strategies based on it in order to develop innovation.
The Visual Memory-Based Memorization Techniques in Piano Education
Author: Yucetoker, Izzet
Date: 2016-00-00
Type: Journal Articles
Subjects: Memorization,Visual Perception,Music Education,Musical Instruments,Teaching Methods,Foreign Countries,College Students,Experimental Groups,Control Groups,Statistical Analysis,Comparative Analysis,Program Effectiveness,Musicians,Questionnaires,Learning Strategies,Pretests Posttests

Problem Statement: Johann Sebastian Bach is one of the leading composers of the baroque period. In addition to his huge contributions in the artistic dimension, he also served greatly in the field of education. This study has been done for determining the impact of visual memory-based memorization practices in the piano education on the visual student. Problem statement is what is the effect of memorization techniques and visual elements usage in reciting skill? Methods: This research is an empirical study, which was done with the control group. 12 sophomore students from the Bolu University Division of Musical Education were chosen to form the groups. Their levels were determined, and the experiment and control groups were built up with 6 students in each. Following the preliminary test implemented on the experiment and control groups, the students in experiment group were informed about the memorization techniques for 6 weeks. Then the inventions were practiced by them. The students in the control group were not trained or informed about the memorization techniques. At the end of this period, the measurements applied in the preliminary test were re-implemented to the members of both of the groups. The data extracted out in the preliminary and final tests were statistically analyzed. Findings and Results: As a result of applying the Mann Whitney U and Wilcoxon signed rank tests to the data obtained from the tests, it was found out that there were no differences between experiment and control groups in the level of preliminary tests. Moreover, it was pointed out that in the final test, a substantial difference of level emerged in favor of the experiment group. As a result of this case, it was concluded that the experiment group that had memorization practices acquired positive development in favor of playing the inventions from their own memory. The proposals around this result were introduced in the study.
Social Studies Teachers' Perceptions and Experiences of Social Justice
Author: Bursa, Sercan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Social Bias,Social Justice,Democratic Values,Teacher Attitudes,Experience,Phenomenology,Semi Structured Interviews,Observation,Empathy,Civil Rights,Social Discrimination,Teacher Characteristics,Qualitative Research

Problem Statement: Social justice addresses inequality in society, including economic inequality, global migration, racism, xenophobia, prejudice against disabled people, and class discrimination. In Turkey, social studies curriculum aims to cultivate active, democratically minded citizens who value justice, independence, peace, solidarity, tolerance, freedom, and respect and demonstrate critical thinking skills, problem solving skills, social participation, and empathy. Purpose: Since social justice education affects teachers' values, beliefs, experiences, practices, and views on social justice, we aimed to understand social studies teachers' perceptions and experiences of social justice. Methods: Following a phenomenological research design selected in accordance with maximum variation sampling, we recruited 10 teachers for our sample. We collected data by conducting semi-structured interviews with the teachers and classroom observations of four of them. We analyzed data by following an inductive approach. Findings: Teachers perceived the concept of social justice in terms of equality, justice, discrimination, human rights, respect, and tolerance. Teachers expressed their sensitivity to equalitarianism, as well as their efforts to prevent discrimination in their daily lives, abide by social rules, protect the environment, and not violate disabled citizens. A few teachers reported their active engagement in the activities of non-governmental organizations, and all teachers generally indicated that the development of their perceptions of social justice had been affected by their families, educational backgrounds, living environment, and the schools where they work. The teachers expressed not discriminating students, exhibiting positive attitudes toward them, and to some extent, demonstrating aspects of human rights, democracy, and environmental protectionism during lessons. However, teachers indicated no perceptions of struggles against injustice and did not report having experiences with such struggles during lessons. In general, their experiences were affected by their perceptions, their experiences in non-governmental activities, curricula, and course textbooks, and the socio-cultural structure of their schools. Conclusions and Recommendations: Social studies teachers' perceptions of social justice were consistent with their experiences demonstrated during lessons. The teachers mentioned several examples of historical and recent social injustice, but did not conduct any discussions or solicit suggestions about how to overcome such injustices. It is thus necessary to reconsider pre- and in-service training programs within the context of social justice and education.
An Analysis of the Units &quot;I'm Learning My Past&quot; and &quot;The Place Where We Live&quot; in the Social Studies Textbook Related to Critical Thinking Standards
Author: Aybek, Birsel
Date: 2016-00-00
Type: Journal Articles
Subjects: Units of Study,Social Studies,Textbooks,Critical Thinking,Elementary Education,Grade 4,Qualitative Research,Content Analysis,Textbook Content,Standards,Foreign Countries

Problem Statement: Various research have been conducted investigating the quality and quantity of textbooks such as wording, content, design, visuality, physical properties, activities, methods and techniques, questions and experiments, events, misconceptions, organizations, pictures, text selection, end of unit questions and assessments, indexes and glossaries, scientific content, readability, suitability for the target age group, and the opinions of teachers and students about specific textbooks. A literature review identified that no research has been carried out on social studies textbooks that has analyzed these textbooks in accordance with the standards of critical thinking. Therefore it was determined that such a study needed to be performed. With this study, it is thought that the standards of critical thinking should be considered when preparing textbooks in order to draw the attention of the authors so that the quality of textbooks will increase. Purpose of the Study: The aim of the current study is to analyze the units &quot;I am learning my past and the place where we live&quot; in the primary education fourth grade social studies textbook, in accordance with the standards of critical thinking. Method: A qualitative research model was used in the study. Data was collected through document analysis. Themes were formed within the framework of critical thinking standards (i.e., clarity, accuracy, significance/relevance, sufficiency, breadth/depth, precision) regarding the social studies textbook. Descriptive analysis was used to analyze the data. Findings and Conclusion: According to the findings, the activities in the textbook meet critical thinking standards of clarity, accuracy, significance/relevance, sufficiency standards at a high rate, and partially meet the standards for breadth/depth and precision. Recommendations: Arranging the activities in social studies textbooks so as to develop critical thinking skills will contribute to the development of higher level thinking skills of the students, which is one of the main objectives of education. The quality of education will improve provided that social studies textbooks are prepared according to the standards of critical thinking. Textbooks should be meticulously prepared by publishers. The preparation of social studies textbooks not only by the experts but also by other experts (e.g., program development specialist, field specialists from university, branch teachers, educational psychologists, etc.) to facilitate student acquisition of critical thinking skills within the context of modern education mentality along with performing pilot scheme will contribute to the improvement and advance in education.
Productive Conjunctions: The Design of Effective Literacy and Thinking Tools
Author: Whitehead, David
Date: 2005-00-00
Type: Journal Articles
Subjects: Literacy,Thinking Skills,Evidence Based Practice,Theory of Mind,Material Development,Curriculum Design,Teaching Methods,Concept Formation,Educational Technology,Program Effectiveness

The application of research outcomes aligned to a single paradigm can result in the design of polarized classroom pedagogies. In contrast, the application of multi-paradigmatic perspectives can result in the design of effective literacy and thinking tools. The research outcomes from cognitive and neuro-psychologists adopting normative perspectives, and from linguists and sociologists adopting interpretative perspectives is applied to design two research-based literacy and thinking tools. The fiction meaning grid tool, linked to the reading and writing of narrative and recount texts, engages students in what neurologists describe as a theory of mind mechanism, and what sociologists adopting a cultural critique approach refer to as the social construction of identity through texts. The concept frame tool, linked to the reading and writing of report text, reflects the outcomes of normative research by cognitive psychologists who have described conceptual representation, and by sociologists who have described how knowledge is constructed. Both these tools illustrate the advantages of adopting multi-paradigmatic perspectives.
Structure of the Complexity Parameter of the Test Physic Problem in Rasch Model
Author: Volov, Vyacheslav T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Item Response Theory,Test Items,Difficulty Level,Science Tests,Physics,Electronics,Test Construction,Testing,College Science,College Freshmen,Foreign Countries

In today's item response theory (IRT) the response to the test item is considered as a probability event depending on the student's ability and difficulty of items. It is noted that in the scientific literature there is very little agreement about how to determine factors affecting the item difficulty. It is suggested that the difficulty of the item increases with the number of key elements, which are the data elements used in solving the item. Based on the statistical analysis of solutions of specially designed test items it has been concluded that there is a linear dependence of the item difficulty in the Rasch model on the number of key elements of the solution. The result allows taking an unbiased look at the difficulty of test items at the stage of their development, as well as predicts the outcome of testing.
Teacher Self-Efficacy Perceptions, Learning Oriented Motivation, Lifelong Learning Tendencies of Candidate Teachers: A Modeling Study
Author: Akyol, Bertan
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Motivation,Lifelong Learning,Preservice Teachers,Structural Equation Models,Correlation,Foreign Countries

Problem Statement: While the concept of professional self-efficacy corresponds to the power and belief employees feel related to tasks they are performing, motivation can be defined as the internal energy which shapes work related behaviors of employees positively. Although there are many features that teachers and candidate teachers must have, the self-efficacy perception and the motivation to learning and teaching are two significant concepts that make teaching profession valuable. Additionally, teachers and the candidate teachers are expected to put value on learning throughout the life span. For this reason it is assumed that lifelong learning tendency can be considered as one of the most valuable determiner of teacher self-efficacy perception and motivation for candidate teachers. Purpose of the Study: In this respect, relationships between learning oriented motivations and teacher self-efficacy perceptions of candidate teachers are discussed within the context of structural equation modeling, and it is aimed to be explained through lifelong learning tendencies. Method: The research population, in which descriptive method is used, is formed by 4419 candidate teachers studying in Çanakkale Onsekiz Mart University (ÇOMÜ), the research sample is formed by 382 candidate teachers of 5 departments of Faculty of Education. The data was obtained with &quot;Learning Oriented Motivation,&quot; &quot;Lifelong Learning Tendencies&quot; and &quot;Teacher Self Efficacy&quot; scales. Findings: Data analysis of the study revealed that level of learning oriented motivation, lifelong learning tendencies and self-efficacy perceptions towards teaching profession of candidate teachers are high, and the whole of the relationship between learning oriented motivation of candidate teachers and self-efficacy perceptions towards teaching profession is provided through lifelong learning tendencies. Conclusion and Recommendations: Teacher candidates have a high level of perception towards learning oriented motivation, lifelong learning tendencies and self-efficacy. Also there is a positive relationship between their perceptions about them. Concerning the results of the study, it can be suggested that supportive studies for learning oriented motivation level and lifelong learning competences should be realized so as to make teaching oriented self-efficacy perceptions of candidate teachers more positive. Additionally, the need of including lifelong learning concept to faculties of education and programs more effectively and the importance of reflecting it to candidate teachers by teaching staff should be arisen. Lastly, lifelong learning opportunities in faculties of education should be diversified; candidate teachers' access to learning opportunities such as library, internet, courses and seminars should be facilitated.
The Voices of Children in Health Education
Author: Scratchley, Margaret
Date: 2005-00-00
Type: Journal Articles
Subjects: Health Education,Course Content,Preferences,Student Attitudes,Elementary School Students,Controversial Issues (Course Content),Knowledge Level,Familiarity,Health Promotion,Substance Abuse,Teaching Methods,Health Behavior,Sexuality,Foreign Countries,Interviews,Questionnaires

One of the main objectives in health education in the New Zealand national curriculum is that students should be helped to take responsibility for their own health. However, most decisions about health programmes in primary schools are made by adults. This paper reports findings from a study which sought the views of primary children about their knowledge of health and their preferences for health education content. Children knew more that adults probably realised, but had little say in what they studied. Older primary children knew about controversial topics like drugs and sexuality. However, there were many gaps in their knowledge and they wanted to cover these in health lessons. There are, therefore, implications for school health programmes.