ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of Mathematics Teacher Candidates&apos; the Ellipse Knowledge According to the Revised Bloom&apos;s Taxonomy
Author: Kurtulus, Aytaç
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Education,Taxonomy,Algebra,Equations (Mathematics),Geometry,Thinking Skills,Qualitative Research,Elementary Education,Foreign Countries,Classification

In this study, the teacher candidates who learnt to find the algebraic equation corresponding to geometric structure of the ellipse in analytic geometry classes were requested to find the algebraic representations corresponding to the structures that contained ellipses in different positions. Thus, it would be possible to determine higher order thinking skills of the teacher candidates' ellipse knowledge in the applying, analyzing, evaluating and creating categories according to the Revised Bloom's Taxonomy. The results showed that the teacher candidates in the Applying category completed the Remembering and Understanding categories since the learning outcomes in cognitive learning domain regarding the ellipse knowledge are in hierarchical order. Therefore, the teacher candidates' overall achievement level was in the Applying category at minimum. In addition, the results revealed that about two-thirds of the teacher candidates were in Analyzing, Evaluating or Creating categories of higher-order cognitive learning domain in terms of analytically examining ellipses.
Comparison of the Cartoons Created by the Gifted and Non-Gifted Students
Author: Kurnaz, Ahmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Cartoons,Academically Gifted,Comparative Analysis,Creativity,Humor,Qualitative Research,Scores,Foreign Countries,Elementary School Students,Statistical Analysis,Freehand Drawing,Grade 4,Case Studies

When compared to their non-gifted peers, gifted students who have high-level talent, motivation and creativity are significantly different from other students in many respects. In addition to their distinct mental, physical and educational features, developed sense of humor is another distinct feature of these students. Also, currently no literature has been published regarding the effect of being giftedness on cartoon drawing. So, the purpose of this study was to compare the ability of gifted and non-gifted students in cartoon-drawing practices and reflection of humor in their drawings. This paper reports the results of a study conducted through survey method and case study as one of the qualitative research method. 59 gifted and non-gifted students participated in the study. Participants were selected through deviant case sampling and convenient sampling. Data was collected through cartoons and analyzed through document analysis. In order to gather data, participants were asked to draw a cartoon related to a certain situation and jokes. Three experts, according to the assessment scale, evaluated cartoons drawn by both groups, and students' cartoon scores, drawing and humor scores were compared by analysis of the evaluation results. Data showed that skills of creating, drawing and reflecting humor to the cartoons of gifted students were at medium level, and those of non-gifted students were insufficient. Gifted students were successful at the same level in creating cartoons based on a situation and a funny, and in drawing and reflecting humor to cartoons. Also, it was seen that non-gifted students were more successful at creating cartoons based on a funny than a situation.
Effects of an Intervention on Children&apos;s Conceptions of Angle Measurement
Author: Culllen, Amanda L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade 3,Grade 4,Grade 5,Elementary School Students,Geometry,Concept Formation,Geometric Concepts,Misconceptions,Measurement,Elementary School Mathematics,Structured Interviews,Student Surveys

In this article, we report on the findings of a study investigating the effects of an intervention designed to provide students in Grades 3-5 with opportunities to work with dynamic and static models of angles in a dynamic geometry environment. We utilized the microgenetic method in this cross-sectional study to observe and document changes in participating students' conceptions of angle. Our results indicate that the intervention had a positive effect on all of the students' terminology, third graders' estimations of angle measures, and third and fourth graders' drawings of obtuse angles. Sliders to vary the ray length, angle orientation, angle location, and angle openness had a positive effect on half of the participants in our study who struggled with misconceptions related to what effects the measure of an angle.
A Holistic Design Perspective on Entrepreneurship Education
Author: Sørensen, Kirsten Bonde
Date: 2017-00-00
Type: Journal Articles
Subjects: Holistic Approach,Entrepreneurship,Teacher Role,Foreign Countries,Elementary Education,School Culture,Creativity,Imagination,Elementary School Teachers,Elementary School Students,Learning Motivation,Independent Study,Qualitative Research,Workshops

Entrepreneurship has revealed a new way of considering learning in educational institutions; but it presents a challenge to most schools. Entrepreneurial learning is asking the teachers to allow pupils to see new possibilities, take initiatives and be self-directed. However, this is difficult for teachers, since they are used to being in control of the teaching and are fixated on conventional curricula, teaching methods, use of knowledge, teaching styles, teacher-student relations, culture, habitat and assessments [1]. In entrepreneurship education, we tend to have a single focus, e.g. &quot;motivation&quot;, &quot;self-directed learning&quot;, &quot;learning goals&quot; etc., but maybe we need to broaden our focus and look at the bigger picture. The main question in this paper is: how can we understand the challenge that entrepreneurial learning poses to the teacher's role and the learning culture in schools and additionally, how can we develop entrepreneurial education that meets these challenges? The paper refers to our research in a public school. Based on this research and additional literature review [1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11] we suggest adding a design approach to entrepreneurship education. Additionally, we present a design approach that also takes the student's personal and inner focus into account.
An Investigation into Geography Teachers&apos; Use of Current Events in Geography Classes
Author: Degirmenci, Yavuz
Date: 2017-00-00
Type: Journal Articles
Subjects: Geography,Geography Instruction,Current Events,Semi Structured Interviews,Foreign Countries,Qualitative Research,Teacher Attitudes,Phenomenology,Grade 9,Grade 10,Grade 11,Grade 12,Secondary School Teachers,Content Analysis

This study aimed to investigate the extent to which geography teachers use current events within the context of their geography instruction, their sources of information about current events, the methods and techniques they adopt while using current events in their teaching and the skills and values they expect their students to develop. The study, which was designed using a pattern of qualitative research methods, was conducted with 15 geography teachers determined by a maximum diversity sampling technique in Bayburt, Turkey. A semi-structured interview form was used to reveal the teachers' opinions. The data were analysed using the content analysis technique. The results showed that all of the teachers involved in the study followed current events when teaching geography. Some of the reasons why the teachers followed current events included the fact that geography science is considered as an axis course in life, providing permanent geographical knowledge for students and allowing them to gain a variety of perspectives. Furthermore, the sources that the teachers used most often when following current events were the internet use, newspapers and scientific publications and magazines. The teachers aimed to teach geography-specific skills, such as geographical inquiry, map reading and interpretation and field observations, to their students by using current events. However, the teachers did not employ student-centred activities while using current events and they transferred geography knowledge and skills to their students mostly through lectures, question-answer sessions and whole-class discussion.
Pre-Planning for Service Learning: Creative Strategies through the Lens of Poverty
Author: Mejia-Downs, Anne
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Poverty,College Students,Simulation,Group Activities,Teaching Methods,Student Attitudes,Learner Engagement,Internet,Educational Resources

College students involved in service learning are often challenged to consider a deeper appreciation for persons from diverse populations. Many clients in the community organizations we serve are financially disadvantaged. To increase understanding of this common social condition, we implemented pedagogical techniques to bring the realities of poverty into our service-learning course. The purpose of this paper is to describe three different strategies, ranging from pre-packaged programming to self-designed activities, which were used to educate students about the role of poverty in society. These strategies included, 1) a Poverty Simulation which &quot;enables participants to view poverty from different perspectives in an experiential setting&quot;, 2) engagement with impoverished clients from a local organization, and 3) group activities using online resources such as videos, a poverty quiz, and games. Students were asked to reflect on their previous views on poverty and how these activities affected them. The aim of these strategies was to encourage students to consider a broad range of perspectives (personal, community, and policy), recognize biases and stereotypes, and link the service learning experience to a broader context in society.
Amplifying Student Learning through Volunteering
Author: McFadden, Amanda
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Volunteers,Interdisciplinary Approach,Cultural Activities,Student Experience,Student Attitudes,Research Design,Student Motivation,Foreign Countries,Interviews

Student volunteer experiences are ubiquitous within higher education contexts. Despite this, there is further scope for understanding the qualitatively different ways students experience volunteering. To achieve this an explicit focus on understanding volunteer experiences from the students' perspective and the relationship these experiences have with student learning is vital. This paper used a phenomenographic research approach to present the experiences of seven students involved in an interdisciplinary volunteer program in a community literature festival. The findings revealed experiences ranging from authentic learning to more sophisticated and amplified student experiences. While all students in this study found volunteering to be beneficial, we argue that differentiation of volunteer opportunities for students strengthens the provision for rich student learning through volunteering and the potential for students to be active in social change activities through volunteering.
Blending Formative and Summative Assessment in a Capstone Subject: &quot;It&apos;s Not Your Tools, It&apos;s How You Use Them&quot;
Author: Houston, Don
Date: 2017-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Summative Evaluation,Student Evaluation,Medical Students,Allied Health Occupations Education,Medical Education,Feedback (Response),Holistic Approach,Instructional Design,Problem Based Learning,Student Attitudes,Curriculum

Discussions about the relationships between formative and summative assessment have come full circle after decades of debate. For some time formative assessment with its emphasis on feedback to students was promoted as better practice than traditional summative assessment. Summative assessment practices were broadly criticised as distanced from the learning process. More recently discussions have refocused on the potential complementary characteristics of formative and summative purposes of assessment. However studies on practical designs to link formative and summative assessment in constructive ways are rare. In paramedic education, like many other professional disciplines, strong traditions of summative assessment--assessment &quot;of &quot;learning--have long dominated. Communities require that a graduate has been judged fit to practice. The assessment redesign described and evaluated in this paper sought to rebalance assessment relationships in a capstone paramedic subject to integrate formative assessment for learning with summative assessment of learning. Assessment was repositioned as a communication process about learning. Through a variety of frequent assessment events, judgement of student performance is accompanied with rich feedback. Each assessment event provides information about learning, unique to each student's needs. Each assessment event shaped subsequent assessment events. Student participants in the formal evaluation of the subject indicated high levels of perceived value and effectiveness on learning across each of the assessment events, with broad agreement also demonstrated relating to student perceptions for preparedness: &quot;readiness to practice&quot;. Our approach focused on linking assessment events, resulted in assessments providing formative communication to students and summative outcome information to others simultaneously. The formative summative dichotomy disappeared: all assessment became part of communication about learning.
A Study on the Relationship between Self Directed Learning and Achievement in Information Technology of Students at Secondary Level
Author: Jaleel, Sajna
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Independent Study,Academic Achievement,Information Technology,Secondary School Students,Secondary School Teachers

Education at any level has normally been based on some image of the future; that was not impossible in a world that was changing slowly. Today, educators are preparing learners for a world we cannot even predict, and self-directed learning has become an essential foundation for 21st century learners. In recent years teachers are giving importance to technology based education such as student centered education, technology based education, hands-on training, lab-based education and e-learning in the classrooms. The underlying rationale seems to be that students are better able to learn when they can control the flow of their experience, or when their learning is &quot;self-directed.&quot; Teachers are also has an important place in Self Directed Learning environment. Their constant support and motivation is required for accelerating the effectiveness and also increasing the rate of achievement. Information Technology (IT) is becoming the subject of 21st century, because knowledge in IT plays a crucial role for the daily living. In this paper, the Investigators tried to find out whether there exists any relationship between Self Directed Learning (SDL) and Achievement in Information Technology of Secondary School Students for the total sample and also for the subsample Gender. The Investigators also tried to find out whether there exists any significant difference in the Self Directed Learning and Achievement in Information Technology of Students at Secondary Level based on Gender. Proper statistical techniques were used for collecting, standardizing and analyzing the data.
A Culture of Extrinsically Motivated Students: Chemistry
Author: Orvis, Jessica N.
Date: 2018-01-00
Type: Journal Articles
Subjects: Student Motivation,Chemistry,Science Instruction,College Science,Student Surveys,Undergraduate Students,Rewards,Self Determination,Theories,Gender Differences,Racial Differences,Learning Motivation,Measures (Individuals),Statistical Analysis

Recent research indicates that students are adopting a consumerist approach to education, while data shows that the best academic outcomes are associated with intrinsic motivation. The goal of the study was to explore student academic motivation in an undergraduate Principles of Chemistry I class. The study targeted 432 students enrolled in 9 sections of the class over two semesters at a mid-sized, public four year university. Student academic motivation was measured using the adapted Academic Motivation Scale (AMS). A total of 311 students returned the survey (response rate = 72%). The results indicated that students enrolled in Chemistry I classes were extrinsically motivated more than intrinsically motivated. The types of extrinsic motivation identified by students were the least autonomous ones, such as external and introjected regulation.
Evaluation of a Psychological Skill Training Program on Mental Toughness and Psychological Wellbeing for Professional Soccer Players
Author: Miçoogullari, Bülent Okan
Date: 2017-00-00
Type: Journal Articles
Subjects: Mental Health,Well Being,Athletes,Team Sports,Skill Development,Foreign Countries,Self Esteem,Self Control,Questionnaires,Self Concept,Interpersonal Relationship,Individual Development,Personal Autonomy,Psychological Patterns,Males,Correlation,Intervention,Program Effectiveness,Goal Orientation,Imagination,Statistical Analysis,Pretests Posttests

The purpose of this study was to evaluate the effectiveness of psychological skills training (PST) in enhancing mental toughness among Turkish professional soccer team. Sixteen weeks of cognitive-behavioral conceptual framework-based PST program designed according to factors (confidence-constancy-control) of Sport Mental Toughness Questionnaire (SMTQ; Sheard et al., 2009) and (self-acceptance, positive relations with others, environmental mastery, purpose in life, personal growth and autonomy) scales of Psychological well-being (SPWB; Dierendonck, 2005). Twenty-six male soccer players between 18-33 years old (mean ± s: age 26.69 ± 3.54 years) voluntarily participated in this study. The relationship between mental toughness (MT) and psychological well-being was identified by conduction of Pearson Product Moment Correlations. To check effect of PST on MT and PWB in progress Paired sample t test was used. Throughout the intervention program, MT and PWB levels of participants significantly increased, in addition to self-acceptance, autonomy and positive relationships with others. Moreover, positive significant relationships were found between components of PWB and MT.
Phrase-Meaning Relationship According to Situational and Incidental Texts
Author: Coskun, Mustafa Volkan
Date: 2017-00-00
Type: Journal Articles
Subjects: Syntax,Phrase Structure,Qualitative Research,Case Studies,Statistical Analysis,Comparative Analysis,Grammar,Discourse Analysis,Turkish,Literature

The purpose of the current study is to conduct a comparative analysis of the situational story of Sait Faik Abasiyanik entitled as &quot;Alemdag'da Var Bir Yilan&quot; and the incidental story of Refik Halid Karay entitled as &quot;Boz Esek&quot; in terms of syntax on the basis of their deep structures. The current study employed case study, one of the qualitative research methods. Within the context of the study, the situational story of Sait Faik Abasiyanik called &quot;Alemdag'da Var Bir Yilan&quot; was analyzed in comparison with the incidental story of Refik Halid Karay called &quot;Boz Esek&quot; in terms of syntax on the basis of their deep structures. Therefore, document analysis technique was considered to be suitable for data collection. The sentences in the texts used in the current study were analyzed in terms of syntax and the meaningful units in these sentences were found and named according to their meanings. These meaningful units were named by using the names of the terms explained in grammar books. The results were qualitatively and quantitatively compared on the basis of the term and the meaning.
Public Perceptions and the Situation of Males in Early Childhood Settings
Author: Tufan, Mumin
Date: 2018-02-10
Type: Journal Articles
Subjects: Public Opinion,Early Childhood Education,Males,Preschool Teachers,Social Bias,Semi Structured Interviews,Qualitative Research,Discourse Analysis,Child Abuse,Sexual Abuse,Power Structure,Social Attitudes,Sex Stereotypes

The main focus areas of this research are pointing out the public perceptions and beliefs about male preschool teachers, fear of child sexual molestation, moral panic, and power relations in the society. The sample of the study composed of one white, female preschool teacher with a single interview transcript, working in the city of Tempe, Arizona. Qualitative method was used for the research. A semi-structured interview was conducted with the teacher which involved six main questions about the male teacher involvement in early childhood education and related issues. The data was analyzed via discourse analysis method. Both proper and figurative meanings of the words, mimics, unsaid, attitudes, and acts in the interview were carefully considered; critiques and interpretations were made in terms of fear of child sexual abuse, men preschool teachers, moral panic, and power relations. Some literary tools, theoretical perspectives, and techniques from important theorists were borrowed in order to provide better insight. The results revealed that there has still been some doubts exist related to the male preschool teachers in the society and presence of more men in this period may provide better conditions for this occupation.
Effectiveness of Learning Strategies Taught to Teacher Candidates
Author: Engin, Gizem
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Strategies,Critical Thinking,Help Seeking,Time Management,Foreign Countries,Metacognition,Preservice Teacher Education,Quasiexperimental Design,Drills (Practice),Interviews,Memory,Learning Motivation,Mnemonics,Questionnaires,Pretests Posttests,Statistical Analysis,Student Attitudes,College Students

The research was carried out with 41 people educated in Ege University, Faculty of Education, Social Studies Teacher Training Department during the fall semester of 2015-2016 academic year. Quasi-experimental design was used in the study. Within the scope of the research, prospective teachers were taught learning strategies lasting for ten weeks. The effectiveness of the training was determined through interview forms, &quot;Learning Strategies Training Assessment Questionnaire&quot; prepared by the researchers, and also by &quot;Motivated Strategies for Learning Questionnaire&quot; (Büyüköztürk, Akgün, Demirel and Özkahveci, 2004). As a result of the research, a significant increase is observed in the level of use of rehearsal, metacognitive, elaboration, regulation, peer learning strategies of teacher candidates. There have been seen no differences in the dimensions of time management, critical thinking, help seeking, as well as effort management.
Identifying Psychometric Properties of the Social-Emotional Learning Skills Scale
Author: Esen-Aygun, Hanife
Date: 2017-00-00
Type: Journal Articles
Subjects: Identification,Psychometrics,Social Development,Emotional Development,Factor Analysis,Validity,Reliability,Elementary School Students,Grade 3,Grade 4,Friendship,Self Management,Conceptual Tempo,Self Control,Self Esteem,Statistical Analysis,Foreign Countries,Goodness of Fit

This study aims to develop a comprehensive scale of social-emotional learning. After constructing a wide range of item pool and expertise evaluation, validity and reliability studies were carried out through using the data-set of 439 primary school students at 3rd and 4th grade levels. Exploratory and confirmatory factor analysis results revealed a valid and reliable 27-item, seven-factor model including the following factors: Relationship among Friends, Perception of Friendship, Persistence, Success, Self-Management, Impulse Control and Self-Confidence. Cronbach Alpha coefficient is calculated as 856 for the whole scale.