ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Creativity by Using NLN (Neurological-Linguistic Programming) and Guided Imagery
Author: Rosemarin, Shoshana
Date: 2016-00-00
Type: Journal Articles
Subjects: Creativity,Neurolinguistics,Imagery,Role Models,Creative Thinking,Personality

The significance of the role of creativity as an essential component of giftedness has long been assumed by most of the experts in the field. The most fertile creations will often be those formed of elements drawn from domains which are far apart. It is assumed that creativity is a personality variable, and not an ability, and thus it is believed that all students have creative potential that can be identified and nurtured. Imagery, intuition and unconscious activity are found to be associated with the essence and the nurturance of creativity. Whereas conscious thought may be focused and convergent, unconscious thought may be more associative and divergent. Moreover, while a thought or answer is fully activated if it is both conscious and accessible, it is deeply activated if it is accessible but not currently conscious. Education tries to reach its goals by creating strategies of approach rather than by trying to understand, support and develop the child's enormously rich inner life. Based on all of the above insights, the article will focus on the introduction of NLP (Neurological-Linguistic Programming) which originated in the 1970' by Bandler and Grinder. Besides its general use as a means to modifying undesirable behaviors, NLP offers modeling tools by which the gifted student can identify specific, reproducible patterns in the language and behavior of effective role models, especially the most creative ones--like Albert Einstein.
Teaching Pronunciation with Computer Assisted Pronunciation Instruction in a Technological University
Author: Liu, Sze-Chu
Date: 2016-00-00
Type: Journal Articles
Subjects: Pronunciation Instruction,Pronunciation,Computer Assisted Instruction,Foreign Countries,Undergraduate Students,Vocational Schools,Computer Assisted Testing,Artificial Intelligence,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Learning,Statistical Analysis,Instructional Effectiveness,College Freshmen,Sentences,Computer Software,Language Proficiency,Questionnaires,Pretests Posttests

The purpose of this study is to evaluate the effectiveness of computer assisted pronunciation instruction in English pronunciation for students in vocational colleges and universities in Taiwan. The participants were fifty-one first-year undergraduate students from a technological university located in central Taiwan. The participants received an eight-week pronunciation instruction, in which the participants were presented model utterances and corresponding pitch contours of target sentences and then practiced pronunciation of target sentences with computer assisted pronunciation training software. Computerized speaking tests were conducted before, during, and after the training to measure the improvement of pronunciation quality, and a questionnaire was administered at the end of the instruction. The results of repeated measures analysis of variance on the scores of the tests indicate that the pronunciation quality of the participants was significantly improved. The results of this study provide empirical evidence in teaching pronunciation to vocational college students with computer technology.
An Analysis of the Adult Education Curricula Implemented in Turkish Universities
Author: Selvi, Kiymet
Date: 2016-00-00
Type: Journal Articles
Subjects: Adult Education,Curriculum Implementation,Universities,Higher Education,Foreign Countries,Continuing Education Centers,Qualitative Research,Research Methodology,Lifelong Learning,Professional Development,Educational Opportunities,Web Sites,Vocational Education

The aim of the study to examine the characteristics of the programs conducted by the Continuing Education Centers (CECs), to reveal whether these programs serve for equality, and to identify the institutional barriers related to the CEC programs against adult education. CECs aim to fulfill the educational needs of adults and/or sectors in different fields through the trainings they conduct. In this study, descriptive research method is adopted. The data for this study were collected by examining the 1727 adult education programs through macro analysis, and 83 adult education curricula stated on the webpages of CECs functioning in 57 universities in 2015 were subject to micro analysis. The trainings conducted by CECs were examined according to some criteria such as theme, duration, training fee, mode of instruction, and the features of target audience. Moreover, the curricula of the trainings conducted by CECs were analyzed in terms of objectives, content, teaching-learning processes, and measurement and evaluation. The most important findings of the study involved the inefficiency of the CECs in contributing to the social equality, the lack of standards in curricula and insufficient collaboration with enterprise and other institutions.
A Pathway to Educational Accountability: The Relationship between Effective School Characteristics and Student Achievement
Author: Günal, Yurdagül
Date: 2016-00-00
Type: Journal Articles
Subjects: Accountability,Institutional Characteristics,Academic Achievement,Instructional Leadership,Teaching Methods,Secondary School Students,School Effectiveness,Factor Analysis,Correlation,Regression (Statistics),Multivariate Analysis,Student Attitudes,Foreign Countries

The aim of this study is to determine perceptions of secondary school students towards effectiveness of their school in terms of effective school characteristics such as &quot;Secure and Regular Environment,&quot; &quot;High Academic Expectations,&quot; &quot;Instructional Leadership,&quot; &quot;Learning Opportunities,&quot; &quot;Monitoring School Learnings&quot; and &quot;Positive School-Parent Relationship,&quot; and to determine the predictive power of such perceptions for student achievement (in terms of year-end academic average grade). In this study, the data on student perceptions of school effectiveness and student achievement were collected by &quot;The Scale for Effective School (SFES)&quot; which is developed by Günal. The validity evidences on SFES were obtained by explanatory factor analysis and confirmatory factor analysis methods. The CFA yielded good fit indices (RMSEA [subscript (0.042)]) in terms of construct validity of SFES. These results revealed that the measuring construct of the scale is statistically significant and consistent. As an evidence of internal reliability of the SFES, Cronbach's alpha coefficient for total scale was computed as a=0.91. For the main study, participants (n=4472) were comprised of students attending the grades from 5 to 8 in 13 secondary schools in the centre of Trabzon during the 2012-2013 academic year. The schools were selected according to the criteria of transportation convenience. Collected data by SFES were analyzed by multivariate regression analysis method. According to the participants' perceptions, the most effective school dimension was found as &quot;Instructional Leadership&quot;. The results of the multivariate regression analysis reveal that variables (Instructional Leadership, High Academic Expectations, Monitoring School Learnings, Positive School-Home Relationship, Learning Opportunities offered to all students) of effective schools all together explain 27% of students' year-end academic achievement scores.
Development of Classroom Management Scale for Science Teachers
Author: Temli-Durmus, Yeliz
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Techniques,Measures (Individuals),Behavior Rating Scales,Rating Scales,Test Construction,Science Teachers,Factor Analysis,Attitude Measures,Secondary School Teachers,Factor Structure,Teacher Attitudes,Multivariate Analysis,Gender Differences,Statistical Analysis

Students cannot learn in chaotic, badly managed classrooms. In the first years of teaching experiences, teachers revealed that novice teachers came to recognize the importance of discipline skills and classroom management for effective instruction. The purpose of the study was (i) to develop Science teachers' views towards classroom management scale and (ii) to determine science teachers' views towards classroom management. Further, identifying the views of the science teachers on people management, behavior management and instructional management were purposes of the study. In total 130 secondary school science teacher candidates (Physics and Biology pre-service teachers) voluntarily participate in the study. Results of the exploratory factor analysis (EFA) showed that 3-factor structure. After that, another data set was constituted for Confirmatory Factor Analysis. In total 253 elementary school science teachers' responses were included the data analysis process. For the main study, 3 cities (Sanliurfa, Usak and Afyon) were determined from a larger population. Convenience sampling was used. Teachers' teaching experience and gender do not have a statistically significant effect on people management, behavior management and instructional management.
Digital Literacy and New Technological Perspectives
Author: Feola, Elvia Ilaria
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Literacy,Technological Literacy,Technology Uses in Education,Educational Technology,General Education,Experimental Groups,Control Groups,Research Skills,Self Evaluation (Individuals),College Students,Student Attitudes,Teaching Methods,Educational Practices,Foreign Countries

This paper aims to reflect on the implications and challenges that experts in the field have to deal with when you want to evaluate the performance in the use of digital technologies in teaching. The argument stems from a contextual and social assessment, and then proceeds to an application and methodological connotation of digital literacy activities. The work is driven by a heuristic and multidisciplinary view of the topic, highlighting not only the technical and computer skills of the learner, but especially critical thinking, problem solving, collaboration, research; bringing out a three-dimensional vision technology; cognitive/metacognitive; ethical/social, then, a complex combination of skills, abilities and knowledge. It was created an experiment in the university context, with the goal of creating a digital learning environment in which new technologies are used in order to create new content, new ways of teaching and learning, approaching the teaching experience to that of life daily and vice versa. He conducted a study/quantity in order to check whether the student, working on the use of new technologies, emerge some of its dimensions of digital literacy, and in what mode of action and reflection, surfacing that size.
Evaluation of Teaching Environments Created by Pre-Service Science Teachers
Author: Altun, Ebru
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Environment,Teaching Conditions,Preservice Teachers,Science Teachers,Inquiry,Observation,Content Analysis,Evaluation,Persuasive Discourse,Foreign Countries,Science Instruction,Teaching Methods,Interpersonal Communication

The aim of this study is to examine teaching environments that prepared and performed by pre-service science teachers in order to determine characteristics of these environments and conformity of these environments with referred to argument driven inquiry. In this context, micro teaching practices performed by the participants were observed and recorded for 10 weeks. Data obtained from 31 followed groups were examined with content analysis. According to results of the analysis, it can be said that all of the groups defined the concepts and partially made statements to reveal relationships between the concepts, while evaluation between concepts could rarely be made by means of activities that allow reaching a common judgment. Considering the teaching environments referred to argument driven inquiry, it can be suggested that revealing the relationships between concepts and performing the evaluation process is more appropriate than making definitions of the concepts. Also it was found that throughout univocal-descriptive dialogues often took place in practices. In addition, it was found that triadic dialogues which based on initiate-respond-evaluate/feedback [IRE/IRF] often were used during practice, pre-service teachers finished the chain at that point not asking follow-up questions for eliciting in-depth knowledge.
Geometrical Transformations in the Mathematics Textbooks in Kosovo and Catalonia
Author: Thaqi, Xhevdet
Date: 2016-00-00
Type: Journal Articles
Subjects: Textbooks,Mathematics Instruction,Foreign Countries,Prior Learning,Cross Cultural Studies,Course Content,Content Analysis,Student Evaluation,Elementary School Students,Geometry,Comparative Analysis,Textbook Content

The rationale behind this study concerns the issues school administrators and teachers/prospective teachers face over the progress of these students in mathematics classrooms in two different countries (Spain/Catalonia and Kosovo). This study aimed to present a method of examining primary school mathematics textbooks with the purpose of evaluating students' expected past learning and comparing students' expected geometrical transformations learning across the different curricula. The analytical procedure of the examination of text content as presented in this study is itself a diagnostic technique for assessment of the students' past learning, which addressed the main objective of the study. As a main result, we found that the organization of content is based upon a disconnected way of presentation about transformations, and a few attentions paid to variability issues.
Preservice Science Teachers' Beliefs about Astronomy Concepts
Author: Ozkan, Gulbin
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Scientific Attitudes,Beliefs,Astronomy,Scientific Concepts,Science Teachers,Misconceptions,Qualitative Research,College Students,Questionnaires,Semi Structured Interviews,Knowledge Level,Attitude Measures

The purpose of this study was to investigate preservice science teachers' conceptual understanding of astronomy concepts. Qualitative research methods were used. The sample consists of 118 preservice science teachers (40 freshmen, 31 sophomores, and 47 juniors). The data were collected with Astronomy Conceptual Questionnaire (ACQ) that includes 13 open-ended questionnaires, and measured various aspects of astronomy such as sun, planets, and moon. Moreover, semi-structured interviews were carried out in order to examine further thoughts of the participants. The results indicate that preservice science teachers have several misconceptions about astronomy concepts. Each misconception is generally based on a common incorrect astronomy knowledge. They have also difficulties with basic definitions and interpret visuals of astronomy concepts. Moreover, there is no difference among the levels of students concerning understanding of astronomy concepts.
Teacher Views on School Administrators' Organizational Power Sources and Their Change Management Behaviours
Author: Argon, Türkan
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Administrator Relationship,Teacher Attitudes,Gender Differences,Power Structure,Leadership Styles,Administrator Behavior,Elementary School Teachers,Secondary School Teachers,Correlation,Nonparametric Statistics,Statistical Analysis,Measures (Individuals),Foreign Countries,Educational Change,Educational Administration

This study aimed to determine school administrators' organizational power sources and change management behaviours based on Bolu central district primary and secondary school teachers' views. The study conducted with relational screening model reached 286 teachers. School Administrators' Organizational Power Sources Scale and Change Management Behaviour Scale were used in the study as data collection tools. Data analysis included percentages, frequencies, means, standard deviation, Mann Whitney-U, Kruskal Wallis and correlation analysis. According to the research, teachers completely agree with administrators' use of organizational power sources and they mostly agree with their change management behaviours. It was found that personal variables such as gender and professional seniority created a significant difference in teachers' views regarding the behaviors related to organizational power sources and professional seniority created a significant chance in the views about change management behaviors. A strong positive and meaningful relationship was found between teachers' views on change management behaviors and expert, referent, reward and total organizational power sources and a medium level significant relationship was observed with legitimate and coercive power.
A Corpus-Based Study on Turkish Spoken Productions of Bilingual Adults
Author: Agçam, Reyhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Turkish,Bilingualism,Adults,Native Language,Computational Linguistics,Second Language Learning,Semitic Languages,Video Technology,Researchers,Computer Software,Morphemes,Grammar,Monolingualism,College Students,Interference (Language),Language Minorities,Statistical Analysis

The current study investigated whether monolingual adult speakers of Turkish and bilingual adult speakers of Arabic and Turkish significantly differ regarding their spoken productions in Turkish. Accordingly, two groups of undergraduate students studying Turkish Language and Literature at a state university in Turkey were presented two videos on a computer screen, and asked to narrate each film in Turkish as completely as possible, which was videotaped by the researchers. Subsequently, two sets of corpora were compiled from the video transcriptions and analysed through a computer programme. The findings showed that the bilingual group does not significantly differ from the monolingual group in their choice of word order and voice, and that they overused the present progressive tense, and conversational fillers while narrating video-films as opposed to the monolingual group. It might be concluded that both languages are active in their mind, and that their lexical access to their L1 is slightly stronger than that to their L2. The study concludes with a few suggestions for further directions.
Contribution of Dance Studies from the Point of View of Religious Dance Teachers in Formal Education
Author: Perlshtein, Talia
Date: 2016-00-00
Type: Journal Articles
Subjects: Dance,Dance Education,Church Related Colleges,Questionnaires,Semi Structured Interviews,Teacher Attitudes,Predictor Variables,World Views,Religious Education,Relevance (Education),Career Choice,Likert Scales,Beliefs,Motivation,Correlation,College Graduates,Art Education,Integrated Curriculum,Foreign Countries

This article examines perceptions of observant dance teachers on aspects related to their professional world. The study included 119 teachers, graduates of the dance department at an academic- religious college of education in Israel. The data was collected through a structure questionnaire developed specifically for the study and through interviews with teachers. The data shows that the predictor for the perception of the contribution of dance lessons to pupils is the interrelations between dance and the inner world. The significance of these interrelations arises, among other things, in the finding that the teachers' choice of instruction of the art of dance allows them to realize themselves and mold a new path in the instruction of dance within a religious worldview, as part of an education system compatible with their own worldview.
University Students' Perceptions and Attitudes about Freedom of Claiming Educational Rights: Ege University
Author: Akçay, Recep Cengiz
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Civil Rights,Semi Structured Interviews,Guidelines,Phenomenology,Sampling,Foreign Countries,Qualitative Research,Access to Education,Politics

The main purpose of this study is to define perceptions and attitudes of university students about freedom of claiming their educational rights. Research was designed within the framework of phenomenology which is one of the qualitative research designs. The study was conducted with 10 students from EGE University in the academic year of 2014-2015. The participants of the study were determined with the purposeful sampling method in two phases. In this research, students were interviewed in accordance with semi-structured interview technique. Data were analyzed with induction analyzing method and the findings of research were debated by comparing with literature. According to the research findings, it is observed that students' attitudes of claiming right are not occurred. Also students' consciousness of claiming right seems to be quite inadequate.
The Changing Role of Deans in Higher Education--From Leader to Manager
Author: Arntzen, Eystein
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Deans,Administrator Role,Leadership Role,Organizational Change,Governance,Social Theories,Instructional Leadership,Literature Reviews,Learning Experience,Questionnaires,Administrator Attitudes

During the latter decades new perspectives on academic leadership have emerged along with new ways of organizing the decision making structure. The image of academic leader as manager has slowly but steadily been diffused internationally. In addition to the structural changes in the system of higher education the idea of new public management has changed the way academic work is supposed to be managed, in favour of enhanced managerial control and high demands on academic staff. It is reasonable to assume that these changes within the higher educational institutions, along with changes in the relationship between the government and the higher educational institutions, has led to changes in the role of the leaders, both referring to the tasks leaders are supposed to solve and which responsibility and authority they have. In this paper I study how the role of deans in teacher education is influenced by those changes.
A Prospective Study on the Application of MOOC in Teacher Professional Development in China
Author: Ji, Zhaolin
Date: 2016-00-00
Type: Journal Articles
Subjects: Faculty Development,Large Group Instruction,Online Courses,Foreign Countries,Teacher Improvement,Educational Technology,Technology Uses in Education,Educational Quality,Higher Education

Teacher professional development is the process of constantly strengthening professional attainment, broadening academic knowledge, enhancing the professional skills, and improving teaching ability. With the reform of learning science and the development of Information and Communication Technology (ICT), the traditional mode of teacher professional development is confronted with challenge, and the new emerging MOOC system provides a new path for teacher professional development. The MOOC system is an important tool for teacher professional development because of teacher's professional characteristics, teacher's needs, and the cost of promotion. The application of MOOC system to teacher professional development, however, is still in the trial stage, and we need to carry on emphatically analysis on the policy, quality and value of the application of MOOC to teacher professional development. Coursera carried out projects of teacher professional development actively, and developed a series of teacher education curricula in cooperation with institutions of higher education and social culture institutions, which can be regarded as the pioneer and model in the field. At present, the application of MOOC system to teacher professional development is still in the stage of empiricism studies, and data-driven research in this field is needed, so as to deal with various potential obstacles, overcome different difficulties and solve possible problems.