ethanporcaro/eric-fulltext-meta huggingface dataset:
Secondary School Students&apos; Attitudes towards the Concept of Equality and Preservice Teachers&apos; Professional Noticing
Author: Kiliç, Seval Deniz
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Preservice Teachers,Observation,Problem Solving,Equations (Mathematics),Mathematical Concepts,Algebra,Grade 6,Grade 7,Grade 8,Computation,Symbols (Mathematics),Teacher Education,Foreign Countries,Public Schools,Thinking Skills,Mathematics Instruction

With the understanding of importance of pedagogical content knowledge, professional noticing has become one of the research subjects of the mathematics educators for the last 10 years. This qualitative study which explores secondary school students' solution processes regarding the concept of equation ,one of the main components of algebraic learning field and the pre-service teachers' noticing about this is quite rich in terms of its results. The 6th, 7th, and 8th graders' attitudes towards equations were revealed and it was found as stated in literature that students were dominantly &quot;computational thinkers&quot;. However, the differences in this general concept of thinking seem to make contribution to literature by involving discrete attitudes. In addition to this, the secondary findings of the study include some evidence revealing that pre-service teachers' level of noticing accumulates at middle levels but they can be improved.
The Effects of Sex, Ethnicity, and Socioeconomic Status on Student Perceptions of Case-Based Learning in Anatomy and Physiology Classes
Author: Birk, Tirzah
Date: 2019-08-00
Type: Journal Articles
Subjects: Sex,Ethnicity,Socioeconomic Status,Student Attitudes,Case Method (Teaching Technique),Anatomy,Physiology,Active Learning,Science Education,Community Colleges,Two Year College Students,Undergraduate Students,Grades (Scholastic),Instructional Effectiveness,Self Efficacy,Peer Relationship,Advantaged,Disadvantaged,Introductory Courses,Private Colleges

Research has shown that a moderate to high level of Active Learning (AL) is helpful for all students, especially for disadvantaged students. In this study we measured student perceptions of case-based learning (CBL), a type of AL, in anatomy and physiology courses at a four-year university and a community college. We compared perceptions of CBL to student final grades and several demographic factors including sex, ethnicity, and socioeconomic status (SES). We found that students with higher final grades tended to feel that CBL increased their confidence with the course material and helped them build relationships with other students. We also found that students with lower SES were more satisfied with CBL activities and vice versa. Student populations with a higher proportion of disadvantaged students may benefit from higher levels of AL, while classes with more advantaged students may benefit from a moderate level of AL with mixed learning techniques.
Examining Mathematics Teachers&apos; Use of Curriculum and Textbook
Author: Danisman, Sahin
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Textbooks,Curriculum,Secondary School Teachers,High School Teachers,Teacher Attitudes,Educational Resources,Foreign Countries

The aim of this study is to determine how mathematics teachers interpret curriculum and textbooks and to what extent / how they use these materials. For this purpose, case study design was used and 45 mathematics teachers constituted the study group of the study. The data obtained through the structured interview form developed by the researcher to determine teachers' use of textbooks and curricula were analyzed deductively. According to the findings obtained from the analysis, it was seen that teachers working in both secondary and high school levels did not like the textbooks sufficiently and did not prefer to use them in their lessons. The reasons for this are that the textbooks contain various errors, are not interesting, are not suitable for student level; Even if the curriculums are updated, they are still dense and have uneven distribution of the content according to class levels. Teachers prefer to use supplementary resources as well as textbooks. On the other hand, there are also teachers who express positive opinion about the textbook and curriculum. One of the interesting findings of the study is that teachers' perceptions of curriculum are generally acquisition-oriented.
Inclusive Education through the Eyes of Teachers
Author: Simsek, Ünal
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Teacher Attitudes,Secondary School Teachers,Secondary Education,Disadvantaged Youth,Secondary School Students,Knowledge Level,Faculty Development,Training,Regular and Special Education Relationship,Special Needs Students

This research was conducted in order to determine the present situation, as experienced by teachers from different branches, serving in secondary schools of the Ministry of National Education in Aksaray, regarding inclusive education. In the literature search, ERIC &amp; Taylor Francis database was searched over keywords. The articles related to the problem situation of the research were selected and included in the article. In addition, the sources I have access to have been used while writing the literature and these studies have been included in the bibliography. More specifically, a total of 22 teachers from six different branches serving in secondary schools of the Ministry of National Education in Aksaray Central District (Turkey) participated in the present research, which combined a qualitative research method and a case study. Purposive sampling and convenience sampling among nonrandom sampling types were used in order to select the research participants. The selection criteria were as follows: serving in secondary schools of the Ministry of National Education in Aksaray Central District (Turkey), having students in their class from disadvantaged groups. Research data were collected via semi-structured interviews with questions devised by the authors in accordance with the related literature and research objectives. In the analysis of the data, content analysis methodology was utilized. In the research, it was found that teachers have a general idea about what inclusive education is, and that they think inclusive education is necessary and has advantages and disadvantages according to the way it is applied, that teachers and students should have in-service training to improve of inclusive education, and that improving schools' physical opportunities was a factor in improving inclusive education. Research results were discussed in relation to the related literature and some suggestions were presented.
Investigation of Teacher Candidates&apos; Technology Competencies and Perceptions in Terms of Various Variables
Author: Yazar, Aysenur
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Technological Literacy,Student Attitudes,Gender Differences,Intellectual Disciplines,Ownership,Access to Computers,Internet,School Schedules

The aim of this study is to examine the teacher candidates' technology competencies and perceptions in terms of various variables (gender, type of education, department, whether they have their own computers or not, the situation of connecting to the Internet). The study is a survey model, and the research group consists of five hundred eighteen teacher candidates studying in nine different departments in the spring term of 2018-2019 academic year at Atatürk University Kazim Karabekir Education Faculty. &quot;Technology Perception Scale&quot; and &quot;Computer Competency Scale&quot;, which is developed by Tinmaz (2004), were used as data collection tools. The Cronbach alpha value of the Technology Perception Scale was calculated as ninety-four, and the Computer Competency Scale was eighty-eight. Independent Samples &quot;T&quot; test and Kruskal Wallis &quot;H&quot; test were used for data analysis. It has been concluded that there is no significant difference in terms of technology competencies of the teacher candidates in terms of education type, department, having own computer or not, and internet connection variabilities but there is a significant difference in terms of technology competencies in terms of gender (in favor of male) and there is a significant difference in terms of perceptions of gender (in favor of men), type of education (in favor of evening education), department, whether having a computer or not (in favor of having a computer) and the variables of connecting to the Internet.
Learning Science Teaching by Taking Advantages of Lesson Study: An Effective Form of Professional Development
Author: Can, Hatice Belge
Date: 2019-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Science Instruction,Instructional Effectiveness,Preservice Teachers,Heat,Student Improvement,Scientific Concepts,Cooperative Learning,Lesson Plans,Middle School Teachers,Teaching Methods

It is important to enhance pre-service science teachers' pedagogical content knowledge (PCK) during teacher education programs. As an alternative, this research aims to investigate whether participating in a lesson study enriched with content representation contributes to pre-service science teachers' PCK improvement in the heat and temperature topic. Three pre-service science teachers participated in the study. The study can be localized under the instrumental case study approach. Semi-structured interviews, content representations, observations, and field notes were used as sources of data collection. Results assert that participants' science teaching orientations did not change a lot, participants improved in terms of knowledge of curriculum and knowledge of learner components of PCK, and participants improved in terms of knowledge of instructional strategies and knowledge of assessment components of PCK excluding subject-specific strategies dimension of the former, and what and why to assess dimensions of the latter. This study has several implications for teacher educators and science education research.
Outdoor Play and Learning (OPAL): Activating &quot;Loose Parts&quot; in Undisciplined Childhood Environments
Author: Rotas, Nikki
Date: 2019-00-00
Type: Journal Articles
Subjects: Outdoor Education,Play,Foreign Countries,Public Schools,National Programs,Program Implementation,Elementary School Students,Environmental Education,Interdisciplinary Approach,Children,Caring,School Policy,Ecology,Manipulative Materials,Attention,Student Welfare

OPAL -- Outdoor Play and Learning, in collaboration with Earth Day Canada, is a national program that encourages outdoor play in public schools across Canada. This paper focuses on the implementation of OPAL in an elementary school in Toronto. The initial implementation strategies of the program are discussed, which include efforts to create a play policy framework that centres childhood relations with the outdoors or 'environment'. Employing posthuman and/or more-than-human frameworks, I examine the potential of OPAL to become a practice of learning with environments as opposed to learning about the environment. This is a significant shift in childhood thought and practice that requires serious consideration and pedagogical attention to how environmental education can move toward transdisciplinary practices in more-than-human worlds.
Gestalt Group Practice for Increasing Awareness of University Students
Author: Öztürk, Asuman Güner
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychotherapy,Individual Development,Preservice Teachers,Group Therapy,Consciousness Raising,Foreign Countries,Program Effectiveness,Student Experience,Self Concept,Interpersonal Competence

The aim of this study is to increase university students' awareness and support their personal development through &quot;Gestalt Group Program&quot; that is predicated on Gestalt Therapy. Twelve university students in the second, third and fourth grades of the faculty of education participated in the study. Group study consisted of eight sessions. Each session was determined as 120 minutes. In this study, one of the qualitative research methods, content analysis method was used. To collect data for the study, researcher created &quot;Personal Information Form&quot; and &quot;Gestalt Group Program Evaluation Form&quot; and used on participants. Obtained qualitative data was examined via content analysis method. Finally, &quot;Gestalt Group Program&quot; was found to have a positive impact on raising university students' awareness.
Leisure Involvement and Happiness Levels of Individuals Having Fitness Center Membership
Author: Demirel, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Leisure Time,Recreational Facilities,Psychological Patterns,Foreign Countries,Gender Differences,Marital Status,Educational Attainment,Correlation,Physical Fitness,Socioeconomic Status

The aim of the study is to investigate the leisure involvement and happiness levels of the individuals who have any fitness center membership. Screening model was used in the research. The sample group of the research was composed of a total of 599 voluntary participants, 260 being &quot;females&quot; and 339 being &quot;males&quot;, who were using fitness centers and were selected using improbable purposeful sampling method. &quot;Oxford Happiness Scale Short Form--OHS-F&quot;, developed by Hills and Argyle (2002) and adapted into Turkish by Dogan and Cotok (2011) along with &quot;Leisure Involvement Scale--LIS-F&quot;, developed by Kyle et al. (2007) and adapted into Turkish by Gurbuz et al. (2018) were used in the study in addition to &quot;Personal Information Form&quot;. Descriptive statistical method (frequency, arithmetic mean, standard deviation) was used for the identification of the distribution of the participants' information. In order to determine if the data had normal distribution or not, Shapiro-Wilk test for normality was conducted and in consequence of this test, t-test, single factorial MANOVA, ANOVA and Pearson Correlation tests were administered upon determining that the data were in accordance with parametric test conditions. According to the findings, while there was no significant difference found in the happiness levels in line with the gender, marital status and education levels of the participants; a significant difference was determined in the leisure involvement levels according to education level and gender, and yet no significant difference was found between the leisure involvement level and marital status. Besides, a positively significant relationship was determined between the level of happiness and leisure involvement. The restraints as well as the evaluations for future studies were discussed in this sense.
Investigation of Emotional Expression as a Predictor of Psychological Symptoms
Author: Koç, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: Emotional Response,Predictor Variables,Symptoms (Individual Disorders),Psychological Patterns,Anxiety,Secondary School Students,Undergraduate Students,Mental Disorders,Correlation,Mental Health,Self Disclosure (Individuals)

The main purpose of the study is to determine whether the level of emotional expression is a predictor of psychological symptoms. The study was performed with 338 participants, including 170 women and 168 men. Data were collected by &quot;Expressing Feelings Scale&quot; and &quot;SCL-90 Symptom Checklist-90-Revised&quot;. Data was analyzed with Pearson product moment correlation coefficient and regression analysis was performed. According to results, emotional expression was significantly related to psychological symptoms. While the levels of emotional expression have increased, psychological symptoms have decreased. The levels of psychological symptoms were predicted significantly by emotional expression. Finally, emotional expression predicted higher levels of somatization and lower levels of phobic anxiety.
Muslim Students Learning L2 and FL in Minority Primary Schools in Thrace: Relational Instances of Tri/Bilingualism
Author: Dimasi, Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Muslims,Elementary School Students,Multilingualism,Bilingual Students,Minority Group Students,Greek,Language Proficiency,Low Achievement,English (Second Language),Second Language Learning,Student Needs,At Risk Students,Language of Instruction

The Muslim minority in Thrace is a heterogeneous group of people regarding their cultural and linguistic identities. It consists of Muslims of Turkish origin who speak Turkish as their mother tongue, of Pomaks, who speak Pomak, and of Roma, who speak Romani. Their educational-linguistic situation is fraught with long-lasting problems, which are attributed to the inherent characteristics of 'Minority Education', a term used to describe a specific group of primary and secondary schools, situated exclusively in the area of Thrace, that operates under a special regime, as stipulated in legal instruments of international law and bilateral agreements, and can be attended only by Muslim minority children. Extensive research over the years has shown that there are serious impediments in these students learning Greek as an L2, even after the implementation of the Project for Reform in the Education of Muslim Children (PEM) and the additional educational material that targeted this particular religious minority. The results show that most of these students do not achieve a language level of A2 in Greek and, thus, exhibit low school performance. Similar results have been recorded in research papers concerning learning English as a FL, which is a compulsory school subject, by Muslim minority students in both public and minority primary schools. These students also fail to achieve the foreign language attainment level set in the school curriculum. The present paper seeks to outline the unchartered causes of this situation, delve into the language situation of Muslim students and suggest possible and viable solutions.
The Potential of Purposeful Play: Using the Lens and Language of Crosscutting Concepts to Enhance the Science and Engineering Practices of Play
Author: Lozon, Criselda
Date: 2019-00-00
Type: Journal Articles
Subjects: Play,Preschool Children,Elementary Schools,Elementary School Teachers,Engineering Education,Science Education

Playing enhances learning. Teachers who recognize and foster the science and engineering practices of playful endeavors push the envelope of children's thinking. Play is purposeful learning, and it serves an important role in human development. Researchers define play as exploratory, process oriented, intrinsically motivating, and freely chosen (Lozon, 2016). The notion of tinkering, often associated with play, has underpinned forward-thinking children's museums and science centers for decades. This creative expression enhances deep learning when supported by intentional guidance (Bevan, Petrich, &amp; Wilkinson, 2015). For the purposes of the current discussion, the authors found that the crosscutting concepts of the Next Generation Science Standards (NGSS, 2013) provide a powerful lens and language through which to provide the type of guidance that challenges students' thinking and enhances the natural science and engineering practices of children's play.
An Investigation of the Psychometric Properties of Emotional Intelligence Scale Using Item Response Theory
Author: Aldhafri, Said
Date: 2019-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Psychometrics,Semitic Languages,Academic Achievement,Item Response Theory,Foreign Countries,Secondary School Students,Factor Analysis,Validity,Reliability

Students' emotional intelligence represents an important variable that is connected to students' academic achievement and life success. One main challenge when measuring students' emotional intelligence is to have a valid and reliable measure that captures this emotional construct. The current study aims to investigate the psychometric properties of the Arabic version of Alsmadoni emotional intelligence scale (AEIS-25) using item response theory (IRT) models. The study was applied among 3030 students in grades 7-10 in Oman. Data model fit was examined through evaluating IRT assumptions (i.e. unidimensional assumption and local independence assumption) and goodness of fit (i.e. items fit and persons fit). It was found that item parameters were acceptable and satisfactory, which indicates the appropriateness of AEIS to examine emotional intelligence among adolescents. Findings from exploratory factor analysis for 2924 students and for the remaining 24 items indicated the presence of a 2-factor model since the third factor was loaded by only one item. AEIS was considered as a reliable and potentially valid measure of trait emotional intelligence.
Developing a Professional Identity in a Global Society
Author: Oestreich, Jo Beth
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Identity,Preservice Teachers,Teacher Education Programs,Student Diversity,Cultural Background,Cultural Awareness,Global Approach,Teacher Student Relationship,Ethnic Groups,Public Schools,Enrollment Trends,Guidelines,Equal Education,Economic Development,Competition,Self Concept,Culturally Relevant Education,Teaching Methods

Developing a professional identity as a teacher is a dynamic, complex, and ongoing process (Chang-Kredl &amp; Kingsley, 2014; Ivanova &amp; Skara-Minecane, 2016). In teacher preparation programs, preservice students facilitate the development of their professional identity by focusing on why they want to become a teacher, why they think they will be effective, and how they can cultivate a culturally responsive classroom for their students (Muhammad, 2017). Pre-service teachers facilitate a social, cultural, and global identity as they prepare children of diverse backgrounds as well as native learners to explore their roles in the macro and global societies (Lerseth, 2013; Chong, Ling, &amp; Chuan, 2011). Additionally, preservice teacher candidates develop a geographic identity as they learn about the homelands of their students. This is important because this history shapes the identities of children and their families. Thus, in developing a professional identity, because teachers take the time to know themselves and their motivations, they become better able to frame the learning of their diverse students to meet the challenges of the global community. The goal to develop professional identity supports pre-service teachers' capacity to connect with their personal attributes and further, to determine how they will transition into their future role as a teacher of diverse students (geographically, culturally, economically, socially). Ultimately, these future teachers facilitate their students as they become citizens of a global society. This article describes the process as it interfaces with the opportunity to grow more informed socially and culturally sensitive teachers (Oestreich &amp; Fite, 2019).
Information and Communication Technologies in Inclusive Education: Selected Practices in Asia
Author: Cao, Chau T. M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Educational Technology,Technology Uses in Education,Students with Disabilities,Student Needs,Regular and Special Education Relationship,Access to Education,Student Rights

Inclusive education has grown from the belief that education is a basic human right, and that it provides the foundation for a more just society. All learners have a right to education, regardless of their individual characteristics or difficulties (UNESCO, 2003). The educational needs of people with disabilities (PWD) are diverse. They need to acquire the fundamental knowledge that enables survival in society under the specific demands caused by functional limitations that hinder participation in ordinary education systems. In this setting, information and communication technologies (ICTs) are indeed a powerful tool to support education and the inclusiveness of the PWD. This paper will review the use of ICTs in education for PWD in an inclusive education setting, with the aim to explore the different possible uses of ICTs in inclusive education for PWD in the Asia region.