ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics Content Courses for Teachers: An Analysis of Colleges and Universities in Texas
Author: Johnson, Gwendolyn
Date: 2018-08-00
Type: Journal Articles
Subjects: Mathematics,Course Content,Mathematics Teachers,Preservice Teachers,Colleges,Universities,Mathematics Instruction,Teacher Education Programs,Pedagogical Content Knowledge,Preservice Teacher Education,Comparative Analysis

Teachers' mathematics content knowledge has been shown to be correlated with children's learning. Because teachers often enter teacher preparation programs with weak content knowledge, the college level mathematics courses they take can have a significant impact on the development of that knowledge. The present study examines the mathematics content courses for prospective teachers offered by Texas four-year baccalaureate-granting institutions over one academic year. Data on the number of mathematics courses for prospective teachers, the content of these courses, and information about the background of instructors of those courses were collected from publicly available resources. Findings revealed that the majority of institutions are not meeting current recommendations about the number and content focus of mathematics courses for prospective teachers. Further, findings indicate that instructors who teach mathematics courses for teachers have different characteristics than mathematics professors in general.
Preservice Teachers&apos; Perspectives on Their Opportunities to Learn about Algebra
Author: Jung, Hyunyi
Date: 2017-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Algebra,Teacher Education Programs,Teaching Methods,Program Effectiveness,Educational Opportunities,Educational Technology,Technology Uses in Education,Relevance (Education),Concept Formation,Learning Strategies,Cooperative Learning

This study investigates secondary mathematics preservice teachers' (M-PSTs') opportunities to learn about algebra as reported by five teacher preparation programs. Ten focus group interview transcripts were analyzed using systematic grounded theory. When M-PSTs mentioned specific algebra tasks during the focus group interviews, the instructors' interview data and course materials were used to support the M-PSTs' assertions. M-PSTs presented diverse learning opportunities that aligned with current policy recommendations, but also reported their preferences to learn about algebra in particular ways. Listening to voices of future teachers has the potential to improve teacher preparation programs, ultimately impacting secondary students' opportunities to learn algebra.
Taking Notes on Informational Source Text Using Text Structures: An Intervention for Fourth Grade Students with Learning Difficulties
Author: Hebert, Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Difficulties,Writing (Composition),Writing Instruction,Notetaking,Intervention,Grade 4,Elementary School Students,Reading Difficulties,Reading Instruction,Reading Strategies,Program Effectiveness,Learning Disabilities,Reading Tests,Teaching Methods

Students with writing difficulties may have difficulty when writing informational text with source material due to (a) inexperience with such text and (b) difficulties reading and understanding source material. Teaching students to take notes related to informational text using text structures (e.g., description, compare/contrast) may help them access source text and improve planning and organization of their ideas. Two pilot studies examining the usability, feasibility, and promise of a note-taking and text structure intervention are presented in this manuscript. In study 1, the researchers employed a multiple-probe design across three 4th grade participants with reading difficulties. In study 2, the researchers employed an underpowered experimental design, comparing the intervention to a narrative-based reading and writing strategies. Fidelity of implementation was acceptable to high in both studies, indicating preservice teachers find it useable and it is feasible to implement the lessons within the 30-minute time frame. However, there were mixed results of the intervention on note-taking outcomes. In study 1, a functional relation was demonstrated for two of three participants for the note-taking measure. In study 2, the intervention group did not statistically outperform the control group on the note-taking measure, but there was a non-significant effect size of 0.75 between the groups. The findings, though mixed, warrant further study of the intervention in a fully powered study. Results on reading outcomes for both studies are also discussed.
Effects of Physical Fitness and Mental Hardness on the Performance of Elite Male Basketball Players
Author: Ercis, Sertaç
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Fitness,Resilience (Psychology),Performance Factors,Males,Athletes,Team Sports,Exercise,Psychological Characteristics,Mental Health

The purpose of this study was to study the effects of physical fitness and mental hardness on the performance of elite basketball players in Turkey. The research included a population of 80 elite male athletes, and the size of the population and the sample size were equal and the method of selection was purposeful one. The instruments consisted of physical fitness measurements. Goldberg General Health Questionnaire and hardiness questionnaire with components of challenge, control, trust, excitement, self-confidence and commitment with the reliability of 0.88 and the exercise performance questionnaire were used to evaluate the performance and practice variables with a reliability of 0.82 which all of them were more than 0.78 in the preliminary design. Pearson correlation analysis and structural equations were used to answer the hypotheses. Physical fitness had affected psychological characteristics and performance. Since their importance is clear to everybody, we need to plan to enhance their psychological and mental health.
Investigation of Blood Hormone and Respiratory Parameters in Active and Passive Tolerance Period after Anaerobic Test in Football Players
Author: Akyol, Betül
Date: 2018-09-00
Type: Journal Articles
Subjects: Exercise Physiology,Males,Athletes,Young Adults,Team Sports,Metabolism,Foreign Countries,Body Composition,Body Height,Body Weight

The aim of the study was to determine the changes in blood hormone and respiratory parameters in recovery phases. 28 voluntary men participated in the study, with an average age of 19.75±1.61 years and playing active football during the league season. Wingate Anaerobic Power Test and Respiratory Function Test (RFT) were applied to the subjects who were randomly divided into two groups, active and passive group. Blood samples were collected from and RFT was applied to all subjects before and after the test. Cortisol hormone, Partial Oxygen Pressure (PO2), Partial Carbon Dioxide Pressure (PCO2), lactic acid (LA) values were obtanied with datas taken from blood samples. The forced vital capacity (FVC), forced expiratory volume (FEV1), and rate of 1. Second of forced expiratory volume to the forced vital capacity (FEV1 / FVC) were measured by the PFT test. SPSS 24.0 program was used for statistical evaluation of the data. As a result; both 5-minute active and passive recovery methods did not reduce the cortisol ratio, but continued to increase in minute increments. In terms of PO[subscript 2], passive recovery was found to be a more effective method than active recovery. 5 minutes of active and passive recovery did not reduce LA level and did not affect each other significantly. FVC and FEV[subscript 1] values were found to be higher in the active recovery group than in the passive recovery group at the onset of AT recovery. Active recovery was found to have positive effects on vital capacity FVC and FEV[subscript 1].
Relationship of Target-Based Orientation and Competitive Anxiety with Female Basketball Players&apos; Performance
Author: Burmaoglu, Gul Eda
Date: 2018-09-00
Type: Journal Articles
Subjects: Anxiety,Females,Team Sports,Athletes,Athletics,Correlation,Skill Development,Foreign Countries,Performance

The main purpose of this research was to determine relationship of the target-based orientation and the Competitive anxiety with the young Basketball players' performance in Erzurum province championship tournaments. So the whole young Basketball players' of Erzurum Province participating in the championship tournaments in 2014 were selected as the statistical technique. The questionnaire of the target-based orientation at sport and the questionnaire of the competitive anxiety and the study of the Basketball players' results were applied in order to gather the related data. This study was an applied and a descriptive-correlation type. The results showed there is a significant relationship between the target-based orientation and sport performance of Basketball players' participated in Erzurum championship tournaments. There is also significant relationship between the task-based element and sport performance of the young Basketball players.' There is no observed a significant relationship between the target-based orientation and sport performance of the Basketball players.' There is a significant relationship between the competitive anxiety and the sport performance of the young Basketball players' in the championship tournaments of Erzurum.
The Effects of Specific Trainings Applied to 14 Age Male Soccer Players on Their Balance, Sprint and Technical Skills
Author: Baydemir, Baris
Date: 2018-11-00
Type: Journal Articles
Subjects: Males,Team Sports,Foreign Countries,Training,Athletics,Comparative Analysis,Pretests Posttests,Physical Activity Level

The aim of this study was to investigate the effects of specific trainings applied to 14 age male soccer players on their balance, sprint and technical skills. 30 male soccer players, who attended the trainings at least 4 years in Çanakkale Besiktas Soccer School, joined to the study by having their parents confirm the &quot;Parental Permission Form&quot;. Soccer players mean of length was calculated 158.24±2.98 cm and mean of weight was calculated 46.37±3.44 kg. Soccer-specific trainings were applied to the players 12 weeks, 3 days a week, at least 90 minutes a day. Flamingo balance, 30 meters sprint and technical skill tests were applied before and after the training period. Datas were analyzed in statistic package programme by using &quot;Paired t Test&quot;. Results were evaluated according to &quot;p&lt;0.05&quot; significance level. Significant differences were found in comparing the tests' results of soccer players (p&lt;0.05). As a result, it can be said that the inclusion of high-intensity deflection exercises instead of the high-rigidity, flat running conditions applied in soccer-specific training has improved the technical skills of 14-year-old footballers and additionally affects their balance and speed performance positively.
Analysis of Mathematical Thinking Skills of Sportsmen According to Certain Demographic Characteristics
Author: Önal, Halil
Date: 2018-09-00
Type: Journal Articles
Subjects: Thinking Skills,Athletics,Athletes,Team Sports,Measures (Individuals),Problem Solving,Mathematical Logic,Individual Characteristics,Individual Differences

The aim of this research was examining the mathematical thinking of athletes who are actively engaged in sports in a sports club in terms of various variables. The research was designed as a screening model. The sample of the study consisted of 229 licensed athletes in various clubs. The &quot;Mathematical Thinking Scale&quot; developed by Ersoy (2012) was used in the research. Percentage frequency analysis was used for descriptive analyzes in the analyzes of the data. Mann Whitney-U and Kruskal-Wallis tests were performed among the non-parametric tests to measure the differences between the groups. According to the results of the research, the scores of the athletes depending on the gender variables on the mathematical thinking scale do not differ statistically. According to the educational variables, the total scores of the athletes attending primary education on the mathematical thinking scale are significantly higher than the other groups, and athletes with the lowest scores were the ones that still continue their undergraduate studies. According to the gender variables, there was a difference only in the scores of the problem-solving sub-dimension in mathematical thinking scale dimensions. When the educational status is analyzed by variables, statistical differences are observed among subscales of the mathematical thinking scale except for reasoning. There was no statistically significant difference between the total scores of individual athletes (billiards, tennis, shooting, archery) on the mathematical thinking scale and the scores they got from all subscales of the scale. In the case of team athletes (football, volleyball, basketball), there was a statistically significant difference in favour of those who played soccer and volleyball sports between the total scores they received on the mathematical thinking scale and the scores they received from all the subscales of the scale.
Investigation of the Experiment Design Skills of Biology and Science Teachers and Preservice Teachers
Author: Simsekli, Yeter
Date: 2018-09-00
Type: Journal Articles
Subjects: Science Process Skills,Laboratory Experiments,Science Teachers,Experienced Teachers,Preservice Teachers,Biology,Science Experiments,Gender Differences,Research Design

In this study, it was aimed to examine the experiment design skills of Biology and Science teachers and preservice teachers. For this purpose, 85 Biology and 80 Science teachers and preservices given information about laboratory approaches, experiment types and science process skills were asked to design an experiment about germination. In the reports of the experiments designed by the teachers and the presevice teachers, they were expected to give information about the factors affecting germination, write the problem, determine the hypotheses and the variables, plan their experiments and reach a conclusion. In the analysis of the reports, the sets of data digitized by forming a graded scoring scale were analyzed by benefiting from SPSS package program and their experiment design levels were analyzed based on their fields, being a teacher or a preservice teacher and gender. From the obtained data, it was determined that the number of those who designed an experiment was very low and although there were significant differences between the Biology and the Science teachers and preservice teachers in terms of designing an experiment according to many criteria, there was a difference only in one criterium according to gender.
A Qualitative Study on How Students with Visual Impairments Perceive Environmental Issues
Author: Ürey, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Impairments,Middle School Students,Knowledge Level,Foreign Countries,Environment,Ecology,Environmental Education

Although there is a growing emphasis on determining how people perceive environmental issues, the studies composed of functioning members of society who happen to have visual impairments are still scarce. The scope of this current paper is aimed at revealing the environmental issue perceptions of middle school students with such conditions. As a part of a large-scale study, this paper presents qualitative data gathered from a well-structured interview protocol. The participants of the study were fifteen Turks from different regions who fell into the aforementioned group. In order to analyse the data, a content analysis technique has been adopted. The results of the study show that they were generally aware of the environment, the environmental problems, the causes of environmental problems, and the effects and remedies of the environmental problems. However, they were not able to relate these problems to their immediate surroundings, and instead carry them to the global dimension.
Evaluation of Candidate Teacher Training Process from the Viewpoint of Mentor Teachers
Author: Alabas, Ramazan
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Mentors,Program Evaluation,Educational Benefits,Program Effectiveness,Teaching Skills,Skill Development,Classroom Techniques,Teaching (Occupation)

Teacher education has been one of the most debated topics in history of Turkish education. At the beginning of the teacher's career, the Turkish Ministry of National Education (MONE) implemented the Candidate Teacher Training Program in 2016, so the teachers accepted to the profession were qualified as &quot;candidate teachers&quot; and they were subjected to the training process. The aim of this research is to examine the opinions of the mentor teachers regarding the Candidate Teacher Training Program implemented by the Turkish MONE for the training of candidate teachers. This research, which is a qualitative case study, was conducted with the participation of 36 teachers who are mentors to candidate teachers within the Candidate Teacher Training Program in the schools, which were affiliated to MONE in Kastamonu province center and its districts. The data of the study were collected by means of a semi-structured interview form. The data obtained in the research were analyzed with descriptive analysis and content analysis approaches. Mentor teachers thought that the Candidate Teacher Training Program is beneficial because the program provided the candidate teachers with the opportunities to identify students, acquire educational-instructional competence, acquire managerial knowledge, and identify the school and the social environment. However mentor teachers stated that they have experienced some problems related to the process such as filling in forms, some problems resulting from the candidate teacher, and time inadequacy.
Examination of the Effect of the Instructional Styles of Pre-Service Physical Education and Sports Teachers on the Ability of Self-Regulation
Author: Turan, Mehmet Behzat
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Physical Education Teachers,Teaching Styles,Self Control,Foreign Countries,Cognitive Style,Academic Achievement

The purpose of this study is to examine the effects of pre-service physical education teachers' instructional styles on self-regulation skills. For this purpose, the sample of the research consists of 608 students who were randomly selected among the ones who 4th-grade students continue their education at Physical Education and Sports College in Erciyes, Omer Halisdemir, Aksaray, Dumlupinar, Gaziantep, Firat, Selcuk, Ahi Evran, Inonu, Erzincan and Haci Bektas Veli Universities. In the study, 2 scales were used as data collection tool. The first of these, Instructional Style Preference Scale (ISPS), was developed by Renzulli et al. (2002). The Self-Regulation Skill Scale (SRSS) was developed by Arslan (2008) in order to determine the self-regulation skill levels of pre-service teachers. In addition, personal information forms developed by the researcher were used in the study. Statistical analyses of the data obtained from the Personal Information Form were made with the SPSS 22.0 package program. The personal information and inventory total scores and factor scores for the candidates were given by determining the frequency (f) and percentage (%) values. Pearson Moments Multiplication Correlation analysis (r) was used to show the relationship between scores obtained from the scales. Multiple regression analysis ([beta]) was applied to determine whether the scores obtained were predictive of each other. A significant relationship was found between the discussion, which is among the instructional styles, cognitive regulation sub-dimension and the programmed instruction. It has been found that there is a high level of correlation between the effort regulation sub dimension and the straight narration between the instructional styles. In addition, there was a significant positive correlation between the subscale of the organization of the study and the literal expression between the instructional styles. When the results of the study were examined, it was thought that, generally, those who are aware of and make use of the learning styles have higher self-regulation skills than those who do not pay attention to the use of instructional style and are more successful in terms of academic achievements.
Social and Emotional Learning in Adolescence: Testing the CASEL Model in a Normative Sample
Author: Ross, Katherine M.
Date: 2018-10-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Longitudinal Studies,Metacognition,Self Management,Interpersonal Competence,Factor Analysis,Decision Making,Grade 6,Grade 7,Adolescent Development,Grade 5,Error of Measurement,Validity,Academic Achievement,Models,Risk,Delinquency,Depression (Psychology),Measures (Individuals),Symptoms (Individual Disorders),Student Characteristics

As Social and Emotional Learning (SEL) expands to focus on adolescent populations, the broadly accepted theoretical framework put forth by the Collaborative for Academic, Social, and Emotional Learning (CASEL) should be empirically tested for measurement utility. Using longitudinal data from the 4-H Study of Positive Youth Development, we first tested and validated the five (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) SEL factor model using confirmatory factor analysis (CFA) in a normative sample of 1,717 U.S. fifth grade youth. The model was then subjected to longitudinal measurement invariance testing using CFA models that included the sixth- and seventh-grade samples to confirm SEL as a robust model across these grades. Validity was further evidenced through relation of the SEL model to important youth outcomes (e.g., academic achievement). Relations were significant and in the expected direction. Implications for application of the model to adolescent development are discussed.
Hidden Progress of Multilingual Students on NAEP
Author: Kieffer, Michael J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Improvement,Reading Achievement,Mathematics Achievement,Multilingualism,Bilingual Students,Foreign Students,Scores,Educational Trends,Trend Analysis,Achievement Gap,Educational Policy,National Competency Tests

Using National Assessment of Educational Progress data from 2003 to 2015, this brief describes changes in the reading and mathematics performance of multilingual students--defined as students who report a primary home language or languages other than English. Although all students' scores improved, multilingual students' scores improved two to three times more than monolingual students' scores in both subjects in Grades 4 and 8. There was little evidence that these trends were explained by cohort changes in racial/ethnic, socioeconomic, or regional composition. These promising trends are obscured when researchers and policymakers focus only on scores for students currently classified as English learners.