ethanporcaro/eric-fulltext-meta huggingface dataset:
Beginning Preschool Teachers&apos; Views toward Mentoring Programs in Turkey
Author: Ali, Özdemir
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Preschool Teachers,Teacher Attitudes,Mentors,Classroom Communication,Classroom Techniques,Help Seeking,Professional Isolation,Preservice Teacher Education,Barriers

The main purpose of this study is to reveal the view of preschool teachers who are in the first five years of the occupation about mentoring programs applied to them. To reveal the experiences and opinions of the teachers, the qualitative research design, phenomenology, was used. To determine the preschool teachers who are in the first 5 years of their occupation, criterion sampling from purposeful sampling methods was used. To achieve the purpose, the semi-structured interview form was applied to the teachers. The answers were analysed by using descriptive analysis approach. As a result, the teachers said that they have problems in communication and classroom management because both they are inexperienced and they are working with small age children. To overcome these problems, they develop their own ways mostly with trial and error. In addition, in the process of pre-service teachers' education, they feel lonely. In the process, they do not take any help from any experienced teacher or any other helping resources. Also, they claim that the pre-service teacher trainings do not serve for the aim, and the process is just a formality. It is offered that teachers might be adapted to the profession with the help of special professional trainings and quality mentoring programs.
Metaphors on the Concepts of &quot;Reading&quot; and &quot;Listening&quot; Created by the Secondary School Students
Author: Dincel, Betul Keray
Date: 2019-00-00
Type: Journal Articles
Subjects: Figurative Language,Reading,Reading Comprehension,Secondary School Students,Foreign Countries,Listening,Grade 5,Grade 6,Grade 7,Grade 8

This research aims to examine the metaphors on the concepts of reading and listening of the secondary school students and is based on phenomenology. 390 randomly selected secondary school students participated in this study in the 2016-2017 academic year in Turkey. The study includes all the grades (5, 6, 7, &amp; 8th) at the secondary school level. &quot;Reading is like ..................., because .....................&quot;, &quot;Listening is like ..............., because ..................&quot; were the two sentences given to the students and they were asked to fill in the blanks. The data were analyzed by the content analysis. The students created 385 metaphors about the concept of reading and 329 metaphors about the concept of listening. Metaphors on the concept of reading were divided into 11 categories: A source of knowledge/learning, development, necessity, imagination, life, finding peace, sincerity, boredom/suffocation, eternity, guidance, enjoyment. Metaphors on the concept of listening were divided into 9 categories: A source of knowledge/learning, necessity, imagination, life, finding peace, communication, boredom, guidance, enjoyment. In this research, metaphors were used to reveal the thoughts of secondary school students on the concepts of reading and listening.
Examination of Body Areas Satisfaction Levels and Gender Roles of Female Wrestlers
Author: Dündar, Aykut
Date: 2019-00-00
Type: Journal Articles
Subjects: Females,Athletes,Human Body,Self Concept,Body Composition,Masculinity,Femininity,Sex Stereotypes,Individual Characteristics,Body Weight,Body Height,Satisfaction,Foreign Countries

The aim of this study is to determine the relationship between the Body Areas Satisfaction Levels and Gender Roles of female wrestlers. The sample of the study is constituted by 39 female wrestlers in Turkey Olympic Preparation Center in Edirne in 2017. As the data collection tool in the research; to determine the Body Areas Satisfaction Levels &quot;Multidimensional Body-Self Relations Scale&quot;, to determine the gender roles &quot;BEM Gender Role Inventory&quot; was used. In the evaluation of the data obtained, SPSS 20.0 statistics program was used. In the analysis of data, descriptive statistics; in paired comparisons, t-test; and in multiple comparisons, ANOVA test was used. As a result of statistical analysis made, it was observed that, of the female wrestlers; 15.4% had masculine, 35.9% had feminine, 17.9% had androgynous and 30.8% had unclear gender role behaviours. Significant differences were found between the score of femininity characteristics and score of masculinity characteristics and score of social acceptability characteristics (p&lt;0.05). According to body mass index (BMI), regarding the clauses on satisfaction with body areas, there is significant difference; between the normal weight and the over weight as per the clause &quot;I am satisfied with my lower body&quot;; between the overweight and the thin and the normal weight as per the clause &quot;I am satisfied with my central body&quot;; between the weak athletes and normal weight athletes as per the clause &quot;I am satisfied with muscle structure&quot;; between the normal weight and over weight athletes as per the clause &quot;I am satisfied with my weight&quot; (P&lt;0.05). There was no significant difference according to BMI variable in the clauses &quot;I'm satisfied with my face&quot;, &quot;I'm satisfied with my hair&quot;, &quot;I'm satisfied with my upper body&quot;, &quot;I'm satisfied with my height&quot; and &quot;I'm satisfied with my overall appearance.&quot;
A Census of Baccalaureate Agriculture Teacher Education Program Requirements
Author: Easterly, R. G., III
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Teacher Education Programs,Preservice Teacher Education,Agricultural Education,Degree Requirements,Bachelors Degrees,Educational Objectives,Credits,Pedagogical Content Knowledge

The purpose of this study was to examine the nation's baccalaureate agriculture teacher education programs of study to synthesize current coursework requirements. Sixty-five baccalaureate programs of study were analyzed. The mean number of semester credit hours was 125.2, and the mean number of credit hours in the areas of professional knowledge, technical knowledge, and general knowledge were 37.8, 42.0, and 36.6, respectively. Great variability was found within these descriptive measures when observing the standard deviation, minimum and maximum values, and configuration of courses within each category. We recommend the profession engage in intense and deliberate conversations on how to best design programs of study at the national level. These conversations would provide the opportunity for the collective wisdom of the profession garnered through investigation of the literature and sharing of knowledge gained through personal experiences, which can be used to inform the decision making process at individual institutions.
Investigation of Mentorship Process and Programs for Professional Development of School Principals in the U.S.A.: The Case of Georgia
Author: Gümüs, Emine
Date: 2019-01-00
Type: Journal Articles
Subjects: Mentors,Administrator Education,Trust (Psychology),Principals,Program Descriptions,Middle Schools,Telecommunications,Faculty Development,School Visitation,Administrator Attitudes,Beginning Principals,Elementary Schools

The aim of this research is to investigate mentorship process and programs which are designed for professional development of primary and middle school principals in the State of Georgia, U.S.A. With this aim, a qualitative research model and a semistructured interview technique was used in order to gather in-depth knowledge. The study group consisted of seven experienced school principals who have served or are serving as mentors of novice principals and seven new school principals who are being served or were served by experienced mentor principals in Georgia. In this study, face-to-face interviews with principals as both mentors and mentees were conducted by the researcher. According to the results, mentorship contracts generally last one year based on building trust between mentors and mentees. During this year, school visits of mentors as well as formal phone calls between mentors and mentees are carried out regularly. Both mentors and mentees indicated that mentorship was very important for professional development of new school principals. The results showed that mentors were thought as crucial support partners for new principals who helped them accustom to their jobs and provided them with valuable guidance.
Attitudes toward and Implications of the Computer-Based Exams at Arab American University of Palestine
Author: Alrob, Marwan M. A. Abu
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Testing,Educational Technology,College Students,College Faculty,Student Attitudes,Teacher Attitudes,Grades (Scholastic),Evaluation Methods,Cheating

We examine the computer-based exams system at Arab American University-Palestine in terms of teacher and student attitudes as well as the quality of the test items. A three-pronged approach to data collection was used. First, we elicited answers to questionnaires from 704 faculty and student respondents. Second, we conducted eight individual interviews with students and instructors, as well as three focus groups--each comprising 8-10 students--from different majors in the university. Third, we had access to the records of the registrar on the grades of students in different years prior to and after introducing the system. We utilized descriptive statistics to examine the quantitative data and qualitative methods to analyze the interviews. The results suggested that the attitudes of instructors and students, as well as the quality of the exams were not adequately considered by AAUP when it introduced the computer-based exams system. We found significant differences between grades prior to and after adopting the system; yet the changes are not necessarily positive, at least from an academic point of view.
The Role of Faculty Guest Speakers and Research Lab Visits in STEM Major Selection: A Qualitative Inquiry
Author: Belser, Christopher T.
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Student Recruitment,Majors (Students),Undergraduate Students,Specialists,Professional Personnel,Lecture Method,Career Development,Student Interests,Laboratories,Experiential Learning,College Faculty,Influences,Student Attitudes

Science, Technology, Engineering, and Math (STEM) recruitment programs are growing at post-secondary institutions in response to the national shortage of trained workers in STEM fields. Many programs prove effective in recruiting students into STEM majors with research indicating the benefits of experiential learning activities in program outcomes. This study qualitatively examined the experiences of first-year undergraduate students in a STEM-focused career planning class within a STEM recruitment program. Findings illuminated the importance of STEM faculty guest lectures and research lab visits in providing meaningful opportunities to learn more about specific STEM fields and to make career decisions. Recommendations for programmatic improvements are also made based on critical feedback on the structure and content of these experiential activities.
Examining the Relationships among Motivational Factors and the Academic Achievement of Students Enrolled in a Comprehensive Agricultural Education Program
Author: Anderson, James C., II
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Student Motivation,Academic Achievement,Agricultural Education,Learner Engagement,Self Determination,Urban Schools,High School Students,At Risk Students,Personal Autonomy,Vocational Education

The purpose of the study was to examine the input factors and outcomes within the student motivational profile (SMP) that may affect the self-determination of students who elected to enroll in an agricultural education career academy was conducted. This study introduces the &quot;organismic socio-behavioral perspective&quot; (OSBP), which was developed to inform educational interventions on student motivation and engagement from a more holistic perspective. Among the 114 urban high school student respondents, those who reported having a choice in the decision to enroll in the comprehensive agriculture program were more likely to have self-determined types of academic motivation, academic satisfaction, and higher levels of perceived effort. Limitations within the SMP to measure moderate to strong associations with academic achievement were identified and recommendations on how to address these limitations were discussed. The study is intended to introduce a line of inquiry toward developing an inventory that identifies measurable factors that impact student engagement and achievement.
Diversity Attitude Associations in Pre-Service Physical Education Teachers
Author: Rukavina, Paul
Date: 2019-01-17
Type: Journal Articles
Subjects: Preservice Teachers,Physical Education Teachers,Student Attitudes,Cultural Pluralism,Obesity,Social Bias,Stereotypes,Teacher Effectiveness,Hidden Curriculum

The purpose of the present study was to investigate whether weight-related attitudes mediate the effect of goal orientation on cultural pluralism and diversity attitudes among pre-service physical educators. Results from 235 (Mage = 20.91 years, SD = 7.75) participants confirm the positive relationship between task orientation and attitudes toward cultural pluralism and diversity attitudes (valuing, appreciating, and implementing), and that individuals who possess negative character stereotypes mediated this relationship. In addition, the positive relationship between ego orientation and being uncomfortable with diversity was confirmed, along with the mediation of negative character stereotypes within this relationship. The results provide initial evidence for factors associated with diversity attitudes that should be addressed in physical education teacher education programs. As research in this area moves forward, it is important to develop and test evidence-based educational interventions in order to improve diversity attitudes and ultimately teacher effectiveness.
Examination of Vocational Motivations of Physical Education and Sports Teachers in Terms of Some Variances
Author: Var, Levent
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Teacher Motivation,Athletics,Age Differences,Academic Rank (Professional),Gender Differences,Teacher Attitudes

The aim of this study is to examine the professional motivations of Physical Education and Sports Teachers. The study group included totally (n=300) 93 female and 207 male physical education and sports teachers working in; Erzurum (n=30), Yozgat (n=22), Kayseri (n=30), Nevsehir (n=56), Aksaray (n=22), Ankara (n=52), Istanbul (n=44) and Kirsehir (n=40) provinces. The research was made in 2017--2018 academic year. As a data collection tool &quot;Vocational Motivation Scale&quot;, which consists of 24 items, was developed by Ural (1996). SPSS 22.0 package program was used for statistical analysis of the acquired data and results were evaluated at p&lt;0.05 meaningfulness level. As a result of the research, it was determined that there was a meaningful difference in physical motivation of physical education teachers according to age and seniority, and it was determined that there was a significant difference when their vocational motivations were determined by gender.
The Analysis of Test Anxiety among Students at School of Physical Education and Sports in Terms of Demographic Variables
Author: Caz, Çagdas
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Anxiety,College Students,Physical Education,Athletics,Student Attitudes,Athletic Coaches,Intellectual Disciplines,Gender Differences,Notetaking,Study Habits

The present study aims to measure levels of test anxiety among students studying at different departments at School of Physical Education and Sports. The population of the study consists of 780 students studying at different departments at School of Physical Education and Sports at Yozgat Bozok University during 2018-2019 academic year. The sample of the study consists of 382 students who study at different departments at School of Physical Education and Sports at Yozgat Bozok University during 2018-2019 academic year and voluntarily participated in the online survey sent them by e-mail. Survey was used as a method in the present study, and demographic variables were obtained using &quot;personal information form.&quot; &quot;Westside test anxiety scale&quot;, which was adapted to Turkish context and tested for reliability and validity by Totan and Yavuz (2009), was used to determine students' level of test anxiety. The obtained data were statistically analyzed using SPSS 18 software program. Frequency analysis, percentage analysis, arithmetic means, t test and ANOVA analysis were used for data analysis. The analyses demonsrate that no statistically significant differences were observed among students' levels of test anxiety in terms of four different variables (p&gt;0.05). However, as for mean scores, it was found out that female students' level of test anxiety was higher compared to male students. Students studying coaching education had a higher of test anxiety compared to those studying physical education and sports teaching and sports management. In addition, students who did not take notes during lessons had a higher level of test anxiety compared to those who took notes during lessons. Finally, students who reviewed lessons shortly before the test had a higher level of test anxiety compared to those who reviewed their lessons on a daily basis.
Pre-Service and In-Service Science Teachers&apos; Technological Acceptance of 3D, Haptic-Enabled Virtual Reality Instructional Technology
Author: Hite, Rebecca
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Preservice Teachers,Student Attitudes,Pretests Posttests,Computer Simulation,Science Instruction,Scientific Concepts,Preferences,Science Teachers,Computer Assisted Instruction,Teaching Methods,Achievement Gains,Student Interests,Usability,Science Tests,Pedagogical Content Knowledge

Combined three-dimensional, haptic-enabled, virtual reality (3D HE VR) systems allow students to actively engage and explore various science concepts by leveraging user-friendly and immersive interfaces. Successful implementation of these learning tools in science classrooms hinges upon teachers' perceptions of the technology's potential as a viable pedagogical tool. Prior studies using the Technology Acceptance (TA) Model (TAM) suggest pre-service teachers have greater TA compared to in-service teachers. This study sought to explore how 3D HE VR designed to diminish Ease of Use (EOU) issues, influenced TA (through reported preferences) between pre-service and in-service science teachers. Five pre-service and five in-service teachers reported Perceived Utility (PU) and EOU upon using a 3D HE VR system (zSpace®) to learn science concepts. Quantitative data were collected from pre- and post-test content assessments. Qualitative data were collected and transcribed from field notes and interviews. Both teacher groups evidenced learning gains and reported EOU using zSpace®. However, preference for the technology compared to traditional methods varied between teacher groups. Sampled pre-service teachers held a significant preference for hands-on activities for instruction whereas in-service teachers reported greater TA, citing its potential to increase student interest in science and opportunity for personalized learning. This research suggests that when perceived EOU is mitigated, PU may more readily mediate TA among in-service teachers as they can envision the use of 3D HE VR technology use in teaching practices. Further exploration is needed to leverage in-service teachers' classroom experience to implement novel forms of technology into their science instruction.
Leading and Teaching with Technology: School Principals&apos; Perspective
Author: Ugur, Naciye Güliz
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Grade 9,Grade 10,Grade 11,Grade 12,Educational Technology,Technology Integration,Leadership Role,Technology Uses in Education,Principals,Administrator Attitudes,Social Media,Faculty Development,Instructional Leadership,Curriculum Implementation

Technology has changed the way people live, from use of the Internet to the way they communicate with text messages and e-mails. This change is also evident in the education system. This study traced how principals' leadership roles have changed in the school setting because digital natives and society, in general, have become technologically savvy. The findings for this study were generated from interviews and observations of high school principals. This qualitative research study revealed that administrators are apprehensive about social media in the classroom and that they need to become more familiar with it to better implement technology effectively in the classroom. To ease their apprehension, principals need to change their ways of thinking about social media's use. Professional development in technology skills needs to be more available and flexible for principals to become a more visionary technology leader in the 21st digital educational environment.
Exploring Teacher Attitude towards Information Technology with a Gender Perspective
Author: Islahi, Fatima
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Information Technology,Gender Differences,Computer Attitudes,Secondary School Teachers,Foreign Countries,Computer Uses in Education

To acquire benefits from technology in education, due consideration must be given to attitude of teachers which plays an important role in guiding and predicting future successful use of technology in the classroom. With the feminization in the teaching fraternity and the studies reporting gender specific perception towards usefulness of technology and ease of use, the present study was, therefore, undertaken to examine the attitude of teachers towards use of technology in teaching with a gender perspective. A survey was conducted on 482 secondary school teachers from India, using Attitude towards Information Technology scale. The attitude of the respondents were assessed in terms of four dimensions; namely significance in life, usefulness for students, productivity for teaching, and teacher's interest and acceptance. The quantitative data were analyzed using appropriate statistical techniques like t-test and ANOVA. Findings suggest that with regard to different factors viz., training, location of schools, medium of instruction and marital status, no gender specific differences in attitude towards information technology was found. Based on these results, it can be concluded that the effective use of technology in classrooms should be expected from all teachers irrespective of their gender.
Using Quizizz to Integrate Fun Multiplayer Activity in the Accounting Classroom
Author: Zhao, Fang
Date: 2019-00-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,College Students,Educational Games,Computer Oriented Programs,Class Activities,Learning Activities,Educational Benefits,Computer Assisted Testing,Introductory Courses,Learner Engagement

This study investigates the effectiveness of Quizizz on enhancing students' learning experiences in an accounting classroom. Quizizz is an educational app that enables students to participate in fun multiplayer class activities. After doing in-class exercises using Quizizz, students report that this app brings positive impact on their learning experiences. Class section in which Quizizz is applied more frequently reports higher scores on the satisfaction of using this app and higher scores on the instructor's teaching evaluation.