ethanporcaro/eric-fulltext-meta huggingface dataset:
Novice Teachers' Opinions on Students' Disruptive Behaviours: A Case Study
Author: Sezer, Senol
Date: 2017-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Teacher Attitudes,Behavior Problems,Case Studies,Sampling,Semi Structured Interviews,Public School Teachers,Classroom Techniques,Qualitative Research,Experienced Teachers,Stress Variables,Anxiety,Coping,Positive Attitudes,Negative Attitudes,Foreign Countries

Purpose: It is recognised worldwide that novice teachers encounter various disruptive behaviours and face many challenges that stem from problematic students. Disruptive behaviours are seen as some of the most pervasive challenges widely affecting the teaching experience of novice teachers. In this study, the aim was to determine novice teachers' opinions related to students' disruptive behaviours in the classroom environment. Research Methods: This study was designed in a qualitative, case study pattern. The study group consists of 24 novice teachers working at public schools in Trabzon city centre. The participants were determined by using the criterion sampling method. Data was obtained with a semi-structured interview form. Findings Novice teachers frequently encounter disruptive behaviours. These disruptive behaviours include chattering, distraction, engaging with mobile phones, chewing gum, abusing classmates, and disrupting the class. Novice teachers express both positive and negative feelings. The positive feelings include paying closer attention and using interesting methods, whereas negative feelings include needing support from experienced teachers, feeling anxious and stressed, and thinking about leaving the school. They exhibit punitive attitudes to cope with disruptive behaviours as well as conciliatory attitudes. Implications for Research and Practice: The results show that classroom management training should be imparted based on theory and practice in education faculty. Furthermore, novice teachers should be supported by experienced teachers.
Identities, Education and Reentry (Part One of Two): Identities and Performative Spaces
Author: Wright, Randall
Date: 2014-10-00
Type: Journal Articles
Subjects: Institutionalized Persons,Identification (Psychology),Correctional Education,Discourse Analysis,Performance,Politics,Correctional Institutions,Web Sites,Case Studies

This is part one of a two-part interdisciplinary paper that examines the various forces (discourses and institutional processes) that shape prisoner-student identities. Discourses of officers from a correctional website serve as a limited, single case study of discourses that ascribe dehumanized, stigmatized identities to &quot;the prisoner.&quot; Two critical concepts, performative spaces and identity enclosures, are purposed as potential critical, emancipatory terms to explore the prisoner-student identity work that occurs in schools and elsewhere in prison. This paper is guided by the effort to assist teachers to act as transformative intellectuals in prisons and closed-custody settings by becoming more aware of the multilayered contexts--the politics of location--that undergird their work. Seeing the &quot;bigger picture&quot; has implications for how and what educators teach in prison settings and, perhaps, why education works to facilitate reentry. This paper is grounded in normalization theory. Normalization theorists believe prisons can facilitate reentry when they mirror important dimensions of outside life. The performance of multiple, contextualized identities, considered here and examined in more detail in a forthcoming article, serves as an example of how educators mirror &quot;normal&quot; life by facilitating the performance of different roles for prisoners on the inside.
Learning to Escape: Prison Education, Rehabilitation and the Potential for Transformation
Author: Behan, Cormac
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Correctional Education,Rehabilitation,Institutionalized Persons,Interviews,Change,Males,Adult Students,Student Participation,Student Motivation

This article examines motivations behind participation in education based on interviews with Irish prisoners. It begins by considering the relationship between education and rehabilitation, especially the latter's re-emergence in a more authoritarian form. Drawing on results from the research, this article argues that the educational approach, culture and atmosphere are particularly important in creating a learning environment in prison. It makes the case that educational spaces which allow students to voluntarily engage in different types of learning, at their own pace, at a time of their choosing, can be effective in encouraging prisoners to engage in critical reflection and subsequently, to move away from criminal activity. It locates education in prison within a wider context and concludes that while prison education can work with, it needs to distinguish itself from, state-sponsored rehabilitation programmes and stand on the integrity of its profession, based on principles of pedagogy rather than be lured into the evaluative and correctional milieu of modern penality.
Predictive and Explanatory Relationship Model between Procrastination, Motivation, Anxiety and Academic Achievement
Author: Akpur, Ugur
Date: 2017-00-00
Type: Journal Articles
Subjects: Models,Time Management,Student Motivation,Anxiety,Academic Achievement,College Students,Learning Motivation,Measures (Individuals),Communication (Thought Transfer),Likert Scales,Second Language Learning,Structural Equation Models,Path Analysis,Goodness of Fit,Foreign Countries,Correlation,Statistical Analysis

Purpose: The purpose of this study is to determine the predictive and explanatory relationship model between procrastination, motivation, anxiety and academic achievement of university students. Research Methods: In this study, a causal research design was used. The study group consisted of 211 participants. In order to determine their motivation levels, Academic Motivation Scale (AMS); their anxiety levels, Foreign Language Classroom Anxiety Scale (FLCAS) and their procrastination levels, Aitken Procrastination Inventory (API) were all applied. Students' grades during the term were considered as the criteria for academic achievement. Data were obtained through Structural Equation Model (SEM). Findings: Within the theoretical background, the proposed model was tested, and after path analysis it was modified and verified by testing through fitness indexes. The values confirmed that the model is compatible and the goodness-of-fitness values are within the limits. Findings reveal that, there is not a significant relationship between anxiety and academic achievement. However, both the relationship between academic procrastination and academic achievement and the relationship between motivation and academic achievement are significant. According to findings, the relationship between academic procrastination and motivation is significant and negative. Considering the findings, the predictive and explanatory relationship pattern between procrastination, motivation anxiety and academic achievement was suggested as a model. Implications for Research and Practice: Procrastination and motivation are significant variables in predicting academic achievement. Future studies could focus on other affective variables that are thought to have relationship to academic achievement.
Correctional Practitioners on Reentry: A Missed Perspective
Author: Gunnison, Elaine
Date: 2015-06-00
Type: Journal Articles
Subjects: Recidivism,Caseworkers,Institutionalized Persons,Correctional Rehabilitation,Correctional Institutions,Mail Surveys,Administrator Attitudes,Administrators,Transitional Programs,Community Programs,Reentry Students,Statistical Analysis

Much of the literature on reentry of formerly incarcerated individuals revolves around discussions of failures they incur during reintegration or the identification of needs and challenges that they have during reentry from the perspective of community corrections officers. The present research fills a gap in the reentry literature by examining the needs and challenges of formerly incarcerated individuals and what makes for reentry success from the perspective of correctional practitioners (i.e., wardens and non-wardens). The views of correctional practitioners are important to understand the level of organizational commitment to reentry and the ways in which social distance between correctional professionals and their clients may impact reentry success. This research reports on the results from an email survey distributed to a national sample of correctional officials listed in the American Correctional Association, 2012 Directory. Specifically, correctional officials were asked to report on needs and challenges facing formerly incarcerated individuals, define success, identify factors related to successful reentry, recount success stories, and report what could be done to assist them in successful outcomes. Housing and employment were raised by wardens and corrections officials as important needs for successful reentry. Corrections officials adopted organizational and systems perspectives in their responses and had differing opinions about social distance. Policy implications are presented.
The Relationship between Pre-Service Music Teachers' Self-Efficacy Belief in Musical Instrument Performance and Personality Traits
Author: Girgin, Demet
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Music Education,Self Efficacy,Musical Instruments,Personality Measures,Preservice Teachers,Music Teachers,Foreign Countries,Student Surveys,Student Attitudes,Teacher Education,Performance,Statistical Analysis

Purpose: Strong self-efficacy bring achievement in instrument education as in other disciplines. Achievement will increase the quality of instrument education, and it will be reflected in the professional lives of pre-service teachers and their students. This suggests that research on belief in musical instrument performance is necessary. Researchers have determined that people's individual traits influence their performance. Personality covers an individual's entire set of biological and psychological, hereditary and acquired abilities, motivation, emotions, desires, habits and all behaviors. For these reasons, personality traits were selected as the second variable of this study. The purpose of this study is to determine the correlation between pre-service music teachers' self efficacy belief in their musical instrument performance and their personality traits. Research Methods: For this study, the researcher cooperated with 250 pre-service music teachers. The study used the correlative survey method. The research data was collected using the Hacettepe Personality Inventory and the Musical Instrument Performance Self-efficacy Belief Scale. Correlation analysis was performed to determine the relationship between pre-service music teachers' musical instrument self-efficacy belief and their personality traits. Findings: The research results indicate a low correlation between pre-service music teachers' self efficacy belief in musical instrument performance and their personality traits. Implications for Research and Practice: In this study, the correlation between pre-service music teachers' self efficacy belief in their musical instrument performance and their personality traits was determined. It can be suggested that other researchers determine other variables that may affect pre-service music teachers' musical instrument performance self-efficacy belief.
Development of Speaking Skills through Activity Based Learning at the Elementary Level
Author: Ul-Haq, Zahoor
Date: 2017-00-00
Type: Journal Articles
Subjects: Skill Development,Speech Skills,Active Learning,Learning Activities,Elementary School Students,Grade 6,Pretests Posttests,Experimental Groups,Control Groups,Scores,Teaching Methods,Statistical Analysis,Foreign Countries

Purpose: This paper discusses an effective instructional method called &quot;activity based learning&quot; that can be used to develop the speaking skills of students in the elementary school level. The present study was conducted to determine the effect of activity based learning on the development of the speaking skills of low and high achievers in a 6th grade class at the elementary school level. Research Methods: The research was based on pre-test post-test equivalent group design. A total of 50 male students served as participants in this research. The participants were selected randomly from two sections and then a pre-test was administered. Based on pre-test scores, the participants were divided equally into experimental and control groups. High and low score achievers in each group were also identified. The experimental group received instruction based on the activity based learning method, and the control group was instructed through the traditional language teaching method. At the end of the experiment, a post-test was administered to measure the development of speaking skills in students. The independent sample t-test was used to test the significance of difference between the mean scores of groups at the 0.05 level. Implications for Research and Practice: The findings of the study suggested that activity based learning was an effective way to enhance students' speaking skills since the experimental group post test score was significantly different from the control group post test score. Based on the result of the study, it is recommended that the activity based learning method be used in class to develop and enhance the speaking skills of students. It is also recommended that teachers be provided training to implement the activity based method in language lessons.
&quot;How Can You Live without Your Kids?&quot;: Distancing from and Embracing the Stigma of &quot;Incarcerated Mother.&quot;
Author: Aiello, Brittnie
Date: 2016-06-00
Type: Journal Articles
Subjects: Mothers,Institutionalized Persons,Correctional Institutions,Social Bias,Social Attitudes,Identification (Psychology),Participant Observation,Interviews,Moral Values,Social Influences,Parent Role,Child Rearing,Ethnography

This article examines how incarcerated mothers constructed moral identities in the face of stigma. Analyzing data from participant observation and 83 in-depth interviews with incarcerated mothers, we show that mothers claimed moral identities by distancing from the stigma of incarceration and/or embracing the identity of incarcerated mothers. Utilizing these strategies, women challenged the stigma of convicted felon/ bad mother and reinforced the assumptions that motherhood is compulsory and should be reserved for women with enough money and standing to give their children advantages. The implications for understanding motherhood as a mechanism of moral identity and social control are discussed.
Doing Time and College: An Examination of Carceral Influences on Experiences in Postsecondary Correctional Education
Author: Runell, Lindsey Livingston
Date: 2016-12-00
Type: Journal Articles
Subjects: Correctional Education,Postsecondary Education,Institutionalized Persons,Qualitative Research,Interviews,Student Experience,Coping,Subcultures

Imprisonment pains often accompany confinement to correctional institutions. Less is known about how related discomforts and deprivations might specifically impact the administration and receipt of postsecondary correctional education. This paper will show how encounters between incarcerated college students, other prisoners, prison educators and corrections officers can influence higher learning in correctional settings. It is based on a qualitative study and inductive analysis of data collected from interviews with 34 formerly incarcerated individuals who were also past and present members of a higher education program in the United States post-release. This research has important policy implications given that incarcerated persons who engage in productive activities such as higher education are better positioned to cope with carceral strains in legitimate ways. It can also help educators and correctional staff develop programs that account for the specific educational challenges of the prison sub-culture.
The Relationship between Prisoners' Academic Self-Efficacy and Participation in Education, Previous Convictions, Sentence Length, and Portion of Sentence Served
Author: Roth, Beate Buanes
Date: 2016-12-00
Type: Journal Articles
Subjects: Institutionalized Persons,Self Efficacy,Correctional Education,Adult Education,Surveys,Participation,Predictor Variables,Factor Analysis,Questionnaires,Foreign Countries,Statistical Analysis

Prison education is an important aspect of adult education. This study investigated current participation in prison education, as well as previous convictions, sentence length, and the portion of sentence served as predictors of academic self-efficacy. Survey data derived from prisoners in all Norwegian prisons provided the empirical evidence for the analyses. A principal component analysis of a 40-item academic self-efficacy questionnaire revealed self-efficacy components in literacy, mathematics, information and communications technology (ICT ), and self-regulated learning. Educational participation had a positive influence on self-efficacy in both mathematics and self-regulated learning. Participants who reported no previous convictions scored higher than others on self-efficacy in mathematics, self-regulated learning, and ICT. Furthermore, the results showed that perceived efficacy in ICT decreased with longer sentence length. Portion of sentence served was not significantly related to any of the four self-efficacy components. The findings are discussed with reference to a need for mastery experiences in prison and implications for policy and practice.
All Aboard the Desistance Line: First Stop, Producing Prosocial Prison Attachments within an HIV Prison-Based Peer Program
Author: Collica-Cox, Kimberly
Date: 2016-12-00
Type: Journal Articles
Subjects: Institutionalized Persons,Females,Acquired Immunodeficiency Syndrome (AIDS),Prosocial Behavior,Peer Teaching,Attachment Behavior,Correctional Education,Interviews,Health Education,Mixed Methods Research,Attitudes,Coping,Peer Relationship

This article explores the importance of social bonds in facilitating an investment in prosocial behavior amongst female prisoners working as HIV peer educators. Female prisoners can lack strong prosocial attachments to both individuals and institutions prior to incarceration. Absent this bond, little prevents the female prisoner from recidivating. Prison provides an opportunity to fashion new attachments that will assist in the reintegrative process. One way to create strong bonds of attachment, particularly for women, is through working as an HIV peer educator while incarcerated. In order to measure attachment levels, interviews were conducted with 49 female prisoners who worked in two HIV prison-based peer programs during their incarceration. Female peers developed strong attachments to one another. Such attachments were formed while incarcerated and were maintained upon release, thus serving to bolster support for newfound prosocial identities.
The Effect of Using the Creative Reversal Act in Science Education on Middle School Students' Creativity Levels
Author: Karaca, Tulin
Date: 2017-00-00
Type: Journal Articles
Subjects: Middle School Students,Creativity,Statistical Analysis,Pretests Posttests,Experimental Groups,Control Groups,Science Instruction,Creative Thinking,Instructional Effectiveness,Foreign Countries,Grade 7,Creativity Tests

Purpose: The purpose of this study is to examine the effects of the creative reversal act (CREACT) used in teaching ecosystems topics on the creativity levels of middle school students. Research Methods: The research was conducted using a quasi-experimental design, a quantitative research method, and a pretest-posttest control group design. The sample of the study was comprised of 39 students in two groups. The quantitative data were analyzed using the dependent and independent samples t-tests in SPSS software. Findings: There was a significant difference between the experimental group, which underwent creative reversal act training, and the control group, which underwent curriculum-based training in terms of creativity scores. The experimental group had higher scores than the control group. There was a significant difference between the two groups in terms of the subcomponents of creativity (fluency, flexibility, originality, and elaboration). The experimental group was more successful in terms of fluency, flexibility, originality, and elaboration. There was a significant difference between the creativity pre- and post-test scores of the experimental group, who obtained higher scores on the post-test. Implications for Research and Practice: The results have revealed that the practice of creative reversal act technique in the teaching of a science subject (ecosystem) promoted the creativity level of seventh graders. The results of such programs whose effectiveness have been tested with regard to creativity training demonstrate that student creativity can be improved. Creating classroom environments in which creativity is highlighted and used is important in terms of increasing the quality of education. [This study was presented as an oral presentation at the 3rd International Eurasian Educational Research Congress.]
An Examination of the Relationship between Self-Control and Cyber Victimization in Adolescents
Author: Peker, Adem
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Control,Bullying,Computer Mediated Communication,Adolescents,Secondary School Students,Foreign Countries,Victims,Correlation,Structural Equation Models,Multivariate Analysis

Purpose: Cyber bullying is a new phenomenon which adversely affects young people. Exposure to the cyber bullying can negatively affect the mental health. The aim of this study is to examine the predictive effect of self-control on cyber victimization in adolescents. Research Methods: The study group was composed of 353 Turkish secondary school students. The research data were collected using the Brief Self-Control Scale and Cyber Victimization Scale. To examine predictive relationships between self-control and cyber victimization, the descriptive relational model was used. In the study, the analysis of the data was made using the Pearson Correlation Coefficient and structural equation modelling. Findings: As a result of the study, significant relationships were determined in the negative direction, at low and moderate level between the impulsivity and self-discipline sub-dimensions of the self-control scale and cyber language victimization, hidden identities and cyber forgery sub-dimensions of the cyber victimization scale. Another result of the study was that the self-control latent variable (SC) covering the impulsivity and self-discipline sub-dimensions predicted negatively the cyber victimization latent variable (CV), which relates to cyber language victimization, hidden identity and cyber forgery sub-dimensions. Implications for Research and Practice: As a result of the study, it was found that self-control predicted cyber victimization in a negative way. The structural modelling analysis indicated that the model related to self-control's predicting cyber victimization was acceptable and the model could account for the relationships between the observed and the latent variables sufficiently. Counselors can place students in activities to improve their self-control skills. [This study was presented at the 2nd International Eurasian Educational Research Congress (Hacettepe University &amp; EJER, 08-10 June 2015).]