ethanporcaro/eric-fulltext-meta huggingface dataset:
To Flip or Not to Flip, That&apos;s the Question: Findings from an Exploratory Study into Factors That May Influence Tertiary Teachers to Consider a Flipped Classroom Model
Author: Chellapan, Lakshmi
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Homework,Video Technology,Higher Education,Teaching Methods,Foreign Countries,College Faculty,Teacher Attitudes

The term &quot;flipping the classroom&quot; is relatively recent, although elements of the underlying principles have been around for many years. It is generally accepted that the &quot;flipped classroom model&quot; consists of replacing direct instruction, or lectures, with video clips to be watched off campus, and using face-to-face class time to engage students in active learning activities. Flipping the classroom has been made easier by access to video technologies. The model was initially adopted for use in secondary education, but is increasingly considered by teachers in higher education. However, there is both confusion and scepticism about the concept, and whether there are any benefits in adopting it. In this exploratory study, the main focus was on identifying what staff in three institutions of higher education in New Zealand considered to be the reasons for adopting, and/or for not adopting, or challenges in adopting, this model. In this article, we will report on the findings from the survey part of this mixed-methods study. The findings suggest some respondents saw no value in adopting a flipped classroom model; some considered active learning to be the main idea behind the flipped classroom model (and that this was an old idea in a new guise); and some had or would like to implement the model, but had encountered or were anticipating some challenges in doing so. The findings also suggested a range or lack of common understanding of what the flipped classroom model means. This highlighted the importance of clarifying a definition in any research project and reporting exactly what is meant by &quot;flipped classroom model&quot; in order to avoid conceptual confusion.
Increasing Online Information Retention: Analysing the Effects of Visual Hints and Feedback in Educational Games
Author: Zeglen, Eric
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Games,Electronic Learning,Higher Education,Academic Achievement,Educational Technology,Control Groups,Experimental Groups,Distance Education,Online Courses,College Students,Retention (Psychology)

Although online education offerings continue to grow in the higher education marketplace, issues of student achievement and course rigour still challenge the underlying instructional model, and alignment with institutional missions. Pedagogically, instructors and course designers can mitigate these issues by leveraging technology to further enhance students' cognition and knowledge retention within the online domain. This study analysed the effects of visual hints and elaborate feedback embedded in serious educational games to determine the effects on student learning and information recollection. Using a quasi-experimental design and quantitative testing methods based on differing forms of feedback in the game, significant differences were found among three groups of students in an online educational environment. Mean scores on comprehension tests indicated that participants who were exposed to elaborate feedback and visual hints performed better than control groups in an online learning environment. This supports the underlying framework of information processing theory.
The Comparison of Lower Extremity Isokinetic Strength in Volleyball Players According to the Leagues
Author: Akarçesme, Cengiz
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Team Sports,Athletes,Muscular Strength,Human Body,Motion,Gender Differences

The purpose of the study is to compare the ratio of lower extremity isokinetic hamstring/quadriceps ratio (H/Q), bilateral strength difference (BLD) and relative peak torques (RPT) in volleyball players according to the leagues. 101 volleyball players participated in the study (female=34, male=25 from 1st league; female=21, male=21 from 2nd league). Isokinetic extension and flexion of knee muscle strengths of the volleyball players were determined with isokinetic dynamometer. Independent t test was used to compare volleyball players' flexor and extensor RPT, H/Q ratios and BLD according to their leagues. In the study conducted, it was determined that both male and female volleyball players playing the 1st league had higher RPTs at 60°s[superscript -1] and 180°s[superscript -1] angular velocities. It was determined that volleyball players' BLD was within the desired limits, whereas their H/Q ratios were low. As a result, it was determined that the lower extremity isokinetic knee muscle RPT of the volleyball players playing in the 1st League had better values than those playing in the 2nd league, but these values were higher in the extension RPT. Since the essential requirement of volleyball is the jumping strength of the movements, this case may be related to the greater development of the extensor muscles.
Research on Teacher Self-Efficacy in Turkey: 2000-2017
Author: Cansoy, Ramazan
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Efficacy,Foreign Countries,Predictor Variables,Educational Technology,Technology Uses in Education,Teacher Burnout,Researchers,Elementary School Teachers,Middle School Teachers

In this study, 48 empirical studies on teacher self-efficacy published between 2000-2017 were reviewed in terms of certain basic characteristics, and the research trends were revealed in this area. According to the results obtained in the review, teacher self-efficacy studies in the Turkish context showed an increase in the course of time. Teacher self-efficacy in a specific area was observed to be frequently examined within the context of teaching a subject or using technology in education. This increase in the number of studies did not reflect much on the diversity of the research methods employed, and the studies were often conducted by using quantitative methods. Elementary and middle schools were mostly chosen as the research context. Furthermore, the amount of research on three self-efficacy areas (i.e. collective teacher efficacy, teacher self-efficacy sources, and teachers' general self-efficacy) were considerably limited. Moreover, none of the studies examined the relationship between teacher self-efficacy and collective teacher efficacy and student achievement. Common findings of the studies showed that teacher self-efficacy was a strong predictor or a mediator variable. In this sense, researchers are suggested to study how self-efficacy can be developed experimental and longitudinal works and to conduct studies to reveal insights about collective efficacy in schools, teachers' general self-efficacy, and the outcomes of these efficacy characteristics.
Teachers&apos; Development Approaches of High School Administrators
Author: Gökyer, Necmi
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Teacher Attitudes,Secondary School Teachers,Administrator Role,Faculty Development,Principals,Teacher Improvement,Institutional Characteristics,Teacher Characteristics

The purpose of this research is to determine the level of teacher development approaches of high school managers, according to their views and the opinions of teachers. The universe of the study constitutes of 2805 teachers in 47 high schools in Elazig province in 2016-2017 academic year conducted in screening research type. The sample consists of eight schools determined by random sampling method and 356 teachers and 150 managers working in these schools. According to the results of the research, managers use the approaches which are in the sub-dimensions of teacher development activities and the continuous professional development, and the whole scale at the level of &quot;sometimes&quot;; and the approaches which are in sub-dimension of the educative role of administrators of at the level of &quot;always&quot;. According to the views of high school teachers, school administrators use the approaches in the sub-dimensions of educative role of managers, teacher development activities and in the whole scale at the level of mostly.
The Effect of Flipped Classroom on the Academic Achievement and Attitude of Higher Education Students
Author: Saglam, Duygu
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Homework,Video Technology,English (Second Language),Second Language Instruction,Teaching Methods,Program Effectiveness,Academic Achievement,Student Attitudes,College Students,Foreign Countries

This study aims to search the effect of flipped classroom on students' learning a new grammar structure and their attitudes towards the English course. The study was carried out for 6 weeks with 56 students studying in five different preparatory classes at a black sea region university's foreign languages school in the fall term of 2015-2016 academic year. The design of the study was 'non-equivalent control group design' which is one of quasi-experimental designs. Data were gathered with help of an achievement test and an attitude scale. Flipped classroom model was applied in the experimental group while traditional instruction was applied in the control group. At the end of the study, it was concluded that flipped classroom had medium effect on students' academic achievements and attitudes comparing to traditional instruction.
The Impact of Pre-Competition Estimated Results for Elite Archers on Performance According to Achievement Goal Theory
Author: Isik, Utku
Date: 2018-00-00
Type: Journal Articles
Subjects: Athletes,Athletics,Competition,Self Concept,Goal Orientation,Scores,Correlation,Performance,Individual Characteristics,Prediction,Accuracy,Comparative Analysis,Foreign Countries,Achievement Need

This study aimed to evaluate the estimated/judged results for elite archers before competitions in the context of Achievement Goal Theory and determine its impact on actual performance. Also, the study assessed the impact of goal orientation on the competition scores to comprehend the relationship between goal orientation and performance. Study participants were 116 elite archers who participated in Adult-Youth Indoor Turkey Championship in Izmir. Before the competition, the participants filled in the &quot;Task and Ego Orientation in Sport Questionnaire&quot;. Before this scale, a survey form, developed by the researcher, was given to participants to learn about their personal characteristics. The participants were asked to make a note of the numbers they wore on the chest of their uniforms and the predicted/judged scores on the survey form. They were informed that at the termination of the competition, their actual scores and their predicted scores would be compared. The study presents two important results. The first result is related to the fact that athletes with high goal orientation were significantly more successful than those with low goal orientation in a real competition environment. The other result of in the current study was the significant relationship between the pre-competition predictions/estimates of individuals with high goal orientation and their competition performances. This study is significant because it demonstrated that individuals with higher goal orientations have higher performances and that their predictions/estimates for their performance are much more accurate.
Effects of the Flipped Classroom Model on Students&apos; Self-Directed Learning Readiness and Attitudes towards the English Course
Author: Ceylaner, Sibel Günay
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Homework,Video Technology,Educational Technology,Grade 9,Student Attitudes,English (Second Language),Second Language Instruction,Learning Readiness,High School Students,Vocational Education,Time Management,Teacher Role,Student Centered Learning,Student Responsibility,Interaction

This study aims to investigate the effects of the flipped classroom model on ninth grade students' self-directed learning readiness and attitudes towards the English course and identify how the flipped classroom method affects students' self-directed learning readiness and attitudes towards the English course as well as the potential reasons for these. The study adopted an explanatory sequential design, one of the mixed method research designs. In line with the mixed method approach, quantitative phase of this study utilized pretest-posttest control group quasi experimental design, and the qualitative phase included focus group interviews to collect data. Quantitative data were collected using the &quot;Self-directed Learning Readiness Scale&quot; and &quot;Attitudes towards the English Course Scale&quot;. The study was conducted with 46 ninth grade students who were enrolled in Vocational and Technical Anatolian high school in a city located in the southern part of Turkey in the 2015-2016 education year. Results showed a significant difference between the experimental and control group in terms of self-directed learning readiness and attitudes towards the English course in favor of the experimental group students. According to qualitative findings, the flipped classroom method had positive contributions to students' self-directed learning readiness and attitudes towards the English course. Quantitative and qualitative findings were found to be parallel with each other.
Explicit versus Implicit Modes of EFL Reading Literacy Instruction: Using Phonological Awareness with Adult Arab Learners
Author: Ibrahim, Mahmoud
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Phonological Awareness,Undergraduate Students,Arabs,Foreign Countries,Student Attitudes,Positive Attitudes,Reading Instruction,Control Groups,Experimental Groups,Teaching Methods

There is a strong belief among language teachers that intensive exposure to language alone can lead to acquisition. The present study is a qualitative- quantitative research design that used a quasi-experimental design to compare between the effectiveness of intensive exposure to language versus phonological awareness explicit instruction on adult Arab EFL learners' EFL reading literacy in a Saudi university context. The study is also concerned with Saudi adult learners' attitudes towards phonological awareness instruction. Participants (N=89) were all male students enrolled in an intensive EFL undergraduate program, where they were required to pass an intensive EFL course. Sample were randomly divided into a treatment group (N=47), who received phonological awareness treatment, and a control group (N=42) who were exposed to language intensively. Posttest findings confirmed the significant effect of phonological awareness instruction on the sample's EFL literacy. Moreover, positive attitudes towards the program were detected in the interviews held at the end of treatment. Therefore, the study recommended introducing phonological awareness instruction to develop Arab learners' EFL literacy.
Shifting Teachers&apos; Perceptions of School Culture in Turkey: A Mixed Methods Study
Author: Kalman, Mahmut
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Attitude Change,School Culture,Pretests Posttests,Foreign Countries,Secondary School Teachers,Instructional Leadership,Cooperative Learning,Educational Objectives,Collegiality,Faculty Development,Elementary School Teachers

The purpose of the present study was to examine the effects of school culture training on teachers' perceptions of school culture. The sample consisted of thirty-six primary, middle, and secondary school teachers working at schools in a large city in South-eastern Turkey. A mixed research methodology was used in the study. A one-group pre- and post-test experimental design was employed in the quantitative strand of the research. A training program on school culture including four sessions was implemented by the researchers. A descriptive qualitative study was conducted following the completion of the training. Pre- and post-training data were gathered using the School Culture Scale. Furthermore, focus group discussions were used to obtain qualitative data. The results indicated that the training led to positive changes in teachers' perceptions of school culture. Significant differences were detected in teacher perceptions of leadership based on cooperation, common goals, and cooperative learning dimensions of school culture. However, there were not statistically significant differences in teacher cooperation, professional development, and collegial support. Qualitative findings were consistent with the quantitative ones. It is suggested that changing teacher perceptions of school culture must be prioritized in the construction of positive and strong school cultures.
An Intersectional Feminist Perspective on LGBTQ Youth in Foster Care: Implications for Service Providers
Author: Nourie, Amy E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Feminism,Homosexuality,Youth,Children,Foster Care,Advocacy,Child Welfare,Training,Learning Modules,Social Bias,Student Diversity,Inclusion

LGBTQ children are overrepresented in the foster care system in the United States. These children are also at higher risk for homelessness and suicide. While there are some legal protections for this population, more research and advocacy are needed to help these young people thrive despite their situations. An intersectional feminist perspective on advocacy and queer theory could change the landscape of political activism and training for child welfare professionals. In this article, three activist approaches to training are discussed as ways to revolutionize advocacy and treatment of LGBTQ youth in child welfare. The authors propose 1) providing intersectional and feminist principles in child welfare diversity training modules, 2) including the exploration of self-identity in these trainings, and 3) developing a better understanding of how heteronormative bias and perceptions of deviance can be perpetuated.
Investigating the Effectiveness of Media Research on Noticing Media Effects: A Multiple Case Study
Author: Kartal, Osman Yilmaz
Date: 2018-00-00
Type: Journal Articles
Subjects: Media Research,Program Effectiveness,Mass Media Effects,Case Studies,Journalism Education,Preschool Education,Preschool Children

Pre-school education is carried out during a developmental period in which children are vulnerable and dependent on cognitive and affective aspects. In this period, the media is being used at a remarkable level in the formal and informal educational life of children. As a result of their interactions with the media, children are exposed to both positive and negative impositions of the media. Teachers are one of the stakeholders with professional responsibilities that should support children in the face of media impositions. Teachers need to have a high level of awareness of the influence of the media. In the study, the effectiveness of media research on the level of awareness of preschool teachers' media influence is examined. The study was carried out with multiple case studies. Different media researches were conducted on 6 different cases. Pre-school prospective teachers who conduct media research state that media research is quite effective in recognizing the media effect. They emphasize that media should be used consciously in pre-school education practices and media should not be used without conducting media researches.
Investigating Preschool Teachers&apos; Self-Efficacy in Inclusion Practices in Turkey
Author: Özokcu, Osman
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Self Efficacy,Disabilities,Inclusion,Teacher Attitudes,Classroom Techniques,Special Education,Laws,Educational Policy,Knowledge Level,Special Needs Students,Foreign Countries

This study investigated preschool teachers' self-efficacy levels in inclusion practices in terms of teacher-related demographic variables. The study was designed as a descriptive survey study using quantitative data collection tools. The participants were 318 teachers who are working in preschool educational institutions in the province of Malatya, Turkey. The Teacher Efficacy for Inclusive Practice (TEIP) Scale, which was developed by Sharma, Loreman, and Forlin (2012) and whose validity and reliability studies were carried out by Bayar (2015), was used to determine preschool teachers' self-efficacy in inclusive practices. The study found that the preschool teachers scored 4.91 out of six points on the TEIP scale, which measures self-efficacy in inclusion practices. The preschool teachers' age, gender, educational level, and level of interaction with individuals with special needs were not found to affect their scores on the scale significantly; however, their levels of special education training, knowledge of local laws and policies, self-confidence in working with disabled individuals, and experience in working with disabled students were found to affect their scores significantly. The findings of this study were discussed with possible implications for teachers in Turkey.
The Relationship between Body Composition and Physical Fitness Parameters in Children
Author: Eler, Nebahat
Date: 2018-00-00
Type: Journal Articles
Subjects: Body Composition,Physical Fitness,Correlation,Body Height,Body Weight,Muscular Strength,Measurement,Computer Software,Gender Differences,Team Sports,Physical Development,Motor Development,Preadolescents,Foreign Countries

The aim of this study is to analyze the relationship between body composition and physical fitness parameters in children. 286 male and 311 female students have voluntarily participated in the study. Data on body composition have been obtained through the measurements of the students' height, body weight, BMI, body fat percentage, length (sitting height, arm length, forearm length, leg length, thigh lengths), circumference (elbow, shoulder, biceps (flexion), buttock, knee, waist, calf, ankle). For somatotype characteristics, the Heat-Carter somatotype grading method has been used. The Sit-Reach Flexibility Test (cm) has been used to determine the characteristic of flexibility; the 20 m. Speed Test (seconds) to determine speed; the 20 m. Sit-up test to determine endurance; Takkei hand dynamometer to determine right-left hand grip strength; Takkei back and lift dynamometer for leg strength and the Flamingo Balance Test for balance have been used. In the analysis of data, the SPSS 16 software has been used and T test and Pearson correlation test have been carried out (p&lt;0.05). Between the body composition and physical fitness parameters of female and male students, a statistically significant relationship has Gender been found with the exception of age, arm and waist measurements (p&lt;0.05). In both genders, positive or negative relationships have been found between height, circumference measurements and somatotype characteristics and performance tests (p&lt;0.05). It was found that there is a negative or positive relationship between the heights, circumference measurements and somatotype characteristics and their strength, endurance, speed, flexibility and balance characteristics of female and male children aged 10-12. As a result, it has been seen that the body composition of children aged 10-12 affects the physical fitness parameters. Children in this age group which is both a period of growth and development and skills selection period for numerous sports branches should regularly be followed by their physical education teachers, anthropometric measurements and performance tests should be carried out and the children should be directed towards suitable sports branches.