ethanporcaro/eric-fulltext-meta huggingface dataset:
Dream Team--The Case of an Undergraduate Surgical Talent Development Project
Author: Jensen, Rune Dall
Date: 2016-04-00
Type: Journal Articles
Subjects: Talent Development,Undergraduate Students,Case Studies,Extracurricular Activities,Hands on Science,Mentors,Surgery,Medical Students,Science Course Improvement Projects,Gender Differences,Student Attitudes,Questionnaires,Grades (Scholastic),Supervision,Comparative Analysis,Foreign Countries,Factor Analysis,Maximum Likelihood Statistics

To be successful, a surgeon must master a variety of skills. To meet the high demand for surgical expertise, an extracurricular undergraduate project was launched. The extracurricular project consists of hands-on laparoscopic training and a mentorship programme. The project aims to find the best surgical talents among fourth-year medical students. The aim of the present paper is threefold: 1) to present the structure, i.e., the selection and training methods, of the Dream Team project; 2) to investigate the gender and grade distribution among the Dream Team students compared with their peers in medical school; and 3) to investigate the Dream Team students' evaluation of the project. Students (n = 168) were satisfied with the 1-week course. This post-programme evaluation revealed a variation in satisfaction (n = 68). The gender distribution on the Dream Team did not correlate with the gender distribution at the medical school. Dream Team students' grades showed variation, but generally matched the average grades obtained by medical school graduates. The 1-week extracurricular course increased students' interest in the surgical specialty. The role of the mentor was pivotal. Dream Team participants performed at an average level in medical school. Male students seemed to perform better in the laparoscopic tests.
The Development of Science Concept in Turkey and Effects of Constructivism on 2004 Primary Science Curriculum
Author: Öztürk, Faruk
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Concepts,Concept Formation,Constructivism (Learning),Elementary School Science,Elementary School Curriculum,Science Education History,Educational Development,Instructional Innovation,Social Change,Political Influences,Educational Change

The aim of this study is to examine the development of science concept in Turkey. It is seen that the historical process of science concept in Turkey has developed within two stages. The first setting is the later stages of the Ottoman State and the Republican Era, at which time positivism was prevalent as noted in the objectives of the national science curriculum. The second stage includes the period starting from 2004 to the present when the effects of postmodern epistemology started to partially be seen with the initiation of the new elementary curriculum based on a &quot;constructivist approach&quot;. Positivism entered into the Ottomans during the 19th century and it affected especially the school programs. During this process, at first the positivist/modernist paradigms and later on the postmodernist paradigms affected the curricula scientifically and epistemologically. This study was based on document analysis approach. The documents used in this study were selected to represent the science curriculum of 1913, 1924, 1926, 1930 and 2004 programs. The document analysis revealed that the remained effects of positivism is observed until 2004 program. Even though, there is no deviation from the basic paradigm regarding scientific understanding until the 2004 program, the 2004 program reflects a fundamental break from the traditional approach to constructivism.
Is Learning Only a Cognitive Process? Or Does It Occur in a Sociocultural Environment?: &quot;Constructivism&quot; in the Eyes of Preschool Teachers
Author: Öztürk, Duygu Saniye
Date: 2016-04-00
Type: Journal Articles
Subjects: Constructivism (Learning),Preschool Teachers,Cognitive Processes,Focus Groups,Interviews,Teacher Attitudes,Qualitative Research,Teacher Characteristics,Sociocultural Patterns,Learning Activities,Educational Environment,Foreign Countries

This study aims to identify the views of preschool teachers about learning within the framework of the cognitive and sociocultural constructivist approach and reveal the practical applications of constructivist learning in the 2006 Preschool Curriculum. Participants were ten preschool teachers working at three preschools in Bolu, Turkey and data were collected from focus group interviews with these teachers. According to the findings preschool teachers' views about children's learning through school activities were primarily in line with the sociocultural constructivist approach. The majority of teachers were found to believe constructivist learning could best be realized in preschool classes through open-ended activities.
Language Ideology and the Colonial Legacy in Cameroon Schools: A Historical Perspective
Author: Nana, Genevoix
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Language Attitudes,Language of Instruction,Foreign Policy,Educational History,African Languages,Multilingualism,English (Second Language),Second Language Learning,Pidgins,Standard Spoken Usage,Religion,French,German,Official Languages

Cameroon prior to colonization had many languages, with none having precedence over the other. With the development of trade and the installation of missionaries along its coast, a number of local and European languages gained prominence. English became the most widely used western language. It established itself as the language of trade and of the court of equity while some local languages and Pidgin English were standardized and used in evangelization. With the triple presence in succession, and concurrently, of the German protectorate, the British and the French administrations, the ideology of &quot;one nation, one language&quot; that developed in eighteenth century Europe was pursued, with varying degrees of effectiveness, in Cameroon by these administrations. This ideology was applied with resolve in education, mostly by the French rule, and made an impact on pre- and post-independence Cameroonian authorities who adopted English and French as official languages of the country.
Conflicts at Schools and Their Impact on Teachers
Author: Göksoy, Süleyman
Date: 2016-04-00
Type: Journal Articles
Subjects: Conflict,Organizational Climate,Organizational Culture,Teacher Effectiveness,Qualitative Research,Semi Structured Interviews,Etiology,Teacher Response,Teacher Attitudes,Conflict Resolution,Collegiality,Individual Differences,Institutional Characteristics,Foreign Countries

Based on teacher views, the study was set out to identify school conflicts, reasons behind them, their impact and responses to conflicts. The study undertaken via survey model utilized a qualitative research method. Study group of the study was composed of 57 classroom and subject matter teachers employed in Bolu central district during 2014-2015 academic year. Research data were collected with the help of semi-structured interview form and analyzed via content analysis. Some of the results obtained in the study are as follows: According to teachers, conflicts at schools are negative situations caused by differences of opinion and forming groups with like minded people based on inability to find common ground and disagreements, tension, unconformity, lack of communication and ideological clashes. Conflicts result mainly from lack of communication followed by personal, political-ideological and organizational factors. Conflicts have both negative and positive results in psychological, social and organizational aspects. Teachers who experience conflicts have negative feelings such as disappointment, insensitivity, stress, sorrow, uneasiness etc. and may dislike their professions, have low morale and motivation, form groups with like minded people and have reduced performance. Teachers who experience conflicts either respond, by arguing, evading the situation or using violence, or remain unresponsive.
Postsecondary Students with Specific Learning Disabilities and with Attention Deficit Hyperactivity Disorder Should Not Be Considered as a Unified Group for Research or Practice
Author: Budd, Jillian
Date: 2016-04-00
Type: Journal Articles
Subjects: College Students,Attention Deficit Hyperactivity Disorder,Learning Disabilities,Comorbidity,Online Surveys,Questionnaires,Grades (Scholastic),Parent Background,Educational Attainment,Self Efficacy,Barriers,Study Habits,Motivation,Time Management,Foreign Countries,Statistical Analysis,Student Characteristics

Objective: To examine similarities and differences among college/university students with ADHD, LD, and comorbid ADHD and LD on variables related to academic performance. Method: Students who self-reported ADHD (n = 42), LD (n = 72), or comorbid ADHD and LD (n = 42), completed an online questionnaire which evaluated grades, parental education, course and social self-efficacy, and personal and school related obstacles and facilitators. Results: Students with ADHD (with or without comorbidity) reported the worst grades, personal situations (e.g., study habits, personal motivation), and course-related self-efficacy (e.g., time management, keeping up-to-date with school work). The single exception was that students with ADHD had more confidence in understanding textbooks than students with LD. Comorbid ADHD and LD sometimes led to worse outcomes than LD or ADHD alone. Conclusion: The common practice of combining all three groups, &quot;LD and/or ADHD&quot;, should be avoided. Suggestions are made about what could be done to help students with ADHD.
Evaluation of Games in Games and Physical Activity Course Curriculum in Terms of Common Basic Skills
Author: Inan, Mehmet
Date: 2016-04-00
Type: Journal Articles
Subjects: Basic Skills,Games,Physical Activities,Play,Curriculum,Foreign Countries,Printed Materials,Creative Thinking,Critical Thinking,Communication Skills,Turkish,Information Technology,Problem Solving,Entrepreneurship,Language Fluency,Grade 1,Grade 2,Grade 3,Grade 4,Elementary School Students

The purpose of this study was to provide an overview of the games in the &quot;I am Playing Games&quot; (IPG) compilation booklet that was used in the Games and Physical Activity (GPA) curriculum. 257 games in IPG compilation booklet were coded whether they had elements that would enable development of common basic skills or not. Common basic skills were critical thinking, creative thinking, communication, research, problem solving, using information technologies, entrepreneurship, speaking Turkish correctly, effectively, and fluently. Common Skills Control List (CSCL) that includes sub-skills belonging to each common basic skill was used for coding (Dogan, 2014). The results of the study indicated that the games in IPG compilation booklet included elements of critical thinking, creative thinking, and communication skills in all grades. The findings showed that problem solving and entrepreneurship skills were mostly represented in all grades except the first grade. And, research skills were the less used skills in the games. The effort of the study may guide educators and game experts to focus on particular common basic skills in order to create games for particular grade levels.
Attachment Styles as a Predictor of Relational-Self Construal
Author: Eroglu, Yüksel
Date: 2016-04-00
Type: Journal Articles
Subjects: Predictor Variables,Attachment Behavior,Foreign Countries,College Students,Correlation,Multiple Regression Analysis,Self Concept,Fear,Psychological Needs,Anxiety,Anxiety Disorders,Rejection (Psychology),Interpersonal Relationship,Personal Autonomy

The purpose of this study is to examine relationships between attachment styles and relational self-construal. The study was carried out with 376 students (223 male, 153 female) enrolled in different faculties of Bayburt University. The data was collected using the Relationship Scales Questionnaire and Relational-Interdependent Self-Construal Scale. In the study, the relationships between the attachment styles and the relational self-construal were analyzed via the Pearson correlation analysis. In order to analyze the predictive role of the attachment styles on the relational self-construal, the multiple regression analysis was used. Pearson correlation analysis indicated that the relational self-construal was positively related with the secure and preoccupied attachment styles, but negatively related with the dismissive and fearful attachment styles. According to the multiple regression analysis results, the dismissive, preoccupied and secure attachment styles accounted for 17% of the variance in the relational self-construal. Furthermore, the relational self-construal was predicted positively by the secure and the preoccupied attachment styles, but negatively by the dismissive attachment style.
The Correlation of Multiple Intelligences for the Achievements of Secondary Students
Author: Ahvan, Yaghoob Raissi
Date: 2016-02-23
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Multiple Intelligences,Academic Achievement,High School Students,Questionnaires,Multiple Regression Analysis,Predictor Variables

The present study attempts to investigate the relationship between the multiple intelligences and the academic performance achievement levels of high school students based on Gardner's multiple intelligences theory. This was a descriptive correlation study. To accomplish this purpose, 270 students of high school of Bandar Abbas selected by clustering random sampling, and all of them filled the Gardner's multiple intelligences questionnaire. For analysis of collected data, descriptive statistics including Mean, Standard Deviation, Pearson coefficient correlation and regression were used. Findings of this study revealed that moderate inter-correlation exists between verbal-linguistic and visual-spatial intelligences and academic performance achievement (p&lt;05). Multiple intelligences such as logical-mathematical, visual-spatial, verbal-linguistic, intrapersonal, bodily-kinesthetic, interpersonal and naturalistic have a significant positive relationship with academic performance achievement of students (p&lt;05). It became clear that multiple intelligences like visual-spatial, verbal-linguistic and interpersonal statistically significant and were able to predict academic performance achievement (p&lt;05), whereas musical intelligence was a tunable negative predicator for academic performance achievement of students.
Coaching and Mentoring Model Based on Teachers' Professional Development for Enhancing Their Teaching Competency in Schools (Thailand) Using Video Tape
Author: Asanok, Manit
Date: 2016-02-23
Type: Journal Articles
Subjects: Foreign Countries,Coaching (Performance),Mentors,Models,Faculty Development,Teacher Competencies,Video Equipment,Teacher Attitudes,Communities of Practice,Classroom Techniques,Teaching Methods,Information Technology,Skill Development

The study aims to develop coaching and mentoring model, study the usage findings in the model and to evaluate the activity management in the model by surveying 100 participant teachers' opinion, under jurisdiction of the office of Mah Sarakham Primary Educational Service Area 1, Thailand. The model consisted of 3 steps and 4 phases including planning, process for development consisted of 4 phases including: training for coaching and mentoring (C&amp;M), sharing and learning together, coaching and mentoring. In Phase 1, half of the teachers obtained comprehensive content, while in Phase 2, the teachers still lacked confidence in constructing the C&amp;M system as well as professional learning community (PLC). They had anxiety in constructing the video and wanted to develop this skill. In phase 3 after follow up, the teachers had higher confidence. They had good attitude towards the construction for PLC, and were able to make plan in applying the C&amp;M system in the classroom. In addition, they were train on how to use the program. The teachers shared their teaching experience as well as showed group leadership skills and shared value and vision in developing their teaching competency. Phase 4 found that there was propriety in teachers' teaching competency in all of 4 dimensions including the classroom management, the knowledge, the teaching method, and the diagnosis.
Conceptions of Childhood in the Educational Philosophies of John Locke and John Dewey
Author: Bynum, Gregory Lewis
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Policy,Educational Philosophy,Comparative Analysis,Intellectual Development,Play,Adults,Politics,Developmental Tasks,Personality Traits,Educational Practices,Experiential Learning

This article compares progressive conceptions of childhood in the educational philosophies of John Locke and John Dewey. Although the lives of the two philosophers were separated by an ocean and two centuries of history, they had in common the following things: (1) a relatively high level of experience working with, and observing, children that is unusual among philosophers (Dewey started a progressive children's school and Locke worked as an educator of children and as an advisor to parents), (2) a high level of respect, grounded in observations and experiences of children, for children's intellectual powers, and for the influence of childhood intellectual experience on adult life and adult political institutions, (3) a respect for children's spontaneity and love of play, (4) a philosophical emphasis on the need for education that provides continuity (instead of abrupt and confusing ruptures) between childhood experience and adult experience, and (5) an impatience with traditional forms of education that force children into educational projects without regard for children's interests and desires. There are also interesting differences of emphasis between the two philosophers; Locke was particularly attentive to the need for educators to respond to the diverse temperaments of individual children, while Dewey emphasized the need for education that draws children into socially and technologically relevant projects. Studying Locke and Dewey together can provide today's childhood educators with a helpful and empowering sense of intellectual heritage to support educational practices that better respect the intellectual and experiential lives of young children. Further, examining the two philosophers' differences can stimulate us to illuminating debate on possible, varying approaches to childhood-intellect-respecting education that we might use today.
Digital Decisions: Educators, Caregivers and Parents Must Be well Informed When Making Decisions about Children's Use of Technology and Media
Author: Pepper, Stephanie Puckett
Date: 2015-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Infants,Children,Parent Role,Teacher Role,Caregiver Role,Decision Making,Knowledge Level,Programming (Broadcast),Use Studies,Users (Information),Television Viewing,Media Literacy,Violence,Sexuality,Commercialization,Play

Increasingly, technology plays an important role in the daily lives of children, both at home and at school. Making informed decisions about the wise application and frequency of technology and media use can be both challenging and overwhelming for parents, caregivers and educators. Many issues surround the unwise use of technology and media by children. Programming containing violence and sexual content, as well as programming produced solely for marketing commercial products, is not appropriate for children. Additionally, children's engagement with technology should not stand in competition with valuable time that could be spent in active and creative pursuits outdoors. The amount of time spent passively engaged with television and other devices has been associated with childhood obesity and other negative outcomes. Understanding that economic and political powers control the media, parents and educators should be aware that children are vulnerable targets and may be exploited for financial or personal reasons. Thus, media-educated individuals must be prepared to make wise choices regarding its use. Emphasis should be placed on using technology as a tool for learning and active engagement.
The Evaluation of Burnout Levels of Sports Sciences Faculty Students
Author: Kocaeksi, Serdar
Date: 2016-02-23
Type: Journal Articles
Subjects: Burnout,Athletics,Preservice Teachers,Statistical Analysis,Gender Differences,Measures (Individuals),Foreign Countries,Teacher Competencies,Recreation,Training

The aim of this research is to evaluate the burnout levels of sports sciences faculty students in terms of some other variables. 46 Female (Age, M: 20.88 ± 1.86) and 107 male (Age, M: 22.15 ± 2.15) in total 153 students participated in this research. Maslach Burnout Inventory-Student Form (MBI-SF) was used for data collection. Descriptive statistics and Multivariate Analysis of Variance (MANOVA) analyses were used to analyze the data. After the data were analyzed in terms of gender, it was found that that there was a significant difference between the sub-scales of the burnout scale, depersonalization and exhaustion (p&lt;0.05). As for the sub-scale of competence, no significant difference was identified (p&gt;0.05). In terms of the grade of the students, there was a statistically significant difference only on the depersonalization sub-scale of the burnout scale (p&lt;0.05). However, no difference on exhaustion and competence sub-scales (p&gt;0.05) was identified. There was a statistically significant difference only on the sub-scale of depersonalization in terms of the department of the students (p&lt;0.05), there was no difference on exhaustion and competence sub-scales in terms of the department of the students (p&gt;0.05). Consequently, it appears that the burnout levels of sport sciences faculty students might change in terms of gender, class levels and within the department of education.
Global Initiatives for Early Childhood Care and Education: Global Guidelines and Global Guidelines Assessment
Author: Trube, Mary Barbara
Date: 2015-00-00
Type: Journal Articles
Subjects: Global Approach,Early Childhood Education,Child Care,Guidelines,Educational Quality,International Cooperation,International Organizations,Evaluation Methods,Program Evaluation

This report focuses on the Association for Childhood Education International's (ACEI) Global Guidelines (GG) and Global Guidelines Assessment (GGA), which were developed in response to and in keeping with the prominence that the issue of quality early childhood care, development, and education has reached globally. Further, the paper positions the GG and GGA within the context of international initiatives addressing quality in Early Childhood Care and Education (ECCE) and identifies ACEI's future plans in regard to GG and GGA.