ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of School Principals' Leadership Behaviors: A Comparison between Taiwan and Japan
Author: Chen, Yi-Gean
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Behavior,Leadership,Comparative Analysis,Cross Cultural Studies,Elementary School Teachers,Secondary School Teachers,Leadership Styles,Questionnaires,Statistical Analysis,School Effectiveness,Instructional Leadership,Academic Achievement,Professionalism,Asian Culture,Teamwork,Job Performance,Correlation,Multiple Regression Analysis

This study is a cross-national research in school leadership behaviors. Research subjects in this study include primary and secondary school teachers in Taiwan and northeastern Japan. By referring to &quot;School leadership of the future,&quot; this study summarized that school leadership is working toward a team approach to instruction leadership, compound leadership, and diverse leadership. By referring to relevant literature, the researcher also determined pertinent criterion variables, including school effectiveness, teachers' job performance, and teachers' organizational commitment. The results obtained through collecting questionnaire copies and performing statistical analyses are as shown below. Firstly, in terms of the same leadership behavior's contribution to school effectiveness, the two countries revealed some differences. A team approach to instructional leadership is conducive to students' performance in Taiwan and teachers' professionalism in Japan. The two countries also showed differences in different leadership styles' effects in facilitating teachers' commitment. School principals in Taiwan should employ structure and symbol-oriented leadership; whereas, school principals in Japan should employ a team approach to instructional leadership. As indicated by these results, Japan has a stronger team approach to leadership characteristic in comparison to Taiwan. As Japanese culture values team honor, employing a team approach to leadership could facilitate teachers' professionalism and commitment. Due to Taiwanese society's diverse cultures and difficulty in reaching a consensus, setting a clear goal and employing structure and symbol-oriented leadership with an established paradigm or a heroic story may better facilitate teachers' commitment.
Developing the Spouse Emotional Jealousy Scale
Author: Kizildag, Seval
Date: 2017-02-00
Type: Journal Articles
Subjects: Spouses,Psychological Patterns,Affective Measures,Test Construction,Foreign Countries,Factor Analysis,Test Reliability,Test Validity

The Spouse Emotional Jealousy Scale (SEJS) has been developed in order to measure spousal jealousy levels of married individuals in the frame of this study. In the process of developing the SEJS, which is the aim of this study, data was gathered from married people living in Ankara. SPSS and LISREL 8.7 were used for data analysis. After exploratory factor analysis of 267 individual analyses, confirmatory factor analysis was carried out with data gathered from 303 individuals. The ensemble of the model's coefficients are (?[superscript 2][subscript 204]= 600,988, p = 0.00, ?[superscript 2]/sd = 2.95, GFI = 0.84, AGFI = 0.80, NFI = 0.87, CFI = 0.91, RMSEA = 0.08). SEJS's reliability was tested on two separate sets of data: Firstly, Cronbach's alpha coefficient for the scale was found to be 0.95 in the analysis carried out on the set of data gathered from 267 individuals; this was also found to be 0.95 for the set of data gathered from 303 individuals. Secondly, the split half-test reliability was analyzed. The coefficient between the analyses of 267 individuals and 303 individuals was calculated as 0.93 for the one with 267 individuals and 0.92 for the one with 303 individuals. SEJS's validity and reliability show that the scale has the ability to measure spouses' levels of emotional jealousy validly and reliably.
Determining the Roles of Mentors in the Teachers' Use of Technology: Implementation of Systems-Based Mentoring Model
Author: Gökoglu, Seyfullah
Date: 2017-00-00
Type: Journal Articles
Subjects: Mentors,Technology Uses in Education,Case Studies,Technology Integration,Leadership Role,Models,Secondary School Teachers,Foreign Countries,Observation,Diaries,Semi Structured Interviews,Content Analysis,Qualitative Research,Statistical Analysis

The aim of this case study is to evaluate the effect of mentors on teachers' technology integration process into their classrooms. In integration process, interactions between the mentors and the teachers are implemented in terms of Systems-Based Mentoring Model (SBMM). Mentors' leadership roles were determined and changes in teachers' technology integration indicators were analyzed. Observations, dairies and the Indicators of Technology Integration Scale (ITIS) were used for collecting data. The results indicated that the roles of mentors in the integration process are providing technological support, presenting teaching materials and guiding for the achievement of those materials, encouraging teachers for the use of technology in their lessons, increasing the technological literacy and guiding for using technology in the teaching program. Moreover, it was determined that following the steps in the SBMM positively affected to the indicators about teachers' technology integration. The results shed a light that, dealing with mentorship within a framework of a systematic structure in technology integration process among the teachers may contribute the integration process via facilitating the roles of the teachers.
An Alternative Method Used in Evaluating Agreement among Repeat Measurements by Two Raters in Education
Author: Erdogan, Semra
Date: 2017-02-00
Type: Journal Articles
Subjects: Measurement,Interrater Reliability,Repetition,Statistical Analysis,Computation,Predictor Variables,Classification,Sample Size

Taking more than one measurement of the same variable also hosts the possibility of contamination from error sources, both singly and in combination as a result of interactions. Therefore, although the internal consistency of scores received from measurement tools is examined by itself, it is necessary to ensure interrater or intra-rater agreement in order to provide reliability. The biggest problem while conducting agreement analyses for obtained measurement results is deciding which statistical method to use. Inconsistency between measurements obtained by different methods over the same individual has been suggested as being similar to inconsistency between repeated measurements obtained by the same methods over the same individual. For this purpose, a new approach is proposed for estimating and defining an agreement coefficient between raters or methods. Based on this goal, an answer to the following question is sought: When the dependent/predicted variable has two categories (such as successful-unsuccessful, sick-healthy, positive-negative, exists-does not exist, etc.) and there are two raters who each undertake repeat measures, how does the method work in terms of disagreement functions and individual-agreement coefficient, as well as for different numbers of repeat measures and different sample sizes?
Building Partner Cooperation between Teachers and Parents
Author: Šteh, Barbara
Date: 2011-00-00
Type: Journal Articles
Subjects: Parent Teacher Cooperation,Partnerships in Education,Interaction,Elementary School Teachers,Teacher Attitudes,Parent Attitudes,Foreign Countries,Questionnaires,Barriers,Statistical Analysis

This paper presents the goals of teacher-parent cooperation, various potential models for establishing mutual cooperation, and the conditions required to achieve quality interactive cooperation. The partnership model is highlighted as an optimal model of interactive cooperation between teachers and parents, as it includes the distribution of expertise and control with the purpose of ensuring optimal education for children. It enables the creation of an interactive working relationship in which all of those involved are respected and recognised in their efforts to achieve common goals. The second part presents the findings of an empirical study carried out on a representative sample of Slovene primary schools. Teachers (N = 467) and parents (N = 1,690) were asked to express their opinions about the need for mutual cooperation, their view of each other when fulfilling their respective roles, and where they perceive the main obstacles to mutual cooperation. It became evident that teachers and parents have doubts about each other's competence. This does not form a solid base on which to establish and build the necessary partner relationship, and along with it mutual cooperation. Yet both groups to a large extent agree that teacher-parent cooperation is both necessary and useful. This gives rise to the question as to how to ensure that schools adopt policies promoting opportunities for better understanding, for building quality mutual relations and for parents to become more actively involved.
In-Service Science Teachers' Technological Pedagogical Content Knowledge Confidences and Views about Technology-Rich Environments
Author: Timur, Betül
Date: 2011-00-00
Type: Journal Articles
Subjects: Science Teachers,Pedagogical Content Knowledge,Technological Literacy,Teacher Attitudes,Technology Uses in Education,Science Instruction,Technology Integration,Teacher Surveys,Self Esteem,Public School Teachers,Mixed Methods Research,Foreign Countries

Today's computers and related technologies have an important role in enabling visualisations of the workings of various scientific concepts, natural phenomena and mechanisms by creating technology-rich environments (TREs). TREs offer opportunities to science teachers in cases of natural phenomena that might be difficult or impossible to view, dangerous to conduct experiments about, impractical or too expensive to bring into the classroom, or too messy or time consuming to prepare in a school laboratory. However, science teaching cannot and should not be undertaken entirely by TREs. Science teachers need to know how to integrate technology into science classrooms. Measuring science teachers' confidence in technological pedagogical content knowledge (TPCK) and identifying their views about using TREs in science instruction is an important issue. The present study aims to address challenges faced by in-service science teachers when creating TREs and gives suggestions for successful technology integration into science teaching. The data were gathered through a TPCK confidence survey and subsequent interviews. The results show that in-service science teachers have a low level of confidence in using technology during science teaching. The teachers surveyed stressed their need for professional development activities regarding the effective and meaningful use of TREs in science teaching. [This study was presented at ESERA 2011 as an oral presentation.]
Building the Professional Identity of Research Assistants: A Phenomenological Research
Author: Büyükgöze, Hilal
Date: 2017-02-00
Type: Journal Articles
Subjects: Professional Identity,Research Assistants,Phenomenology,Qualitative Research,Semi Structured Interviews,Schools of Education,Foreign Countries

This research aims to investigate the determining factors in how research assistants build their professional identity. In the study, which is a qualitative research method patterned on phenomenology, data was collected using a semi-structured interview form. Structured interviews were conducted with seven research assistants selected from a faculty of education at a state university in Ankara using the criterion sampling method. According to the research results, research assistants were determined to prefer taking faculty members as their role models in building their professional identity. They see this process as an opportunity to specialize in their field and improve themselves, feel that working at a pioneering university with prestige in its field increases their responsibilities, and are more enthusiastic about improving themselves in that direction. In relation to deficiencies in the process of building their professional identity, the participants stated that they have limited opportunities regarding practice and feel uncomfortable conducting research unrelated to their practice. The research results were discussed in the context of related literature, as well as the administrative and functional structure of the higher education system.
Visualisation of Animals by Children: How Do They See Birds?
Author: Tunnicliffe, Sue Dale
Date: 2011-00-00
Type: Journal Articles
Subjects: Animals,Children,Visualization,Freehand Drawing,Cognitive Structures,Age Differences,Foreign Countries,Interviews

Children learn to recognise animals from their earliest years through actual sightings in their own observations of their world, but also through second-hand representations in various forms of media. Young learners begin with a template specimen to which they refer when they see another animal that resembles it, naming the animal accordingly. Gradually, they learn to distinguish members of the subordinate category--bird in the case of the present paper--into subcategories. Accessing their mental model through drawings is one means of discerning their interpretation of both phyla and species. If children of increasing ages are studied, a rationale for the understanding of a such concepts may be forthcoming. The present study investigated children from 6 years to 14 years though interviews, as well as through the drawings on which the paper focuses. As children mature, they observe more and more details about the birds that they see, thus increasing their knowledge not from school but from their own observations outside school.
Examining Social and Sociomathematical Norms in Different Classroom Microcultures: Mathematics Teacher Education Perspective
Author: Güven, N. Dilsad
Date: 2017-02-00
Type: Journal Articles
Subjects: Social Behavior,Behavior Standards,Mathematics,Subcultures,Teacher Education Programs,Mathematics Education,Foreign Countries,Case Studies,Qualitative Research,Grounded Theory,Preservice Teachers,Education Courses,Undergraduate Students,College Mathematics,Classroom Environment,Observation

Each classroom has its own microculture with its own norms that belong to this microculture. It is these norms that characterize every kind of activity and discussion in the classroom. What makes a mathematics classroom different from any other classroom is the nature of norms, rather than their existence or absence. This study aims to identify the social and sociomathematical norms that belong to different mathematics learning environments within this framework as a multiple-case study based on the qualitative design. The data has been collected through observations of two different classrooms in a mathematics teacher education program at a state university in Turkey. The constant comparative method was used for data analysis. This study, with prospective teachers as participants, identifies the social and sociomathematical norms that regulate the classroom microcultures. The findings show how norms with different qualities can be established and sustained in two different courses within the same teacher training program, and their possible effects on learning and teaching are discussed in the context of teacher education.
Student Engagement with a Science Simulation: Aspects That Matter
Author: Rodrigues, Susan
Date: 2011-00-00
Type: Journal Articles
Subjects: Learner Engagement,Teaching Methods,Chemistry,Computer Simulation,Science Instruction,Educational Technology,Interaction,Individual Characteristics,College Students,Secondary School Students,Questionnaires,Pretests Posttests,Technology Uses in Education,Program Effectiveness,Knowledge Level,Prior Learning,Age Differences

It is argued that multimedia technology affords an opportunity to better visualise complex relationships often seen in chemistry. This paper describes the influence of chemistry simulation design facets on user progress through a simulation. Three versions of an acid-base titration simulation were randomly allocated to 36 volunteers to examine their interactions with the simulation. The impact of design alterations on the total number of interactions and their patterns was analysed for the following factors: (a) the place of a feature on the screen; (b) alignment of the sequence of instructions; (c) additional instruction before the simulation; and (d) interactivity of a feature. Additionally, interactions between individual factors, such as age, prior experience with science simulations and computer games, perception of the difficulty of science simulations, and general subject knowledge, on one hand, and the efficiency of using the simulation, on the other hand, were examined. The findings suggest that: (a) centrality of the position of an element significantly affects the number of interactions with the element; (b) re-arranging the sequence of instructions on the screen in left-to-right order improves the following of instructions; (c) providing users with additional written advice to follow numbered instructions does not have a significant impact on student behaviour; and (d) interactivity of a feature was found to have a strong positive correlation with the number of interactions with that feature, which warrants a caution about unnecessary interactivity that may hinder simulation efficiency. Surprisingly, neither prior knowledge of chemistry nor the age of the participants had a significant effect on either the number of interactions or the ability to follow on-screen instructions.
Using Technology to Engage Preservice Elementary Teachers in Learning about Scientific Inquiry
Author: Jones, Loretta L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Science Instruction,Inquiry,Technology,Technology Uses in Education,Educational Technology,Scientific Concepts,Computer Simulation,Audience Response Systems,Tests,Course Evaluation,Student Attitudes

Elementary teachers are often required to teach inquiry in their classrooms despite having had little exposure to inquiry learning themselves. In a capstone undergraduate science course preservice elementary teachers experience scientific inquiry through the completion of group projects, activities, readings and discussion, in order to develop a sense of how inquiry learning takes place. At the same time, they learn science content necessary for teacher licensure. The course exposes students to different pathways of scientific discovery and to the use of the computer both as a tool for conducting inquiry-based investigations and as a means of collecting and sharing student opinions. The students involved have many misconceptions about science and it is often difficult for them to distinguish science from pseudoscience. Computer simulations are used to help students understand that difference. In addition, a classroom response system using &quot;clickers&quot; is used to poll student opinions on controversial issues and to stimulate discussion.
Robots in Education: New Trends and Challenges from the Japanese Market
Author: Basoeki, Fransiska
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Robotics,Trend Analysis,Barriers,Educational Technology,Technology Uses in Education,Educational Practices,Learning Modules,Instructional Materials

The paper introduces and compares the use of current robotics kits developed by different companies in Japan for education purposes. These kits are targeted to a large audience: from primary school students, to university students and also up to adult lifelong learning. We selected company and kits that are most successful in the Japanese market. Unfortunately, most information regarding the technical specifications, the practical usages, and the actual educational activities carried out with these kits are currently available in Japanese only. The main motivation behind this paper is to give non-Japanese speakers interested in educational robotics an overview of the use of educational kits in Japan. The paper is completed by a short description of a new pseudo-natural language we propose for effectively programming one of the presented robots, the educational humanoid Robovie-X.
Technologies for the Study of Speech: Review and an Application
Author: Babatsouli, Elena
Date: 2015-00-00
Type: Journal Articles
Subjects: Language Research,Technology Uses in Education,Child Development,Speech,Educational Technology,Phonetic Transcription,Natural Language Processing,Courseware,Acoustics,Case Studies,Information Management,Information Retrieval,Computational Linguistics

Technologies used for the study of speech are classified here into non-intrusive and intrusive. The paper informs on current non-intrusive technologies that are used for linguistic investigations of the speech signal, both phonological and phonetic. Providing a point of reference, the review covers existing technological advances in language research methodology for normal and disordered speech, cutting across boundaries of sub-fields: child vs. adult; first, second, or bilingual; standard or dialectal. The indispensability of such technologies for investigating linguistic aspects of speech is evident in an application that uses CLAN to manage and perform phonological and computational analysis of a bilingual child's dense speech data, longitudinally over 17 months of phonological development in Greek/English. Backed by acoustic analysis using Praat, developmental results on the child's labio-velar approximant in English are also given.
Teaching Compound Words to a Spelling-Disabled Child via Smart Notebook Technology: ? Case Study Approach
Author: Tsesmeli, Styliani N.
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Elementary School Students,Learning Disabilities,Spelling,Intervention,Morphology (Languages),Teaching Methods,Pretests Posttests,Program Effectiveness,Generalization,Dyslexia,Computer Software,Educational Technology,Computer Assisted Instruction,Hypothesis Testing,Foreign Countries,Reading Tests,Vocabulary,Psychometrics,Syntax,Reading Comprehension,Stimuli,Scoring

The case-study aims to examine the effectiveness of training of morphological structure on the spelling of compounds by a spelling-disabled primary school student. The experimental design of the intervention was based on the word-pair paradigm and included a pre-test, a training program and a post-test (n = 50 pairs). The Training Program aimed to offer systematic, targeted and step-by-step instruction of morphological decomposition of words to the student and delivered via the Smart Notebook educational software. The intervention had a substantial impact in enhancing the spelling of compounds by the individual. Especially, instructional gains were statistically significant, and generalized substantially to untrained but analogous words and pseudowords in terms of structure and common stems. These findings are particularly important for the development of alternative approaches to the educational interventions of individuals with spelling difficulties and developmental dyslexia, and are consistent with the experimental literature.