ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Negatively Affecting University Adjustment from the Views of First-Year University Students: The Case of Mersin University
Author: Sevinç, Seda
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Student Adjustment,Case Studies,Qualitative Research,Influences,Coping,Interviews,Content Analysis,Emotional Adjustment,Social Adjustment

This qualitative case study aims to investigate the most common factors that negatively affect adjustment to university and coping strategies used by first-year university students in the adaptation process from the viewpoint of first-year university students. The participants were 25 first-year university students from various faculties at Mersin University. The data were gathered through interviews, which comprised 24 interview questions developed by the researchers. Collected data were content-analyzed following the process of identifying, coding, and categorizing data patterns. The results revealed significant factors that negatively affect the academic, social, personal-emotional, and institutional adjustment of first-year university students. These students' academic adjustment was negatively affected by relationships with faculty and teaching quality, whereas social adjustment was negatively affected by friendship relations, participation in recreational activities, and leisure-time management. In addition, individual factors, such as shyness, fear of failure/disapproval, loneliness, and homesickness, and institutional factors, such as sense of identity and belonging to a university, were perceived as prominent factors affecting students' adjustment. The results also indicated that these students mostly used avoidance coping to deal with challenges in the university adjustment process.
An Evaluation of Geographic Information Systems in Social Studies Lessons: Teachers' Views
Author: Aladag, Elif
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Studies,Geographic Information Systems,Teaching Methods,Teacher Attitudes,Teacher Education,Interviews,Content Analysis,Foreign Countries,Computer Software,Map Skills,Retention (Psychology),Elementary School Teachers,Computer Literacy,Qualitative Research

The aim of this study is to evaluate the applicability of Geographic Information Systems (GIS), used increasingly in primary and secondary education across the world, in social studies lessons in Turkey. In line with this aim, 14 social studies teachers working in the province of Aydin, Turkey received a 6-hour training course about GIS during the 2011-2012 academic year. The training covered theoretical information on GIS, a demonstration of ArcGIS 9.2--a GIS software widely used in the world, and the presentation of GIS-based teaching materials prepared by the researcher prepared in accordace with the Turkish national social studies curriculum for primary schools. Following the training, interviews were conducted with the teachers, during which their views were sought regarding the applicability of GIS in social studies lessons in primary education, its benefits, potential difficulties, and what action should be taken. Data were collected using a &quot;Teacher Interview Form&quot; consisting of 6 open-ended questions developed by the researcher. Content analysis was used for the data analysis. The study revealed that the teachers found GIS considerably useful in primary education due to its ability to enable students to learn visually, improve their map skills, and promote retention. However, the teachers also mentioned several potential problems, including their own shortcomings in using both computers and GIS, the lack of time allotted for such activities, students' inadequate computer skills, and the level of difficulty of GIS since it has been found to be rather difficult for the students. A number of solutions to these problems have been proposed in the study.
Attitudes of Social Studies Teachers toward Value and Values Education
Author: Celikkaya, Tekin
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Elementary School Teachers,Teacher Attitudes,Values,Values Education,Phenomenology,Semi Structured Interviews,Qualitative Research,Content Analysis

This research was conducted to determine how social studies teachers define value and &quot;values education&quot; as well as reveal the problems they encountered during the implementation. The participants in this study consisted of 17 social studies teachers from 12 primary schools (selected out of 39 primary schools in the city of Kirsehir through simple random sampling) in the 2011-2012 academic year. Phenomenology, one of the qualitative research methods, was used to collect the data. In addition, a semi-structured interview was conducted that consisted of seven open-ended questions. Inductive analysis, one of the content analysis types, was employed to analyze the data obtained in the research. The findings show that the social studies teachers defined value by terms such as &quot;esteem,&quot; &quot;human beings,&quot; &quot;social norms,&quot; &quot;social citizens,&quot; and &quot;national and moral elements,&quot; all of which are closely related to their dictionary meaning. Such responses reveal that the teachers were not completely aware of the definition of value and values education. In addition, the teachers preferred that the students learn about values, such as &quot;respect,&quot; &quot;sensitivity,&quot; and &quot;responsibility,&quot; and that family and teachers are the most effective factors in values education. These are followed by the environment in which the students grow, the school itself, and other related factors. Finally, although the teachers aimed to become role models in values education, one of the most significant issues was that families were inadequately prepared for such education.
The Relation of Parental Attitudes to Life Satisfaction and Depression in Early Adolescents: The Mediating Role of Self-Esteem
Author: Acun-Kapikiran, Necla
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Life Satisfaction,Depression (Psychology),Self Esteem,Early Adolescents,Secondary School Students,Structural Equation Models,Grade 6,Grade 7,Grade 8,Factor Analysis

The purpose of this study is to determine whether self-esteem in adolescence has a mediator role in the relationship between parental attitude and life satisfaction and depression. Data was collected from 360 secondary school students ages ranging from 11 to 14 (M = 12.67, SD= 0.97) out of which 216 of them were female and 144 male. The Satisfaction with Life Scale, Children's Depression Inventory, The Self Esteem Scale, and The Parental Attitudes Scale were administered in the study. Structural equality modeling was used to analyze the data. Data were analyzed using measurement and structural models (a two-step modeling method) thus artificial factors were produced for each scale matching the item counts. As a result, the confirmatory analysis confidence intervals led to acceptable levels. Complete and partial models were tested for structural modeling. The consistency values of all three models led to satisfactory levels. The results indicated that while self-esteem in early adolescents has a partial mediator role in authoritative parental attitude and in life satisfaction and depression; however, no mediator role was found in accepting parental attitude and in life satisfaction.
Analysis of Relationships among Burnout, Academic Achievement, and Self-Regulation
Author: Duru, Erdinç
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Burnout,Academic Achievement,Self Control,Structural Equation Models,Psychological Patterns

This study examined the relationships among burnout, academic achievement, and self-regulation with two structural models. The participants were 383 undergraduates with different majors in a university in the western part of Turkey. The results showed that academic achievement was negatively associated with three dimensions of burnout and was positively associated with self-regulation. The results also confirmed that cynicism fully mediated the effect of emotional exhaustion on academic achievement and reduced academic efficacy; academic achievement partially mediated the effect of cynicism on reduced academic efficacy. In addition, analysis revealed that self-regulation partially mediated the effect of emotional exhaustion on cynicism and fully mediated reduced academic efficacy and academic achievement. These findings suggest that self-regulation skills had mediating role relationship between burnout and academic achievement. Implications of these findings are discussed in detail.
A Structural Equation Model Explaining 8th Grade Students' Mathematics Achievements
Author: Yurt, Eyüp
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Grade 8,Mathematics Achievement,Structural Equation Models,Problem Solving,Self Efficacy,Thinking Skills,Spatial Ability,Student Surveys

The purpose of this study is to investigate, via a model, the explanatory and predictive relationships among the following variables: Mathematical Problem Solving and Reasoning Skills, Sources of Mathematics Self-Efficacy, Spatial Ability, and Mathematics Achievements of Secondary School 8th Grade Students. The sample group of the study, itself conducted using a survey model, consisted of 470 8th grade students aging between 14 and 15 years old attending different secondary schools in the city of Konya, Turkey and its surrounding area. Of the total students, 238 were female (50.6%) and 232 were male (49.4%). In the study, the Scale of Sources of Mathematics Self-Efficacy was used to determine students' levels of self-efficacy; the Problem Solving Test was used to measure their problem solving skills; the Reasoning Test was used to measure their reasoning skills; both the Mental Rotation and the Paper Folding Tests were used to measure their spatial skills; and the Mathematics Achievement Test was used to measure their level of mathematics achievement. The data collected in the study were analyzed using one of the Structural Equation Models, that being the Structural Regression Model. According to the results obtained, the variables Sources of Mathematics Self-Efficacy, Spatial Ability, and Problem Solving and Reasoning Skills were witnessed to account for 75% of the variation in mathematics achievement. These variables have a considerable effect on mathematics achievement. Knowing this, it is recommended that, in order increase mathematics achievement, a mathematics teaching model in which these interrelated variables coexist be developed and then implemented in activities supporting self-efficacy.
A Comparison of the Burnout Levels of Teachers with Different Occupational Satisfaction Sources
Author: Akbaba, Sirri
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Burnout,Comparative Analysis,Measures (Individuals),Elementary School Teachers,Job Satisfaction,Multiple Regression Analysis

The aim of this research is to investigate whether professional satiety sources predict burnout in teachers. Professional values, including satisfaction and dissatisfaction with the teaching profession, are investigated using the Professional Satiety Inventory. Of 698 teachers, 478 primary school teachers were chosen randomly as the research group. Using the &quot;Professional Satiety Inventory,&quot; the teachers were initially divided into ten groups according to their &quot;occupational satisfaction sources.&quot; In addition, the &quot;Maslach Burnout Inventory,&quot; was used to examine which professional satiety sources predicted emotional exhaustion, personal accomplishment, and depersonalization. Based on results of this study, the occupational values for the teaching profession in Turkey were defined as being satisfactory or unsatisfactory.
Evaluation of the Professional Development Program on Web Based Content Development
Author: Yurdakul, Bünyamin
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Teacher Education Programs,Program Evaluation,Web Based Instruction,Course Content,Curriculum Development,Case Studies,Questionnaires,Focus Groups,Interviews,Statistical Analysis,Content Analysis,Qualitative Research,Educational Objectives,Technology Integration,Instructional Materials,Expertise,Teamwork

The aim of this study is to evaluate the professional development program on web based content development (WBCD) designed by the Ministry of National Education (MoNE). Based on the theoretical CIPP model by Stufflebeam and Guskey's levels of evaluation, the study was carried out as a case study. The study group consisted of the courses that opened in Izmir in the spring semester of 2009, in which 37 teachers and four trainers attended. Quantitative data for the study was collected by two separate questionnaire forms, while the qualitative data was gathered from focus group and individual interview forms. The quantitative data collected was analyzed using descriptive statistics, while content analysis was applied to the qualitative data. The results of the study showed that the program had been designed without a needs analysis, that teachers were reluctant to implement the program, and that at the end of the program implementation, teachers had not managed to prepare web based instructional materials despite the fact that they had been included in the objectives of the program. In addition, it was found that teachers did not develop web based instructional materials for such reasons as the frequency of changes in curriculum, the ease of use of the existing/ready materials, and the perception of developing web based materials as a challenging task requiring expertise and team work. The study showed that the WBCD program could not meet its objectives, and the program was therefore found to be inadequate in encouraging teachers to integrate their instructions with technology. It was recommended that professional development programs like WBCD should be ongoing in all areas of the profession, rather than at particular periods of time.
Effect of Training from Trained Mothers and Education from Mother to Mother on Family Functions and Child-Rearing Attitudes
Author: Demircioglu, Haktan
Date: 2014-00-00
Type: Journal Articles
Subjects: Child Rearing,Mothers,Control Groups,Family Attitudes,Foreign Countries,Experimental Groups,Pretests Posttests,Mother Attitudes,Parent Education

The effect of training from trained mothers and education from mother to mother on family functions and child-rearing attitudes was examined. The study was conducted in the 2010-2011 academic year in Ankara, and was modeled based on a pre-test, post-test control group experimental pattern. The study was conducted with a total of 96 mothers, with 28 from a trained mothers group, 28 from a mother to mother education group, and 40 from a control group. A family education program was applied over a period of 16 weeks in order to develop family functions and child-rearing attitudes using trained mothers group and the mother to mother education groups. Study data were collected using Family Attitude Inventory and Family Assessment Scale. The Wilcoxon signed ranks test and the Kruskal-Wallis H test were used for analyzing the data. According to the findings, family functions and child-rearing attitudes of the mothers in the experimental group developed positively; however, significant differences were determined in favor of the group receiving training from trained mothers in inter-group comparisons.
Elementary Teachers' Views on the Creative Writing Process: An Evaluation
Author: Akkaya, Nevin
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Writing Processes,Teacher Attitudes,Creative Writing,Foreign Countries,Qualitative Research,Content Analysis,Middle Class,Teacher Role,Case Studies,Semi Structured Interviews

The goal of this study is to discover and evaluate both the areas of personal interest and the views of 4th and 5th grade classroom teachers regarding the creative writing process. In this study, one of the qualitative study methods, state study, and related to this, single state design which refers to the whole has been chosen. Research was carried out in 18 primary schools in Izmir, Turkey whose students belong to the middle class socioeconomically. The study was carried out with the involvement of 69 teachers who were interviewed throughout the study. A total of five questions were asked and personal questionnaires were given to them soliciting their opinions about the creative writing process. At the end of the study, a content analysis was applied to the data, related codes were put together, and certain themes were obtained. After having obtained the themes, they were discussed leading to the finding that, in general, teachers cannot be considered to have no interest in creative writing process. While most teachers expressed that creative writing is &quot;the completion of an unfinished story,&quot; they also stated that creative writing has many advantages and almost no drawbacks.
A Comparative Genre Study of Spoken English Produced by Chinese EFL Learners and Native English Speakers
Author: Ye, Lijuan
Date: 2014-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Language Styles,English (Second Language),Second Language Learning,Asians,English,Native Speakers,Persuasive Discourse,Second Language Instruction,Teaching Methods,Role,Discourse Analysis,Foreign Countries,Majors (Students),Longitudinal Studies,Computational Linguistics,College Students

Previous research within the field of argumentation has established that argumentation plays an important role in a variety of professions. Written argumentation has been extensively explored and investigated to examine its various aspects, including argument structures and schemes, argumentative strength, the role of audience, the evaluation of argument, argumentative persuasiveness and force, and so on. It appears, however, that few studies have been carried out to address the issues of spoken argumentation. To fill the gap, this article attempts to compare elements of the spoken argumentative genre produced by Chinese EFL learners to those in their native English-speaking counterparts. Findings from the study show that the former group generally produced an exposition genre focusing on one side of the argument, whereas the latter group noted two or more sides of the argument in order to balance the issue. In addition, Chinese EFL learners tended to use a formulaic argument structure, whereas native English speakers used a more discursive pattern. Pedagogical implications and potential directions for future studies on spoken English argumentation are suggested in the conclusion.
Teachers&apos; Stances on Cell Phones in the ESL Classroom: Toward a &quot;Theoretical&quot; Framework
Author: Brown, Jeff
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Telecommunications,Handheld Devices,English (Second Language),Second Language Learning,Second Language Instruction,Guidelines,Classroom Techniques,Classroom Environment

In the ongoing and constantly expanding discussion surrounding cell phones in the classroom, a theoretical complement to the practical side of the issue is generally lacking. This is perhaps understandable. Many teachers are still trying to deal with the simple presence of cell phones in the class, and managing a classroom in which the presence and use of cell phones is a reality takes precedence over charting some sort of theoretical framework. Yet perhaps it is now time to step back and consider such a framework. I offer just such a consideration, as well as some remarks about which theoretical positions might be most advisable in specific classroom contexts.
On Determinatives and the Category-Function Distinction: A Reply to Brett Reynolds
Author: Lenchuk, Iryna
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Form Classes (Languages),Grammar,Criticism,Teaching Methods,Language Tests

This article examines the arguments made in the article &quot;Determiners, Feline Marsupials, and the Category-Function Distinction: A Critique of ELT Grammars&quot; by Brett Reynolds recently published in the &quot;TESL Canada Journal&quot; (2013). In our response, we demonstrate that the author&apos;s arguments are problematic on both theoretical and empirical grounds. In particular, we show that, by the author&apos;s own metrics, (a) the items in the so-called my set (i.e,. my, your, his/ her, etc.) should be determinatives rather than pronouns, and (b) even items that the author argues to be determinatives (i.e., all, many, few, little, etc.) cannot be classified as such if we apply the tests suggested by the author. We conclude our critical response by discussing some of the pedagogical implications of the author&apos;s article.
A Qualitative Case Study on the Organizational Identity of Faculty Members
Author: Gizir, Sidika
Date: 2014-00-00
Type: Journal Articles
Subjects: Qualitative Research,Case Studies,Professional Identity,Foreign Countries,Questionnaires,Teacher Participation,Content Analysis,Statistical Analysis,Professional Development,Web Based Instruction,Curriculum Development,Instructional Development,College Faculty,Semi Structured Interviews

The purpose of this qualitative case study is to investigate the common issues and factors associated with organizational identity from the viewpoint of faculty members employed during the 2011-2012 academic year in the Faculty of Education at Mersin University in Mersin, Turkey. The sample of this study consisted of 14 faculty members, including professors, associate professors, and assistant professors from the Faculty of Education. The data was gathered by utilizing the semi-structured interview method, which consisted of 16 interview questions developed by the researcher. The data, collected from interviews, was content-analyzed by identifying, coding, and categorizing the primary patterns of the data. Analysis of the data revealed that there are a number of common issues and factors associated with the organizational identity of faculty members. As a result of the analysis, three main categories and a number of sub-categories emerged: Identity-related issues, identity-relevant outcomes and administrative issues. Considering these results, it may be proposed that the interviewed faculty members do not identify themselves with their faculty or sub-group of the faculty but rather as discrete individuals who as a whole comprise the faculty organization.