ethanporcaro/eric-fulltext-meta huggingface dataset:
Anthropocentric or Ecocentric Environmentalism? Views of University Students
Author: Alagoz, Bulent
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Statistical Analysis,Likert Scales,Gender Differences,Environment,Nonparametric Statistics,Ecology,Family Structure,Parent Background,Educational Attainment,Occupations,Place of Residence,Socioeconomic Status,Student Characteristics,Questionnaires,Foreign Countries

An Indian proverb says that &quot;the man's heart toughen as he drifts apart from nature.&quot; Living in harmony with nature is only possible by abandoning of mankind from its idea of dominance on nature. Deep ecology refuses the superiority of human against nature with a radical attitude within ecological philosophy, and it wants the individuals and societies to respect the nature by specially valuing it. One of the main research subjects of the philosophy of science is the relation in between human and nature. The opinions regarding whether the human is a creature who is superior than nature, or whether it is an integral part of it are important in the formation of environmental values and attitudes. And in this study, the relation of individual and nature is being addressed, and it has been tried to examine whether the teacher candidates have an anthropocentric or ecocentric perspective. This study has been performed in order to determine whether teacher candidates adopt the anthropocentric paradigm or the ecocentric paradigm in their perspective against environmental problems. The research has been prepared by using quantitative research techniques by the participation of 426 teacher candidates. Five point likert type New Environmental Paradigm Scale consisting of 15 items has been used as data collection tool. The data obtained in the research has been analyzed by using the SPSS (Statistical Package for Social Sciences) for Windows 22.0 program. According to the data obtained in the research, it has been observed that the genders of the teacher candidates have no effect on their anthropocentric or ecocentric approach to environmental issues. Moreover, the averages of the students were higher in questions measuring the ecocentric approach within the New Environmental Paradigm Scale. The interest and protective style of the family has positive results on the teacher candidates in respect of anthropocentric approach. Nevertheless it has no effect when the ecocentric approach is in subject.
Examination of Anxiety Levels and Anger Expression Manners of Undergraduate Table Tennis Players
Author: Karademir, Tamer
Date: 2016-00-00
Type: Journal Articles
Subjects: Anxiety,Psychological Patterns,Undergraduate Students,Emotional Response,Gender Differences,Foreign Countries,Athletics,Athletes,Student Surveys,Nonparametric Statistics,Statistical Analysis,Self Control

This research was done for the determination of how their anxiety levels' and anger expressions' get shaped according to some variances. For this reason there were 76 female 125 male totally 201 sportsmen, who participated to the table tennis championship between universities in 2016 and ages differ from 18 to 28, were included the research group. According to research findings it was found that there was not a statistically meaningful difference between permanent anxiety levels and anger expressing types of the sample group according to gender variance (p&gt;0.05), but there were statistically meaningful differences found according to table tennis sports past, being consulted himself for decisions that is going to be made in the family, friendship relations variances (p&lt;0.05). It was also determined that between permanent anxiety levels and permanent anger, anger inward and anger outward point averages there was a positive and linear correlation found, in the anger control point averages there was a negative and linear correlation found. Consequently taking a look to pasts of the table tennis sports which is existed in the normal bounds of the research group's permanent anxiety levels there was a result reached that from anger expression types; anger control point averages' resulted higher than other expression types and when the required attention and concentration were considered for the sports branch that they do it is a good feature.
Developing a &quot;Self-Directed Learning Preparation Skills Scale for Primary School Students&quot;: Validity and Reliability Analyses
Author: Gündüz, Gülten Feryal
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Students,Interviews,Parent Attitudes,Teacher Attitudes,Student Attitudes,Test Construction,Test Validity,Test Reliability,Grade 3,Grade 4,Factor Analysis,Independent Study,Skill Development,Foreign Countries,Planning

The purpose of this study is to develop &quot;Self-Directed Learning Preparation Skills Scale&quot; for primary school students. Data were gathered according to the principles of descriptive research method. In order to develop this scale, draft items were developed through review of literature, interviews done with teachers, parents and students and presented to the experts for evaluation. After the alterations made according to experts' suggestions, a pilot study with 16 primary students was carried out to revise the items. After the revision, the scale was administered to a sample of 450 3rd and 4th year primary school students. In order to determine the validity of the scale, exploratory and confirmatory factor analyses were performed. The results of the analyses revealed that this 38-item &quot;Self-Directed Learning Preparatory&quot; Scale contained four factors, and these factors explained 45.65% of total variance. The four factors were named respectively as &quot;Continuity in Learning Skills&quot; (a = 0.87), &quot;Planning in Learning Skills&quot; (a = 0.85), &quot;Awareness Towards Learning Skills&quot; (a = 0.80) and &quot;Management of Learning Environment and Learning Resources Skills&quot; (a = 0.80). The overall internal reliability coefficient (Cronbach Alpha) of the scale was found as 0.94.
Civil Service Training in Kazakhstan: The Implementation of New Approaches
Author: Suleimenova, Gulimzhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Civics,Government Employees,Surveys,Program Effectiveness

Kazakhstan is one of the few countries in Central Asia in a historically short period of time managed to take strong positions in the international arena. However, under the conditions of rapidly changing world, the country has to face challenges driven by new requirements to civil servants professional level. Therefore, the 100 Steps Government Agenda approved in 2015 establishes &quot;The Formation of a Professional Government&quot; as a significant priority. This requires improving approaches to training of civil servants. The purpose of the article is to examine the evolution of the civil service training system in Kazakhstan and explore recent training innovations. The article is based on the analysis of the Civil Service Law, the materials provided by the Ministry for Civil Service Affairs of the Republic of Kazakhstan (MCSA) and the findings of a survey conducted to identify training needs and effectiveness of training at the Academy of Public Administration under the President of the Republic of Kazakhstan (APA).
Evaluation of the Effect of Mathematical Routines on the Development of Skills in Mathematical Problem Solving and School Motivation of Primary School Students in Abitibi-Témiscamingue
Author: Rajotte, Thomas
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dropout Rate,Mathematics Skills,Mathematics Instruction,Problem Solving,Elementary School Students,Teaching Methods,Learning Activities,Mathematical Logic,Games,Pretests Posttests,Student Motivation,Incentives,Experimental Groups,Control Groups,Comparative Analysis,Statistical Analysis,Intelligence Tests,Quasiexperimental Design,Grade 3

In recent decades, the dropout rate in Abitibi-Témiscamingue is a worrying phenomenon. An analysis of ministerial examination results identifies that students in Abitibi-Témiscamingue have specific difficulties with mathematical problem solving tasks. Among the activities that develop those skills, the daily routines in mathematics seem to be a preferred pedagogical approach. The main purpose of this project is to evaluate the effects of doing daily routines in mathematics on two indicators of student success in school: problem solving rates and school motivation. In order to realize the objectives of this research, we implemented two types of activities in classrooms. At first, we used daily routines, which imply five types of logic challenges. Second, we used board games in order to develop children problem solving skills. To meet those objectives, a pretest-posttest, with inequivalent control groups, was implemented. The results show that daily routines in mathematics help to develop problem solving skills of the students in Abitibi-Témiscamingue. Moreover, those routines have an effect on the extrinsic motivation of primary school students in Abitibi-Témiscamingue.
Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice
Author: Egeberg, Helen M.
Date: 2016-07-00
Type: Journal Articles
Subjects: Classroom Techniques,National Standards,Foreign Countries,Literature Reviews,Theory Practice Relationship,Teacher Effectiveness,Best Practices,Educational Practices,Discipline,Student Behavior,Behavior Modification

This article reviews the conceptual and empirical research on classroom management to ascertain the extent to which there is consistency between the &quot;advice&quot; found in the research literature and the professional standards for teachers and initial teacher education, in regards to knowledge and perspectives about effective classroom management. Focusing on the evolution of beliefs, knowledge and perspectives about classroom management the article will clarify effective classroom management and place this within the frameworks on effective teaching, in particular the AITSL standards, and consequently consider some implications for best practice.
The Variation of Universally Acknowledged World-Class Universities (UAWCUs) between 2010 and 2015: An Empirical Study by the Ranks of THEs, QS and ARWU
Author: Liu, Lu
Date: 2016-00-00
Type: Journal Articles
Subjects: Universities,Educational Quality,Reputation,Comparative Analysis,Rating Scales,Foreign Countries,Institutional Characteristics

Due to certainty recognition in ranking systems, the commonly included top 100 universities are regarded as the Universally Acknowledged World-Class Universities (UAWCUs). From three university rankings-THEs, QS and ARWU from 2010 to 2015, the following conclusions can be drawn from this study: Firstly, 56 universities are commonly ranked in the top 100 by THEs, QS and ARWU in 2015, comparing with that of 47 in 2010; Secondly, comparison between 2010 and 2015 reveals that 44 of these higher ranked UAWCUs have kept on the group of top 100 universities in any ranking system. However, three lower ranked UAWCUs in 2010 have dropped out the group of top 100 universities in 2015, which are replaced by some progressed universities; Thirdly, both US and UK have nearly 3/4 and 2/3 of these UAWCUs in 2010 and 2015, respectively; Lastly, this paper denotes that consistently strives to build on its strong reputation for research excellence, consistently pursuing innovative research, delivering excellence in teaching through internationalization, obtaining support from the government would be the critical factors to promote UAWCUs to improve their performance and rankings.
Reflection: A Renewed and Practical Focus for an Existing Problem in Teacher Education
Author: Roberts, Pauline
Date: 2016-07-00
Type: Journal Articles
Subjects: Reflection,Teacher Education,Preservice Teachers,Preservice Teacher Education,Teacher Education Programs,Foreign Countries,Mixed Methods Research,Online Surveys,Focus Groups,Interviews,Case Studies,Grounded Theory,Action Research,Research Projects,Scaffolding (Teaching Technique)

Reflection has been a component of teacher education programs for many years. The introduction of the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS) into Western Australian schools appear to have brought a renewed focus to this. For universities involved in teacher education, reflection remains a complex construct that requires scaffolding and nurturing. The question remains, however, how to effectively do this. This paper provides a practical focus to developing reflection by outlining strategies that address this issue. Through the scaffolded implementation of an Action Research project for pre-service teachers, this research project identified a number of key recommendations. Firstly, there is a need for a strong model of reflection to be used consistently across degree programs; secondly, reflective processes should be embedded in practice; and finally, universities need to be mindful of the assessment of reflection and the impact that this assessment has on the reflective process.
What Students Say about Homework--Views from a Secondary School Science Classroom in Trinidad and Tobago
Author: Maharaj-Sharma, Rawatee
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Homework,Secondary School Students,Science Education,Questionnaires,Semi Structured Interviews,Likert Scales,Case Studies

Students' experiences with homework started the moment they enter the schooling system, yet very little is known about how students view homework. In this work, science students' views of homework, and the factors or experiences that have influenced their views of homework are explored. The participants for this work were 34 secondary school science students in their fourth year of secondary schooling. A Likert-type questionnaire was used to gather data on students' views about homework and a semi-structured interview was used to explore what experiences and/or factors have influenced their views. The results indicate that the majority of students perceived homework to be an unnecessary chore from which no meaningful learning emerged, and they suggested that teachers are inconsistent about collecting and marking homework, and that sometimes the homework tasks are either regurgitation, irrelevant to the current class topic or overly challenging and thus, beyond what is covered in classroom learning.
Physics Teachers' Views on Their Initial Teacher Education
Author: Buabeng, Isaac
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Physics,Science Teachers,Teacher Attitudes,Preservice Teacher Education,Teacher Competencies,Pedagogical Content Knowledge,Mixed Methods Research,Case Studies,Interviews,Online Surveys,Questionnaires,High Schools,Secondary School Teachers,Multivariate Analysis

This paper explores New Zealand (NZ) physics teachers' and physics educators' views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. This may be because in NZ, physics teachers have usually gained their content knowledge from an undergraduate science degree where they may have only taken one or two courses in physics. One year postgraduate teacher education programmes do not have sufficient time to cover the physics content taught in the final three years of schooling. The implications for ITE of physics teachers are discussed in terms of the shifts needed to help them to identify the gaps in their content knowledge and to develop their conceptual understanding of physics.
A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience: Teacher Education Students' Perceptions
Author: Loughland, Tony
Date: 2016-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Teacher Education Programs,Foreign Countries,Standards,Student Surveys,Focus Groups,Evaluation Methods,Teacher Competencies,Formative Evaluation,Summative Evaluation,Mentors,Feedback (Response),Semi Structured Interviews,Qualitative Research,Case Studies

There is a strong critique of the reductionist, technical and instrumentalist impacts of the Australian Professional Standards for Teachers from critical policy researchers in education. At the same time, advocates of the standards espouse their potential as providing a common language of teaching. We argue that both views are based on logical rather than empirical warrants. Therefore, this study sought to gather empirical data via a survey of 229 teacher education students followed by focus groups in an endeavour to record their perceptions on the use of the standards as assessment criteria for professional experience. The findings are that a majority of the students were advocates of the standards as a learning scaffold. This was especially true in contexts where their supervising teachers were not au fait with the standards. The implications of this study for teacher educators are that the formative assessment potential of the standards requires pedagogical consideration in professional experience alongside their more commonly understood role as summative assessment criteria.
The Development of the Stereotypical Attitudes in HPE Scale
Author: O'Connor, Justen P.
Date: 2016-07-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teachers,Student Attitudes,Health Education,Physical Education,Student Diversity,Test Construction,Stereotypes,Social Bias,Factor Analysis,Test Validity,Test Reliability,Foreign Countries,Likert Scales,Maximum Likelihood Statistics,Statistical Analysis

This study reflects that teacher education in Health and Physical Education (HPE) has long grappled with the challenge of how to disrupt pre-service teachers' (PSTs) established attitudes about HPE that may limit their capacity to positively engage with a diverse student population. This paper describes the development, validation and interpretation of the Stereotypical Attitudes in Health and Physical Education scale (SAHPE) for use in teacher education institutions. The scale was developed as a means of exploring the extent to which PSTs perpetuate or reject discriminatory attitudes and stereotypes that have been identified as having some historical and cultural acceptance in Health and Physical Education. It was designed as a tool to generate data that can be used by teacher educators with PSTs to better understand and problematise stereotypical attitudes that ultimately impact diversity and inclusion in HPE classrooms. This paper details the design process and pilot research that enabled validation of the scale for use by Australian teacher educators. For the purposes of validation, the SAHPE scale was administered to 109 pre-service teachers at one Australian university. Rasch modelling and confirmatory factor analysis using AMOS version 20.0 was employed to determine the measurement properties of the instrument and the construct validity of factors. Results from the study showed that a 17-item factor structure of the SAHPE is a valid and reliable predictor of a construct related to stereotypical attitudes. The discussion addresses the future application of the SAHPE as an instrument for teacher educators to use in efforts to enhance inclusion in HPE.
Unpacking the Clinical and Participatory Dimensions of the Trump Math-Teacher-Residency-Program
Author: Imanuel-Noy, Dalia
Date: 2016-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics,Mathematics Teachers,Teacher Education Programs,Mixed Methods Research,Curriculum Development,Student Teachers,Questionnaires,Semi Structured Interviews,Teacher Education,Foreign Countries,Partnerships in Education,Evaluation Methods,Active Learning,Student Projects,Focus Groups

The research presents a Residency Math teacher education program that has been developed in Israel in search of transforming initial teacher preparation on the Clinical-Participatory continuum. It is a &quot;multi-phase&quot; mixed-method research aiming to present the clinical and participatory dimensions of the TMR: the way in which they are reflected in the curriculum planning program, how Student Teachers (STs) in the program perceive the program's clinical and participatory dimensions and the nature of the challenges that arise in the program. Tools include: Documents of the programs; observations of the practical school experiences; A closed clinical social-interactive Questionnaire and a semi-structured clinical participatory (CP) questionnaire. The findings reflect clinical-participatory concept in teacher education, both in the curricular and the socio-interactive aspects. The analysis of the clinical-participatory dimensions, including their different aspects and components can be a guiding framework for diagnosing, planning, investigating and evaluating teacher education programs.
Comparison between Primary Teacher Educators' and Primary School Teachers' Beliefs of Primary Geography Education Quality
Author: Bent, Gert Jan
Date: 2016-07-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Attitudes,Beliefs,Geography,Elementary School Teachers,Questionnaires,Educational Quality,Teacher Competencies,Foreign Countries,Mixed Methods Research,Semi Structured Interviews

In this study teacher educators' beliefs concerning primary geography education have been investigated and compared with primary school teachers' beliefs. In this study 45 teacher educators and 489 primary school teachers completed a questionnaire, and nine teacher educators have been interviewed as well. It has been found that teacher educators are more critical about the quality of primary education than the primary school teachers themselves who are generally positive about the quality of primary geography. Teacher educators think that most primary school teachers are sufficiently competent to organise the more basic and simple geography lessons, but somehow lack the ability to use more creative and innovative approaches. Both teacher educators and primary school teachers believe that assessing learning outcomes and colleague support is of limited importance.
&quot;There's Too Much to Explain&quot;: On Being a Bilingual Pre-Service Teacher in a Monolingual Teacher Education Institution
Author: Coleman, Jackie
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Bilingual Teachers,Preservice Teacher Education,Monolingualism,Code Switching (Language),Case Studies,Personal Narratives,Korean,English,Interviews,Inclusion,Higher Education,Disadvantaged

This article is derived from a study which followed a group of bilingual and multilingual pre-service mainstream primary teachers over three years of their enrolment at an Australian university to investigate their perspectives and experiences related to their linguistic skills and the relationship of these to their English-medium course. By providing a platform for the voice of one study participant, Seo-yun (pseudonym), a bilingual Korean-Australian, to be heard in depth as her &quot;story&quot; develops over three years, this article adds to the &quot;stories&quot; of other linguistically diverse students in monolingual higher education contexts found elsewhere in the literature (For example, Martin, 2009; Safford &amp; Kelly, 2010). Seoyun's experiences exemplify the alignment between wider ideological spaces and university implementational spaces (Hornberger, 2002) as to what count as valuable linguistic resources in monolingual public domains, such as higher education, and the multiple costs of marginalisation and exclusion of some students' linguistic resources.