ethanporcaro/eric-fulltext-meta huggingface dataset:
How Do Academic Faculty Members Perceive the Effect of Teaching Surveys Completed by Students on Appointment and Promotion Processes at Academic Institutions? A Case Study
Author: Eckhaus, Eyal
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Promotion,Student Evaluation of Teacher Performance,Teacher Evaluation,Teacher Attitudes,Teacher Selection,Foreign Countries,Correlation,Student Attitudes

It is commonly thought that the promotion of faculty members is affected by their research performance. The current study is unique in examining how academic faculty members perceive the harm or damage to academic appointment and promotion processes, as a direct effect of student evaluations as manifested in teaching surveys. One hundred eighty two questionnaires were collected from senior faculty members at academic institutions. Most respondents were from three institutions: Ariel University, Ben Gurion University, and the Jezreel Valley College. Qualitative and statistical research tools were utilized, with the goal of forming a model reflecting the effect of the harm to academic appointment and promotion processes, as perceived by faculty members. The research findings show that the lecturers find an association that causes harm to their promotion processes as a result of student evaluations. Assuming that students' voices and their opinion of teaching are important -- the question is how should these evaluations be treated within promotion and appointment processes: what and whom do they indicate? Do they constitute a reliable managerial tool with which it is possible to work as a foundation for promotion and appointment processes -- or should other tools be developed, unrelated to students' opinions?
The Examination of 5-6 Year-Old Children&apos;s Ability to Use Simple Maps
Author: Dibek, Esin
Date: 2019-03-00
Type: Journal Articles
Subjects: Map Skills,Preschool Children,Foreign Countries,Age Differences,Gender Differences,Spatial Ability,Cognitive Ability,Testing,Comparative Analysis,Scoring,Task Analysis

The main purpose of this study was to assess children's skill in using a simple map. The study was conducted among 262 children (141 girls and 121 boys), aged between 61-78 months (average 71 months), attending to 4 public pre-schools in Istanbul, Turkey. The simple map skills (requiring mental rotation and understanding spatial relation) of the participants were tested through five different experimental trials. Children's skills in using simple maps were analyzed by age, gender, and children's performances in different experimental conditions. The data were analyzed using logistic regression analysis. It was found that children?s performance in the experiments did not vary by gender. Likewise, their performance did not vary by age. However, there were significant differences in children's performances in the five different experimental conditions. According to findings, children were more successful in trial 1 which is requiring the understanding of spatial relations compared to the trial 2 and 3 which are requiring mental rotation. Finally results are discussed in terms of variables which may lead to the researchers and educators working on spatial abilities of children.
The Views of Prospective Teachers about School Experience Course in the Department of Science Education and Other Departments
Author: Yuksel, Ibrahim
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Education,Content Analysis,Preservice Teachers,Undergraduate Students,Foreign Countries,Higher Education,Mathematics Education,Course Descriptions,Student Attitudes,Teacher Education Programs,Classroom Techniques,Teacher Student Relationship,Observation,Learning Experience,Teaching Experience,Course Evaluation

The aim of this study is to determine the views of the prospective teachers in the Department of Science Education and Other Departments about the removal of the School Experience course for the new students who are newly accepted in the undergraduate programs which are updated by the Higher Education Council (HEC) in the 2018-2019 academic year and how the course reflects the teaching profession. The research was carried out with a total of 122 prospective teachers who were selected from the volunteers of the fourth year students of Mathematics and Science Education and Basic Education Departments at the education faculty of a public university in Turkey in the fall semester of 2018-2019 academic year. In the study, the homogeneous sampling selection was chosen because there were prospective teachers with similar characteristics chosen from the universe and going to the same application school. Interview questions developed by the researchers are used as the main data collection tool and content analysis was done. In the study, the answers obtained from the interview form were themed and interpretations were made based on the results. Most of prospective teachers stated that the School Experience course is useful to the profession and is a necessary to gain experience so it shouldn't be removed. They also mentioned that they gained important experiences for the teaching profession such as classroom management knowledge, method and technique usage knowledge, student teacher relationship, practice, school recognition, teacher observation.
Effectiveness of a Program Based on a Multi-Sensory Strategy in Developing Visual Perception of Primary School Learners with Learning Disabilities: A Contextual Study of Arabic Learners
Author: Alenizi, Mogbel Aid K.
Date: 2019-02-00
Type: Journal Articles
Subjects: Learning Disabilities,Semitic Languages,Elementary School Students,Teaching Methods,Multisensory Learning,Visual Perception,Instructional Effectiveness,Grade 3,Grade 4,Pretests Posttests,Control Groups,Experimental Groups,Skill Development,Psychomotor Skills,Reading Materials,Special Education,Foreign Countries,Program Effectiveness

The current study aims to assess the effectiveness of a program based on a multi-sensory strategy in developing of visual perception for primary school learners with learning disabilities. The study employed the quasi-experimental method on the experimental group of learners. A training program based on multi-sensory strategy was employed on a group of third and fourth graders (n = 30) who were exposed to draw upon their sensorimotor memories and familiarities to recognize the mentally stimulating texts. The other group of 30 learners i.e. the control group was exposed to the regular reading comprehension instructions. Pre-to-post test differences were examined in terms of the learners' visual perception to evaluate the teaching's effectiveness. The results illustrates that there is a difference in the level of visual perception skills of the learners of both groups. And the differences were in favor of multi-sensory strategy. The findings of this study suggest that it is constructive for learners to connect their sensorimotor experiences to the text/or the reading materials they are exposed to.
Predicting Procrastination: The Role of Academic Achievement, Self-Efficacy and Perfectionism
Author: Kurtovic, Ana
Date: 2019-02-00
Type: Journal Articles
Subjects: Academic Achievement,Self Efficacy,Correlation,Personality Traits,College Students,Predictor Variables,Time Management

The aim of this study was to examine the relations of academic achievement, self-efficacy, and perfectionism with procrastination in University students, and to examine whether procrastination can be predicted by academic achievement, self-efficacy, and perfectionism dimensions. 227 University students from different faculties completed Tuckmans' procrastination scale, Almost Perfect Scale--Revised (APS-R; Slaney Rice, Mobley, Trippi, &amp; Ashby, 2001) and General self-Efficacy Scale (GSE; Schwarzer &amp; Jerusalem, 1995), as well as data about academic achievement at the end of last academic year. Results have shown negative correlations of academic achievement, self-efficacy and adaptive perfectionism with procrastination, and a positive correlation between maladaptive perfectionism and procrastination. Results have also shown that self-efficacy is positively correlated with adaptive perfectionism and negatively with maladaptive perfectionism. Maladaptive perfectionism was a positive predictor of procrastination, while academic achievement, self-efficacy and adaptive perfectionism were all negative predictors. Finally, we used Hayes bootstrapping method to examine possible mediations. The results have shown that self-efficacy, by its self, is not a significant mediator, while paths containing self-efficacy and adaptive or maladaptive perfectionism mediate the relation between academic achievement and procrastination. Furthermore, both adaptive and maladaptive perfectionism mediated the relation between self-efficacy and procrastination.
Developing School-Relevant Language and Literacy Skills through Dialogic Literary Gatherings
Author: Lopez de Aguileta, Garazi
Date: 2019-02-00
Type: Journal Articles
Subjects: Language Skills,Literacy,Foreign Countries,Reading Skills,Writing Skills,Academic Achievement,Vocabulary Development,Reading Improvement,Reading Comprehension,Immigrants,Classics (Literature),Early Adolescents,Dialogs (Language)

Research in the field of educational linguistics has found that low levels of academic language development negatively affect children's language, reading and writing skills and, therefore, academic achievements. This is more noticeable in students from low SES backgrounds, who traditionally have a lower exposure to academic language. Nevertheless, dialogic learning environments such as Dialogic Literary Gatherings (DLGs), a worldwide educational practice where participants read and debate literary classics in an egalitarian dialogue, contribute to the appearance of school-relevant language and literacy skills. Although multiple studies on DLGs have shown their impact in different levels, including improving vocabulary and reading skills, the emergence of such skills has not been studied in depth yet. This exploratory study aims to analyze the emergence of academic language and literacy skills in 19 students between the ages of 11 and 13 studying in a school in Spain with over 90% immigrant students. Results show that the egalitarian dialogue in which DLGs are based favors the emergence of school-relevant language and literacy skills, such as judgements and arguments, referential links, or connectives.
Grade Level Differences in the Cognitive, Behavioral, and Physiological Components of Test Anxiety
Author: Aydin, Utkun
Date: 2019-02-00
Type: Journal Articles
Subjects: Test Anxiety,Public Schools,Elementary School Students,Middle School Students,Age Differences,Student Behavior,Student Reaction,Foreign Countries,Student Attitudes,Grade 4,Grade 6,Time on Task

The capacity to cope with test anxiety that contain high concentrations of cognitive, behavioral, and physiological manifestations, is becoming increasingly important in educational contexts as well as evaluative settings. The developing ability to deal with test anxiety relative to the increasingly strict evaluative practices students encounter points that students' test anxiety may decline as they move through school years. This study examined three test anxiety components (&quot;thoughts,&quot; &quot;off-task behaviors,&quot; and &quot;autonomic reactions&quot;) with students from 3 public schools in Istanbul, Turkey. Using a diverse sample of elementary (Grade 4; N = 414) and middle (Grade 6; N = 201) school students, grade level differences in these components were investigated. Applying a multivariate approach, significant differences were found in the overall test anxiety, favoring fourth grade students. The results also revealed Grade 4 advantage for &quot;off-task behaviors&quot; and &quot;autonomic reactions,&quot; [eta][superscript 2] = 0.014 and [eta][superscript 2]= 0.011, but no grade level differences in the thoughts. Educational implications of the findings are discussed.
Enhancing Learning and Teaching for Architectural Engineering Students Using Virtual Building Design and Construction
Author: Zhang, Cheng
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Building Design,Cooperative Learning,Physical Environment,Computer Simulation,Teaching Methods,Architecture,Construction (Process),Active Learning,Experiential Learning,Feedback (Response),Student Attitudes,Computer Games,Navigation

It is important for students in the built environment related disciplines to acquire subject-based knowledge and skills from reflecting on their experience. In return, the learning-by-doing approach has been widely adopted in the academic cluster of built environment. To further strengthen this, this paper proposes a Virtual Reality (VR) based learning and teaching tool. It creates a virtual 3D environment that helps architectural engineering students conceive their design ideas, plan the layout, design the structure, construct the products (buildings, communities, infrastructures, etc.), and directly interact with the products they designed. The objectives of this research are: (1) to build a VR design environment for students to experience corresponding impact from different scenarios, which will help the student understand and investigate different design theories and schemes; (2) to build a VR construction environment for students to investigate how the building is built and what safety issues should be noted when visiting a construction site; and (3) to provide a collaborative environment for students in the Built Environment domain for better communication through a complete building project featuring active and experiential learning. Unity is used to develop the package and VIVE, a VR package, is used to facilitate the immersive interaction between the virtual environment and the users. Students from the Built Environment cluster were invited to use the tool and give feedback using a questionnaire. Positive comments were given by the students showing that they were very interested in studying academic subjects through such a technical game. All of them wanted to play more rounds to improve their performance and to find answers to the questions they failed to answer correctly. Most of the students were willing to spend more time in finding answers after playing that game.
An Evaluation on the Lightings of Artificial Turf Football Fields Owned by Official Organizations and Private Enterprises
Author: Dogar, Yahya
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Sports,Athletics,Facilities,Lighting,Public Sector,Private Sector,Foreign Countries

The aim of this study was to investigate the lighting systems of artificial turf football fields of public and private sectors and to reveal and compare the current situation with the ideal one that it should be. 21 artificial football fields, 6 artificial turf football fields out of 9 from public sector and 15 artificial turf football fields out of 85 from privately owned organizations, have been examined in five province of Turkey. The general standards and the compliance to these standards by the present artificial turf football fields in terms of lighting of the place were studied. Data were evaluated with using descriptive analysis technic. Artificial football fields taken into consideration by researchers and experts were subjected to observation along with measurement. It was confirmed that out of 6 public and 15 private, totally out of 21 artificial turf football fields, 38% (8 of them) were below the minimum lighting level, 19% (4 of them) were at minimum lighting level and 43% (9 of them) were below average lighting level. As a result, for a competition to be played, brightness level should be at least 150 lx &lt; E &lt; 500 lx. It was found out that, out of 6 public sector and 15 privately owned artificial football fields, 62% was on the minimum brightness level and the other 38% was even under minimum brightness level. It was confirmed that 4 out of 6 (67%) officially owned artificial turf football fields and 9 out of 15 (60%), privately owned artificial football fields were on minimum brightness level. It was also determined that 1 out of 6 (17%) officially owned Astroturf Football Fields and 5 out of 15 (33%) privately owned Astroturf Football Fields were between minimum and average brightness levels.
Student Teachers&apos; Preparedness to Teach: The Case of Turkey
Author: Akdemir, Öznur Atas
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Teachers,Readiness,Foreign Countries,Instructional Effectiveness,Educational Environment,Preservice Teacher Education,Student Surveys

In this research, it is aimed to investigate the level of student teachers' preparedness to teach in terms of different variables. To this end, a descriptive survey study is conducted with 211 undergraduate students studying at the faculty of education of a Turkish public university. The data is collected with The Preparedness to Teach Scale. Standard deviation, arithmetic mean, frequency, percentage, t test, one-way analysis of variance (ANOVA), Scheffe and LSD (Least Significant Difference) test are used in data analysis procedure. According to the results, it is found that student teachers' level of preparedness to teach, understanding learner, designing effective learning environment, designing the process of teaching and technopedagogical competencies are at sufficient level. Additionally, while there isn't any difference between the levels of student teachers' preparedness to teach in terms of gender, there are some differences between them in terms of their departments and class levels. Some suggestions based on the result of the present study are directed at researchers and practitioners.
The Perceptions of Undergraduate and Graduate Students about Ethical Leadership Behaviors of Academic Staff
Author: Birel, Firat Kiyas
Date: 2019-00-00
Type: Journal Articles
Subjects: Ethics,Graduate Students,Undergraduate Students,Leadership Styles,College Faculty,Decision Making,Age Differences,Gender Differences,Student Attitudes,Communication (Thought Transfer),Foreign Countries,Instructional Leadership,Teacher Student Relationship

The aim of this study is to identify how undergraduate and graduate students perceive the ethical leadership behaviors of academic staff. It is also tried to be found out whether dimensions of ethical leadership behavior (communicational ethics, climate ethics, ethics in decision making processes and behavioral ethics) show differences according to the variables of educational level, gender and age of the participant students. The study is in descriptive survey model. The sample is undergraduate and graduate students at Dicle University, Faculty of Education in 2013-2014. As data collection tool &quot;Ethical Leadership Scale (ELS)&quot; developed by Yilmaz (2005) was used. Mean, standard deviation, independent sample t-test and ANOVA test were used to analyze the data. It is concluded that the undergraduate and graduate students' perceptions of ethical leadership behaviors of academic staff are at mid-level. The means concerning the ethical leadership behaviors of academic staff in terms of behavioral ethics, ethical decision making and communication ethics is 3.01, 3.00 and 2.89 respectively. The lowest mean about the perceptions of undergraduate and graduate students' about leadership behaviors of academic staff is in climate ethics (2.83).
English Teachers&apos; Opinions on Problems Encountered in English Language Teaching in Schools: The Case of Karabük
Author: Tosuncuoglu, Irfan
Date: 2019-03-10
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Foreign Countries,Parent Teacher Cooperation,Teacher Attitudes,Educational Planning,Barriers,Age Differences,Instructional Program Divisions,Educational Quality,Schools of Education,Gender Differences,Institutional Characteristics

The opinions of English teachers on the problems encountered in English teaching in the schools in Karabük Province were examined in this study, by taking a variety of variables into consideration. There are 231 English teachers in state schools in Karabük. A total of 67 English teachers serving in the primary schools, secondary schools and high schools in the central districts of Karabük Province-Turkey in the 2018-2019 school year participated voluntarily in the study, in which the Scale for Challenges Encountered by English Teachers Regarding Their Field, developed previously was translated into English and used. According to the results of the analysis, it can be said that while English teachers do not struggle with difficulties regarding collaboration with families, institutions, organisations and people in immediate and distant vicinities for the most part, they do struggle with difficulties in terms of making plans that are compatible with English teaching programmes. It was found that there are no significant differences in the opinions of English teachers regarding the challenges encountered in English teaching according to the variables of age, level of education, marital status, term of office, gender and school type. In light of all these assessments, it is thought that the identification and resolution of problems by determining and evaluating the perceptions of English teachers regarding the challenges encountered in English teaching will provide contributions to studies directed towards ameliorating and improving the quality of schools and education.
The Effects of a Motivational Intervention on Improving the Writing Productivity of Students with Learning Disabilities
Author: Grünke, Matthias
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Writing Instruction,Learning Motivation,Motivation Techniques,Writing Evaluation,Feedback (Response),Writing (Composition),Story Telling,Instructional Effectiveness,Intervention,Outcomes of Education,Writing Attitudes,Foreign Countries

The purpose of this study was to implement and evaluate a motivational intervention that consisted of explicit timing, immediate feedback through self-scoring, and display of high scores with the goal of encouraging four students with learning disabilities to write longer stories. All participants were initially very unwilling to engage in text production. An ABA reversal design was used to assess the effectiveness of the approach. Immediately after the treatment, the subjects started to write more extensive stories. However, this effect ended abruptly once the intervention was terminated. The study's results show that, even for very reluctant students with learning disabilities, writing motivation can be significantly enhanced with relatively little effort. All the participants reported enjoying the treatment. The paper ends with a discussion of the experiment's limitations and the practical implications of the findings.