ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Peer Network Interventions for Students with Complex Communication Needs
Author: Biggs, Elizabeth E.
Date: 2018-10-00
Type: Journal Articles
Subjects: Peer Relationship,Augmentative and Alternative Communication,Communication Skills,Paraprofessional School Personnel,Communication Problems,Elementary School Students,Intellectual Disability,Autism,Interaction,Training,Communication Strategies,Grade 3,Grade 4,Grade 5,Social Networks

Educators need effective ways to build the communication skills of students learning to use aided augmentative and alternative communication (AAC) and support their interactions with peers. This study used a multiple-probe-across-participants design to evaluate the effectiveness of a paraprofessional-facilitated peer network intervention to (a) increase peer interaction for students with complex communication needs and (b) investigate whether embedding peer-implemented aided AAC modeling within the intervention would increase students' use of symbolic communication (i.e., aided AAC, signs, speech). Participants were four elementary-age students with intellectual disability or autism who used a speech-generating device or communication book. The peer network increased students' overall interactions with peers but not their symbolic communication. Teaching peers to use aided AAC modeling through brief training and coaching resulted in increasing students' use of symbolic communication within interactions with peers. Implications are offered related to supporting peer interaction, improving symbolic communication skills, and involving peers in social-communication interventions.
The Subjects That the Pre-Service Classroom Teachers Perceive as Difficult in Elementary Mathematics Curriculum
Author: Kuzu, Çigdem Inci
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Elementary School Mathematics,Mathematics Curriculum,Teacher Competencies,Difficulty Level,Student Attitudes,Mathematical Concepts,Arithmetic,Geometric Concepts,Spatial Ability,Measurement,Foreign Countries

OECD-PISA which evaluates the education quality of Europe focused on mathematics, and Turkey was ranked 50 among 72 countries. When the mathematics literacy was analyzed in terms of years, it is seen that the performance of the students in Turkey in PISA 2015 was lower compared to PISA 2009 and PISA 2012. This shows that students have difficulty in comprehending the subjects in the mathematics curriculum. Therefore, learning experiences designed for the pupils to have rich mathematics experiences during elementary school is of higher importance. At this point, it is necessary to know the subjects that the pre-service teachers, who will be teachers of the future, are challenged in teaching mathematics. Therefore, the purpose of study is to determine the subjects in which elementary school pre-service teachers perceive teaching in elementary school mathematics as difficult and to examine the causes of these difficulties. The case study method is used in this study and the participants of the study are 120 pre-service classroom teachers who study in the fourth grade in a state university. Participants were administered a 19-item learning difficulty index covering mathematics learning areas of 1-4 grades (n = 120). The distribution of answers given by the pre-service teachers for each topic and the learning difficulty index for each topic were calculated. Interviews were done with the pre-service teachers in response to their responses to the questionnaire items to understand the causes of the difficulties. In interviews conducted one by one, the pre-service teachers were asked general mathematics lecture notes, mathematics fear level and the reasons for the topics they found difficult to teach.
Using Regression Discontinuity to Estimate the Effects of a Tier-1 Research-Based Mathematics Program in Seventh Grade
Author: Jitendra, Asha K.
Date: 2018-10-00
Type: Journal Articles
Subjects: Grade 7,Mathematics Instruction,Teaching Methods,Learning Problems,Schemata (Cognition),Mathematics Skills,Middle School Students,Middle School Teachers,Mathematics Teachers,Conventional Instruction,Textbooks

The present study used a regression discontinuity approach to test whether schema-based instruction (SBI) was effective for students identified with varying levels of mathematics difficulties (MD) who received Tier-1 instruction. The performance of these students was compared to similar students who received business-as-usual Tier-1 instruction. Results indicated SBI on average raised scores regardless of whether a student was categorized as having MD on outcome measures of mathematics problem solving, suggesting that SBI is effective for a wide range of proportional reasoning skills and general mathematical proficiency, which broadens the population of students who could benefit from SBI. Standardized slopes for the treatment effect also provide evidence of the effectiveness of SBI. Implications for practice and research are discussed.
The Effect of Authentic Learning Approach in Social Studies Teaching on the Academic Success
Author: Gürgil, Fitnat
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Social Studies,Learning Activities,Grade 5,Academic Achievement,Socioeconomic Status,Foreign Countries,Control Groups,Experimental Groups,Achievement Tests,Outcomes of Education,Gender Differences,Secondary School Students

The purpose of this study is to determine the impact of authentic learning activities organized within the scope of the social studies course of 5th grade students on the academic success. Quasi-experimental design which is one of the quantitative research methods was used in the research. The study was carried out in the academic year of 2017-2018 in schools that represent three different socioeconomic statuses in Ankara province. 62 students from Çankaya Province; 61 students from Yenimahalle Province and 61 students from Altindag Province; a total of 184 students participated in the study. Academic achievement test developed by a researcher was used as a data collection tool in the study. According to the results, the academic success of experimental groups where authentic learning activities were used was found to be higher than the academic success of the control groups where the available programs were used. Again, in the groups where authentic learning was applied, it was found out that the girls were more successful than the boys. It was also found out that authentic learning activities increase success in all classes with socioeconomic status.
A Pilot Study into Mapping Atypical Supply Networks
Author: Edwards, Mark
Date: 2018-00-00
Type: Journal Articles
Subjects: Pilot Projects,Networks,Nonprofit Organizations,Nongovernmental Organizations,Measurement,Value Added Models

A system can only be improved if it is measured. In order to adequately measure a system, that system needs to be mapped and all key inter-nodal linkages, constraints and pathways recorded. Commercial supply chains demonstrate similar characteristics to other systems. Much has been written about mapping supply systems, where typically, the product or service is tracked from the originating source such as a raw materials supplier to the end customer of the product such as the consumer. There is however, another classification of supply system, where the payment for the product or service is not undertaken by the end consumer. This supply system is more often associated with not-for-profit (NFP) and non-government organisation (NGO) activities and little has been written concerning the mapping of these atypical supply systems. This is unfortunate, as it is often these types of networks that are most assumed to be inefficient and lacking appropriate quality measures. This paper discusses the characteristics of atypical supply networks and also describes a method of mapping them by using an auditing approach based on tracking funding through the system and not the flow of products or services within it. We argue that this approach is robust, because it enables the actual flow patterns within the network to be identified and not confused with, often, conflicting demands placed on atypical supply networks by the multiple stakeholders often associated with them.
Obstacles to Self-Actualization of College Students--The Case of Gazi Faculty of Education
Author: Bulut, Safiye Sarici
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Self Actualization,Barriers,Schools of Education

The purpose of this study is to determine the obstacles to self-actualization of the college students. A large qualitative data was collected. The study group consists of a total of 748 students with 599 female and 149 male students studying in Gazi Faculty of Education. The study group was determined through convenience sampling, which is one of the purposeful sampling methods. Content analysis was used for the analysis of the data. Inter-coder reliability coefficient was calculated, experts were consulted and conformability strategy was used so as to ensure trustworthiness of the study. In consideration with the findings, the college students stated that the obstacles to self-actualization were personal obstacles which include neurotic tendencies, lack of confidence, time management problems, lack of motivation, procrastination, lack of self-expression and stress. Students stated negative impact of the other people, problems related to socialization, social rules, lack of social support and obstacles against females as social obstacles; inability of the education system in revealing the individual skills, time spent in the school, exams, homework and negative teacher attitudes as obstacles in regard to education; and negative parent attitudes as parental obstacles. While small portion of the students stated that they had no obstacles to self-actualization, majority of them stated that they had no sufficient economic support in self-actualization. When the findings are analyzed, it can be said that the college students have obstacles in regard to belonging, being loved, and overcoming unconditional acceptance culture. The acquired findings were interpreted in accordance with the humanistic approach and the Maslow's hierarchy of needs.
The Effect of Summarization Strategies Teaching on Strategy Usage and Narrative Text Summarization Success
Author: Özdemir, Serpil
Date: 2018-00-00
Type: Journal Articles
Subjects: Pretests Posttests,Preservice Teachers,Foreign Countries,Reading Comprehension,Reading Strategies,Sentences,Scores,Models,Writing Skills,Reading

The purpose of this study is to examine the effect of summarization strategies teaching on usage of summarization strategies and narrative text summarization success. The study was carried out in a single-group pre-test-post-test model without a control group. 35 Turkish teacher candidates participated in the study. Data was collected with Strategies for Text Summarization questionnaire, 140 summary texts which were written by teacher candidates and Text Summary Evaluation Rubric to evaluate these summaries. The experimental process of the study lasted five weeks. As a result of the analysis made, an increase in the usage of summarization strategies and a significant difference in favor of post-test in summarization success were observed. Summarization strategies whereby the most positive change is seen are &quot;determining the main idea, starting the first sentence with an introduction sentence that expresses the subject of the main text, summarizing in accordance with subject or event order and time consistency, expressing the main idea of text in the final sentence of summary, and paying attention to the distinction between the author and the summarizer in the style of the summary text&quot;. Summarization is an indication of level of reading comprehension. For this reason, teaching of summarization strategies should be included in reading studies at all levels.
The Effect of Using Facebook in Writing Education on Writing Achievement, Attitude, Anxiety and Self-Efficacy Perception
Author: Altunkaya, Hatice
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Mass Media Effects,Writing Instruction,Writing Achievement,Anxiety,Self Efficacy,Student Attitudes,College Students,Foreign Countries,Instructional Effectiveness,Conventional Instruction,Pretests Posttests,Control Groups,Experimental Groups

The objective of the present study was to investigate the effect of Facebook use on writing achievement, writing attitude, writing anxiety and writing self-efficacy of the students in the written expression course. In the study, pre-test post-test quasi-experimental design with study and control groups was used. The experimental group included 96 students attending Psychological Counseling and Guidance Department in the Faculty of Education in a state university located in western Turkey during 2017-2018 academic year fall semester. In the study, the written expression course was instructed with written homework assignments in the control group and by sharing the written assignments on Facebook in the experimental group. The study findings demonstrated that Facebook use produced better results in terms of writing achievements and attitudes when compared to the conventional method, however the impact was not significant in terms of writing self-efficacy and writing anxiety.
The Effects of Elective Courses on the Personal Development of Prospective Teachers
Author: Altunbay, Muzeyyen
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Effectiveness,Elective Courses,Individual Development,Undergraduate Students,College Seniors,Undergraduate Study,Preservice Teachers

This study was conducted to determine the contribution of the elective courses, which were selected by the students themselves, to students' personal development during their undergraduate education. The study was carried out with 51 senior students studying at Faculty of Education, Turkish Education Department at Giresun University in Turkey. The research was carried out using a cross-sectional survey model as one of the qualitative research methods. A questionnaire was used as a data collection tool, consisting of multiple-choice and open-ended questions. In the analysis of the data, firstly frequency analysis for multiple choice questions was utilized and then it was presented by showing the percentage and frequency values on the table In the evaluation of open-ended questions, content analysis was used. The results gathered in the analysis of the data have been shown in graphs and tables for both visualization and for a more objective presentation. As a result, it is seen that it is common among the students that the number of elective courses is adequate for students, but that some courses cannot be selected by the students because of quota restrictions and that the elective courses should support the cultural development of the students and that the majority of the elective courses are not interdisciplinary. Also, almost 50 of these students thought that these courses do not contribute to their intellectual development at all. It is believed that the achieved results are expected to contribute to the teaching staff, especially to university administrators, in terms of reflecting the expectations and beliefs of the students on the creation and implementation of new elective courses in the restructured undergraduate programs.
Analysis of Canadian Inquiry-Based Science Teaching Practices and Its Implications for Reciprocal Learning
Author: Salinitri, Geri
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inquiry,Active Learning,Science Instruction,Secondary School Science,Secondary School Teachers,Science Teachers,Differences,International Educational Exchange

As part of the SSHRC partnership grant on Reciprocal Learning between Ontario, Canada and Southwest, China, we examined the commonalities and differences in secondary school Inquiry-based Teaching (IBT) in science between sister schools in Ontario, Canada and Southwest, China. Canadian and Chinese teachers' interpretations of inquiry through video-recorded lessons, qualitative observational annotations, and quantitative data collected via the EQUIP instrument were analyzed. Results suggest that there is a non-significant difference in application of IBT between secondary science teachers in Ontario, Canada and in Southwest, China between the reciprocal learning populations. Both populations are perceived to use inquiry-based teaching methods in their classrooms proficiently, and that students are more receptive at a higher cognitive level when teachers incorporate IBT.
The Use of Social Media by Prospective Teachers and Their Practice Aims of Web Technologies in Turkey
Author: Ünsal, Halük
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Preservice Teachers,Student Attitudes,Foreign Countries,Computer Science Education,Teacher Education Programs,Technology Uses in Education,Video Technology,Computer Software

The purpose of this research is to find out prospective teachers' use of social media tools and their practice aim of web technologies. The research was prepared in survey model. Convenience sampling technique was used in the research. The sample of the research is composed of 61 prospective elementary teachers from education faculty of a state university, and 53 prospective teachers in the Department of Computer and Instructional Technology (CEIT). The data collection tool is social media and web technology usage scale which is developed by the researcher. This scale consists parts of using social media and web technologies. The first part of this scale consists of terms about social media tools and the other part consists of information about usage of web technologies. At the end of the research, it was concluded that prospective teachers always use YouTube and Instagram as readers and also other social media tools such as WhatsApp application. However, it has been found that prospective teachers tend to use Web technologies very much in their daily work, lessons and entertainment at sub-dimensions. It is advisable to carry out studies related to different science and different departments except for the prospective teachers regarding the usage of web technology.
Gifted Students&apos; Purpose in Life
Author: Çelik, Nur Demirbas
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Objectives,Self Concept,Adolescents,Psychological Patterns

The aim of the present study is to determine gifted students' purpose in life via interview in Turkey. Looking at the world population, it is seen that the proportion of gifted children is 2.5-3%. This rate does not change according to the countries of the world. Detection of gifted students is difficult and specific. Gifted students are placed in minority groups in the countries they are in. The present study conducted semi-structured interviews with 5 female and 5 male students between the ages of 13-16. The interview questions were created based on the &quot;Youth Purpose Project Interview.&quot; The students were also given an additional, short information form that comprised of age and gender. Phenomenological design was used as a qualitative research method. The results of this study revealed that gifted students have goals of career-family and economic power listed under the title of future expectations. It also revealed that they attach importance to societal good and being beneficial to the society in terms of a long-term purpose. Additionally, it was revealed that purpose is directly linked with happiness. Implications of these results are discussed in light of the literature and suggestions are presented.
Academic Self-Efficacy and Academic Procrastination: Exploring the Mediating Role of Academic Motivation in Turkish University Students
Author: Malkoç, Asude
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Motivation,Measures (Individuals),Academic Achievement,Self Efficacy,Time Management,Student Motivation,College Students,Correlation

The aim of this study has been to investigate the relationships among academic self-efficacy, academic motivation, and academic procrastination. The study has further delved into the question of whether academic motivation mediates the relationship between self-efficacy and academic procrastination. In order to investigate such links, three hundred and nineteen university students (218 females and 101 males) enrolled in the education faculty of a private university in Istanbul, Turkey, offered data. For data collection, the Aitken Procrastination Inventory, Academic Self-Efficacy Scale, and Academic Motivation Scale have been used. The results of the study indicate that academic motivation partially mediate the relationship between academic self-efficacy and academic procrastination.
Impact of Visuals on Primary School 4th Graders&apos; Problem-Solving Success
Author: Usta, Neslihan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 4,Problem Solving,Visual Aids,Elementary School Mathematics,Mathematics Instruction,Instructional Effectiveness

Aim of the research was to investigate possible impact of visuals on primary school 4th graders' problem-solving success. 108 fourth graders studying at four primary schools in Bartin city center were assigned as participants of the study. The research was carried out in 2016-2017 academic year. The model of the study was post-test control group experimental design, among true experimental models. Four math problems were created as data collection tool. Four visually-aided problems were asked in the experimental group while the same problems without visuals were asked in the control group. Problem-solving successes of the students in both groups were scored according to Progressive Scoring Scale. Mann Whitney U test was employed for data analysis. As a result of the study, statistically significant difference was revealed between problem-solving success post-test scores of the students in the experimental and control groups. This difference was in favor of the students in the experimental group. Furthermore, when the experimental and control group students' success in understanding problem, planning solution, checking out the plan, checking trueness of the result was compared, significant difference was determined in favor of the experimental group. It was concluded that visuals were effective on problem-solving success of primary school 4th graders.