ethanporcaro/eric-fulltext-meta huggingface dataset:
Proposed Training Module on Goal Setting and Decision-Making Skills for Distant Learners
Author: Ibrahim, Aminu Kazeem
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Training,Learning Modules,Goal Orientation,Decision Making Skills,Distance Education,Counselor Training,Undergraduate Students,Program Effectiveness,Skill Development,School Holding Power,Academic Persistence,Surveys

Inappropriate goal setting and decision-making skills are threat to distant learners' completion of academic programme, development and social well-being. This was realised following two related studies carried out by the authors of this write-up in addition to facts from reviewed literatures as one of the factors responsible for low retention and completion rates among undergraduate learners in open and distance learning institution, To further x-ray the problem, a simple survey was conducted on Student counsellors' responses with 57 Student counsellors representing 91.94% out of the 62 Student counsellors on the need to integrate training on goal setting and decision-making skills into learners support services. The findings suggested learner support services that should integrate the basic steps that were researched for setting achievable goals and decision-making skills necessary for implementing set learning goals. This paper therefore, proposed modalities that can be followed by support services unit of open and distance learning institutions in training learners diagnosed to have inappropriate goal setting and decision-making skills into modules. The modules were tested in training twelve volunteered undergraduate distance learners identified from previous study carried out by the authors. At the end of the trial testing the participated undergraduate distant learners were asked to rate the effectiveness of the activities involved in the training. The trust of the proposed module was to serve as a strategy in training the distant learners particularly, when low retention and completion rate are traced to inadequate skills for setting goals and decisions-making skills.
Women Consciousness Exploration in Jane Austen and Her Works
Author: He, Xiaojun
Date: 2015-11-00
Type: Journal Articles
Subjects: Novels,Fiction,Authors,English Literature,Females,Feminism,Marriage,Femininity

Jane Austen is one of the greatest realistic novelists in English literature of the 19th century. Austen is contrary to consciousness of man centrism and traditional values of masculine writers before her time. All her 6 novels are concerned with love and marriage; they truthfully reflect women life of her age, reveals her feminine consciousness and profound implication.
An Overview and Comparison of Turkish Public Schools and Private Schools
Author: Dag, Isa
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Private Schools,Comparative Analysis,Educational Assessment,Educational Indicators,Educational Practices,Educational History,Parent Attitudes,Administrative Organization,Governance,Performance Factors,Elementary Secondary Education

Human beings are social in nature and need acquisition and possession of knowledge for self-actualisation. This need can only be fulfilled in educational institutions. Turkish educational system is composed of pre-school, elementary, secondary and higher education. It is now evident that governments alone cannot meet the high demand of information and knowledge in the 21st century. Public schools and private schools are required to step in interchangeably when one falls short or fails. This study offers a short evaluation of the status of private schools in Turkey, a comparison of public and private schools, recommendations on public-private school balance and history of private schools, their structure and function and demands of parents. The study elaborates on governing factors in choosing a private school and how public schools can adapt to demands.
A Review of Relationship between Prospective Science Teachers' Attitudes towards Science Education and Their Self-Efficacy
Author: Türer, Betül
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Scientific Attitudes,Science Education,Self Efficacy,Surveys,Attitude Measures,Student Teacher Attitudes,Likert Scales,Elementary School Science,Statistical Analysis,Correlation,Scores,Prior Learning,Statistical Significance,Science Instruction,Gender Differences

In this research, we aim to review relationship between prospective science teachers' attitudes against science education (physics, chemistry, biology, laboratory) and their self-efficacy. Population of the research constitutes 497 students studying Science Education in Department of Elementary Education in Celal Bayar University Faculty of Education. In this research, general survey method is utilized, and &quot;Science Teaching Self-Efficacy Beliefs Scale&quot; developed by Enochs and Rings (1990) and adopted into Turkish by Özkan, Tekkaya and Çakiroglu (2002) and &quot;Science Teaching Attitudes Scale&quot; developed by researchers is used for data collection. For statistical analyses of data collected; descriptive statistical methods (arithmetic mean, ± standard deviation, frequency, percentage) as well as independent samples T-test, one-way ANOVA LSD test and correlation analysis is used. As concluded from the analyses; a significant difference by gender as well as class level variations is observed in prospective teachers' attitudes towards science education in terms of their general attitude scores, while no observed significant difference is present with respect to variations of their success level and the high school they graduated. Prospective teachers' self-efficacy scores towards science teaching significantly differ by the class level variant, while variants of gender, success status and type of high school they graduated does not make a statistically significant difference. Moreover, a positively significant but low linear correlation between prospective teachers' attitudes towards science education and their self-efficacy points is identified.
A Comparative Meta-Analysis of 5E and Traditional Approaches in Turkey
Author: Anil, Özgür
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Meta Analysis,Academic Achievement,Retention (Psychology),Student Attitudes,Teaching Methods,Effect Size,Computer Software,Models,Instructional Effectiveness,Constructivism (Learning),Literature Reviews

The aim of this study is to compare the 5E learning model with traditional learning methods in terms of their effect on students' academic achievement, retention and attitude scores. In this context, the meta-analytic method known as the &quot;analysis of analyses&quot; was used and a review undertaken of the studies and theses (N = 14) executed in Turkey over the period 2008-2014 on the 5E model. The goal of the review was to determine the efficacy of the 5E instructional model in terms of academic achievement, retention and attitude scores. The treatment effect method was used in the data analysis and the Comprehensive Meta-Analysis (CMA) statistical program, the MetaWin and Microsoft Excel 2010 Office programs were employed for the effect size calculation. The effect size values resulting from the analysis were interpreted according to Cohen classification (1992). When academic achievement, retention and attitude scores in the studies implementing the 5E instructional model were calculated according to the random effects model, effect size values were found to be ES[subscript academic achievement] = 1,132, ES[subscript retention]: 1,417 and ES[subscript attitude] = 0,552, respectively. In regard to academic achievement and retention, it can be inferred that these effect sizes of the 5E learning cycle were large and medium with respect to attitude, while both were positive and significant. It can therefore be said that the 5E model has a positive effect on academic achievement, retention and attitude scores.
The Methods of Teaching Course Based on Constructivist Learning Approach: An Action Research
Author: Altun, Sertel
Date: 2015-11-00
Type: Journal Articles
Subjects: Action Research,Constructivism (Learning),Preservice Teachers,Course Descriptions,Biology,Physics,Chemistry,Secondary School Students,Teacher Education Programs,Content Analysis,Foreign Countries,Student Attitudes,Science Teachers,Questionnaires,Individual Differences,Academic Ability,Testing Programs,Educational Equipment,Class Size,Reflection,Teaching Methods,Knowledge Base for Teaching

This purpose of this study is to investigate how the course designed based on constructivist principles has been implemented, what actions have been taken to solve problems and what thoughts have arisen in the minds of teacher candidates with regard to the constructivist learning approach. In this study, an action research was employed which emanated from qualitative research designs. The participants in this study consisted of 55 science teacher candidates from the fields of biology, physics and chemistry for secondary education enrolled on the Teacher Training Certificate Program at one of large state university in Turkey. So as to collect necessary data for the study, reflection notes written by the teacher candidates, their products and a questionnaire to elicit opinions were used. The data obtained were then analyzed by using descriptive and content analysis methods. The acquired results demonstrated that on account of teacher candidates' increased exposure to the constructivist learning environment, their knowledge and professional skills increased over time. The teacher candidates outlined in their reflections on the process that becoming better acquainted with the approach did indeed make valuable contributions to their cognitive, academic and affective development. However, they indicated that factors such as inadequate provision of equipment in classrooms, oversized classes, individual differences in academic abilities of students and the centralized examination system prevented the successful implementation of this approach in the schools.
Crossing the Gap between Indigenous Worldview and Western Science: Millet Festival as a Bridge in the Teaching Module
Author: Chiang, Chia-Ling
Date: 2015-11-00
Type: Journal Articles
Subjects: Science Instruction,World Views,Indigenous Knowledge,Teaching Methods,Indigenous Populations,Self Concept,Tribes,Interviews,Comparative Analysis,Cultural Traits,Science Education,Cultural Background,Foreign Countries,Qualitative Research,Cultural Activities

The worldview within indigenous people's traditional knowledge and western science can be a world of difference. In order to help indigenous students cross the gap and develop a sense of cultural identification. Taking Bunun, one of the Taiwanese indigenous tribes, as our subject, this study aims to develop a teaching module through Bunun's Millet Festival and implement this module to analyze students' performance. To have a better understanding of the worldview of Bunun, we had individual interviews with tribal elders and compared the collective materials with literature. Millet Festival is a significant ceremony for Bunun for passing important cultural custom and knowledge. Thus, taking Millet Festival as centerpiece of this study, we tried to connect traditional indigenous knowledge with school science education during Reclaiming Festival, Seed Sowing Festival, Ear-Shooting Festival, Garnering Festival and by making tribal elders assist with school teacher in class. The result shows that this teaching module not only provides abundant materials related to scientific subjects, but also makes the students appreciate the value and meaning of their own culture more. In addition, they would learn to respect the tribal elders sincerely and therefore the cultural inheritance would be rebuilt.
Use of Video and Audio Texts in EFL Listening Test
Author: Basal, Ahmet
Date: 2015-11-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Audio Equipment,Video Technology,Scores,Statistical Analysis,Control Groups,Listening Skills,Teaching Methods,Listening Comprehension Tests,Familiarity,Notetaking,Preferences,Learning Motivation,Foreign Countries,College Students,Language Tests

The study aims to discover whether audio or video modality in a listening test is more beneficial to test takers. In this study, the posttest-only control group design was utilized and quantitative data were collected in order to measure participant performances concerning two types of modality (audio or video) in a listening test. The participants, first grade students from an ELT program, were recruited and randomly assigned to two groups: audio-only text (AOT) (n = 30) and video-only text (VOT) (n = 27). Audio-only text (AOT) and video-only text (VOT) posttests were administered to the two randomly selected groups. Based on the results, the spread of the scores was wide in the post tests. In a nutshell, apart from texts 1 and 2, the AOT group performed significantly higher than the VOT group, despite the visual elements of the video. When considered all twenty items of the four texts, the significant difference found indicates that the audio modality was more favorable. This study examined differences in the effects of video listening text or audio-only listening text in terms of their effect on L2 test-taker performance. The quantitative results showed significantly higher success for AOT test takers. In other words, a consistent pattern presented in the listening comprehension test towards audio modality. However, the findings of the current research are not conclusive since various elements may have affected the outcome, such as motivation, physical factors, and topic familiarity, note-taking habits, and initial preference for audio or video. Therefore, further empirical research comparing AOT and VOT listening comprehension assessments is suggested to take into account these variables.
Barriers to Clinical Supervision Practices in Botswana Schools
Author: Moswela, Bernard
Date: 2015-11-00
Type: Journal Articles
Subjects: Barriers,Clinical Supervision (of Teachers),Investigations,Qualitative Research,Student Teacher Attitudes,Student Teacher Supervisors,Student Teaching,Educational Practices,Class Size,Undergraduate Students,Inservice Teacher Education,Semi Structured Interviews,Questionnaires,Delivery Systems,Program Effectiveness,Foreign Countries

This study was conducted to investigate possible barriers to the effective implementation of clinical supervision in Botswana primary schools, junior and senior secondary schools. Since the study sought views, experiences and observations of respondents, it adopted a qualitative approach to data collection. Teacher practitioners on study leave at the University of Botswana formed the subjects of the study. Data were analysed by being categorised into themes. The findings of the study revealed three major themes deemed to be barriers to clinical supervision practices. These are; large class sizes; the implementation of the Performance Management System in schools; and senior teachers who are designated as supervisors to junior teachers simply by virtue of their official position and not because they are experts in the areas they supervise. Recommendations were made on how these barriers could be addressed in order to facilitate clinical supervision activities in schools.
Undesired Teacher Behaviours According to the Studentship Memories of Prospective Teachers in Primary School
Author: Polat, Hüseyin
Date: 2015-11-00
Type: Journal Articles
Subjects: Teacher Behavior,Qualitative Research,Behavior Patterns,Preservice Teachers,Student Teacher Attitudes,Elementary Education,Semi Structured Interviews,Punishment,Teacher Response,Classroom Environment,Internship Programs,Foreign Countries,Content Analysis

The purpose of this study is to explore the types of undesired behaviours observed by prospective primary school teachers during their studentship at primary school. 35 voluntary prospective teachers studying at the faculty of education in Adiyaman University participated into the study, which was conducted within qualitative research techniques. According to their primary school memories of participants, teachers enacted mostly undesired behavioural patterns such as physical punishment, engaging in other works in lessons, insulting, threatening and certain patterns of discrimination. Except engaging irrelevant subjects in lessons, the other undesired behavioural patterns are associated with reactions to students' behaviours such as making noise, taking other students' things without permission, grabbing, thievery, disobeying the classroom rules, running and rushing in the classroom, lying, misbehaving and complaining about other classmates. Additionally, according to the results of the study, the undesired behaviours which the prospective teachers never want to practice, when they become teachers, are mostly such behaviours of their teachers in primary school.
Feminist Pedagogy in Early Childhood Teachers' Education
Author: Ziv, Haggith Gor
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Feminism,Educational Practices,Teaching Methods,Early Childhood Education,Teacher Education,Theory Practice Relationship,Social Justice,Critical Thinking,Social Class,Career Change,Transformative Learning,Disadvantaged Youth,Consciousness Raising,Curriculum Development,Power Structure,Personal Narratives,Student Empowerment,Females,Participant Observation,Observation

This article discusses the theory and practice of applying critical feminist pedagogy in a teacher's training college. It is based on an analysis of the education of students in an early childhood teaching program (BEd) that seeks to promote social justice through education. This article discusses the areas of the student's education that encourage critical thinking, social critique and questioning of the social order that continues to stratify young children into the social class of their birth. The article explains the principles that guide my work as an educator in an Israeli teacher's college and how I seek to expose students to ideas and concepts like the meaning of a feminine career choice, the potential to transform acquired perceptions, practice in marginalized communities, personal and political narratives and opportunities for resistance.
An Analysis of the Relation between the Organizational Creativity Perceptions and Life Satisfaction Levels of the Teachers
Author: Akan, Durdagi
Date: 2015-11-00
Type: Journal Articles
Subjects: Teacher Attitudes,Regression (Statistics),Predictor Variables,Creativity,Secondary School Teachers,Life Satisfaction,Foreign Countries,Surveys,Correlation,Educational Administration,Measures (Individuals)

The purpose of this study is to determine the relations between the organizational creativity perceptions and life satisfaction levels of the teachers. This study is conducted in descriptive survey method. Satisfaction with Life Scale and Organizational Creativity Scale were used to collect data from 233 primary and secondary school teachers working in Yakutiye county of Erzurum. In the analysis of the obtained data, arithmetic mean, standard deviation, Pearson's product moment correlation and simple linear regression analysis were used. The findings show that there is a statistically significant and positive relation between the perceived organizational creativity perceptions and life satisfaction levels of the teachers and the life satisfaction levels of the teachers is a significant predictor of their organizational creativity perceptions.
Adaptation of California Measure of Mental Motivation-CM3
Author: Özdemir, Hasan Fehmi
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Media Adaptation,Critical Thinking,Cognitive Tests,Secondary School Students,Factor Structure,Factor Analysis,Test Reliability,Motivation

Education without doubt, plays a vital role for individuals to gain the essential personal traits of the 21st century, also known as &quot;knowledge age&quot;. One of the most important skills among these fundamental qualities which the individuals should be equipped with is critical thinking. California Measure of Mental Motivation-CM3 was developed by Giancarlo, Blohm &amp; Urdan (2004) to assess secondary school students' critical thinking dispositions which is one of the characteristic components of critical thinking. Detecting secondary school students' dispositions toward critical thinking is desired to be one of the main foci in many Turkish educational studies; however, it seems there is no Turkish psychological measurement instrument, assessing this feature among these age groups. Adapting this scale into Turkish culture will support the future studies on critical thinking by supplying a new instrument to the psychological measurement literature. The adaptation process has revealed that CM3 retains a four-factor structure in Turkish culture, similarly to the original form, and this structure has been confirmed by confirmatory factor analysis. In terms of the internal consistency, the Cronbach's alpha reliability values have appeared to be between the reference values based in the literature. Furthermore, the test-retest reliability analysis has exposed considerably high level and significant correlation.
Discrepancies in the Ideal Perceptions and the Current Experiences of Special Education Teachers
Author: Andrews, Amanda
Date: 2015-11-00
Type: Journal Articles
Subjects: Special Education Teachers,Teaching Experience,Beginning Teachers,Teacher Surveys,Teacher Attitudes,Expectation,Job Satisfaction,Collegiality,Teacher Collaboration,School Support,Teacher Administrator Relationship,Classroom Environment,Classroom Techniques,Success,Academic Achievement,Faculty Workload,Parent Teacher Cooperation,Student Evaluation,Educational Practices,Likert Scales,Quasiexperimental Design

The field of special education continues to have lower teacher retention rates compared to general education. As a result, concerns over the quality of special education teachers' professional experiences have risen. Both general and special education teachers have their ideal views of the profession, including ample classroom facilities, available resources, and supportive administration; however, many factors can cause teachers to have less than ideal experiences in the field. The purpose of this study was to examine special education teachers' ideal perception of teaching compared to their current experiences. The researchers conducted a causal comparative research study using the Perceptions of Success Inventory for Beginning Teachers (Corbell, Osborne, &amp; Reiman, 2010; Corbell, Reiman, &amp; Nietfeld, 2008). The study included a sample of 14 participants employed as special education teachers in one school system located in the southeastern United States. A series of paired sample t-test analyses were conducted. The results revealed special education teachers' current experiences were rated significantly lower than their ideal perceptions in 7 out of 8 scales (i.e., colleagues, administration, classroom, success, resources, workload, and parents). This research could provide administrators with insight into what special education teachers view as essential, or ideal, for effective teaching. Then, administrators can better determine how teachers' current experiences are or are not meeting the teachers' expectations.