ethanporcaro/eric-fulltext-meta huggingface dataset:
Determining the Motor Skills Development of Mentally Retarded Children through the Contribution of Visual Arts
Author: Erim, Gonca
Date: 2017-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Psychomotor Skills,Skill Development,Children,Visual Arts,Elementary School Students,Special Education Teachers,Special Schools,Foreign Countries,Surveys,Questionnaires,Teacher Attitudes,Art Activities,Teaching Methods,Art Education

Visual arts education is a process that helps the reflection of inner worlds, socialization via group works and healthier motor skills development of normally developing or handicapped children like the mentally retarded. This study aims to determine the influence of visual art studies on the motor skills development of primary school first grade level trainable mentally retarded children and the difficulties faced related to this process. The target population of this study consists of special education teachers working for private special education institutions and the sample of this study consists of eighty-five special education teachers working for fifteen special education institutions within the province of Bursa. In this screening survey model study, questionnaires have been used as a data collection technique. The results have been interpreted by analyzing in table forms. According to the findings obtained in the research, most of the participating teachers think that visual art education plays an important role in the development of mentally retarded children and visual arts classes are beneficial to developing motor skills and improves hand-eye coordination. However, it has been determined that some applications, which were included in the visual arts education curriculum, have not been practised. In accordance with the findings obtained in the research, it has been suggested that the applications containing fine motor skills development movements should take place more in art education programs, and that special education institutions should have an art educator and art studios in order to improve motor skills level of mentally handicapped children.
Model of Learning Using iLearning on Independent Study Classes at University
Author: Sudaryono
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Models,Electronic Learning,Independent Study,College Students,Blended Learning,Learning Strategies,Teaching Methods,Instructional Effectiveness,Validity,Measures (Individuals),Educational Quality,Outcomes of Education,Open Source Technology,Computer Software

Raharja College is one of the universities who apply a learning method that is quite different which does not only rely on the conventional learning system in which Teaching and Learning Activity is done by students and lecturers are required to come face to face directly, but also applying e-learning method learning or better known as iLearning system Education in Raharja College. Where the application is used several devices that support the learning system ranging from iDu (iLearning Education) as a medium of interaction Students and Lecturers and the Use of iLearning Media (iMe) as the media that holds the activity of learning activities through methods iLearning Education. Then over the course of this method several questions arise about how valid the system on the quality assessment and the effectiveness of learning methods where from it is necessary to apply a measuring instrument which can measure the validity of the system on the quality and effectiveness of teaching methods in College Raharja especially in class Independent Study IL101A and IL101C. By using descriptive survey research carried out in which of the survey conducted found a solution of the problem, namely the procurement of a measuring instrument in this case Viewboard which later can display historical data with certain categories where the presence Viewboard that later measurements on the validity of the system in particular in terms of learning effectiveness can be proven empirically through data accurate.
Parents' Guidance Resources during the Identification Process for the Gifted and Talented Students at the Sanliurfa BILSEM
Author: Belur, Arif
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Talent Identification,Parent Surveys,Parent Attitudes,Parent Background,Educational Attainment,Eligibility,Socioeconomic Status,Family Income,Family Structure,Access to Information,Access to Health Care,School Counseling,Questionnaires,Individual Characteristics,Statistical Analysis

The purpose of this study is to investigate the guidance resources for parents whose children participated in the identification procedures for the gifted and talented students (GT), and as a result either did or did not qualified to enroll the Science and Art Center (BILSEM) in Sanliurfa, Turkey. With this purpose, a four-part survey developed by the researchers was carried out with a total of 261 parents whose children were qualified to enroll (PQE) or not qualified to enroll (PNQE) the BILSEM. Socio-demographic findings revealed that both groups of parents of all the students who participated in the identification process had a high level of education; but, the PQE higher income and have fewer children than the PNQE. Results on parents' guidance sources and experiences indicated that the source the PQE received the most support at all stages of the identification procedure was class teachers. A third of the parents were involved in the identification procedures either with little or no information. The vast majority of parents stated that they did not benefit from school counseling. Furthermore, it was found that the rate of parents' benefiting from the provisions of other experts' mental health services were limited. Parents who used the school counseling services or the services of other experts reported that assistance was insufficient.
Critical Thinking Tendencies of Geography Teacher Candidates in Turkey
Author: Geçit, Yilmaz
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Thinking,Geography,Preservice Teachers,Foreign Countries,Measures (Individuals),Statistical Analysis,Geography Instruction,Thinking Skills

The purpose of this research is to determine the critical thinking levels of geography teacher candidates. The research was descriptive and conducted in a relational survey model. The population of this study consists of students of the geography department of Karadeniz Technical University, Atatürk University and Marmara University education faculties located in Turkey. The sample group constitutes 246 teacher candidates randomly selected from this universe. Californian Critical Thinking Disposition Inventory (CCTDI) consisting of 6 dimensions and 51 items which is a Likert type measurement with 6 points was used for data collection. The scale consists of analyticity, open-mindedness, inquisitiveness, self-confidence, truth-seeking and systematicity. Study variables such as gender, teaching experience, grade level and the type of high school graduated from were analyzed using SPSS 16 software using ANOVA and t tests. The data obtained in the study were collected during the fall semester of the academic year 2014-2015. The significance of the data was tested on the basis of .05 level. Considering the subscale averages of the scale, it is seen that geography teacher candidates' analyticity is 4.50, open-mindness 3.25, inquisitiveness 4.42, self-confidence 4.06, truth-seeking 3.65, and systematicity 3.52. According to the result of the research; it is concluded that geography teacher candidates have a low level of critical thinking tendencies.
Development and Evaluation of the Efficiency of In-Service Training Program with the Theme of Peace Education
Author: Basaran, Semra Demir
Date: 2017-00-00
Type: Journal Articles
Subjects: Peace,Elementary School Teachers,Faculty Development,Inservice Teacher Education,Systems Approach,Foreign Countries,Mixed Methods Research,Diaries,Content Analysis,Semi Structured Interviews,Program Effectiveness,Teacher Attitudes

In this article, an in-service training program was developed and evaluated to improve the peace education competencies of primary school teachers. This program, named as In-Service Training Program with the Theme of Peace Education for Primary Teachers (BEHEP), was based on the system approach. The implementation was completed in 28 hours with the participation of 18 primary school teachers working in Serkan Ciddioglu Primary School located in Melikgazi district of Kayseri province. The article was designed according to the mixed research model. Interview forms, concept forms, course plans, participant diaries and in-service training evaluation scales were used as data collection tools. Qualitative data were analyzed via content analysis method; quantitative data were analyzed via SPSS. BEHEP has been an effective program to raise the awareness of teachers and to improve their skills in designing learning environments suitable for peace education.
Value System and Value Preferences of Prospective Teachers of Secondary Schools: An Indian Survey
Author: Dasari, Rajendra Prasad
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Foreign Countries,Classification,Values,Preservice Teacher Education,Secondary Education,Student Surveys

Present society needs a moral, more sustaining order in every sphere of life to have a firm foundation for further human progress. School education touches the chord of ethical conduct of children as it plays a vital role in the inculcation of right values. This will stand them in good stead as they grow up. As adults, they can practice the values in social life which they imbibed at a formative stage. Hence, value education should be the primary concern of teacher preparation because a teacher has the responsibility of shaping children thoughts which decide their behaviour, and actions later on in their life. The present study examines the value system and value preferences of the prospective teachers. A sample of 330 preservice teachers of B.Ed. programme was randomly selected, and Rokeach Value Survey (RVS) was adopted for the study. The study reveals that the prospective teachers are self-oriented towards the end state of their existence showing their inclination towards freedom, comforts, and friendship. However, it is found that their modes of conduct are much oriented towards hard working nature with duty consciousness and open-mindedness. The study suggests that the curriculum and instruction should provide necessary inputs into theory and practical work to make preservice teachers realize the importance of values of equality, peace, self-respect, and honesty.
The Experience of Assessing Out-of-School Learning Environments
Author: Kiriktas, Halit
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Environment,Resource Centers,Museums,Parks,Benchmarking,Institutional Evaluation,Science Education,Lifelong Learning,Community Surveys,After School Education,Educational Resources,Foreign Countries

This study aimed to investigate out-of-school learning environments within the borders of the province of Izmir in terms of various parameters. With this purpose, the researchers developed the &quot;Out-Of-School Learning Environments Assessment Survey.&quot; The study used the screening model, which is a descriptive research method. In the scope of this study, a total of 13 out-of-school learning environments in Izmir were investigated. These included the Young Explorers Center for Science, the Mevlana Center for Science, the Ödemis Center for Science, Karsiyaka Museum of Science, Izmir Museum of Archeology, Museum of Ethnography, Inciralti Naval Museum, Arkas Museum of Art, Selçuk Urban Memory, the Ancient City of Efes, Ege University Botanical Garden, and Sasali Wild Life Park. As a result of statistical operations based on the calculation of frequencies and percentages on the obtained data, it was found that, among the designed out-of-school learning environments in the samples, centers for science satisfied the criteria expected to be determined by the survey to a certain extent, museum groups were &quot;very inadequate&quot; regarding desired qualities, and the levels of satisfaction of expectations for other environments had &quot;acceptable&quot; standards.
Determining the Turkish World Perceptions of Candidate Social Studies Teachers through Word Association Test
Author: Tokcan, Halil
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Studies,Student Attitudes,Preservice Teachers,Foreign Countries,Associative Learning,Concept Mapping

The purpose of this study is to observe prospective teachers' cognitive structures related to Turkish World. In this scanning model study, WAT (Word Association Test) had been applied to 332 prospective teachers in Nigde Ömer Halisdemir University. And they were asked to write what comes into their heads when it is said Turkish Republics and Turkish World. Words were given to the prospective teachers. According to the research, &quot;Turk&quot; is the only common Word which is related to the concept of six independent Turkish Republics and Turkish World. There is no any other common word except this, perceived by prospective teachers. Students generally independent Turkish Republic and Turkey they do not have a lot of information and perceptions about the world; they know the general concept of popular culture, it said they did not know specific concepts or people belonging to the country. Independent of the Turkish states K.K.T.C. It has become the most irrelevant and disconnected with other countries. K.K.T.C. with the only common link between other countries &quot;Turkey&quot; was the word. Students are most perceptive grasp of Azerbaijan, while country-owned; they have been gripping the country at least perceptually Uzbekistan. [This article was presented at the 3rd International Dynamic, Exploratory and Active Learning Conference (IDEAL 2016).]
The Effect of Mathematical Worksheets Based on Multiple Intelligences Theory on the Academic Achievement of the Students in the 4th Grade Primary School
Author: Inan, Cemil
Date: 2017-00-00
Type: Journal Articles
Subjects: Worksheets,Mathematics Instruction,Multiple Intelligences,Academic Achievement,Grade 4,Elementary School Students,Elementary School Mathematics,Research Design,Pretests Posttests,Semi Structured Interviews,Content Analysis,Experimental Groups,Control Groups,Foreign Countries,Achievement Tests,Statistical Analysis

The aim of this research is to examine the effect of Math worksheets based on the Multiple Intelligences Theory on the academic achievement of students in the 4th grade primary school. The sample of the research consists of 64 (32 experimental and 32 control) students who are studying in the 4th grade in a primary school affiliated to the Ministry of National Education in the province of Baglar, Diyarbakir in the academic year of 2016-2017. Experimental design with pre-test and post-test control group was used in the study. The obtained pre-test and post-test data were analyzed with SPSS 22.00 package program. Content analysis of interview data was conducted. According to the results of the research, it is shown that Math worksheets prepared on the basis of the Multiple Intelligences Theory has increased the academic achievements of the students in general. According to these results, it can be said that the preparation of Math worksheets according to students' different intelligence fields can positively influence the academic achievement of the students.
An Examination of Attitudes towards Cheating in Exams by Physical Education and Sports High School Students
Author: Kayisoglu, Numan Bahadir
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Physical Education,Athletics,Cheating,Tests,Ethics,Student Surveys,Preservice Teachers,College Students,Statistical Analysis,Gender Differences,High Schools,Institutional Characteristics,Instructional Program Divisions

The purpose of this study is to determine the attitudes of students from the Hasan Dogan School of Physical Education and Sports towards cheating in exams and to investigate changes in these attitudes in terms of several variables. The survey method was used in the study. The study was conducted during the 2014-2015 Academic year at the Karabük University Hasan Dogan High School of Physical Education and Sports. The Study Group consisted of 178 student teachers from the Physical Education and Sports Department and 159 students from the Sports Management Department. In total, 337 students were selected, using the random sampling method. The Attitude Scale on Cheating in Exams (ASCE), developed by Semerci (2003), was used to collect the data. The scale consisted of one dimension and 67 items, 37 of which were positive and 30 of which were negative statements. The study data were analyzed using the SPSS Package Program. The t-test and One-Way Variance Analysis (ANOVA) were used to analysis the data. The Cronbach's Alpha reliability level of the scale used in the study was calculated to be 0.89. By the end of the study, it was established that the students from the Physical Education and Sports High School had above average attitudes and that attitudes on cheating in exams did not differ according to gender, department, type of high school attended, and YGS points; however, it was also determined that the students' attitudes towards cheating in exams differed according to year level. [This paper was presented at the 4th International Symposium on New Issues in Teacher Education (ISNITE) at Savolinna University, Finland.]
The Analysis of Self Efficacies of English Language Teachers in Terms of Creative Drama Use in Education
Author: Pesen, Ata
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Foreign Countries,Drama,Teaching Methods,Second Language Instruction,Self Efficacy,Statistical Analysis,Gender Differences,Institutional Characteristics,Teaching Experience,Teacher Surveys,Elementary Secondary Education

This study was conducted to determine self-efficacy levels of English Language teachers in terms of creative drama usage. Thereby the self-efficacy of the language teachers in terms of drama usage was analyzed according to such variables as type of the school they are working, gender, length of service and any course or lesson taken about creative drama. The participants were 156 teachers working within the borders of Siirt Province, a Southeastern town in Turkey in 2015-2016 educational years and taking part in the study voluntarily. A Scale created by Can &amp; Canturk-Gunhan [11] called &quot;Self Efficacy Scale in terms of Creative Drama Usage&quot; was used to collect data. The Cronbach Alpha Reliability level was found to be 0,96. The data collected in the study was analyzed according to independent samples t-Test, one way analysis of variance (ANOVA test), and Mann-Whitney U test in SPSS program. The results of the study show that there did not appear a meaningful difference of self-efficacy levels in terms of creative drama usage according to gender, school type or any course or lesson taken for drama usage but there was a meaningful difference as for the length of teaching years.
3-C Models Teaching Tools to Promote Social Justice
Author: Marbley, Aretha Faye
Date: 2017-00-00
Type: Journal Articles
Subjects: Models,Social Justice,Teaching Methods,Cultural Pluralism,Multicultural Education,Resistance (Psychology),Teacher Attitudes,Gender Differences,Minority Group Teachers,Black Colleges,Whites,Racial Composition,College Students,Social Bias,Feminism,Educational Philosophy,Cooperation,Change Strategies,Higher Education

Equipping future professionals and educators with critical global multicultural competences and skills to work with people from diverse backgrounds is a challenge for both predominantly White institutions (PWIs) and Historically Black Colleges and Universities (HBCUs). The major objective of this article is to introduce an adaptable model with an array of strategies from the authors' experiences teaching diversity that can be applied to teaching social justice. These strategic models and conceptual frameworks emerge from the authors' disciplines and their personal experiences as African American faculty teaching in PWIs and a HBCU. This approach is one that can be helpful to instructors, regardless of discipline, as they teach courses related to diversity, multiculturalism, and social justice. Further, the article will provide a framework for instructors to evaluate their personal approach to teaching diversity and social justice. It is particularly useful in understanding some of the resistance and negativity that are inherent in courses that challenge students' values and belief systems. Women and people of color who teach these courses may find that the authors' stories affirm and validate their own experiences in both PWIs and HBCUs. Accordingly, this article provides a provides a snapshot of a social justice, philosophical, pedagogical, and practical conceptual framework for teaching social justice to culturally diverse college students which those students in turn can use to teach their students and clients to analyze systems of inequality and discrimination.
The Effectiveness of Dialogic Reading in Increasing English Language Learning Preschool Children's Expressive Language
Author: Brannon, Diana
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Reading Instruction,English Language Learners,English (Second Language),Preschool Children,Expressive Language,Parent Education,Parents,Reading Materials,Control Groups,Experimental Groups,Books,Attention,Interaction,Emergent Literacy,Pretests Posttests,Training,Parent Surveys

The effectiveness of dialogic reading in increasing the literacy interactions between English language learning parents (ELL) and their preschool aged children and children's expressive language development were studied. Twenty-one ELL parents of preschool aged children received dialogic reading training every other week for a ten-week period. Parents in the dialogic reading group allowed their children access to the book and posed and solicited questions significantly more than the control group. Children with parents in the dialogic reading group held the book, posed and solicited questions, and sustained attention significantly more. Overall, parents in the dialogic reading group exhibited significantly stronger skills in two categories of reading: promoting interactive reading and using literacy strategies. Children whose parents received the dialogic reading training acquired significantly more words from pre-test to post-test. Researchers found that and parents' literacy interactions with their children were positively influenced by the dialogic reading training and that parents' use of dialogic reading positively affected their children's expressive language skills.