ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of &quot;Ask, Write, Throw&quot; Technique as a Writing Skill Practice When Teaching Turkish as a Foreign Language
Author: Takil, Nazife Burcu
Date: 2016-04-10
Type: Journal Articles
Subjects: Writing Instruction,Writing Skills,Teaching Methods,Second Language Instruction,Turkish,Conventional Instruction,Comparative Analysis,Vocabulary,Punctuation,Sentences,Peer Influence,Imitation,Interaction,Feedback (Response),Physical Activities,Foreign Countries,Quasiexperimental Design,Experimental Groups,Control Groups

This investigation was done to explore the effectiveness of &quot;Ask, write, throw&quot; (AWT) technique in improving the writing skills of B2 level learners of Turkish as a foreign language compared to traditional teaching technique. To this end, 35 learners at similar levels were recruited. There were 18 learners in the AWT (experimental) group and 17 learners in the traditional technique (control) group. The investigation lasted for 8 weeks. Results clearly showed that the AWT technique significantly improved the learners' writing skills compared to traditional techniques and principles. Learners in the AWT group were more successful in vocabulary, punctuation, relevancy in writing, form of constructed sentences and vocabulary error count. These findings demonstrate the effectiveness of &quot;ask, write, throw&quot; (AWT) technique in teaching Turkish as a foreign language compared to the traditional technique.
Study of the Performance of Faculty Members According to Talent Management Approach in Higher Education
Author: Moghtadaie, Leila
Date: 2016-04-23
Type: Journal Articles
Subjects: Talent,College Faculty,Talent Development,Human Resources,Correlation,Universities,Interviews,Questionnaires,Networks,Computer Software,Inservice Teacher Education,Teacher Recruitment,Statistical Analysis,Specialists,Foreign Countries,Likert Scales

Nowadays, the success of any organization depends on the shaping of policies tailored to the needs of human resources; otherwise, it will lose the ability to adapt to today's complex environment and the ability to use the effectiveness of human resources. For this reason, Talent Management can help to attract, nurture and develop the next generation of public leaders. This study was conducted with the aim of finding the relationship between each of the main dimensions of talent management and improves the performance of faculty members at the university. This study is an applied research. The total population included all regular universities in Iran. Data were collected by the study of literature, interviews with experts and questionnaires so that data were analyzed using correlation analysis and Analytical Network Process (ANP) by SPSS and Super Decisions software. The results show that the &quot;talents development&quot; dimension is in first place and the dimensions of &quot;attracting the talent&quot; and &quot;talents maintenance&quot;, they are respectively ranked second and third the most relevant dimensions of talent management in improving the performance of faculty members in educational services. Thus, before considering the work processes and relying on modern technology, the role of &quot;in-service training courses&quot;, &quot;continuous learning&quot; and &quot;technical skills training&quot; are crucial in improving the performance of faculty members.
The Implementation of Schools' Policy in the Development of the Local Content Curriculum in Primary Schools in Pacitan, Indonesia
Author: Maryono
Date: 2016-04-23
Type: Journal Articles
Subjects: Foreign Countries,Elementary Schools,Case Studies,Qualitative Research,Principals,Elementary School Teachers,Elementary School Students,Committees,Questionnaires,Interviews,Documentation,Group Discussion,Cultural Influences,Educational Environment,Elementary School Curriculum,Language of Instruction,Educational Policy,Barriers,Curriculum Development,Indigenous Knowledge

This study aims to describe the culture and local potential in Pacitan, East Java, as well as the implementation of local content in primary schools in the area, and some factors that support and hinder their implementation. This research is a qualitative case study. There were five primary schools used as samples obtained through purposive sampling. Every school brought five subjects used informants to obtain the primary data: a principal, a teacher, a school committee, and two students. The methods used were questionnaire, interview, document analysis, and forum group discussion (FGD). The data was analyzed through exploratory research by using interactive model analysis. The results are; (1) Pacitan has much wealth; natural potential, community potential, social and cultural environment and arts; (2) the majority of primary schools in Pacitan use the Javanese language as local content. It is based on the potential and local culture of Pacitan. There are no specific subjects taught at a given time; they are only integrated in a contextual learning and thematically in other subjects; (3) There were some positive supports in the form of a guarantee policy or regulation (the government), moral and material support (school committee, community, non-governmental organizations), as well as school commitments. However, in practice, it was hampered by several factors, namely limited material, knowledge, and skills of the teachers; the constraints in the implementation of the methodology related to the management of time and means, source of funds, monitoring and evaluation, and lack of school infrastructure.
Interpersonal Problem Solving, Self-Compassion and Personality Traits in University Students
Author: Arslan, Coskun
Date: 2016-04-10
Type: Journal Articles
Subjects: Interpersonal Competence,Problem Solving,Personality Traits,Self Concept,College Students,Correlation,Multiple Regression Analysis,Questionnaires,Foreign Countries,Factor Analysis

The aim of this study was to investigate interpersonal problem solving in terms of self-compassion and personality traits. The participants were 570 (274 females and 296 males) who participated in the research voluntarily. The mean age of the participants was 21.54 years (between 17-32 years old) with a standard deviation of 2.68 years. Data were collected using Interpersonal Problem Solving Inventory, Adjective Based Personality Scale, Self-compassion Scale and personal information form. To analyze the data, Pearson conduct moment correlations, and multiple hierarchical regression analysis technique were used. As a result of the study, it was found that there was a significant negative relationship between approaching problems in a negative way and self-compassion, extraversion, openness to experiences, agreeableness and responsibility. It was found that there was a significant negative relationship between lack of self-confidence and self-compassion, extraversion, openness to experiences, agreeableness and responsibility. It was found that there was a significant negative relationship between unwillingness to take responsibility and self-compassion, extraversion, openness to experiences, agreeableness and responsibility. Also it was found that there was a positive relationship between constructive problem solving and self-compassion, extraversion, openness to experiences, agreeableness and responsibility. Besides, it was found that some approaches of self-compassion and some approaches of personality traits significantly explain interpersonal problem solving.
Effect of the Use of Multimedia on Students' Performance: A Case Study of Social Studies Class
Author: Ilhan, Genç Osman
Date: 2016-04-23
Type: Journal Articles
Subjects: Multimedia Instruction,Case Studies,Social Studies,Academic Achievement,Instructional Effectiveness,Control Groups,Experimental Groups,Grade 4,Achievement Tests,Computer Assisted Instruction,Intermode Differences,Technology Uses in Education,Foreign Countries,Pretests Posttests,Statistical Analysis

The rapidly changing technological developments have affected education as it does every other fields of human endeavor. The number of technology applications used in education increases every day. One of these tools is multimedia. In the studies about the use of multimedia in education, it has been reached that multimedia increases students' success, affects students' attitudes in the positive way and makes lessons more enjoyable and understandable. In this study, multimedia tools were used in social studies to contribute to the field. The study aims to outline the effect of multimedia on the academic success of social studies students. Experimental design was used in the study with two sections (both 4th grade-Section I as the control group and Section II as the experimental group) used as the control and experimental study groups of this study. The sample of the study is 67 social studies 4th grade students in Kayseri, Turkey. For data collection, an achievement test which was generated with experts' opinion and tried as pilot was used. The data from the achievement test was analyzed with SPSS program. At the end of the study, it has been concluded that multimedia technique increased the academic success of students in social studies lesson compared to the traditional classroom.
Adaptation and Validation of Self-Perceived Employability Scale: An Analysis of Sports Department Students and Graduates
Author: Karli, Unal
Date: 2016-04-23
Type: Journal Articles
Subjects: Employment Potential,Self Concept Measures,Test Validity,Construct Validity,College Students,College Graduates,Athletics,Gender Differences,Educational Attainment,Second Languages,Work Experience,Foreign Countries,Factor Analysis

The purpose of this study was twofold: first, to adapt and test the construct validity of the Self- Perceived Employability Scale; and second, to analyze the employability perceptions of students and graduates of sports departments according to their gender, level of education, ability to communicate in a foreign language, and work experience. A data-collection procedure was conducted two times, and the scale was implemented on two different sample groups. The first implementation of the scale was done for exploratory factor analysis and the second implementation was conducted for confirmatory factor analysis and for the analysis of whether demographic variables (gender, communicating in a foreign language, work experience, and academic status [senior student-new graduate]) caused any difference in participants' employability perceptions. The Turkish version of Self-Perceived Employability Scale varied from the original version. Items related to individuals' perceptions about their engagement with studies and academic performance were discarded. A shorter three-factored, structurally valid, and reliable scale emerged after the exploratory and confirmatory factor analysis. Significant differences were observed in employability perceptions of participants related with their level of education (senior students and new graduates) and work experience in the study field. On the other hand, results indicated that the variables of gender and communicating in a foreign language did not make any difference in participants' employability perceptions. As a conclusion, the Turkish version of the Self-Perceived Employability Scale has proven its construct validity and utility for the assessment of employability perceptions of Turkish university students. Furthermore, findings revealed that level of education and having work experience in the study field had a significant role in participants' employability perceptions.
Evaluation of the Curriculum of English Preparatory Classes at Yildiz Technical University Using CIPP Model
Author: Akpur, Ugur
Date: 2016-04-10
Type: Journal Articles
Subjects: Curriculum Evaluation,Models,College English,Questionnaires,English (Second Language),English Instruction,Teacher Attitudes,Student Attitudes,Technical Education,Language Skills,Language Acquisition,Program Effectiveness,Foreign Countries,Likert Scales

The purpose of this study is to evaluate the instruction program of preparatory classes at Yildiz Technical University using CIPP model. A total of 54 teachers and 753 university students attending preparatory classes in the Academic Year of 2014-2015 formed the study group. The research is based on a questionnaire applied to teachers and students. For the analysis of the data, the means and the standard deviation scores were determined separately. Furthermore, in order to figure out the differences between teachers' and students' responses, independent samples t-test technique was applied. The findings have indicated that although the teachers and students have some apprehensions on a few items such as balancing of skills, lacking of audio-visual materials, not acquiring the habit of studying in groups and the knowledge of English for different areas, they generally hold positive ideas towards the curriculum. It has also been revealed from the responses that, except for the context factor of the instruction program, the difference between the teachers' and students' opinions about the other factors of the instruction program are not significant.
A Study of Democratic School Culture Perceptions of Sport High School Students
Author: Isikgöz, Enes
Date: 2016-04-10
Type: Journal Articles
Subjects: High School Students,Athletics,Foreign Countries,Statistical Analysis,Nonparametric Statistics,School Culture,Democratic Values,Gender Differences,Family Environment,Siblings,Likert Scales,Grade 9,Grade 10

In this study; the perceptions of the students studying at sport high schools about democratic school culture were analysed in accordance with different variables. Participants of the research consisted of 216 students studying at Sport High Schools in Sakarya and Batman Provinces of Turkey. The data were collected with the Democratic School Culture Perception Scale (DSCPS). The estimated Cronbach Alpha reliability coefficient of the scale was 0.92. For the analysis of data, Mann Whitney U and Kruskal Wallis H tests from non-parametrical tests as well as descriptive statistical techniques were benefited from. According to the results of the research, the students' perceptions about democratic school culture did not vary in gender and number of sibling but varied in the relevant grade level.
The Differential Effects of Parental Involvement on High School Completion and Postsecondary Attendance
Author: Ross, Terris
Date: 2016-03-07
Type: Journal Articles
Subjects: Parent Participation,Parent School Relationship,Expectation,Parent Attitudes,High School Students,Graduation Rate,College Attendance,Postsecondary Education,Dropouts,High School Equivalency Programs,Academic Persistence,Predictor Variables,Correlation,Racial Differences,Ethnic Groups,Socioeconomic Status,Grade 10,Grade 12,Longitudinal Studies,Questionnaires,Statistical Analysis,Regression (Statistics)

Previous studies have shown the impact of parental involvement on a number of student achievement, motivation, and engagement outcomes, but the extent to which parental involvement influences high school completion and postsecondary attendance has received less attention in the literature. Filling that gap, this study replicates and extends previous research (Fan &amp; Williams, 2010) by examining the influence of various dimensions of parental involvement on high school completion and postsecondary attendance (with particular interest in dropouts who later earned GEDs and went on to college). Results show that parents' educational expectations for their children play a significant role in whether students from all backgrounds persist toward completion of high school and whether they attend a postsecondary institution. This study also finds parent participation in school functions to be a significant positive predictor of both high school completion and postsecondary enrollment, while communication between parent and school about children's school problems is negatively associated with both outcomes. The implications for expanding developmentally appropriate and culturally sensitive policies for family and school engagement are discussed.
Meeting the Challenges of Higher Education in India through Open Educational Resources: Policies, Practices, and Implications
Author: Thakran, Archana
Date: 2016-03-28
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Resources,Open Source Technology,Technology Uses in Education,Access to Education,Skill Development,Electronic Learning,Teacher Education,Entrepreneurship,Small Businesses,Open Education,Educational Practices,Educational Policy

Over the past two decades, the education sector in India has undergone a substantial transformation. Recent advances in technology have provided access to high quality educational resources and information on the Internet. This article examines the role of open educational resources (OER) in addressing the challenges of higher education in India, which range from geographical disparities in access to education, to shortages of trained and qualified faculty. The authors examine and discuss several OER initiatives that are currently advancing India's efforts to create strong institutional mechanisms to overcome the country's educational challenges through a national strategic framework designed to improve access to quality higher education. The authors explore these initiatives designed to increase access to education through OER, as well as those designed to develop OER-related skills for educators. The article concludes with a discussion of the implications of these initiatives for the development of open educational practices in India.
Rockin' around the Clock: An Exploratory Study of Music Teachers' Personal Listening Choices
Author: Davis, Virginia Wayman
Date: 2015-00-00
Type: Journal Articles
Subjects: Music Teachers,Listening,Music Appreciation,Music Activities,Preferences,Recreational Activities,Literary Genres,Statistical Analysis,Age Differences,Incidence,Classical Music,Rock Music,Intellectual Disciplines,Online Surveys,Teacher Surveys

This study aimed to explore the personal music listening choices of music teachers. Specifically, in which formats do teachers listen to music for personal pleasure, how do they obtain the music they choose, and how frequently do they choose to listen to certain genres of music. Using an online survey, music teachers answered questions about their listening and purchasing habits. Results were then analyzed using simple statistics and Analyses of Variance (ANOVAs) to discover listening preferences for the group as a whole, as well as what differences may occur with regards to age, teaching situation or other factors. Through this analysis, it was shown that although music teachers chose a variety of music for personal listening, they tended to listen to &quot;Classical&quot; art music with the most frequency. Younger teachers also chose some popular styles more frequently than older teachers and some listening choices tended to align with teachers' job types, such as choral teachers' frequent choice of vocal art music. Music teachers also embraced online technology in their listening, frequently selecting formats such as computer downloads, streaming services, and mp3 players.
Exposure to School and Classroom Racial Segregation in Charlotte-Mecklenburg High Schools and Students' College Achievement
Author: Giersch, Jason
Date: 2016-03-14
Type: Journal Articles
Subjects: High School Graduates,Academic Achievement,College Freshmen,Racial Segregation,Educational Environment,Grade Point Average,Middle School Students,High School Students,Environmental Influences,White Students,Racial Differences,Minority Group Students,Socioeconomic Status,Statistical Analysis,Multivariate Analysis

In this study we investigate Charlotte-Mecklenburg Schools (CMS) high school graduates' academic performance in the first year of college and test whether their exposure to racial segregation in high school at both the school and classroom levels affected their college freshman grade point averages. Utilizing administrative data from the Roots of STEM Success Project, we track the CMS class of 2004 from middle school through its first year of education in the University of North Carolina (UNC) system. Our findings show that segregation among schools and among classes within schools compromises college achievement for students of color while offering no significant benefits to white students' college achievement.
&quot;If It Fits into Their Culture, Then They Will Have a Connection&quot;: Experiences of Two Latina Students in a Select High School Choir
Author: Palkki, Joshua
Date: 2015-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Singing,Music Teachers,Case Studies,Semi Structured Interviews,High School Students,Music Education,Music,Secondary School Students,Disproportionate Representation,Hispanic Americans,Comparative Analysis,Teaching Methods,Student Experience

In the United States, Latino/a students are underrepresented in secondary school music programs (Elpus &amp; Abril, 2011). By understanding the needs of Latino/a students, music educators can create programs that will better serve this student population. This intrinsic case study chronicles the experiences of Cassandra and Elena, two students enrolled in a high school choir in a mid-sized Midwestern community. The main research questions were: (a) Which lived experiences of these Latino/a students play a role in school choral music, and (b) Which elements of culturally relevant pedagogy have played a role in choral music education of these two students? Emergent themes related to these students' experience include that: (1) family and community were vital in their musical education, (2) bilingual status and power structures were sometimes difficult to navigate in a majority Latino/a school, (3) culturally relevant repertoire was a priority, and (4) their family members sometimes had difficulty connecting to the choral program. Cassandra and Elena's Latina heritage and Culturally Relevant Pedagogy serves as a lenses for this case study.
Social Justice Issues and Music Education in the Post 9/11 United States
Author: Wagoner, Cynthia L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Justice,Music,Music Education,Terrorism,Air Transportation,Suicide,National Security,United States History,Educational Change,Music Teachers,Teacher Education,Higher Education

The purpose of this paper is two-fold: first, to examine the impact of historical sociopolitical events on music education, particularly post 9/11 with the intent of establishing a context for social justice issues; and second, how we might examine the broad implications to further music education research focusing on social justice. Issues of social justice are inextricably woven into the fabric of post-9/11 U.S. education, as evidenced through reform efforts aimed at job-related skill sets, standardized testing, national standards, and economic gridlock resulting in the diminished access or elimination of the arts in the public schools, including music. Traditionally music educators have attempted to remain politically neutral in an attempt to prevent marginalization, yet music education has played a significant role in enforcing cultural identities, validating specific Western musics, and maintaining exclusionary and unequal power relationships. An examination of the historical and sociopolitical context of current music education in light of 9/11 and educational reforms considers how research can move to support issues of social justice. Current research is synthesized to present future research areas of concern for American music education, including broad emergent themes of preparing democratic spaces, teacher education and social justice goals, and the musical voices of students.