ethanporcaro/eric-fulltext-meta huggingface dataset:
University Students&apos; Expectations about the Elective Music Course
Author: Dogan, Merih
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Expectation,Elective Courses,Music Education,Foreign Countries,Evaluation Methods,Student Attitudes,Educational Objectives,Course Content

Purpose: This study aimed to elicit the course-related expectations of students studying in different faculties at Ankara University who took an elective music course. More specifically, the students' reasons for enrolling in the music course, their expectations about the objectives, the teaching processes and evaluation process of this course, and whether these expectations were differed according to the presence/absence of previous amateur music education were investigated. Research Methods: In this descriptive research, the data were collected using a questionnaire form developed by the researcher. This research was conducted with 552 students. For the data analysis, frequency-percentage values were calculated using the Mann-Whitney U and chi-square tests. Findings: The greatest expectation of the students from the course aims was to recognize the different genres of music. The genres of music that the participants would most preferred to see in the course content was Turkish Folk Music. The most preferred evaluation process of the course was tests with multiple-choice questions. The students' reasons for choosing music as an elective course, their expectations concerning the teaching processes of the course, and their views on the opening of new courses differed according to whether or not they had received any amateur music education before attending university. Implications for Research and Practice: In line with the results, it can be suggested that courses with different content related to various areas of music should be made available. Curriculum development studies can be undertaken for these courses, and their potential effects on students can be investigated.
Students&apos; Opinions about Teaching of the Controversial Topics in the Social Studies Classes
Author: Uygun, Kamil
Date: 2020-06-00
Type: Journal Articles
Subjects: Student Attitudes,Social Studies,Controversial Issues (Course Content),Middle School Students,Grade 7,Public Schools,Foreign Countries,Gender Differences,Parent Background,Family Income,Civil Rights,Student Characteristics,Discussion (Teaching Technique)

The aim of this study was to determine middle school 7th grade students' opinions on controversial issues. In the research, screening model and quantitative research method has been used. The sample of the study consists of 7th graders from 5 public schools located on the center of Demirci district of Manisa province. The 5-point Likert-type questionnaire prepared with 20 items has been applied to 203 students. The data has been put into the statistical program and analyzed. By determining means, deviations and frequencies of all items in the survey, it has been tabulated and interpreted separately. &quot;Mann Whitney U&quot; and Kruskal Wallis H&quot; tests have been used to find out whether the students' opinions about which subjects can be discussed in the classroom, shows significant difference according to various variables or not. Interpretation of the results has been done by the significance level of 0.5. According to the findings of the research, the topics that the students want to discuss the most in the classroom respectively are human rights, multiculturalism, election system, animal rights and freedom of the press. The topics that the students do not want to discuss in the classroom are terror and violence. When the results of the research has been examined according to various variables; significant differences has been seen in different items, such as: The Gender (Military System, Religious Communities, Fanaticism and Cloning), Reading Books (TV Broadcasts), The Education of Father (Religious Communities, Multiculturalism), The Education of Mother (Military System, Religious Communities and Cloning), Father's Profession (Religious Communities, Fanaticism, Internet and Elections System), Mother's Profession (Religious Communities) and Family Income Status (Internet).
Plant and Animal Awareness in Nature Education Perspectives: Where Is Blindness?
Author: Bakar, Fatma
Date: 2020-00-00
Type: Journal Articles
Subjects: Environmental Education,Plants (Botany),Animals,Middle School Students,Foreign Countries,Knowledge Level,Outcomes of Education,Ecology

Awareness as a broad term is subject of many scientific disciplines such as psychology, education and biology etc. Thus the awareness study about our surrounding and environment can be called as a socio-scientific issues. The human species are often in interaction with almost all living and non-living things in the world. And we are not aware about these to some extent. The awareness changes according to the same variables such as mobility, color contrast and similarity to the human being. The living groups (plants and animals) come first rather than non-livings such as stones, water and air. It is the clear that people have higher awareness towards animals. Against plants and mushroom, the awareness is well below the desired level. In this study, it was tried to determine the changes in middle school students' awareness towards animals, plants and mushrooms through nature education. Nature education connects individual with nature. During the education, students recognize livings in the nature and try to understand the importance of nature for a sustainable future. Within the scope of the study, 47 secondary school students were given one week of natural education. Students' answers were analyzed statistically. The pictorial information scales applied before and after the education reveal a significant increase in plant awareness, especially in a world where plant blindness is high. [Note: The page range shown in the header on the PDF (122-136) is incorrect. The correct page range is 122-135.]
Teaching Critical University Studies: A First-Year Seminar to Cultivate Intentional Learners
Author: Bleicher, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Honors Curriculum,First Year Seminars,College Freshmen,Intentional Learning,Metacognition,Scaffolding (Teaching Technique),Self Concept,High Achievement,Educational Practices,Program Effectiveness,Attitude Change,Constructivism (Learning),Social Justice,Cooperative Learning,Thinking Skills,Writing Skills,Student Research,Learner Engagement,National Surveys,Student Surveys,Critical Thinking

The first-year seminar Why Are We Here? Student Culture and the Problem of College (WAWH) helps high-achieving students become motivated agents in their education by changing attitudes toward themselves, college, and their roles as students. The author presents the intentional design, execution, analysis, and results of the WAWH seminar, a curriculum that combines content and methods from the discipline of Critical University Studies, layered high-impact practices, student-curated and student-led discussions, and explicit instruction on metacognition in teaching and learning. The decennial study (2008-2018) involves eighteen sections and over 300 students, all with similar written assignments, reflections, and final course evaluations. Results indicate that students gain clarity in the understanding of their own values, opinions on issues, and sense of self as learners; of the purpose of college and liberal education; and of issues involving the U.S. education system and the academy. The author posits the WAWH model as a means for synthesizing theory and practice in education; securing honors programs' impact and relevance within institutions; and maximizing institutional investment in high-achieving student populations. Learning outcomes and implications for scalability are discussed.
Gender Gap and Career Choices in STEM Education: Turkey Sample
Author: Ciftci, Ayse
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Career Choice,STEM Education,Vocational Interests,Middle School Students,Student Attitudes

This study aims to explore middle school students' attitudes towards STEM fields and their interest in STEM careers in terms of gender. Furthermore, this study examines the relationship between middle school students' attitudes towards STEM fields and their interest in STEM careers. Seven hundred and seventy four students from 10 cities located in 6 geographical regions of Turkey completed the STEM Attitude Scale and STEM Career Interest Survey. It was determined that middle school students' attitudes towards STEM were not statistically significant in terms of gender. In addition, it was found that students' interest in STEM careers differed in terms of gender. When the scores of attitudes towards engineering and technology fields and the interest in careers in these fields were compared in terms of gender, significant difference in favor of male students was found. Furthermore, a positive correlation between the middle school students' attitudes towards STEM fields and their interest towards STEM careers was determined. Results indicate that approximately 43% of the total variance of interest towards STEM careers stems from attitudes towards STEM fields. The results obtained from this study will give an insight into how to shape the aims and applications of the future STEM education programs.
Analysis of Human Performance in the Solution of Traveling Salesman Problem
Author: Karagul, Kenan
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Solving,Problem Based Learning,Secondary School Students,High School Students,Undergraduate Students,Student Evaluation,Gender Differences,Individual Differences,Mathematics Activities,Heuristics

Purpose: Traveling Salesman Problem (TSP) that can be extended and modified in various ways, is a practical and realistic type of problem and forms the basis for the visual and spatial solution of many optimization problems. In this study, 15, 25 and 35 nodes Travelling Salesman Problems were solved by secondary school, high school and undergraduate students in order to examine human performance in the solution of TSP. In addition to this assessment, whether gender and education level had an impact on the quality of the solution was analyzed. Research Methods: The categorical comparisons of solutions, male-female, and educational level were examined with the help of nonparametric statistical methods. In addition, for the three levels of education, the Kruskal-Wallis Test was applied to determine whether the difference between the education levels was significant. On the other hand, the performance of human solutions was compared with the heuristic methods found in the literature. Findings: As a result, it was seen that the gender difference was not statistically significant for all problems. On the other hand, it was determined that the education level had a significant effect on the solutions. It can be concluded for the given problems that the human solutions produced as good results as the solutions obtained with other heuristic methods in the literature. Implications for Research and Practice: The findings of the study confirm previous studies. By examining the effect of the factors that affect optimization strategies, it is possible to produce human-based TSP heuristic solutions that surpass all existing heuristic algorithms.
Investigating Invariant Item Ordering Using Mokken Scale Analysis for Dichotomously Scored Items
Author: Dirlik, Ezgi Mor
Date: 2020-00-00
Type: Journal Articles
Subjects: Item Response Theory,Test Items,Nonparametric Statistics,Scoring,Difficulty Level,Foreign Countries,Elementary School Students,Student Placement,Tests,High Schools

Mokken models have recently started to become the preferred method of researchers from different fields in studies of nonparametric item response theory (NIRT). Despite increasing application of these models, some features of this type of modelling need further study and explanation. Invariant item ordering (IIO) is one of these areas, which the present study aims to exemplify using a real dataset and comparing the findings of different methods. The main purpose of this study is to check the IIO assumption for a large scale test by using different methods. Data relating to the high school placement test (applied in 2016) was investigated. The sample size was determined as being 250, which complies with NIRT. Two different methods have been used for dichotomous items in the IIO testing: rest-scores and P-matrix methods. The H[superscript T] coefficients were also calculated in order to define the placement of item response functions. Findings show that the test battery is not suitable for Mokken scaling. IIO property was not met for any of the tests, and findings from the different methods were not consistent with each other. As for the results, the rest-score method defined more items violating IIO properties than the P-matrix method for all the tests. The H[superscript T] coefficients were also estimated from the critical value, which shows that the tests do not have IIO properties. The conflicting results indicate that there is a need for new studies to investigate IIO empirically.
Effect of Extreme and Acquiescence Response Style in TIMSS 2015
Author: Ilgun Dibek, Munevver
Date: 2020-00-00
Type: Journal Articles
Subjects: Achievement Tests,Foreign Countries,International Assessment,Mathematics Achievement,Mathematics Tests,Response Style (Tests),Grade 8,Student Reaction,Item Response Theory,Cultural Differences,Value Judgment

Purpose: Cross-cultural comparisons based on ordinal Likert-type rating scales have been threatened by response style which is systematic tendencies to respond to items regardless of the item content. So, this study aimed to investigate the effect of extreme response style and acquisance response style on TIMSS 2015 data. Method: The sample of this descriptive study included eighth grade students of the countries Japan, Korea, Taipei, Turkey, Oman and Jordan. Students' responses to scale regarding value on mathematics were used. To examine the impact of response styles, partial credit model and partial credit model with response style were analyzed. Also, the estimates obtained from these models were compared. Findings: It was found that response styles existed in TIMSS 2015 data. Furthermore, the number of the students selecting the extreme categories were found to be lower than that of the students selecting relatively middle response categories. Additionally, item thresholds of the extreme categories were found to be distorted leading to biased determination of item response curves. Implications for Research and Practice: The presence of the response style in the large-scale assessment which guides policy makers in their regulations in the educational systems and gives information to teachers in their practices lead researchers to examine and control the effect of them.
Relationship between High School Students&apos; Motivation Levels and Learning Strategies
Author: Saraçoglu, Gülçin
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Student Motivation,Learning Strategies,Gender Differences,Individual Differences,Foreign Countries,Test Anxiety,Grade 9,Grade 10,Grade 11,Cooperative Learning

This study aims to reveal high school students' learning strategies and motivation levels, the relationship between their learning strategies and motivation levels and to determine if these two variables differ according to gender and grade at school. This study was conducted in correlational survey model. Besides, &quot;Motivation and Learning Strategies Scale&quot; (GOSO), which was adapted to Turkish by Büyüköztürk, Akgün, Karadeniz, Kiliç Çakmak and Demirel, was used in the study. Data of the study were collected from 251 high school students studying in Safranbolu district of Karabük province in Turkey in 2017-2018 school year. Results of the study reveal that students' motivation levels and frequency of using learning strategies are slightly higher than average. According to the findings of the study, gender variable does not affect high school students' motivation levels, but female students use learning strategies more than male students do. It was also found that students' grades at school do not affect their motivation levels and frequency of using learning strategies. Lastly, findings of the study reveal that there is a meaningful relationship between students' motivation levels and their learning strategies. In the light of the findings of the study it is recommended that online and digital applications be used in class in order to increase students' motivation levels and develop their learning strategies.
Task-Based Approach in Teaching Translation: A Case Study in Jouf University
Author: Alenezi, Abduhameed Muhatlis
Date: 2020-00-00
Type: Journal Articles
Subjects: Task Analysis,Teaching Methods,Translation,Second Language Learning,Second Language Instruction,English (Second Language),Case Studies,Bilingualism,Language Proficiency,Language Processing,Foreign Countries,Universities,Undergraduate Students

Task-based approach is commonly used in second language teaching and it has been adopted in translation teaching too. However, driven by the lack of studies on task-based approach in translation especially in the very early stages of teaching translation, Saudi universities are no exception, this study focuses on the significance of implementing this approach in teaching the first practical translation course in a translation academic programme. It mainly examines the development of translation competence through task-based approach. A case study at English language department in Jouf University has been carried out where 39 students were taught using this method in their first practical translation course. Li's (2013) customized model, namely task-based teaching in translation, is adopted here and the tasks were specifically selected to develop students' translation competence in general and their bilingual competence in particular. The results drawn from this study found tangible development of students' translation competence as well as bilingual competence.
Use of the Public Service Ads in Human Rights, Citizenship and Democracy Courses: A Mixed Method Study
Author: Fidan, Nuray Kurtdede
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Advertising,Instructional Materials,Civil Rights,Citizenship Education,Democracy,Elementary School Students,Empathy,Instructional Effectiveness

The aim of the study is to identify the effects of using the public service ads as a teaching and learning material in the course of human rights, citizenship and democracy on the empathy skills of the primary school students and to reveal the views of the primary students about the course of human rights, citizenship and democracy in which the public service ads are employed as a teaching and learning material. The participants of the study are 45 primary school students (25 female and 20 male) who were attending the fourth grade of a public school in Afyon during the fall semester of the school year of 2017-2018. The empathic tendency scale developed by Kaya and Siyez (2010), namely &quot;KA-SI empathic tendency scale child form&quot;, was administered to the participants as both pre-test and post-test. The study lasted for three weeks and a total of twelve public service ads were used in the course of human rights, citizenship and democracy. In addition, the qualitative data of the study were collected through the student diaries kept by the students following the courses. The findings show that the courses of human rights, citizenship and democracy in which the public service ads were employed lead to a significant difference in the emphatic tendency of the participants. The qualitative findings also supports these findings. In the diaries the participants reported that they used empathy towards the people and events which they saw in the public service ads.
District Leadership Study: A Bivariate Analysis of Language Descriptors in Defining Educational Leadership Constructs
Author: Lennon, Sean
Date: 2020-00-00
Type: Journal Articles
Subjects: School Districts,Instructional Leadership,Personality Traits,Correlation,Student Attitudes,Factor Analysis,Measures (Individuals),Leadership Styles,Rural Schools,Language Usage,Administrator Attitudes,Teacher Attitudes,Form Classes (Languages),Educational Administration,Competition,Self Evaluation (Individuals),Extraversion Introversion,Inferences,Likert Scales

In 2013, a bivariate designed instrument of personality descriptors was given to a district school system to correlate difference between the teacher population and that of the administration. Results indicated a correlated population grouping where the two groups were similar in generalized personality constructs. Results indicate the leadership population is similar, in general, to the teachers, but some specific traits registered higher for the latter group. An inferential analysis using a paired sample, students' t analysis of the survey instrument confirmed that the educational leadership group was different in response than that of the teacher population.
Early Predictors for Kindergarten Students at Risk for Dyslexia: A Two-Year Longitudinal Study
Author: Balci, Emine
Date: 2020-06-00
Type: Journal Articles
Subjects: Kindergarten,At Risk Students,Dyslexia,Recall (Psychology),Phonological Awareness,Naming,Reading Skills,Mathematics Skills,Arithmetic,Time Perspective,Spatial Ability,Vocabulary,Foreign Countries,Memory,Speech Impairments

This study aim to determine early clues that can be seen in kindergarten students at risk of dyslexia. The sample consisted of 27 students selected from two kindergartens through purposeful sampling. The Kindergarten Dyslexia Pre-Determination Observation Form was developed by researcher, Personal Information Form and Colorado Learning Disability Questionnaire-Reading Sub-Scale (CLDQ-R) were used as a data collection tool. Firstly, the students were observed by the kindergarten teachers during the education period through the scale that was developed by researcher and in the following next year, the classroom teachers in the schools where these students started the first year and the researcher identified the students who were thought to be at risk dyslexia. Finally the early clues in the kindergarten were tried to be reached by following the last measurements. The data were analyzed using Mann Whitney U test and descriptive analysis techniques. As a result of this study, it can be said that kindergarten students at risk of dyslexia have problems to recall the informations (songs, rhymes, words, names and names), phonologic development, rapid automatic naming skills, simple sequencing and arithmetic skills, experienced in time and spatial skills and have less vocabulary than their peers and this situation is reflected in their speeches.