ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Teacher Immediacy Behaviours on Students&apos; Motivation towards Language Learning
Author: Tanriverdi Canbaz, Sibel
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Motivation,Student Motivation,Second Language Learning,Second Language Instruction,Scores,Gender Differences,Foreign Countries,International Education,Teacher Behavior,Departments,Student Attitudes,Teacher Attitudes,College Faculty,College Students,Language Proficiency,Teacher Student Relationship,English (Second Language)

This study seeks to reveal the efficacy of teacher immediacy behaviours on students' motivation according to the gender and level of proficiency of the students as the behaviours of the teacher during the learning process has an important role. The sample of the study consists of the students studying at the Preparatory Department of the School of Foreign Languages at Cyprus International University. Data was collected through the implementation of two questionnaires: The Teacher Immediacy Behaviours Questionnaire and The Student Motivation Questionnaire prepared by Geçer (2002). Based on their score on the Teacher Immediacy Behaviours Questionnaire, the participants were divided into two groups: Group 1 consisting of students with lower scores and Group 2 consisting of those with higher scores. The results of the data analysis revealed that there is a significant difference between the motivation scores of the two groups. The results also demonstrated that there is a significant difference between female and male students' motivation scores in group 1 and group 2; both male and female students were influenced positively by teacher immediacy behaviours. However, in the light of the data analysis, there is no significant relation between students' perception of teacher immediacy and their levels of proficiency. As the results of the findings indicate the importance of teacher immediacy behaviours in learners' motivation, further studies are expected to be conducted.
Determining Categorically the Values to Teach the Children in Social Studies Lesson
Author: Gündüz, Mevlüt
Date: 2016-00-00
Type: Journal Articles
Subjects: Values Education,Social Studies,Foreign Countries,Social Values,Religion,Humanistic Education,Family Environment,Cultural Awareness,Environment,Nationalism,Patriotism,Knowledge Level

The purpose of this qualitative research to determine the values teachers wish to bring to them in the Social Studies Lesson they have first in the school and to ensure that those values are classified under specific categories. The research is organized in the framework of phenomenological approach, which is one of the qualitative research methods. The study was conducted in the school year of 2014-2015 with the participation of 134 form teachers in total assigned in the city of Isparta. The data in the research was gathered by using semi-structured interview form. The data obtained was analysed by using content analysis technique, which is widely used in qualitative research techniques. According to the findings obtained, the values to give to the students in Social Studies Lesson are classified in two category as intrinsic and extrinsic. Intrinsic values are classified as religious, personal, humanistic, and familial while extrinsic values are classified as environmental, national, knowledge-based, and customary values. This study has shown that it is essential to lay a foundation of a number of values just as soon as children start school.
An Exploration of Student Perspectives of Primary Classroom Desk Configurations
Author: Janet, Currie
Date: 2016-00-00
Type: Journal Articles
Subjects: Furniture,Classroom Design,Elementary School Students,Student Behavior,Low Income Students,Foreign Countries,Children,Preferences,Teacher Student Relationship

Desk arrangements in primary classrooms can encourage or negatively influence learning. With no previous research reporting on student perspectives, we explored perceptions of two common desk configurations (Year 3, n=32, mean age=8 years). Qualitative data were collected by means of open-ended questionnaire, with an even spread of most preferred desk arrangements (n=16 Clusters, and n=14 Traditional Rows. Clusters were preferred for &quot;increased interaction with friends&quot;, clearer view of the board&quot; and &quot;ease of movement/easier to get out of my seat&quot;. The reasons given for preferring Traditional Rows were &quot;minimisation of peer distractions&quot;, &quot;familiarity&quot;, &quot;clearer view of board&quot;, and &quot;can hear the teacher&quot;. Researcher observations were also undertaken during ten normal handwriting lessons (5 observations with Traditional Row configurations in place, and 5 observations during Cluster configurations). We observed fewer off-task behaviours during lessons held with Cluster desk configurations. Students tended to turn around more during lessons with the Traditional Row desk formation in place during completion of an individual task. Future research is needed to illuminate the impact of desk configurations incorporating a greater range of desk formations, larger sample sizes, varying socio-economic groupings, open-plan versus conventional classroom spaces and comparison of diverse technologies, student groups and lessons.
Organizational Power Resources and Psychological Capital Relations in Schools
Author: Ira, Nejat
Date: 2018-00-00
Type: Journal Articles
Subjects: Power Structure,Psychology,Educational Administration,Administrator Role,Legal Responsibility,Expertise,Rewards,Discipline,Teacher Administrator Relationship

In this study, the relationship between psychological capital and the power resources used by the administrator in the educational organizations is researched. In the organizations and, especially, in the educational organizations expertise, reward power, compelling power, legal power, and charismatic power are the power types that managers use and are of great importance. This affects the psychological situations of the teachers in the school organization which reflects their performance and their daily lives. In this context, studies regarding the psychological capital concept have gained pace and importance. In the study, the concepts of optimism, hope, psychological durability and self-efficacy that are the dimensions of the psychological capital are emphasized. The psychological capital concept is becoming increasingly important and it can be said that there is a mutual interaction with the organizational power concept. When the writings are scanned and examined regarding this topic, it can be said that the power and the power types used by the school administrators in the school organizations can be influential on the psychological capital dimensions of the teachers such as optimism, hope, psychological durability, and self-efficacy.
Lifelong Learning: Conclusions from a Literature Review
Author: Kaplan, Aylin
Date: 2016-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Educational History,Educational Development,Definitions,Skill Development,Foreign Countries,Basic Skills

Lifelong learning is one of the most frequently used learning approaches and is based on all of an individual's life processes from birth to death. This research is a literature review which aims to examine the historical development process, application areas, place in educational programmes, competencies and the importance in terms of human life of the lifelong learning approach. In order to answer these general questions, scientific studies retrieved from different databases and the results of these scientific studies were examined in detail.
School Counseling and Students with Disabilities
Author: KAHVECI, Gül Kahveci
Date: 2016-00-00
Type: Journal Articles
Subjects: School Counseling,Students with Disabilities,Inclusion,Counselor Role,Student Needs,Planning,Models

The literature indicates changing criteria from a reactive to a proactive process to include people with disabilities in inclusion counseling in primary schools. This article outlines the additional factors that are contributing to the low professional visibility of school counselors. The Proactive Model of School Counseling presented here encourages counselors to widen their horizons, not only being responsive to the students seeking counseling on their own, but also reaching out to all students including&quot;special students&quot;, for the implementation of concrete agendas. Their preplanning activities might include: developing a school guidance committee, conducting assessment surveys to prioritize student needs, planning an annual calendar for guidance activities, and making provisions for group guidance sessions. The Proactive Model emphasizes the conceptual, operational, evaluative, public relations, and personal development of student counselors. These components are sequenced, interrelated, and precede one another in significance during implementation. Each component is discussed and suggestions for implementation given.
Is the Course &apos;Effective Communication&apos; Efficient Consultant Candidates&apos; Attitudes toward Body Language?
Author: Asit, Gülay
Date: 2016-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Verbal Communication,Nonverbal Communication,Teaching Methods,College Students,College Faculty,Foreign Countries,Student Attitudes,Gender Differences,Instructional Program Divisions,Parent Background,Educational Attainment,Family Income

Education is a one of the areas where face to face communication takes place, and includes many verbal and non-verbal factors of communication. Body language is a non-verbal factor which provides support from the visual aspects to verbal communication and consolidate what is said when it is used in an appropriate and efficient manner. There is a significant influence of the lecturer who uses his body language efficiently on students; having high motivation, and following the lecture without getting bored encourages efficient and productive communication between lecturer and learners.The aim of this study is to determine the perceptions of Girne American University Faculty of Education, Department of Guidance and Counseling Students on the body language use of faculty members and lecturers. A descriptive survey is carried out in this research. The survey is applied to Girne American University Faculty of Education in the 2014-2015 academic year studying 1st, and 4th grade students. Data were collected by &quot;Body Language Attitude Scale&quot; developed by Gökçeli (2013). In the questionnaire that was developed to measure attitudes towards body language of academics for students, there is an open-ended statement and 35 items are located. The resulting data will be analyzed with SPSS 20.0 software package and in statistical analysis; percentage (%), t-test (t), one way Anova and ChiSquare Test are used. In considering the results of the analysis it was found that with or without effective communications education students` attitudes to instructors` body language are negative.
The Role of READ (Rural Education and Development) Foundation in Quality Education of Pakistan
Author: Farooq, Muhammad Sabil
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Quality,Out of School Youth,Foreign Countries,Rural Education,Nonprofit Organizations,Literacy Education,Literacy,Childrens Rights,Program Descriptions,Disadvantaged,Poverty,Educational Improvement,Agency Role,Accountability,Equal Education,Educational Opportunities,Quality Control,Teacher Motivation,Educational Objectives,Access to Education,Audits (Verification),Faculty Development,Educational Indicators,Educational Development,Teaching Methods,Governance,Quality Assurance

Education means all round development, this all round development means intellectual, social and emotional development. It is only education that can mould the behavior of an individual. READ (Rural Education and Development) Foundation is notfor-profit organization established in 1994 to address the dire need for education and literacy in Pakistan. Pakistan is facing an educational crisis with more than 25 million children not being able to avail their constitutional right to a quality education. One in ten of the world's out-of-school children are Pakistani. Education is the only tool which can enable the country to develop and progress amongst the communities of nations. Realizing this problem, READ Foundation's founders envisaged building a school system to serve the marginalized communities and underprivileged families and to contribute for MDG,s. The main aim of this study is to assess the actual role of READ Foundation of quality improvement in Pakistan. The purpose of this paper is to examine and compare the key roles of READ Foundation for providing quality education in Pakistan. For this purpose a significant review of on hand literature was passed out. On the basis of deeper and critical investigation into the literature, the study found that the READ Foundation truly contributed with the admirable system of accountability with equal opportunities to all. Having good quality assessment system, non political interference, and quality curriculum and teachers motivation for achieving quality oriented goals.
English Language Teachers&apos; Perspectives about the Professional Development Program in Libyan Context
Author: Baba, Ahmed
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Secondary School Teachers,Faculty Development,Program Implementation,Teacher Attitudes,Program Effectiveness

This study was primarily conducted to explore the nature of current professional development programs implemented for secondary school teachers in the context of Libya. For this purpose, four purposively selected English language teachers were interviewed to explore their views regarding the effectives of the professional development activities and their supervisors. The findings of this investigation indicated that Libyan supervisors are doing well in terms of implementing the professional development programs in their respective schools. However, teachers reported that they receive very minimal support from the government although it has a line up in-service training programs for faculty and staff. This implies that school supervisors should serve as the prime movers or leaders in the design, delivery and evaluation of professional development programs with the support of the local and/or national government of Libya.
Rural and Remote Repair: Examining Workforce Shortages and Solutions within Rural School Environments
Author: Mitchell, Robert
Date: 2018-00-00
Type: Journal Articles
Subjects: Rural Schools,Teacher Shortage,Geographic Isolation,Teacher Persistence,Teacher Effectiveness,Barriers,Educationally Disadvantaged,School Funds,Internet,Educational Technology

Rural schools are present in nearly every nation across the globe, and they face some unique challenges in their mission to educator students living in remote areas. Within this article, a definition of the geographic and population characteristics that define rural schools is offered, as is an examination of contemporary issues impacting the facilitation of effective primary and secondary education around the world. Concerns such as educator shortages, retaining quality teachers and concerns over technological capacity are discussed, as are avenues to resolve these issues in a proactive and cost-effective manner. There is some great teaching and learning taking place in rural schools around the world, but ensuring that all students have access to a quality teacher and opportunities for academic achievement continues to be a challenge in remote and rural regions of the world.
A Critical Study of Primary Education Situation in AJK State
Author: Sabil Farooq, Muhammad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Politics of Education,Teaching Conditions,Educational Policy,Elementary School Curriculum,Educational Quality,Accountability,Quality Control,Curriculum Development,Teacher Motivation,Barriers,Resource Allocation,Governance,Natural Disasters,Access to Education,Educational Finance,Enrollment,Literacy,Geographic Regions,Teacher Role,Private Schools,Teacher Qualifications,Educational Resources,Dropouts,Tests,Communication Strategies,Faculty Development,Textbooks

AJK (Azad Jammu &amp; Kashmir) government is a small administrative unit under overall sovereignty of Pakistan. It has a total area of 13297 sq kilometers with a population of about 3.8 million. This study critically examines the problems of primary education system in AJK State specifically in govt. primary schools in Pakistan administrative Kashmir, a part of former princely state called Azad Jammu &amp; Kashmir. For this purpose a significant review of on hand literature was passed out. On the basis of deeper and critical investigation into the literature, the study found that primary education is the most neglected, poorly financed and poorly managed. There is political interference in the system which breeds corruption, favoritism and nepotism. The system of supervision is weak and traditionally characterized having no effective mechanism for teacher training with poor system of accountability, teachers are underpaid and successive educational policies have failed to bring any positive changes in the system due to poor implementation. The curriculum of the primary education is outdated. Assessment is based on the memory of the students rather than their performance. On the basis of this study it is recommended that the problems can be solved by robust system of accountability, eradication of corruption, quality assessment system, non political interference, and quality curriculum and teachers motivation.
Examination of the Pedagogical Content Knowledge of Mathematics Teachers
Author: Gokkurt Ozdemir, Burçin
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Pedagogical Content Knowledge,Teacher Effectiveness,Misconceptions,Mathematical Concepts,Knowledge Level,Secondary School Teachers

Mathematics education consists of numerous factors, and a vital factor is teachers. Therefore, well-trained teachers play a crucial role in the education system. In this context, the pedagogical content knowledge of teachers forms a vital foundation for effective mathematics teaching. The study aimed to examine the pedagogical content knowledge of mathematics teachers. Forty-one mathematics teachers took part in this study. The qualitative research method was applied and eight open-ended questions were asked for data gathering purposes. The content and descriptive analysis methods were used for data analysis. The study showed that the instructional explanations of teachers were typically at their instrumental level (content-level). Accordingly, it can be conferred that teachers lack the sufficient level of conceptual knowledge required for the effective mathematics teaching that is the aim of the curriculum. Therefore, it was suggested that teachers develop their pedagogical content knowledge through in-service courses in line with curriculum targets.
Barriers Facing to the Implementation of Transition Practices in Greek Kindergartens
Author: Efthymia, Gourgiotou
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,School Readiness,Kindergarten,Elementary School Teachers,Teacher Attitudes,Parent Attitudes,Institutional Cooperation,Preschool Teachers,Teacher Collaboration,Parent Teacher Cooperation,Inservice Teacher Education,Interpersonal Communication,Teacher Characteristics,Age Differences,Teaching Experience,Educational Attainment,Teacher Education,Parents,Individual Characteristics,Socioeconomic Status,Public Schools,Private Schools,Special Education

Last years the process of transition from kindergarten to primary school has attracted considerable attention as a research topic in Greece. The purpose of this research, which had a sample of 1225 teachers and 1052 parents, was the investigation of their views about the barriers they face in implementing transition practices. The views' research was achieved through the use of a questionnaire. The result analysis indicated that there are many crucial barriers which complicate the transition process. Indicatively, we refer lack of continuity between the two institutions, lack of communication and cooperation between kindergarten and primary teachers, between teachers and parents, insufficient in-service training for teachers, the quality of the relationship with the teacher, the distance between the two institutions etc.
Special Education Teachers&apos; Perceptions about Project-Based Teaching: Implications For Teaching of Computer Assisted Language Learning (CALL) For Hearing Impaired (HI) Children
Author: Haider, Ghulam
Date: 2016-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Attitudes,Hearing Impairments,Student Projects,Computer Assisted Instruction,Active Learning,Student Motivation,Teacher Role,Teaching Methods,Private Schools,Public Schools,Teaching Experience,Preferences,Second Language Learning,Second Language Instruction,Educational Environment,Learning Disabilities,Foreign Countries

This study investigates special education teachers' perceptions about project-based teaching methods, teacher roles, success and evaluation in Project-based teaching and traditional classroom instruction for HI Children. The analysis is based on qualitative data collected in public and private schools of Hearing Impaired Children. In depth analysis of interviews and observations revealed the in-depth perceptions of special education teachers. These views were based on degree of experience and environment of school. In general, project-based methods were preferred among Special education teachers, who mostly perceived themselves as facilitators and considered motivation and transmission of values central to their work. Special education teachers appeared to capitalize on the use of CALL and project-based teaching in future for HI children.