ethanporcaro/eric-fulltext-meta huggingface dataset:
English for the Medium of Instruction (EFMI) at a University in Hong Kong
Author: Corrigan, Paul C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language of Instruction,English (Second Language),Preservice Teacher Education,Preservice Teachers,English for Special Purposes,Educational Policy,Seminars,Institutional Characteristics,Interviews,Student Surveys,Supplementary Education,Educational Needs,Needs Assessment,Doctoral Programs

English as the Medium of Instruction (EMI) is gaining ground as an internationalizing policy at universities in countries where English is normally used as a second language. However, EMI as developed pedagogy in support of such a policy is yet to establish itself at many such institutions. In a country such as the United States, on the other hand, there is already extensive experience covering several decades on the challenges faced by International Teaching Assistants who use English as a Second Language for their teaching. Many of the challenges they face, and the strategies which institutions have devised to assist faculty instructors who use ESL, have relevance for institutions which are now moving to EMI. As those institutions move towards EMI, they may also need to develop their own language and pedagogy training for their new instructors who use ESL. For universities which aspire to rise in the international league tables, such preservice teacher education may be essential for the fulfillment of their aspiration. As part of their pre-service teacher education, new instructors at a rising young university in Hong Kong received basic training in English For the Medium of Instruction (EFMI), an original term to articulate this novel reification of a subgenre of English for Specific Purposes (ESP). New instructors found the training helpful but insufficient and expressed a strong interest for additional training in EFMI.
In Search of a Proper Role for First-Year Composition in the Two-Year Open-Enrollment College
Author: Combs, Stephen M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Freshman Composition,Open Enrollment,Writing (Composition),Writing Instruction,College English,English Departments,Two Year College Students,College Students,Higher Education,Methods Courses,Community Colleges,Two Year Colleges,Writing Across the Curriculum,Writing Teachers

The search for a common model of instruction in first-year composition began in the 1960s when composition first began to separate from literature in college English departments. Because writing is essentially a methods course with no standard curriculum as one might find in physics or economics, common model has been elusive. A sign that consensus may be developing came in 2011 when an alliance of three professional organizations published its &quot;Framework for Success in Postsecondary Writing.&quot; Its recommendations consist of departures from some of the discipline's long-cherished practices. Many of these recommendations appeared in scholarly articles more than three decades ago.
A Strategy for Embedding Functional Motor and Early Numeracy Skill Instruction into Physical Education Activities
Author: Whinnery, Stacie B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Numeracy,Psychomotor Skills,Teaching Methods,Educational Games,Severe Disabilities,Multiple Disabilities,Skill Development,Special Education Teachers,Physical Education Teachers,Teacher Collaboration,Adapted Physical Education,Allied Health Personnel,Physical Therapy,Elementary School Students,Elementary School Teachers

This article addresses the challenges educators face when attempting to find a balance between both functional and academic skill instruction for students with severe, multiple disabilities including motor impairments. The authors describe a strategy that employs embedded instruction of early numeracy and functional motor skills during physical education activities in order to address both curricular foci. They present a step-by-step process for collaboratively identifying targeted skills, developing embedded activities and systematically teaching within game-based activities.
Pediatric Hospital School Programming: An Examination of Educational Services for Students Who Are Hospitalized
Author: Steinke, Sarah M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Pediatrics,Hospitals,Hospitalized Children,Special Schools,Teacher Surveys,Statistical Analysis,Qualitative Research,Teacher Characteristics,School Organization,Financial Support,Teacher Qualifications,Teaching Experience,Instruction

This study aimed to define the current functions and operations of hospital school programs nationwide. A 56-item survey was disseminated to hospital teachers across the country to examine perceptions about their work, programs, and professional practice. Quantitative findings were analyzed using descriptive statistics at the individual item-level. Qualitative responses were categorized for thematic review and analyzed using an inductive approach. The final sample included 88 completed surveys. Findings were classified into three broad categories: hospital school programming, hospital school teachers, and hospital school instruction. Results revealed that great variability exists across hospitals. Differences were evident in how programs were staffed, funded, and how services are allocated to patients during hospitalizations. Findings will contribute to the establishment of best practices for hospital school programs.
Court Decisions Specific to Public School Responses to Student Concussions
Author: Zirkel, Perry A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Court Litigation,Decision Making,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Head Injuries,Constitutional Law,Referral,Athletics,Public Schools,Eligibility,Academic Accommodations (Disabilities)

This article provides an up-to-date and comprehensive canvassing of the judicial case law concerning the responses to students with concussions in the public school context. The two categories of court decisions are (a) those concerning continued participation in interscholastic athletics, referred to under the rubric of &quot;return to play&quot; and (b) those concerning the legal obligations in facilitating the continued educational progress of the student, referred to under the rubric of &quot;return to school.&quot; The case law in the first category primarily addresses state common law claims of negligence and federal constitutional claims under the Fourteenth Amendment due process clause. The court decisions in the second category primarily address the successive issues of child find, eligibility, and &quot;free appropriate public education&quot; (including but not necessarily limited to accommodations) under Section 504 of the Rehabilitation Act and the Individuals with Disabilities Education Act. The outcomes of the court decisions thus far have been largely in favor of the district defendants, but the case law is far from crystallized and complete.
Evaluating a Newly Developed Differentiation Approach in Terms of Student Achievement and Teachers' Opinions
Author: Altintas, Esra
Date: 2015-10-00
Type: Journal Articles
Subjects: Academic Achievement,Teacher Attitudes,Teaching Methods,Mathematics,Mathematics Instruction,Academically Gifted,Middle School Students,Middle School Teachers,Mixed Methods Research,Grade 5,Grade 6,Grade 7,Mathematics Tests,Mathematics Achievement,Data Collection,Foreign Countries,Active Learning,Student Projects,Pretests Posttests,Control Groups,Experimental Groups,Public Schools,Private Schools,Comparative Analysis,Likert Scales,Multiple Intelligences

This study aims to evaluate a differentiation approach that was recently developed to teach mathematics to gifted middle school students in terms of its practice by teachers by studying the effect of the approach on achievement among both gifted and non-gifted students. From mixed research methods, the study used an explanatory design. It was conducted with 68 gifted and 144 non-gifted students who were in the 5th, 6th and 7th grades and 5 mathematics teachers. A mathematics achievement test, the Multiple Intelligences Inventory, and a teachers' opinion form were used as the data collection instruments. When the lessons that were designed according to the recently developed differentiation approach were compared with the lessons that were conducted according to the Ministry of National Education curriculum, those lessons designed according to the Purdue model, and those that were conducted within the scope of differentiation that was outlined in the Program for Noticing Individual Skills, the participating students' achievements increased significantly with the use of the recently developed differentiation approach. In addition, the teachers expressed that the activities that were conducted based on the differentiation approach were creative, beneficial, and tailored to the students' levels, and they addressed different intelligences types. The teachers reported that the students were more active; the lessons were more effective; the students improved their academic and social skills; and they had opportunities to understand their students better; understand the importance of project studies; and experience the project management process.
Psychological Counseling Processes of Prospective Psychological Counsellors: An Investigation of Client-Counsellor Interactions
Author: Sanberk, Ismail
Date: 2015-08-00
Type: Journal Articles
Subjects: Counselor Training,Counselor Client Relationship,Psychotherapy,Empathy,Sampling,Foreign Countries,Guidance,Student Attitudes,Measures (Individuals),Correlation,Behavior Change,Group Counseling,Inhibition,Markov Processes,Statistical Analysis,Rating Scales,Criterion Referenced Tests

The general purpose of this study is to investigate the client-counsellor interaction in the psychological counseling process at the verbal behavior level. The study also aims to analyze the relationship between the behaviors observed in the process with both clients and counsellors' evaluations of sessions and whether changes were observed in clients' lives and behaviors after psychological counseling. The data were collected from 69 senior students in a Department of Psychological Counseling and Guidance in Turkey and from the same number of clients to whom they provided counseling services. The partial sampling method was used because smaller sampling was needed in order to describe successful and unsuccessful therapeutic processes in a more detailed way. The study made use of the &quot;Psychotherapy Interaction Coding System,&quot; &quot;Session Satisfaction Scale,&quot; and &quot;Changes in Life and Behaviours Scale.&quot; Results show that psychological counsellors' display of empathetic and supportive type behaviors are dependent on the participation or cooperation of the client. Both clients and counsellors' satisfaction levels concerning the sessions demonstrated a significant relationship. Moreover, clients and the psychological counsellors' satisfaction levels concerning sessions were positively associated with some of the behaviors that they demonstrated during the process. In terms of the criterion, &quot;changes in life and behaviors,&quot; successful and less successful group session satisfaction was found to differ in terms of a number of behaviors displayed during the process. The counsellors in the successful group showed more empathetic and supportive behaviors than the counsellors in the unsuccessful group. While counsellors in the successful group expressed their emotions, informed about changes, and demonstrated participation/cooperation more frequently, they demonstrated less inhibitive type behaviors, which were found to negatively affect the process.
Suicide Risk in College Students: The Effects of Internet Addiction and Drug Use
Author: Genctanirim Kurt, Dilek
Date: 2015-08-00
Type: Journal Articles
Subjects: At Risk Persons,College Students,Suicide,Drug Abuse,Internet,Addictive Behavior,Gender Differences,Alcohol Abuse,Drinking,Student Surveys,Path Analysis,Predictor Variables,Foreign Countries,Correlation

This study aims to identify the factors in suicide risk among college students by examining the direct and indirect effects of drug use, internet addiction, gender, and alcohol use on suicide risk. The sample of the study is composed of 975 students studying at different faculties of Ahi Evran University during the academic year 2011-2012. They were selected through convenience sampling. This study used the University Form of Risk Behaviors Scale and Internet Addiction Scale as the data collection instruments. A path analysis was conducted to view the effects of independent variables on suicide risk. Results showed that college students' suicide risk is predicted by drug use and Internet addiction; and while gender and alcohol use do not have a direct significant effect on suicide risk, their indirect effects are significant. According to these results, suicide risk in university students is predicted by other risk behaviors. Thus, the importance of demonstrating the causal relationship between risk behaviors is discussed in the light of literature.
Performance and Difficulties of Students in Formulating and Solving Quadratic Equations with One Unknown
Author: Didis, Makbule Gozde
Date: 2015-08-00
Type: Journal Articles
Subjects: Equations (Mathematics),Problem Solving,Algebra,Word Problems (Mathematics),Secondary School Mathematics,High School Students,Grade 10,Questionnaires,Semi Structured Interviews,Performance,Mixed Methods Research,Mathematical Formulas,Foreign Countries

This study attempts to investigate the performance of tenth-grade students in solving quadratic equations with one unknown, using symbolic equation and word-problem representations. The participants were 217 tenth-grade students, from three different public high schools. Data was collected through an open-ended questionnaire comprising eight symbolic equations and four word problems; furthermore, semi-structured interviews were conducted with sixteen of the students. In the data analysis, the percentage of the students' correct, incorrect, blank, and incomplete responses was determined to obtain an overview of student performance in solving symbolic equations and word problems. In addition, the students' written responses and interview data were qualitatively analyzed to determine the nature of the students' difficulties in formulating and solving quadratic equations. The findings revealed that although students have difficulties in solving both symbolic quadratic equations and quadratic word problems, they performed better in the context of symbolic equations compared with word problems. Student difficulties in solving symbolic problems were mainly associated with arithmetic and algebraic manipulation errors. In the word problems, however, students had difficulties comprehending the context and were therefore unable to formulate the equation to be solved. Thus, it is concluded that the differences in the structural properties of the symbolic equations and word problem representations affected student performance in formulating and solving quadratic equations with one unknown.
Mobility-Related Teacher Turnover and the Unequal Distribution of Experienced Teachers in Turkey
Author: Özoglu, Murat
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Mobility,Labor Turnover,Experienced Teachers,Teacher Distribution,Mixed Methods Research,Correlation,Teacher Placement,Geographic Location,Academic Achievement,Teacher Motivation,Instructional Development,Teacher Effectiveness,Educational Environment,Geographic Regions,Educational Policy,Computation,Data Collection,Semi Structured Interviews,Validity,Statistical Analysis,Regional Characteristics,Teacher Persistence

This study investigates the issue of mobility-related teacher turnover in Turkey through both quantitative and qualitative methods. The quantitative findings derived from descriptive and correlational analyses of countrywide teacher-assignment and transfer data indicate that a high rate of mobility-related turnover is observed in the less-developed, eastern provinces of Turkey. The qualitative findings derived from semi-structured, in-depth interviews with school principals suggest that the factors contributing to the issue of mobility-related teacher turnover experienced in eastern Turkey are largely related to the socio-economic and geographic conditions of the region. The qualitative findings further suggest that this turnover issue may have far-reaching negative consequences across school-wide performances and processes. Participants consistently reported that the issue of teacher turnover had negative impacts on student performance, teacher motivation and commitment, instructional planning, administrative processes, and school climate. The study concludes by exploring possible policy implications for alleviating the issue of mobility-related teacher turnover as experienced in the less-developed, eastern regions of Turkey.
The Place of Learning Quantum Theory in Physics Teacher Education: Motivational Elements Arising from the Context
Author: Körhasan, Nilüfer Didis
Date: 2015-08-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Science Teachers,Teaching Methods,Quantum Mechanics,Scientific Concepts,Mechanics (Physics),Teacher Education,Motivation,Academic Achievement,Preservice Teachers,Case Studies,Foreign Countries,Semi Structured Interviews

Quantum theory is one of the most successful theories in physics. Because of its abstract, mathematical, and counter-intuitive nature, many students have problems learning the theory, just as teachers experience difficulty in teaching it. Pedagogical research on quantum theory has mainly focused on cognitive issues. However, affective issues about student learning are just as important as cognitive issues. The purpose of this study was to investigate pre-service physics teachers' motivation towards learning quantum theory by examining motivational constructs such as expectancies, values, ability beliefs, and goals. The participants (n = 6) of this case study were fourth-year pre-service physics teachers at a state university in Turkey. Through semi-structured interviews, the participants were asked seventeen questions that focused on motivational constructs. Analysis of the qualitative data indicated that the instructor, nature of the content, and previous performance were three motivational elements that originated in the context of the quantum mechanics course. Furthermore, these context-dependent elements interacted with the other elements of motivational constructs in both direct and indirect ways. Because unsuccessful learning situations are explained by low motivation, context-dependent affective elements and their interactions should be considered in the teaching and learning of quantum theory.
Determination and Interpretation of the Norm Values of Preschool Social Skills Rating Scale Teacher Form
Author: Omeroglu, Esra
Date: 2015-08-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Rating Scales,Norms,Validity,Reliability,Factor Structure,Factor Analysis,Scores,Child Development,Social Development,Interpersonal Competence,Student Improvement,Student Evaluation,Developmentally Appropriate Practices,Statistical Analysis,Foreign Countries

This study aimed to determine and interpret norms of the Preschool Social Skills Rating Scale (PSSRS) teacher form. The sample included 224 independent preschools and 169 primary schools. The schools are distributed among 48 provinces and 3324 children were included. Data were obtained from the PSSRS teacher form. The validity and reliability evidence was re-obtained from the norm sample, and it was concluded that the sample preserved the structure comprising 4 factors and 49 items. The alpha coefficient obtained from the PSSRS for the whole norm sample was determined at 0.96. PSSRS norm values were obtained for four factors and the total scale at each age. Children's social development skills are interpreted in accordance with the percentile norms pie charts, which include the total scores from the full scale score and sub-scales. Findings obtained with regard to the validity and reliability of PSSRS scores indicated that the scale can be used as an auxiliary tool in determining children's social skill levels. Consequently, children's PSSRS scores should be recorded and compared to future results, and the degree of improvement should be assessed. Furthermore, each child should be evaluated individually. It is important to consider children's ages and other developmental characteristics when interpreting the results of the scale.
Criteria for High Quality Biology Teaching: An Analysis
Author: Tasci, Guntay
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Biology,Teacher Effectiveness,Instructional Effectiveness,Evaluation Criteria,Observation,Data Collection,Science Teachers,High Schools,Secondary School Teachers,Foreign Countries,Content Analysis,Coding,Multivariate Analysis,Teaching Methods,Instructional Materials,Classroom Techniques,Educational Environment,Learning Processes,Feedback (Response),Student Evaluation,Case Studies,Holistic Approach,Classroom Observation Techniques,Educational Quality

This study aims to analyze the process under which biology lessons are taught in terms of teaching quality criteria (TQC). Teaching quality is defined as the properties of efficient teaching and is considered to be the criteria used to measure teaching quality both in general and specific to a field. The data were collected through classroom observations in this study, whose research was collected using a qualitative method. The research contained 21 classroom observations from 5 different biology teachers in 5 different high schools in Ankara, Turkey. The classes involved differing topics taught in 9th, 10th, 11th, and 12th grades. The data first underwent the structured content analysis using the MAXqda program. The encoding numbers for the codes in the data were transferred into the MS Excel program and were used to make quantitative analyses. The classrooms observed were grouped in terms of teaching quality criteria using cluster analysis using the SPSS 19 program. Similar groups, on the other hand, were evaluated according to cognitive structuring and teaching quality. As a result, avoiding the use of various methods, using effective teaching materials, and employing strict classroom management in biology teaching with the study group heavily increased the number of concepts communicated whereas problems in classroom management and classroom atmosphere reduced the concepts, thus influencing cognitive structure in a negative way. Finally, asking deepening questions and evaluative feedback affected cognitive structure in a positive way.