ethanporcaro/eric-fulltext-meta huggingface dataset:
Organizational Values Needed for Diversity Management
Author: Polat, Soner
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Values,Organizational Culture,Diversity (Faculty),School Administration,Principals,Semi Structured Interviews,Phenomenology

The purpose of this study was to determine the organizational values that are needed to be shared for an effective staff diversity management in schools by analysing the views of school managers. A phenomenological research design was employed in the study. The data were collected through semi-structured interviews with 17 school managers chosen by purposeful sampling. In order to analyze the data, categorical and descriptive analysis techniques were used. The results of the study revealed that school managers emphasized 23 staff related and 27 organization related diversities that they believe to be shared by all members of the school for effective diversity management. (Contains 1 footnote.)
School Management and Moral Literacy: A Conceptual Analysis of the Model
Author: Sagnak, Mesut
Date: 2012-00-00
Type: Journal Articles
Subjects: School Administration,Instructional Leadership,Moral Values,Ethics,Logical Thinking,Imagination,Value Judgment

The aim of this study is to analyze the moral literacy model developed by Tuana; discuss the superiorities and limitations, and constitute the theoretical conditions of a new model by utilizing previous researches and theories asserted about this subject. The model has stated that moral literacy is composed of three main components as ethics sensitivity, ethical reasoning skills and moral imagination, and these components involve at least three components, as well. In this study, it has been claimed that moral sensitivity includes both the cognitive and affective processes, and it has been suggested that a subcomponent about affect should be clearly included. It has been stated that Tuana's characterizing the moral intensity as a subcomponent of ethical sensitivity can be criticized; some researches asserted that moral intensity has relation with moral judgment and moral intention as much as it is related with moral sensitivity, and therefore; moral intensity can be regarded as a surrounding component effecting main components during ethical decision. In the model, it has been stated that handling virtue ethics, which is put forth as a criteria, within the moral judgment is open to criticism, as it is a concept more about behavior and fulfilling the action. It has been suggested that moral imagination, the third component of moral literacy, has a common quality effecting element of this process rather than effecting main components or subcomponents, like moral intensity. It has been determined that Tuana did not clearly state any component related to behavior, and so it has been suggested that moral intention, which is a component about action, can take place as a main component in this model.
A Study on the Development of the Tendency to Tolerance Scale and an Analysis of the Tendencies of Primary School Students to Tolerance through Certain Variables
Author: Caliskan, Huseyin
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Measures (Individuals),Social Attitudes,Elementary School Students,Test Reliability,Test Validity,Factor Analysis,Gender Differences,Age Differences,Parent Background,Educational Attainment,Mothers

The purpose of this study is to develop the Tendency to Tolerance Scale and to analyze the tendencies of primary school students to tolerance through certain variables. The population of the study was comprised of 899 students who studied at five different primary schools located in Sakarya. The exploratory factor analysis yielded an 18-item measurement tool with 3 sub-factors, which accounted for 47.97% of the total variance. The sub-dimensions were &quot;value&quot;, &quot;acceptance&quot; and &quot;empathy&quot;. It was discovered that the internal consistency coefficient for the whole scale, the first factor, the second factor and the third factor are 0.89, 0.86, 0.70 and 0.63 respectively. The test-retest coefficient for the whole scale, the first factor, the second factor and the third factor are 0.84, 0.83, 0.73 and 0.82 respectively. The study found that the item-total correlation varied between 0.43 and 0.63 and all the differences between the 27% upper group and 27% lower group were significant. Furthermore, it was discovered that primary school students have a high tendency to tolerance, that female students are relatively more tolerant, that the tendency to tolerance is lowered as students proceed to higher grades, that the tendency to tolerance gets higher as mothers have a higher educational status, and that educational status of fathers has no influence on the tendency to tolerance. (Contains 1 footnote.)
Empathy for Interpersonal Peace: Effects of Peace Education on Empathy Skills
Author: Sagkal, Ali Serdar
Date: 2012-00-00
Type: Journal Articles
Subjects: Control Groups,Empathy,Peace,Quasiexperimental Design,Grade 6,Interpersonal Communication,Interpersonal Competence,Interpersonal Relationship,Social Cognition,Pretests Posttests,Experimental Groups,Altruism,Personality Measures,Program Effectiveness,Skill Analysis,Skill Development

The purpose of this research was to examine the effects of Peace Education Program on the sixth grade elementary students' empathy levels. The research was carried out using pretest-posttest control group quasi-experimental design. While Peace Education Program was applied on experiment group; control group has not been provided any treatment. The study group included 281 students; 158 (56.23%; girls n= 84, 53.17%; boys n= 74, 46.83%) in the experiment and 123 (43.77%; girls n= 57, 46.35%; boys n= 66, 53.65%) in the control group. In the research, Index of Empathy for Children and Personal Information Form were used as measuring instruments. Research was conducted on sixth grade classes of two different elementary schools which are located in Menemen town of Izmir in 2010-2011 academic year. Research results indicated that Peace Education Program implemented on experiment group was effective in increasing students' empathy levels. Compared to experiment and control groups in terms of gender, both girl and boy students' empathy levels increased in favor of experiment group.
A New Value Classification and Values to Be Acquired by Students Related to This Classification
Author: Acat, M. Bahaddin
Date: 2012-00-00
Type: Journal Articles
Subjects: Values,Statistical Significance,Classification,Multivariate Analysis,Parent Attitudes,Teacher Attitudes,Elementary Education,Foreign Countries,Parent Surveys,Teacher Surveys,Preferences,Achievement Rating

The aim of this study is to access a new value classification and analyse the views of teacher and parents related to this classification. The general survey model was employed in this study. The population of this study is composed of school teachers working in primary schools and parents of their students in Eskisehir. The present study adopted a stratification sample, known as a purposeful sampling. The sample consists of 575 teachers and 1726 parents selected from the primary schools in Eskisehir. The Living Values Table was used to collection data. The data obtained were analysed on the computer with &quot;SPSS for Windows, ver: 18.0&quot; program. Signification of the analyses we made were tested at the level of 0.05. Hierarchical cluster analysis was used to access the value classification. A value classification composing of five classes (conservative-traditional values, national- ethnic values, self oriented-personal values, social-community values, scientific-innovative values) was obtained in the study. The scores given for conservative-traditional values and social-community values showed a statistical significance in favour of parents; the scores given for national-ethnic values, self oriented-personal values, and scientific-innovative values showed a statistical significance in favour of teachers.
What Does &quot;Value&quot; Evoke for Children? A Detection Study as to Transferring Values to Daily Life
Author: Coskun Keskin, Sevgi
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Studies,Content Analysis,Values Education,Phenomenology,Foreign Countries,Knowledge Level,Familiarity,Outcomes of Education,Elementary School Students,Values,Daily Living Skills,Life Style,Praxis,Theory Practice Relationship

Many studies have been carried out because of the importance of values education in recent years. The studies have shown their effects on the curriculum of 2005. In many classes it is aimed to provide individuals with the gains kneaded with appropriate values. Social Studies are one of them. However, no satisfactory studies as to whether the values envisaged in this class are gained or not have been conducted up to now. Therefore, how the children interpret the values and mirror them in daily life was investigated. The study was made through the use of phenomenological pattern, one of the qualitative methods. This pattern was preferred to determine what the children know about the values, a phenomenon term and how they transfer what they know to their daily life. The study including typical sampling was conducted together with 58 students in elementary school in Hendek, Sakarya Province. 12 values (honesty, respect, good health, self-regulatory, conciliatory, responsibility, patience, fairness, affection, self-confidence, benevolence, courage) taught in Social Studies were chosen to be asked such kind of questions as &quot;What does...(value) evoke for you? Can you give an example for this value from your daily life?&quot; The answers of the questions were subject to content analysis. Statements were encoded for every value and themes were obtained thanks to these codes. Immediately afterwards, the themes were confirmed by receiving an expert opinion. The relationship between what the values evoke and examples given by the students was predicated as a frequency. At the end of the study, it was determined that the values like benevolence, good-health and responsibility were correctly perceived while the ones like self-confidence, self-regulatory were not interpreted by the students. The concepts that the students confused these values with were also detected. (Contains 1 footnote.)
The Effect of Hidden Curriculum on Character Education Process of Primary School Students
Author: Cubukcu, Zuhal
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Attitudes,Content Analysis,Values Education,Qualitative Research,Elementary School Students,Learning Activities,Hidden Curriculum,Instructional Effectiveness,Classification,Curriculum Implementation,Case Studies,Student Participation,Foreign Countries

Character education is defined as a planned and systematical approach in terms of self- respect, responsibility and honesty etc. for being a good citizen. The elements of hidden curriculum possessed in schools are values, beliefs, attitudes, and norms and values which are important parts of school function, ceremonies and the quality of interpersonal communication. This research is aimed to determine supportive activities and views of students' participated in these activities with the thought of revealing importance of hidden curriculum on gaining vales within character education in elementary schools. Supportive activities of hidden curriculum such as social and cultural activities, free time activities and sportive activities, celebration of special days and weeks, social club works can be considered as strong value gaining tools for elementary school students to comprehend, internalize and perform values. In this study, one of the qualitative research methods case study model is utilized. This research is carried out within 2009-2010 academic year through three elementary schools in Eskisehir affiliated to Ministry of National Education by investigating supportive activities for hidden curriculum and views of students participating in these activities. For analyzing the gathered data, document analysis and content analysis are used. Working group of this study comprises 40 students going to 6th, 7th and 8th grades within three elementary schools in the city center of Eskisehir. At the end of the study, it is determined that values are included in curriculum of elementary schools, and supportive activities for hidden curriculum in the process of gaining and internalizing values have great importance. (Contains 1 footnote.)
Examination of Social Studies Textbooks in Terms of Approaches of Values Education
Author: Ersoy, Feride
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Social Studies,Foreign Countries,Values Education,Grade 6,Grade 7,Textbooks,Textbook Content,Textbook Evaluation,Curriculum Evaluation,Learning Activities,Educational Quality,Change Strategies,Educational Change,Instructional Material Evaluation,Relevance (Education)

In the program of primary education in Turkey, comprehensive modifications were made by the Ministry of Education and The Chairman of the Board of Education (TTKB) in 2004. In this new Social Study and Instruction program some values like assiduity, scientificity, responsibility and respect to variety are defined as &quot;the value given direct&quot;. The target of this study is to examine these activities which take part in the lesson books of social studies at 6th grade and 7th grade in terms of approaches of values education. Five social studies lesson books of 6th grade and three social studies lesson books of 7th grade which received approval from The Chairman of The Board of Education (TTKB) in the 2010-2011 academic years compose the universe of this study which executed with the examination method. Two social studies lesson books of 6th and 7th class which are chosen randomly among these books constitute the sampling of this study. In order to determine that if these activities are suitable to the approaches of values education, a Schedule of Event Criteria (SEC) is improved by the researchers and the data are examined according to this schedule. As a result of this examination in these activities for values of education which take part in social studies lesson books of 6th and 7th grade, some findings are reached that approaches of value analysis and suggestion are given in but moral reasoning, explanation of value, observation/learning through modeling are not given in. (Contains 5 tables and 1 footnote.)
Qualifications of an Ideal Teacher According to Social Studies Preservice Teachers
Author: Gencturk, Ebru
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Studies,Content Analysis,Preservice Teachers,Teacher Qualifications,Student Teacher Attitudes,Teacher Characteristics,Best Practices,Foreign Countries,Values,Qualitative Research,Individual Characteristics,Cultural Awareness,Knowledge Base for Teaching,Teaching Skills

In this study, the question of what kind of qualifications an ideal social studies teacher has tried to be investigated. For this purpose, freshman social studies preservice teachers' perceptions about the concept of &quot;ideal teacher&quot; were explored. This study was designed with document analysis, one of the methods of qualitative approach. In this case, in total 234 social studies preservice teachers (111 female and 123 male), studying in Karadeniz Technical University Fatih Faculty of Education, were employed. The data were collected on 27 and 28th of October 2010 in the early weeks of 2010-2011 academic years. Before collecting data, researchers informed participants about the aim of study. Then participants started to write compositions individually to describe the qualifications of the ideal teacher by concerning their teachers affecting mostly them in the past. Besides, it was remembered that these compositions will preserve for 4 years, then they will rewrite compositions like this, and finally these compositions will compare and it will try to be examined pedagogical courses effect their perceptions about the ideal teacher. Collected data were analyzed through content analysis. In this case, participants' perceptions were presented with frequencies, percentages and direct citations from documents. The results of the study showed that an ideal teacher have some qualifications such as being good communication with students, being successful in education-teaching activities and subject-matters, being compassionate, well-behaved and tolerant.
The Relationship of Values in Elementary School 4th Grade Social Studies Textbook with the Attainments and Their Level of Being Included in Student Workbooks
Author: Kilic, Abdurrahman
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Studies,Qualitative Research,Grade 4,Textbooks,Workbooks,Values Education,Elementary Schools,Case Studies,Foreign Countries,Moral Values,Textbook Content,Social Values,Curriculum,Content Analysis

In this study, the relationship of values in elementary school 4th grade Social Studies textbook with the attainments and their level of being included in student workbook are tried to be determined. Case study, which is a qualitative research method, was applied for this research. To collect data, document analysis technique, which is among the qualitative research techniques, was used. The Social Studies Course Workbook included in this research was accepted as a course book for five years by Ministry of Education, Head Council of Education and Morality. The workbook was prepared as an assistance tool. The textbook set (textbook, workbook, teacher's book), which is taught in Duzce province and was decided to be used, was provided and some comparisons were made to control whether there are any deficiencies (some missing parts, etc.) because of press. After making sure that there are not any deficiencies, the analysis procedure was started. Some of the results that can be derived from the research can be summarized as; some attainments are not related to values; all the values are included in workbook, but some activities are not sufficient; the value of being scientific is given by an activity that was designed according to positivist mentality. (Contains 1 footnote.)
Mathematical Modeling Activities as a Useful Tool for Values Education
Author: Doruk, Bekir Kursat
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Values Education,Mathematics Education,Elementary School Students,Grade 6,Grade 7,Case Studies,Mathematics Activities,Cooperative Learning,Problem Solving

Values education is crucial since it is one of the factors to reach success in education in broader sense and in mathematics education in particular sense. It is also important for educating next generations of societies. However, previous research showed that expected importance for values education was not given in Mathematics courses. In a few studies, it was identified that discussion-based approaches, problem solving strategies and cooperative learning environments made contribution to values education. It can thus be considered that mathematical modeling activities in which school students study cooperatively in small groups, find solutions to daily-life problems using mathematics and share these solutions with their counterparts would be useful. Therefore, in this study, it was aimed to determine the processes in detail which will contribute to the teaching of general educational values, mathematical values and mathematics education values emerging during the experiences which students gain while working with mathematical modeling activities. 58 school students at Grades 6 and 7 constituted the sample of the present study. It was used eight mathematical modeling activities through one semester. The classroom observations, video records and students' written documents were investigated using descriptive analysis. As a result, it was argued that modeling activities include very rich settings that would contribute to the development not only of general educational values but also of mathematical values and mathematical education values. (Contains 1 footnote.)
The Evolving Role of a Mathematics Coach during the Implementation of Performance Standards
Author: Obara, Samuel
Date: 2009-00-00
Type: Journal Articles
Subjects: Professional Development,Feedback (Response),Mathematics Instruction,Pedagogical Content Knowledge,Mathematics,Standards,Mathematics Achievement,Mathematics Education,School Districts,Mathematical Concepts,Cooperative Learning,Academic Achievement

The primary goal of this study was to investigate the role of the mathematics coach at Tabaka Middle School during the school's implementation of the Georgia Performance Standards through the utilization of Connected Mathematics Project materials. The study explores the coach's emergent understanding of her role as she provided teachers support through professional development, observation, and feedback in dealing with new content, adapting to new methods of teaching, working in collaborative groups, adapting to new ways of assessing students, and learning how to use new curriculum materials. The study suggests that in regards to teacher beliefs and practices, teachers benefit from a site-based long-term professional development program that targets content and pedagogical knowledge. The study underscores the importance of teamwork, collaboration, and having a mathematics coach on site in bringing to reality a new vision of a school's mathematics program. (Contains 3 notes.)
General Educators' In-Service Training and Their Self-Perceived Ability to Adapt Instruction for Students with IEPs
Author: Kosko, Karl W.
Date: 2009-00-00
Type: Journal Articles
Subjects: Special Education,Teaching Experience,Professional Development,Individualized Education Programs,Disabilities,Inservice Teacher Education,Inclusion,Workshops,Learning Disabilities,Regular and Special Education Relationship

Recent research has suggested that the professional development general educators receive is not adequately preparing them to properly implement inclusion-based practices. In this study, data from the Study of Personnel Needs in Special Education was used to investigate the relationship among teachers' years of experience teaching students with Individualized Education Programs (IEPs), the amount of professional development received over the past 3 years, and teachers' self-perceived ability to adapt instruction for students with IEPs. Results indicate that any amount of professional development in a 3-year period significantly predicts teachers' perceived ability to adapt instruction; however, at least 8 hours of professional development in a 3-year time frame was related to an increase in teachers' perceived ability to adapt instruction, more than twice the effect of less than 8 hours. Additionally, professional development was found to be a better predictor for increasing perceived ability to adapt instruction than was teacher experience with instructing students who have IEPs. (Contains 3 tables.)