ethanporcaro/eric-fulltext-meta huggingface dataset:
Analyzing the Dissertations about Differentiated Instruction in Terms of Their Contents in Turkey
Author: Karip, Fatih
Date: 2016-08-23
Type: Journal Articles
Subjects: Foreign Countries,Individualized Instruction,Content Analysis,Intellectual Disciplines,Thematic Approach,Research Methodology,Data Collection,Participant Characteristics,Incidence,Masters Theses,Doctoral Dissertations,Bibliometrics,Qualitative Research

This study aims to analyze the dissertations about differentiated instruction in terms of their contents in Turkey. The data of the study was collected from Council of Higher Education National Thesis Center database. The dissertations were searched without any year limitation. As a result of searching, 19 dissertations were found. The data obtained from the thesis was analyzed with content analysis. The dissertations were analyzed in terms of the year they published and type of the dissertation, the field on which the studies were conducted, the purpose of the studies, the methods of the studies, data collection tools and research staff in the direction of the purpose of the researcher. The obtained data are indicated in tables considering their percentage and frequency values. As a result of the study, it was seen that the studies mostly focused on the individuals with superior intelligence. It was seen that the researchers used quantitative methods and focused on the academic success of the students. Moreover, it was determined that the studies about the subject were inadequate and there was no interest about the subject.
Enhancing Argumentative Writing Skill through Contextual Teaching and Learning
Author: Hasani, Aceng
Date: 2016-08-23
Type: Journal Articles
Subjects: Foreign Countries,College Students,Critical Thinking,Thinking Skills,Persuasive Discourse,Writing Skills,Context Effect,Writing Instruction,Teaching Methods,Questionnaires,Quasiexperimental Design

This study aims to describe the influence of contextual learning model and critical thinking ability toward argumentative writing skill on university students. The population of the research was 147 university students, and 52 university students were used as sample with multi stage sampling. The results of the research indicate that; group of contextual learning model has more significant influence than group of non-contextual learning model, there is an interaction between learning model and critical thinking ability, there is a significant difference of argumentative writing skill between group of contextual learning and non-contextual learning for the group with high critical thinking ability, and there is also significantly different argumentative writing skill between contextual learning and noncontextual for the group of low critical thinking ability. Based on this finding, the researcher concludes that critical thinking ability and contextual learning model have significant influence toward argumentative writing skill.
Primary School Teachers' Perceptions about Character Education
Author: Demirel, Melek
Date: 2016-09-10
Type: Journal Articles
Subjects: Teacher Attitudes,Values Education,Elementary School Teachers,Questionnaires,Surveys,Moral Values,Personality Development,Teacher Education,Citizenship Education,Student Behavior,Parent Student Relationship,Teacher Student Relationship,Parent School Relationship,Parent Teacher Cooperation,Role Models,Foreign Countries

The aim of this study is to determine the perceptions of primary school teachers about character education. In this descriptive study, data were collected by using a survey questionnaire which required descriptive analysis. Based on the findings, it was revealed that primary school teachers (n = 60) defined the character education as moral values necessary to be taught to individuals and behaviors for their personality development. According to the teachers, the most important responsibility of them is to be a model for their students and in order to be a good model they should have the desired characteristics. Some of the teachers think that students who do not get enough support from their parents can have positive characteristics thanks to intense communication and collaboration among school-parents and teachers. On the other hand, some teachers do not think that such kind of students can change. However, the majority of teachers think that students having negative characteristics such as telling lie, cheating and showing disrespectful behaviors can be changed through support. Almost all teachers think that nowadays students lack of respect and responsibility, and they believe that character education conducted at schools is not enough for students.
Variance Difference between Maximum Likelihood Estimation Method and Expected A Posteriori Estimation Method Viewed from Number of Test Items
Author: Mahmud, Jumailiyah
Date: 2016-08-23
Type: Journal Articles
Subjects: Maximum Likelihood Statistics,Computation,Item Response Theory,Test Items,Aptitude Tests,Differences,Accuracy,Bayesian Statistics,Multiple Choice Tests,Hypothesis Testing,Equations (Mathematics),Test Reliability,Test Validity,Evaluation Methods

The aim of this study is to determine variance difference between maximum likelihood and expected A posteriori estimation methods viewed from number of test items of aptitude test. The variance presents an accuracy generated by both maximum likelihood and Bayes estimation methods. The test consists of three subtests, each with 40 multiple-choice items of 5 alternatives. The total items are 102 and 3159 respondents which were drawn using random matrix sampling technique, thus 73 items were generated which were qualified based on classical theory and IRT. The study examines 5 hypotheses. The results are variance of the estimation method using MLE is higher than the estimation method using EAP on the test consisting of 25 items with F = 1.602, variance of the estimation method using MLE is higher than the estimation method using EAP on the test consisting of 50 items with F = 1.332, variance of estimation with the test of 50 items is higher than the test of 25 items, and variance of estimation with the test of 50 items is higher than the test of 25 items on EAP method with F = 1.329. All observed F values = 1.00. 5 RMSE in items 10, 15, 20, and 25 are different in both MLE and EAP, with t = 3.060, a = 0,011, thereby meaning that statistical null hypothesis are rejected. The study concludes that variance of MLE method is higher than EAP, and the test with 50 items has higher variance than that with 25 items, the accuracy of EAP estimate higher than that of MLE in item 10, 15, 20, and 25.
Application of Context Input Process and Product Model in Curriculum Evaluation: Case Study of a Call Centre
Author: Kavgaoglu, Derya
Date: 2016-09-10
Type: Journal Articles
Subjects: Foreign Countries,Evaluation Methods,Models,Curriculum Evaluation,Case Studies,Organizational Communication,Telecommunications,Data Collection,Statistical Analysis,Structural Equation Models,Construct Validity,Likert Scales,Factor Analysis,Curriculum Development,Talent Development,Gender Differences,Educational Background,Scoring,Correlation,Questionnaires

The goal of this research which was carried out in reputable dedicated call centres within the Turkish telecommunication sector aims is to evaluate competence-based curriculums designed by means of internal funding through Stufflebeam's context, input, process, product (CIPP) model. In the research, a general scanning pattern in the scope of descriptive research is used. The data collection instrument consists of the professional competence development curriculum's CIPP evaluation scale developed by researchers. Participants are 622 call centre agents who served in the Black Sea, Central Anatolia and Eastern Anatolia Regions in 2014 and 2015. Statistical analyses of the research were conducted by applying statistical package for social sciences (SPSS) v23.0 and Amos v21.0 software. In addition to gap analyses, the Structural Equation Modelling (SEM) was applied as well. For the construct validity of the scale, analyses of the illustrative and confirmatory factors are conducted respectively. In scoring, in focusing on the dimensions of the CIPP evaluation scale, significant variations by gender and education background have been observed between the opinions of the participants.
The Development Desire of Non-English Major Teachers in Small Rural Primary Schools in Thailand: Participatory Action Research
Author: Doungprom, Usanee
Date: 2016-08-23
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,English (Second Language),Second Language Instruction,Self Efficacy,Nonmajors,Rural Schools,Small Schools,Primary Education,Elementary School Teachers,Participatory Research,Action Research,Communicative Competence (Languages),Teacher Effectiveness,Pretests Posttests,Scores,Data Analysis,Factor Analysis,Qualitative Research

The purpose of this study was to explore some problems and desires of developing self-confidence in teaching English of non-English major teachers in rural small primary schools in Thailand with participatory action research. This study also aims to develop teacher's confidence in teaching English, enhance communicative competence and to assess effectiveness of teaching English of non-English major teachers in the rural small primary schools in Thailand with participatory action research. 5-step procedure of the research included; pre-research phase, planning phase, research phase, verification and reflection phase and monitoring and evaluation phase. There were 6 methods for developing teachers this include; direct training, self-direct learning, teacher networks, coaching and mentoring, informal meeting and, and school visit. The results revealed that the operation through a semester lead the development of the 6 approaches to elevate non-English major teachers' confidence in teaching English, and also enhance their communicative competence in order to makes teaching more effective. The results were: Non-English major teachers had self confidence in teaching at high level (X-bar = 4.41) ; Non-English major teachers had communicative competence at a higher level (X-bar = 3.54) , the pre-test score was 28.33% and the post-test score was 67.08%; in order to assess the effectiveness of teaching, non-English major teachers who graduated from major field finished their tasks with observations, both participatory and non-participatory research throughout the one year assessment of students' achievement. The students' achievement showed higher effectiveness including 2013 and 2014 English achievement. It showed that students at Ban Khok Klang School gained higher achievement approximately 3.47% with 4.41 standard deviation. Those students at Ban Lao-ngong School gained 3.72% higher than pre-test average with 1.60 standard deviation. It showed that the effectiveness of teaching was higher. All 6 approaches could be supported to elevate self-confidence for non-English major teachers in small primary schools in teaching and communicative competence, and also to improve effective teaching.
An Analysis of Social, Literary and Technological Sources Used by Classroom Teachers in Social Studies Courses
Author: Fidan, Nuray Kurtdede
Date: 2016-08-23
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Information Sources,Incidence,Mixed Methods Research,Phenomenology,Public School Teachers,Semi Structured Interviews,Nonparametric Statistics,Content Analysis,Factor Analysis,Mass Media,Technology,Literary Genres,Likert Scales

In this study, social, literary and technological sources used by classroom teachers in social studies courses are analyzed in terms of frequency. The study employs mixed methods research and is designed following the convergent parallel design. In the qualitative part of the study, phenomenological method was used and in the quantitative dimension, scanning model was used. The participants of the study were 305 classroom teachers who work at public schools in Turkey. Qualitative data were collected from nine classroom teachers. The data of the study were collected using the following two tools: &quot;scale for social, literary and technological sources used in social studies courses&quot; and interview form with six open items. The use of the social, literary and technological sources in social studies courses was found in terms of arithmetical mean and standard deviation. In order to see whether or not the data had a normal distribution, the Shapiro-Wilk tests were employed. It was found that the data did not have a normal distribution. Therefore, the Mann Whitney U and Kruskal Wallis-H Tests were used to analyze the data. Content analysis was also used in examining the data. The findings showed that the participants mostly used media, technological sources and literary work in the courses. Outside school and source people were found to be less used by the participants.
The Effect of Brightness of Lamps Teaching Based on the 5E Model on Students' Academic Achievement and Attitudes
Author: Guzel, Hatice
Date: 2016-09-10
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 11,Secondary School Science,Physics,Lighting,Science Instruction,Science Achievement,Scientific Attitudes,Models,Constructivism (Learning),Quasiexperimental Design,Experimental Groups,Control Groups,Achievement Tests,Pretests Posttests,Statistical Analysis,Worksheets,Cartoons,Animation,Science Laboratories,Laboratory Experiments,Science Activities,Learning Motivation,Scientific Concepts,Attitude Measures,Likert Scales,Energy,Teaching Methods

The purpose of this research was to examine and compare the effect of teaching the brightness of lamps, which is a topic for grade 11 physics lesson, on student achievement and attitude according to the 5E model belonging to the constructivist learning theory and the traditional teaching method. The research was conducted on 62 11th grade students in Idil High School during the spring semester of 2009/2010 academic year. The quasi-experimental method was used in the research and the significance level was p = 0.05. A meaningful difference (p&lt;0.05) was observed on the experimental group according to the results of the independent samples t-test related to the post-test scores of brightness of lamps Achievement Test (BLAT)&quot; of the students in the experimental and control groups. It was concluded that the worksheets applied, cartoons, animation and laboratory activities used while teaching the topic &quot;brightness of lamps &quot; according to the 5E model provided better understanding for the students, increased the motivation related to the lesson, and created a positive effect on understanding abstract concepts. The results of the attitude scale showed that the differences between the groups were insignificant (p&gt;0.05).
Attitude Scale towards Web-Based Examination System (MOODLE)--Validity and Reliability Study
Author: Bulent, Basaran
Date: 2016-09-10
Type: Journal Articles
Subjects: Attitude Measures,Computer Assisted Testing,Test Reliability,Test Validity,Distance Education,Theological Education,Undergraduate Students,Student Attitudes,Factor Analysis,Factor Structure,Grade 3,Grade 4,Educational Technology,Web Based Instruction,Psychometrics,Likert Scales,Foreign Countries

Today, the spread of Internet use has accelerated the development of educational technologies and increased the quality of education by encouraging teachers' cooperation and participation. As a result, examinations executed via the Internet have become common, and a number of universities have started using distant education management system. Eventually, today, more people have a chance to take education. Measurement and evaluation applications carried out via the Internet are now quite important for education. In the present study, a valid and reliable attitude scale was developed to measure the attitudes of students doing the Distant Education Theology Undergraduate Education Program towards a web-based examination system (MOODLE).The study group was made up of 1287 3rd and 4th grade students registered in the Distant Education Application and Research Center. In the study, exploratory factor analysis (EFA) was conducted to determine the factor structure of the scale; confirmatory factor analysis (CFA) was conducted to test its construct validity; and other validity analyses such as exploratory factor analysis, uni-dimensional factor analysis and two-dimensional factor analysis were applied. The research data were analyzed in computer with the package softwares of SPSS 18.0 and Lisrel 8.51.
Student Perceptions of Their Workplace Preparedness: Making Work-Integrated Learning More Effective
Author: Rayner, Gerry
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,Higher Education,Career Readiness,Job Skills,Placement,Work Experience Programs,Student Surveys,Academic Degrees,Employment Qualifications,College Students,Self Esteem,Foreign Countries

Higher education is undergoing generational transformation, as universities adapt to the needs of a 21st century workforce. This study investigated student perspectives of a work-integrated learning (WIL) placement program, firstly in relation to its longer-term worth since they had completed it, and secondly, with respect to its value regarding course relatedness and in enhancing their employability and/or workplace readiness. Participants answered a series of learning and career related questions, both immediately post-placement and six or more months later. Of three learning-related questions, students were generally positive about one and strongly endorsed the other two. Contrastingly, over time, students downplayed the initial value of their WIL with respect to the knowledge gained being relevant to their future careers. Students were in moderate to strong agreement with other career-related questions, notwithstanding concerns about their future employability. Implementation of a work skills development program is recommended to maximize the effectiveness of WIL.
Researchers' Reflections on What Is Missing from Work-Integrated Learning Research
Author: Rowe, Patricia M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Reflection,Researchers,Workplace Learning,Integrated Activities,Negative Attitudes,Research,Industrial Psychology,Work Experience,Cooperative Education

This paper deals with the lack of attention to negative findings that has been found in cooperative education research and with issues that have been ignored by work integrated learning researchers. A review of the literature, an informal survey, and instances from the writer's experience provided many examples of negative results and under-reported findings. An example of how negative or unexpected results might be incorporated into research and practice is presented. It is argued that a failure to consider the work or job component of WIL programs may be responsible for this neglect of issues and negative results.
The Explanatory and Predictive Relationship Pattern between University Students' Goal Orientation Behaviours and Their Academic Achievement
Author: Akpur, Ugur
Date: 2016-09-10
Type: Journal Articles
Subjects: College Students,Goal Orientation,Academic Achievement,Predictor Variables,Student Behavior,Grades (Scholastic),Structural Equation Models,Foreign Countries,Student Surveys,Likert Scales,Statistical Analysis,Regression (Statistics)

The purpose of this study is to determine the explanatory and predictive relationship pattern between university students' goal orientation behaviours and their academic achievement. The study group consisted of 259 university students. A &quot;2x2 Achievement Goal Orientations Scale&quot; was used to determine the students' goal orientation behaviours. The average grades that the students got during a term were taken as the academic achievement criteria. The data were analysed using structural equation modelling (SEM). The results suggested that learning approach, learning avoidance and performance approach are not significant predictors of academic achievement at the p&lt;0.05 level. The findings also indicated that the relationship between learning avoidance and performance approach; learning avoidance and learning approach; learning approach and performance avoidance; performance approach and performance avoidance; and learning avoidance and performance avoidance are significant at the p&lt;0.01 level. The results also displayed that the relationship between performance approach and learning approach is significant at the p&lt;0.05 level. On the other hand, the relationship between performance approach and learning approach along with the relationship between learning approach and performance avoidance was found to be negative unlike the other relationships between the variables.
Supporting Placement Supervision in Clinical Exercise Physiology
Author: Sealey, Rebecca M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Supervision,Exercise Physiology,Workplace Learning,Surveys,Student Attitudes,Check Lists,Scheduling,Learning Activities,Clinical Experience,Higher Education,Evaluation Methods,College Faculty,Teacher Attitudes,Foreign Countries,Student Placement

The continued engagement of the professional workforce as supervisors is critical for the sustainability and growth of work-integrated learning activities in university degrees. This study investigated factors that influence the willingness and ability of clinicians to continue to supervise clinical exercise physiology work-integrated learning opportunities and makes recommendations for future supervision engagement. Themes identified from a supervisor survey were: staffing and time availability; administrative processes and support; student quality, knowledge and attitudes; student learning experiences; supporting the profession; service benefit; clinical personal benefit; funding; workplace support; staff qualifications and experience; prior positive experiences; future recruitment; facilities and infrastructure; and supporting the university. The responses resulted in five key recommendations for future enhanced and sustainable placement supervision. These were: adoption of efficient supervision structures; development and use of a competency checklist; enhanced recognition of supervision; standardized placement paperwork and assessment tools; and broadening of placement scheduling.
The Integration of Study and Work-Integrated Learning Experience through the Sequential, Embedded Completion of Tertiary Qualifications
Author: Whannell, Patricia
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning Experience,Integrated Activities,Sequential Approach,Qualifications,Postsecondary Education,Vocational Education,General Education,Educational Practices,Educational Principles,Enrollment Rate,Student Attrition,Semi Structured Interviews,Barriers,Unified Studies Curriculum,Foreign Countries

A number of different models have been developed to integrate both Vocational Education and Training (VET) and university study with a view to producing work-ready graduates. This paper describes one joint initiative which allows students to integrate their theoretical study and work-integrated learning (WIL) experience by supporting a sequential, embedded accomplishment of qualifications across both VET and university with a single higher education enrolment. Students in the dual-sector degrees have welcomed the skill-based practical work involved with VET education while learning the theoretical concepts of their university education. The need for a more seamless engagement with VET and university study is becoming more urgent and there are a large number of possibilities to explore, particularly relating to the differences in processes and philosophies between the VET and university sectors. This paper identifies some of the key issues and proposes some solutions. [Papers included in this &quot;Asia-Pacific Journal of Cooperative Education&quot; (&quot;APJCE&quot;) Special Issue stem from selected manuscripts from the 2014 Australian Collaborative Education Network (ACEN) Conference Proceedings.]