ethanporcaro/eric-fulltext-meta huggingface dataset:
Research on Relationships between Two Kinds of Scientific Epistemology Held by High School Science Teachers from Beijing and New York
Author: Wang, Jingying
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Epistemology,High Schools,Secondary School Teachers,Cross Cultural Studies,Scientific Principles,Science Teachers,Mixed Methods Research,Questionnaires,Interviews,Inquiry,Cognitive Style,Scoring,Knowledge Level,Cultural Differences

Scientific epistemology is important issues in the International science education, of which teachers' views of nature of science and scientific inquiry as the two core topics, become the principal part of research, also have an important influence on the theory and practice of science curriculum. The purpose of this study was to investigate and compare the relationship between views of NOS and SI held by high school science teachers from Beijing and New York. This sequential mixed research method study involved 102 high school science teachers, each 51 high school science teachers from Beijing and New York, through questionnaires Views of nature of Science-Form C (VNOS-D) and Views of Scientific Inquiry-Form S (VOSI-S) , followed by in-depth interviews responses. This investigation indicated that science teachers' views of two kinds of scientific epistemology were at different stages, categories and causality, and therefore, it has great effect on the cultural research in science education.
Development of a Scale to Address Perceptions of Pre-Service Teachers Regarding Online Risks for Children
Author: Dönmez, Onur
Date: 2017-06-00
Type: Journal Articles
Subjects: Risk,Measures (Individuals),Preservice Teachers,Computer Mediated Communication,Validity,Reliability,Internet,Safety,Parent Child Relationship,Parenting Styles,Measurement Techniques,Content Validity,Teacher Attitudes,Teacher Educators,College Faculty,Factor Analysis,Item Analysis,Elementary School Students,Elementary School Teachers,Specialists,Statistical Analysis,Foreign Countries

Children's ever-increasing and autonomous engagement with the internet exposes them to online risks, especially when parental supervision is limited. Furthermore, media coverage highlighting negative online experiences increases adults' risk perceptions, which in turn jeopardize children's sustainable and beneficial engagement with the internet. This picture suggests stakeholders' perceived risks regarding children's internet safety is a significant factor and research topic. The aim of the current study is to report on the validity and reliability studies of the Perceived Online Risks Scale for Pre-service Teachers. Development studies began with a literature review of online risks frameworks and perceived risk measurement forms. Findings of the literature review were evaluated through an expert panel with scholars and key stakeholders related to children's internet safety, which supported the content validity. Face validity was tested through expert reviews and pilot examinations. An initial form was prepared and gradually reviewed through consultations with teachers, teacher educators, and scholars. Final evaluation of face validity was performed with 40 pre-service primary school teachers. Construct validity of the scale was tested through factor analyses. Reliability of the form was investigated with internal consistency coefficient and test-retest stability methods. Analyses resulted in a 20-item form with six factors and findings indicate that the form is a valid and reliable instrument.
Consequences of Self-Leadership: A Study on Primary School Teachers
Author: Sesen, Harun
Date: 2017-06-00
Type: Journal Articles
Subjects: Teacher Leadership,Elementary School Teachers,Leadership Effectiveness,Job Satisfaction,Teacher Behavior,Correlation,Regression (Statistics),Sense of Community,Self Management,Innovation,Questionnaires,Likert Scales,Factor Analysis,Work Ethic,Foreign Countries

This study explores the consequences of self-leadership on job satisfaction, organizational commitment and innovative behaviors of teachers. For this purpose, a field study was conducted with the data gathered from 440 primary school teachers who work in different cities. To test the research hypotheses, correlation and regression analysis were conducted. Results showed that self-leadership behaviors had significant effects on job satisfaction, organizational commitment and innovation. Findings revealed that self-reward and self-punishment strategies had no effect on dependent variables while self-observation and focusing thoughts on natural rewards had the strongest impacts. Also, it was found that some of the demographic variables had effects on some of the factors.
Investigating EFL Coursebook Research in Turkey: Trends in Graduate Theses of the 2001-2013 Period
Author: Simsek, Meliha R.
Date: 2017-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Trend Analysis,Educational Trends,Textbooks,Content Analysis,Futures (of Society),Masters Theses,Foreign Countries,Evaluation Criteria,Classification,Teaching Methods,Mixed Methods Research,Check Lists,Likert Scales,Multivariate Analysis,Teacher Attitudes,Student Attitudes,Correlation,Comparative Analysis,Communicative Competence (Languages),Cultural Education,Elementary Secondary Education,Higher Education

The transformation of coursebook publishing into an industrial giant has brought about variety, choice, and difficulty of decision making. As coursebook selection profoundly influences the quality of foreign language instruction in Turkey, it is essential to investigate what kind of instruments are used, which method is followed, what criteria are sought and how relevant parties are affected by its results. Therefore, 54 graduate theses evaluating EFL coursebooks in the 2001-2013 period were taken from the CoHE Thesis Center. The documentary data were subjected to content analysis by using the thesis categorisation form for describing research trends, determining shared evaluative criteria and variable patterns, and providing recommendations for the future. It was revealed that: (i) studies dealing with EFL coursebook evaluations accelerated after MoNE's program changes, (ii) while not even half were designed with mixed methods research, qualitative theses concentrated on document analysis of coursebooks, (iii) teacher and student views were surveyed by means of similar Likert scales adapted from previous checklists, (iv) other sample groups like parents, administrators, authors, and publishers were either underrepresented or not represented at all, (v) correlational descriptive studies frequently compared teacher and student views against similar categorical variables, (vi) the need for deeper, experimental, and innovative research was completely overlooked and multivariate analyses were never employed, (vii) despite their variety, local coursebooks received more focus but were met with user disapproval due to persistent deficiencies in design, content, methodology, and skills, (viii) whereas global coursebooks were appreciated for their communicative methodology, integrated skills instruction, authenticity, and cultural content, and (ix) instead of exploratory research, they tended to recommend replications with larger or different populations and on different coursebooks.
The Impact of Taiwanese College Students' Learning Motivation from Self-Determination Perspective on Learning Outcomes: Moderating Roles of Multi-Traits
Author: Ho, Sophia Shi-Huei
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Learning Motivation,Self Determination,Outcomes of Education,Learner Engagement,Models,Structural Equation Models,Academic Achievement,Role Perception,Self Concept,Thinking Skills,Reflection,Achievement Gains,Questionnaires

The purpose of this study is to explore the associations among learning motivation, engagement and outcomes, and the moderating role of various traits in the relationship between deep approaches to learning and outcomes. Based on data from 2,340 students in multiple universities in Taiwan, this study proposes two alternative models, tested by Structural Equation Modelling (SEM). The findings suggest that deep approaches to learning play a critical role in improving college students' cognitive and non-cognitive gains. The moderating effect in learning outcomes could be attributed to student and faculty traits, suggesting that in order to understand students' learning process, each trait should be considered individually. Implications for theory and practice are also discussed in this paper.
Perceptions of Prospective Pre-School Teachers Regarding Children's Right to Participate in Classroom Activities
Author: Koran, Nihan
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Student Teacher Attitudes,Student Participation,Class Activities,Childrens Rights,Preschool Children,Observation,Student Teaching,Teacher Behavior,Qualitative Research,Case Studies,Interviews,Scores,Content Analysis,Educational Practices,Foreign Countries

This study investigates the behaviours of pre-school teachers working with children aged between 4 and 6 years with regard to their right to participate in classroom activities. In this context, pre-school teacher's negative or positive applications regarding children's participation rights were revealed. Furthermore, preschool teachers' aplications were evaluated with regard to requirements of participation. The data of 15 pre-school teachers observed in the &quot;school experience&quot; course were obtained from the files of prospective teachers. Further, 64 hours of observations for each teacher were recorded by two prospective teachers during eight weeks. The data reflecting teachers' behaviours in the educational environment were analysed using descriptive analysis techniques. Results of the research suggested 144 positive and 505 negative cases for 15 teachers in terms of these requirements. It was observed that some teachers consider child-centered and democratic behaviours and children's wishes and opinions and take decisions accordingly. Furthermore, teachers showed negative behaviours predominantly in terms of requirements for participation.
Determining Science Teacher Candidates' Academic Knowledge and Misconceptions about Electric Current
Author: Sert Çibik, Ayse
Date: 2017-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Scientific Concepts,Misconceptions,Knowledge Level,Energy,Equipment,Foreign Countries,Student Surveys,Semi Structured Interviews,Gender Differences,Instructional Program Divisions,Statistical Analysis

The aim of this study is two-fold. Its first aim is to determine science teacher candidates' knowledge (academic success) and misconceptions about electric current and its second aim is to compare these results across participants' year of study and gender. A total of 132 teacher candidates studying in their 2nd, 3rd, and 4th years in Gazi University's Department of Science Education of the Gazi Education Faculty in Turkey participated in this study. Data were collected using the survey model. The Electrical Current Concept Test and semi-structured interview questions were used as data collection tools. The results of the study revealed that while there are no meaningful differences between students' academic success regarding electric current based on their year of study, there are meaningful differences based on the gender of participants, with males scoring more favorably. The findings also revealed that teacher candidates have many misconceptions related especially about to such concepts of current, electric field, generators, supply Emf, and potential difference. Furthermore, it was observed that teacher candidates held misconceptions about the function of magnetic fields and energy conversion in electric power-plants, a subject dealt with in the context of alternating current.
Generalization Training in Special Education Teacher Preparation: Does It Exist?
Author: Markelz, Andrew
Date: 2017-08-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Teacher Education Programs,Special Education Teachers,Generalization,Teacher Competencies,Inservice Teacher Education,Vocabulary,Knowledge Level,Course Descriptions,Administrator Surveys,Supervisors,Statistical Analysis,Likert Scales

Enormous resources are committed by universities to prepare special educators to impact student outcomes of our most vulnerable and neediest learners. Generalizing teaching skills from university to K-12 classrooms must be a component of teacher preparation curriculum; otherwise, we continue to merely train our teacher candidates and hope they sustain and generalize their newly acquired skills. Through self-reported surveys and extant data analysis, we identify the extent to which our sample of special education teacher preparation programs are teaching their teacher candidates to generalize newly acquired teaching skills to in-service settings in K-12 classrooms. Results indicate ambiguity with familiarity of generalization techniques and fidelity of implementation. Programming for generalization is absent in reviewed course syllabi, and student teaching supervisors report a disconnect between university and classroom realities. We recommend a systematic approach to programming for generalization by increasing awareness of generalization techniques through professional development, including accountability measures in course syllabi, focusing on high-leverage practices to create more cohesive preparation programs, and improving communication between instructors and student teaching supervisors. Limitations and future research recommendations are discussed.
Another Look at the Influence of Maternal Education on Preschoolers&apos; Performance on Two Norm-Referenced Measures
Author: Abel, Alyson D.
Date: 2017-08-00
Type: Journal Articles
Subjects: Mothers,Parent Background,Educational Attainment,Preschool Children,Comparative Analysis,Low Income Groups,Verbal Ability,Intelligence Tests,Vocabulary,Statistical Analysis,Scores,Racial Differences,Socioeconomic Influences,African American Students,White Students,Preschool Education

The purpose of this study was (a) to describe the performance of preschool children from families with college-educated mothers on two norm-referenced measures, the Preschool Language Scale-4 (PLS-4) and Peabody Picture Vocabulary Tests-III (PPVT-III), and (b) to compare the findings with Qi and colleagues who reported PLS and PPVT scores for children from lower income families. The study involved a secondary analysis of previously collected PLS-4 and PPVT-III data. Participants included 146 typically developing preschoolers who attended preschools serving primarily children from college-educated mothers. Mean standard scores on both measures were at the upper end or exceeded one standard deviation above the normative mean with distributions that approximated normal. Means also greatly exceeded the lower socioeconomic status (SES) group means reported by Qi and colleagues. These results suggest that subsample norms, based on SES, yield multiple distinct but overlapping distributions. Thus, test developers should consider providing subsample norms in addition to traditional population-based norms.
Teaching Civic Education in a Migrating Global Community: How Can Students with a Migration Background Contribute to Didactics and Civic Education Theory?
Author: Gessner, Susann
Date: 2017-00-00
Type: Journal Articles
Subjects: Civics,Citizenship Education,Grounded Theory,Surveys,Interviews,Qualitative Research,Immigrants,Student Attitudes,Foreign Countries,Politics,Adolescents,Political Issues,Global Approach,Student Role,Expectation

Purpose: The article enquires about how young migrants perceive and evaluate civic education in school and what expectations they have of the subject. Method: The article is based on a qualitative-oriented research work based on the Grounded Theory; surveys were made by interviews with students. Findings: The article emphasises that educational theorists can learn something from young migrants about the content and construction of civic education in a migrating Global Community.
Commentary: &quot;'Mobilising for the Values of the Republic'--France's Education Policy Response to the 'Fragmented Society': A Commented Press Review&quot;
Author: Proeschel, Claude
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Values,Democratic Values,Moral Issues,Citizenship Education,National Security,Terrorism,Educational Change,Values Education,Elementary Secondary Education,Foreign Countries

The article by Matthias Busch and Nancy Morys &quot;'Mobilising for the Values of the Republic'--France's Education Policy Response to the 'Fragmented Society': A Commented Press Review&quot; is dedicated to the recent debates on moral education in France. The debates have centred on the proposed reforms, called &quot;the great mobilisation of schools for the values of the Republic&quot;, which the Minister of Education Najat Vallaud Belkcacem announced shortly after the attacks of January 2015. The reforms include the creation of a new subject area in the primary and secondary curriculum: moral and civic education (l'Education morale et civique-EMC). After the tragic events of 2015, which gave a new precedence to the ambition to &quot;share the values of the Republic&quot;, renewing the civic dimension of schooling was included in a European initiative of the Council of Europe developed at the end of the 1990s (Eurydice, 2005). It led to the definition of &quot;key competencies for the teaching of democratic citizenship&quot; (Audigier, 2000) and to the promotion of pedagogical approaches focused on student activities. The study by Busch and Morys is based on a review of official texts, including educational policy documents, scientific and journalistic articles, interviews, statements of teachers and experts. This methodological approach considers a variety of arguments in the debate and highlights the key points which relate more broadly to the role of secular schools in the ideology of the French Republic on social integration. The purpose of this article is to provide a non-exhaustive historical perspective with the aim of better understanding the significance of these very topical issues.
Segregation and Socialization: Academic Segregation and Citizenship Attitudes of Adolescents in Comparative Perspective?
Author: Kavadias, Dimokritos
Date: 2017-00-00
Type: Journal Articles
Subjects: Socialization,Citizenship Education,Cross Cultural Studies,Scores,Educational Policy,Democratic Values,Secondary School Students,Student Attitudes,Immigrants,Ethnic Groups,Minority Groups,Academic Achievement,Equal Education,Hierarchical Linear Modeling,Track System (Education),Foreign Countries,Achievement Tests,International Assessment,Elementary Secondary Education,Mathematics Achievement,Science Achievement,Mathematics Tests,Science Tests,Social Integration,Social Isolation

Purpose: There is a tendency to assess educational systems in terms of their efficiency in gaining high scores on cognitive skills. Schools perform, however, also a socializing function. The whole policy debate tends to ignore the impact of educational systems on attitudes or democratic values. This contribution focuses on the impact of the organization of education in European societies on the civic attitudes of adolescents. Design/methodology/approach: We explore the impact of academic segregation--the practice of segregating children on the basis of their scholastic achievement--on attitudes of adolescents living in different educational systems. We use the International Civic and Citizenship Education Study (2009) relying on multilevel models. Findings: Pupils differ in their outlook on fellow citizens, according to the ways in which educational systems select and differentiate throughout school careers. More specifically, there is a negative impact of academic segregation on the attitudes towards immigrants and ethnic minorities. Research limitations/implications: The experience of adolescents based on their educational achievement seems to affect how they perceive other people. We have not answered the question why this is the case. We hope to have provided a minimal indication of the impact of inequality on social outcomes.
Citizenship Education in Croatia: At the Margins of the System
Author: Kekez, Anka
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Interviews,Documentation,Politics of Education,Educational History,Educational Policy,Educational Change,Ideology,Interdisciplinary Approach,Program Implementation,Teaching Methods,Nonformal Education

Purpose: This paper unfolds the ways in which Croatia, as a young post-communist democracy, has aligned its transition and consolidation with the development of education programs that would support the protection of human rights and the creation of a democratic political culture. Design/methodology/approach: By combining the existing studies with the authors' own analyses of documents and internet sources, as well as interviews with teachers, this paper reveals that by adopting vague and non-binding policies, the Croatian political elite has demonstrated a lack of political will and courage over the past twenty-five years to develop a systematic and quality-based citizenship education. Findings: After long-term negligence, in the most recent five-year period, the need to change the educational path has gained prominence on the policy and political agenda. However, the reform process did not result in bridging, but in the deepening of ideological divides within the Croatian society. With the officially adopted interdisciplinary and cross-curricular approach, the responsibility for carrying out citizenship education was placed in the hands of teachers, with civil society organizations taking a compensating role. Whilst the former lack practical education, as well as guidelines and resources to incorporate citizenship education into the subjects they teach, the latter are incapable of reaching out to a sufficient share of the youth population. The outcome is that the youth continuously displays inadequate levels of citizenship competences.
Group Problem Solving as a Different Participatory Approach to Citizenship Education
Author: Guérin, Laurence
Date: 2017-00-00
Type: Journal Articles
Subjects: Citizenship Education,Problem Solving,Participative Decision Making,Cooperative Learning,Democracy,Educational Principles,Learning Activities,Interdisciplinary Approach,Definitions,Debate,Teaching Methods

Purpose: The main goal of this article is to learning define and justify group problem solving as an approach to citizenship education. It is demonstrated that the choice of theoretical framework of democracy has consequences for the chosen learning goals, educational approach and learning activities. The framework used here is an epistemic theory of deliberative democracy. It is argued that such an approach enhances teachers' and pupils' autonomy. Design/methodology/approach: First, it was discussed what kind of theory of democracy lies behind the mainstream approach to citizenship education. Then, it was demonstrated how a chosen theory of democracy and citizenship leads to a specific translation into educational principles. In order to define and translate the chosen framework into educational principles and learning activities, different disciplines were drawn upon: political philosophy, cognitive and educational psychology. Findings: Group problem solving was defined as an alternative participatory educational approach to citizenship education and four educational principles were defined: argumentation, connected learning, decision making and thinking together. Practical implications: Educationalists, policy makers and researchers working on citizenship education should discuss their ideals of democracy and citizenship in order for these to become an object of scrutiny in the curriculum.