ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Out-of School Activities on Conceptual Change in Environmental Education
Author: Demirbas, Cagri Ozturk
Date: 2017-02-00
Type: Journal Articles
Subjects: Pretests Posttests,Environmental Education,Cognitive Structures,Foreign Countries,Secondary School Students,Recreational Activities,Grade 7,Middle School Students,Associative Learning,Word Frequency,Concept Formation,Pollution

The objective of this study is to determining the change in secondary school students' cognitive structure related to the concepts of environmental problems. There were 21th grades students of two middle schools in Kirsehir. In this research, the students participated in outdoor activities on environmental education programmes during 5 weekends consecutively. The data of the research were collected via word association test as pre-test and post-test. The conceptual change process was examined in collected data, and their pre-test and post-test results were analysed by using cut-off point. Conceptual network was constituted by using cut-off points. When pre-test and post-test results were compared, it was found that there is a positive shift in students' conceptual change. In addition, when their concept network was examined, it was observed that there is an upturn in the number of answered words in post-test. However, the numbers of the words associated to the keywords in pre-test were limited. Besides, the connections not provided among the concepts in pre-test emerged in post-test which shows that students' independent knowledge related to the keywords is associated in the post-test. Finally, when pre-test and post-test are compared, both are the increased in response words and emergence of the connection shows that qualitative change accompanies to quantitative change. Furthermore, keywords emerged in upper tabs out of post-test results. This specifies that the out-of school activities is successful in creating conceptual structure.
A Comparison of Japanese and Turkish Mothers' Views about Self Care Skill Acquisition Age and Their Expectations from Preschools
Author: Ramazan, M. Oya
Date: 2017-03-00
Type: Journal Articles
Subjects: Foreign Countries,Mothers,Parent Attitudes,Skill Development,Preschool Education,Cross Cultural Studies,Cultural Differences,Comparative Analysis,Daily Living Skills,Age Differences,Expectation,Educational History,Surveys,Questionnaires,Individual Characteristics,Young Children

Spanning the vital temporal interval between birth and the elementary school education, the preschool period is one of the most critical times of human life due to its importance in the formation and nourishment of personality. Specifically the preschool education enables children to acquire and develop basic knowledge, skills and habits, thus shaping their social and emotional life, attitudes, beliefs and value judgments. Educational opportunities offered to children in this period facilitate the socio-cultural background for future life. The modern understanding of education designates that preschools are as important as families in providing children with the preliminary education during this period in life. Today, preschool attendance rates for children aged between five to six years (a year prior to starting school) are approximately 60% in Turkey and 97% in Japan. This demonstrates that Japan is significantly ahead of Turkey in the development and popularization of preschool education. Inquring into this discrepancy, this study compares the opinions of mothers, with different economic development levels and culture, on preschool period and education in Japan and Turkey. As such, 300 Turkish and 300 Japanese mothers were given a survey/questionnaire with 21 questions. The frequency and percentage of mothers' responses were calculated. The results indicate that Turkish and Japanese mothers had certain similar and certain different views. The answers given to nine questions inquiring the opinions of the Japanese and the Turkish mothers on self-care skill acquisition age yields that the Japanese mothers state that suggest that their children acquired self-care skills at earlier ages. When the answers given to the seven questions inquiring mothers' expectations from preschool education are examined, the results depict very differing opinions. However, based on the answer of the Japanese mothers in the sample, the study concludes that their children acquired self-care skills at a younger age. The questions about mothers' expectations from preschool institutions received different responses from Japanese and Turkish mothers.
A Web-Based Blended Learning Environment for Programming Languages: Students' Opinions
Author: Yagci, Mustafa
Date: 2017-03-00
Type: Journal Articles
Subjects: Foreign Countries,Web Based Instruction,Blended Learning,Programming Languages,Computer Science Education,Undergraduate Students,Student Attitudes,Electronic Learning,Case Studies,Questionnaires,Scores,Student Satisfaction,Qualitative Research,Educational Environment

A learning environment which increases the desire and efforts of students to attain learning goals leads to greater motivation and success. This study examines the negative and positive opinions of students regarding the effectiveness of the learning process and students' success in a computer programming course in which face-to-face and web-based e-learning methods were blended. The study, for which the case study method is used, was carried out over a 12 week period with the participation of 44 students. A data collection tool consisting of open-ended questions was applied to the participants at the end of the process. The replies given by the participants to the data collection tool were analyzed using qualitative analysis techniques. At the end of the research, the evaluation and satisfaction scores of the students regarding the web-based blended learning environment were found to be positive to a high degree. The positive opinions of the students were focused particularly around four themes, namely &quot;facilitating learning through the learning environment&quot;; &quot;providing interaction opportunities&quot;; &quot;encouraging research,&quot; &quot;video support for the course.&quot; Negative opinions were gathered around the themes of &quot;lack of sufficient teaching time,&quot; &quot;experiencing technical failures,&quot; &quot;course badly scheduled&quot; and &quot;comprehensiveness of the course content.&quot;
Critical Internationalization: Moving from Theory to Practice
Author: Vavrus, Frances
Date: 2015-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Program Implementation,Global Approach,Critical Theory,Social Theories,Higher Education,Study Abroad,Politics of Education,Knowledge Economy,Ideology,Social Capital,Equal Education,Social Justice,Ethics,International Education,Educational Practices

This article utilizes critical social theory to illuminate structures of inequality that undergird certain practices of internationalization in higher education institutions, particularly in U.S. institutions. We demonstrate how such theory can be productively employed to analyze three key dimensions of contemporary internationalization: 1) a representational dimension, 2) a political-economic dimension, and 3) a symbolic capital dimension. We argue that these three elements are central to any critical conceptualization of internationalization that has at its core a consideration of equity, ethics, and social justice. The overarching goal of this article is to illustrate how critical social theory can foster more extensive debate regarding the material and ideological systems of exclusion in international education and contribute to the task of reimagining internationalization.
Effect of Eight-Week Exercise Program on Social Physique Anxiety Conditions in Adult Males
Author: Akyüz, Öznur
Date: 2017-03-00
Type: Journal Articles
Subjects: Males,Exercise,Program Effectiveness,Anxiety,Self Concept,Young Adults,Late Adolescents,Statistical Analysis,Surveys,Attitude Change,Muscular Strength,Aesthetics,Foreign Countries,Pretests Posttests

Physiological changes occurring with physical activity have played role in appearance of a different field of study. Thus, examination of the effect of eight-week exercise program on SPA in adult males forms the purpose of the study. 20 sedentary males aged 18-25 voluntarily participated in the research. Volunteers were applied resistance exercise at a severity of 40-60% for eight weeks. All participants were made to fill out Social Physique Anxiety Scale (SPAS) 8 weeks before starting and after the exercises. SPSS package program (version 15.0) and Wilcoxon signed-rank test of non-parametric tests were used in data analysis. Changes, which occurred in strength following eight-week exercise program, were found to be statistically significant at levels varying from p=0.05 to p=0.01 in various movements used in the exercise. A difference at a rate of p=0.05 occurred in body weight. A statistically significant difference occurred before and after the eight-week exercise according to SPAS survey data of the participants (P=0.05). As a consequence, it is possible to state that the exercise program we applied had positive effect on strength. In addition, the positive difference which occurred when SPAS preliminary and final data were compared can be considered together with the increase in strength and hence, physical appearances.
Relationship between Problematic Internet Use, Depression and Quality of Life Levels of Turkish University Students
Author: Tekinarslan, Erkan
Date: 2017-03-00
Type: Journal Articles
Subjects: Quality of Life,Depression (Psychology),Anxiety,Measures (Individuals),Foreign Countries,Prediction,Undergraduate Students,Correlation,Regression (Statistics),Conceptual Tempo,Internet,Student Attitudes,Schemata (Cognition),Scores,Social Media

The relationship between problematic Internet use (PIU), depression and quality of life levels of individuals is a growing concern in many societies. One of the main purposes of this study was to examine the relationships or correlations among PIU, depression and quality of life levels of Turkish undergraduate students. Furthermore, this study sought to investigate whether correlated variables; if any, simultaneously predicted students' quality of life levels on different domains of WHOQOL-BREF-TR in a significant manner. Moreover, this research examined whether some or any of study variables had a mediating effect in relationships between domains of WHOQOL-BREF-TR and other study variables. The data collected from 758 undergraduate student participants (431 female and 327 male) attending different faculties and colleges at a public university in Turkey. A demographical information form, the Beck Depression Inventory, the World Health Organization's Quality of Life-BREF (WHOQOL-BREF-TR) and Online Cognition Scale (OCS) were used to collect data from the undergraduate Turkish students. The results indicated that the students' PIU and depression levels were negatively associated with quality of life levels and positively associated with each other in a significant manner. Moreover, the results of hierarchical regression analysis revealed that PIU levels of the students on the &quot;diminished impulse control&quot; dimension partially mediated the relationships between depression and quality of life levels on all domains of WHOQOL-BREF-TR.
An International Academic Partnership through a Policy Implementation Lens: Top-Down, Bottom-Up or Somewhere in Between?
Author: Gieser, James D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Partnerships in Education,International Educational Exchange,Leadership Styles,Educational Policy,Program Implementation,Observation,Content Analysis,Semi Structured Interviews,Educational Practices,Stakeholders,Group Dynamics,Case Studies,Educational Theories,Constructivism (Learning),Administrator Attitudes,Teacher Attitudes,Power Structure,Politics of Education,Higher Education,Foreign Countries

Leaders of higher education institutions are eager to identify effective internationalization strategies in today's fast-paced, interconnected global environment. International academic partnerships are a common yet understudied strategy designed to take advantage of globalization's opportunities and to meet an institution's internationalization goals. However, because these are based squarely on human interpersonal relationships, they depend heavily on the perceptions, interpretations and appropriations of those involved. This study offers an in-depth exploration of how an international academic partnership is perceived and interpreted by stakeholders on both sides of the partnership. Guided by a policy implementation theory and a case study approach, the study's results yield a rich insider perspective on various facets of the partnership's origination, operation and perceived effectiveness. The study provides suggestions for future research as well as recommendations for practice, such as the critical function of faculty involvement and the exercise of prudence by senior administrators who possess international partnership ambitions.
The Effect of ICT Assisted Project Based Learning Approach on Prospective ICT Integration Skills of Teacher Candidates
Author: Pilten, Pusat
Date: 2017-03-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Preservice Teachers,Student Projects,Teaching Methods,Mixed Methods Research,Pretests Posttests,Case Studies,Foreign Countries,Self Efficacy,Student Attitudes,Comparative Analysis,Program Effectiveness,Technological Literacy,Student Surveys,Semi Structured Interviews

The purpose of the present research is studying the effects of information and communication technologies (ICT) assisted project based learning practices on ICT integration skills of pre-service classroom teachers. The research adopted a mixed method. The quantitative dimension of the research was designed with pre-test-post-test control groups. The qualitative dimension was conducted as a case study. The work group of the research consisted of 72 pre-service teachers, who studied at the third grade of the department of the classroom teaching of a state university in the province of Konya in 2015-2016 academic year; 34 of the participants were included in the experiment group and 38 were included in the control group. ICT Self-Efficacy Perception Scale (ICT-SEPS) and ICT Attitude Scale (ICT-AS) used as the quantitative data collection tools for the present research were obtained from the literature. The interview form used to collect the qualitative data of the research was developed by the researchers in accordance with the related literature. Comparison of the data collected before and after the 12-week experimental procedure revealed that ICT assisted project based learning practices had positive effects on ICT self-efficacy perceptions and attitudes and accordingly expected ICT integration levels among pre-service teachers.
Mother Tongue Teaching at School Comparison of French and Turkish Models
Author: Bozavli, Ebubekir
Date: 2017-04-00
Type: Journal Articles
Subjects: French,Turkish,Questionnaires,Interviews,Teacher Attitudes,Cross Cultural Studies,Class Activities,Native Language Instruction,Comparative Education,Textbooks,Teaching Methods,Equipment,Foreign Countries,Teamwork,Personal Autonomy,Individual Differences

Like speaking, two other important aspects of language are reading and writing. Speaking is acquired unconsciously in public while other two skills are learned at school and contribute to life-long speaking skills. The present research is to analyze mother tongue teaching at school and compare two different models, one in France, a developed European country and the other in Turkey, a developing and still a candidate country to European Union. The research has been conducted by using document analysis and interview method. Mother tongue teaching textbooks are the samples of the study, those used as of primary school in Turkey and those used as of kindergarten in France. During interview, discussion-like interview has been conducted. Interview was conducted face-to-face with Turkish teachers in Turkey while it was through a questionnaire online that French teachers were interviewed. The data obtained were interpreted by descriptive method. In both countries, rather than similarities, differences were found in mother tongue teaching at schools. These differences result from both education systems and classroom activities. French teachers are more positive about mother tongue teaching activities in classroom compared to Turkish teachers and think more universally. Turkish teachers complain more about lack of physical equipment at this level.
Consent and Dissent: A Study of the Reaction of Chinese School Teachers in Guangzhou City Schools to Government Educational Reforms
Author: Seifert, Roger
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Practices,Educational Change,Professionalism,Dissent,Global Approach,Questionnaires,Mixed Methods Research,Position Papers,Content Analysis,Semi Structured Interviews,Teaching Load,Working Hours,Professional Autonomy,Teaching Methods,Teacher Supervision,Teacher Attitudes,Educational Policy,Case Studies,Likert Scales

This paper presents detailed qualitative evidence from a case study of teachers in five Chinese schools in one city. It explicitly seeks to show how developments in government policy towards education have altered the management of teacher labour inside schools as well as the teacher labour process as expressed by the teachers themselves in interviews and questionnaires. In this paper, we explore supervision, work intensification, and the erosion of professionalism. We conclude that some changes have taken place as predicted by the labour process model, but that the reaction of the teachers to more extensive controls has been variable. In particular senior school managers did have greater control with high levels of supervision, but that was generally welcomed as preferable to the previous system of outside control and neglect. While workload increased overall, the teachers were more likely to have to work outside of normal duties rather than experience any increase in formal contractual obligations.
An Analysis of Preschool Teachers' Sense of Efficacy: A Case of TRNC
Author: Toran, Mehmet
Date: 2017-04-00
Type: Journal Articles
Subjects: Preschool Teachers,Self Efficacy,Teacher Effectiveness,Teacher Competencies,Foreign Countries,Measures (Individuals),Statistical Analysis,Place of Residence,Tenure,Educational Environment,Classroom Techniques,Educational Strategies,Scores,Correlation,Economic Factors,Satisfaction

Determining the factors that affect teachers' competences has a decisive role in revealing the quality of teaching process. In this context, it is important to identify professional variables affecting the self-efficacy of preschool teachers. For this reason, it is aimed to investigate which professional variables influence preschool teachers' sense of efficacy. In the research, a descriptive research model was adopted. The working group of the study is composed of 191 preschool teachers participating in public nurseries and kindergartens in the TRNC, and also those participating to the research as a volunteer. The Professional Information Form and the Teacher's Sense of Efficacy Scale were used as data collection tools in the study. Statistical analyses suitable for the analysis of the data were applied by applying the normality tests to the collected data. According to the findings obtained from the analysis made, except for the school type the preschool teachers graduated and the number of children, factors such as the graduated department, the place of residence, the duration of professional experience, the economic competence, and the educational environment were found to affect the self-efficacy of preschool teachers. As a result, it can be said that preschool teachers' self-efficacy is influenced by professional variables.
Candidate Teachers? Views on Implementation and Adoption of Democracy: Istanbul University Sample
Author: Serin, Hüseyin
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Democracy,Preservice Teachers,Student Attitudes,Gender Differences,Student Characteristics,Elementary Education,Likert Scales,Participative Decision Making,Democratic Values,Administrative Organization,Student Surveys,Factor Analysis

The aim of this study is to determine the candidate teachers' views, who have pedagogical proficiency at Hasan Ali Yucel education faculty, on implementation of organizational democracy according to gender and education variable. 370 of the candidate teachers who have graduate degree and continue undergraduate study at Istanbul University voluntarily participated in the study. Seker's (2010) scale named as, &quot;Adoption and Implementation of Organizational Democracy in Primary Schools according to Supervisors' and Teachers' Perceptions&quot; was adapted and applied to candidate teachers. The five Likert scale includes three dimensions; Participation in the Decision, Subsidiarity and Decentralization. EFA, CFA and t tests were conducted on the data collected from the study. According to the findings of the study, it has been understood that there are no differences among candidate teachers' views on the implementation of organizational democracy scale, but there are meaningful differences among their views according to their educational level.
Faculty Internationalization Priorities
Author: Criswell, John R., II
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,Global Approach,Needs Assessment,Questionnaires,Teacher Attitudes,Teacher Surveys,Beliefs,Institutional Characteristics,Praxis,School Support,Financial Support,Educational Opportunities,Strategic Planning,College Programs,Change Strategies,Foreign Countries,Qualitative Research,Statistical Analysis

The internationalization of higher education has been the subject of a substantial body of research. However, few studies have examined how faculty members, significant implementers of internationalization, think about internationalization priorities. This article presents the results of a questionnaire which was sent to faculty members at three institutions of higher education, two in the United States and one in Canada. Three hundred and seventy-five faculty members responded to an open ended question asking how they would prioritize international initiatives at their institution. These comments were coded and categorized based on patterns that emerged from the data. Additionally, the top five topics were examined more in depth to reveal faculty rationale for each. Two findings emerged from this study. First, respondents overwhelmingly support internationalization. Second, they expect the institution to shoulder the burden for the implementation of institutional directives. These findings inform institutional internationalization administrators.