ethanporcaro/eric-fulltext-meta huggingface dataset:
Virtual Flipped Classroom: New Teaching Model to Grant the Learners Knowledge and Motivation
Author: Ismail, Sameh S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Homework,Video Technology,Virtual Classrooms,Programming,College Students,Achievement,Problem Solving,Student Motivation,Foreign Countries

This research introduces a new pedagogical approach, the Virtual Flipped Classroom (VFC). The VFC is an integration of two concepts: the Flipped Classroom and Virtual Classroom. It enables teachers to teach and guide students in applying the activities needed to achieve the best learning levels. To investigate the effect of VFC, the researchers applied it to students on a computer programming course in the Instructional and Learning Technology (ILT) department at the College of Education, Sultan Qaboos University (SQU). The students' learning achievements and motivation were measured by two instruments, the Programming Achievement Test and Survey of Student Motivation respectively. Onegroup pretest-posttest qusai-experimental design was followed. The sample, which consisted of 18 students, was taught some selective topics of the computer-programming perquisite using the VFC model. A pretest and posttest are administered before and after using the VFC model. The researchers used independent sample t-tests and multivariate analysis of variance (MANOVA) to analyse the data obtained. The findings indicated a significant difference in learning achievement and motivation before and after applying the VFC model. The differences indicate that the VFC model is beneficial to student outcomes. Further analysis showed that the new model contributed to the improvement of performance of low achieving students.
Physical Education and Sports Lesson from Science High School Students&apos; Perspective: Mixed Research Approach
Author: Yilmaz, Aynur
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,High School Students,Athletics,Student Attitudes,Science Education,Gender Differences,Academic Achievement,Freehand Drawing

The aim of this study is to investigation the opinions of science high school students about physical education and sports lesson. The research is designed with an exploratory sequential pattern from mixed research approaches. The research was carried out in two Science High Schools in Kirikkale province during the fall semester of 2017-2018 academic years. The study was conducted on three groups [first study group: 245 (141 females; 104 males); second study group: 24 (14 females; 10 males); third study group: 8 (7 female; 1 male)]. Quantitative data were obtained through the &quot;Personal Information Form&quot; prepared by the researcher and the &quot;Physical Education Attitude Scale for Secondary School Students&quot; developed by Güllü and Güçlü (2009). Qualitative data were collected by using the drawing-writing form and semi-structured interview form. Descriptive statistics, independent group t-test, one-way analysis of variance and Pearson correlation analysis were used to analyze the quantitative data. In the analysis of qualitative data, content analysis was utilized. According to the findings, it was found that the attitudes of science high school students towards physical education lesson were at a moderate level and male students had a more positive attitude than female students. There was no difference between academic achievement and class level.
Examination of Physical Fitness and Somatotype Features of Parkour Practitioners (Traceur) and Gymnasts in University Education
Author: Seyhan, Sinan
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Fitness,Human Body,Athletics,Athletes,Adolescents,Body Weight,Body Height,Body Composition,College Students,Physiology

The purpose of this study was to examination the physical and anthropometric features of the traceurs with the gymnasts university education. The study was carried out with university students, male twelve volunteer participants (traceurs=6, gymnasts=6). The mean age of the traceurs was 18.67±1.03 years, 172.67±3.78 cm, body weight 62.5±8.94 kg and BMI was 20.98±2.97 kg/m2 ; gymnasts was 19.33±1.21 years, 175.83±6.18 cm, body weight 65.17±8.06 kg and BMI was 21.11±2.67 kg/m2 . According to the data obtained from traceurs and gymnasts, the somatotype features of the athletes were endomorph (2.70±0.32), mesomorph (4.09±1.70) and ectomorph (3.39±1.67), and endomorph (2.90±0.48), mesomorph (3.83±1.51) and ectomorph (3.49±1.52), respectively. It can be said that the dominant somatotype structures between the groups and within the groups are mesomorphy and ectomorphy in the traceurs and gymnasts. When somatotype features were compared between groups, no significant difference was observed. It is noteworthy that both branches have similar body structures (mesomorphy and ectomorphy). In conclusion, learning of these body structure features that determine and affect the performance by coaches education of athletes that athletes will show that perform successfully only with appropriate body structures and coaches may enable the preparation of a better training program.
The Role of School Counselors in Supporting Mental Health Models in Schools
Author: King-White, Dakota L.
Date: 2019-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Mental Health,Models,Mental Disorders,Academic Achievement,Counselor Client Relationship,Elementary Secondary Education

Many K-12 students face mental health challenges that affect them academically, socially, and emotionally. These challenges include anxiety, depression, trauma, and attention deficit hyperactivity disorder. While research on mental health models in school settings exits, specific attention has not been given to the role of school counselors in supporting mental health models in schools (Lynn, McKay McKerman, &amp; Atkins, 2003; Mellin et al., 2010 Messina, Kolbert, Hyatt-Burkhart, &amp; Crothers, 2015; Splett &amp; Maras, 2011). This article explores strategies that school counselors can use to support mental health models within the K-12 academic setting.
An Investigation of the Attitudes and Competence Perceptions of First- and Fourth-Year Pre-Service Physical Education Teachers Regarding Teaching
Author: Soytürk, Mümine
Date: 2019-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Physical Education,Physical Education Teachers,Student Attitudes,Foreign Countries,Competence,Self Efficacy,Teaching (Occupation)

The aim of this study was to investigate the attitudes and competence perceptions of first- and fourth-year preservice physical education teachers regarding teaching. A total of 262 preservice physical education teachers, of whom 126 (%48,1) were in the first year and 136 (%51,9) were in the fourth year (x-bar(age)=21,06±2,15) participated in the study. The &quot;Attitude Toward Teaching Scale&quot; (ATTS) and &quot;Preservice Teachers' Self-Efficacy Perception Scale&quot; (PTSEPS) were used as the data collection tools, and a &quot;Personal Information Form&quot; (PIF) was used to obtain the independent variables of the study. The T-test and Pearson correlation test were used in the data analysis. As a result of the analyses, it was observed that the attitudes of the first-year students towards teaching were more positive than those of the fourth-year students. Competence perceptions were found as high in the fourth grade. According to the gender factor, significant difference was observed in both attitudes towards teaching and perceptions of competence between first- and fourth-year. When the relationships between the two dependent variables were examined, it was determined that there was a moderate positive correlation between the attitudes and competence perceptions of both the first-year students and the fourth-year students with regard to teaching. In order for preservice teachers to maintain a positive attitude towards teaching, it is considered that they should be supported with curricular training programs during the student period, and through in-service training throughout their professional lives after graduation.
Teachers&apos; Values: An International Study of What Sustains a Fulfilling Life in Education
Author: Barnes, Jonathan M.
Date: 2019-05-00
Type: Journal Articles
Subjects: Values,Teacher Effectiveness,Foreign Countries,Preservice Teacher Education,Teacher Recruitment,Teacher Persistence,Well Being,Elementary Schools,Elementary School Teachers

The recruitment and retention 'crises' in US and UK teaching have major and negative implications for the future of education. This pilot study uses extended conversations with Asian and African teaching staff to examine the role of values in helping teachers sustain positive contributions to children's lives and world. In five elementary schools, the researcher asked: &quot;What is the role of personal values in recruiting, retaining, sustaining and building the creative capacity of teachers?&quot; The study found that a close alignment of institutional and individual values generated strong positive impacts on teacher fulfillment and resilience. It further suggests that by using their own autobiographical 'values-stories', teachers could advance personal values and build their capacity to contribute. The article proposes implications for all education departments, universities and schools seeking to address declining rates of teacher recruitment and retention. Recommendations include greater attention to the values that bring individuals to education, a steer towards using values-stories across the curriculum and a focus on 'Big Issues' in Initial Teacher Education.
The Effect of Teacher Burnout on Organizational Commitment in Turkish Context
Author: Akdemir, Öznur Atas
Date: 2019-04-00
Type: Journal Articles
Subjects: Teacher Burnout,Organizational Culture,Employees,Employee Attitudes,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Correlation,Predictor Variables,Measures (Individuals),Burnout

The aim of this research is to determine the effect of teachers' burnout on their organizational commitment. The model of this research is correlational survey model. The participants of the study are 173 teachers working at elementary and secondary schools in Turkey. Maslach Burnout Inventory and Organizational Commitment Scale are used as data collection instruments. For data analysis, Pearson correlation analysis, and basic and multiple regression analysis are applied with SPSS. The findings of the study showed that emotional exhaustion dimension of burnout and compliance dimension of organizational commitment in terms of teachers' perceptions were found at high level in comparison with other dimensions of burnout and organizational commitment. Also, it is determined that there is a negative, moderate and significant relationship between teachers' burnout and their organizational commitment. Besides, teachers' organizational commitment significantly predict their burnout. The findings of this research are discussed with related studies and some implications are presented.
The Attitudes of Primary School Teachers towards Leisure
Author: Öztürk, Özden Tepeköylü
Date: 2019-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Leisure Time,Foreign Countries,Elementary Schools,Physical Activities,Attitude Measures

This study aims to analyze the attitudes of primary school teachers towards leisure. It also aims to determine whether the attitudes of primary school teachers vary according to their gender and leisure activities they attend. A total of 355 primary school teachers ( X[subscript age]= 45.08±7.91), including 188 females and 167 males, volunteered to participate in this study. &quot;Leisure Attitude Scale&quot; developed by Beard and Ragheb (1982) and adapted into Turkish by Akgül and Gürbüz (2010) and &quot;General Information Form&quot; were utilized to collect data. The findings of this study indicates that the leisure attitudes levels of teachers were quite high ( X[subscript mean]= 4.28±0.33). Also according to gender of the participants, a significant difference was found in favor of the female teachers in regards to the attitude of leisure in the cognitive sub-dimension and in total points but not in the affective and behavioral sub-dimensions. In terms of the most preferred leisure activity, there was a significant difference in the behavioral sub-dimension of the leisure attitude scale of teachers, whereas there was no statistically significant difference in the cognitive, affective sub-dimensions and total scores. Accordingly, teachers who preferred physical activities in leisure had higher points than the ones who preferred other activities with regards to the behavioral sub-dimensional. In addition, no significant relationship was found between the ages of the teachers, the years of professional service, the leisure attitude scale sub-dimensions and total score.
Pre-Service Social Studies Teachers&apos; Views about Teacher Training (Focus Group Interviews)
Author: Ilgaz, Selçuk
Date: 2019-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Student Attitudes,Preservice Teacher Education,Focus Groups,Interviews,Foreign Countries,Opinions,Teacher Educators

The purpose of this study is to reveal the pre-service social studies teachers' opinions about teacher training. This study is carried out via qualitative research method. The study group consisted of 6 4th year students studying in the department of social studies teaching in Kazim Karabekir Education Faculty of Ataturk University in 2018-2019 academic year. The data obtained with focus group interview technique was analysed via content analysis. Considering the results, the pre-service teachers argued that the purposes of the education faculties were to graduate students or only tell subjects based on memorization. According to the pre-service teachers, education faculties generally fail in teacher training. They stated that only existing applied courses would make contributions to their professional experience. In addition to this, they mentioned focusing more attention on practices and stated that the training practices should be increased. They determined that the courses in social studies program should be redesigned according to their functionality.
Primary School Teachers&apos; Opinions on Professional Development (Professional Development Model Proposal)
Author: Ekinci, Eyüp
Date: 2019-04-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Opinions,Faculty Development,Foreign Countries,Models,Program Effectiveness

The purpose of this study is to provide a model for effective professional development by taking the opinions of the primary school teachers on professional development. Grounded theories and techniques which are qualitative research methods have used in the research. Twenty primary school teachers from a district, Küçükçekmece, Istanbul participated in the study, and the data were collected through interview. To reach the model, firstly, the opinions of the participants about the concept of professional development, the processes of providing professional development and the characteristics of effective professional development were taken. The opinions about the idea of professional development are in three sub-categories: change, experience, and burnout; views on the processes of ensuring professional development are in four sub-categories: physical conditions, technology, academic resource, and training process and opinions on the characteristics of effective professional development are being convenience to the needs, right of choice, appropriate content selection, development strategy, active learning environment, and cooperation. In the light of these results, effective professional development model categories are feeling a need, goal setting, planning, development process, and evaluation respectively and these categories constitute a cycle in itself. It was concluded that there should be support and monitoring activities to ensure coordination between the main categories and teacher(s).
Student-Supervisor-University Expectation Alignment in the Undergraduate Engineering Thesis
Author: Stappenbelt, Brad
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Undergraduate Students,Alignment (Education),Supervision,Doctoral Dissertations,Expectation,Foreign Countries,Outcomes of Education,Supervisor Supervisee Relationship,Undergraduate Study,Supervisory Methods,Teacher Student Relationship,College Science,Science Instruction

Given the lack of student research experience, the undergraduate thesis is necessarily focussed primarily on development of research skills (i.e. it is process oriented). Since postgraduate supervision is research output focussed, the lessons learnt from this field are not always directly transferable. In contrast to the vast body of work in the field of doctoral research supervision, there exists a dearth of literature on undergraduate dissertation supervision. To address this shortcoming, the present study examined the alignment of university, supervisor and student expectations regarding responsibilities in the undergraduate engineering thesis. University expectations, having undergone rigorous review, outline the sound pedagogical practice that should be applied to undergraduate supervision. Expectations of academic staff supervisors and thesis students were obtained through the use of survey tools and postsurvey discussions. The surveys used in the present study were adapted from the Role Perceptions Rating Scale (RPRS). Alignment between student and university expectations regarding undergraduate thesis responsibilities in the present study was generally poor. The discrepancy between supervisor and university expectations was even greater, with academic staff generally assuming the bulk of the responsibility for many core thesis tasks. Post-survey discussion indicated that the driver for this behaviour were supervisor expectations that undergraduate thesis research would contribute to publications. Taking primary responsibility for core thesis tasks away from the student, although improving the likelihood of successful research output, diminishes the ability for an accurate assessment of adequate academic performance. The learning that is intended to result from the undergraduate thesis is devalued when research outcomes are prioritised over research process.
The Evaluation of Musculoskeletal Disorders Seen in Footballers with Regard to Dominant Foot Preference
Author: Halil Tanir
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Sports,Student Athletes,High School Students,Lateral Dominance,Foreign Countries,Injuries

The aim of this study is to evaluate the musculoskeletal disorders observed in footballers with regard to dominant foot preference. The research sample consists of 40 volunteer male footballers with an age range of 14--18, who are students at Aydin Incirliova Sport High School in the school year of 2018--2019. &quot;Waterloo Handedness Questionnaire Revised&quot; developed by Elias et al. (1998) has been used in the study to determine the footballers'' dominant foot preferences. The questionnaire was translated into Turkish by Özsu (2006). Musculoskeletal disorders observed in footballers have been determined by the Turkish version of the Cornell Musculoskeletal Disorders Questionnaire. The questionnaire was translated into Turkish and made practicable for Turkish users by being tested by Erdinc and et al (2011). The data were evaluated with SPSS 22.0 package program in 95% confidence range and 0.05 significance level. With the statistical analysis done in the study, it has been determined that there has been no statistically significant difference between the footballers in terms of upper extremity injuries (p&gt;0.05). When the injuries seen in lower extremities have been examined, it has been determined that there has been statistically significant difference in terms of injuries seen in left upper leg, left knee and left lower leg (p&lt;0.05). Within the lights of the findings obtained in the study, it has been concluded that the dominant foot preferences of the footballers have not affected the injuries seen in upper extremity but they have affected the injuries seen in some regions of the lower extremity (left upper leg, left knee and left lower leg). In addition to the known preventive precautions to avoid injuries in young footballers, it can also be recommended to strengthen sufficiently not only the dominant foot but also the non-dominant one.
An Analysis of the Speaking Anxiety of Turkish Teacher Candidates
Author: Bozkirli, Kürsad Çagri
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Public Speaking,Anxiety,Language Skills,Experience,Gender Differences,Instructional Program Divisions,Psychological Patterns

The aim of this study is to analyse the speaking anxiety of Turkish teacher candidates studying in Kafkas University. The sample group of the research designed in the survey model consists of 181 Turkish teacher candidates studying in Kafkas University Faculty of Education in fall term of the 2018-2019 Academic Year, who are selected by the random sampling method. The &quot;Speaking Anxiety Scale for the Teacher Candidates&quot; consisting of three sub-dimensions, namely the &quot;physiological symptoms&quot;, &quot;skill-related anxiety&quot; and &quot;psychological state&quot; and 40 items developed by Kinay and Ozkan (2014) has been used in the study as the data collection tool. The findings of the study where the SPSS 17.0 software package is used for data analysis have revealed that; while the speaking anxiety levels of Turkish teacher candidates are not high and do not change depending on their gender or their willingness to become a teacher, they change significantly depending on their grade and public speaking experience.
A Survey of Expected versus Actual Pedagogical Challenges Experienced by International Professors
Author: Hutchison, Charles B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Experience,College Faculty,Faculty Mobility,Instructional Effectiveness,Communication Problems,Cultural Differences,Language Proficiency,Immigrants,Student Attitudes,Teacher Characteristics,Urban Universities,Research Universities,North American English,Knowledge Base for Teaching,Mentors,Collegiality,Seminars,Teacher Attitudes,Foreign Nationals,Barriers,Teacher Student Relationship,Teaching Methods,Language Variation,Student Evaluation of Teacher Performance,Graduate Students,Overseas Employment,Foreign Countries

The international mobility of knowledge workers, as reflected in the vast numbers of international (or immigrant) scholars, help provide the intellectual infrastructure of several higher institutions of learning and research across the world. Although the large numbers involved reflect an apparent success of this phenomenon, there are hidden challenges faced by international scholars. In this study, a survey was administered to determine what international professors expected pedagogical challenges were before arriving in the United States, versus the actual experiences they faced after they began teaching in the United States. The most common pedagogical issues international professors expected to face included instructor-student communication, challenges with their own proficiency of spoken American English, and cultural differences. These three issues were also the most frequently reported pedagogical issues that they experienced, along with a sense of unpreparedness for different instructional strategies necessary for instructional success in the United States classroom. Implications for specialized support for immigrant scholars are discussed.