ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of Ecological Footprint of Academicians According to Different Variables
Author: Dogan, Yakup
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Behavior,Conservation (Environment),Public Colleges,Foreign Countries,Ecology,Environmental Education,Computation,Knowledge Level,Natural Resources,Consumer Economics,Consciousness Raising,Travel,Habit Formation,Futures (of Society),Predictor Variables

The purpose of this study is to calculate and evaluate the ecological footprints of the academicians in terms of various variables. The survey method was used in the study. Data were collected from academicians (149 males, 57 female) working at a state university in the South-eastern Anatolia of Turkey during the 2017-2018 academic year. The web-based &quot;Ecological Footprint Calculation Tool&quot; with four sub-dimensions (food, travel, housing, other) was used as data collection tool in the research. Descriptive statistics such as frequency, percentage, mean, and standard deviation were used to analyse the data. In paired comparisons, t-test was used for independent groups and ANOVA was used for the comparison of more than two groups. The average ecological footprint value of the participants was calculated in terms of global hectares and the carbon footprint was calculated in tons. According to the results, it was determined that most of the academicians were not knowledgeable about the ecological footprint, they were not members of any non-governmental organizations related to the environment, and did not participate in social and sports activities related to the environment. The average ecological footprint value of academicians was determined above Turkey's and global average. It was revealed that there was no significant difference among the groups in terms of gender, knowledge of the ecological footprint, being a member of any non-governmental organization related to environment, academic title, participating in social and sports activities related to environment, age and faculty variables.
A Qualitative Case Study of Multicultural Education in Turkey: Definitions of Multiculturalism and Multicultural Education
Author: Erbas, Yahya Han
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Cultural Pluralism,Diversity,Teacher Attitudes,Graduate Students,Teacher Education Programs,Student Attitudes,Knowledge Level,Cultural Differences,Social Justice,Equal Education

The Republic of Turkey became more diverse than ever in its history. Multiculturalism and multicultural education, as part of Turkey's globalization efforts, may be the most appropriate approach for the Turkish educational system to form a synthesis of cultures and to help diverse groups build an interactive dialog with others regardless of local, national, transnational or international status. This qualitative case study aimed to examine Turkish teachers' and teacher candidates' views on and perceptions of multiculturalism and multicultural education in the Turkish context. For this study, the researcher gathered data and investigated the perceptions and results of a stand-alone graduate course referred to as MULT-500 Multicultural Education and its effects on teachers' and teacher candidates' thoughts, beliefs, understandings, and perceptions. This course is offered at an institution located in the Marmara Region. When referring to this university, the pseudonym &quot;Alpha University&quot; was used. The data were collected from semi-structured interviews, written documents, focus group interview, classroom observation and fieldnotes. According to the findings, all study participants had an idea of what multiculturalism and multicultural education were before the course. During the course, they improved upon and enhanced their understandings and thoughts; however, they still need to extend their perspectives so as to more fully understand what those concepts mean.
Is Nuclear Power Acceptance Related to Environmental Literacy in Turkey?
Author: Yavuz Topaloglu, Melike
Date: 2019-00-00
Type: Journal Articles
Subjects: Nuclear Energy,Public Opinion,Conservation (Environment),Adults,Safety,Correlation,Knowledge Level,Gender Differences,Foreign Countries,Family Structure,Rural Urban Differences,Educational Attainment,Employment Level,Income

Nuclear energy seems to be a promising alternative to meet Turkey's growing energy needs, and governments have been working on it for years. However, public acceptance of nuclear power is an important factor for governments to consider. This study aims to explore public acceptance of nuclear power in Turkey and its relationship with environmental literacy. There were 524 participants of this study, and data was gathered through a descriptive questionnaire, an environmental literacy scale for adults, and a questionnaire about acceptance of nuclear power. Findings were evaluated both qualitatively and quantitatively. It was found that the majority of the participants oppose the development of nuclear power as a major fuel source, particularly with reference to the harmful effects of nuclear power on the environment and general concerns over safety. Moreover, there is a slight negative correlation between acceptance of nuclear power and environmental literacy (i.e., participants with higher environmental literacy scores tended to oppose nuclear power). Also, a slight positive correlation was found between acceptance of nuclear power and gender (i.e., male support nuclear power more than female, those with children are more likely to oppose nuclear power).
Environmental Topics and Environmental Ethics in Primary School Humanities and Social Sciences Education during the Late Ottoman Period (1913-1918)
Author: Alabas, Ramazan
Date: 2019-00-00
Type: Journal Articles
Subjects: Ethics,Environmental Education,Content Analysis,Textbooks,Elementary School Students,Educational History,Moral Values,Conservation (Environment),Consciousness Raising,Animals,Wildlife,Literacy,Foreign Countries,Validity,Reliability

Environmental education has been given in various primary school courses in Turkey, predominantly in Life Sciences, Social Sciences, and Science courses. This study, while focusing on the relationship between environment and child education, aims to decipher the roots of environmental education in Turkey. In order to accomplish this task at hand, the article focuses on the early 20th century, in the late Ottoman period, and investigates the topics on environment and environmental ethics in the civics course Lectures on Morality [Musâhabât-i Ahlâkiye] by analyzing the course curriculum and textbooks. The documents of this research are the primary school curriculum of 1913 and 1914 prepared by the Ministry of Education, and the five textbooks of Lectures on Morality. This study is structured with document analysis technique based on quantitative research model. The data gathered from documents were evaluated with content analysis and interpreted accordingly. The article concludes that the education system in the Ottoman Empire of the early 20th century played a crucial role in the development of the idea of 'conserving the environment' and the curriculum and the textbooks of the Lectures of Morality course include for environmental topics. These topics are divided into four main categories in the textbooks of Lectures on Morality: the existence of different livelihoods in the environment and protection of species, raising environmental awareness, utilizing nature and loving animals. The conclusion of the article shows that in the early 20th century, primary school education paid attention and made efforts on environmental literacy and environmental awareness in Turkey.
Magnets and School Turnarounds: Revisiting Policies for Promoting Equitable, Diverse Schools
Author: Ayscue, Jennifer B.
Date: 2019-06-10
Type: Journal Articles
Subjects: Magnet Schools,School Turnaround,Educational Policy,Policy Formation,Equal Education,School Desegregation,Federal Aid,Disadvantaged Schools,Minority Group Students,Low Income Students,Success,Family Involvement,School Culture,Academic Achievement,Curriculum Development,Instructional Improvement,Change Strategies,Grants,Elementary Schools,Secondary Schools,Teacher Attitudes,Administrator Attitudes,Parent Attitudes,Diversity (Institutional)

This case study examines how magnet school and school turnaround processes can work together to promote desegregation and improvement. Based on cross-case analysis of three magnet schools undergoing turnarounds, this study draws on data from the 2010 federal Magnet Schools Assistance Program grant and qualitative fieldwork through observations, interviews, and focus groups. In academically struggling schools with high concentrations of students of color and low-income students, successful magnet turnarounds involve changes across many aspects of the schools. While the local context is essential for shaping the magnet turnaround process, these three schools reveal common ways in which participants viewed their schools as successful turnarounds, the elements that supported success, and the challenges that magnets undergoing a turnaround are likely to face. Participants' perceptions of a successful turnaround were based on increasing family interest and increasing racial and economic diversity, as well as improvements in curriculum and instruction, school culture, and academic achievement. This study helps broaden our definition of a school turnaround beyond higher test scores and reminds us of the origins of the concept, which revolved around desegregation. Lessons from the sites suggest that rather than closing underperforming or under-enrolled schools, districts should consider magnet schools as a turnaround approach.
Teachers&apos; Perceptions of the Use and Effectiveness of Children&apos;s Literature in the EFL Classrooms of the Primary Schools of Kuwait
Author: Shuqair, Khaled
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Childrens Literature,Teaching Methods,Elementary Education,Elementary School Teachers,Administrator Role,Program Effectiveness,Language Proficiency,Language Teachers,Books,Literary Genres,Reading Skills,Vocabulary,Reading Material Selection,Cultural Relevance

The research examines the teachers' perceptions of the use and effectiveness of children's literature in their EFL classrooms in the primary public schools of the State of Kuwait. The research was conducted towards the beginning of the second semester of the academic year 2017/2018. It poses three main and interchangeable questions: 1) To what extent do teachers use children's literature in their EFL classrooms?; 2) Does the school administration help towards the integration of children's literature in the EFL curriculum for the primary graders?; and 3) How effective is the teachers' use of children's literature in enhancing the students' proficiency in the skills of the English language? The population of the study is the English teachers in the primary public schools in the six educational districts in Kuwait. The sample consisted of 66 English teachers selected from the 18 schools representing the six educational districts. The participants were asked to respond to a 15-statement survey and six open-ended questions. For the first question, results showed that most of the teachers frequently use children's books in their EFL classrooms and are very much acquainted with the techniques of employing children's books in their classes and with the various genres of children's literature. For the second question, most of the participants agreed that the school administration is responsible for providing children's books. However, the results also indicated that most school administrations do not consult teachers on the books to be purchased, and, as such, these books are sometimes not suitable for use in an EFL classroom. For the third question, results showed that teachers successfully use children's books in enhancing the English skills of their EFL students, and, hence, they enrich the students' learning experience.
Fostering Metacognitive Reading Strategies in Thai EFL Classrooms: A Focus on Proficiency
Author: Seedanont, Charinwit
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Reading Strategies,Second Language Learning,English (Second Language),Language Proficiency,Private Schools,Males,Language Tests,Reading Tests,Scores,Reading Instruction,Second Language Instruction,Instructional Effectiveness,High School Students,Grade 11

EFL readers tend to experience a number of challenges while learning, due to a number of factors that affect how these readers achieve their learning goals. Metacognitive strategies, referring to one's deliberate, goal-directed control over cognitive enterprises, are considered crucial for assisting EFL learners to be able to accomplish comprehension while reading. Previous studies have enriched the knowledge of metacognitive reading strategies in EFL settings. However, only few investigations yielded statistically significant effects on learners' reading performance. This present study hence foresees an opportunity to shed new light on this issue by focusing on EFL learners' proficiency. The objectives of this research are twofold: exploring the effects of the metacognitive strategy instruction on the strategy awareness, and perceiving the effects of the instruction on the reading performance in taking a standardized test. Forty-three students enrolling in a private male school in Bangkok, Thailand participated in the study, lasting ten weeks. A wide range of research tools were administered: SORS, IELTS reading test, and lesson plans. The findings suggested that the students' awareness of reading strategies used in terms of sub-categories and IELTS reading test score improved with statistical significance. Pedagogical implications and suggestions for future research studies are discussed based on the findings.
Examining Wraparound Fidelity for Youth with Mental Health Needs: An Illustrative Example of Two Rural Canadian Schools
Author: Bartlett, Nadine A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Mental Health Programs,Mental Disorders,Individualized Education Programs,Program Implementation,Fidelity,Outcomes of Treatment,Middle School Students,High School Students,Scores

Addressing the mental health needs of children and youth is a priority. One way to operationalize the provision of support for children and youth with severe mental health needs is through the wraparound approach. Wraparound is a highly individualized person and family centred planning process which utilizes a clearly articulated practice model, and is led by trained wraparound facilitators. This research examined the fidelity of implementation of the wraparound approach for two youths with severe mental health needs in two rural schools in the province of Manitoba, Canada. Adherence to the guiding principles and primary activities of the wraparound approach were measured using the Wraparound Fidelity Index 4.0 (WFI-EZ), a self-report tool that was administered with caregivers, wraparound facilitators and team members. Facilitation skills and teamwork also were examined through the independent observation of wraparound planning meetings using the Team Observation Measure (TOM-2). These fidelity measures determine model adherence, which has been associated with improved behavioral outcomes for children and youth with severe mental health needs, and quality improvements in service provision. The findings of low average-to-average overall fidelity are encouraging given that these school-based settings are in the emergent stage of wraparound implementation, and demonstrate their ability of schools to adhere to many of the key elements of the wraparound approach. Areas of high fidelity and low fidelity are discussed, and recommendations for quality improvements in wraparound implementation in school-based settings are proposed.
How a Change in State Law Affected the Provision of Mental Health Related Services
Author: Weinberg, Lois A.
Date: 2019-00-00
Type: Journal Articles
Subjects: State Legislation,Mental Health Programs,Special Education,Individualized Education Programs,Students with Disabilities,Emotional Problems,Behavior Problems,Related Services (Special Education),School Districts,School Responsibility

After 25 years, because of a change in state law California returned the responsibility for providing mental health related services to students receiving special education from county mental health departments to local education agencies. The study is secondary analysis of survey data that focuses on understanding how the change affected the mental health services children receive as part of their individualized education programs (IEP) from the perspective of four groups of stakeholders (i.e., parents of children with disabilities, attorneys/advocates, mental health service providers, and school district administrators). The findings indicate that many parents perceived that their children with emotional and behavioral problems were not receiving the services that they needed and were likely entitled to under federal special education law. Advocates and attorneys, in general, found it more difficult for students with IEPs to receive the mental health services that they needed. However, some data indicated that school districts had expanded their services and were serving the mental health needs of at least some of their students with IEPs.
Learning Strategies for Twice-Exceptional Students
Author: Amran, Hannah Aqilah
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Strategies,Academically Gifted,Intervention,Gifted Disabled,Students with Disabilities,Autism,Pervasive Developmental Disorders,Asperger Syndrome,Attention Deficit Hyperactivity Disorder,Learning Disabilities,Cerebral Palsy,Anxiety Disorders,Emotional Disturbances,Behavior Disorders,Hearing Impairments,Dyslexia,Interpersonal Competence,Technology Uses in Education,Art,Music,Academic Accommodations (Disabilities)

A twice-exceptional student who is gifted but also has an additional exceptionality challenges teachers and educators to deliver the best teaching strategies. This paper reviews the current learning strategies, interventions and practices that specifically focused on twice-exceptional students. Research articles were obtained on online database of published articles. The scope is focused on intervention practices or instructions in the behavioral, developmental, emotional, or educational areas. By making a systematic review, this article summarizes 44 research studies on twice-exceptionality interventions between 2000 and 2018, regardless of the areas of disability. The findings are categorized into five main themes, preceded by the most used in studies which is academic or learning strategy, followed by support, strength or talent-based, art or music, and technology. An effective intervention must be tailored to their strengths and potentials as well as providing remediation and support for their social and emotional needs. This study is vital and meaningful for educators and parents to provide these twice-exceptional students the best intervention that suits their own strengths and needs.
Environmental Awareness and Practices of Science Students: Input for Ecological Management Plan
Author: Rogayan, Danilo V., Jr.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Level,Science Instruction,Secondary School Students,Conservation (Environment),Ecology,Correlation,Student Behavior,Information Dissemination,Student Organizations,Natural Resources,Sustainable Development,Pollution,Natural Disasters,Climate,Energy Conservation

The role of the schools is very critical in order to develop environmentally-aware and ecologically-conscious students. This descriptive-correlational study sought to measure the level of awareness and practices of 100 Science students in a public secondary school in Zambales, Philippines. Findings revealed that the Science students are very aware on environmental concepts and state of environment; and very aware in environmental issues and problems. They often practice taking actions to solve environmental problems and sometimes practice the need to possess a high degree of commitment. The study found out that there is a moderate correlation between students' awareness on environmental concepts and issues and their practices to solve the environmental problems and possess a high degree of commitment. The study recommends that information dissemination programs regarding environmental concepts, state of the environment, ecological issues and problems could be sustained by the school to keep the ecological awareness of the students high. Environmental advocacies and eco-movement may likewise be institutionalized in the school through student organizations like YES-O and Science clubs. The crafted ecological management plan is recommended for implementation to increase the degree of commitment of students towards ecological conservation.
The Attitudes of Governmental Official in Terms of Sustainable Environment
Author: Yurttas, Arefe
Date: 2019-00-00
Type: Journal Articles
Subjects: Sustainable Development,Conservation (Environment),Employee Attitudes,Foreign Countries,Government Employees,Ecology,Participant Characteristics,Gender Differences,Public Officials,Work Experience,Educational Attainment,Place of Residence,Rural Urban Differences,Interests,Knowledge Level,Participation,Natural Resources

The inhabitable environment for all living beings is the first condition of the continuity of life in the world. The environment is an indispensable setting for all individuals and the damage to the environment is of utmost importance to every sector. The increase in population and the environmental problems it brings are forcing countries to take measures and to raise more environmentalist individuals. In particular, environmental degradation done involuntarily and wastes resulting from excessive consumption pose a big problem. Although the environment is a setting where all creatures live together, the greatest impact is made by human beings. Studies on environmental issues often focus on educational environments including educators and students. However, all positive or negative environmental activities are followed carefully by the whole society. It is known that individuals' attitudes towards the environment are generally either human-centred (&quot;Anthropocentric&quot;) or environment-centred (&quot;Ecocentric&quot;), or totally anti-environmental. This study was applied to 300 personnel working in different branches of the public sector in order to determine which of these three attitudes they are more inclined to, and what demographic characteristics affect them. The applied questionnaire is a 7-scale Likert type with 27 articles consisting of 12 articles that measure environmental-centred attitudes, 8 articles that measure human-centred attitudes, and 7 articles that measure antipathetic attitudes towards the environment. In addition, more detailed information about the individuals was obtained by applying another questionnaire with demographic features. It has been determined that ecocentric attitudes in governmental officials' behaviours towards the environment is higher. In antipathetic attitudes towards the environment, on the other hand, the situation is in favour of males. There was no significant difference observed in the environment-related ecocentric and anthropocentric attitudes in the place of residence variable.