ethanporcaro/eric-fulltext-meta huggingface dataset:
The Degree of Including International Standards of Science Education in the Physics Syllabus of Palestinian Secondary Schools
Author: Naser, Inas Aref Saleh
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Standards,Global Approach,Science Education,Physics,Course Descriptions,Secondary Education,Secondary School Science,Textbook Content,Content Analysis,Grade 11,Grade 12,Inclusion,Evaluation Criteria

This study aimed at finding out the degree of including international standards of science education in the physics syllabus of the secondary stage in Palestinian schools. The sample of the study consisted of the analytical aspect of the physics textbooks of the eleventh and twelfth grades. The findings of the study show that the rates of including international standards of science education in these textbooks do not match expectations. The study also shows that the criterion of physics ranked first on the study scale among the criteria of content, followed by the criterion of science as a survey, and then the criterion of unified concepts and processes of science. However, there is obvious omission of the standards of science and technology, science from personal and societal perspectives, and the history and nature of science. In light of these results, the researcher recommends the development of the physics syllabus of the secondary stage to include international standards. The study, further, calls for more research on the assessment of physics textbooks and other disciples of science at different educational levels in view of content standards as well as on the impact of including such standards on the learning outputs.
Effects of the Sports on the Personality Traits and the Domains of Creativity
Author: Top, Elif
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Athletics,Personality Traits,Creativity,Neurosis,Personality Measures,Extraversion Introversion,Gender Differences,Scores,Correlation,Factor Analysis,Statistical Analysis

The present study investigated the correlation between the personality traits of the university students who were engaged in sports and the ones who were not engaged in sports, and their domains of creativity. A total number of 593 students studying in the faculty of sports sciences and in other departments were included the study. As the data collection tools, &quot;Revised/Shortened Form Eysenck Personality Questionnaire (EPQ-RS)&quot; and &quot;Kaufman Domains of Creativity Scale&quot; (K-DOCS) were used in the present study. When the creativity and personality traits of the female and male students were compared, it was found out that the neuroticism points of female students were found to be higher comparing to the male students. While the male students had higher points in in the domains of scholarly creativity, mechanical/scientific creativity, artistic and psychoticism, the female students were found to have scored higher points in the other domains. When the creativity and personality traits of the students who were engaged in sports and those of the students who were not engaged in sports were compared, the extroverted characteristics were found higher and psychoticism characteristics were lower of the individuals engaged in sports, while no difference was found in other domains. Consequently, it could be said that female students were more neurotic, that the individuals engaged in sports were more extroverted compared to the ones not engaged in sports, and that male students have higher points compared to the female students in the domains of scholarly, mechanical/scientific, artistic and psychoticism.
A Comparison of the Tactical Game Approach and the Direct Teaching Models in the Teaching of Handball: Cognitive-Psychomotor Field and Game Performance
Author: Dorak, Ferudun
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Education,Psychomotor Skills,Interviews,Qualitative Research,Tests,Team Sports,Knowledge Level,Comparative Analysis,Cognitive Development,Direct Instruction,Teaching Methods,Foreign Countries,Pretests Posttests,Statistical Analysis,Student Attitudes,Video Technology,College Students

It was aimed in the study to compare the Tactical Game Approach and the Direct Learning Models in Handball training, to study the effects in detail on development in the cognitive field, psychomotor field and game performance of these models. A total of 43 students who were attending at the Department of Physical Education and Sports Teaching, participated voluntarily in this study. Since the participants were attending two different classes, one of the classes was determined randomly as the &quot;Tactical Game Group&quot; (n = 25) and the other class as the &quot;Direct Learning Group&quot; (n = 18). In the study, a 25-question survey form composed by the experts, was used for measuring the knowledge levels. A Handball test course was used for determining performances of the psychomotor developments of the groups. The 16-item form that contained the offensive and defensive criteria, by taking as the basis the (GPAI), was used at the stage of game performance assessment. The qualitative data were obtained with the individual interview technique realized with the Standardized Open-ended Interview Form. Analysis methods were used for data analyses. In the analysis of the qualitative date, the depiction and analysis stages were followed. Study findings stated that both of the learning methods provided development, both in the psychomotor and in the cognitive field. However, in the game performance field, it was determined that the Tactical Game Approach was more effective compared to the Direct Learning Model.
Mediterranean Sea of Educational Culture: Personal Narration of a Peer Learning Activity
Author: Kalathaki, Maria
Date: 2018-00-00
Type: Journal Articles
Subjects: Personal Narratives,Learning Activities,Peer Relationship,Cooperative Learning,Peer Teaching,Foreign Countries,Case Studies,Content Analysis,Outdoor Education,Science Education,Quality of Life,Teacher Education,School Culture,Conferences (Gatherings)

In this paper is describing an initiative in cultural, outdoor science education that took place in the west Crete-Greece (Chania &amp; Rethymnon counties) in 2015, and organized in collaboration with teachers and social bodies, to connect Science, Education and Local Communities for a better quality of everyday life. The initiative concentrated in organizing the European Educational Conference &quot;Mediterranean Sea Connects Us: Progress in Education with Local Communities&quot;, which hosted as a training program that can be applied elsewhere, with different target groups, promoting the aims of participatory acquisition of knowledge by sharing them in company, with experiential activities in moments of joy, happiness and wisdom. Educators-officials of high level and much experienced in the three levels of Education from Greece, Cyprus, Turkey and Romania, with representatives from local bodies, were invited to deposit experience, aspects, ideas and expectations on future educational collaboration in the area of Balkans, East Mediterranean and widely. As coexisting in the same geographical area, with long and important common past, as collaborators in educational projects from the past, intended to be partners in important and innovative future jointed actions in cultural STEM Education, for the progress of Mediterranean local educational communities.
I Can&apos;t Be Racist--I Teach in an Urban School, and I&apos;m a Nice White Lady!
Author: Miller, Lisa A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Racial Bias,Racial Attitudes,Whites,Urban Education,Critical Theory,Race,Teacher Student Relationship,Advantaged,Minority Group Students

This paper examines, through the lens of critical race theory (CRT), beliefs often asserted by self-described, open-minded white educators about their students of color. While these teachers may perceive themselves as liberal and inclusive, their interactions with students of color are shrouded by white privilege which can be disenfranchising to students of color. By countering these ascribed beliefs with research, theory, and qualitative experiences, the authors aim to expose how white privilege manifests within the typical classroom and to invite all white educators to examine their racial attitudes and beliefs. Using CRT, the authors make recommendations for strategies to develop white teachers into white allies.
Participation Motivation in University Students Who Engage in Different Team Sports
Author: Ustun, Umit Dogan
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Participation,Team Sports,Physical Fitness,Skill Development,College Athletics,Athletes,Questionnaires,Multivariate Analysis,Academic Achievement,Student Motivation,Case Studies,Physical Education,Student Attitudes,Hypothesis Testing,Exercise,Foreign Countries,College Students,Competition,Athletic Coaches

The aim of this study was to examine the motives for university students who engage in different team sports mutually. The cross-sectional method was used in the study. The study sample consisted of 280 university students from Dumlupinar University School of Physical Education and Sports. The participants were chosen according to stratified random sampling method and participated in the study voluntarily. In the study in order to collect data Turkish version of Gill and colleagues' Sports Participation Questionnaire was used. In the evaluation of the data in addition to descriptive statistical methods, MANOVA was used as the hypothesis test. According to MANOVA results, there were significant differences between the motives for university students in achievement, physical fitness, skills development and movement/being active factors. The findings of this study can assist intercollegiate coaches and athletic administrators to understand the motivational patterns of university students for participating in sports and allow them to develop strategies which can prevent students from quitting sports participation and exercise.
Examining Factors Contributing to Indiscipline in Primary Schools in Nyeri Central Sub-County, Kenya
Author: Kagoiya, Patrick
Date: 2018-06-00
Type: Journal Articles
Subjects: Discipline,Behavior Problems,Teacher Surveys,Teacher Attitudes,Questionnaires,School Effectiveness,Attendance,Sampling,Coding,Statistical Analysis,Tables (Data),Charts,Guidance,Counseling,Punishment,Classroom Techniques,Truancy,Deception,Parent Role,Teacher Role,Teacher Education,Foreign Countries,Incidence,Bullying,Violence,Vandalism,Language Usage,Crime,Antisocial Behavior,Elementary School Students,Elementary School Teachers

School discipline is a core indicator of school effectiveness. Learner management is crucial and educational researchers need to focus on factors leading to indiscipline in schools. Guided by Planned Behaviour Theory that explores on guidance, counseling and good classroom management the study used the survey research design to sample 91 teachers randomly selected from 13 schools. Purposive sampling was used to select 13 head teachers. The research instruments used was Head Teachers' and Teachers' Questionnaire with a reliability coefficient of 0.76. Data obtained was coded and analyzed quantitatively using Statistical Package for Social Sciences (SPSS ver. 19). Its presentation was done by use of charts, tables, percentages and frequencies. The study found out that 55% of the teachers used guidance and counseling in enforcing discipline in schools while 7.1%) still use corporal punishment. The study concludes that absenteeism, truancy and lying were found to be prevalent in many schools and those teachers and parents are to take a great role in discipline management of learners. We recommend re-training of teachers on alternative methods of discipline. It is expected that the findings of the study will benefit education policy makers to use acceptable disciplinary procedures in schools.
Writing Strength-Based IEPs for Students with Disabilities in Inclusive Classrooms
Author: Elder, Brent C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Individualized Education Programs,Disabilities,Inclusion,Ability,Academic Achievement,Special Education,Educational Planning,Student Educational Objectives,Meetings

Throughout this practitioner-oriented paper, we provide a rationale, framework, and supporting materials to promote the development and implementation of personalized, contextualized, and holistic individualized education plans (IEPs) with a strength-based orientation. We believe that adopting strength-based IEP writing practices is vital to reconstructing students with disabilities as capable contributors to their inclusive classrooms. The use of strengths-based approaches is not necessarily new, however supporting individuals' needs in a strength-based model has been largely overlooked in special education. Despite their growing application, inclusive pedagogical approaches are largely absent in the development of strength-based IEPs for students with disabilities. IEPs remain largely deficit-focused with only surface level attention given to documenting students' strengths and abilities. When present levels academic performance statements and IEP goals are written in a deficit-oriented manner, special educators miss opportunities to see beyond the limitations and challenges that their students may face, and instead, overly focus on the shortcomings of the student. However, by adopting a strength-based approach, special educators can instead focus their attention on remediating these deficits by paying attention to the student as an individual and highlight their students' many strengths and capabilities.
Effective Groupwork Strategies: Faculty and Students&apos; Perspectives
Author: Rezaei, Ali R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Group Activities,Teamwork,Group Discussion,Teacher Attitudes,Student Attitudes,Learning Strategies,Assignments,Cooperative Learning,Best Practices,Comparative Analysis,Instructional Effectiveness,Guidelines,College Faculty,College Students,Teacher Surveys,Student Surveys

The goal of this research study was to find what makes groupwork to be successful. We asked faculty why they give groupwork assignments to their students and what their opinions about the best practices in creating effective groupwork environment for their students are. It was also intended to compare instructors' opinions with research findings to find out how much their groupwork strategies match research findings in this area. Likewise, we asked students about features of successful groupwork to see if faculty and students' viewpoints on features of successful groupwork were similar. The results reveal the most prevalent groupwork strategies practiced by faculty and the favorite ones among students. Results show faculty and students' attitudes towards groupwork are very similar, however, many faculty do not follow the guidelines suggested in earlier studies to improve the effectiveness of groupwork assignments.
Student Characteristics and Enrollment in a CTE Pathway Predict Transfer Readiness
Author: Wolzinger, Renah
Date: 2018-06-00
Type: Journal Articles
Subjects: Student Characteristics,Enrollment,College Transfer Students,Readiness,Vocational Education,State Universities,Disproportionate Representation,Equal Education,Transfer Policy,Barriers,Predictor Variables,Data Analysis,Statistical Analysis,Regression (Statistics)

This research predicts transfer readiness of student's characteristics and enrollment in CTE pathway; and most significantly addressed statewide CTE transfer students that meet the transfer requirements under CTE Taxonomy of program (TOP) code for students who transfer to a California State University (CSU), and Private or out-of-state university. There is a lack of adequate pathways for CTE students to prepare for transfer to the California State University system. The CTE pathways include a high number of underrepresented students, compounding the problem of equity in current transfer policy. Research indicates that students in career and technical education pathways have a limited path toward a university transfer. Policy has been enacted to improve transfer processes between California community colleges and the CSU system, however the policy does not directly address barriers for students in CTE programs.
Building Bridges and Growing Wings through Doctoral Education: A Literary Meta-Analysis
Author: Rominger, Ryan
Date: 2018-00-00
Type: Journal Articles
Subjects: Meta Analysis,Higher Education,Doctoral Programs,Industry,Educational Change,Doctoral Degrees,Doctoral Dissertations,Employment Opportunities,School Business Relationship,Literature Reviews

Doctoral education evolves amidst changing international social and educational pressures. New programs emerge, while current programs re-evaluate educational processes. This literary meta-analysis reviewed national and international literature in order to understand what issues are currently debated within higher education. Results indicate three main categories: &quot;Connection with Non-Doctoral Education Groups;&quot; &quot;Re-visioning the Doctoral Education Process;&quot; and &quot;Aligning Dissertation/Capstone Projects with Type of Doctoral Program.&quot; Within the categories, eleven themes also emerged. Implications of the study include expanded understanding for new and revised doctoral programs to remain aware of the increasing influence of industry upon education, with industry remaining the main employment location for most doctoral graduates.
Effects of Peer Education on Attitudes of Secondary School Students towards the Course of Physical Education and Sports
Author: Karadag, Mustafa
Date: 2018-04-00
Type: Journal Articles
Subjects: Peer Teaching,Secondary School Students,Student Attitudes,Physical Education,Foreign Countries,Measures (Individuals),Attitude Change,Control Groups,Experimental Groups,Attitude Measures,Comparative Analysis,Team Sports,Teaching Methods,Diaries,Teacher Attitudes,Secondary School Teachers,Teachers,Qualitative Research,Statistical Analysis,Pretests Posttests

The purpose of this study is to determine the changes in student attitudes towards the course of Physical Education and Sports as well as in students' development of skill as a result of using Peer Education in the course of Physical Education and Sports in secondary schools. The study was conducted with a total of 120 students, who studied in the 7th grade at Atatürk Secondary School located in the Province of Elazig, District of Maden and at Cumhuriyet Secondary School located in the District of Sivrice, in the second term of 2015-2016 school year. The students in the sample group were divided into two 30-person groups, namely the control group and the experimental group. For heterogeneous selection of the students, the student selection was conducted by applying the Peer Educator Observation Form and the &quot;Who is this?&quot; Test in the classroom. The process was explained to the designated peer educators and their voluntary consent forms were obtained. &quot;The Course of Physical Education Attitude Scale&quot; was applied to all students before starting the process. After providing the students comprising the experimental group with the necessary information about peer education, the lessons were taught through the method of peer education. And in the control group, the course of physical education and sports was conducted through the traditional teaching methods. At the end of 4 weeks of application, &quot;The Course of Physical Education Attitude Scale&quot; was reapplied to both the experimental group and the control group. The attitude scale was applied twice, before and after the education. The qualitative data were obtained from the diaries of the physical education teachers and students. In the analysis of the data, for qualitative dimension, descriptive analysis, for quantitative data, %, frequency, for repetitive measurements, t test and one-way variance analysis were used. The SPSS (22) package program was used for the analysis of the quantitative data. The quantitative data were explained through tabulation. Again, the data obtained from observation forms were presented in the form of tables with their frequency and percentage values. Themes were obtained by coding the qualitative data. At the end of the research, the education received by the students in the experimental and control groups led to a significant difference in pre- and post-program attitude level in favor of the end-test. However, it was determined that being in different groups did not lead to a significant difference in students' attitude scores.
Analysis of Relationships between Coaches&apos; Organizational Justice and Leader-Member Exchange by Structural Equation Modeling
Author: Akyel, Yakup
Date: 2018-00-00
Type: Journal Articles
Subjects: Organizational Climate,Organizational Culture,Justice,Correlation,Demography,Gender Differences,Age Differences,Marital Status,Tenure,Structural Equation Models,Teacher Administrator Relationship,Team Sports,Athletic Coaches,Likert Scales,College Athletics,Statistical Analysis,Foreign Countries

In this study, it was aimed to determine to what extent coaches' organizational justice levels were explained by a leader-member exchange. This study was conducted by using correlational survey model and its sub-purposes were to determine the coaches' organizational justice levels and to examine the differences in organizational justice levels according to their demographics. 230 coaches participated in the study. As a result of the study, it was determined that the organizational justice level of the coaches is generally moderate. It was found that coaches' organizational justice levels did not differ significantly among their genders, age, and marital status; on the other hand, those levels differed significantly among their seniority and ranks. As a result of the structural equation modeling, it was found that the coaches' leader-member exchange level was a positive and significant predictor (R[superscript 2] = 0.53) of their organizational justice level.
Expert Qualifications in Japan: The Role of Higher Education
Author: Saito, Kiyoko
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Qualifications,Role of Education,Higher Education,Qualitative Research,Case Studies,Interviews,Public Officials,Expertise,National Standards,Educational Quality,Comparative Education,International Cooperation,Performance Factors,Relevance (Education),Conflict,Correlation,Quality Assurance,International Educational Exchange,Semi Structured Interviews

The goal of this paper was to explore the directions for a Japanese Qualifications Framework (JQF) through the collation of Japanese Government expert viewpoints. This study used a qualitative case study design involving interviews with 15 Japanese government officials. It was found that Japan continues to have problems with academic degrees and licensing framework and system. Many Japanese government experts believed that Japan needed a qualifications framework and system that could function both domestically and internationally, however, Japan has an insufficient qualifications framework and system which has led to weak competitiveness for Japanese experts. To resolve these issues, a Japanese qualifications system needs (1) to have pathways toward higher skill levels from work-based experience to higher education and (2) to broaden pathways allowing for the transfer of Japanese domestic qualifications to international framework qualifications. It is concluded that to build these pathways, National Qualifications Framework is needed as a common language and a basic framework to make the qualifications more transparent and to align domestic and international qualification standards. The Japanese government should enter into a discussion about JQF seriously with stakeholders in education, industry, and government with the aim of improving higher education programs for experts to ensure domestic and international competitiveness.