ethanporcaro/eric-fulltext-meta huggingface dataset:
Determination of Reading Levels of Primary School Students
Author: Kodan, Hülya
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 2,Grade 3,Grade 4,Reading Achievement,Elementary School Students,Reading Difficulties,Error Patterns,Reading Tests,Statistical Analysis,Reading Skills

In this study, it was aimed to evaluate the reading performances of 2nd, 3rd and 4th graders. The study was designed in a scanning model. The research was conducted with 2nd, 3rd and 4th grade students studying in Bayburt, Turkey. The appropriate reading rates, reading speeds and reading errors of the students were examined by asking them to read a narrative text appropriate to their class. The texts were selected from the books distributed to the schools by the Ministry of National Education. Error Analysis Inventory was used to diagnose reading difficulties of students and to collect data about their reading performances. It was used to determine the reading levels of the readers individually. The present study is important since it identify students with reading difficulties and determines the necessary programs to overcome these difficulties.
According to Candidate Teachers Views Classroom Management Problems of Teachers in Traditional and Technology-Supported Classrooms
Author: Tas, Said
Date: 2017-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Preservice Teachers,Preservice Teacher Education,Middle Schools,Educational Technology,Technology Uses in Education,Statistical Analysis,Likert Scales,Time Management,Self Contained Classrooms,Electronic Classrooms,Classroom Design,Intermode Differences,Barriers,Student Teacher Attitudes,Foreign Countries

In this research, it is aimed to investigate classroom management problems of middle school 6th and 7th grade teachers in traditional and technology-supported classrooms and differences between them. For this purpose the opinions of the students in the 4th grade of Primary Education Department in Faculty of Education of Süleyman Demirel University have been taken. In data analysis, t- test was used by calculating the arithmetic mean. As a result of the research it has been found that technology-supported classrooms are more aesthetic than traditional classrooms, but lighting is insufficient in technology-supported classrooms, teachers do not change the methods and techniques they use during the course in both traditional and technology-supported classrooms, the use of technology in classrooms provides teachers with help in managing the time, teachers in both traditional and technology-supported classrooms prefer standing at the same point but teachers in technology-supported classrooms can motivate students more easily and the use of technology makes no difference in the frequency of undesired behaviors out of the course.
Examination of Occupational Anxiety Levels and Academic Self-Efficacy of Physical Education Teacher Candidates
Author: Pehlevan, Zeka
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Anxiety,Preservice Teachers,Physical Education Teachers,Correlation,Self Efficacy,Statistical Analysis,Socioeconomic Influences,Employment,Student Attitudes,Parent Attitudes,Occupations,Measures (Individuals),Likert Scales

This study aims at determining the occupational anxiety level of pre-service physical education teachers according to variables, and revealing the correlation between occupational anxiety and academic self-efficacy. Study group consists of 586 pre-service teachers from 10 different universities in Turkey. Data is collected by &quot;Occupational Anxiety Scale for Pre-Service Teachers (OAS)&quot; and &quot;Academic Self-Efficacy Scale (ASES).&quot; T-test and One-Way ANOVA are used for data analysis, and Levene test is conducted for variance equality. Confidence interval is 0.95. For gender variables, the results reveal that women's occupational anxiety is significantly higher than men's in the dimensions of OAS &quot;total occupational anxiety&quot;, &quot;socio-economic anxiety&quot; and &quot;school management anxiety&quot; (p&lt;0.05). According to grade levels, there is significant differentiation in the dimension of OAS &quot;total occupational anxiety&quot;, &quot;job-oriented anxiety,&quot; &quot;socio-economic anxiety,&quot; &quot;interaction with students' anxiety,&quot; &quot;colleagues and students' parents anxiety&quot; (p&lt;0.05). For variables of participation in socio-cultural and sportive activities and in &quot;socio-economic&quot; dimension, the participants, who never participate in any activities, have significantly higher level of occupational anxiety than those who regularly participate in activities (p&lt;0.05). There is also a negative correlation between OAS and ASES (p&lt;0.01).
A Place for Digital Storytelling in Teacher Pedagogy
Author: Clarke, Anne-Marie
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Story Telling,Technology Uses in Education,Teaching Methods,Technological Literacy,Pedagogical Content Knowledge,Secondary Education,Communities of Practice,Narration,Teacher Developed Materials,Electronic Publishing,Reflection,Teacher Education,Workshops,Secondary School Teachers,Instructional Design,Faculty Development

Traditional school subjects are challenged by the acceleration of access to knowledge in the new age of media available to both teachers and students. Teachers who are socialized into existing traditional practices are now encouraged to introduce technology into their pedagogy. This Paper explores a particular way in which teachers can creatively introduce a new and useful technology known as Instructional Digital Storytelling (IDS), guided by the Technological, Pedagogical and Content framework (TPACK) developed by Mishra and Koehler. It illustrates how, through narrative inquiry, teacher experience of both the creation and use of Digital Storytelling for instructional purpose in a Secondary School setting, highlighted challenges, rewards, accelerated learning and developed a community of practice across subject disciplines. The focus is on the reconstruction of the experience of creating a Digital Story on four levels: a) Internal structures of blending voice over, imagery and sound to create a successful IDS; b) Experience of challenges and negotiations in crafting the story; c) Experience of sharing with students; d) Recognition of themes and patterns which may have emerged among the participants.
Examination of the Views of Class Teachers Regarding the Errors Primary School Students Make in Four Operations
Author: Yorulmaz, Alper
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Students,Teacher Attitudes,Error Patterns,Qualitative Research,Semi Structured Interviews,Arithmetic,Multiplication,Subtraction,Addition,Teacher Surveys

Teaching of addition, subtraction, multiplication and division in mathematics starts from the first years of primary school. The learning output for four operations (addition, subtraction, multiplication and division) affects student success at every level of mathematics education from primary to higher education. At this point errors, misunderstandings and possible misconceptions of students need to be identified, eliminated, and the forms of instruction that prevent its formation need to be investigated. This study aims to identify the errors primary school students make in four operations according to the views of class teachers. The study was designed in the qualitative research design and the semi-structured interview form prepared by the researchers was used in the study. The study group consisted of 48 class teachers. It has been found out that students make more errors in adding, subtracting and multiplying decimal digits, and using zero in division. In addition, classroom teachers stated that the mistakes made in four operations result mostly from student, teacher, program and the student's family and environment respectively. Teachers made course content, teacher, student and family oriented suggestions to eliminate the mistakes in four operations.
Struggle with School Absenteeism in Compulsory Education: Different Country Approaches and Policies
Author: Akbasli, Sait
Date: 2017-00-00
Type: Journal Articles
Subjects: Attendance,Compulsory Education,Qualitative Research,Educational Policy,Educational Practices,Comparative Education,Literature Reviews,Government Publications,Educational Legislation,Change Strategies,Family Programs,Information Technology,Foreign Countries,Case Studies

This research has been conducted to discuss the absenteeism in compulsory education and the proposed policies for reducing this problem with the school practices. In this context, the general situation regarding the absenteeism in the Turkish education system has been put forward and the current practices and policies have been addressed. Furthermore, in other countries, the current situation and practices of non-attendance in the compulsory education process and what can be done are discussed. This research is a qualitative research and case study designed. In the research, data were collected via literature research. During the collection of data; in addition to the literature on absenteeism in our country, it has been also benefited from the publications of the education ministries of the countries and other academic documents in order to see how is address internationally. In this context, the approaches and strategies that are generally followed by countries are investigated by looking at the absenteeism processes of the countries. In particular, referring to example approaches and policies incentives and support mechanisms are described. In this context, the main approaches are; legal regulations, in-school practices, computer technology and family-supported practices.
Professional Interactions: Negotiation and Expression for Future Physicians and Healthcare Providers
Author: Pan, Andrew J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Interaction,Communication Skills,Interpersonal Competence,Interpersonal Relationship,Skill Development,Educational Needs,Medical Education,Undergraduate Study,Behavioral Objectives,Interprofessional Relationship,Conflict Resolution

The rapid pace of change in medicine requires doctors to be effective conflict mediators and negotiators in the clinical workplace, and a multitude of research connects strong physician-patient communication to improved patient outcomes. Disparities in such skills exist among medical students and professionals, and are neither taught nor evaluated in a standardized fashion in U.S. medical school curriculums. A structured course would benefit patients by providing protected time for medical students to refine these skills. Our proposed course, titled &quot;Professional Interactions: Negotiation and Expression for Future Physicians and Healthcare Providers&quot; and referred to hereafter as PINE, is outlined here to provide a starting point for those seeking to create or supplement a similar course at their institutions. PINE, ideally, would tap the multidisciplinary expertise of leaders in medicine, the humanities, business, local community organizations, and education to facilitate student engagement with a variety of topics in interpersonal communication and negotiation.
Changing Paradigms: From Schooling to Schools as Adaptive Recommendation Systems
Author: Petersen, Anne Kristine
Date: 2017-00-00
Type: Journal Articles
Subjects: Classification,Educational Media,Media Adaptation,Online Courses,Educational History,Instructional Design,Faculty Development,Design Preferences,Technology Uses in Education,Educational Technology,Educational Development,Educational Change

The paper explores a shift in education from educational systems requiring student adaptation to educational recommendation systems adapting to students' individual needs. The paper discusses the concept of adaptation as addressed in educational research and draws on the system theory of Heinz von Foerster to shed light on how the educational system has used and understood adaptation. In this context, we point out two different approaches to educational adaptation: 1) students adapting to the educational system and 2) the attempt of the educational system to adapt to students through automatized system adaptation and recommendation systems. These different understandings constitute a design framework that is used to analyze two current trends: Adaptive learning systems and learning analytics. Finally, the paper discusses the potential of looking at adaptation as recommendation systems by presenting a case, which is methodologically inspired by Design-Based Research, in the form of a special type of adaptive MOOC, the so-called adaptive SPOC (Small Private Online Course).
Relationship between Teacher Views on Levels of Organizational Support--Organizational Identification and Climate of Initiative
Author: Nartgün, Senay Sezgin
Date: 2017-00-00
Type: Journal Articles
Subjects: Organizational Climate,School Support,Teacher Attitudes,Teacher Characteristics,Demography,Identification (Psychology),Group Membership,Educational Attainment,Gender Differences,Marital Status,Tenure,Predictor Variables,Secondary School Teachers,Foreign Countries,Statistical Analysis,Questionnaires

This study aimed to identify secondary school teachers' views on levels of organizational support, organizational identification and climate of initiative and to determine whether there were any significant differences between these views based on teachers' demographic characteristics and whether there were significant differences between teachers' climate of initiative levels and levels of their organizational support and organizational identification. Universe of the study conducted with relational screening model was composed of teachers (n = 240) employed in Bolu province Anatolian High Schools during 2014-2015 academic year. Organizational Support, Organizational Identification and Climate of Initiative Scales were used in the study as data collection tools. According to research results, teachers were &quot;undecided&quot; in their organizational identification and climate of initiative levels, &quot;agreed&quot; with the organizational support level total scale and its instructional support and justice support sub dimensions and &quot;partially&quot; agreed with the administrative support dimension. While there were no significant differences in teacher views on climate of initiative, organizational support and all its sub dimensions based on gender, marital status, level of education, professional seniority, age and union membership variables, significant differences were identified on organizational identification levels based on age and level of education variables. A low level, positive meaningful relationship was identified for teachers' climate of initiative, organizational identification and total support, support administrative and support justice levels which are organizational support sub dimensions and no significant relationships were detected with instructional support levels.
Comparative Study of Sport Mental Toughness between Soccer Officials
Author: Miçoogullari, Bülent Okan
Date: 2017-00-00
Type: Journal Articles
Subjects: Team Sports,Comparative Analysis,Sport Psychology,Age Differences,Educational Attainment,Work Experience,Mental Health,Resilience (Psychology),Judges,Questionnaires,Administrator Attitudes,Administrator Surveys,Foreign Countries

Gucciardi et al. (2009) suggest that mental toughness is more a function of environment than domains, and as such, mental toughness is potentially important in any environment that requires performance setting, challenges, and adversities. Due to vital importance of mental toughness in sports and particularly in soccer, this paper focused on the comparison of sport mental toughness levels of soccer officials with their age group, education level, refereeing category and sports experience years. Mental toughness was checked by Sports Mental Toughness Questionnaire (SMTQ). The SMTQ was applied to soccer officials (159 licensed referees) who all were registered to the Turkish Football Federation (TFF). The sample consisted of 146 male subjects, mean age was 29.10 years (SD = 7.54, range = 19-54) and 13 female subjects mean age was 22.82 years (SD = 4.71, range = 19-27). To determine the difference of Sport Mental Toughness level among soccer referees One-Way ANOVA was used for normal distribution and Scheffé Test was used for determining the differences across groups with through SPSS Package 21.0 and the significant level was set at 0.05. The findings of this research paper showed that there were significant differences between soccer officials' three sub-factors (confidence--constancy--control) of mental toughness and their officiating experience years. This could be attributed to the fact that 15 and above years experienced officials were mentally tougher than those with 0-5 years' experience and those with 6-10 years' experience. There were not any significant differences between other variables (refereeing categories, education levels and age groups) of soccer officials and their mental toughness levels.
Technical Education--The Key to Sustainable Technological Development
Author: Odo, J. U.
Date: 2017-00-00
Type: Journal Articles
Subjects: Technical Education,Sustainable Development,Job Skills,Technological Advancement,Partnerships in Education,Foreign Countries,School Business Relationship,Educational History,Teacher Shortage,Vocational Education,Educational Policy,Barriers,Financial Support,Educational Facilities,Educational Resources,Faculty Development,Curriculum,Technology Uses in Education,Teacher Competencies,Secondary Education,Postsecondary Education

Technical education has been identified as one of the most effective human resource development that needs to be embraced for rapid industrialization and sustainable technological development of any nation. Technical education has been an integral part of national development in many societies because of its impact on productivity and economic development. This paper discusses the dearth of skilled technical manpower in Nigeria and its effect on the technological development of the nation. It advocates for a comprehensive revitalization of technical education in Nigeria to promote workforce partnership needed to develop innovative approaches or replicate models that operationally demonstrate has demand technological the society needs. Efforts and ways by both by the government and individuals to train and produce the required manpower for the achievement of vision 20, 2020 objectives were also suggested by the authors.
High Quality Differentiated Instruction--A Checklist for Teacher Professional Development on Handling Differences in the General Education Classroom
Author: Smets, Wouter
Date: 2017-00-00
Type: Journal Articles
Subjects: Check Lists,Educational Quality,Teaching Methods,Scaffolding (Teaching Technique),Individualized Instruction,Instructional Design,Meta Analysis,Instructional Effectiveness,Cognitive Style,Faculty Development,General Education,Comparative Analysis,Lesson Plans,Summative Evaluation,Teacher Education,Foreign Countries

This paper presents a checklist that scaffolds teachers' professional decision-making with regard to differentiated instruction. It discusses the way the concept of differentiated instruction may be applied in an evidence-informed way by presenting a checklist for high-quality differentiated instruction (DI). We tried to tackle the question of how to implement differentiated instruction in a research-informed way. We sought answers in meta-analyses on effective teaching practices. To investigate accordance between this literature and two models for DI, all elements in these models were operationalized. We scrutinized whether the operational elements in these models are characterized by effectivity as effective teaching practices. The result is an evidence-informed checklist that helps teachers who want to apply the concept of DI in their practice which consists of three sets of criteria: (1) the teachers in relation to the students; (2) the teacher and the learning goals; (3) the teacher and the lesson design. The checklist clearly indicates that DI requires a repertoire of teaching methods. Most elements mentioned in both models for DI are supported by evidence-based research, however the application of flexible grouping and the use of learning styles for DI are discussed. This checklist may aid teachers to assess and improve their own teaching practice.
Internet-Based French as a Foreign Language Vocabulary Learning: Academic Success and Opinions on FFL Learners
Author: Erkan, Senem Seda Sahenk
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Instruction,French,Internet,Educational Technology,Technology Uses in Education,Foreign Countries,Vocabulary Development,Mixed Methods Research,College Students,Tests,Semi Structured Interviews,Program Effectiveness

In the 21st century, globalization and technological developments in different domains of life have accentuated the importance of multilingualism and multiculturalism in studying English and French as foreign languages in different countries of the world, including Turkey. This research is aimed at determining the effects of learning vocabulary in French as a foreign language (FFL) through internet-based study. This study used a mixed-method (quantitative and qualitative) approach. In the 2016-2017 academic year, 85 Turkish university students (in 20-23 ages) participated in this study. A vocabulary test and a semi-prepared interview form are prepared to collect the data for this research. In this study, Turkish university students studying vocabulary using internet-based research justify their ability to improve French language knowledge easily and efficiently.
The Effect of Vocational High School Administrators&apos; Leadership Behaviors on Teacher Job Satisfaction
Author: Tas, Said
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocational Education,High Schools,Principals,Leadership Styles,Administrator Behavior,Secondary School Teachers,Job Satisfaction,Foreign Countries,Correlation,Teacher Surveys,Likert Scales,Regression (Statistics),Predictor Variables,Statistical Analysis

The purpose of this research is to determine the effect of vocational high school administrators' leadership behaviors on teacher job satisfaction. The study group of the research consists of 21 technical teachers who work at vocational high schools in the city of Isparta. The data obtained have been analyzed by calculating the frequency, arithmetic mean, correlation and regression analyses. The vocational high school administrators exhibit all types of behaviors in every dimension of leadership at the level of &quot;frequently.&quot; It has been understood that there is a significant correlation between the dimensions of administrators' leadership behaviors and teacher job satisfaction. Another considerable finding of the research is that the effect of individual-oriented leadership behaviors--one of the dimensions of leadership behaviors--on teacher job satisfaction is higher than the effects of other dimensions of leadership behaviors.