ethanporcaro/eric-fulltext-meta huggingface dataset:
Analyzing the Effect of Web-Based Instruction Applications to School Culture within Technology Integration
Author: Cakiroglu, Unal
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Web Based Instruction,Teacher Attitudes,School Culture,Case Studies,Qualitative Research,Interviews,Classroom Observation Techniques,Administrator Attitudes,Technological Literacy,Foreign Countries,Likert Scales,Courseware

Determining the reflections of technology integration applications that are to be performed in our schools is important to light the way of first steps of integration. In this research, the effect of a web-based instruction environment used by 31 different teachers in a high school to school culture is set forth. The school culture is analyzed within the frame of thoughts and relations of teachers and directors and the spread of these applications that are new for the school. Case study methodology has been applied in this study; the qualitative and quantitative data have been assessed together. The qualitative data of the study include the interviews with teachers, in-class observations, interviews with school directors; the quantitative data are obtained from the surveys applied on teachers. In addition to this, the records obtained from web-based instruction environment have been also used for interpreting other data. At the end of the study, positive changes have been detected over the thoughts and relations of teachers and directors. Moreover, during this research, even though there have been some exceptions, spread of web based instruction activities among teachers has taken place in parallel with the general technology diffusion theory. As a result, we may say that thanks to this research, a culture based on the changes on the teachers and directors and school, usage of technology has started to be formed. Within this direction, the directors, teachers who are the important elements of school culture for technology integration have made suggestions for the applications to be applied in school.
The Practice of Prospective Science Teachers regarding the Planning of Education Based Trips: Evaluation of Six Different Field Trips
Author: Bozdogan, Aykut Emre
Date: 2012-00-00
Type: Journal Articles
Subjects: Field Trips,Qualitative Research,Science Teachers,Semi Structured Interviews,Grade 4,Informal Education,Pedagogical Content Knowledge,Field Experience Programs,Educational Practices,Student Teacher Attitudes,Observation,Preservice Teacher Education,Preservice Teachers,Program Evaluation,Program Effectiveness,Foreign Countries

The aim of this study is to explain how planning educational trips out of school environments for training purposes should be as well as to determine the opinions and the practices of prospective science teachers. The study that lasted for two years was carried out in parallel with the elective course &quot;Science Education in Informal Learning Environments&quot; in the Spring Term of the Academic Year of 2007-2008 and 2008-2009. Thirty-four 4th grade prospective science teachers participated in the study from the Giresun University Education Faculty Science Teaching Programme. In line with the research, educational trips to six different places were organized. The research data used in qualitative research observation form and semi-structured interview technique were obtained. The observed results showed that prospective science teachers were careful, willing, and joyful in all field trips and worked in cooperation. The interview results also showed that prospective teachers' knowledge and their self-confidence increased for educational trips for training purposes planned.
Pre-Service Science and Technology Teachers' Efficacy Beliefs about Information and Communication Technologies (ICT) Usage and Material Design
Author: Bursal, Murat
Date: 2012-00-00
Type: Journal Articles
Subjects: Self Efficacy,Measures (Individuals),Preservice Teacher Education,Beliefs,Information Technology,Technology Education,Use Studies,Technology Uses in Education,Material Development,Science Teachers,Student Teacher Attitudes,Instructional Design

In this study, a scale entitled &quot;Information and Communication Technologies Usage and Material Design Efficacy [ICT_MDE]&quot; is developed to investigate pre-service science and technology teachers' efficacy beliefs regarding ICT usage and Material Design and the factors impacting these beliefs. By using the validity and reliability data from 310 pre-service teachers, ICT_MDE scale is concluded to be a valid and reliable instrument consisting of two factors: Basic ICT Skills and Original Material Design. Based on the data from this pilot study; the efficacy levels in Basic ICT Skills factor significantly changed by the income level and computer usage experience. However, efficacy scores in Original Material Design factor are found to differ only by computer usage experience. Furthermore, no significant difference due to gender has been observed in both factors.
The Effectiveness of the Conceptual Change Approach, Explicit Reflective Approach, and Course Book by the Ministry of Education on the Views of the Nature of Science and Conceptual Change in Light Unit
Author: Cil, Emine
Date: 2012-00-00
Type: Journal Articles
Subjects: Scientific Principles,Light,Concept Formation,Reflection,Textbooks,Teaching Methods,Science Instruction,Grade 7,Middle School Students,Instructional Effectiveness,Retention (Psychology),Student Attitudes,Scientific Attitudes,Semi Structured Interviews,Questionnaires,Science Tests,Foreign Countries

The aim of this study was to analyze the effectiveness of the conceptual change approach, explicit reflective approach, and the course book by the Ministry of Education on the views toward the nature of science and conceptual change in the Light unit. Three study groups were selected from several seventh grade classes. Two of the three classes, including 22 students, were assigned to participate in the experimental study group and the other was assigned as a control group. A conceptual change approach was used in one of the groups, whereas explicit reflective approach was used in the other one. An open-ended questionnaire on the views of nature of science in conjunction with semi-structured interviews, and the Conceptual Test of Light Unit were used to collect the data. The students' views toward the nature of science were analysed in informed, transitional, and naive categories. The Kruskall-Wallis Test and Wilcoxon signed-rank test were used for the analysis of the conceptual test data. It was determined that the most effective way to teach the nature of science was the conceptual change approach. Three teaching methods contributed positively to the conceptual change about light, but it was found out that the effects of course book of Ministry of Education were not long term. It is recommended that the conceptual change text and concept clipboards should be used together in teaching the nature of science.
Investigating Elementary School Students' Perceptions about Environment through Their Drawings
Author: Ozsoy, Sibel
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Attitudes,Environmental Education,Elementary School Students,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Freehand Drawing,Art Expression,Pollution,Ecology,Content Analysis,Foreign Countries,Investigations

The purpose of this study is to determine elementary school students' perceptions about environment through their drawings. The study was carried out during the spring semester of 2010-2011 academic year. A total of 429 elementary school students, including 68 fourth grade, 78 fifth grade, 97 sixth grade, 85 seventh grade, 101 eighth grade, participated in the study. The study was conducted by descriptive method and the data of the study were collected by draw-and-explain task. During the data collection students were asked to draw a picture of environment and explain their drawings. The results revealed that elementary school students usually draw humans, different kinds of plants and animals, constructions like houses and factories, abiotic factors such as mountains, lakes, sun in their drawings. Besides, 35.43% of students drew dirty, 59.21% of them drew clean and 5.36% of them drew both clean and dirty environments in their drawings. The results of the study also showed that with increasing age there is a decrease in the number of students drawing a clean environment and an increase in the number of students drawing a polluted environment. Students usually drew local environmental problems such as air pollution, soil pollution, water pollution and disordered urbanization. Based on the drawings it can be concluded that children see human as a part of the environment, think that they are affected by environmental problems as other living things and human based activities are the main causes of environmental problems. (Contains 3 figures.)
The Instructional Model for Using History of Science
Author: Seker, Hayati
Date: 2012-00-00
Type: Journal Articles
Subjects: Science History,Science Instruction,Relationship,Science and Society,Educational Objectives,Teaching Models,Teaching Methods

This paper discusses the levels of The Instructional Model for Using History of Science (UHOS) to explain the relationship between the history of science and science teaching. The UHOS model proposes four levels: Conceptual Level, Epistemological Level, Sociocultural Level, and Interest Level. Each Level has sublevels with regards to types of historical knowledge, pedagogical approach and educational objectives. The UHOS model purports to help educator and researchers to explain their findings with an overarching theoretical framework.
The Relationship between Secondary School Pre-Service Mathematics Teachers' Skills in Problem Solving Dimensions and Their Learning Style Characteristics
Author: Ozgen, Kemal
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Scoring Rubrics,Cognitive Style,Problem Solving,Mathematics Teachers,Preservice Teachers,Secondary School Teachers,Teaching Skills,Student Characteristics,Age Differences,Secondary School Mathematics,Mathematics Instruction,Foreign Countries

The present study examined the potential relationship between 1st and 5th year secondary school pre-service mathematics teachers' skills in understanding, method, modelling, verification, and extension dimensions of problem solving and their learning style characteristics. The data consisted of the skills pre-service teachers demonstrated in the solution process of open-ended problems. For this purpose, a graded scoring rubric was developed specific to each problem. Regarding the relationships between problem solving dimensions and the characteristics of McCarthy's learning styles, it was assumed that type 1 learners' skills were more dominant in the understanding dimension, type 2 learners' skills in the method and modelling dimensions, type 3 learners' skills in the verification dimension, and type 4 learners' skills in the extension dimension. On the basis of this assumption, problem-solving skills and learning style characteristics were associated and interpreted. The results obtained suggested that 5th year pre-service teachers were better in representing the skills pertaining to type 1 and type 2 learning styles, while 1st year pre-service teachers were better in representing the skills pertaining to type 1 learning style only. On the other hand, it was observed that a great majority of the pre-service teachers had a low level of the skills pertaining to type 3 and type 4 learning styles.
Investigation of Fifth Grade Students' Mathematical Calibration Skills
Author: Ozsoy, Gokhan
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Measures (Individuals),Grade 5,Mathematics Skills,Elementary School Students,Computation,Gender Differences,Foreign Countries,Surveys,Mathematics Tests

The purpose of this study is to develop a scale to measure fifth grade students' mathematical calibration skills. Besides, it aims to determine students' calibration skills through this scale. Results of the study revealed that fifth-grade students (n = 94) enrolling to study, have a medium-high level of (M = 55.12, SD = 21.76) mathematical calibration skills. Furthermore, the results showed that students' mathematical calibration skills do not show significant differences with respect to their gender (t = 0.501, p greater than 0.01). However, students' calibration skills show significant differences when considering their level of mathematics achievement (F[subscript (2-91)] = 69.46, p less than 0.001, [mu][superscript 2] = 0.60). In addition, a positive and significant relationship was found between students' mathematical calibration skills and their mathematics achievement (r = 0.85, p less than 0.001).
Inquiry into Identity: Teaching Critical Thinking through a Study of Race, Class, and Gender
Author: Caldwell, Martha
Date: 2012-03-00
Type: Journal Articles
Subjects: Social Studies,Communication Skills,Critical Thinking,Grade 8,Social Class,Gender Differences,Self Concept,Race,Thinking Skills,Inquiry,Middle School Students,Interpersonal Relationship,Creativity

In Inquiry into Identity: Race, Class, and Gender (RCG), an eighth grade social studies class, the students' stories serve as springboards for higher-order learning. Through sharing personal experiences and listening to one another respectfully, students form a learning community in which deep, critical thinking naturally emerges. They gain important insights about their own identities while learning about the lives of their classmates. They make important interpersonal connections that allow them to form alliances across divisions and think creatively, rather than stereotypically, about differences. Students learn important lessons about themselves through the critical exploration of race, class, and gender. Throughout the course, they build important academic and communication skills.
From "Bitch" to "Mentor": A Doctoral Student's Story of Self-Change and Mentoring
Author: Gearity, Brian T.
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Doctoral Dissertations,Mentors,Learning Theories,Graduate Students,Student Attitudes,College Faculty,Writing (Composition),Story Telling,Academic Advising,Personal Narratives,Writing Skills,Skill Development,Teaching Methods,Ethnography,Self Concept,Teacher Student Relationship

For several reasons, the process of writing and completing the doctoral dissertation has been identified as the most frequent road block for many promising scholars. The goal of this study is to help improve doctoral student dissertation completion by focusing on the crucial, central concerns of effective student writing, faculty mentoring, and the student-advisor relationship. Using an experimental, evocative autoethnographic approach, the following study shows the struggles and successes of a doctoral student managing himself, the university, "life", and most importantly, his doctoral dissertation chair. The findings weave together strategies from storytelling (e.g., plot, characters, and scene) with the personal experiences of a doctoral student and advisor to show a highly contextual narrative and the influence of multiple factors. Furthermore, the findings demonstrate the value of situated learning theory (Lave & Wenger, 1991) as an approach to help students learn to write. Lastly, as a pedagogical tool, the narrative itself may be of practical value to graduate students, dissertation chairs, and policymakers for the purpose of improving graduate student success. (Contains 1 figure and 1 footnote.)
Interviewing the Interpretive Researcher: An Impressionist Tale
Author: Frels, Rebecca K.
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Doctoral Dissertations,Researchers,Interviews,Reflection,Research Methodology,Peer Relationship,Data Interpretation,Information Seeking,Questioning Techniques

In this manuscript, we describe the use of debriefing interviews for interviewing the interpretive researcher. Further, we demonstrate the value of using debriefing questions as part of a qualitative research study, specifically, one doctoral student's dissertation study. We describe the reflexivity process of the student in her study and the debriefing data that were coded via qualitative coding techniques. Thus, we provide an exemplar of the debriefing process and the findings that emerged as a result. We believe that our exemplar of interviewing the interpretive researcher provides evidence of an effective strategy for addressing the crises of representation and legitimation for researchers and instructors of qualitative methods courses alike. (Contains 4 tables and 1 figure.)
Finding a Way out of the Ethnographic Paradigm Jungle
Author: Roy, Subhadip
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnography,Models,Best Practices,Research Methodology,Holistic Approach,Semiotics,Behavior

In this paper, an attempt has been made to develop a hybrid ethnographic paradigm, taking the best points from the different approaches of ethnographic research. The pioneering proponents of ethnography differed in their conceptualization of the method, resulting in the development of three distinct schools of thought-holistic, semiotic and behavioristic. These three ethnographic paradigms have their respective benefits and shortcomings. Following any one of these approaches may lead to only partial comprehension of the phenomenon by the ethnographer. This study wished to address this issue by developing a best practice approach, which will have the virtues of all the three paradigms. It is hoped that this evolved paradigm will help in making the work of the ethnographer a lot more comprehensive and the experience much richer. (Contains 3 figures and 1 table.)
A Grounded Theory of Connectivity and Persistence in a Limited Residency Doctoral Program
Author: Terrell, Steven R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Distance Education,Blended Learning,Graduate Students,Computer Mediated Communication,Ethnography,Online Surveys,Interpersonal Communication,Doctoral Dissertations,Student Attrition,Academic Persistence,Dropout Research,Communities of Practice,Educational Technology,Grounded Theory

Limited-residency and online doctoral programs have an attrition rate significantly higher than traditional programs. This grounded-theory study focused on issues pertaining to communication between students, their peers and faculty and how interpersonal communication may affect persistence. Data were collected from 17 students actively working on their dissertation in a limited-residency educational technology program. The resultant theory indicated that students felt communication between themselves and peers is possible but not common. Students also indicated that dissertation supervisors are readily accessible but longer than expected response times may contribute to a lack of student success. The results suggest the development and effective use of an online community of practice will support the communication needs of students and faculty. (Contains 2 figures.)
The Journal Project and the I in Qualitative Research: Three Theoretical Lenses on Subjectivity and Self
Author: Davidson, Judith
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Researchers,Self Concept,Bias,Professional Identity,Reflection,Journal Writing,Content Analysis,Coding,Therapy,Perspective Taking,Research Methodology

From the beginnings of qualitative research in the late 19th century to today, researchers have struggled to make sense of the notion of self or subjectivity; in other words, the I in the research. We ask ourselves: Who is the researcher? How is their notion of self present during research? How is research a site for contested notions of self? Who is the I in qualitative research? (Contains 1 table and 2 figures.)
&quot;Ouch!&quot; Recruitment of Overweight and Obese Adolescent Boys for Qualitative Research
Author: Morrison, Zachary
Date: 2012-00-00
Type: Journal Articles
Subjects: Recruitment,Males,Qualitative Research,Obesity,Researchers,Sampling,Body Weight,Adolescents,Observation,Interviews,Trust (Psychology),Fear,Interpersonal Communication,Interpersonal Relationship,Foreign Countries,Ethics

The purpose of this study is to examine the complexities of recruiting overweight and obese  adolescent boys for qualitative research, discuss specific recruitment considerations for this population, and offer guidance to researchers interested in recruiting overweight adolescent boys. Three overweight adolescent boys and six community professionals participated in this study. Data collection methods included fieldwork observations (60 hours) and person-centered interviews (N = 9). Emergent themes revealed that establishing trust, understanding the sensitivities of discussing obesity, and considering adolescent boys' fears of sharing personal information may have enhanced recruitment success. Researchers should consider the importance of building relationships with professionals who can recruit vulnerable adolescents, as well as the time required to establish trust with both overweight adolescent boys and their parents. (Contains 1 table.)
Women and Wasta: The Use of Focus Groups for Understanding Social Capital and Middle Eastern Women
Author: Bailey, Deborah C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Females,Student Attitudes,Social Capital,Young Adults,Focus Groups,Gender Bias,Gender Issues,Ethnography,Socioeconomic Status,Social Attitudes,Religion,Socioeconomic Influences

Social capital is the use of informal networking to secure access to resources and opportunities. Often identified as an asset for offsetting deficiencies in societies, research on the phenomena is limited. This paper describes a qualitative study using focus groups with young adult Emeriti women representing three social-economic groups who were interviewed by the author in order to explore the topic of social capital, specifically a form of social capital defined by the Arabic term &quot;wasta&quot;. The women discussed their experiences of how wasta persists regardless of social and religious laws forbidding its practice and how they might use it in their own futures. The focus groups had notable differences in their perceptions of wasta, but as women, they did not see themselves as having access to this form of social capital. The study findings indicate that for these participants wasta is perceived as a cultural paradox that intersects with gender and class as a social construction that reinforces patriarchal and class privilege. (Contains 1 table and 5 footnotes.)
&quot;The Road Not Taken&quot;--Israeli Teachers' Reactions to Top-Down Educational Reform
Author: Reichman, Roxana G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Strikes,Unions,Internet,Educational Change,Teacher Educators,Secondary School Teachers,Foreign Countries,Teacher Attitudes,Cooperation,Experienced Teachers,Educational Policy,Educational Research,Literature Reviews,Teaching (Occupation),Computer Mediated Communication

The authors have investigated teachers' reactions towards an imposed reform initiated by the Israeli Ministry of Education in collaboration with one of two teachers' unions based on the messages and letters sent by high school teachers to an internet forum during a teachers' strike which took place between October and December of 2007. This study is the result of collaborative work between a teacher educator and a veteran teacher studying towards her Master of Education degree in Learning and Instruction. The research question was: What were the teachers' attitudes regarding the &quot;New Horizon&quot; reform as conveyed on an internet forum during the strike? The article focuses on the teachers' opposition to the proposed reform. The authors explore the use of the internet for sustaining this strike while also discussing the methodological issues related to this type of analysis and relation to collaborative research. Recommendations are suggested for successful implementation of educational reforms. (Contains 1 footnote.)