ethanporcaro/eric-fulltext-meta huggingface dataset:
A Multi-Level Analysis of Students&apos; Teacher and Family Relationships on Academic Achievement in Schools
Author: Sengul, Ozden
Date: 2019-00-00
Type: Journal Articles
Subjects: Family Relationship,Academic Achievement,Teacher Attitudes,Hierarchical Linear Modeling,Teacher Student Relationship,Family Structure,Student Attitudes,Grade 10,Mathematics Achievement,Socioeconomic Status,Mathematics,Mathematics Tests,Urban Schools,Rural Schools,Suburban Schools,Public Schools,Longitudinal Studies,Predictor Variables

By using multi-level modeling, this study explores the impact of students' perception of the quality of the teacher-student relationship and family structure on student achievement after controlling for socioeconomic status (SES), school urbanicity, and school control. The data from 750 schools and 17,000 10th grade students were analyzed. Family structure and student's perception of teacher-student relationship, and SES were student-level; school urbanicity and school control were school-level variables. The findings indicated that students, who had a positive perception about their relationship with their teachers, came from families including two biological parents, and had high SES and high math achievement. Students' SES and attending public school in urban areas were found to be significantly related to students' math achievement. The math score for public school students was lower than students from private and Catholic schools. The further research should have a design addressing the impact of these variables in a longitudinal term.
Does Mathematics Anxiety Have Any Impact on Secondary School Pupils&apos; Friend Choices?
Author: Kesici, Ahmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Anxiety,Secondary School Students,Friendship,Peer Relationship,Correlation,Age Differences,Peer Influence

This research was conducted in order to determine whether math anxiety was effective in the selection of secondary school students. This research, in which the mixed method was adopted, was conducted in a secondary school at Siirt. The participants (157 pupils) were determined by convenient sampling method from the four different classes (two 5th grade and two 8th grade). Math anxiety levels of the students were determined by the Mathematics Anxiety Scale. Sociometry technique was used to determine the informal friends groups in each class. For this purpose, a friend preference form was used. Students' friends preferences were transformed into data matrix and Hierarchical Clustering Analysis was used to form informal friends groups for each class. Math anxiety scores of informal groups were compared with Kruskal Wallis test. Accordingly, there were significant differences between the mathematical scores of the informal groups in the branches of the 5th and 8th grades. This finding was evaluated that mathematics anxiety may be a factor in the selection of friends.
Evaluating and Improving Teacher Educators&apos; Language-Oriented Performance in Content-Based Teaching
Author: Swart, Fenna
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Educators,Language Usage,Preservice Teacher Education,Preservice Teachers,Foreign Countries,Listening,Teacher Attitudes,Student Attitudes,Metalinguistics,Self Evaluation (Individuals),Language Skills,Reflection

In general, teacher educators are considered to be educational specialists whose main task is to communicate content-based concepts to prospective teachers. However, unfortunately, most studies on teacher professional development overlook this specific language-oriented aspect of content-based teaching. Therefore, we address the aforementioned research gap and argue that teacher educators' evaluation of their language-oriented performance in educational communication enhances the quality of their content-based teaching. Accordingly, we examine how the language-oriented performance of teacher educators is evaluated by both individual teacher educators (sample size N=3) and their students (N=32) in a small-scale intervention study. The findings of the study reveal that there is a relationship between the order of application of five language focus areas (i.e., language awareness, active listening, formalizing interaction, language support, and language and learning development, as noticed by the students), and teacher educators' ability to apply these areas in accordance with their objectives related to content-based teaching.
Young Children&apos;s Theory of Mind: Home Literacy Environment, Technology Usage, and Preschool Education
Author: Altun, Dilek
Date: 2019-03-00
Type: Journal Articles
Subjects: Theory of Mind,Preschool Education,Foreign Countries,Preschool Children,Family Environment,Parents,Scores,Technology Uses in Education,Questionnaires,Family Literacy

Theory of mind (ToM) skills involve young children's mentalizing ability to be aware of their own selves and other individuals' thoughts, beliefs, desires, and intentions (mental states). The social cognition skills are essential for processing complex social relations and overcoming interpersonal difficulties in communication. Previous studies shed light on the relationship of parenting and demographics to children's ToM skills, but do not examine the associations with both home environment and preschool education experiences. The goal of the present study is to investigate children's preschool education experience, home literacy environment (HLE), and technology usage in relation to their ToM skills. Participants were 203 preschoolers and their parents. The study data were collected using a home literacy environment questionnaire (HLEQ), theory of mind scale, and a demographic information form. The findings revealed that (a) children's ToM scores are not differentiated regarding gender, excluding the diverse belief tasks, b) children's ToM performances were differentiated in favor of children who have internet access at home, c) HLE, child age, daily TV watching, household income, maternal education, preschool experience, and shared book reading explained 46% of the total variance of preschoolers' ToM scores.
The Examination of Competencies in Master&apos;s Degree Programs in the Context of Lifelong Learning Key Competencies
Author: Tuncel, Ibrahim
Date: 2019-03-00
Type: Journal Articles
Subjects: Masters Degrees,Masters Programs,Lifelong Learning,Foreign Countries,Higher Education,Program Implementation,Competence

The importance and support of higher education in implementing the lifelong learning has been emphasized in Bologna Process, which is really effective in devising higher education programs. In the present study, it is aimed to find out the competencies of the higher education programs which support lifelong learning by examining the program competencies of the master's degree programs under the Graduate School of Educational Sciences within the framework of the key competencies of lifelong learning. In the study, a multiple case holistic design has been used as one of the case study designs. The unit of analysis consists of the key competencies of lifelong learning. The master's degree programs examined in 12 different fields constitute multiple cases. Document analysis has been used as the method in the study. Content analysis has been conducted on the documents by taking the lifelong learning key competencies into account. The data has been encoded by two different encoders having researches in the field of lifelong learning, and the consistency between the encoders has been examined. As a result of the analysis of the data, it has been concluded that the content of the program competencies in the graduate fields examined within the scope of the study is insufficient to include all the knowledge, skills and attitudes that are covered by the key competencies of lifelong learning and the results of the study indicate that in particular, social competency and cultural awareness and expression competency have not been included in the content of the program competencies examined.
Perceptions of Pre-Service Teachers about Teacher Professional Ethics Course through Metaphors
Author: Genç, Süreyya
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Preservice Teachers,Ethics,Figurative Language,Teaching (Occupation),Pedagogical Content Knowledge

The aim of this study is to determine the perceptions of pre-service teachers towards teacher professional ethics course. The research was carried out with 138 pre-service teachers attending pedagogical formation training certificate program a public university in Turkey. In the study, a phenomenological method was used within the scope of qualitative research model. A semi-structured form with open-ended questions was used as a data collection tool to reveal pre-service teachers' perceptions of teacher professional ethics course. In this form, the pre-service teachers were asked to complete the sentence &quot;the teacher professional ethics course is like ......; because ......&quot;. The results obtained from the pre-service teachers' responses were analyzed using content analysis technique. Based on these metaphors and the content analysis, the validity-reliability of the categories were shared with 3 faculty members who specialize in the field of metaphors and category lists. After expert opinions, non-overlapping metaphors were determined and the final shape was given. As a result of the research, it was found out that the pre-service teachers mostly expressed the compass and light metaphors from the metaphors they produced for the teacher professional ethics course. Based on their, &quot;the course guiding students&quot; category is the most commonly expressed metaphor among the categories formed in common characteristics. According to the pre-service teachers, teacher professional ethics course guides people in the right direction. As a result of the research, it was noted that pre-service teachers were able to express their own specific attitude and in-depth thinking abilities to express their perceptions about the subject.
Examining the STEM Awareness and Entrepreneurship Levels of Pre-Service Science Teachers
Author: Ergün, Selcen Süheyla
Date: 2019-03-00
Type: Journal Articles
Subjects: STEM Education,Entrepreneurship,Preservice Teachers,Science Teachers,Foreign Countries,Correlation

The scientific and technological developments in today's world require countries to raise entrepreneurial, productive, critical, problem-solving, and entrepreneurial individuals. Therefore, STEM (Science, Technology, Engineering, and Mathematics) education has gained importance today. STEM education is defined as an approach that takes an interdisciplinary relationship and takes a holistic approach to science, technology, engineering, and mathematics. STEM education includes the activities that will increase the students' interest and orientations towards science, technology, engineering, and mathematics fields using the skills that should be possessed today. The aim of this study was to examine the STEM awareness and entrepreneurship levels of pre-service science teachers. The sample of the study consisted of 93 female and 20 male students studying in the Science Education Department at Afyon Kocatepe University. As a quantitative research type, survey method was used in this study. &quot;STEM Awareness Scale&quot; (SAS) developed by Buyruk and Korkmaz (2016) and &quot;Entrepreneurship Scale for Teacher Candidates&quot; developed by Deveci and Cepni (2015) were used as data collection tools. As a result of analyses, it was seen that science teachers' attitudes towards STEM education were positive. Females' STEM awareness was significantly higher than males' in both positive and negative sub-factors. STEM awareness of the first grade students was significantly lower than the other classes in the positive sub-factor, and significant differences were found between the first grade and second grade, and the second grade and the fourth grade in the negative sub-factor. There were no significant differences of entrepreneurship levels in terms of gender. Also, the entrepreneurship characteristics of the second grade were significantly higher than the other grade levels.
AB 705: Where We&apos;ve Been, and Where We&apos;re Headed
Author: Shaw, Leigh Anne
Date: 2018-00-00
Type: Journal Articles
Subjects: Community Colleges,English (Second Language),Second Language Learning,Second Language Instruction,Educational Policy,Educational Change,College Faculty,Language Teachers,State Legislation,Student Placement,Mathematics Instruction,Advocacy,High Schools,Transfer Policy,Student Needs,Grade Point Average

Between 2012 and 2018, the California Community Colleges system underwent significant changes in policy and practice to address student success rates; this article chronicles policies affecting ESL students and how ESL faculty worked to ensure equitable, appropriate implementation for students enrolled in credit ESL courses. The 2018 California law, AB 705 (Irwin) and its partner bill, AB 1805 (Irwin), changed placement processes; impact was greatest in the disciplines of English and mathematics, which were mandated to primarily use high school information for direct placement into transfer-level course work. Credit ESL students were not included in the original text of either bill. However, advocacy by three community college ESL faculty led to language amendments in both laws on behalf of ESL students. Further advocacy resulted in an ESL subcommittee to ensure that the needs of ESL students would still be met in the implementation of AB 705.
Teacher Rating Scales of Early Academic Competence (TRS-EAC): Adaptation to Turkish, Validity and Reliability
Author: Senol, Fatma Betul
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rating Scales,Turkish,Test Validity,Test Reliability,Academic Ability,Preschool Children,Kindergarten,Preschool Teachers

This study aims to conduct Turkish adaptation, validity and reliability studies of the Teacher Rating Scales of Early Academic Competence. This study also aims to examine and improve early academic competence thoroughly on the basis of teachers' ratings in Turkey, and lastly to contribute an assessment and measurement instrument to the literature which will enable to conduct further research in the field. This study was designed in a general survey model. The study included normally developing 619 36-72 month-old preschoolers attending to nursery classes and kindergartens affiliated to Afyonkarahisar Ministry of National Education in 2015-2016 academic year. The validity and reliability studies of the data obtained following the implementation of TRS-EAC, was completed. The Cronbach Alpha, split half test, test-retest reliability of the scale and its subscales were measured. TRS-EAC was found to be valid and reliable for 36-72 month-old children. It can be considered that the various studies that can be used TRS-EAC in Turkey will provide important contributions to the measurement power of this test. [This research was presented at the 4th International Eurasian Educational Research Congress, May 11-14, 2017.]
Problem-Based Teaching of Literature
Author: Markušic, Jela
Date: 2019-04-00
Type: Journal Articles
Subjects: Problem Based Learning,Teaching Methods,Literature,Language Arts,Foreign Countries,Student Participation,Critical Thinking,Creativity,Elementary School Teachers,Secondary School Teachers,Gender Differences,Teacher Role,Active Learning

The problem-based teaching of literature is a contemporary teaching model that has emerged from the need to overcome the weaknesses of traditional teaching and to increase the efficiency of educational work. Unlike the traditional paradigms that focused on the teacher and the lecturing model of education, the problem-based teaching of literature engages students, places them at the centre of the teaching process, and encourages them to independently define and research the problem. The problem-based teaching of literature is based on the students' active relationship to literary phenomena, while the teacher functions as the initiator and motivator of the students' versatile creations that are reached by solving problem-based tasks. This paper explores the problem-based teaching of literature and presents the results and discussion of the conducted research on the attitudes of Croatian language teachers on the problem-based teaching of literature. Fifty Croatian language teachers participated in the research by filling a survey in an attempt to determine how often the respondents use the problem-based teaching of literature as well as which forms, methods and methods of teaching they use. More specifically, the aim was to determine how teachers see their own role and students' activity in problem-based teaching of literature. In addition, the research sought to find out whether teachers believe that learning outcomes are more successfully achieved in the problem-based teaching of literature and what the reasons for the (un)acceptability of the problem-based teaching of literature are.
The Mediating Role of Prospective Teachers&apos; Teaching Self-Efficacy between Self-Efficacy Sources and Attitude towards Teaching Profession
Author: Arslan, Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Student Attitudes,Teaching (Occupation),Work Attitudes,Foreign Countries,Predictive Validity,Predictor Variables

The purpose of this study was to investigate a predictive power of prospective teachers' self-efficacy sources on their teaching self-efficacy and attitude towards the teaching profession. Design of the study was the correlational research. The study was conducted on 315 prospective teachers studying pedagogical formation education in a 2017-18 academic year. Instruments were &quot;Prospective Teachers' Self-Efficacy Sources Scale&quot;, &quot;Teaching Self-Efficacy Scale&quot; and &quot;Attitude Scale of Teaching Profession&quot;. Pearson Product Moment Correlation Coefficient and PATH analysis methods were used to analyze the data. Results indicated that emotional states, mastery experience, and verbal persuasion were significant predictors of prospective teachers' teaching self-efficacy and attitudes towards teaching profession.
What Is Known about Initial Teacher Education for Child Protection? A Protocol for a Systematic Scoping Review
Author: Walsh, Kerryann
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Child Safety,Child Abuse,Educational Research,Literature Reviews

Child maltreatment is a serious problem, worldwide. Children and young people who have experienced maltreatment face multiple physical and mental health challenges which hinder their success at school and these adverse experiences makes them more challenging to teach than their non-maltreated peers. Increasingly, teachers are considered as an important part of the wider the child protection workforce as they are well-placed to intervene and prevent further harm. To fulfil this role effectively, teachers require requisite training beginning in initial teacher education programs. This paper is a protocol for a systematic scoping review that asks: &quot;What is known about preservice/initial teacher education for child protection?&quot; Systematic scoping reviews are worthwhile and necessary in fields where research is diverse and needing of synthesis to identify strengths in the body of evidence and identify gaps to set new research directions. We will draw on Askey and O'Malley's six-stage scoping review methodology to assess the scope, range, and nature of research activity on this topic. We will add an innovative seventh stage involving a commitment to disseminating and applying knowledge generated from the review. The research question has been established, and key terms defined (Stage 1). The search strategy has been devised, and searches have been run (Stage 2). Round 1 screening of titles and abstracts is completed and full text screening is currently in progress (Stage 3). To our knowledge this is the first attempt to systematically map the empirical literature on child protection in pre-service teacher education. When completed, this systematic scoping review will offer a comprehensive, transparent, and replicable way to assess the full scope of empirical research on this important topic of utmost educational relevance.
Effect of Layered Curriculum in Problem Solving Skills of Students in Science and Technology Course
Author: Koc Akran, Sevda
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Elementary School Students,Grade 6,Elementary School Science,Science Instruction,Instructional Effectiveness,Pretests Posttests,Curriculum Design,Control Groups,Experimental Groups

This study mainly aims to determine the effect of layered curriculum on problem solving skills of students in science and technology course. The study group of the research is the 6th grade students of an elementary school in the center of Malatya. The mixed method, which includes quantitative and qualitative research patterns, was used. In the quantitative dimension of the study; in order to find the answers for the 1st, 2nd and 3rd sub problems, the study group consists of 60 students, 30 in the experimental group and 30 in the control group. In the quantitative dimension, &quot;The Problem Solving Skills Test&quot; which is developed by the researcher (2013) has been used. In the study, the qualitative data have been collected during the application by quoting from the students' diaries and researchers' diaries and after the application by using semi structured interview forms and examining documents. To analyze the quantitative data t-test was used and to analyze the qualitative data, descriptive analysis and content analysis were used. The study, while significant differentiation has not been observed between point average of control group students in pre-test problem solving skills and post-test point average; there has been a significant differentiation in favor of the post-test between point average of experimental students pre-test and post-test problem solving skills. Experimental group students encountered problems particularly in B and A layers during the period they performed Layered Curriculum activities. Also, there has been a significant differentiation in favor of the experimental group between experimental group students who were subjected to the Layered Curriculum activities and control group students who continued the existing curriculum. It was concluded that, experimental group students took responsibility in Layered Curriculum activities both individually and within a group, and used their problem solving skills when they face a problem.