ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Creativity: Reading and Writing through Storyboarding
Author: Bahloul, Maher
Date: 2017-00-00
Type: Journal Articles
Subjects: Creativity,Visual Aids,Story Telling,Reading Instruction,Writing Instruction,Critical Thinking,Freehand Drawing

The article focuses on creative uses of storyboarding in teaching and learning. The first step invites participants to individually brainstorm and identify a memorable short story which could either be real or fictional. It then provides them with a template of a six-scene project and invites them to simply sketch their short stories. The second major step involves the coloring of the story scenes by another workshop participant. Once they finish, the workshop conductor collects all projects and redistributes them so that each member has a new sketched and colored six-scene short story to write out and read. The discussion of the different perspectives brought by the three participants in the design and interpretation of each single story boosts higher thinking skills such as multiplicity of meaning and critical thinking.
An Intercultural Study on the Characteristics of Mother Tongue Education Course Books&apos; Content
Author: Kurt, Berker
Date: 2021-00-00
Type: Journal Articles
Subjects: Textbooks,Content Analysis,Native Language Instruction,Secondary School Students,Finno Ugric Languages,German,Hungarian,Turkish,Classification,Slavic Languages,Check Lists,Teaching Methods,Language Skills,Foreign Countries,Textbook Preparation

The purpose of this research is to set the characteristics of the contents of the course books that are prepared for the lessons of mother tongue education in secondary schools in different countries. Within the frame of the purpose, the content of the course books in Germany, Austria, Finland, Northern Macedonia, Hungary and Turkey were analyzed in three aspects. The first of all is about which sections are included in the general content, the second is about how the classification of the content was made and finally the third one includes how the language skills and the fields of learning are placed in the content. Figured in a quantitative way and the document of the research in which the content analyzed is composed by the 23 course books used in the countries that are mentioned above. In the analysis of the data 3 arguments and a checklist that enables to make a systematic evaluation consists of 28 items is used. As a result of the research, it is confirmed that the content of mother language course books in countries differ from each other due to the general properties of content; while classifying the course books generally multiplied structure dominated by thematic, functional and grammatical segmentation, it has been determined that all language skills, vocabulary teaching and grammar, both theoretical and practical, are included in the books. At the end of the study, it is recommended to take the course books in Germany and Hungary as an example while preparing the Turkish course books.
Mathematics and Science Olympiad Studies: The Outcomes of Olympiads and Contributing Factors to Talent Development of Olympians
Author: Campbell, James
Date: 2017-00-00
Type: Journal Articles
Subjects: Competition,STEM Education,Mathematics Education,Science Education,Talent Development,Outcomes of Education,Science Careers,Talent Identification,Family Environment,Student Motivation,Gender Differences,Gender Bias,Foreign Countries,Socioeconomic Status,Educational Environment,Secondary School Students

The purpose of this article is to review &quot;Mathematics and Science Olympiad Studies.&quot; The studies undertook the task of evaluating the effectiveness of chemistry, math, and physics Olympiad programs by tracking down their participants from the inception of these programs. The main research questions were: Do these competitions generate creative professionals in Science, Technology, Engineering and Math (STEM) and do their graduates make important contributions? What are the crucial factors for their success in STEM careers? To answer these questions, surveys and instruments were synthesized and administered to Olympians and to their parents. For 11 years, 1,093 Olympians in six countries were tracked down to find out their careers and their accomplishments and the factors contributing to these successes. These academic competitions were found to make a strong contribution to STEM talent development and produce creative STEM professionals. Crucial contributing factors commonly found across countries were: (1) Early recognition of STEM talent and conducive home environment; (2) Specialized challenging programs for developing strong STEM foundations and opportunities to participate in STEM activities and competitions during the schooling period; and (3) Strong motivation and efforts on the part of the Olympians for success throughout the developmental stages.
An International Student Learning Turkish through Cultural Interaction: A Narrative Research
Author: Yasar, Enes
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Turkish,Second Language Learning,College Students,Foreign Countries,Life Style,Environmental Influences,Language Skills,Cultural Influences,Learning Processes,Vocabulary Development,Communication Skills,Academic Language,Language Proficiency,Pronunciation,Anxiety,Social Influences,Listening Skills,Reading Skills,Speech Skills,Grammar,Cultural Awareness,Nonverbal Communication

This study aims to determine the relationship between cultural interaction and language in teaching Turkish as a foreign language and reveal its contribution to the learning process. Therefore, in this study, the cultural exchange of a Lebanese international student studying at Çanakkale Onsekiz Mart University was evaluated in the context of language learning performance. The narrative research design, one of the qualitative research methods, was used in the study. The primary purpose of narrative research is to examine individuals' lifestyles through the stories they produce. In this study, the student's social environment, school, and friendship relations were taken into account. His daily life's contributions to language skills, academic life, and social relations were tried to be measured. The target language has been observed in the cultural life experienced by the international student. Thus, through narrative research, the student's cultural world was entered as a language learning experience. In the study, the student's vocabulary learning, communication skills, and the ability to use language in academic life were emphasized. The semi-structured interview method was used as a data collection tool in the study. After deciphering each interview, attention was paid to ensure that the data obtained were sufficiently clear. The descriptive analysis method was applied to the collected data. As a result, it has been observed that international students who learn Turkish as a foreign language hugely benefits from cultural interaction in their foreign language proficiency, communication skills, and non-verbal behavior. It has been determined that international students behave pragmatically while communicating and classify words semantically in this process. It has been remarked that vocabulary learning, and pronunciation skills develop faster in cultural life, and their anxiety states decrease as they move away from the classroom setting. It was also understood in the study that different language families affect language acquisition. Besides, it has been determined that students who have difficulties comprehending language logic experience some degree of delay in their speaking skills.
What if Musical Skill, Talent, and Creativity Were Just a Matter of Memory Organization and Strategies?
Author: Drai-Zerbib, Véronique
Date: 2016-00-00
Type: Journal Articles
Subjects: Musicians,Competence,Talent,Creativity,Expertise,Performance,Individual Differences,Memory,Recall (Psychology),Eye Movements

This article discusses musicians' skill, talent and creative aptitudes, focusing on musical reading and musical performance. Inter-individual differences between expert and non-experts are discussed in terms of specific encoding and retrieval strategies that are described in expert memory models.
School Climate, Classroom Climate, and Teaching Quality: Can Excellent Students Unravel This Connection?
Author: Goldenberg, Judy
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Environment,Classroom Environment,Teacher Effectiveness,Academically Gifted,Excellence in Education,Foreign Countries,Teacher Education

The present study examined the degree to which a teacher's practice in the classroom is influenced by external conditions at the school, and whether this influence is different in teachers from different teacher education programs. The study focused on the relationship among school climate, classroom climate, and teaching quality as they are perceived by teachers. These relationships were examined by means of an online questionnaire completed by two groups of teachers: graduates from the REGEV Outstanding Student Teacher Education Program (the Excellence Program), and graduates from traditional teacher education programs. The findings show a significant correlation between school climate and classroom climate and between school climate and teaching quality among graduates from traditional programs. This is not the case among Excellence Program graduates, where a weak correlation was found between school climate and classroom climate in the various measures (in some measures no correlation at all was found), and no correlation was found between school climate and teaching quality. The findings therefore indicate a weak influence from external factors, e.g., on school climate, on classroom climate, and even weaker influence on the teaching quality of Excellence Program graduates compared to graduates from traditional teacher education programs. The present article presents a number of possible reasons that might explain these differences, as well as the Excellence Program graduates' resilience to various external pressures.
Seemingly Benign and Not so Benign Every Day Occurrences and Words
Author: Friesen, Helen Lepp
Date: 2017-00-00
Type: Journal Articles
Subjects: Reflection,Class Activities,Discussion (Teaching Technique),Foreign Countries,College Instruction

You never know when words, phrases, photographs, images, strategies, and ideas for stories or practical classroom exercises will pop up, but if you keep your mind open to snag them when they come, you can retain a fluid inventory of notes and potential. Seemingly benign everyday occurrences can remain benign, but also have the possibility of becoming poems, discussion starters, pedagogical strategies, games, stories, reminders, or even books. Words and images can evoke reflection, give birth to a classroom discussion or inspire disturbing contemplation. Sometimes I find the ideas on my walks around the neighbourhood. Sometimes they find me, like recently at the Minnesota State Capitol.
Challenges of Managerial Functions Emerging within IGRA Professional Organizations in East Kalimantan
Author: Rukiyah, Ity
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Early Childhood Teachers,Administration,Teacher Associations,Administrative Principles

The function of &quot;Ikatan Guru Raudhatul Athfal,&quot; or what so-called by IGRA is ideally as a forum for professional development of educators and educational members of Early Childhood Education or ECE institutions. This research is aimed to figure out challenges faced by IGRA in East Kalimantan in relation to principles of organizational management i.e, planning, organizing, actuating, and controlling, or what so-called by POAC. In-dept interview was done to the head and members of IGRA in East Kalimantan in four different cities i.e, Samarinda, Balikpapan, Tenggarong, and Berau. Findings of this research indicate that principles of organizational management have not effectively been employed due to very crucial challenges, including leadership, organizational funding, IGRA members competency, government support, and some other critical barriers that trigger insufficient management implementation of IGRA in East Kalimantan. Research implications and suggestions are discussed further in this research.
The Influence of Emotion on Preservice Teachers as They Learn to Assess Student Learning
Author: Edwards, Frances
Date: 2021-04-00
Type: Journal Articles
Subjects: Student Experience,Emotional Response,Preservice Teachers,Psychological Patterns,Assessment Literacy,Summative Evaluation,Decision Making,Foreign Countries,Student Attitudes

This paper explores the experience of emotion for eight preservice teachers as they learn to assess their students while concurrently being assessed. This qualitative study utilised semi-structured interviews and assessment-related artefacts. Findings indicate that emotional engagement influenced preservice teachers' assessment decision making. The teachers also experienced emotional reactions as in turn they were assessed. This paper argues for the need of preservice teachers to be cognisant of the influence of emotion on themselves and their work, to allow them to better rationalise their assessment decision making and reflect on their practice.
The Strengths, Needs and Vulnerabilities of Gifted Employees
Author: Vreys, Carla
Date: 2016-00-00
Type: Journal Articles
Subjects: Employees,Adults,Psychological Needs,Gifted,Job Satisfaction,Cognitive Ability,Intelligence,Creativity,Motivation,Standards,Personality Traits,Stress Variables,Psychological Patterns,Burnout,Foreign Countries

The abilities of gifted employees are extremely valuable in a knowledge based economy. However, research on the functioning of gifted adults in the workplace is relatively scarce. In this study we focus on the strengths and needs of gifted employees and investigate how well these fit with their current job. We also explore which barriers may hinder gifted adults at work. The results are based on two online surveys (N = 48 and 35 respondents respectively) and biographical data. This study shows that gifted employees stand out because of their high cognitive abilities, strong willpower and creative drive. They are eager to solve complex problems and would like to allocate nearly 85% of their time to non-routine tasks. However, in reality many feel bored and experience a big gap between their intrinsic capabilities and the current requirements of their job (~ 80%). Unsuitable job contexts may lead to the desire to change jobs (~ 70%) and bore outs (~ 50%). On the other hand, gifted workers are also prone to workaholic behavior and burn-outs (1/3 respondents), because of the very high standards they set for themselves (and others). They may also suffer from emotional distress because of the 'intellectual disconnect' they experience with colleagues.
The Role of Blended Knowledge in the Development of Creative Productive Giftedness
Author: Renzulli, Joseph S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Creativity,Gifted,Performance,Epistemology,Gifted Education,Role of Education,Learning Theories,Learning Processes

Our history and culture can be charted to a large extent by the creative contributions of the world's most gifted and talented individuals. What causes some people to use their intellectual, motivational, and creative assets in such a way that it leads to outstanding manifestations of creative productivity, while others with similar or perhaps even greater assets fail to achieve at expected levels of accomplishment? The sheer amount of folk wisdom, portrayals in popular media, and biographical and anecdotal accounts about creativity and giftedness are nothing short of mindboggling. Some clarity, however, can be found by carefully examining the creativity literature. Creativity researchers, for instance, tend to agree that creativity is the combination of originality and task appropriateness as defined in a particular context (Plucker, Beghetto, &amp; Dow, 2004). Moreover, researchers have differentiated among different levels of creativity, ranging from the more subjective (mini-c) to the everyday (little-c) experiences of creativity to professional (Pro-c) and finally, eminent (Big-C) levels of creativity (Beghetto &amp; Kaufman, 2007; Kaufman &amp; Beghetto, 2009). Along these same lines, creativity researchers have also argued that although creativity can be experienced across multiple domains at lower levels of performance, high levels of creative production tend to be domain specific (Kaufman, Beghetto, Baer, &amp; Ivcevic, 2010).
Developing the School Safety Perception Scale: The Validity and Reliability of Study
Author: Erçek, Mustafa Kemal
Date: 2021-00-00
Type: Journal Articles
Subjects: Attitude Measures,Test Construction,Construct Validity,Test Reliability,Factor Structure,Factor Analysis,School Safety,Teacher Attitudes,Secondary School Teachers,Educational Environment,School Administration,Violence,Physical Environment,Hygiene,Educational Legislation,School Security

The purpose of this research is to develop a scale to determine the perceptions of teachers working in secondary schools related to school safety. Alongside the social actors, the elements involved in achieving the goals of educational activities are important actors in the solution and implementation of the school security problems. Therefore, the actors performed in this way and were want teachers' perception of safety education activities in schools is critical. The research includes a scale development study. Certain steps in the scale of development for secondary teacher's perceptions of school safety were monitored. Reliability and Validity Scale with work related to the development of exploratory and confirmatory factor analyzes were performed. Exploratory factor analysis of the obtained 40-item scale 54.233 discloses % of the total variance. Analyzes showed that reliability coefficients of scale factors ranged from 0.769 to 0.893. These values are enough to pass to the confirmatory factor analysis. Confirmatory factor analysis results showed that SSS is a valid tool to measure teachers' perceptions about school safety. Structures of this study, data collected through school safety scale set Cronbach's alpha was calculated in order to determine the internal consistency. Application in terms of behavior and School Safety &quot;Although low compared to other dimensions of size with 0.61, scale and reliability coefficients ranged between 0.80 and 0.93 for the dimensions have been determined to be highly reliable. Implications for Research and Practice: With the help of the developed scale, relations between school safety perceptions and personal variables, organizational stress, school climate, use of security technologies, occupational burnout and organizational commitment can be examined. Effects of student perceptions of school safety on their academic success can be researched. Similar scales can be developed for parents, administrators, preschool, elementary school teachers, lecturers, and university students.
Services Available from American Mensa for Students Who Are Gifted and Talented: An Overview for Teachers and Administrators
Author: Bugaj, Stephen J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Organizations (Groups),Academically Gifted,Talent,Cognitive Ability,Intelligence Tests,Adults,Children,Cognitive Development,College Entrance Examinations,Graduate Study,Reading Programs,Social Media,Poetry,Public Speaking,Lesson Plans,Acceleration (Education),Independent Study,Credits,Correspondence Study,Enrichment

Mensa is an organization of people scoring in the upper two percent on an approved intelligence test. Once considered a group for &quot;geeks&quot;, it has expanded its role to offer considerable resources to parents and teachers of the gifted. However, a review of the literature indicated that this information is not routinely available to nonmembers. Through an extensive review of the Mensa website, this article provided information on the organization, as well as its educational resources that are available to teachers who enhance the education of gifted students. Additionally, suggestions for their use in acceleration, enrichment, diversifying instruction, curriculum and planning and preparation were included.
A Self-Study Exploration of Early Career Teacher Burnout and the Adaptive Strategies of Experienced Teachers
Author: Hogan, Jarrod P.
Date: 2021-05-00
Type: Journal Articles
Subjects: Teacher Burnout,Experienced Teachers,Coping,Beginning Teachers,Teacher Role,Stress Variables,Risk,Teacher Attitudes,Peer Relationship,Reflection,Adjustment (to Environment),Work Environment,Collegiality,Social Networks,Professional Isolation,Behavior Problems,Student Behavior,Faculty Workload,Critical Theory,Teaching Methods,Elementary Secondary Education,Foreign Countries

Isolation, organisational pressures, and role-related distress, can result in teachers, particularly early career teachers (ECTs), experiencing greater risk of burnout. For many ECTs, a lack of practical strategies for dealing with these conditions contributes to this. Using self-study methodology, this research unpacks why ECTs experience burnout, identifies adaptive strategies that experienced teachers use, and discusses the applicability of these practices for ECTs. Conversations between an ECT and three experienced teachers provided alternate lenses to apply reflective unpacking of adaptive strategies. The findings illustrate how the risk of burnout for ECTs is increased by challenging student behaviour, isolation, a lack of collegiality and engagement with professional networks, and being overloaded with responsibilities. The findings also suggest that being overworked is less of a contributing factor to burnout than feeling disconnected from one's school, peers, and community. Adaptive strategies for alleviating the effects of burnout were explored and recommendations for practice presented.
Effects of the Dunn and Dunn Learning Styles Model on Reading Comprehension and Motivation: A Case Study in Innovative Learning
Author: Oweini, Ahmad
Date: 2016-00-00
Type: Journal Articles
Subjects: Cognitive Style,Models,Reading Motivation,Reading Comprehension,Reading Achievement,Elementary School Students,Grade 4,Language Processing,Reading Attitudes,Reading Instruction,Foreign Countries,Reading Tests,Achievement Tests,Achievement Gains

The effect of learning preferences on reading comprehension and motivation/attitude has been researched thoroughly in the field of education as a new approach to learning. However, these three elements have not been studied simultaneously using the Dunn &amp; Dunn's preferred learning style theory. Therefore, this study aims at analyzing the elements that motivate a student to learn and the elements that lead to academic achievement. The study is based on the Dunn &amp; Dunn's preferred learning style theory which emphasizes that each student has a specific learning style and that learner's physical, emotional, and sociological needs must be satisfied within the learning environment. Using an ABAB single case study design, an investigation was conducted to determine how learning style preferences affect reading comprehension achievement and student motivation/attitude in a fourth grade student who is struggling with language processing. To measure his attitude towards learning, The Student's Motivation toward Science Learning scale was adapted, and the Dunn &amp; Dunn learning styles were identified through the Elementary Learning Style Assessment. Results showed that the student's reading comprehension and motivational/attitude levels increased significantly when instruction used the student's preferred learning style. The results of these findings can be utilized by educators and parents to help maximize achievement and motivational/attitude levels in reading comprehension.