ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Influencing Psychological Help Seeking in Adults: A Qualitative Study
Author: Topkaya, Nursel
Date: 2015-02-00
Type: Journal Articles
Subjects: Adults,Help Seeking,Mental Health,Health Services,Qualitative Research,Social Bias,Phenomenology,Trust (Psychology),Counselor Client Relationship,Costs,Barriers,Foreign Countries,Semi Structured Interviews

The aim of the current research is to identify which factors, and in what direction these factors influence adults' decisions to seek psychological help for their personal problems. The research was designed as a phenomenology model; the data was gathered through the semi-structured interview technique, which is mostly used in qualitative research designs. In selecting the participants, the criterion sampling technique--one of the purposeful sampling techniques--was used. Two criteria were decided upon in selecting participants; being, never having pursued psychological help previously or having terminated a previous process early. There were 6 male and 4 female participants in the study. The interviews were conducted face to face and recorded by a voice-recorder. The interviews were then examined using descriptive analysis techniques. Two main themes emerged as a result of the analysis; namely, factors that inhibited and factors that facilitated psychological help seeking in adults. Social stigma, unwillingness to share problems with an unfamiliar person, the belief that private problems should be kept in the family, one's belief that he/she can solve his/her problems, and not knowing enough about the psychological help process were determined as the sub-themes for inhibiting factors. On the other hand, the availability of psychological services, the belief in the benefits of psychological services, trusting in the mental health professional, and receiving help free of cost were determined as the sub-themes for the facilitating factors. The results were discussed in relation to the literature and several suggestions were made regarding how to overcome the barriers preventing individuals from seeking psychological help and how to make facilitative factors more acceptable, so as to increase people's willingness to seek help.
Loose Coupling and Inhabited Institutions: Inclusion Policy and Teacher Strategies
Author: DeRoche, Christina
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Educational Policy,Educational Strategies,Case Studies,Interviews,Participant Observation,Elementary School Students,Learning Disabilities,Reading Difficulties,Writing Difficulties,Dyslexia,Teacher Attitudes,Attitudes toward Disabilities,Assistive Technology,Teacher Student Relationship,Organizational Theories

This case study uses interviews and participant observation to study how teachers negotiate inclusion policy in their everyday classroom interactions and strategies. Interviews consisted of two teachers and an educational assistant from one Northern Ontario classroom while participant observation was conducted for a period of seven weeks. Drawing from the framework of loose coupling and inhabited institution, this study finds that teachers actively negotiate policy in the face of classroom reality by drawing upon personal and social resources. Drawing from their previous experiences and some of their educational training they create, and implement strategies in dealing with learning diversity. Teachers felt enthusiastic about inclusion but their ideas ranged as to what it looked like; on top of their creativity in strategy making they also expressed the need for more resources and support to ensure the success of inclusion within their classrooms.
The Impact of Leadership on the Communication Satisfaction of Primary School Teachers in Serbia
Author: Terek, Edit
Date: 2015-02-00
Type: Journal Articles
Subjects: Elementary School Teachers,Transformational Leadership,Leadership Training,Job Satisfaction,Teacher Attitudes,Principals,Questionnaires,Rewards,Gender Differences,Age Differences,Educational Administration,Foreign Countries,Organizational Communication,Correlation,Teacher Administrator Relationship,Measures (Individuals),Multiple Regression Analysis

This paper presents the results of research into the effects of leadership on the communication satisfaction of teachers. The data was obtained by giving questionnaires to 362 teachers from 57 primary schools in Serbia. Leadership is shown to have a strong and positive impact on the communication satisfaction of teachers in Serbian primary schools. The following dimensions of leadership have the strongest influence: Core Transformational Leadership Behavior, Contingent Reward Behavior, and Intellectual Stimulation. The moderating effect of teachers' gender and age was examined with the observed relationships. The moderating effect of gender was confirmed in three dimensions of communication satisfaction: Communication Climate, Horizontal &amp; Informal Communication, and Organizational Integration. Any moderating effect of age was not confirmed. Primary school principals in Serbia should devote considerable attention to developing leadership and communication skills. This would serve to achieve an increase in communication and job satisfaction among teachers, which potentially creates the conditions for the improved and effective functioning of schools.
Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-Efficacy and Perceived Success
Author: Sezgin, Ferudun
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Self Efficacy,Success,Teacher Effectiveness,Predictor Variables,Positive Attitudes,Correlation,Path Analysis,Psychological Patterns,Work Attitudes,Goal Orientation,Job Satisfaction,Attitude Measures,Elementary School Teachers

This study explores the predictive influence of primary school teachers' academic optimism, hope and zest for work on perceptions of their self-efficacy and success. A total of 600 teachers were selected through stratified sampling from 27 primary schools in central districts of Ankara, Turkey, to form the research sample. Intervariable exploratory correlations were identified using the Pearson product-moment correlation coefficient, and path analysis was used to examine the direct and indirect predictive powers of these factors on teacher self-efficacy and perceived success. The research findings reveal positive and significant relationships among teacher self-efficacy, perceived success, academic optimism, hope and zest for work and that these factors positively predict teacher self-efficacy. Furthermore, academic optimism, hope and zest for work positively predict teachers' perceived success. These factors were also shown to indirectly predict self-efficacy through perceived success. Discussion of the findings is provided within the context of improving teachers' self-efficacy and positive psychological state.
Effects of Teachers' Organizational Justice Perceptions on Intention to Quit: Mediation Role of Organizational Identification
Author: Basar, Ufuk
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Organizational Culture,Justice,Teacher Persistence,Intention,Job Satisfaction,Identification (Psychology),Primary Education,Elementary School Teachers,Secondary School Teachers,Structural Equation Models,Questionnaires,Regression (Statistics),Correlation,Predictor Variables,Mediation Theory,Factor Analysis

This research aims to discover the effects of teachers' organizational justice perceptions on intention to quit as well as the mediation role of teachers' organizational identification in this process. Interactions between research variables were measured using structural equation models. The sample used comprised teachers working at primary and secondary public schools in the Çankaya district of Ankara, Turkey. Data were collected through questionnaires completed by 292 teachers who participated voluntarily. Participants were selected according to a random sampling technique. The collected data were analyzed using linear regression and multiple correlation analyses. The findings indicate significant relationships between all research variables. Teachers' procedural, distributive, interpersonal, and informational justice perceptions have a positive predictive effect on organizational identification. Distributive and interpersonal justice perceptions coupled with organizational identification have a negative predictive effect on teachers' intention to quit. Organizational identification fully mediates the predictive effect of distributive justice perception on intention to quit; however, it partially mediates the predictive effect of interpersonal justice perception on intention to quit.
Preparing Attitude Scale to Define Students' Attitudes about Environment, Recycling, Plastic and Plastic Waste
Author: Avan, Cagri
Date: 2011-05-00
Type: Journal Articles
Subjects: Student Attitudes,Psychomotor Skills,Factor Analysis,Affective Behavior,Reliability,Attitude Measures,Conservation (Environment),Likert Scales,Foreign Countries,Elementary School Students,Energy Conservation,Recycling,Environmental Education,Interviews

The aim of this study is to introduce an attitude scale in order to define students? attitudes about environment, recycling, plastics, plastic waste. In this study, 80 attitude sentences according to 5-point Likert-type scale were prepared and applied to 492 students of 6th grade in the Kastamonu city center of Turkey. The scale consists of cognitive, affective, and psychomotor skills domains. After the factor analysis it was found that they have 3, 4 and 5 factors accordingly. After the reliability analysis the alpha values for cognitive, affective and psychomotor scales are 0.854, 0.871 and 0.826 respectively. As a result, it is found that the scale can be used to define cognitive, affective and psychomotor attitudes.
Enhancing Conditions for Aboriginal Learners in Higher Education: The Experiences of Nishnawbe Aski Teacher Candidates in a Teacher Education Program
Author: Kitchen, Julian
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Indigenous Populations,Preservice Teachers,Educational Principles,Western Civilization,American Indians,Partnerships in Education,Foreign Countries,Program Descriptions,History,American Indian Education,Qualitative Research,American Indian Languages,American Indian Culture,Educational Opportunities,Travel,Family Relationship,Online Courses

This article studies a community-based Indigenous teacher education program in Northwestern Ontario in Canada. This program, the result of a partnership between the Northern Nishnawbe Education Council and Brock University, was designed to prepare Nishnawbe Aski teachers able to teacher through a Two Worlds Orientation: unique Indigenous understandings combined with Western educational principles. The program characteristics and structure are outlined. The strengths of the program, as identified by teacher candidates and teacher educators, are explored. Impediments to success are also considered.
Polyrhythmic Tapping: Examining the Effectiveness of the Strategy of Organizing Rhythmic Structures through Synthesis
Author: Yokus, Hamit
Date: 2015-02-00
Type: Journal Articles
Subjects: Teaching Methods,Pretests Posttests,Control Groups,Instructional Effectiveness,Undergraduate Students,Music Education,Experimental Groups,Comparative Analysis,Foreign Countries,Music,Hypothesis Testing,Scores

In this study the strategy of organizing rhythmic structures through synthesis is named, and defined, and its procedures are described. Its effectiveness for teaching the execution of 3:2, 4:3, 8:3, 5:4, and 3:5 polyrhythmic structures is examined and described. Pre-test and Post-test Control Group Design was employed to test the effectiveness of the strategy of organizing rhythmic structures through synthesis. The participants of the study were undergraduate students (N = 18) in their second year of study at the Gaziosmanpasa University Education Faculty's Music Education Department in the fall semester of the 2012-2013 academic year. The Polyrhythmic Tapping Test was used as a measuring instrument. Two tests were employed in this study. The Wilcoxon Signed- Rank Test was employed to analyze the pre-test and post-test data from both the experimental and control groups. The Mann Whitney U Test was used as a one-sided test to determine the variances (for the experimental and control groups) before the experiment and to determine the variances after the experiment. The results confirm that organizing rhythmic structures through synthesis is an effective way to learn how to perform 3:2, 4:3, 8:3, 5:4, and 3:5 polyrhythmic structures.
Children's Literature as an Important Tool for Education of Sustainability and the Environment
Author: Baratz, Lea
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Childrens Literature,Environmental Education,Sustainability,Socialization,Social Values,Ideology,Textbooks,Educational Policy,Course Descriptions,Teacher Education

Children's literature is operated and distributed on the basis of faith, whereby if there is a place for effective links between literature and society, then it will naturally be found first in children's literature. For the most part children's literature is goal directed and amongst its targets is the assimilation of socio-cultural values. The number of study hours for children's literature in the colleges for education is very limited, and only infrequently is the educator of the future awarded broad knowledge of children's literature during her studies at the college. Currently no study program has been designated for the connection between children's literature and sustainability and its derivatives and a method of integrating this subject into the field of literature. Due to the importance of children's literature in the assimilation of values and instilling of an ideological infrastructure which will become a way of life, it is appropriate to examine the findings of literary works in literature textbooks and before this the outline of the subject in the syllabus. One should introduce environmental studies into existing subjects and introduce environmental studies as a new subject in the syllabus.
Investigation Regarding the Pre-Service Trainings of Primary and Middle School Principals in the United States: The Case of the State of Michigan
Author: Gumus, Emine
Date: 2015-02-00
Type: Journal Articles
Subjects: Principals,Leadership Training,Secondary Schools,Elementary Schools,Middle Schools,Semi Structured Interviews,Administrator Attitudes,Administrator Qualifications,Masters Degrees,Educational Administration,Certification,Prerequisites,Graduate Study,Continuing Education,Qualitative Research

The purpose of this research is to determine the requirements of being a school principal and investigate the pre-service trainings of primary and middle school principals in the United States. In accordance with this aim, semi-structured interviews were conducted with 16 primary and middle school principals from the state of Michigan. In this research, the NVivo 8 software program was used for qualitative analysis, while the data from the interviews were analyzed through induction analysis. The results indicated that all of the school principals identified two fundamental requirements of being a principal: (1) a master's degree in educational administration and (2) administration certification. Furthermore, it was emphasized that if any principal candidates possessed master's degrees in disciplines other than educational administration, then they were required to participate in the &quot;+18&quot; program (provided by various educational administration programs at state universities) and acquire all 18 credits that consist of fundamental courses in this field of study. In terms of pre-service education, the school principals stated that the most important pre-service trainings in the process of their professional development included internships and courses taken during their graduate study.
Challenges of Biodiversity Education: A Review of Education Strategies for Biodiversity Education
Author: Navarro-Perez, Moramay
Date: 2012-01-00
Type: Journal Articles
Subjects: Biodiversity,Environmental Education,Conservation Education,Literature Reviews,International Organizations,Conferences (Gatherings),Program Implementation,Definitions,Information Dissemination,Success,Barriers,Guidelines,Public Opinion

Biodiversity conservation has increasingly gained recognition in national and international agendas. The Convention on Biological Diversity (CBD) has positioned biodiversity as a key asset to be protected to ensure our well-being and that of future generations. Nearly 20 years after its inception, results are not as expected, as shown in the latest revision of the 2010 CBD target. Various factors may affect the implementation of the CBD, including lack of public education and awareness on biodiversity-related issues. This paper explores how biodiversity education has been carried out and documents successes and failures in the field. Based on a comprehensive literature review, we identified four main challenges: the need to define an approach for biodiversity education, biodiversity as an ill-defined concept, appropriate communication, and the disconnection between people and nature. These represent obstacles to the achievement
Perceptions of Elementary School Teachers Concerning the Concept of Curriculum
Author: Yurdakul, Bunyamin
Date: 2015-02-00
Type: Journal Articles
Subjects: Elementary School Teachers,Curriculum Research,Concept Formation,Teacher Attitudes,Investigations,Phenomenology,Semi Structured Interviews,Qualitative Research,Fidelity,Curriculum Development,Professional Autonomy,Teaching Experience,Teacher Characteristics,Figurative Language,Teacher Competencies,Foreign Countries

As the meaning that teachers attribute to curriculum includes important data concerning curriculum development as well as affects their teaching process, this study investigated the perceptions of elementary school teachers regarding the concept of curriculum. The participants of the study, which was carried out using the phenomenological design, were determined using typical case and maximum variation sampling techniques. The data which was obtained from 26 participating elementary school teachers was collected using a semistructured interview form consisting of questions on perception and concept analysis. The qualitative data set was subjected to content analysis using an inductive approach. The findings were organized under two categories, namely, curriculum perception as a product of experience and the structural meaning of curriculum experience. The results of the study showed that elementary school teachers perceive curriculum as a theoretical text, political text, scope (content), or as guide books prepared by publishers, and that the curriculum is shaped in practice. In addition, the codes making up curriculum fidelity in the teaching process were grouped under two themes, adaptation and adoption. The study has found that in order for elementary school teachers to be able to adapt the curriculum during the process of teaching, they first need to understand the philosophy of curriculum and be competent at paralleling the curriculum with the context. In other words, they need to understand the curriculum and question the context in which it provides the service of teaching. In this respect, it has been recommended that teacher education programs should be examined in terms of their competency in training teachers who adapt the curriculum, and that the level of curriculum fidelity of a teacher during the teaching process should be studied.
Factors That Influence Student's Satisfaction in an Environmental Field Day Experience
Author: Wang, Hui-Hui
Date: 2011-01-00
Type: Journal Articles
Subjects: Influences,Performance Factors,Field Experience Programs,Participant Satisfaction,Environmental Education,Learning Experience,Field Trips,Factor Analysis,Grade 5,Student Surveys,Observation,Delphi Technique,Multiple Choice Tests,Multiple Regression Analysis,Student Attitudes

A field trip is a common strategy used by educators to bring out-of-school learning experience into schools. Many research studies suggest a field trip will not only bring an individual close to the real-world, but may also increase an individual's environmental knowledge and responsible behaviors. Program evaluations usually focus on the predetermined outcomes, such as increasing environmental knowledge and responsible behaviors, which were decided by environmental educators and programmer planners. It is known that positive emotions help promote creativity and attention for learners. This paper suggests that increased satisfaction on student field trip experiences, leads to the achievement of programs predetermined goals and outcomes. This study focuses on investigating the factors that influence students' satisfaction in a field day experience. In this study, we found that presenters, social content, and learning related condition are critical criteria to improve students' satisfaction in a field day experiences.
Effects of Using Case-Study Method in Social Studies on Students' Attitudes towards Environment
Author: Akengin, Hamza
Date: 2012-06-00
Type: Journal Articles
Subjects: Academic Achievement,Student Attitudes,Case Studies,Units of Study,Achievement Tests,Grade 6,Elementary School Students,Attitude Measures,Control Groups,Scores,Social Studies,Experimental Groups,Teaching Methods,Environmental Education,Foreign Countries

This study has aimed to inquired whether there was a significant difference between academic achievement and attitudes of 6th grade students who learned &quot;The Resources of Our Country&quot; unit of social studies through case studies and students who learned this unit with teaching based on existing unit. Besides it was aimed to present thoughts and feelings of the students about the case study method aided learning- teaching process. Pretest-posttest control group design was used in this study and 30 students selected as experimental group while 30 students formed the control group who were from 6th grade from a primary school in 2008-2009 teaching year. During the study, pre-achievement test and pre-attitude scale were applied to the experimental and control group initially and the implementation process was began after it. In this process it was determined that there weren't any significant difference groups in regards to pre-test and pre-attitude tests scores.
Sustainability as a Framework for Analyzing Socioscientific Issues
Author: Dani, Danielle
Date: 2011-01-00
Type: Journal Articles
Subjects: Sustainability,Environmental Education,Science Education,Educational Change,Science Teachers,Decision Making,Preservice Teachers,Teacher Education Programs,Scientific Literacy,Mixed Methods Research,Middle School Teachers,Methods Courses,Controversial Issues (Course Content),Assignments

Scientific and environmental literacy are cornerstones of science education reform and twenty first century citizenry. The ability to make decisions about socioscientific issues is a characteristic of scientific and environmental literacy. This study uses the Sustainability Triad to explore preservice science teachers' analyses and decision-making about socioscientific issues. Results indicate that preservice science teachers do not consistently use the dimensions of the Sustainability Triad as they analyze socioscientific issues, and make decisions that are not sustainable. Recommendations for science teacher preparation programs that emphasize sustainability considerations are provided.