ethanporcaro/eric-fulltext-meta huggingface dataset:
Problem Solving and Resilience Self-Efficacy as Factors of Subjective Well-Being in Greek Individuals with and without Physical Disabilities
Author: Samsari, Eleni P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Solving,Resilience (Psychology),Self Efficacy,Well Being,Correlation,Physical Disabilities,Foreign Countries,Young Adults,Age Groups,Predictor Variables,Satisfaction,Gender Differences

The way that individuals perceive their well-being may vary depending on their self-efficacy especially towards a difficult life situation, such as the physical disability. The aim of this study is to examine the relationships among problem solving self-efficacy, resilience self-efficacy and subjective well-being and the differentiation among these factors between people with and without physical disabilities. A self-report questionnaire was administered to 150 individuals with physical disabilities and 150 individuals without disabilities in Greece. Results showed positive correlations among problem solving self-efficacy, resilience self-efficacy and subjective well-being, while statistically significant differences were found in the level of the above factors between participants with and without disability. Furthermore, the need for an escort and the satisfaction with transportation autonomy could predict much variance in self-efficacy and subjective well-being for individuals with physical disabilities. The implications of findings for the psychosocial adjustment of people with physical disabilities are discussed.
The Effects of a Theatrical Play Programme on Social Skills Development for Young Children with Autism Spectrum Disorders
Author: Mpella, Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Theater Arts,Play,Autism,Pervasive Developmental Disorders,Physical Education Teachers,Elementary School Students,Foreign Countries,Interpersonal Competence,Check Lists,Cooperation,Attention,Anxiety,Risk,Empathy,Behavior Change,Compliance (Psychology),Program Descriptions,Inclusion,Children,Intelligence Tests,Student Characteristics,Outcomes of Education,Teaching Methods

The purpose of this study was to examine the effects of a theatrical play programme on social skills development for young children with Autism Spectrum Disorders (ASD). Six children with ASD were selected by purposive sampling (M=10.6 years), and their typically developing peers (N=132) (M=10.3 years), attending general primary schools in Greece participated in the study. All participants, both ASD and typical children, attended a theatrical play programme with the physical education regular school programme alongside. A physical education teacher and six integration classroom teachers of six different classes recorded the social skills of six children with ASD after every theatrical play session (16 educational sessions) for eight weeks. Social skills were evaluated using the &quot;Social and Play Skills&quot; checklist of the Collaborative Model for Promoting Competence and Success (COMPASS) by Ruble, Dalrymple, and McGrew (2012). This checklist is composed of three parts: social awareness, joint attention skills and play that facilitate teachers to observe different aspects of social interactions including social skills. Results showed improvement in cooperation, attention, obedience, and empathy in four of the six participants. All six children reduced anxiety risk and repeatability giving a potential promise in improving the social functioning in children with ASD through the cooperation with their peers.
Mathematical Ability of Deaf, Average-Ability Hearing, and Gifted Students: A Comparative Study
Author: Hassan, Abdulhameed Saeed
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Skills,Deafness,Hearing (Physiology),Academically Gifted,Foreign Countries,Grade 6,Grade 7,Grade 8,Comparative Analysis,Problem Solving,Gender Differences

The purpose of this study was to explore the performance of three groups of students, gifted hearing students (GH), average-ability hearing students (AH), and deaf students (DF) on mathematical ability. The sample consisted of a total of 167 students (91 males and 76 females). Deaf students came from the Al-Amal School (an inclusive school for deaf students in Muscat, the capital of Oman) while average-ability hearing and gifted students came from public school students in Muscat in grades 6, 7, and 8. The tools of the study consisted of mathematical ability tests and Snigders-Oomen Non-verbal Intelligence (SON-R 5½-17). The researchers used the two-way ANOVA to answer the study questions. The results showed a significant main effect of the group (GH, AH, and DF). Post hoc analyses indicated that gifted students' level of mathematical ability was higher than AH and DF students. Deaf students scored the lowest among the three groups. The main effect of gender was not significant. The results of this study are discussed in relation to educational practices required to diminish the gap between hearing and deaf students in mathematical ability.
Parents&apos; Attitudes to Inclusive Education: A Study Conducted in Early Years Settings in Inclusive Mainstream Schools in Bangkok, Thailand
Author: Sharma, Juhi
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Inclusion,Social Development,Special Education,Foreign Countries,Special Needs Students,Teacher Education,Educational Benefits,Peer Acceptance,Positive Attitudes,Academic Achievement,Preschool Education,Disabilities

The purpose of this study was to explore the under researched area of parents' attitudes towards inclusion in inclusive mainstream early years settings in Thailand. The sample consisted of 71 parents: those with typically developing children (TDC) (50 parents) and children with special educational needs (SEN) (21 parents), residing in Bangkok, Thailand. Data was collected through the use of a mixed methods approach. The results of this study indicate that overall parental attitudes toward inclusion are positive. Parents of TDC identified social development of their children as the key benefit of inclusion but seemed to be concerned about the need for teacher training. Parents of children with SEN identified social acceptance and improved academic skills as advantages of inclusion for their children. Their concerns also focused on mainstream teachers having appropriate training to successfully integrate students with disabilities, and the deployment of special education staff in the regular classroom.
Inclusive Education and the &quot;Balkanization&quot; Professionalization of the Specialized Field of Studies in Special Education Postgraduate Programs: The Case of Sweden
Author: Berhanu, Girma
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,Specialization,Special Education,Teacher Education Programs,Foreign Countries,Educational Policy,Educational Practices,Graduate Study,Neoliberalism,Professionalism,Educational Demand,Special Needs Students,Individualized Instruction,Classification,Educational Resources,Educational Planning

This short paper has two pronged purposes. The first is to reflect on policies and practices of inclusive education in Sweden and the second is to problematize the implications of the continuous proliferation of the specialized field of studies in Special Education postgraduate programs in Sweden. The current Swedish political and educational discourses reflect contradictions and dilemmas among varied dimensions of the educational arena. Policy and practice decisions involve dilemmas. Sweden may be characterized by an embodiment of a strong philosophy of universalism, equal entitlements of citizenship, comprehensiveness, and solidarity as an instrument to promote social inclusion and equality of resources. Within the past decades, however, the country has undergone a dramatic transformation. The changes are framed within neo-liberal philosophies such as devolution, market solutions, competition, effectivity, and standardization, coupled with a proliferation of individual/parent choices for independent schools, all of which potentially work against the valuing of diversity, equity and inclusion (Berhanu, 2011, 2016). The second concern of this paper is: Does the current specialization or diversified form of studies within Special Education postgraduate programs (Teacher Training Programs) support the inclusive agenda, or does it hamper the vision? In addition, recent developments to create new categories or subcategories of special education have the potential not only to tie up administrative and diagnostic resources but also to create an increasingly less manageable array of separate special education programs. This Balkanization process with regard to a number of select disorders has advantages and disadvantages. My concern is that the very existence of &quot;highly specialized knowledge domains&quot; may result in a new form of exclusion and segregation. This is a scenario that one can imagine or expect with the proliferation or balkanization of specialized studies in numerous strands unless we plan carefully as to how to utilize these skills and expertise within inclusive settings.
A Phenomenological Study of Practicum Experience: Preservice Teachers&apos; Fears
Author: Ozmantar, Zehra Keser
Date: 2019-00-00
Type: Journal Articles
Subjects: Phenomenology,Preservice Teachers,Fear,Student Attitudes,Practicums,Holistic Approach,Turkish,Language Teachers,Teacher Education Programs,Classroom Techniques,Self Efficacy,Foreign Countries,Teacher Student Relationship,Student Evaluation of Teacher Performance,Inclusion,Criticism,Student Motivation,Teacher Effectiveness,Individual Development

This study examines and explores PSTs' fears realised during the practicum period. In order to achieve an in-depth understanding, a phenomenological and holistic approach has been adopted. Data were collected from 22 preservice teachers via reports with open-ended questions on a weekly basis during the whole practicum period. 211 reports were analysed through inductive thematic coding. The analysis led to discrimination of twelve different yet interrelated sources of fear. It is argued that PSTs' fears are learnt and resulted from a perception of threat, uncertainties involved in situations, possibility of deteriorating conditions of the future events and/or anticipatory reflections. The paper also explicates on the protective feature of fear, which is discussed to have a potential to support PSTs' self-development and professional-preparation.
The Effect of Interactive Book Reading Activities on Children&apos;s Print and Phonemic Awareness Skills
Author: Altinkaynak, Senay Özen
Date: 2019-00-00
Type: Journal Articles
Subjects: Phonemic Awareness,Pretests Posttests,Comparative Analysis,Foreign Countries,Kindergarten,Reading Aloud to Others,Reading Skills,Teaching Methods,Alphabets,Reading Materials,Outcomes of Education,Skill Development,Measures (Individuals)

The purpose of the current study is to investigate the effect of interactive book reading activities on children's print and phonemic awareness skills. In the current study, the semi-experimental pretest-posttest control group design was used. The sampling of the study consists of 34 children attending independent kindergartens in the city of Kars. Of these 34 children, 17 were assigned to the experimental group and 17 were assigned to the control group. To the experimental group students, children's books were read three times a week for eight weeks in total through the interactive books reading method. The control group students; on the other hand, were read books through the traditional book reading method. In the analysis of the collected data, Mann Whitney U Test and for relational measurements, Wilcoxon Signed Ranks Test was used. At the end of the study, it was found that the interactive books reading activities had significant effects of the development of the children's phonemic and print awareness skills.
An Analysis of the Effects of Multimedia Teaching on Student Achievement
Author: Bulut, Ramazan
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,Multimedia Instruction,Teaching Methods,Correlation,Social Studies,Class Size,Acoustics,Sequential Approach,Scores,Pretests Posttests,Secondary School Students,Achievement Tests,Learning Motivation,Student Attitudes,Classroom Techniques,Foreign Countries

Multimedia settings can be defined as digital settings in which elements with visual, audio or visual-audio characteristics that appeal to individuals' auditory and visual senses are presented in a combined way. Such settings are employed in numerous fields including movies, advertisements, tourism, commerce and education. The aim of the study is to analyse the effects of social studies education based on multimedia setting on students' academic achievement. The study was designed using the explanatory sequential design which is part of the mixed method. The major finding of the study is that social studies teaching based on the multimedia setting had much more positive effects on student achievement than traditional teaching, but this effects was not statistically significant. The qualitative findings suggested that the reason for it is related to crowded classroom size, high levels of students' academical readiness and noise in the classrooms. It is possible to conclude that teaching based on multimedia setting has much more positive effects on academic achievement in contrast to traditional teaching and it makes topics to be learned much more understandable and learning environment much more fun.
Helping Students Comprehend the Needs of Living Things in Their Natural Habitats through Creative Drama Technique: A Musical Chair Game
Author: Yilmaz, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Private Schools,Student Attitudes,Animals,Animal Behavior,Teaching Methods,Content Analysis,Knowledge Level,Environmental Education,Transportation,Drama,Music Activities,Foreign Countries,Safety,Secondary School Students,Educational Games,Conservation (Environment),Natural Resources,Food,Ecology,Wildlife

This study aimed to develop secondary school seventh-grade students' awareness of natural habitats and the interactions among living things, as well as reveal their views on the problems encountered. The study was designed as a case study, a qualitative perspective and conducted with 64 students from a private school during the 2017-2018 academic year. Three open-ended questions were posed in semi-structured interviews and the students' responses were analyzed using the content analysis technique. The results revealed that the students developed an awareness of natural habitats and the interaction among living things. The students proposed the protection of living things, protection and reproduction of habitats, transportation of living things to more suitable habitats, and protection of the natural balance, as solutions to the problems that might arise in natural habitats.
Evaluation of Zero Hour Contracts within Ecoliteracy in New Zealand (NZ)
Author: Okur-Berberoglu, Emel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ecology,Contracts,Employer Employee Relationship,Multiple Literacies,Working Hours,Civil Rights,Government Role,Compliance (Legal),Social Justice,Food Service,Job Security,Income,Strikes,Employment Practices,Employment Problems,Court Litigation,Quality of Life,Migrants

Zero hour contract is an arrangement between employers and employees which does not include minimum working hours and employees have to be available in order to work in any time. There is a legal definition of it in New Zealand recently however it might be carried out under casual contract which is legal. Zero hour contract is a big problem in terms of employees and ecoliteracy because it causes exploitation of the employees' rights. The aim of this study is therefore to evaluate the applications of zero hour contracts within ecoliteracy in New Zealand. It will then focus on specific points, negative aspects--in terms of employees--and the local implications of zero hour contracts. In conclusion, it may be said that the zero hour contract should be checked by the government regularly and employees' rights should be protected legally in New Zealand.
Recycling Awareness Education: Its Impact on Knowledge Levels of Science Teacher Candidates
Author: Aksan, Zeynep
Date: 2019-00-00
Type: Journal Articles
Subjects: Recycling,Environmental Education,Preservice Teachers,Science Teachers,Knowledge Level,Behavior Change,Sustainable Development,Conservation (Environment),Pollution,Natural Resources,Energy Conservation,Foreign Countries,Attitude Change

The study was carried out to determine the impact of waste recycling education given to Science Teacher candidates for sustainable improvement of their knowledge levels about waste and recycling. The study was designed according to the single group pretest-posttest experimental design in line with the main purpose of the study. The sample of the study consists of 30 volunteer Science Teacher candidates studying in 3rd and 4th grade in Science Teaching Department of Faculty of Education. Recycling Knowledge Test developed by the researcher was used as a data collection tool in the study. Within the scope of the study, 30 Science Teacher candidates were educated for 10 weeks. Pre-test and post-tests were applied to teacher candidates before and after the course. In the study, the data obtained from the Recycling Knowledge Test was analyzed by content analysis. As a result of the study, it has been seen that knowledge levels of Science Teacher candidates on recycling have increased and that teacher candidates' behaviors towards recycling changed positively.
High School Teachers&apos; Perception of Institutional Trust
Author: Erdem, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Teachers,Trust (Psychology),Foreign Countries,Teacher Administrator Relationship,Teacher Student Relationship,Parent Teacher Cooperation,Safety,Gender Differences,Academic Rank (Professional),Institutional Characteristics

The current study aims to determine the teachers' views on trust in high schools. The study group of the research consisted of 138 teachers who served general, Anatolian, and vocational high schools within the borders of city of Van. The researcher developed a semi-structured interview form as a data collection tool. Nine sub-titles were included in relation to the reasons for trust and distrust. Teachers' responses in the interview form were computerized and their percentages and frequencies were calculated. Each response was numbered and coded and put on the statistics software. Through the statistics software, percentages and frequencies of teacher views in relation to high school type, gender, and seniority were obtained. Teachers stated 604 views in total. 314 of these views were of trust and 290 were of distrust. In relation to trust, teachers mostly stated reasons stemming from administrators and teachers; they mostly stated the reasons stemming from students and parents, in relation to distrust. General and vocational high school teachers stated that they felt reassured when students were respectful and polite whereas Anatolian high school teachers said that they felt reassured when students were admitted through an exam. Both general and Anatolian high school teachers stated that they felt unsafe due to inefficient administrators whereas vocational high school teachers stated that they felt unsafe due to favoritism by administrators.
A Descriptive Content Analysis of the Studies on Mathematics Education in International Classroom Teaching Education Symposium (USOS)
Author: Turgut, Sedat
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Instruction,Elementary School Mathematics,Content Analysis,Conferences (Gatherings),Educational Research,Publications,Geometry,Data Collection,Statistical Analysis,Turkish,English,Preservice Teachers,Elementary School Teachers,Research Methodology

By using the descriptive content analysis, this research study aimed to evaluate the studies on mathematics education presented within the scope of International Classroom Teaching Education Symposium (USOS) and published in proceeding book between 2014-2018. Findings of the study indicated that the number of studies conducted about mathematics teaching has increased in last five years. In terms of publishing language, the studies were in Turkish and conducted by Turkish researchers although USOS is an international scientific event. In terms of research field, the number of the studies conducfted in the field of geometry and examining mathematics and geometry together is quite few. In terms of study group/sample, the research studies were conducted with elementary students, pre-service elementary teachers and elementary teachers. In terms of research model/pattern, survey and case studies were preferred by a majority. Besides, the information on research model/pattern was not stated in a majority of research studies. As a data collection tool; test, interview form, scale, open-ended question and questionnaire were mostly used. In some studies, the information about data collection tool was not given. As data analysis technique, content analysis and predictive statistical techniques were commonly used. In a majority of the studies, the information about data analysis technique was not given.
A Metaphoric Study on Classroom Teacher Candidates&apos; Perception of Nuclear Power Plants in a Socio-Scientific Issues-Based Environmental Education Class
Author: Karakas, Hamdi
Date: 2019-00-00
Type: Journal Articles
Subjects: Nuclear Energy,Figurative Language,Preservice Teachers,Environmental Education,Phenomenology,Economics,Health,Course Descriptions,Student Attitudes,Content Analysis,Radiation,Foreign Countries,Safety,Controversial Issues (Course Content),Preservice Teacher Education,Language Usage

The purpose of this study is to determine the metaphors that the candidate teachers develop about the nuclear power plants in a socio-scientific issues-based environmental education class and the justification of these metaphors. The study was constructed on the basis of a qualitative research model and phenomenological (phenomenology) pattern was used. The study was conducted during an academic semester in the environmental education course. The researcher presented to the classroom teacher candidates the positive and negative effects of the socio-scientific situations on environment, human development, economy, and health. It was ensured that teacher candidates were able to relate these issues to the subjects of environmental education course, assess the difficulties and discuss them with large group studies. A study for building the metaphors was conducted in the activity carried out for nuclear power plants as the last activity of the implementation process. The research was conducted with 197 classroom teacher candidates and the data were collected through a metaphor questionnaire prepared in a semi-structured form and the content analysis method was used in data analysis.