ethanporcaro/eric-fulltext-meta huggingface dataset:
Widening Participation and Linguistic Engagement in Australian Higher Education: Exploring Academics&apos; Perceptions and Practices
Author: Burke, Rachel
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,College Faculty,Teacher Attitudes,Nonstandard Dialects,Foreign Countries,Language Usage,Barriers,Disproportionate Representation,Indigenous Populations,Pacific Islanders,Access to Education,Refugees,English (Second Language),Immigrants,Second Language Learning,Universities,Teacher Role,Language Attitudes,Academic Support Services,Student Characteristics,College Students,Vocabulary Development,Course Content,Teaching Methods,Teacher Student Relationship,Scaffolding (Teaching Technique),Academic Language,Native Language,English

Language practices represent significant barriers to engagement in higher education for many learners from traditionally underrepresented backgrounds. In Australia, such students may be Aboriginal and Torres Strait Islander learners, students from rural and remote locations, learners who are the first in their family to access higher education, from non-English speaking backgrounds, learners with interrupted schooling due to refugee or asylum seeker experiences, or first language speakers of English dialects that vary from the dominant forms privileged in the academy. While subject-specialist language and engagement with text can present ongoing challenges for many learners, such linguistic barriers--and the practical implications for academics engaged in teaching--often receive limited attention in institutional policy. This article reports on research that sought to critically examine how ten academics from different disciplines and university contexts perceive their role in the linguistically diversified academy, particularly but not exclusively, in relation to students from traditionally underrepresented backgrounds. The experiences of the ten academics who contributed to this research offer a useful vantage point from which to consider the various ways in which language may be conceptualized in higher education, the possibilities for embedding linguistic support in content area instruction, and the need to ensure tailored and responsive language assistance for learners throughout their studies.
Physical Education and Sports Course Value Orientations of Secondary School Students
Author: Karaca, Yasin
Date: 2020-10-00
Type: Journal Articles
Subjects: Secondary School Students,Physical Education,Value Judgment,Student Attitudes,Gender Differences,Age Differences,Socioeconomic Influences,Athletics,Team Sports,Family Income,Foreign Countries

The aim of this study was to examine the value orientation of secondary school students in Physical Education (PE) in terms of gender, age, doing regular sports, participating in school teams, and family income variables. In this research, the general scanning method was used. The study sample consisted of 419 volunteer students who studied at secondary schools in central Malatya, selected using a simple random sampling method. The Physical Education Course Student Value Orientation Scale was used for research purposes. In the research, frequency and percentage analysis, Variance analysis, and the Tukey test were used. As a result of the research, the PE value orientation of male students was higher than that of female students, the sportive virtue behavior of students was higher than that of the age group of 13 compared to that of the age group of 15, and students with low family incomes were more likely to act in solidarity than students with high incomes. The most remarkable result of the study is that students who doing regular sports and participating in school teams have higher PE lesson value orientations than other students. These results show that students can be developed some responsibility behaviors through PE.
Investigation of the Effect of the &quot;Violence Reduction Psychoeducation Program&quot; on Anger, Violence and Aggression Levels of Students
Author: Akan, Yunus
Date: 2021-00-00
Type: Journal Articles
Subjects: Violence,Aggression,Psychological Patterns,Student Behavior,Adolescents,Preadolescents,Program Effectiveness,Secondary School Students,Self Control,Prevention,Foreign Countries,Psychoeducational Methods,Communication Skills,Conflict Resolution,Emotional Response,Empathy

The study aimed to examine the effect of the &quot;Violence Reduction Psychoeducation Program (VRPP) for Students 11-18 Years Old&quot; on the anger, violence, and aggression levels of students. &quot;Quasiexperimental Designs with Pre-test and Post-test Control Group&quot; were used in the study. The sample of the study consisted of 114 students studying in Selçuklar secondary school affiliated to Mersin Provincial Directorate of National Education in the 2018-2019 academic year. The program was applied to the experimental group for 8 weeks with 1 session per week and 60-70 minutes in the conference hall of the school. To test the effectiveness of the program, the &quot;Continuous Anger and Anger Expression Style Scale,&quot; &quot;Buss Perry Aggression Questionnaire&quot; and &quot;Aggression Scale&quot; were used as measuring instruments. &quot;Independent Sample T-Test,&quot; &quot;Covariance Analysis&quot; and &quot;Two-Way Variance Analysis for Repeated Measurements&quot; were used for data analysis. As a result of the research, it was observed that the program was effective in reducing the anger, violence, and aggression levels of the students and it was concluded that it is a valid and reliable program applicable to secondary school students in Turkey. Suggestions that such programs to prevent anger, violence, and aggression to be placed on the system of education and school curricula within the scope of preventive and developmental guidance and to be applied to students from an early age by the school psychological counselors have been made. It is thought that the program will contribute to the field of Psychological Counseling and Guidance as preventive guidance and will also be a pioneer in new studies in this field.
Teaching Explicit Social-Emotional Skills with Contextual Supports for Students with Intensive Intervention Needs
Author: Bierman, Karen L.
Date: 2021-03-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Behavior Problems,At Risk Students,Teacher Student Relationship,Peer Relationship,Emotional Disturbances,Behavior Disorders,Intervention,Social Emotional Learning,Self Control,Interpersonal Competence,Student Needs,Child Development,Neurological Organization,Context Effect,Evidence Based Practice,Cognitive Development,Children,Adolescents,Cognitive Restructuring,Behavior Modification

Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBDs). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and maintaining positive social relationships and adjusting adaptively to the school context. Managing behavior alone does not address the self-regulatory skills deficits that contribute to social maladjustment, nor does it create socializing contexts that can support self-regulatory skill development. This article reviews research on neurodevelopmental processes and contextual constraints that contribute to the social-emotional difficulties of students with or at high risk for EBD. Implications for intervention design are explored, with a focus on the need for more consistent use of tiered social-emotional learning programs in schools to promote the self-regulation skills and social competence of vulnerable students with or at risk of EBDs. The authors also highlight the need for future research to enhance capacity to support tiered systems of intervention in schools and tailor them effectively to meet the varied needs of these students. [For the corresponding grantee submission, see ED610547.]
Learning Agility of School Administrators: An Empirical Investigation
Author: Özgenel, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Assistant Principals,Administrator Characteristics,Learning,Gender Differences,Status,Age Differences,Educational Attainment,Public Schools,Foreign Countries

In this study, it was aimed to determine whether school administrators' learning agility levels differ according to their gender, seniority, school levels served, educational status, ages and administrative duties (principal and vice-principal). The research was carried out according to the survey model frequently used in quantitative research methods. A total of 428 volunteer administrators composed of 160 school principals and 268 vice-principals participated in the study. The data were collected with the &quot;Marmara Learning Agility Scale&quot; developed by Yazici and Özgenel (2020). The collected data were analyzed using t-test and ANOVA tests in the SPSS statistics program. According to the analysis, school administrators' overall level of learning agility is very high. While learning agility levels did not differ significantly according to the gender and school levels of the administrators, the level of learning agility of administrators who have postgraduate education is higher than that of who's having only a bachelor's degree. In addition, the learning agility levels of school principals are higher than vice principals. Similarly, administrators with higher seniority and age have higher learning agility than administrators with lesser seniority and age.
Prediction Validity of Teaching Efficacy on Task-Centered Anxiety: A Study on Physical Education Teacher Candidates
Author: Erbas, Mustafa Kayihan
Date: 2020-10-00
Type: Journal Articles
Subjects: Predictive Validity,Self Efficacy,Teacher Effectiveness,Teacher Competencies,Pedagogical Content Knowledge,Task Analysis,Anxiety,Physical Education,Preservice Teachers,Undergraduate Students,Gender Differences,Athletics,Correlation,Foreign Countries

This study aimed to determine the relationship between physical education teacher candidates' teaching efficacy and task-centered anxieties. Correlation survey model was used in this research. The research group consisted of 228 prospective physical education teachers, 84 of whom were female (37%) and 144 were male (63%), who were educated in the 3rd and 4th grades in 5 different universities. Personal information form, Teacher Occupational Anxiety Scale and Physical Education Teaching Efficacy Scale were used as data collection tools. In the analysis of the data in the research descriptive statistics were used. In advanced analysis, Pearson Moments Product Correlation Coefficient technique was used to determine the level and direction of the relationship between the teaching efficacy and task-centered anxiety levels of the physical education teacher candidates. In addition, whether the teaching efficacy levels of the physical education teacher candidates are predicting the task-centered anxiety levels were tested by multi-directional regression analysis. As a result of the analysis, It was determined that there was a moderate positive correlation between total teaching efficacy levels and task-centered anxiety levels, and when the results regarding the significance of regression coefficients were analyzed, only total teaching efficacy levels were significant and significant predictors of task-centered anxiety levels.
An Investigation of Biology Teachers&apos; and Students&apos; Views on Teaching about Viruses in Secondary Education in Turkey
Author: Takmaz, Sema
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Teachers,Biology,Microbiology,Secondary School Students,Student Attitudes,Teacher Attitudes,Concept Teaching,Relevance (Education),Visual Aids,Instructional Effectiveness,Science Instruction,Foreign Countries

The purpose of the study was to investigate the views of Biology teachers and secondary education students on virus-related subjects taught in secondary education in Turkey. The study adopted the case study deign, one of the qualitative research methods. The participants, who were selected randomly, consisted of 26 Biology teachers and 51 secondary education students on voluntary basis. The data were collected via a semi-structured interview form on viruses that was developed by the researchers. The data were analysed using content analysis method. The results revealed that both student and teacher participants' responses to the question concerning &quot;linking the subject with daily life&quot; showed parallelism; student participants were well-aware that their life would be affected if the viruses were active in their environment, teachers' competencies were considered important for teaching virus-related subjects; and both student and teacher participants were of the opinion that virus-related subjects could be taught more effectively through visual materials.
Qualitative Evaluation of Prospective Science Teachers&apos; Concept Maps about the Atom
Author: Mustu, Özlem Eryilmaz
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,College Seniors,Science Education,Nuclear Physics,Models,Concept Mapping,Concept Formation,Scientific Concepts,Difficulty Level,Knowledge Level,Public Colleges,Foreign Countries

Concept maps are used to assess and improve prospective teachers' conceptual understanding levels. In this research, the aim was to describe prospective science teachers' conceptual understanding of the atom by using concept maps. The research employed the case study approach, one of the qualitative research patterns. The research group consisted of 15 fourth-year prospective science teachers. The concept maps drawn by the participants were used to describe their conceptual understanding of the atom. For data analysis, the descriptive analysis method, one of the qualitative analysis methods, was used. The data obtained from the concept maps were divided into the categories previously defined by the researcher. The created categories were evaluated by two academics with expertise in physics education, and a correspondence analysis was conducted. As a result of the research, it was concluded that prospective teachers could establish successful and meaningful propositions in concept maps, however, most of the propositions were collected in the categories of &quot;meaningless,&quot; &quot;improvable,&quot; or &quot;acceptable.&quot;
Tiered Systems of Adaptive Supports and the Individualization of Intervention: Merging Developmental Cascades and Correlated Constraints Perspectives
Author: Farmer, Thomas W.
Date: 2021-03-00
Type: Journal Articles
Subjects: Emotional Disturbances,Behavior Disorders,Intervention,Student Needs,Students with Disabilities,Holistic Approach,Response to Intervention,Systems Approach,Models,Student Behavior,At Risk Students,Delivery Systems,Specialists

Although tremendous advances have been made in the development of evidence-based services and strategies to prevent and treat emotional and behavioral disorders (EBDs) in children, often such programs may be necessary but not sufficient to address the circumstances and needs of a specific student. The purpose of this introductory article and this broader special issue on the adaptation and individualization of evidence-based approaches for students with EBD is to consider innovations for tailoring multifactored interventions within tiered systems of support. In this article, we discuss potential ways that current tiered models may be strengthened using information and research strategies from developmental science to more rigorously link intervention to long-term outcomes of youth. We center this discussion on the concepts of developmental cascades and correlated constraints. We then present Tiered Systems of Adaptive Supports (TSAS) as a framework that is developmentally informed to guide individualized intervention. In this model, Tier 1 focuses on adapting general classroom strategies to support the routine daily functioning of all students; Tier 2 focuses on preventing the negative reorganization of a student's developmental system; and Tier 3 focuses on promoting the positive reorganization of a student's developmental system.
Attitudes of Turkish and Foreign Students towards English Language, and Their English Speaking Anxiety at Turkish International Schools in Saudi Arabia
Author: Baykara, Tuba
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Language Attitudes,Positive Attitudes,Negative Attitudes,Foreign Students,International Schools,Public Schools,Language of Instruction,Turkish,English (Second Language),Second Language Learning,Anxiety,Self Efficacy,Language Proficiency,Cultural Background,Correlation,Likert Scales,Measures (Individuals),Native Language,Foreign Countries

The study focused on the attitudes of Turkish and foreign students' attitudes towards English language, and their English speaking anxiety. The study adopted case study research design based on quantitative data. The participants were 140 High School Students (70 Turkish, 70 foreign) at Turkish International Schools in Saudi Arabia, and were all selected randomly and on voluntary basis. The data were collected via a) the Questionnaire on Attitudes Toward English adapted from Aiken by Tunç (2003); b) the Foreign Language Classroom Anxiety Scale (FLCAS)' adapted from Horwitz by Saltan (2003). The data were analyzed through statistical tests, such as Pearson Correlation, t-test, standard deviation, mean scores, and simple linear regression. The results of the two groups in terms of attitude and anxiety indicated that Turkish students developed more negative attitudes towards English with more anxiety, whereas foreign students had more positive attitudes towards English with less anxiety. The results also revealed that there was a significant and negative relationship between attitudes of students towards English and their English speaking anxiety.
Pre-Service Teachers&apos; Skills in Analysing Achievements in Regard to the Revised Bloom&apos;s Taxonomy
Author: Öztürk, Gülcan
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Taxonomy,Skill Development,Foreign Countries,Classification,Secondary School Students,Academic Achievement,Pretests Posttests,Knowledge Level,Cognitive Processes,Gender Differences

This study examined the development of pre-service teachers' skills in analysing the achievements of secondary school sixth grade Information Technologies and Software Course curriculum in regard to the revised Bloom's taxonomy at a western Anatolian university in Turkey. A single group pre-test, post-test experimental design was used, and 99 pre-service teachers participated in the study. The sample was determined according to the purposive sampling method. The pre-test presented achievements for the pre-service teachers to analyse in regard to the revised Bloom's taxonomy, after which the revised Bloom's taxonomy's analysis was taught. The achievements were given as the posttest for pre-service teachers to re-analyse. The pre-service teachers' total scores were calculated based on their accuracy. The pre- and post-test total scores were compared, and the total scores of the posttest were higher than those of the pre-test. Suggestions were made regarding future research on the revised Bloom's taxonomy and achievements analysis teaching.
A Qualitative Study on Identifying Problems in North Cyprus Education System
Author: Türker, Gaye
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Problems,Secondary Education,Teacher Attitudes,Administrator Attitudes,Secondary School Teachers,Principals,Assistant Principals,Student Problems

The purpose of this study is to determine the problems experienced in the North Cyprus education system, to evaluate them in the context of the opinions of the stakeholders (teachers, principals, assistant principals), and to determine the causes and possible solutions to these problems. Qualitative Research Method was utilized in this study. Maximum variation sampling method was used to determine the participants. The study group consisted of 37 people (20 teachers, 5 principals and 12 principal assistants) working in secondary schools located in Nicosia, North Cyprus. Semi-structured interview schedules were used as data collection tools. The findings revealed student-based, education-based and teacher-based problems in the education system. Regarding the student-based problems the participants stated that foreign students, whose number has increased in recent years, do not speak Turkish; also, the classes are crowded. For the education and teaching-related problems, teachers stated that they did not have enough time to cover the curriculum and there were insufficient examples in the textbooks. Regarding the teacher-based problems, the lack of in-service trainings, the insufficient number of the counsellors and special education teachers were stated. Participants emphasized the importance of planning, organizing, ordering and supervision so that problems would not arise.
The Impact of Awakening Perception of Learners&apos; Comprehension on English Learning via Regularly Listening to Songs in English
Author: Temur, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Listening Comprehension,English (Second Language),Second Language Learning,Music,Singing,College Students,Listening Skills,Speech Skills,Foreign Countries,Teaching Methods

&quot;Why can't I recognize and understand the words clearly rehearsed by the teacher while lecturing or musicians while singing or the native speakers of English while dialoguing?&quot; This situation has been a great challenge and an issue not only for the learners of English Language at English preparatory school at Inonu University but also for others as well. To answer this question, researcher supposes that it is essential that teachers should improve awareness of learners in the perception of comprehension in audio-visual, listening and speaking skill through constant listening to music in English for a certain period of time. To achieve this expectation, the implementation of new teaching style was applied to the class of 29 students via using listening activity with 40 different chosen songs from varies classical and contemporary musicians in English in constant and regular repetition just after each course ends. This process lasted about 10 weeks' time. Constituted with 10- different questions for a pre-test and post-test form of instrumental measurement based on listening activity as an uncommon style of teaching was administered to 29 students of varies disciplines; engineering, international relations and philosophy in preparatory school. Thus, the aim of this qualitative and quantitative research is to evaluate to what extent the impact of this teaching style is on the learners' listening and speaking skills. The data obtained were analyzed through chi-square analysis test. Its research design setting is one-way pretest and posttest experimental single group study. The data obtained were analyzed through SPSS package programmer. The results gained indicated that there were significant differences between pretest and the posttest figures after application of meta cognitive awareness raising strategy (mean from 3,0625 to 7000) based on time variable. There is no important difference in mean between the genders; males from 16 to 40, total 56. Females from 13 to 29, total 42. Finally, this implementation related perception awakening in English teaching classroom experiment has resulted in outcomes fruitfully and can be recommended to be applied to the classes in other institutions for the learners of English Language to increase their awareness of perception during the educational processes.