ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of the Relationship between Secondary School Students&apos; Physical Activity Attitudes and School Life Satisfaction
Author: Yurdakul, Hüseyin Özden
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Activity Level,Student Attitudes,Life Satisfaction,Foreign Countries,Middle School Students,Predictor Variables

In this study, it is aimed to investigate the relationship between the attitudes of students studying in secondary school to physical activity and their school life satisfaction. The relationship between middle school students' attitudes towards physical activity and school life satisfaction was tested by the structural equation model. A total of 299 students who study at secondary schools affiliated to Çanakkale central schools, 53.2% (n = 159) of whom are male and 46.8% (n = 140) of female, are the research group. Attitude scale to physical activity and school life satisfaction scales were used as data collection tool in secondary school students. It has been observed that socialization and Self-Trust dimensions, which are the sub-dimensions of attitude to physical activity, affect school satisfaction positively and significantly, and are statistically significant. As a result, physical activity environments affect students 'feelings of socialization and self-confidence positively, which is thought to affect students' school life satisfaction positively. To gain the habit of doing physical activities in schools, it can be suggested to increase the physical education lesson hours and to direct them to extra sports activities.
Learning How to Learn Scale: A Study of Validity and Reliability
Author: Çakmak, Mürset
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Processes,Test Validity,Test Reliability,Secondary School Students,Foreign Countries,Factor Analysis,Test Construction,Grade 10

The aim of this study is to develop a valid and reliable scale that can be used in investigating learning process of secondary school students. The study was carried out with students attending to different secondary schools in Mardin in 2018. Survey method was employed, and sampling was chosen with the help of simple random sampling method in this study. In order to create an item pool, 26 students having education in the 10th grade were asked to write an essay about the concept and process of learning how to learn. Then the literature was searched, and a 5-point likert-type 66-item draft scale was formed out of the data obtained from this essay. The draft scale was revised in accordance with the expert views. The data achieved after the application of the scale were analysed using SPSS and AMOS programs. In the analysis, item total correlation, exploratory and confirmatory factor analysis and reliability analysis techniques were benefited. According to analyses performed, it was seen that the scale was of 21 items and had a structure of 5 factors, and the variant ratio that it explained was 52.630% and that also fit index values were acceptable, and they were at an excellent harmony level. It was observed that there was a positive direction and medium level relation Among all factors. Cronbach alpha internal consistency reliability coefficient of the scale changes between 0.655 and 0.864. As a result, it is comprehended that Learning How to Learn Scale prepared as 5 Likert type can be employed as a valid and reliable measuring tool for students attending secondary school according to findings obtained.
Motivation in Higher Instrumental Education: A Survey with Music Teacher Candidates in Turkey
Author: Öztürk, Gökhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Education,College Students,Teacher Education Programs,Preservice Teachers,Musical Instruments,Foreign Countries,Student Motivation,Gender Differences,Instructional Program Divisions,Correlation,Success,Socioeconomic Influences,Cultural Influences,Study Habits,High Schools,Institutional Characteristics

Current research shows that more systematic studies are needed on how or why the motivation phenomenon occurs in musical contexts. Further research with different socio-economic and sociocultural characteristics in different countries and geographical regions may provide important information to help explain the relationship between instrument training and motivation. In this context, the study aims to examine the motivation of a group of music teacher candidates and their relationships with various variables. The study was carried out in Turkey, at a public university and in a city that differs from many others in terms of socio-economic structure and dynamics. The study group consisted of students (N=86) enrolled in the Music Teacher Training Program at the university. The data were collected with the advisor database, demographic data form, and 'The Motivation Scale for Individual Instrument Course' developed by Girgin (2015). To analyze the data, frequency and percentage distribution, t-test, Mann-Whitney U, ANOVA, Kruskal-Wallis, and Spearman's Correlation were used. The results showed that the students' motivation levels of the individual instrument lesson were high-level in the dimensions of amotivation and success motivation and medium-level in the dimension of study motivation. The general motivation was high-level. There were not any significant differences between the general motivation and the variables of gender, grade level, and graduated high school. On the other hand, it was determined that the motivation scores differed significantly in favor of the groups that choosing the instrument voluntarily and devoted more time to practice the instrument. It was found that there was a positive correlation between motivation and course success. The results were discussed within the framework of the corporate culture and the socio-economic and socio-cultural characteristics of the city and the students.
College Choice and Enrollment among Youth Formerly in Foster Care
Author: Gross, Jacob P.
Date: 2020-12-00
Type: Journal Articles
Subjects: College Choice,College Attendance,Enrollment Influences,College Readiness,College Preparation,Access to Education,Academic Achievement,Academic Aspiration,Disadvantaged Youth,Foster Care,Paying for College,Student Financial Aid,Self Efficacy,First Generation College Students,College Freshmen,Students with Disabilities,Mental Health,Student Behavior

Despite being among the most disadvantaged groups with respect to college access and success in the United States, youth formerly in foster care (YFFC) remain an understudied population in higher education research. Although they aspire to college at high levels, youth in foster care enjoy less postsecondary access and success than their peers who have not experienced foster care. This study seeks to better understand how YFFC compare to their peers regarding college preparation, choice, enrollment, and financing; academic self-concept and degree aspirations; and concerns about paying for college. Using Perna's (2008) college choice model and data from the 2016 The Freshman Survey (TFS), we conduct bivariate comparisons and regression analysis to compare college readiness and enrollment between YFFC and non-YFFC who are first-time, full-time freshmen. We report the results of our findings and discuss how these contribute to existing research and apply to the financial and educational needs and strengths of YFFC.
The Importance of Authentic Workplace-Based Assessment: A Study from VET Teacher Education
Author: Dahlback, Jorunn
Date: 2020-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Summative Evaluation,Workplace Learning,Student Teaching,Student Teachers,Competency Based Teacher Education,Vocational Education Teachers,Teacher Competencies,Undergraduate Students,Vocational High Schools,Adolescents,High School Students,Theory Practice Relationship,Teacher Role,Foreign Countries

Context: This article is based on a pragmatic theoretical perspective on education, in which theoretical and practical competences are developed through experiences and participation in real-world teaching contexts. Previous research points to a lack of culture for authentic workplace-based assessment in vocational and professional education in many countries. Prior to this study, professors/authors and student-teachers in a vocational teacher education program in Norway experienced that student-teachers were unable to demonstrate comprehensive teaching competence, as examinations and assessments assess theoretical knowledge separately from practice. Research questions: (1) How can an authentic workplace-based exam during placement give student-teachers an opportunity to showcase their comprehensive teacher competence?; (2) What factors are important to emphasize in such an exam?; (3) How do the student-teachers demonstrate and develop comprehensive teacher competence through an authentic exam? Methods: Using action research, professors/authors carried out sequential actions to develop a practical-theoretical exam in an authentic professional setting. This included demonstrating elements of practical and theoretical competence conducted during teaching practice. The exam involved planning in line with a guidance document and practical teaching in the classroom in VET-schools, followed by a piece of reflective writing based on teaching experiences. Supervisors and professors/authors observed the student-teachers teaching as part of multiple qualitative methods. Findings: The empirical results show how student-teachers demonstrate and develop comprehensive teaching competence. Both the student-teacher and the supervisors in VET-schools experienced the authentic exam as realistic and professionally based. The biggest challenge involved logistics: Compensating the professors'/authors' time and financial frameworks related to the observation of the student-teachers. However, this kind of authentic assessment leads to stronger coherence between both theory and practice, and between the vocational teacher education at the university and the VET in upper secondary school. It also supports the job-relevant learning process towards comprehensive teacher competence. Conclusions: This kind of authentic assessment i.e. an authentic exam requires an understanding of the complex role of teachers within their professional context in VET. Therefore, the professors/authors see the need of a broader, more comprehensive teacher competence in VET to meet the work life needs for competence.
The Investigation of Mathematics Teachers&apos; Perceptions of Lifelong Learning Competencies
Author: Aykaç, Murtaza
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Junior High School Teachers,Teacher Attitudes,Lifelong Learning,Teacher Competencies,Teacher Characteristics,Job Satisfaction,Teaching (Occupation),Professional Development,Foreign Countries

The purpose of this study is to examine the mathematics teachers' perceptions of lifelong learning competencies. The study group of the research consisted of secondary school mathematics teachers working in the Ministry of National Education. This study was carried out to examine the perceptions of secondary school mathematics teachers on lifelong learning competencies depending on some variables and a correlational survey model within the scope of the descriptive method was used. In the research, &quot;Key Competencies Scale in Lifelong Learning&quot; developed by Sahin, Akbasli and Yanpar Yelken (2010) was used. Independent samples t-test, one-way analysis of variance and Tukey test were used to compare the mean scores obtained from the scale by variables. The results obtained from the research indicated that the secondary school mathematics teachers participated in the research have high level of life-long learning competencies. There was found to be no significant difference between the scores of life-long learning competencies as regards their genders, the high schools they graduated from, the faculty they graduated from, the geographical region where they have been working and professional seniority. However, significant differences were found in participants' scores of lifelong learning competencies related to their professional satisfaction status and the frequency of the activities they participate for personal and professional development.
The Relationship between Pre-Service Turkish Teachers&apos; Attitudes towards the Creative Drama Method and Their Self-Efficacy Perception: The Case of Mugla Sitki Koçman University
Author: Çetin, Didem
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Creativity,Drama,Self Efficacy,Correlation,Teaching Methods,Gender Differences,Instructional Program Divisions,Training

The purpose of the current study employing the relational survey model is to investigate the relationship between the attitudes of the pre-service teachers attending the Turkish Teaching Department of Mugla Sitki Koçman University towards the creative drama method and their self-efficacy perceptions. As the data collection tools, the &quot;Scale of Self-Efficacy Perception of Using the Creative Drama Method&quot; developed by Can and Cantürk Günhan (2009) and the &quot;Creative Drama Attitude Scale&quot; developed by Okvuran (2000) were used in the current study. The population of the study is comprised of 123 third-year and fourth-year students who have taken the course of &quot;Theatre and Drama Applications&quot; and the data collection tools were administered to 106 students from among these 123 students as they were available. After the invalid scales were eliminated, the analyses were conducted on the scales of 84 students. Correlation analysis was conducted to determine the relationship between the pre-service teachers' attitudes towards the creative drama method and self-efficacy perceptions and descriptive statistics and independent samples t-test were used to determine whether the pre-service teachers' attitudes towards the creative drama and their self-efficacy perceptions vary significantly depending on gender, grade level and whether having taken any creative drama training other than the course of &quot;Theatre and Drama Applications&quot;. The results of the analyses have revealed that there is a high, positive and significant correlation between the pre-service teachers' attitudes towards the creative drama method and their self-efficacy perception of using the creative drama method. Moreover, the pre-service teachers' attitudes and self-efficacy perceptions were found to be not varying significantly depending on gender and grade level. While the pre-service teachers' self-efficacy perceptions were found to be not varying significantly depending on whether having taken any other creative drama training other than the course of &quot;Theatre and Drama Applications&quot;, their attitudes towards the creative drama method were found to be varying significantly depending on whether having taken any drama training other than the course of &quot;Theatre and Drama Applications&quot; in favour of those having taken such training.
Instructional Design Considerations for Flipped Classroom
Author: Arslan, Abdullah
Date: 2020-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Teaching Methods,Instructional Design,Instructional Materials,Course Content,Research Reports,Blended Learning,Student Evaluation,Evaluation Methods,Kindergarten,Elementary Secondary Education,Higher Education

As technological advancements continue to revolutionise the realm of education, use of technology in both K-12 and university classrooms paves the way for making flipped classroom a trending pedagogical model. Flipping a course simply means reversing a traditional model of in-class lecture followed by practice and homework. Research has shown that use of flipped classroom holds promise for students' success and satisfaction as long as curricular activities of a flipped course are designed and sequenced through some steps depending on tenets and nature of flipped classroom as well as principles of instructional design models. This study aims to shed light on some considerations for designing content, pedagogy, materials, delivery, and assessment prior to flipping a course. Each step in the process of flipping a course is therefore explicated through a systematic review of 78 studies that focus on implementations of flipped classroom in K-12 and university classrooms.
Investigation of Studies for the Use of Augmented Reality Applications for Educational Purposes: Content Analysis
Author: Bahçeci, Ferhat
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Technology Integration,Educational Technology,Educational Research,Educational Practices,Authors,Research Design,Research Methodology,Sample Size,Data Collection,Foreign Countries

Augmented reality is a technology used in almost every stage of our daily life. It has become widespread in several fields such as engineering, healthcare, advertising, defense industry, and entertainment. The use of augmented reality technology that combines virtual and real environments is increasing every day. Augmented reality technology, which allows multiple multimedia materials to be used together, is a preferred teaching material in educational environments. This study is a content analysis study. Turkish studies that addressed the use of augmented reality applications for educational purposes and that were published between 2012 and 2019 were analyzed and descriptive analysis was performed according to their distribution by years, a number of authors, research patterns, sample sizes, data collection tools, and data analysis methods. For this purpose, the keywords Augmented reality, educational practices, education technologies and educational technologies were searched in ULAKBIM, YÖK National Thesis Center and Google Academy databases and 106 scientific studies, 60 thesis and 46 articles published between 2012 and 2019 in Turkish were obtained. Then, these studies were examined using the content analysis method. The publication classification form, developed by Sözbilir, Kutu, and Yasar (2012) as a data collection tool, was rearranged in line with the sub-problems. These sub-problems are research patterns, data analysis methods, data collection tools, number of authors, distribution by years and sample sizes. The data were presented with descriptive statistics methods such as frequency and percentage, with graphs and tables. As a result it was found that the studies in the field of augmented were published mostly in 2019. It was also observed that most of the investigated articles had two authors in terms of the number of authors. In addition quasi-experimental design, one of the most common quantitative research methods, was found to be used as the research design. In terms of sample size, it was seen that a sample size between 51-100 was used. It was also observed that the most used data collection tool was the achievement tests prepared according to the purpose of the research. The analysis of the results section of the studies revealed that the t-test, which is one of the the parametric tests, was used most frequently in the analysis of the data. The results of this study will reveal the tendency of the studies and identify deficiencies in the existing studies and thus will be a guide for future studies.
Using Direct Observation to Document &quot;Practice-Based Evidence&quot; of Evidence-Based Mathematics Instruction
Author: Doabler, Christian T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Classroom Observation Techniques,Evidence Based Practice,Mathematics Instruction,Small Group Instruction,Grade 1,Elementary School Students,At Risk Students,Learning Disabilities,Direct Instruction,Instructional Effectiveness,Feedback (Response),Interaction,Response to Intervention,Number Concepts,Young Children

Implementation of evidence-based practices (EBPs) is paramount to students' development of mathematics proficiency. This study investigated &quot;practice-based evidence&quot; of interventionists' actual use of explicit mathematics instruction, a well-established EBP. Specifically, this study analyzed direct observation data collected in a federally funded efficacy trial involving a Tier 2 first-grade mathematics intervention to examine whether the quantity and quality of explicit mathematics instruction was associated with the mathematics outcomes of 470 first-grade students with or at risk for mathematics learning disabilities. Associations between group-level pretreatment skill levels and the quality and quantity of explicit mathematics instructional practices used in the intervention were also explored. Findings suggested significant associations between positive gains in student mathematics outcomes and (a) lower rates of incorrectly answered mathematics-focused questions, and (b) the rate in which interventionists delivered group-level practice opportunities and offered academic feedback. Significant associations were also found between initial student mathematics performance and rates of student errors and the quality of explicit instruction. Implications for using direct observation to document enacted EBPs are discussed.
The Relationship of Special Education Teacher Performance on Observation Instruments with Student Outcomes
Author: Johnson, Evelyn S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Effectiveness,Teacher Evaluation,Direct Instruction,Observation,Scoring Rubrics,Instructional Effectiveness,Item Response Theory,Evidence Based Practice,Test Construction,Test Validity,Test Reliability,Interrater Reliability

In this study, we examined the relationship of special education teachers' performance on the Recognizing Effective Special Education Teachers (RESET) Explicit Instruction observation protocol with student growth on academic measures. Special education teachers provided video-recorded observations of three instructional lessons along with data from standardized, curriculum-based academic measures at the beginning, middle, and end of the school year for the students in the instructional group. Teachers' lessons were evaluated by external, trained raters. Data were analyzed using many-faceted Rasch measurement (MFRM), correlation, and multiple regression. Teacher performance on the overall protocol did not account for statistically significant variance in student growth beyond that of students' beginning of the year academic performance. Teacher performance on an abbreviated protocol comprised of items that had average or higher item difficulties on the MFRM analysis accounted for an additional 4.5% of variance beyond that of beginning of the year student performance. Implications for further research are discussed. [For the Grantee Submission to this article, see ED607655.]