ethanporcaro/eric-fulltext-meta huggingface dataset:
Cultural Presentation in Thai Secondary School ELT Coursebooks: An Analysis from Intercultural Perspectives
Author: Thumvichit, Athip
Date: 2018-11-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Instructional Materials,Secondary School Students,Teacher Attitudes,Foreign Countries,Textbooks,Content Analysis,Cultural Context,Cultural Awareness

Globalization has accelerated the growth of English and created a need for several changes in English language teaching (ELT), one of which is related to the role of ELT materials in facilitating interaction across cultures. Considering the fast growing importance of cultural content in ELT, this study explores issues of cultural presentation in Thai secondary school ELT coursebooks. The purpose of this study is twofold: first, to analyze cultural content presented in visuals and reading texts; second, to investigate teachers' attitudes toward cultural presentation in ELT coursebooks. The coursebook sample included seven approved ELT coursebooks entitled &quot;Bridge 1,&quot; &quot;English in Mind 1,&quot; &quot;Messages 1,&quot; &quot;Motivate! 1,&quot; &quot;New World 1,&quot; &quot;Time Zone 1,&quot; and &quot;Your Space 1.&quot; The findings suggested that native speakers' contexts were dominantly portrayed in both visuals and reading texts in all the coursebooks except &quot;Time Zone 1,&quot; which yielded a great deal of non-native speakers' contexts. Nevertheless, Thai cultural context was completely absent from the reading-focused activities, and only a few pictures presenting Thai culture were identified. The questionnaire findings revealed that Thai secondary teachers are ready to embrace the intercultural aspects of ELT, as the overwhelming majority of respondents' opinions signified the shift toward localized and culturally diversified materials.
Effect of Educational Games on Self-Concept Levels of Inclusive Students Studying in Secondary Schools
Author: Üstündag, Serhat
Date: 2018-10-00
Type: Journal Articles
Subjects: Educational Games,Secondary School Students,Inclusion,Self Concept,Foreign Countries,Pretests Posttests,Experimental Groups,Control Groups,Peer Relationship,Physical Characteristics,Competence

This research examines the effect of educational games on self-concept levels of inclusive students enrolled in secondary schools. The research was conducted in two secondary schools in Golbasi district of Ankara, the capital of Turkey, in the spring semester of 2015-2016 academic year. The research employed semi-experimental design with pretest and posttest control group. Of a total of 24 students, 12 (4 girls, 8 boys) were included in the experimental group and the other 12 (6 girls, 6 boys) were included in the control group. Educational games program, an independent variable of the research, was applied for 11 weeks, 2 lessons per week. The program that did not include educational games was applied to the control group. Self-concept Scale (SCS) was used to collect data in the research. Independent group t test was used for data analysis, and for single-factor repeated measures, two-factor ANOVA test was used. The significance level was determined to be 0.05. At the end of this research, a significant difference was found in favor of the students in the experimental group in terms of physical competence, physical appearance, peer relationships and general self-concept dimensions of the self-concept scale. On the other hand, there was not any significant difference in favor of both groups in terms of the dimension of relations with parents of the scale.
Examination of the Risk Assessment Levels of Athletes in Different Branches According to Some Variables
Author: Kirtepe, Abdurrahman
Date: 2018-10-00
Type: Journal Articles
Subjects: Athletes,Risk Assessment,Attitudes,Age Differences,Educational Attainment,Income,Foreign Countries,Athletics

In this study, the risk assessment levels of athletes in different branches were examined in terms of various variables. Descriptive scanning model was used in the study. In the research, the survey was completed with a sample method of 105 people. The questionnaire was used as a data collection tool in the research. The questionnaire consists of questions about personal information and the Risk Assessment scale for athletes and coaches. Data analysis was performed in SPSS 21 package program. Descriptive statistics such as frequency, percent, and mean, standard deviation, minimum and maximum were used in data analysis. Data analysis was performed in SPSS 21 package program. Descriptive statistics such as frequency, percent, and mean, standard deviation, minimum and maximum were used in data analysis. As a result of the research, it was determined that the risk assessment perceptions of athletes according to their age, branches, educational status and income status did not differ. As a result of the research, it was determined that the risk assessment perceptions of athletes according to their age, branches, educational status and income status did not differ.
EFL Teachers&apos; Learning and Teaching Beliefs: Does Critical Thinking Make a Difference?
Author: Dehghayedi, Mehdi
Date: 2018-10-00
Type: Journal Articles
Subjects: Critical Thinking,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Correlation,Cognitive Tests,Foreign Countries

Current research in the field of language education is more concerned with motives underlying successful practicing teachers' behaviours rather than techniques and methods for effective teaching. It is now recognized that there are only good teachers, there is not such a thing as good as teaching. This correlational study is therefore designed and conducted to reveal how well teachers' critical thinking as well as its subcomponents can predict EFL teachers' language learning beliefs and their respective levels. Accordingly, two respective questionnaires, Watson-Glaser Critical Thinking Appraisal and Beliefs about Language Learning Inventory, were given to 130 EFL teachers conveniently sampled, and the elicited data were analyzed via correlational and multiple/multivariate regression analyses. The results indicated that 24 percent of the variance in learning beliefs was explained by the five levels of critical thinking. The collective contribution of the five levels of critical thinking were only significant to three of the five dependent levels, i.e. 9% to language nature, 26% to motivation and expectation, and 25% to learning and communication. Also, only the contribution of assumption level was significant just to learning/communication. What can be inferred from the findings is that foreign language teachers' learning and teaching beliefs can be, to a large extent, predicted from their levels of criticality.
Developing and Using a Co-Teaching Model within a Middle Level Education Program
Author: Hurd, Ellis
Date: 2018-00-00
Type: Journal Articles
Subjects: Team Teaching,Teacher Collaboration,Middle Schools,Models,Preservice Teachers,Teacher Education Programs,Preservice Teacher Education,Middle School Teachers,Cooperating Teachers

Middle level educational frameworks have historically used collaborative forms of teaching. Exemplary middle schools use interdisciplinary teaming which often involves some level of co-planning, co-teaching, and co-assessing. In addition to this collaborative foundation, federal mandates for supporting students have led to frequent co-teaching between special educators, bilingual/bicultural specialists, and regular classroom teachers. This increased attention to differentiated instruction and curriculum demands that incoming professionals be proficient in meeting the needs of every student. Given that middle level educational frameworks, current inclusion practices, and demands for differentiation are all dependent upon teachers working together, increasing the presence of co-teaching within middle level teacher education program is both pragmatically sound and connected to foundational theories of middle level education. Middle school teachers and university faculty members who engage in co-teaching with teacher candidates can provide candidates with practical experiences tied closely to the work that will be expected of them as public-school teachers. Early exposure to co-teaching models can better equip our students for their future work in today's schools. This study critically explores the professional growth possible from the implementation of a co-teaching model within a middle level education program. Potential benefits and drawbacks of co-teaching for middle level teacher candidates, classroom teachers, and university faculty are explored. The results of this study may provide a unique framework of co-teaching which enhances interactions among educational constituents for improved teacher preparation, professional development for practicing teachers, and improved instruction for middle grades students.
Effect of GeoGebra-Aided REACT Strategy on Understanding of Geometry Concepts
Author: Jelatu, Silfanus
Date: 2018-10-00
Type: Journal Articles
Subjects: Geometry,Computer Software,Educational Technology,Computer Uses in Education,Grade 8,Junior High School Students,Spatial Ability,Teaching Methods,Instructional Effectiveness,Mathematics Achievement,Geometric Concepts,Foreign Countries,Concept Formation

The aim of this research was to examine the effect of GeoGebra-aided REACT strategy on the understanding of geometry concepts and to investigate the interaction between learning strategy and spatial ability on the understanding of geometry concepts. This research involved 60 students of Grade 8 at a private Junior High School in Borong, province of East Nusa Tenggara, Indonesia. The quasi-experimental research with control class without pre-test was done. Prior to the experiment, spatial ability test was conducted to group students into high and low spatial ability. The research data were obtained from a test consisting of five questions to measure students' understanding of geometry concepts. The data were then analyzed using two-way ANOVA. The results of the research show that 1) the GeoGebra-aided REACT strategy leads to a higher achievement of the students on the understanding of geometry concepts if compared to student in conventional groups (expository), and 2) there was no interaction effect between the learning strategy and spatial ability on students' understanding of geometry concepts. The research recommended that GeoGebra-aided REACT strategy can be used in mathematics teaching in Junior High School to improve students' conceptual understanding of geometry concepts.
The Effects of Core Training on Basketball Athletes&apos; Antioxidant Capacity
Author: Soslu, Recep
Date: 2018-11-00
Type: Journal Articles
Subjects: Team Sports,Athletes,Muscular Strength,Metabolism,Exercise

Core strength is defined as producing or protecting the strength, and putting against a resistance. Exercise can cause free radical formation according to its intensity and duration which increase metabolic processes and oxygen consumption. Oxidative stress, muscle fatigue, muscle damage and its pain because of this increase are related with decreasing physical performance. Purpose of this study was to investigate effects of core training on antioxidant system. Participants of this study were 13 basketball players who accepted to attend voluntarily. Mean heights of participants were 175.73±4.26 and mean weights of them were 63.61±5.48. Group followed 8 weeks core training three times a week and 2 hours for each time. Venous blood samples were taken from participants at the end of first, fourth and eighth week trainings. Samples were analyzed according to Antioxidant (Superoxide Dismutase (SOD), Glutatyon Peroksidaz (Gsh-Px), Catalase (CAT) and Malondialdehyde (MDA) parameters. Data were analyzed with Multivariate ANOVA and bonferroni follow-up tests. Results showed that second and third SOD values were significantly higher than first test SOD value before core training process (F(2)= 7.08, p&lt;0.05). Even increase happened, there were not statistically significant difference on GSH (F[subscript (2)]= 2.57, p&gt;0.05) and CAT (F[subscript (2)]= 2.80, p&gt;0.05) values. Moreover, second and third MDA values statistically significant decreased according to MDA first test value (F[subscript (2)]= 7.43, p&lt;0.05). As a conclusion, core exercises increased oxygen consumption which causes free radical formation. It was determined that detrimental effects of this free radical formation were repressed by increasing SOD activity value and it decreased MDA which is free radical parameters. It is thought that increasing antioxidant level via exercise can effect athletes' performances positively
Do Manipulatives Foster Pre-Service Teachers&apos; Understanding of Probability?
Author: Paliwal, Veena
Date: 2018-00-00
Type: Journal Articles
Subjects: Manipulative Materials,Preservice Teachers,Pedagogical Content Knowledge,Comprehension,Probability,Mathematics Instruction,Teaching Methods,Mathematical Concepts,Instructional Effectiveness,Computation

Manipulatives have been found to be effective in increasing mathematics achievement when they are put to good use (Canny, 1984; Clements &amp; Battista, 1990; Clements, 1999; Sowell, 1989; Suydam, 1984), but their use in mathematics instruction is not clear and it is often debated to be effective (Ball, 1992; McNeil &amp; Jarvin, 2007). The present study was an attempt to investigate efficacy of manipulatives in facilitating understanding of probability concepts in pre-service teachers. Twenty-five pre-service teachers, enrolled in a probability class, received intervention using manipulatives to promote learning of two key concepts--conceptualizing probability, and understanding theoretical and experimental probability. A pretest-posttest design was employed, and the results revealed efficacy of manipulatives, used as a tool, in promoting learning of the probability concepts. The participants reported that the probability lessons using manipulatives assisted in academic and emotional progress by being informative and useful in addition to an enjoyable experience. The features that may have contributed towards the success and educational implications of the findings are discussed.
Meeting Management Skills of District Directors of National Education According to Perceptions of School Managers
Author: Çaliskan, Abdulkadir
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,Meetings,School Administration,Administrators,Personnel Management,Time Management,Facilities Management,Facility Planning,Administrator Attitudes,Educational Attainment,Skills

The purpose of this research is the examination of meeting management skills of District Directors of National Education according to the perception of school managers. Scanning model, as one of the Quantitative methods, was used in the research. The research universe is the managers of schools in districts of Maltepe, Sultanbeyli, Kartal and Pendik. 309 school managers formed the sample of the research which was determined by a random sampling method. According to the education level of school managers, in their perception of meeting management skills of District Directors of National Education, no significant difference was found in sub-dimensions of participant management, time management, and management of meeting room facilities, management of meeting agenda, and management of minutes of meeting. However, a significant difference was found in the sub-dimension of meeting management skills and in total scale. Managers with a B.A degree evaluated more positively the District Directors of National Education than managers with a graduate degree. According to the duties of the school managers, there was a significant difference in the sub-dimension of participant management among the arithmetic averages (mean) of the groups in the meeting management skills of the District Director of National Education. While there was a significant difference in total scale and in skills of meeting management and time management regarding school managers' perception of meeting management skills of the District Director of National Education according to the age of school managers, there was no difference in other sub-dimensions.
Aggressiveness Forms of Adolescents in Mono and Polyethnic Classes and Their Relationship with Interpersonal Relationship Types
Author: Pronina, Angelica
Date: 2018-10-00
Type: Journal Articles
Subjects: Aggression,Peer Relationship,Adolescents,Racial Composition,Educational Environment,Interpersonal Relationship,Violence,Anxiety,Student Behavior,Grade 7,Grade 8,Ethnic Groups

The purpose of our research is to reveal how various forms of aggression affect the types of interpersonal relations between teenagers learning in mono and multi ethnic environment. Aggression was diagnosed with the Buss-Durkee Hostility Inventory (BDHI); the type of interpersonal relations was determined by Timothy Leary's Interpersonal Behavior Circle Personal Inventory (the &quot;Leary&quot; Personality Test). Differences in the forms of aggression showed by teenagers learning in mono and multi ethnic environment were identified with the Student's t-test; relationship between forms of aggression and types of interpersonal relations were identified with the Spearman Rank-Order Correlation (p). The sample involved 236 teenagers between the ages of 13.5-15. The study revealed differences between forms of aggression showed by teenagers learning in mono and multi ethnic environment such as indirect aggression, negativism, guilt and suspicion. Correlation analysis revealed differences in the relationship between forms of aggression such as assault aggression, indirect aggression, guilt and types of interpersonal relationships. It was found that the multiethnic composition of micro-society reduces the manifestation of many forms of aggression among teens, increases the sense of guilt and does not affect any type of interpersonal relationships.
A Mixed Method Study of the Relationship between EFL Teachers&apos; Job Satisfaction and Job Performance in Iran
Author: Rezaee, Afshin
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Second Language Instruction,English (Second Language),Job Satisfaction,Job Performance,Correlation,Teacher Salaries,Fringe Benefits,Supervision,Faculty Promotion,Predictor Variables

In the Iranian context, the contribution that job satisfaction might have on English Foreign Language (EFL) teachers' job performance has largely remained unexplored. The current mixed-method study, hence, aims to investigate the possible relationship between EFL teachers' job satisfaction and job performance. For this aim, a total of 440 EFL male and female teachers were selected using stratified random sampling from state schools and private language schools in Tehran, Isfahan, Arak, and Lorestan Provinces. They responded two questionnaires, one assessing the teachers' job satisfaction and the second gauging the teachers' job performance. To triangulate the data gathered from the questionnaires, semi-structured interviews were administered with 40 participants. The collected data were analyzed through running Pearson correlation analysis, multiple regression analysis, and thematic analysis. Results revealed that there exists a moderate positive correlation between the EFL teachers' job satisfaction and their job performance. In addition, it was found that dimensions of pay and benefits, contingent reward, work itself, supervision, and advancement/promotion appeared to be significant predictors of EFL teachers' job performance.
(Un)Knowingly Made for the Middle: Why Teacher Candidates Decide to Teach in Middle Schools
Author: Mannion, Caitlin M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle Schools,Preservice Teachers,Teaching (Occupation),Career Choice,Occupational Aspiration,Pretests Posttests,Teacher Education Programs,Student Attitudes,Adolescents

This study used a mixed methods approach to examine why teacher candidates choose to teach in a middle school. The study analyzed two populations of pre-service teachers in The College of New Jersey's (TCNJ) Secondary Education department: (a) students completing their first field experience in a middle school and (b) students who were part of TCNJ's first two middle school specialization cohorts. The first group of participants completed pre and post surveys surrounding their field experience and a sub-set of participants engaged in interviews. The second group of participants engaged in semi-structured interviews. The data revealed four major themes to underpin teacher candidates' motivations to teach in either a middle or high school: (a) impact; (b) perceptions of middle school; (c) content; and (d) job prospects. This knowledge is necessary for understanding how middle level teacher preparation programs recruit and retain strong candidates to teach in middle schools.
Development and Validation of an Integrated Assessment Instrument to Assess Students&apos; Analytical Thinking Skills in Chemical Literacy
Author: Ad'hiya, Eka
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Secondary School Science,Science Tests,Test Construction,Test Validity,Test Reliability,Test Items,Difficulty Level,Thinking Skills,Science Process Skills,Scientific Literacy,Chemistry,Item Response Theory,Multiple Choice Tests

The research focuses on the development and validation of an integrated assessment instrument to assess students' analytical thinking skills and chemical literacy in chemical equilibrium. The research consists of 5 phases ie analysis, design, development, implementation, and evaluation. The research participants were 174 students of grade 12th senior high schools in Yogyakarta, Indonesia. The participants were selected using stratified random sampling. The Integrated assessment instrument to assess students' analytical thinking skills and chemical literacy consists of 20 open-ended multiple-choice questions developed from 12 integrated indicators. Expert validation result shows that 20 questions are declared valid with Aiken's V value greater than 0.86. The result was collated and coded for analysis with Rasch model approach. 3 items (15%) were included in the very difficult category, 3 items (15%) were included in the difficult category, 8 items (40%) were included in the moderate category, 5 items (25%) were included in the easy category, and 1 question (5%) was included in the very easy category. It turns out that this instrument is capable to measure students' analytical thinking skill and chemical literacy.