ethanporcaro/eric-fulltext-meta huggingface dataset:
Computational Thinking Integration into Middle Grades Science Classrooms: Strategies for Meeting the Challenges
Author: Boulden, Danielle Cadieux
Date: 2018-12-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Middle School Students,Science Instruction,Research and Development,Theory Practice Relationship,Partnerships in Education,Models,Programming,Middle School Teachers,Educational Technology,Technology Integration,Teaching Methods

This paper reports findings from the efforts of a university-based research team as they worked with middle school educators within formal school structures to infuse computer science principles and computational thinking practices. Despite the need to integrate these skills within regular classroom practices to allow all students the opportunity to learn these essential 21st Century skills, prior practice has been to offer these learning experiences outside of mainstream curricula where only a subset of students has access. We have sought to leverage elements of the research-practice partnership framework to achieve our project objectives of integrating computer science and computational thinking within middle science classrooms. Utilizing a qualitative approach to inquiry, we present narratives from three case schools, report on themes across work sites, and share recommendations to guide other practitioners and researchers who are looking to engage in technology-related initiatives to impact the lives of middle grades students.
A Structural Equation Model Describes Factors Contributing Teachers&apos; Job Stress in Primary Schools
Author: Abdullah, Anis Salwa
Date: 2019-00-00
Type: Journal Articles
Subjects: Stress Variables,Elementary School Teachers,Peer Relationship,Technological Literacy,Faculty Development,Faculty Workload,Professional Recognition,Student Behavior,Behavior Problems,Factor Analysis,Foreign Countries,Time Management,Teacher Attitudes

The job stress model was developed by Boyle, Borg, Falzon, and Jr. (1995) with 20 items in five (5) dimensions named workloads, professional recognition, students' misbehaviour, time and resource constraint, as well as peer relationship. A study was carried out later by Collie, Shapka, and Perry (2012) using the same items as proposed by Boyle et al. (1995), with one (1) additional four (4) items dimension named technology. The aim of this particular study was to re-examine and re-confirm that the measurement model for job stress construct with the respective dimensions and items would hold for teachers in the primary schools setting in Kelantan, Malaysia. Thus, this study employed confirmatory factor analysis to achieve the objective. As a result, this study proposed a measurement model which described factors contributing primary school teachers' job stress with eight (8) dimensions, namely T1 (students misbehaviour), T2 (workloads), T3 (professional recognition), T4 (time and resource constraint), T5 (interpersonal relationship), T6 (training and support towards technology), T7 (curriculum facilities and exposure constraints) and T8 (technology literacy). This model evaluated its construct validity by estimating both convergent and discriminant validity, while evaluating the internal consistency of the proposed model itself, and estimates how the instrument determines the reasonable relations among the latent factors mentioned above, and how it describes the reasonable results and assigns the quality of data fit within it. The specific model can be used by researchers to evaluate the effect of different aspects of job stress in the education institutions.
The Education of Escobar Cruz: Sports, Identity and Masculinity in Middle School
Author: Martinez, Eligio, Jr.
Date: 2018-12-00
Type: Journal Articles
Subjects: Middle School Students,Grade 7,Hispanic American Students,Masculinity,Peer Influence,Athletic Coaches,Teacher Influence,Minority Group Students,Learner Engagement,Academic Achievement,Student Development,Gender Differences,Males,Social Bias,Student Behavior,Teacher Student Relationship

Some assert that middle school should be the stage in an individual's educational trajectory where they begin to make plans for the future. For many young men of color, middle school becomes a stage where they begin to get off track academically. This is the story of Escobar Cruz, a young Latino male student, and his navigation through the 7th grade attempting to figure out who he is and who he wants to become. Escobar must choose between listening to his English Language Arts teacher or his peers and soccer coach and make decisions that will impact his future. Masculinity and school engagement are analyzed to explore the daily negotiations that young men of color engage in at schools.
A Study of the Relationship between Iranian Learners&apos; Sociocultural Identity and English as a Foreign Language (EFL) Learning Proficiency
Author: Mohammadi, Habib
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Proficiency,Identification (Psychology),Correlation,Social Influences,Cultural Influences,Foreign Countries,College Students

Due to the development of English as an international language and dominance of fever of it, researchers were interested in the influential factors in learning English as a foreign or second language, and their relationship with English learning, such as; gender, different kinds of identity, religion, and etc. However, there are few studies on the relationship between sociocultural identity and EFL learning. This study aimed to investigate the relationship between Iranian learners' sociocultural identity and their EFL learning. In this correlational study, 360 intermediate and advanced English students from four institutes in Zanjan Province, Iran, were selected based on the cluster sampling method. The Oxford Quick Placement Test was used to check the EFL learning proficiency and make homogeneous groups. Aspects of Identity Questionnaire Cheek (2013) was utilized to check the level of learners' sociocultural identity. The normality of data was checked based on Skewness and Kurtosis normal test, therefore, Pearson Correlation Coefficient was applied in this study. The result has indicated that there was a negative significant (-678) relationship between learners' sociocultural identity and their EFL learning. This finding will be beneficial for syllabus designers, language learners, their parents, and language teachers.
Creativity Level of Hearing Impaired and Hearing Students of Federal College of Education
Author: Daramola, Dorcas Sola
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Hearing Impairments,College Students,Creativity,Correlation,Gender Differences,Severity (of Disability),Preservice Teachers,Mainstreaming,Student Characteristics

This study investigated creativity Level of Hearing Impaired and Hearing Students of Federal College of Education in Oyo. Specifically, the study investigated the creativity level of hearing and hearing-impaired students. Also, a relationship between gender and onset of hearing loss and students' creativity level were found out. A descriptive survey design was adopted for this study. A purposive sampling technique was used to sample a total of 248 second year students Nigerian Certification in Education (NCE II) of the School of Education who participated in the study. A researcher-designed questionnaire with a reliability coefficient of 0.76 was used to collect data for the study. The Findings showed that the creativity level of hearing-impaired students is significantly higher compared to their hearing peer. It was revealed that female hearing impaired students significantly show a higher level of creativity than their male peer. Also, post-lingual hearing-impaired students are significantly higher in creativity level than their pre-lingua peers. Based on these findings, it was recommended that mainstreaming approach of providing education services adopted by Federal College of Education in Oyo should be strengthened and adopted in all institution where hearing and hearing impaired attend.
Cross-Linguistic Influence in the L3 Acquisition of English Adjective Properties by Azeri-Persian Bilinguals
Author: Ghezlou, Maryam
Date: 2019-01-00
Type: Journal Articles
Subjects: Turkic Languages,Indo European Languages,English (Second Language),Bilingual Students,Language Proficiency,Multilingualism,College Students,Form Classes (Languages),Interference (Language),Grammar,Foreign Countries

The present study sought to uncover the effect of previously acquired languages, Azeri and Persian, on the acquisition of English adjective properties of bilingual learners. It further investigated the role of L3 general proficiency and its interaction with the effect of previously acquired languages on the development of English adjective properties. More specifically, the aim of the study was to discern which of the theories in the field of third language acquisition (Cumulativeenhancement Model, Flynn &amp; Foley, 2004; L2 Status Factor Hypothesis, Bardel &amp; Falk, 2007; and Typological Primacy Model, Rothman, 2010, 2011, 2013, 2015) could account for the acquisition of adjective placement and order in L3 English. To fulfill so, 180 bilingual and monolingual university students from Miyandoab and Arak took a general English proficiency test, a background questionnaire, and a grammaticality judgment test. The data, then, were analyzed through descriptive statistics, multivariate ANOVA and post-hoc comparison tests. The obtained results indicated the effect of Persian L2 on the acquisition of English L3 adjective placement. Regarding adjective order, however, none of the theories could support the findings. Further investigation in this area will definitely lead to better theory building especially in the context of foreign language learning and instruction.
A Path Analysis of Typical Intellectual Engagement, Learning Style and Preference for Assessment
Author: Reza, Maleki Ali
Date: 2019-01-00
Type: Journal Articles
Subjects: Path Analysis,Learner Engagement,Intellectual Experience,Cognitive Style,Foreign Countries,English (Second Language),Second Language Learning,Predictor Variables,Individual Differences,Interpersonal Relationship,Preferences,Evaluation Methods

One of the most significant issues in the process of teaching and learning is to consider students' individual differences. The aim of this study was to investigate the interrelationships among Iranian EFL Learners' Typical Intellectual Engagement, Learning Style and Preference for Assessment Methods. The sample included 200 English learners majoring in TEFL (Teaching English as a Foreign Language) from 3 different universities in Mashhad, Iran. To this end, three questionnaires; Typical Intellectual Engagement questionnaire, learning style inventory, and preference for assessment methods questionnaire were administered. The interrelationships among all variables were examined using path analysis. The model was fitted after some modifications. Findings revealed that Typical Intellectual Engagement was a positive and significant predictor of all four sub-factors of EFL learners' learning styles except Activist. Also, all four subfactors of EFL learners' learning styles except pragmatist were significant predictors of preference for assessment methods. Finally, the fit model showed that Typical Intellectual Engagement was a positive significant predictor of preferred assessment methods (r=0.24, 0.22, p&lt;0.05). This study has several implications for teachers, learners, and syllabus designers.
Determination of Multi-Dimensional Self-Efficacy Beliefs of Prospective Teachers towards Creative Drama Activities
Author: Tezer, Murat
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Beliefs,Student Attitudes,Art,Dramatics,Creativity,Drama,Creative Activities,Preschool Education,Preservice Teachers,Correlation,Classroom Techniques

The aim of this research is to investigate multi-dimensional self-efficacy beliefs of prospective teachers towards creative drama activities in terms of various variables. The study group consists of 288 prospective teachers attending preschool education and classroom teaching degree undergraduate programs of a private university located in Northern Cyprus in 2017-2018 academic year. The &quot;Multi-Dimensional Self-Efficacy Belief Scale of Prospective teachers towards Creative Drama Activities&quot; that was developed by the researchers was used in the research. The scale was applied to prospective teachers, which was consisting of three dimensions to be &quot;classroom management and communication&quot;, the second as &quot;learning-teaching process and evaluation&quot; and the third as &quot;planning&quot; towards creative drama activities. As a result of the analyses that were made, pre-school education and classroom teaching prospective teachers have good multidimensional self-efficacy beliefs towards creative drama activities.
An Investigation into Receptive Vocabulary Growth and Its Predictability for Reading Development of University Students in a Semester Course
Author: Pathan, Zahid Hussain
Date: 2019-01-00
Type: Journal Articles
Subjects: Receptive Language,Vocabulary Development,English (Second Language),Second Language Learning,Graduate Students,Foreign Countries,Language Tests,Reading Comprehension

The present study primarily aims to investigate the relationship between Pakistani students' receptive vocabulary growth and their reading development at two different points: at the beginning and the end of English course. The standardized vocabulary size test (VST) and reading comprehension test (TOEFL) were administered to 123 first year postgraduate university students. To analyse the data, both descriptive and inferential tests were performed in SPSS (version, 21). The findings of the descriptive statistics showed a change in the mean scores of participants' vocabulary on 14,000 words list at the beginning of the English course (M=35.00) and (M=40.80) at the end of the English course respectively. The findings of the paired t-test revealed that the change was significant at p&lt;0.001. The findings of correlation test indicated that students' vocabulary size and their reading ability were closely associated at (r = 0.76). The findings of the simple linear regression also generated acceptable model where 58.2% of the variance in the dependent variable (reading comprehension) was predicted by the independent variable (vocabulary size). This study has some implications for teaching and learning of the English language.
Effectiveness of a Generative Learning-Based Biology Module to Improve the Analytical Thinking Skills of the Students with High and Low Reading Motivation
Author: Prawita, Widya
Date: 2019-01-00
Type: Journal Articles
Subjects: Biology,Science Process Skills,Thinking Skills,Critical Thinking,Control Groups,Experimental Groups,Units of Study,Measures (Individuals),Reading Motivation,Learning Processes,Foreign Countries,Learning Activities

This research aimed to examine the effectiveness of a Generative Learning-based biology module to improve the analytical thinking skills of the students with high and low reading motivation. The method used was a 2x2 factorial design. The participants were 250 students of the Class XI SMA Kota Kotabumi. The researcher used an intact group technique to determine the sample. The sample was divided into two groups, namely the control group using conventional modules and the experimental group using Generative Learning-based biology modules, and each sample groups were divided into two groups of high reading motivation (HRM) and low reading motivation (LRM). The instrument used to obtain the data of analysis capability was an essay test, the indicators based on Facione's analytical thinking skills. The instrument of reading motivation used the Motivations for Reading Questionnaire (MRQ). The results of the data analysis showed the effectiveness of the Generative Learning-based biology module implementation on the students' analytical thinking skills. There was not only an influence of reading motivation through students' analytical thinking skills but also interaction between the module and students' reading motivation towards their analytical thinking skills.
Do the Learner-Centered Approaches Increase Academic Performance? Effect of the Layered Curriculum on Students&apos; Academic Achievement in English Lesson
Author: Üzüm, Burhan
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 9,Student Centered Learning,Academic Achievement,Outcomes of Education,Second Language Learning,English (Second Language),Achievement Tests,Experimental Groups,Control Groups,Learning Activities,Curriculum,Educational Benefits

This study was conducted to demonstrate the effect of the layered curriculum on the academic achievement of the 9th grade students in English lesson. Based on quantitative research method, pretest-posttest matched with control group pattern, one of the quasi-experimental designs, was used in the study. The study group consisted of 67 ninth grade students in Atatürk Anatolian High School, in the city center of Siirt, during 2016-2017 academic year. The applications to be conducted within the scope of the layered curriculum were prepared according to the unit-Seven Wonders. After the unit, in which the activities of the layered currciulum were going to be carried out, was determined, an academic achievement test based on the learning outcomes of the unit was formed. After carrying out the reliability and validity procedures, the academic achievement test was conducted to the experimental and control groups as pretest and posttest. Following the pretest, the students in the experimental group did the activities having been prepared according to the layered curriculum for 6 weeks. The students in the control group, on the other hand, did the activities in their textbooks. At the end of the experimental process, both the experimental and the control group were required to take the academic achievement test as posttest.
Differences in English Proficiency Test Scores between Students of Social and Natural Sciences
Author: Kasim, Usman
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Language Proficiency,Language Tests,Scores,Social Sciences,Natural Sciences,College Students,Listening Comprehension Tests,Listening Comprehension,Reading Tests,Reading Comprehension,Comparative Analysis,Academic Achievement,Outcomes of Education

Students of social and natural sciences are expected to achieve different learning outcomes because they employ different language learning strategies and are exposed to different vocabulary. This research was aimed at finding evidence from empirical data to determine whether the differences in learning outcomes are statistically significant. The data for this research were collected by administering the Test of English as a Foreign Language (TOEFL) to 179 students from four state universities in Aceh, the northernmost province of Indonesia. The results of the test were analysed based on the components in each subtest. There are three parts in the listening comprehension section, 14 aspects in the structure and written expression section, and six skills in the reading comprehension section. The results show that significant differences were only found in part A (the short talk section) of the listening comprehension part and in the main idea skill section in the reading comprehension part. Students of natural sciences performed better when listening to a short academic talk, while social science students had a better general comprehension of non-discipline specific academic texts.
Discourse Patterns in English as an L2 Classroom in India
Author: Doley, Sarat Kumar
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Undergraduate Students,Classroom Communication,Discourse Analysis,Questioning Techniques,Discussion (Teaching Technique),Cultural Influences

This paper is the outcome of a year-long case study exploring the pattern of discourse in undergraduate English as a second language (L2) classroom in Assam, India. Following the socio-culturally based theoretical perspective that language learning in an L2 classroom occurs within the context of guided discourse patterns, this study attempts at a description of the discourse patterns and strategies adopted by the L2 instructor in the classroom under scrutiny. In doing so, the study looks at the role of the instructor in the initiation and continuation of the spoken discourse between him and the L2 learners, mostly following the Initiation-Response-Feedback (IRF) pattern, and among the L2 learners themselves. It also seeks to interpret the types and consequences of the style of questioning adopted by the instructor in terms of motivation for more oral exchanges among the L2 learners. The study shows that the high frequency of demonstrative questions from the instructor and IRF pattern of spoken discourse between the instructor and the L2 learners does not encourage the learners for longer oral interaction in the L2.
Developing Critical-Thinking Skills through the Collaboration of Jigsaw Model with Problem-Based Learning Model
Author: Saputra, Maskhur Dwi
Date: 2019-01-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Cooperative Learning,Models,Problem Based Learning,Pretests Posttests,Scores,Foreign Countries,Accounting,Vocational High Schools

This research aimed at examining the effectiveness of collaboration of Jigsaw and problem-based learning (PBL) model in developing students' critical thinking skills. This research exerted an experimental design using pre-experimental one group pretest-posttest. The implementation of such model collaboration was carried out in SMK Batik 1 Surakarta, Central Java, Indonesia by engaging 37 accounting students of class XI. Before and after the implementation of the twomodel collaboration, the students were given the tests of critical thinking skills which were set in the same composition. The research data were in the form of pretest and posttest scores which were analyzed by examining t-test and gain score whose calculation was assisted by SPSS 23 program. The result indicated that there was a difference between the pretest score and the posttest score with the significance level of 0,000 &lt; 0,05. The average of pretest and posttest scores respectively referred to 48,44 and 68,93. Accordingly, the implementation of collaboration of Jigsaw and problem-based learning (PBL) model was effective in developing students' critical thinking skills. From this research finding, there was an impediment of time limitation in enacting the collaboration of the two models. This constraint happened while presenting the result of group discussion.