ethanporcaro/eric-fulltext-meta huggingface dataset:
Tracing the Changes in Reading Scores and Learning Style Preferences through Reading Strategy Training
Author: Abi, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Reading Strategies,Cognitive Style,Reading Instruction,Scores,Reading Skills,Preferences,Measures (Individuals),Second Language Learning,English (Second Language)

This study aimed at investigating possible effects of reading strategy instruction on students' language learning style preferences and their reading proficiency levels. A total of 62 11th grade students from three different classes (one treatment and two control groups) of a Turkish high school took part in this experimental study which lasted for eight weeks. In the scope of this study, Learning Style Survey (LSS) developed by Cohen, Oxford and Chi (2005), Survey of Reading Strategies (SORS) by Mokhtari and Sheorey (2002) and Key English Test (KET) were applied to the target groups both before and after reading strategy instruction. The data obtained from these three instruments were compared. Results demonstrated that reading strategy training may have an effect on students' language learning style preferences, possibly leading students to be more synthesizing and field dependent.
Teaching of the Subject of Solids through Problem-Based Learning Approach
Author: Bayrak, Ramis
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Preservice Teacher Education,Preservice Teachers,Science Teachers,Problem Based Learning,Science Process Skills,Science Education,Science Tests,Achievement Tests,Scientific Concepts,Chemistry,Attitude Measures,Scientific Attitudes,Experimental Groups,Control Groups,Knowledge Level

The aim of the study is to investigate the attitudes of prospective science teachers towards the use of problem-based learning methods in the learning of concepts related to the subject of solids, and their opinions on its role in academic success, science process skills and the chemistry course. The study group consists of 83 prospective teachers studying in the science education undergraduate program. The experimental group and control group were determined by random sampling method. The problem-based learning method was used in the experimental group and the traditional approach was used in the control group. The experiment was carried out in a period of 5 weeks. As data collection tools; &quot;Solid Concept Achievement Test&quot;, &quot;Science Process Skill Test&quot; and &quot;The Attitude Scale toward Chemistry&quot; were used. In the research, analysis of covariance (ANCOVA), independent t-test and statistical methods with descriptions were used. The results showed that problem-based learning is more effective than the traditional approach to understanding the concepts related to solids by prospective teachers. The differences in academic achievement between the experimental and control groups in this study were parallel with the other results reported in the literature. Also, in terms of prospective teachers' development of science process skills and attitudes towards chemistry, it was seen that there was a significant difference between the groups in favor of problem-based learning.
Examination of Psychological Resilience Levels of High School Students
Author: Bozdag, Berkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Resilience (Psychology),Gender Differences,Student Athletes,Coping,Age,Team Sports

The general purpose of this research is to examine the psychological resilience of high school students and to compare them with various variances. The population of the research consists of high school students studying in state high schools in Yozgat in the 2019-2020 academic year, and the sampling is consisted of 200 high school students which is determined by the sampling method. In this research, descriptive sequential pattern, which is one of the mixed method research patterns in which qualitative and quantitative research approaches are used together, was applied. Quantitative data were acquired with psychological resilience scale developed by Isik (2016). The psychological resilience scale consists of three sub-dimensions: Commitment, control and challenge. Qualitative data were collected using a semi-structured questionnaire and interview technique. Quantitative data were analyzed using the SPSS 22 package program. Since the research data showed normal distribution as a result of the analysis made with the Shapiro-Wilk test, binary comparisons were analyzed in independent samples with the t-test and ANOVA test. Relational analyzes were realized by using Pearson correlation test. In the analysis of qualitative data, content analysis technique was used. According to the research findings gained; there was a statistically significant difference determined in favor of male participants in the sub-dimension of the athlete according to the gender variable of the participants, in favor of the students who exercise in the sub-dimension of control and the sub-dimension according to their sports. According to the academic success level variable, it was concluded that there was no statistically significant difference in the level of commitment and control sub-dimensions and general psychological resilience. In addition, it was determined that there was no statistically significant relationship between the ages of the participants, their sub-dimensions of control, challenge and general psychological resilience. As a result of the content analysis conducted in the qualitative part of the research, it was stated that the effects of the sport in the point of coping with the negative situations where the factors affecting the psychological resilience levels of the students negatively and positively are similar. Consequently, it has been determined that individuals whose sports psychological resilience is negatively affected are one of the methods they frequently use to get rid of the negative situation.
Impact of Informal Experiences: Changes in Mathematics Motivation for Middle Schoolers
Author: Lindt, Suzanne
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Middle School Students,Student Motivation,Self Efficacy,Program Effectiveness,Self Esteem,Mathematics Achievement,Summer Programs,Day Camp Programs,Student Experience,Mathematics Skills

The current research sought to examine the impact of a week-long mathematics camp on motivation and self-efficacy beliefs of participating middle school students. Middle school students participated in a one-week mathematics camp on a college campus, where they worked on authentic mathematics activities that were applied to real world concepts. The activities were developed by a mathematics educator and were facilitated by trained college students. Middle school students responded to the Sources of Self-Efficacy measure before and after the mathematics camp to determine whether changes occurred in various motivational variables resulting from their participation in the camp. Parallel t-tests indicated significant positive changes in students' vicarious experiences and mastery goals to suggest that participation in the camp may have caused students to feel more confident in their ability to work through math problems and to adopt learning goals for mastering mathematics content. Providing middle school students with informal learning experiences in mathematics may help them in creating long-term goals for their learning.
COVID-19, Middle Level Teacher Candidates, and Colloquialisms: Navigating Emergency Remote Field Experiences
Author: Eisenbach, Brooke B.
Date: 2020-06-00
Type: Journal Articles
Subjects: Middle School Teachers,Preservice Teachers,Preservice Teacher Education,Educational Technology,Technology Uses in Education,Critical Thinking,Creativity,Altruism,Cooperation,Computer Mediated Communication,Interpersonal Relationship,Seminars,Teacher Educators,COVID-19,Pandemics

COVID-19 challenged teacher educators and teacher candidates in ways we could have never imagined. Colloquialisms regarding the move from educator preparation to practice shifted from common truths to dynamic considerations in light of the pandemic and transition to emergency remote teaching and learning. In this essay, we share our experiences working with middle level teacher candidates during the COVID-19 pandemic. We identify the ways in which our teacher candidates rose to the challenge and demonstrated critical thinking, creativity and compassion beyond our prior expectations of rising middle level educators amidst a time of unprecedented change and uncertainty.
Teaching through Collective Trauma in the Era of COVID-19: Trauma-Informed Practices for Middle Level Learners
Author: Crosby, Shantel D.
Date: 2020-06-00
Type: Journal Articles
Subjects: Disease Control,Middle School Teachers,Trauma,Teaching Methods,Safety,Adjustment (to Environment),Distance Education,Well Being,Educational Practices,Student Needs,Middle School Students,Behavior Problems,Self Management,COVID-19,Pandemics,School Closing

The COVID-19 pandemic has had an unprecedented impact on education and the ways in which teachers engage their students. Given the individual and collective traumatic nature and impact of this global health crisis, we provide specific strategies for addressing the needs of young adolescents while teaching remotely. Specifically, we posit that middle level educators should embed trauma-informed practices, focused on restoring safety and modeling adaptive behaviors, into their remote instructional practices. Recognizing that the COVID-19 crisis has a collective traumatic impact, affecting the lives and wellbeing of students and teachers alike, we also discuss the importance of self-care, providing strategies and resources for teaching professionals. Finally, we provide some guiding thoughts on how teachers might approach moving forward upon returning to face-to-face learning in the physical classroom.
Analysis of Preschool Period Children&apos;s Listening Skill According to Some Variables
Author: Bay, Dondu Neslihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Listening Skills,Preschool Education,Age Differences,Gender Differences,Birth Order,Family Structure,Attendance,Employment Level,Parent Background,Educational Attainment

This research was carried out to determine the listening skill of the children attending pre-school education institutions and to analyze them according to some socio-demographic variables. The research was carried out in the general survey model, one of the quantitative research methods. The sample of the study was comprised of 429 children attending kindergarten and nursery class in the central districts of Eskisehir and Usak. The data collection tool used in the research was &quot;The Scale for the Evaluation of Preschool Children's Listening Skill&quot; developed by Özer Özkan and Coskun (2015). The listening skill of the children were analyzed according to child's age, gender, birth order, number of siblings, school attendance time, and age, education and employment of the parents. The listening skill scores of the children participating in the research were found to be high. It was found that the scale did not differ significantly according to gender, birth order, school attendance time, education level and employment status of the parents, however, it differed according to the age of the child and the age of the parents. Findings obtained from the research were discussed in line with the related literature and suggestions were submitted.
A Review of MALL: From Categories to Implementation. The Case of Apple&apos;s iPad
Author: Morgana, Valentina
Date: 2019-09-00
Type: Journal Articles
Subjects: Handheld Devices,Computer Assisted Instruction,Instructional Innovation,Learning Activities,Teaching Methods,Case Studies,Trend Analysis,Educational Trends,Student Attitudes,Language Skills,Second Language Learning,Second Language Instruction,English (Second Language),Higher Education,Elementary Secondary Education,Teacher Attitudes,Secondary School Students,Language Teachers,Task Analysis

The use of mobile devices inside and outside formal settings is often associated with innovative practices in the design of language learning activities. This often implies the reconceptualization of language learning tasks and of the role of the teacher in the mobile classroom. In order to investigate current research and practices in secondary and higher education a review of recent studies in the field of MALL has been undertaken with the main aim of identifying main trends, implementation practices and research gaps. This paper presents a synthesis of the literature by analysing the four different MALL categories, as presented in Pegrum (2014) and selecting a series of case studies and trends that may be implemented in various educational settings with a specific focus on the use of the iPad in second language settings. The review sought to provide a picture of the various options of MALL task-design and recent implementation practices in secondary and higher education using a specific tablet device. General findings show that many studies are more descriptive than innovative and advocate the implementation of larger and long-term research studies on how mobile devices, and the iPad in particular, are impacting language teaching and learning.
Assessing Spanish Proficiency of Online Language Learners after Year 1
Author: Aldrich, Rosalie S.
Date: 2019-09-00
Type: Journal Articles
Subjects: Language Proficiency,Spanish,Student Evaluation,Electronic Learning,Second Language Learning,Online Courses,Oral Language,Delivery Systems,Undergraduate Students,Language Tests

Online (OL) second language (L2) courses are becoming more widely offered in the United States; however, little information exists about the effectiveness of OL L2 courses beyond one semester or course. Therefore, the purpose of this study was to assess Spanish students' oral proficiency after completing one year of OL only L2 courses. At the end of year one, students (n=65) completed the Versant exam, which scored overall level of oral proficiency as well as four sub-categories: pronunciation, fluency, sentence formation, and vocabulary production. The results showed that 40% of OL Spanish students met the ACTFL benchmark of Intermediate-Low, while 49% scored Novice-High, one level below the benchmark. A portion (15%) of students not reaching Intermediate-Low scored within a few points of the benchmark. A majority of the students also met the benchmark for pronunciation and fluency, but not for sentence formation or vocabulary production. These results show that it is possible for students enrolled exclusively in online Spanish language classes to meet benchmarks. Thus, OL language students can and should be held to the same standards of oral proficiency as their peers in seated classrooms.
Using Technologies as Virtual Environments for Computer Teaching: A Systematic Review
Author: Fernando Batista, Alex
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Computer Science Education,Simulated Environment,Educational Research,Educational Strategies,Learning Processes,Instructional Effectiveness,Artificial Intelligence,Programming,Teaching Methods,Interaction,Student Motivation,Student Satisfaction

This research discusses the use of Augmented Reality, Virtual Reality and Mixed Reality technology applications in the learning process of relevant content to the Computer Science area. This systematic review aims to identify applications that use technologies to represent virtual environments and support the teaching and learning of Computer Science subjects. A protocol was elaborated and executed, resulting in the final selection of 14 papers from four databases, published from 2010 to 2018. The examined papers presented information that categorized technology applications in terms of tools used. Contents addressed to the identification of applied instructional strategies and techniques, and the recognition of effects on the learning process. As a result, we found virtual environments that show potential to teaching basic content in courses related to Computer Science. In addition, the application of virtual environments in this educational scenario has provided positive effects on the learning process, such as increased interactivity, easier content absorption, increased motivation and interest in the subjects, providing greater understanding and improving efficiency in content transmission.
Using Digital Game-Based Learning for Students with Intellectual Disabilities -- A Systematic Literature Review
Author: Stancin, Kristian
Date: 2020-00-00
Type: Journal Articles
Subjects: Game Based Learning,Students with Disabilities,Intellectual Disability,Literature Reviews,Computer Games,Skill Development,Handheld Devices,Cognitive Development,Educational Games,Student Evaluation

The purpose of this systematic literature review is to explore the area of digital Game-Based Learning (GBL) for students with intellectual disabilities as a tool that enables positive impact on learning and mastering specific skills in order to make recommendations for future research. Twenty-one studies were selected from different databases. The results showed that the most common type of game was serious game, and the most common used technology was PC with additional equipment, but tablets were also often used. In addition, the studies were more focused on the development of cognitive abilities rather than of adaptive skills.
A Freely-Available System for Browser-Based Q&amp;A Practice in English, with Speech Recognition
Author: O'Brien, Myles
Date: 2019-09-00
Type: Journal Articles
Subjects: Audio Equipment,Speech Communication,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Vocabulary,Computer Assisted Instruction,Teaching Methods,Pilot Projects,Editing,Internet,Web Browsers,Nursing Education,Questioning Techniques

A browser-based system to facilitate practice in asking and answering simple questions in English was developed. The user may ask or answer by speaking or typing, and the computer's output is in the form of speech and/or text. The types of questions handled and the permitted vocabulary are limited, though the vocabulary items may be edited freely. The system was well received in a small pilot study among Japanese students. It is freely-available for download, and requires no technical expertise to deploy, just the facilities and ability to edit text files and upload to the internet.
The Effect of Online Exchanges via Skype on EFL Learners&apos; Achievements
Author: Furumura, Yumiko
Date: 2019-09-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Intercultural Communication,Teleconferencing,Scores,Listening Skills,Reading Skills,Cultural Awareness,Foreign Students,Foreign Countries,Synchronous Communication,Undergraduate Students,Communicative Competence (Languages),Language Tests,Business English,English (Second Language),Program Effectiveness

This study examined whether direct communication with people from other countries using Skype or Line would affect students' English test scores in listening and reading as well as the development of their curiosity concerning foreign cultures by comparing the data of an experimental group with that of a control group. The former group conducted online exchanges with foreign students, while the latter group did not. As many Japanese companies engaged in international business require high scores in the TOEIC test, which is one of the multiple-choice English tests of listening and reading often used to show each person's English proficiency, universities in Japan are making efforts to improve their students' scores in such an English test. Preparation classes for English tests have been offered. However, students have been likely to lose interest in learning English in the circumstances of this learning style. Results of the study indicated that although the aim of exchange activities is to foster students' curiosity concerning intercultural matters, students experiencing online exchange with skype significantly raised their scores in TOEIC tests in listening and reading after a programme of synchronous exchanges with foreign students, compared with ones who did not experience such online exchanges.
Podcasting as a Tool to Develop Speaking Skills in the Foreign Language Classroom
Author: Díez, Mario Tomé
Date: 2020-03-00
Type: Journal Articles
Subjects: Audio Equipment,Second Language Learning,Second Language Instruction,Teaching Methods,French,Pronunciation,Speech Communication,Oral Language,Communicative Competence (Languages),Error Correction,Student Evaluation,College Students,Foreign Countries,Language Tests,Management Systems,Computer Software

It is essential for foreign language learners to have adequate opportunities for speaking in order to enhance the acquisition of oral communicative competence. Although research over the last few years has dealt with the potential of podcasting for the development of oral competencies, little has been done towards its application in the &quot;improvement&quot; of speaking skills or the &quot;correction&quot; of pronunciation. This article presents experiments with podcasts developed in French foreign language classes over the course of ten years. The results obtained relate to the following three aspects: firstly, selection and analysis of the available tools fostering greater oral activity and effective correction of pronunciation; secondly, the quantification of spoken language according to the actual duration of the podcasts, as well as preparation time estimated by the students; finally, the evaluation of spoken language using certain indicators of improvement of pronunciation.
Teaching Machine Learning in School: A Systematic Mapping of the State of the Art
Author: Marques, Lívia S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Man Machine Systems,Elementary Secondary Education,Educational Technology,Technology Uses in Education,Units of Study,Teaching Methods,Skill Development,Faculty Development,Extracurricular Activities,Instructional Materials

Although Machine Learning (ML) is integrated today into various aspects of our lives, few understand the technology behind it. This presents new challenges to extend computing education early to ML concepts helping students to understand its potential and limits. Thus, in order to obtain an overview of the state of the art on teaching Machine Learning concepts in elementary to high school, we carried out a systematic mapping study. We identified 30 instructional units mostly focusing on ML basics and neural networks. Considering the complexity of ML concepts, several instructional units cover only the most accessible processes, such as data management or present model learning and testing on an abstract level black-boxing some of the underlying ML processes. Results demonstrate that teaching ML in school can increase understanding and interest in this knowledge area as well as contextualize ML concepts through their societal impact.