ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Attitudes toward Project-Based Learning in an Intermediate Spanish Course
Author: Parker, Jerry L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Projects,Spanish,Second Language Instruction,Teaching Methods,Cultural Awareness,Andragogy,Adult Learning,Lecture Method,Grammar,Vocabulary,Video Technology,Indigenous Populations,Immigration,Language Usage,College Students

The result of continuous advancements in technology is a constant questioning of proper methods for the academic teaching of foreign languages in k-12 and higher education. Using Culturally Relevant Andragogy (Parker, 2019) as a framework, this study sought to understand students' attitudes toward project-based learning in an intermediate Spanish as a second language course. After experiencing such a curriculum, students were surveyed. Results of the survey indicated that students generally liked project-based learning but felt that there were certain drawbacks with its implementation and measuring of their success.
Recreational Travel Decisions: Push-Pull Dynamics on College Students
Author: Özdemir, Ali Selman
Date: 2020-00-00
Type: Journal Articles
Subjects: Recreational Activities,Travel,Decision Making,College Students,Tourism,Preferences,Motivation,Foreign Countries,Influences,Student Characteristics,Gender Differences,Leisure Time,Vacations

The purpose of this study is to examine the recreational tourism preferences of university students within the framework of their push and pull travel motivations. In addition, it was aimed to highlight how some variables and motivations affect tourism preferences in mutual interaction. Validity and reliability were obtained by &quot;Scale of Recreational Activities in Destination Choices&quot; (SRADC), &quot;Scale of Intrinsic Travel Motivations&quot; (SITM) and &quot;Scale of Extrinsic Travel Motivations&quot; (SETM) conducted by Özdemir, Karaküçük, and Büyüköztürk (2013). Descriptive statistics, independent sample t test, one way ANOVA and Univariate test were used for data analysis, for in-group comparisons Tukey (HSD-LSD) and Pearson Correlation test were used. In this study, it was determined that .85 for recreational activities in destination choices scale, 0.90 for SITM and 0.91 for SETM. While the push and pull travel motivation of the participants was above the mean values (123.96 ± 15.65; 121.35 ± 16.81), the highest subscale score in push travel motivation was obtained by the Exploring-Knowledge subdimension (39.01 ± 5.74). The highest sub-dimension score was obtained from the Escape sub-dimension (38.31 ± 5.98). In the pull travel motivation sub-dimensions, the highest sub-dimension score was the quality-atmosphere sub-dimension (39.29 ± 5.24), while the lowest sub-dimension score was obtained by the Natural Environment sub-dimension (19.98 ± 4.58). The findings of the study showed that the importance given to recreational activities was influenced by variables such as gender, year of study and perceived welfare, but also revealed differences in gender, field of study, year of study, and perceived welfare in push and pull travel motivations. In addition, there is a moderate positive relationship between recreational choices, push travel motivation and pull travel motivation. As a result, it has been determined that university students have high push and pull travel motivation and recreation preferences are differentiated between SITM and SETM by certain variables.
Evaluation of the Learning Outcomes in the Revised EFL Curriculum: A Research on Outcome Verbs
Author: Agçam, Reyhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Curriculum Development,English (Second Language),Second Language Learning,Second Language Instruction,Verbs,Curriculum Design,Outcomes of Education,Foreign Countries,Language Usage,Discourse Analysis,Elementary School Curriculum

EFL curricula for primary and secondary education in Turkey were revised based on the 2012 educational reform, and issued to the institutions of primary and secondary education affiliated to the Ministry of National Education (MoNE) in 2017 to be put into practice the following academic year. This study was motivated to examine the revised primary EFL curriculum with a focus on the outcome statements with respect to verb choice. Accordingly, seven sets of data were compiled from these statements identified for 2nd to 8th grades in the document, and a total of 376 outcome statements were analysed. The results demonstrated that active verbs that are recommended for writing learning outcomes constituted 14% of 403 verbs in these statements while over 41% were comprised of vague verbs that should be avoided in writing learning outcomes such as &quot;understand&quot; and &quot;know&quot; as they make the statements hard to evaluate. The findings were discussed and outlined in detail, and a couple of practical implications were offered for curriculum designers based the findings reported in this research.
Using Educational Robotics as a Cognitive Tool for ICT Teachers in an Authentic Learning Environment
Author: Uzun, Adem
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Robotics,Technology Uses in Education,Teaching Methods,Information Technology,Authentic Learning,Graduate Study,Graduate Students,Student Motivation,Instructional Effectiveness,Scaffolding (Teaching Technique),Student Satisfaction

This study describes the theoretical foundations of a learning environment designed for an ICT teachers' graduate level course, and presents a comprehensive analysis of the qualitative data acquired regarding the course's implementation. Participants in the study included six ICT teachers enrolled in the &quot;Embedded Systems and Robotic Applications&quot; course of Spring 2018. A design-based research approach was used in order to achieve a systematic but flexible methodology. Within the scope of this study, robotics was used as a cognitive tool, and authentic learning principles were applied. The participants' reflections about the learning environment indicated that they were satisfied with the course settings, their motivation increased after the course, and they learned more effectively through the scaffolding provided by the instructor.
Personality Traits as Indicators of the Development of Intercultural Communication Competence
Author: Rings, Guido
Date: 2020-00-00
Type: Journal Articles
Subjects: Personality Traits,Intercultural Communication,Undergraduate Students,Foreign Countries,Personality Measures,Predictor Variables,Foreign Students,Cultural Awareness,Adjustment (to Environment),Extraversion Introversion

This paper draws on a PhD thesis that investigates the relationship between personality traits and Intercultural Communication Competence (ICC). This research explores if specific personality traits of international students can enhance the success/failure of ICC development and in how far can specific personality traits influence the ability of international students to communicate effectively in an intercultural context. It presents a case study on 95 international undergraduates studying in Saudi Arabia. Based on the Five-Factor Model (FFM) of Personality, Assessment of Intercultural Competence (AIC) to measure participants' ICC and the International Personality Item Pool IPIP-NEO-120 to identify their personality traits of Neuroticism, Extraversion, Openness to Experience, Conscientiousness and Agreeableness, were administered to explore the relationship between personality traits and ICC. It found that Openness and Conscientiousness had a positive correlation with ICC with while Neuroticism negatively correlated with ICC. It also found no correlation between Extroversion and Agreeableness and the development of ICC.
Pre-Service Language Teachers&apos; Autonomous Language Learning with Web 2.0 Tools and Mobile Applications
Author: Karakas, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Web 2.0 Technologies,Handheld Devices,English (Second Language),Second Language Instruction,Student Attitudes,Educational Technology,Foreign Countries,Preservice Teacher Education,Technology Integration,Teaching Methods,Familiarity

Although the key role of utilizing Information and Communication Technology (ICT) tools in foreign language learning and language teacher education is well-established in the literature, understanding the extent to which the student teachers of English are aware of and proficient in using ICT tools remains a key consideration. Therefore, this study was set out to investigate what Web 2.0 tools and mobile applications (henceforth apps) are used by student teachers in their personal and educational life. Consequently, this study explored, a) the familiarity of student teachers with available Web 2.0 tools and mobile apps, b) the frequency of the use of these tools, and c) the aims of using these tools. The participants were 388 student teachers from two state universities in Turkey. The data were collected through a questionnaire with closed and open-ended questions. Descriptive statistics were used for the analysis of the questionnaire data and content analysis for the qualitative data. The findings revealed that most of the participants exhibited low degrees of familiarity and use towards the Web 2.0 tools and mobile apps. Results indicated that the most commonly used tools are the ones that contribute to listening and watching native and non-native English speakers. Moreover, student teachers do not know or use some technological tools such as corpus tools and virtual worlds, whose effects are well-established in the literature. One major implication of the results is that language teacher education programs should offer more courses on educational technology to student teachers of English.
Cluster Supervision in Improving Primary Education Curriculum: In the Case of Addis Ababa
Author: Tadesse, Endale
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Curriculum,Foreign Countries,Educational Improvement,Principals,Supervisors,Teacher Supervision,Inservice Teacher Education,Decision Making,Budgets,School Visitation,Meetings,Administrator Attitudes,Administrator Education,Administrator Role,Faculty Development,Elementary School Teachers

A mixed research design is employed to assess the roles of cluster supervision in improving primary education curriculum. To conduct the study survey design was employed by taking sample wereda, cluster centers, teachers and principals randomly and interview was conducted to support the quantitative data findings. Hence, the main findings emerged from this study were: benefits teachers gained from cluster supervisors practice was insignificant; cluster supervisors and principals are ineffective in creating favorable situations for teachers to get in-service education; school visits by cluster supervisors and principals were irregular. Finally it recommended to arrange short-term refresher training and discussion forums; participate in decision-making process related to curriculum at all stages and the cluster supervisors should coordinate different groups of implementation and improvement of the curriculum. Moreover, the regional education offices, the zone education department, or the school should give orientation about the role and responsibilities of the cluster supervisors and allocates budget for school cluster supervision.
Primary School Teachers&apos; Knowledge, Attitude and Practice of Differentiated Instruction: The Case of In-Service Teacher-Trainees of Debre Markos College of Teacher Education, West Gojjam Zone, Amhara Region, Ethiopia
Author: Mengistie, Solomon Melesse
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Pedagogical Content Knowledge,Teacher Attitudes,Individualized Instruction,Inservice Teacher Education,Trainees,Knowledge Level,Ability Grouping,Program Implementation,Educational Strategies,Large Group Instruction,Class Size,Faculty Workload

This study explored primary school teachers' knowledge, attitude and practice of differentiated instruction. The target population of this study was primary school (Grades 1-4) teachers of the Amhara Region who were attending summer in-service diploma level training at Debre Markos College of Teacher Education in 2017 academic year. To this end, questionnaire and FGD were used as data collection instruments. The findings of the study revealed that there was a general level of understanding of differentiated instruction among primary school teachers. Though there was a seemingly adequate level of understanding of differentiated instruction by primary school teachers regarding the ways to support each group of students (i.e., fast learners, medium learners, and slow learners), teachers lacked knowledge of specific strategies to manage mixed ability classrooms in a way that engages each group of students during classroom hours simultaneously. The findings also indicated that there was a lower degree of implementation of differentiated instruction as compared to their level of understanding. It was also found that differentiation of content was the lowest practiced area. The data revealed that teachers were not regularly differentiating instruction in their classrooms due to lack of knowledge of specific strategies, the time constraints to prepare differentiated instructional lessons, and lack of relevant resources. Some teachers mentioned that large class size also obstructed their attempt of implementing differentiated instruction. They also do not usually have adequate opportunities to plan ahead and reflect on their work due to extremely high work load. To alleviate these problems, the researcher has forwarded relevant recommendations in the paper.
Analyzing Motor Development and Emergent Literacy Skills of Preschool Children
Author: Özkür, Fatma
Date: 2020-00-00
Type: Journal Articles
Subjects: Emergent Literacy,Preschool Children,Psychomotor Skills,Child Development,Correlation,Foreign Countries,Preschool Education

Children start to gain basic literacy skills during preschool that they will constantly be depended on for their academic activities in primary school. Through learning shoulder girdle strength, fine motor skills, and eye-hand coordination, the foundation of motor skills is developed. Examining the effects of motor skills on emergent literacy skills could provide helpful information on the associations among motor and, reading and writing development. The purpose of this study was to analyze 5 years old children's motor development and emergent literacy skills. The sample of the study consisted of 160 preschool children from main district of Istanbul. Dumans TMB scale and OYHB scale was used for data collection purposes. Results showed that majority of the preschool children (68%) participated in the study had insufficient level of emergent literacy skills. This group's motor development score was also significantly lower than instructional group. Pearson correlation analysis showed that there was a positive and medium level correlation between the scores of motor development and emergent literacy in both groups. It has been suggested that preschool children's motor skills should be taken into account for their emergent literacy skills development.
Partnerships to Transform STEM Learning: A Case Study of a STEM Learning Ecosystem
Author: Allen, Patricia J.
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Nonschool Educational Programs,Outcomes of Education,Partnerships in Education,Communities of Practice,Skill Development,Student Attitudes,Elementary Secondary Education

One of the most notable transformations in the STEM educational landscape in the last decade is the rise of the out-of-school time (OST) sector as a leading provider of STEM enrichment (Krishnamurthi, Ottinger, &amp; Topol, 2013; National Research Council, 2015). High-quality OST programs provide young people with rich, engaging learning experiences, coupling STEM concepts with hands-on activities that foster youth voice and choice and apply STEM to real-world social contexts (Lyon, Jafri, &amp; St. Louis, 2012; Noam &amp; Shah, 2014). A large and growing literature documents the positive effects of OST STEM on youth outcomes (e.g., Allen et al., 2019; Dabney et al., 2012; Young, Ortiz, &amp; Young, 2017). Practitioners, researchers, and policymakers show increasing interest in strategic partnerships among OST providers, K-12 schools, and other community organizations (Anthony &amp; Morra, 2016; Bevan et al., 2010; National Research Council, 2015) to improve access to quality STEM learning, especially among underserved youth, and to increase the number of young people who pursue STEM careers (National Research Council, 2015). To better understand how communities can develop and leverage partnerships within and beyond OST to improve STEM programming, the conducted conducted an in-depth case study of one of the first STEM learning ecosystems in the U.S.: the Tulsa Regional STEM Alliance in Oklahoma, which is working to improve STEM teaching and learning from its home base in the OST sector. This article begins by describing the STEM Learning Ecosystems Community of Practice (CoP), a national initiative that cultivates dynamic community partnerships to provide high-quality STEM learning. After presenting the research frame and outlining the methodology, the authors summarize key findings from the Tulsa alliance, focusing on how an OST-led STEM learning ecosystem forms, develops, acts, evolves, and sustains itself over time. Their conclusions focus on how the OST field can lead a national movement to transform STEM education by developing strong partnerships with schools, businesses, and STEM institutions; by investing in quality standards; and by building data systems and common measurements to support continuous improvement.
Collaborative Learning Practices by Gender: A Case of a Community School in Nepal
Author: Acharya, Kamal Prasad
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Gender Differences,Community Schools,Foreign Countries,Science Education,Health Education,Instructional Effectiveness,Scaffolding (Teaching Technique),Grade 5,Grade 6,Grade 7,Group Dynamics,Learning Activities,Middle School Students

This study explores the situation of basic level community school boy and girl students' science and health learning through collaborative culture. Fifth, sixth and seventh-grade students (both boys and girls) took part in this study. As per the aim of this study, a set of questionnaire was developed and administered to the sampled students. Two hundred and fifty-eight students were selected from the sampled school using the census sampling technique. All the students were involved in collaborative learning activities such as building trust and open communication, establishing group interaction, respect diversity and sharing creative ideas based on the basic level science and health curriculum aiming at promoting inquiry learning through collaboration. A quantitative analysis involving the use of the Chi-square test at 0.05 level of significance, Likelihood ratio and Somer's symmetric was conducted to see the association between the variables. The results showed that science and health collaborative learning activities by gender were not associated significantly. There was no statistically significant difference ([alpha]=0.05) between the variables studied. The findings showed a weak association with gender and collaborative science and health learning activities in the classrooms.
Effect of Sport Education Model-Based Social-Emotional Learning Program on Emotional Intelligence
Author: Arikan, Neslihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Team Sports,Social Development,Emotional Development,Goal Orientation,Emotional Intelligence,Program Effectiveness,Physical Education,Foreign Countries,High School Students,Self Concept,Self Management,Decision Making,Interpersonal Competence,Social Behavior,Teamwork,Competition

In the study, a 16-week SEM-SEL volleyball program was prepared using the Social-Emotional Learning Model (SEL) based on the Sport Education Model (SEM). The goal achievements of SEL are processed and awareness about the goal achievements is provided to the students in the SEM-SEL volleyball program each week. In the study, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week SEM-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Descriptive statistics and Two-way Covariance Analysis (ANCOVA) were used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups; that there was an increase in the emotional intelligence levels of the students in the experiment group and a decrease in the students in the control group. According to ANCOVA, SEI-S final-test total scores were found to have a significant difference in favor of the experimental group and no significant difference in the school type. Consequently, the 16-week SEM-SEL volleyball program was effective in increasing the emotional intelligence levels of the students. Furthermore, it was determined that SEM and SEL were compatible with each other and that SEL had positive results in the field of physical education and sports.
Transcend the Summer Slump: How Summer Programs Can Attract and Retain Low-Income High School Students
Author: Jones, Denise
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Recruitment,High School Students,Summer Programs,Student Participation,Low Income Students,Youth Programs,Leadership Training,Job Skills,Skill Development,Academic Ability,Career Readiness,Experiential Learning,Interpersonal Competence,Student Attitudes

This article describes research the authors undertook on why low income high school students invest in summer learning. They engaged participants in a community-based summer learning program to examine the factors that first attracted and then sustained their participation. They found that the elements that attracted students to the program were not the same as those that sustained participation. The results of the study suggest ways that program providers and policy makers can better serve the young people who need summer learning programs most.