ethanporcaro/eric-fulltext-meta huggingface dataset:
Becoming Socially Responsible: The Implementation of Project-Oriented Problem-Based Learning
Author: Alwi, Azlin
Date: 2018-12-00
Type: Journal Articles
Subjects: Student Projects,Problem Based Learning,Teaching Methods,Psychology,Student Attitudes,College Students,Knowledge Level,Skill Development,Student Participation,Sustainability,Student Evaluation,Program Effectiveness,Foreign Countries

Project-oriented problem-based learning (POPBL) is an alternative approach to innovative teaching and is widely implemented in the classroom. However, little information is gathered pertaining to its implementation in psychology-related subjects. The present study is guided by two objectives: 1) to examine students' perception of this type of approach, and (2) to determine whether students' perception improves after the implementation of POPBL. 103 participants aged between 18-24 years old (M = 21.91, SD = 2.14) participated in this study. A measure, named the Students' Learning Experience Scale (SLES) was constructed to determine participants' perception of their learning in five aspects: (1) acquired knowledge, (2) soft skills, (3) contribution and engagement, (4) sustainability; and (5) assessments. The results from the present study suggested that the POPBL was indeed highly acceptable and favored by all students. A paired t-test was also conducted to evaluate the effectiveness of the approach on students' scores on the SLES. The results show that there was a significant difference in the scores for students' perception of the course before (M = 4.15, SD = 0.45) and after (M = 4.41, SD = 0.40); t(87) = (-4.05). p = 0.000. These findings were further discussed with respect to the current literature on teaching and learning approaches, and the significant implications in developing effective pedagogic strategies.
English for Academic Purposes Needs of Research Assistants: A Qualitative Needs Analysis in a Nursing Department
Author: Uzun, Kutay
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,English for Academic Purposes,Research Assistants,Nursing Education,Public Colleges,Second Language Learning,Student Attitudes,College Students,Language Usage,Language Skills

The present study aimed to fill a gap in the literature by documenting the EAP needs of the research assistants of Nursing in a public Turkish university. The study was of a qualitative nature and data was collected by means of an open-ended questionnaire, whose questions were based on Hutchinson &amp; Waters's (1987) framework to identify the target needs of language learners. The participants of the study were 8 research assistants working for the Nursing department of a public university in Turkey, who volunteered to participate in the study. For the analysis of data, the statements of the participants were coded according to their themes and topics. The findings of the study revealed that the participants were in need of improving their academic speaking and writing skills within the context of Nursing in order to perform better in writing research articles and giving presentations in international conferences.
Should We Teach Pronunciation Explicitly in L2/EFL Classrooms?
Author: Atar, Cihat
Date: 2018-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Teaching Methods,Pronunciation,Language Proficiency

The aim of this study is to discuss whether explicit teaching of English pronunciation in second language (L2) and English as a foreign language (EFL) classrooms is helpful for learners or not. This study aims to review the studies on pronunciation teaching to synthesize the literature. In this way, connections between research and practice will be formed and the implications for language teaching will be mentioned. In this study, a literature review (of around 40 articles, books and book chapters) has been done first and then, in accordance with the findings, the emerging themes (e.g. intelligibility, Lingua Franca Core and students' background) from the review were further reviewed and a synthesis is provided taking the findings regarding different perspectives into consideration. The results suggest that recently pronunciation teaching has shown great improvements and the aims of it have changed from attaining a native-like proficiency to being intelligible. The review suggests that the aim of pronunciation teaching should be to teach for functional and meaningful contexts and it should be a part of communicative approaches to provide students with a fluent speech. The findings also suggest that the focus in explicit pronunciation teaching should be on not only perception, but also production and only the relevant and useful parts of phonology should be taught to learners.
Effects of Elementary School Teachers&apos; Background Variables on Their Educational Beliefs and Different Types of Computer Use
Author: Peng, Teng-lung
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Background,Teacher Characteristics,Teacher Attitudes,Computer Uses in Education,Educational Attainment,Academic Degrees,Teaching Experience,Teacher Placement,Faculty Workload,Technology Integration

The purpose of this study was to investigate whether teachers' background variables affect teachers' educational beliefs and different types of computer use. In addition, this study explored the relationship between teachers' educational beliefs and different types of computer use. The participants in this research were 180 elementary school teachers, including 56 males and 124 females, in central-west Taiwan. A questionnaire was developed for the purpose of collecting relevant information. Moreover, descriptive statistics, factorial analysis, independent samples T-test, one-way ANOVA and product-moment correlation were used as the methods of statistical analysis. To understand elementary school teachers' attitude toward and perception of teachers' educational beliefs and different types of computer use, the researchers interviewed 18 teachers. The results indicated that teachers' educational degrees affected teachers' educational beliefs, while teachers' educational degrees, teaching years, positions, number of classes, and the frequency of technology integration affected different types of computer use. The results of the questionnaire and interviews demonstrated that teachers' educational beliefs were correlated with different types of computer use. Based on the findings, some implications are considered to be of help to elementary school teachers and educators.
An Evaluation of the Transition Process from Teaching to the Academia
Author: Balikçi, Abdullah
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Phenomenology,Graduate Study,Teaching (Occupation),Faculty Development,Universities,Transitional Programs,Reliability,Validity,College Faculty,Teaching Conditions,Educational Research,Educational Environment

The recent increase in the number of universities in Turkey has sped up the transition of teachers who receive graduate education to the academia. However, this rapid transition brought a variety of problems. The present study focused on the academics' experiences regarding the transition from teaching to the academia from a holistic perspective. The qualitative research method and the phenomenological design were employed in the study. The participants were seven academics who passed to the academia from a teaching career. Convenient sampling and snowball sampling were used in the selection of the participants. The research data were gathered through an interview form. An audio-recorder was used not to lose data during the interviews. In the analysis of the data, the descriptive analysis technique was employed. As for the reliability and validity of the study, data triangulation, external revision, direct quotations and referee evaluation were put into practice. Three themes were revealed as a result of the data analysis. These themes were the teaching profession and process, graduate education process and the process of becoming an academic. The findings of the study are as follows: The teaching profession was practiced willingly and with a human-oriented approach. Teaching was seen as a way of serving the society through students. Graduate education was regarded as a difficult process, but expectations overcame the difficulties. Since the participants had to work as a teacher and learn as an undergraduate student at the same time could be challenging both financially and psychologically. Academicianship was perceived as a place for critical and scientific thinking. The transition to the academia was followed by the efforts to adapt to the new institutional and physical environment. Based on the study, it can be suggested that the teaching profession should be made more development-oriented through graduate education, and legal regulations should be made to ease the bureaucratic difficulties teachers experience while receiving graduate education.
Turkish EFL Learners&apos; Willingness to Communicate in English
Author: Altiner, Cennet
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Usage,Student Attitudes,Gender Differences,Language Proficiency,College Students,Language of Instruction

Willingness to communicate in a second language has gained importance recently with the increasing popularity of communicate language teaching. However, different factors which influence learners' willingness to communicate have not been widely investigated in the Turkish classroom context. Thus, this study investigated English as a foreign language (EFL) learners' willingness to communicate (WTC) in Turkish EFL context and its interaction with different factors such as gender, proficiency levels. 711 preparatory school students at a state university in Turkey participated in this study. For data collection, willingness to communicate scale adapted from Peng and Woodrow (2010) was utilized in order to investigate Turkish preparatory students' willingness to communicate in English. Firstly, descriptive analysis of the scale was carried out through Statistical Package for Social Sciences (SPSS). Then, independent samples t-tests and one-way ANOVA were conducted to investigate the effects of gender and language proficiency variables on learners' willingness to communicate. The results of the study indicated that the learners in this study were moderately willing to communicate in English. It was found that learners were more willing to communicate in controlled situations compared to more meaning-focused situations. With regard to the effect of gender on Turkish EFL learners' WTC, it was found that female EFL learners are more willing to communicate in English in the classroom compared to male EFL students. Lastly, learners who have higher language proficiency levels were found to have higher WTC level compared to learners who have lower language proficiency levels.
A Design-Based Approach to Course Planning and Development
Author: Rissanen, Antti
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum Development,Curriculum Implementation,Research Design,Student Evaluation of Teacher Performance,Educational Change,STEM Education,Teaching Methods,Integrated Learning Systems,College Students,College Faculty

The aim to refine education often leads to changes to curriculums, and the planning and implementation of educational changes can be approached in methodological and process-oriented ways. This study investigated how Bologna process and local needs lead to a new implementation. Case material presents how courses were planned for the Department of Military Technology at the NDU. The data was gathered from three courses related to science and technology, and a design-based research (DBR) concept guided the project. Specifically, work from 2007 to 2017 was examined, including preplanning and educational DBR cycles used to plan six courses, and team of different disciplines worked on the project. The purpose of planning courses was to construct a new science, technology, engineering, and mathematics (STEM) education program for officers' education; the aim was to offer officers adjustable but well planned, student centred, and interactive instruction. In principle, course planners were aware of the generic skill profile of the officer profession. Knowledge of STEM education from an earlier curriculum was provided to the officers by regular teachers. The use of a modern learning material portal (LMP) was considered for a student-centric teaching approach. Moodle was utilised, and a systematic student evaluation of teaching (SET) was conducted to assess the success of implementing the planned courses. DBR-framed approach gave useful guidance for the project. In the course development feedback from students offers necessary evidence but requires support from other sources for genuine and innovative educational re-engineering.
A Comparative Analysis of Written Errors of Turkish, Azerbaijani and Syrian Students in English Writing Skills
Author: Polat, Mustafa
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Error Patterns,Writing Skills,College Students,English (Second Language),Second Language Instruction,Grammar,Spelling,Cultural Differences,Native Language,Writing Instruction,Language Usage

This study aims to do a comparative analysis of the writing errors of Turkish, Azerbaijani and Syrian university students studying in English preparatory classes in the context of grammatical, lexical and spelling errors. The data of this qualitative case study were obtained from the 15 English preparatory class students from Turkey (N=5), Syria (N=5) and Azerbaijan (N=5). They were studying at A2 (pre-intermediate) level classes at the school of foreign languages of a state university in the northwest of Turkey. In order to get the information from the writing errors made by the students, 60 pieces of their writing portfolio papers were collected through the document analysis technique. The research data were analyzed through the content analysis. The results revealed that Turkish, Azerbaijani and Syrian students have some differences in terms of both the number and the types of writing errors. On the other hand, Turkish and Azerbaijani students also have a great number of similarities, but they differ from Syrian students in almost all types of errors. In the light of the results of the study, it has been concluded that most of the errors resulted from the mother tongue and culture-related negative transfers are frequently encountered ones in the teaching process of writing skills.
Friendship Networks of International Students Attending Long-Term Programs in Turkey: Implications and a Need for Intervention
Author: Mrekajova, Eva
Date: 2017-12-00
Type: Journal Articles
Subjects: Friendship,Intervention,Turkish,Cultural Differences,Foreign Countries,Foreign Students,Social Networks,Network Analysis,Case Studies,Student Attitudes,Second Language Learning,Second Language Instruction,Preferences,Content Analysis,Language Proficiency,Religious Factors,College Students

Building on Bochner's (1977) functional model for the development of overseas students' friendship patterns, this study examines the friendship networks of international students attending long-term programs in Turkey concentrating primarily on their close friendships with host country nationals. The facilitating and hindering factors of friendship formation were also examined with a special attention to students' motivations to come to Turkey as one of the relevant factors. The study was designed as a case study and conducted at Uludag University. Data were collected via semi-structured in-depth interviews with 20 international students enrolled in a Turkish Preparation Course at ULUTÖMER in Bursa in academic year 2016/2017 and interpreted using the phenomenological research approach and quantitative content analysis. The findings have confirmed a strong preference for co-national friendships and limited interactions with Turkish students. The lack of proficiency in Turkish language and a cultural distance (especially different religious background) were the most common reasons why closer bonds with Turkish students have not been formed. It has been also shown that the negative consequences of limited contact between both groups may go beyond the international students and an institutional intervention should be therefore provided.
Awareness of Parents about Montessori Education: A Sample of Ankara &amp; Seattle
Author: Ucar, Sevinc
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Montessori Schools,Knowledge Level,Parents,Preschool Children,Preschool Education,Montessori Method,Parent Attitudes,Cultural Differences,Individual Characteristics,Information Sources

The purpose of this study is to examine the Montessori awareness of parents living in Ankara and living in Seattle and whose children are attending Montessori preschool. The study group of the research was created by 61 parents whose children are attending Montessori Preschool in Turkey/Ankara and 21 parents whose children are attending Montessori Preschool in USA/Seattle. The research data were collected through &quot;General Information Form&quot; and &quot;Parent Conception Form&quot;. While General Information Form has demographic questions, Parent Conception Form has questions about Montessori education to gauge awareness of parents. Parent Conception Form is a three point Likert-type form. IBM SPSS STATISTICS V23.0 was used in the analysis of the data. Frequency and percentage values ??are used in the analysis of the data. As a result of the research, it was determined that the parents living in Ankara and sending their children Montessori Preschool in Ankara have similar thoughts to parents living in Seattle and sending their children Montessori Preschool in Seattle. It has been determined that all parents that is included in the research have knowledge about the Montessori approach-based education.
Exploring Aspiring School Leaders&apos; Perception of Preparedness on Four Leadership Domains
Author: Yavuz, Olcay
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Administrator Role,Administrator Education,Student Attitudes,Talent,Leadership Role,Program Development,Leadership Training,Instructional Leadership,Educational Environment,Mentors,Internship Programs

Principals play a vital role in setting the direction for successful schools. With the emphasis on preparing highly qualified school leaders for the 21st century, this article investigated aspiring school leaders' and their perception of preparedness to serve as instructional leaders, talent and organizational system managers. Particularly, the findings explore how various factors are associated with improving future school leaders' readiness to effectively carryout critical leadership responsibilities. The article concludes with recommendations for developing a well-designed educational leadership training program that prepares and supports future school leaders for an ever changing world.
Transitivity Processes in President Buhari&apos;s &apos;My Covenant with Nigerians&apos;
Author: Agbo, Isaiah I.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Political Influences,Political Attitudes,Phrase Structure,Discourse Analysis,Presidents,Elections,Political Campaigns,Speeches,Cognitive Processes,Verbal Communication,Ideology,English (Second Language),Second Language Learning

Politics and politicking in Nigeria has assumed a considerably new dimension. Actors articulate their ideology and programmes, and construct their subjects and experiences in diverse linguistic processes with a view to achieving political victory. This paper examines clause structures of President Buhari's &quot;My Covenant with Nigerians&quot; to reveal the transitivity processes employed by the President in this famous campaign speech in 2015 presidential election. This study utilized &quot;Transitivity Processes,&quot; which is rooted in Halliday's (1985) &quot;Systemic Functional Grammar,&quot; in order to uncover different process types and main participants in the speech, and to explain the functions which these processes perform in the speech in helping the speaker to convey his ideology to Nigerians and convince them to rally support for him. Specifically, objective of this study is the uncover transitivity process types in the speech, their frequency, function and ideological underpinnings. The study reveals that President Muhammadu Buhari utilized mental and verbal processes perception, affection, cognition and volition, and verbal process of &quot;saying&quot; to appeal to the masses, and to commit himself to serve Nigerians. He equally used material and relational processes to encode his ideology, persuade the people and achieve political victory.
Addressing Canada&apos;s Truth and Reconciliation Commission for Indigenous Peoples through Religious Literacy and Spirituality: Unexpected Pathways to Peace Education
Author: Chan, W. Y. Alice
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Canada Natives,Indigenous Knowledge,Culturally Relevant Education,Peace,Social Discrimination,Ethnic Groups,Religious Factors,Public Education,Religious Education,Cultural Awareness,Curriculum Development,Residential Schools,American Indian Education

In 2015, Canada's Truth and Reconciliation Commission (TRC) documented 94 callsto-action in relation to the institutional and debilitating legacy of the Indian Residential School System towards Indigenous culture, language, identity, and knowledge in order to actualize reconciliation between Indigenous peoples and Canada. In it, Justice Murray Sinclair explained that education caused much of the problem but is also part of the solution. Concurrently, the Ontario Human Rights Code (OHRC) updated its policy on preventing discrimination based on creed that includes religious and non-religious systems that influence a person's identity, worldview, and lifestyle. In accordance, drawing on a framework of peace education, we present religious literacy and spirituality as pedagogy as potential responses to concerns raised by the TRC and OHRC, and as a means to inform and dialogue about Indigenous cultures and spirituality that have been silenced from public education for centuries. Thus, we reflect on further opportunities towards reconciliation and pathways to peace education in Ontario.
A Student-Faculty Collaborative Journey toward Transformative Religious and Secular Worldview Literacy
Author: Gardner, Ryan S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Transformative Learning,Religious Education,World Views,Religion Studies,Church Related Colleges,Undergraduate Students,College Faculty,Instructional Design,Student Attitudes,Moral Development,Ethics,Christianity

This article presents the process and results of an action research project conducted during collaboration between one professor and seven students as they worked on designing a course to help students at a religiously owned and sponsored university become &quot;religiously literate&quot; persons, as described by the American Academy of Religion. The new course has been designed to enhance students' public service, increase professional effectiveness, and enrich their private lives. Administrators, faculty, and students in similar contexts will hopefully see in this report how such efforts can create a transformative educational space that helps students become leaders in a world where religious diversity is understood, protected, and respected.