ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of the Remedial Courses on Improving EFL/ESL Students' Performance at University Level in the Arab World
Author: Al Othman, Fadel H. M.
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Remedial Instruction,Language Skills,Teaching Methods,Arabs,Instructional Effectiveness,College Students,Learning Motivation,Standardized Tests,Language Tests,Language Teachers,College Faculty,Learning Strategies,Sustained Silent Reading,Literary Genres,Foreign Countries

Many hypotheses have been passed by professors in the language teaching profession concerning the effects of remedial courses in enhancing the skills of students in the English language. Most people share the sentiment that remedial courses are quests in vain when it gets to improving the skills of students learning English as a first or second language (EFL/ESL). Others claim that the teaching strategy is the key to attaining the positive results in students taking remedial courses. This research looks into evidence presented by other researchers about the effectiveness of remedial courses. The research material used is mainly secondary. Through a comprehensive exploration of the information from various researchers, the paper has presented those researchers' findings on the issue. The research hypothesis is, &quot;remedial courses have no effect in increasing the performance of EFL/ESL students.&quot; The research findings indicate that the remedial courses in the Arab universities have been ineffective in increasing English language skills of students learning EFL/ESL.
Critical Thinking in College Freshmen: The Impact of Secondary and Higher Education
Author: Evens, Marie
Date: 2013-00-00
Type: Journal Articles
Subjects: Critical Thinking,College Freshmen,Test Items,Test Format,Educational Background,Secondary Education,Thinking Skills,Skill Development,Professional Education,Academic Education,Bachelors Degrees,Foreign Countries,Majors (Students),Correlation,Statistical Analysis

Critical thinking helps students to confront a multitude of challenges they will face in their careers and personal lives. It is therefore an important task of higher education to promote students' critical thinking. However, students do not enter higher education with a blank page. Background characteristics of students are important in developing instruction. The present study investigates the influence of an important background characteristic, namely students' secondary education, and their current higher education programme on critical thinking in the first year of higher education. The critical thinking of college freshmen was measured by the SCIPIO, a test consisting of both constructed response items and forced choice items. The results indicate that (1) the growth in critical thinking during the first year of higher education is on average small, (2) students with a background in general secondary education have higher entrance performances and show more growth during the first year than students with other educational backgrounds, (3) critical thinking plays a role in the educational choice that students make when they enter higher education, and (4) students in a professional bachelor programme grow more in CT during the first year of higher education than students in an academic bachelor programme.
Comparison of Simultaneous Prompting and Constant Time Delay Procedures in Teaching Children with Autism the Responses to Questions about Personal Information
Author: Akmanoglu, Nurgul
Date: 2015-06-00
Type: Journal Articles
Subjects: Prompting,Time Factors (Learning),Instructional Effectiveness,Young Children,Autism,Males,Information Seeking,Self Disclosure (Individuals),Comparative Analysis,Intelligence Tests,Efficiency,Validity,Reliability,Generalization,Foreign Countries,Interviews

The aim of the current study was to compare simultaneous prompting (SP) and constant time delay (CTD) in terms of their effectiveness and efficiency in teaching children with autism how to respond to questions about personal information. The adapted alternating treatments model was used in the study. Three male students with autism aged 4, 6, and 9, respectively, were included in the study. The findings of the study did not indicate any significant difference in two students with respect to the effectiveness of SP and CTD procedures. On the other hand, SP was observed to create more positive results and lead to a higher level of learning for the third participant. According to the findings, SP was more effective for one participant with respect to all the parameters studied. While SP was more efficient in the other two subjects in terms of incorrect responses, the difference regarding the instructional time to criterion for these two subjects was at a minimal level in favor of SP.
The Relationship between Teachers' Motivational Support and Engagement versus Disaffection
Author: Guvenc, Hulya
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Learner Engagement,Secondary School Teachers,Student Attitudes,Alienation,Teacher Attitudes,Teacher Student Relationship,Self Determination,Predictor Variables,Rating Scales,Goodness of Fit,Student Motivation,Teacher Role,Structural Equation Models,Grade 9,Measures (Individuals),Reliability,Statistical Distributions,Factor Analysis

The purpose of this study is to investigate relationships between students' engagement versus disaffection and their perceptions of teachers' motivational support styles. To do this a hypothesized structural model specifying the direct relationships of students' engagement and their perceptions of teachers' motivational support is used. The model, covers students' motivational regulations, as mediator variables, between students' engagement and their perceptions of teachers' motivational support styles, that is tested. Participants are 276 ninth grade high school students (148 girls and 126 boys). Data are collected by the &quot;Effective Participation Scale,&quot; &quot;Motivational Regulation Scale,&quot; and &quot;Teachers' Motivational Support Scale.&quot; The fit statistics indicate that the research model provides a reasonably good fit to the data (x[superscript 2] = 74.62, df = 38, p = 0.00, RMSEA = 0.086, RMR = 0.05, CFI = 0.96, GFI = 0.90, AGFI = 0.92, NFI = 0.91, NNFI = 0.91). Chi-square to degrees of freedom ratio x[superscript 2]/df = 1.96 is satisfactory. The study indicates that motivational support provided by teachers has effect on the students' motivation orientation and active class participation.
A View of the Symbolic-Experiential Family Therapy of Carl Whitaker through Movie Analysis
Author: Cag, Pinar
Date: 2015-06-00
Type: Journal Articles
Subjects: Family Counseling,Therapy,Psychotherapy,Film Study,Experiential Learning,Literary Styles,Figurative Language,Spouses,Marital Instability,Counseling Techniques,Allied Health Personnel,Theory of Mind,Psychological Patterns,Individual Development,Pathology,Interpersonal Communication,Divorce,Foreign Countries

The movie &quot;Ya Sonra&quot; is evaluated in respect to the basic concepts and principles of symbolic-experiential family therapy. Carl Whitaker, who called his approach &quot;Psychotherapy of Absurdity&quot; mainly emphasized the concepts of absurdity, experientiality, and symbolism. Based on the hypothesis that film analysis supports and develops theoretical information, this study aims to reveal the theoretical perspective of symbolic-experiential family therapy, and through the method of film analysis, exemplify the assumptions, perspectives, and emphases of therapy. Emotional deadness, pathology as a symptom of development, the focus person of the problem in the family, marriage greater than its parts, blind marriage, flexibility of roles, the role of therapist, seeing family and client, the objectives of therapy, and the techniques used in therapy are among the theoretical concepts of symbolic-experiential family therapy. To this end, these topics were addressed in the movie &quot;Ya Sonra,&quot; which is about a woman in her seventh year of marriage who starts to feel that she does not belong in her marriage with her spouse and that she is seen as insignificant by her spouse. Therefore, she becomes identified as the patient in the family. The sensitivity of the spouses increases as the problem becomes more serious, eventually leading her to leave the house. The breakdown of communication between the spouses during the ensuing process finally results in divorce, due to a gradual increase in misunderstandings between the two. The previously described concepts were exemplified through analysis of the film. As a conclusion, it is believed that this study can serve as a resource to specialists by supporting the theoretical information concerning symbolic-experiential family therapy and exemplifying this approach in practice through the method of movie analysis.
The Influence of Documentary Films on 8th Grade Students' Views about Nature of Science
Author: Seckin Kapucu, Munise
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Quasiexperimental Design,Science Education,Documentaries,Films,Grade 8,Cytology,Motion,Physics,Science Curriculum,Control Groups,Experimental Groups,Questionnaires,Semi Structured Interviews,Statistical Significance,Predictor Variables,Middle School Students,Measures (Individuals),Student Attitudes,Creativity,Imagination,Pretests Posttests

This quasi-experimental study aims to investigate the documentary films' influence on 8th grade students' nature of science views. The study's participants were 113 8th grade students from two different schools taught by two different teachers. The study was completed over a 6-week period, during which topics related to &quot;Cell Division and Heredity&quot; and &quot;Force and Motion&quot; were covered. In the experimental group, six documentary films were integrated into the science curriculum to teach ideas about nature of science. The control group, however, followed the regular science curriculum. The Views of Nature of Science Elementary Level (VNOS-E) questionnaire developed by Lederman and Ko (2004) was used as the data collection tool. In addition, semi-structured interviews were conducted with 28 students using the VNOS-E questionnaire at the beginning and end of the study. The results suggest that students in the control group showed no significant improvement in their understanding about nature of science in response to the instruction.However, students in the experimental group showed statistically improvements in their understanding about four of the five nature of science themes in response to the instruction. In addition, a statistically significant difference was found between the views of the experimental group and those of the control group students in the post-test results for four of the five nature of science themes. The results suggest that the use of documentary films in science classrooms has the potential to enhance students' views about nature of science.
Implementation of a Performance Task for Developing the Value of Love of Nature
Author: Aktepe, Vedat
Date: 2015-06-00
Type: Journal Articles
Subjects: Elementary School Students,Primary Education,Grade 4,Scientific Attitudes,Science Education,Natural Resources,Student Attitudes,Science Teaching Centers,Mixed Methods Research,Correlation,Experimental Groups,Control Groups,Comparative Analysis,Opinions,Attitude Measures,Attitude Change,Social Studies,Learning Activities,Experiential Learning,Values Education,Task Analysis,Performance,Foreign Countries

The purpose of this study is to determine the effects of the love of nature performance task on the opinions and attitudes of 4th grade primary school students at the Science and Art center towards their value of love of nature. The mixed method was used by means of both quantitative and qualitative research models. The experimental group consisted of 10 students while the control group had 11 students. Data was collected through the love of nature attitude scale and the Emotions and Opinions forms. The Mann-Whitney U test was used in the analysis of quantitative data, while the descriptive analysis method was used for analyzing the qualitative data. According to the analysis of the quantitative data, there is a correlation (at the level of U = 47.000, p &lt; 0.05) in favor of the experimental group. Meanwhile, based on the analysis of the qualitative data, one may claim that the experimental group students maintained their positive attitude and behavior for the duration of the love of nature performance task. Evaluation of the student opinions about the love of nature value upon completion of the performance task indicates that they value and protect nature and its components, and they make an effort to enhance nature and improve the creatures therein. Accordingly, one may assert that the implementation of a performance task on love of nature had an impact on the student development of love towards nature.
Modeling Processes of 4th-Year Middle-School Students and the Difficulties Encountered
Author: Eraslan, Ali
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Models,Mathematics Activities,Socioeconomic Status,Disadvantaged Youth,Video Technology,Qualitative Research,Mathematics Instruction,Thinking Skills,Mathematical Logic,Case Studies,Focus Groups,Urban Schools,Problem Solving

Mathematics teachers have recently begun to stress the need for teaching models and modeling approaches that encompass cognitive and meta-cognitive thought processes for every level of schooling, starting from primary school through to higher education. The objective of this study is to examine modeling processes with the help of modeling activities for 4th-year middle-school students and to determine the difficulties encountered in the processes. The study was conducted with 4th-year students from a lower socioeconomic status who were enrolled in a public middle school. A preliminary study was carried out. Later, three students were chosen as a focus group to work on a model-eliciting activity called the Volleyball Problem, and the entire process was recorded on video. The mathematical thoughts that the students developed during the modeling process and their written responses were then qualitatively analyzed. The results obtained showed that the students were able to produce many new and different ideas. They were able to discuss various assumptions before reaching a conclusion and the activities helped them to think deeper and develop their mathematical thinking. At the same time, however, it was found that the students experienced certain difficulties during the model-eliciting process in terms of understanding, developing, and constructing an adequate model.
Effects of Classroom Management Intervention Based on Teacher Training and Performance Feedback on Outcomes of Teacher-Student Dyads in Inclusive Classrooms
Author: Akalin, Selma
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Techniques,Inclusion,Feedback (Response),Faculty Development,Teacher Education,Teacher Effectiveness,Intervention,Program Effectiveness,Academic Achievement,Learner Engagement,Student Behavior,Teacher Attitudes,Comparative Analysis,Elementary School Students,Elementary School Teachers,Predictor Variables,Likert Scales,Program Implementation,Pretests Posttests,Reliability,Interrater Reliability,Teacher Characteristics,Validity,Classroom Observation Techniques

Teacher training and teacher quality are an important part of the education system, therefore there is a need for new training programs for teachers to gain new knowledge and skills and to support their professional development. In recent years, new programs have been developed to offer knowledge and experience to teachers, and different methods such as consulting to increase the effectiveness of these programs have been suggested. One of these methods is performance feedback which can desirably change teacher behaviors and offer teachers opportunities to experience applying these newly learned methods in their classrooms. The purpose of this study is to examine the effectiveness of performance feedback (PF) which was given daily to teachers following their training in classroom management strategies on the outcome of teacher-student dyads. This study was conducted using three teachers working in mainstreaming classes and their students with special needs. A single-subject design, the multiple-probe design with probe conditions across subjects, and the one group pretest/ post-test design were used to complete the research goal. As a result, performance feedback was found to have positive effects on teacher-use of target classroom management skills (individualization, transitions, and reinforcement). It was seen that intervention increased the preventive classroom management skills and classroom behaviors of teachers. Regarding the outcome for the children, the intervention program increased academic engagement and positive behaviors, while decreasing negative behaviors. Teacher opinions related to the performance feedback intervention were generally positive. Finally, social comparison data indicated that the intervention was socially valid, and by the end of the study the students who were participants in the research displayed more positive behaviors and less negative behaviors than the social comparison groups.
Personality Traits and Positive/Negative Affects: An Analysis of Meaning in Life among Adults
Author: Isik, Serife
Date: 2015-06-00
Type: Journal Articles
Subjects: Personality Traits,Questionnaires,Correlation,Multiple Regression Analysis,Neurosis,Personality Measures,Statistical Analysis,Adults,Older Adults,Extraversion Introversion,Prediction,Affective Behavior,Psychology,Life Satisfaction,Foreign Countries,Factor Analysis,Multivariate Analysis

This study examines the impact of positive and negative affects and personality traits on meaning in life in an adult population. The sample consisted of 335 subjects: 190 females and 145 males, and a Meaning in Life Questionnaire (MLQ), positive and negative schedule (PANAS), and adjective-based personality scale (ABPT) were used in the research. The data were analyzed on a one-way analysis of variance (ANOVA) as well as a Pearson product moment correlation and hierarchical multiple regression analysis. According to the findings of the study, early adults' search for meaning in life was higher than either middle-aged adults or older adults. Positive affect, extraversion, openness to experiences, agreeableness, and conscientiousness correlated with both the presence of meaning in life and the subject's search for meaning in life. In addition, the results of the Pearson correlation analysis indicated that presence of meaning in life had a significant negative correlation with negative affect and neuroticism. According to the results of multiple regression analysis, presence of meaning in life was predicted by openness to experiences, neuroticism, and positive affect, while the search for meaning in life was predicted by extraversion and negative affect.
Comparing the Effectiveness of SPSS and EduG Using Different Designs for Generalizability Theory
Author: Teker, Gulsen Tasdelen
Date: 2015-06-00
Type: Journal Articles
Subjects: Guidelines,Generalizability Theory,Computer Software,Statistical Analysis,Evaluators,Comparative Analysis,Statistics,Tests,Scores,Undergraduate Students,Foreign Countries,Measurement,Counselor Training

Generalizability theory (G theory) provides a broad conceptual framework for social sciences such as psychology and education, and a comprehensive construct for numerous measurement events by using analysis of variance, a strong statistical method. G theory, as an extension of both classical test theory and analysis of variance, is a model which can deal with multiple sources of error. In conducting the analysis of the G theory, there are several software programs that can be used such as GENOVA, SPSS, SAS, EduG, and G-String. In this study, the general perspectives of G theory are first explained broadly. Then, the SPSS and EduG software programs are used to conduct generalizability analyses on the data obtained from the answers of 30 students (p) to nine open-ended questions (i) as rated by three raters (r). There are three different designs in the study. Two of them are random effects designs, pxixr and pxi:r, and the last one is pxixr design using a fixed rater. According to the findings from the study, SPSS and EduG give the same results for variance component estimates as well as for G (Generalizability) and D (Decision) studies of all designs, as expected. Besides comparing the program outputs, their weaknesses and strengths were also discussed regarding different designs and data sets in this study.
The Relationship between Spiritual Leadership and Organizational Citizenship Behaviors: A Research on School Principals' Behaviors
Author: Kaya, Ahmet
Date: 2015-06-00
Type: Journal Articles
Subjects: Correlation,Spiritual Development,Multiple Regression Analysis,Principals,Administrator Behavior,Altruism,Prediction,Surveys,Organizational Culture,Foreign Countries,Teacher Characteristics,Teacher Attitudes,Elementary School Teachers,Instructional Leadership,Measures (Individuals),Statistical Analysis

This study aimed to examine the relationship between Spiritual Leadership and the dimensions of Organizational Citizenship Behaviors (OCB) of school principals from the perspectives of primary school teachers. A quantitative survey was performed on a sample of teachers (N = 383) from primary schools to study the influence of spiritual leadership on OCB. The spiritual leadership as an independent variable and organizational citizenship behavior subscales (Altruism, Conscientiousness, Sportsmanship, Courtesy and Civic Virtue) were checked for their inter-correlations. Pearson's Product Moment Correlation and Multiple Linear Regression Analysis techniques were used for the analyses. All the variables are observed to significantly correlate with each other, and it is seen that spiritual leadership predicts all four dimensions of OCB, especially civic virtue. It is understood that spiritual leadership may strongly contribute in forming more solid ground for OCB to pervade in an organization.
An Analysis of High School Students' Mental Models of Solid Friction in Physics
Author: Kurnaz, Mehmet Altan
Date: 2015-06-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Secondary School Science,High School Students,Scientific Concepts,Achievement Tests,Science Tests,Scoring Rubrics,Concept Formation,Visualization,Models,Cognitive Structures,Schemata (Cognition),Foreign Countries,Qualitative Research

Students often have difficulties understanding abstract physics concepts, such as solid friction. This study examines high school students' mental models of solid friction through a case study of 215 high school students in the ninth through twelfth grades. An achievement test with three open-ended questions was created, with questions limited to descriptive and visual responses regarding the concept of solid friction. The gathered data were analyzed in terms of rubrics that were used in related literature. By using the rubrics, the various levels of understanding by students were determined separately by the two researchers. The percentage of case agreement between the researchers was calculated as 90% for description and 84% for visualization. The results showed that students mostly think about solid friction at the macroscopic level and have difficulties making sense of it at the microscopic level (i.e., students' mental models are not scientific). In the light of these results, it is recommended that instructors endeavor to explain solid friction at macroscopic, mesoscopic, and microscopic levels.