ethanporcaro/eric-fulltext-meta huggingface dataset:
Identity Clashes of EFL Instructors in Turkey with Regard to Pronunciation and Intonation in English
Author: Çagatay, Sibel
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,College Faculty,Professional Identity,Self Concept,Native Speakers,Native Language,Pronunciation,Intonation,Teaching Experience,Teacher Qualifications,Travel,Bilingualism,Correlation,Foreign Countries

Foreign language teachers may develop an additional identity besides their own cultural identity. This may lead to a risk of identity clashes for some teachers. In this paper, the L1 identity of the non-native teachers of English in Turkey, and the reflections of it on their professional identity was handled concerning the linguistic components of pronunciation and intonation. The study adopted descriptive research design based on quantitative data. The data were collected via an online survey developed by the researcher adapting the surveys developed by Coskun (2011); Yapici-Sarikaya, (2013), and Jenkins (2005). The survey was composed of demographic information, professional identity questions, and bilingual identity questions. The participants of the study comprised purposefully selected 60 non-native English instructors at 29 Turkish universities on voluntary basis. The obtained data were analyzed via the Statistical Packages in Social Sciences (SPSS) Version 21 administering such analyses as percentage, frequency, one-way ANOVA, and Parson's correlation coefficient. The results on professional identity revealed that most of the participants paid attention to pronunciation teaching in their classes. Also, a significant difference was found between the ones who took phonology classes and who did not. As for the bilingual identity, it was illustrated that the academic qualifications of the instructors seemed to affect their bilingual identity in a positive way. In addition, it was determined that the participants would appreciated it when they were told that they had a native-like accent, adding that it was not a big problem for them to have an accent. This contradict might verify the identity crisis of the non-native instructors, and this might be solved through in-depth training during the pre-service and in-service teacher education process.
Visualising the Intended Practical Doing: Future-Oriented Movements in Swedish Vocational School Workshop Settings
Author: Asplund, Stig-Börje
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Learning Processes,Teaching Methods,Workshops,Problem Solving,Plumbing,Secondary School Students,Secondary School Teachers,Vocational Education Teachers,Interaction,Teacher Student Relationship,Goal Orientation

Context: This article focuses on teaching and learning processes in a vocational classroom in Swedish vocational education. There are few studies within the field of vocational education that have a focus on how vocational learning is done in interaction in the vocational classroom/workshop, and what vocational learning content is displayed in the interaction between teacher and student, and thus made possible to learn. This article aims to fill this gap by exploring the future-oriented movements that take shape when a vocational teacher and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational plumbing school workshop settings. An increased understanding of these processes can help to improve the actual teaching of a specific subject content to support students in their vocational learning, aiming for learning a professional trade. Methods: The data consist of video recorded lessons from the Sanitary, Heating and Property Maintenance Programme in Swedish upper secondary school. Through concrete empirical examples from video recorded lessons the article explores the interaction between teachers and students in vocational school workshop settings using CAVTA. CAVTA is based on Conversation Analysis (CA) and Variation Theory (VT) and is a theoretical and methodological framework that can be used together and integrated to reach understanding of both how- and what-aspects of the learning process in practice, when analysing teaching and interaction. Findings: Findings show how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space with a vocational learning content of a more general nature. These general objects of learning are also related to work-specific vocational learning and knowledge in relation to the future profession, but on a more general level than the task specific vocational knowledge. Altogether, this illuminates how different layers of work-specific vocational learning are made visible in the interaction, and how they mutually contextualise each other in the here and now. Conclusion: This article illustrates that the specific and the general vocational learning content can complement each other and open up for a more in-depth vocational learning. In conclusion, this article emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life.
Integrating Diverse Points of View on Intelligence: A 6P Framework and Its Implications
Author: Sternberg, Robert J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Intelligence,Theories,Models,Intelligence Tests

This article introduces a 6P framework for understanding intelligence, as well as the theories and tests that are derived from it. The 6Ps in the framework are purpose, press, problems, persons, processes, and products underlying intelligence. Each of the 6Ps is considered in turn. We argue that although the purpose of intelligence is culturally universal, the other Ps can vary at least somewhat over time and space. A single theory or test of intelligence represents a particular configuration of the 6Ps, but other configurations of the 6Ps might yield different theories and different tests.
It Is Hard to Read Minds without Words: Cues to Use to Achieve Empathic Accuracy
Author: Hodges, Sara D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cues,Empathy,Accuracy,Social Cognition,Interpersonal Competence,Intergroup Relations,Inferences,Predictor Variables,Verbal Communication,Stereotypes,Social Bias,Ethnic Groups,Cultural Background,Males,White Students,Graduate Students,Undergraduate Students,Public Colleges,Foreign Countries

When faced with the task of trying to &quot;read&quot; a stranger's thoughts, what cues can perceivers use? We explore two predictors of empathic accuracy (the ability to accurately infer another person's thoughts): use of stereotypes about the target's group, and use of the target's own words. A sample of 326 White American undergraduate students were asked to infer the dynamic thoughts of Middle Eastern male targets, using Ickes' (Ickes et al. 1990) empathic accuracy paradigm. We predicted use of stereotypes would reduce empathic accuracy because the stereotypes would be negative and inaccurate. However, more stereotypical inferences about the target's thoughts actually predicted greater empathic accuracy, a pattern in line with past work on the role of stereotypes in empathic accuracy (Lewis et al. 2012), perhaps because the stereotypes of Middle Easterners (collected from a sample of 60 participants drawn from the same population) were less negative than expected. In addition, perceivers who inferred that the targets were thinking thoughts that more closely matched what the target was saying out loud were more empathically accurate. Despite the fact that words can be used intentionally to obscure what a target is thinking, they appear to be a useful cue to empathic accuracy, even in tricky contexts that cross cultural lines.
Stability and Change in Diffusion Model Parameters over Two Years
Author: von Krause, Mischa
Date: 2021-00-00
Type: Journal Articles
Subjects: Decision Making,Mathematical Models,Cognitive Processes,Individual Differences,Reliability,Change,Longitudinal Studies,Foreign Countries

In recent years, mathematical models of decision making, such as the diffusion model, have been endorsed in individual differences research. These models can disentangle different components of the decision process, like processing speed, speed-accuracy trade-offs, and duration of non-decisional processes. The diffusion model estimates individual parameters of cognitive process components, thus allowing the study of individual differences. These parameters are often assumed to show trait-like properties, that is, within-person stability across tasks and time. However, the assumption of temporal stability has so far been insufficiently investigated. With this work, we explore stability and change in diffusion model parameters by following over 270 participants across a time period of two years. We analysed four different aspects of stability and change: rank-order stability, mean-level change, individual differences in change, and profile stability. Diffusion model parameters showed strong rank-order stability and mean-level changes in processing speed and speed-accuracy trade-offs that could be attributed to practice effects. At the same time, people differed little in these patterns across time. In addition, profiles of individual diffusion model parameters proved to be stable over time. We discuss implications of these findings for the use of the diffusion model in individual differences research.
The Role of Job Satisfaction in Predicting Teacher Emotions: A Study on English Language Teachers
Author: Erarslan, Ali
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,Job Satisfaction,Predictor Variables,Emotional Response,Correlation,Teacher Attitudes,Teacher Characteristics,Barriers,Work Environment

This study aimed at investigating teacher job satisfaction as a predictor of teacher emotions. To this end, in a mixed method study, data were collected via the Job Satisfaction Survey and Teacher Emotions Inventory from 2,013 English language teachers across Turkey in addition to qualitative data collected from 145 teachers. By conducting statistical correlation and regression analysis, the findings revealed that job satisfaction correlated positively with teacher emotions, including negative ones. Also, contrary to the common understanding, it was found that job satisfaction is a predictor of negative emotions in terms of sadness, anger, and fear, indicating that schools as the workplace of teachers cause interplay of emotions under similar conditions. Negative emotions, particularly the fear dimension, exhibit a bidirectional feature in motivating teachers to a certain extent, thus increasing job satisfaction. It is concluded that job satisfaction involves not only positive but negative emotions, too since they are experienced in a temporal way.
The Scale of Teachers&apos; Self- Disclosure through Social Media: Validity and Reliability Studies
Author: Demir, Mustafa
Date: 2021-09-00
Type: Journal Articles
Subjects: Measures (Individuals),Self Disclosure (Individuals),Social Media,Test Construction,Test Validity,Test Reliability,Factor Analysis,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers

The purpose of this study was to develop a valid and reliable scale that can be used to identify the perceptions of teachers on their self-disclosure to their students in their interactions with them through social media. This study was designed as a sequential exploratory mixed method. So validity and reliability studies were conducted for this purpose. Data from 301 teachers for EFA and 422 teachers CFA were used psychometric properties of &quot;The Scale of Teachers? Self-disclosure through Social Media&quot; (STSSM). The exploratory factor analysis yielded four-factor model with 21 items. As a result of the analyses of confirmatory FA, it was found that the scale produced sufficient goodness of fit values. Finally, the findings on the reliability proved that &quot;The Scale of Teachers? Self-disclosure through Social Media&quot; can reliably measure the perceptions of teachers on self-disclosure to their students on social media.
Writing Synthesis Texts: Effect of Synthesis Text Writing Training and Students&apos; Views
Author: Geçici, Fidan
Date: 2021-06-00
Type: Journal Articles
Subjects: Student Attitudes,Writing Instruction,Grade 7,Instructional Effectiveness,Teaching Methods,Comparative Analysis,Pretests Posttests,Public Schools,Writing Improvement,Foreign Countries,Writing Skills

This study aims to investigate the effect of the synthesis text writing training on the success of 7th grade students to create synthesis text and to evaluate the effectiveness of the training given through student opinions on the training process. The research was conducted with 51 students studying in the 7th grade of a public school in Turkey. The research was modeled according to the embedded design. As for the quantitative dimension of the research, there was a training application based on a quasi-experimental design with pretest-posttest control group. In the qualitative dimension of the study, semi-structured interviews were used. According to the results, it can be said that the training organized to improve the synthesis text writing skill has a positive effect on the success of synthesis text writing. It was also concluded that the qualitative data collected through the interviews also supported the quantitative results and some changes and developments in the students were reflected in the interviews.
Transition from Low-Threshold Vocational Education and Training to Work in Switzerland: Factors Influencing Objective and Subjective Career Success
Author: Hofmann, Claudia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Job Training,Education Work Relationship,Success,Apprenticeships,Socioeconomic Background,Personality,Educational Environment,Work Environment,Employment,At Risk Persons

Context: There are currently two low-threshold vocational education and training (VET) options in Switzerland for young people at risk: A two-year programme for a Federal VET certificate and a practical training programme designed for young people with special needs. In the present study, we looked at transitions from these programmes to the labour market. Possible influences on objective and subjective indicators of career success, such as social background, personal disposition, and training, were considered. Methods: Data were collected from 418 apprentices in the French- and German-speaking parts of Switzerland at three measurement points: t1, at the beginning of training; t2, upon completion of training; and t3, 10 months later. Participants responded to a written questionnaire. Findings: Ten months after completing their apprenticeships, the majority of participating young people were either employed or continuing their education. Results of the multinomial logistic and linear regressions showed a differentiated, rather than uniform, picture depending on the criteria for career success. The background factors of gender and school (9th grade) were associated with objective success after the apprenticeship ended but not with subjective career success (hypothesis 1). For the variables concerning person disposition and agency (hypothesis 2), we found two plausible associations: A positive attitude towards life helped with unemployment avoidance and a highly self-rated school performance was associated with later satisfaction. As predicted in hypothesis 3, situational factors related to the VET company and school showed a number of significant but sometimes weak associations with objective and subjective career success. Additionally, competencies and support of VET trainers related to continuance in the learned profession. Conclusions: The career development paths of young people are influenced by various background and personality factors, as well as the training situation. VET trainers should be aware of their crucial role and understand how their interventions affect apprentices' self-perceptions and perceptions of their learned professions, which consequently influence their motivations and career aspirations. The situation at the VET school (as a learning and social place) is equally important, especially because of the aim to increase permeability for further training. Young people not in employment, education or training (NEET) are of particular concern. Even though this group is smaller in Switzerland than in most other countries, a number of problematic symptoms can be detected during apprenticeship that point to the need for the prevention of a later NEET status.
From Competition to Collaboration: Unraveling Teachers&apos; Lesson Study Experiences
Author: Bautista, Romiro G.
Date: 2021-09-00
Type: Journal Articles
Subjects: Faculty Development,Lesson Plans,Teacher Improvement,Pedagogical Content Knowledge,Science Teachers,Secondary School Teachers,Teacher Morale,Foreign Countries,Educational Quality,Critical Thinking

Lesson study is a professional development program among teachers. It reciprocates teachers' development to students' outcomes. It is also an act of leveraging classroom practices, enriching teachers' content knowledge, and process skills and beliefs. This study explored the experiences of a group of science secondary school teachers that implemented the lesson study in their classes. Qualitative data were gathered from the informants' interview during the implementation of the lesson study. Data were processed through document trail among the informants to ascertain the veracity of the transcribed responses, reflections, and observations. Thematic analysis revealed five themes on the experiences of the teachers in implementing the Lesson Study: developing a culture of oneness, crafting teachers' competence through synergism, boosting teachers' morale and confidence, refining the quality of the research lesson, and scheming avenues for critical thinking. It is, therefore, suggested that lesson study be implemented by all teachers across all subject-areas in the division and introduced among preservice teachers to further discover its efficacy towards teachers' development and students' outcomes. Furthermore, it is strongly suggested that knowledgeable others be involved in the implementation of the lesson study as their presence were found significant in ensuring its success as most of the teachers are not specialized in the field that they are teaching.
Communication in Instructional Design
Author: Fulgencio, Jose L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Design,Interpersonal Relationship,College Faculty,Online Courses,Educational Environment

Communication between instructional designer and client is key to a successful experience. Without a clear understanding about who will lead a course or how a course will function after it has been designed can cause friction and confusion. In this article, the focus is on the importance of communication that should take place during the needs assessment portion of the design should there be a leadership change.
Individual and Global Social Responsibility Levels of Social Studies Pre-Service Teachers in Terms of Different Variables
Author: Körükcü, Melek
Date: 2021-09-00
Type: Journal Articles
Subjects: Social Responsibility,Global Approach,World Problems,Social Studies,Preservice Teachers,Student Attitudes,Undergraduate Students,Student Characteristics,Gender Differences,Friendship,Foreign Countries

The purpose of this research was to determine the individual and global social responsibility levels of social studies pre-service teachers in terms of different variables. The research was in survey model. The study group of the research consisted of 179 pre-service teachers who studied at Social Studies Teaching Program in the Faculty of Education at Nigde Ömer Halisdemir University, Turkey in the 2019-2020 academic year. Data collection tools used in the study are a Demographic Information Form developed by the researcher, Individual Social Responsibility Scale and Global Social Responsibility Scale. The data were analyzed through SPSS 20. The results of the study showed that the social studies teacher candidates' levels of individual social responsibility are high while those of global social responsibility are at medium level. It is also found that there is a significant difference in the individual and global social responsibility levels in terms of gender in favor of female pre-service teachers while there is no significant difference in terms of age variable. Also, the results show that the individual and social responsibility levels of pre-service teachers who have foreign friends are higher than those who do not have foreign friends. Another result of the study is that individual social responsibility levels predict social responsibility levels.
Confessions of Novice Designers and Their Instructor
Author: Dousay, Tonia A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Design,Novices,Graduate Students,Assignments,Experiential Learning,Doctoral Students,Student Projects

These three condensed design cases provide a glimpse of the decisions undertaken by novice designers in a graduate-level message design course. The course helps students examine the role of communication theory, cognitive psychology, cultural influence, and design skills within the context of instructional messages both in theory and through practical application. Practical application in the course includes smaller design projects to gain experience with best practices and recommendations, and the course culminates with a service learning project that pairs students with a community partner. The community partner provides basic specifications for a specific need, and the students then design artifacts to meet these requirements. The assignment is evaluated based of how well students followed client specifications, design considerations for each medium, content and grammar mechanics, copyright guidelines, and general design principles. However, the students also compete in the sense that the client selects which artifacts to implement from among those submitted. Embedded within each design case are instructor reflection comments that address particular or repetitive themes that emerged from each designer. Combined, these cases help identify course design weaknesses and bring clarity to concerns regarding how to help novice designers progress in competency.
Customizing Students&apos; Learning Experiences While Designing an Online Course
Author: Jaramillo Cherrez, Nadia
Date: 2017-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Learning Experience,Student Experience,Instructional Design,Online Courses,Experiential Learning,Graduate Students,Learning Activities,Integrated Learning Systems

This design case illustrates an innovative research-based pedagogical approach to customizing students' learning experiences in an online course. We centered the course design on the experiential learning model which fosters student's learning through a reexamination and integration of their current knowledge with new and refined knowledge (Kolb, 1984, 2015). Through experiential learning we better served the purpose of the course because it provided opportunities that involved concrete and hands-on experiences with real life activities/projects, reflection on learning, and learning gains. Further, we incorporated elements of game design to transform the learning space into a study and play alternative, where students enhanced their learning and performance and benefited from study work that was engaging, productive, and pleasant (Prensky, 2001).