ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Rules of the Game&quot; for High School Success: How They Are Developed, Transmitted, and Reinforced
Author: Chisholm, Latisha
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Urban Schools,High School Teachers,Experienced Teachers,Academic Achievement,Teacher Expectations of Students,Behavior Standards,Social Behavior,Educational Experience,Cultural Capital,Parents

&quot;Rules of the game&quot; are the social expectations one must enact for success in a specific environment. From veteran public high school educators in Washington, D.C., this study found: (1) &quot;Rules of the game&quot; for high school success are most consistently communicated through interventions after students have not met academic, behavior, or attendance expectations; (2) one &quot;rule of the game&quot; is that students and parents must show up exemplifying that they value education; and (3) there was no mention of institutionally developed and implemented methods of understanding the needs, desires or values of the students and families--the most marginalized.
Accuracy Order in L2 Grammatical Morphemes: Corpus Evidence from Different Proficiency Levels of Turkish Learners of English
Author: Akbas, Erdem
Date: 2021-00-00
Type: Journal Articles
Subjects: Grammar,Morphemes,Second Language Learning,Second Language Instruction,English (Second Language),Turkish,Native Language,Accuracy,Computational Linguistics,Mastery Learning,Language Proficiency,Linguistic Theory,Language Tests,Interlanguage,Contrastive Linguistics,Transfer of Training,Language Usage,Foreign Countries

The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen's (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants' mother tongue (e.g., third person singular &quot;-s,&quot; articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.
Directed Motivational Currents: A Systematic Review
Author: Jahedizadeh, Safoura
Date: 2021-00-00
Type: Journal Articles
Subjects: Goal Orientation,Learning Motivation,Research Reports,Comparative Analysis,Intervention,Stress Variables,Anxiety,Depression (Psychology),Ethics,Physiology,Symptoms (Individual Disorders),Second Language Learning,Second Language Instruction,Databases

Directed motivational currents, unique and intense goal-directed motivational surges lasting over a period of time, have received increasing attention recently. This article reports the first systematic review of this phenomenon. A total of 21 reports appearing between 2013 and 2020 were included in the analysis. The results show that the majority of empirical reports were small-scale qualitative studies (median = 18 participants). The evidence on the three characteristics proposed as necessary and/or distinguishing conditions of directed motivational currents (vision, salient facilitative structure, and positive affect) is inconclusive due to the presence of directed motivational currents cases not exhibiting these features, and the absence of direct comparative analyses with non-directed motivational currents cases. A few intervention studies (N = 4) were conducted, but their results are also inconclusive due to a number of methodological limitations. Contrary to the claim that directed motivational current experiences are the &quot;optimal form&quot; of motivation, the results additionally showed that these experiences could lead to intense stress, anxiety, depression, sleeplessness, and panic attacks, thereby raising ethical concerns about deliberately inducing directed motivational currents in learners. We conclude that, although the concept of directed motivational currents is promising, more research is needed to reach a better understanding of its potential. We end this article by suggesting directions for future research into directed motivational currents, including renaming them as &quot;sustained flow.&quot;
&quot;I Feel Like It&apos;s Giving Me a Lot as a Language Teacher to Be a Learner Myself&quot;: Factors Affecting the Implementation of a Multilingual Pedagogy as Reported by Teachers of Diverse Languages
Author: Calafato, Raees
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Multilingualism,Language Teachers,Teacher Attitudes,Teacher Student Relationship,Learning Processes,Norwegian,Russian,Secondary School Teachers,Teacher Characteristics,Teaching Methods,English (Second Language),Foreign Countries,French,German,Spanish,Chinese,Metalinguistics,Professional Identity

To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students' knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students' multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs.
Energy as a Multidisciplinary Concept in K-12 Education -- A Case Study
Author: Braskén, Mats
Date: 2021-00-00
Type: Journal Articles
Subjects: Energy Education,Interdisciplinary Approach,Units of Study,Grade 9,Secondary School Students,Foreign Countries,Learning Activities,Scientific Concepts,Student Attitudes,STEM Education

Although one of key ideas behind the introduction of STEM (or STEAM) as a unifying concept, is to emphasize the interdisciplinary character of many real world problems, there is a non-trivial educational challenge in exceeding existing subject boundaries and implementing multidisciplinary activities into the classroom. The present case study covers the design, implementation and evaluation of a multidisciplinary unit in a Finnish lower secondary school, grade 9. The entire multidisciplinary unit was organized around the central concept of energy, and the present study focuses on an activity within that unit that explored how energy can be used to analyze both living and non-living systems. Evaluation of the activity was done with pre and post student questionnaires, analyzing the students' written poster presentations and focus group interviews done with a voluntary group of students after the whole unit. The aim of the study was to explore how students understand the multidisciplinary character of the energy concept. Our results show both challenges and possible gains of working in a multidisciplinary way. However, to succeed serious thought has to be invested in both identifying core concepts that gain by being analyzed in an interdisciplinary way, and in the design of appropriate learning activities around these core concepts. Our study is as an effort in this direction.
Drawing out Emotions in Primary Grade Geometry: An Analysis of Participant-Produced Drawings of Grade 3-6 Students
Author: Kuzle, Ana
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Classroom Environment,Mathematics Education,Elementary School Students,Foreign Countries,Mathematics Achievement,Geometry,Freehand Drawing,Student Attitudes,Emotional Response,Age Differences,Teacher Student Relationship

Research on psychosocial classroom learning environments has a strong tradition due to the early discovery of a relationship between positive classroom climate and academic performance and motivation, engagement, participation, and attitude towards school and teaching. Yet, more research is needed in this area due to the rich concept of classroom climate. In this paper, I focus on the emotional classroom climate in specific mathematics lessons, namely geometry lessons. The goals of this paper are threefold: (a) to present an analytical tool to determine the emotional classroom climate in geometry lessons using participant-produced drawings, (b) to provide insight into the emotional classroom climate in primary grade geometry lessons (Grades 3-6), and (c) to report on the differences and similarities between the grade levels regarding the emotional classroom climate. In total, 114 German primary grade students participated in the study. The emotional classroom climate was analyzed using participant-produced drawings. The results showed that the emotional classroom climate in all grades could be described as positive and relatively stable. However, positive emotional classroom climate dominated in Grade 3 geometry lessons only. Negative classroom climate was elicited in very few cases, if at all. Still, an ambivalent classroom climate (both positive and negative emotions) increased from the lower to the higher grades. Lastly, versatile implications for theory and practice are discussed regarding the methodology as well as possible future directions.
A Bibliometric Analysis of Using Web 2.0s in Educational Research Area
Author: Donmus Kaya, Vildan
Date: 2022-00-00
Type: Journal Articles
Subjects: Bibliometrics,Web 2.0 Technologies,Educational Research,Foreign Countries,Electronic Learning,Citation Analysis,Computer Assisted Instruction

The purpose of present study is to reveal the tendency towards Web 2.0s in the educational research area with the analysis of bibliometric mapping. As of July 5th 2021, the 786 studies have been retrieved from in the Web of Science database, and are included in the analysis. VOSviewer was used for the analysis of bibliometric mapping. As a result of the analysis of bibliometric mapping, it was concluded that the most effective countries in Web 2.0s in the educational research area are the USA, England, and Spain. According to the keyword cooccurrence analysis, technology, social media, collaborative learning, e-learning, and higher education keywords stand out on Web 2.0s in the educational research area. It was found that Timothy J. Newby is the most productive researcher. It can be concluded that the most effective researches are higher education researches. According to the analyses conducted in the context of journals, Australasian Journal of Educational Technology&quot;, &quot;Interactive Learning Environments&quot;, and &quot;Internet and Higher Education&quot; were the most contributing journals.
An Analysis of Secondary School Turkish Language Course Assessment Tools in the Sense of PISA Reading Skill Criteria
Author: Dilekçi, Atilla
Date: 2022-00-00
Type: Journal Articles
Subjects: Turkish,Secondary School Students,Foreign Countries,Achievement Tests,International Assessment,Language Tests,Reading Tests,Cognitive Processes,Native Language,Reading Comprehension,Reading Skills,Evaluation Criteria,Teacher Attitudes,Teacher Characteristics,Language Teachers

The purpose of this research is to evaluate secondary school Turkish language assessment tools in the sense of PISA reading skills criteria. To this end, document analysis, one of qualitative research methods, was employed in the current study. The research data were collected from 82 assessment tools prepared by 23 teachers. The questions included in these assessment tools were analysed based on cognitive processes defined by PISA reading, proficiency levels and text genres. As a result, the questions used in assessment tools have been found to centre upon the cognitive stages of reaching and understanding information and 1a proficiency level. Besides, it has been seen that the most frequently-used text format used in assessment tools is continuous texts. The most frequently-used text genre in the assessment tools is determined as instructional texts; however, narrative and explanatory texts were found to be included more frequently. The results yielded that the general perspective of the questions used in secondary school Turkish language course assessment tools is not suitable for PISA reading skills criteria. Consequently, it has been recommended that assessment and evaluation activities in secondary school Turkish language course are required to be determinedly and conspiratorially adapted to PISA reading skills criteria.
An Analysis of Verb-Noun Combinations in High Frequency Verbs in Argumentative Essays of Turkish ELT Students: The Case of &quot;Make&quot; and &quot;Do&quot;
Author: Kahraman, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Verbs,Nouns,Language Usage,Persuasive Discourse,Essays,English (Second Language),Second Language Instruction,Foreign Countries,Grammar,Semantics,Word Frequency,Language Patterns,College Freshmen,Native Speakers

The present study aims to reveal the use of high-frequency verbs &quot;make&quot; and &quot;do&quot; when they occur in a verb+noun combination in the argumentative essays of Turkish learners of English. In this context, the present study investigated the grammatical and semantic patterns and erroneous productions in the learner corpus. The investigation made use of a learner corpus and LOCNESS as the reference native corpus for comparison purposes. The findings showed that there were some similarities and dissimilarities among two corpora in terms of grammatical and semantic properties. Based on the findings of the current study and previous studies, the present study shared theoretical and practical implications particularly for language teaching settings.
An Investigation of the Relationship among 60-72-Month-Old Children&apos;s Attention Abilities and Their Geometry and Phonological Awareness Skills
Author: Keser, Merve
Date: 2022-00-00
Type: Journal Articles
Subjects: Young Children,Preschool Education,Geometry,Phonological Awareness,Mathematics Skills,Reading Skills,Predictor Variables,Gender Differences,Parent Background,Educational Attainment,Foreign Countries,Kindergarten,Attention Span

The aim of this study was to investigate the relationship between attention abilities, geometry, and phonological awareness skills of 60-72 months old children. The accessible population of the research in the relational scanning model consisted of 60-72 months old children attending to kindergartens and nursery classes of elementary schools in a province of Turkey in the 2018-2019 academic year. The sample of the study included 347 children aged 60-72 months, who were randomly selected to attend high, middle, and lower socio-economic level schools and volunteered to participate in the research. In the research, &quot;General Information Form&quot; to collect data about children and their parents, &quot;Frankfurter Test Für Funjahrige Konzentration -FTF-K&quot; (Attention Gathering Test of Five-Year-old Children) developed to determine children's attention levels and adapted, &quot;Early Geometry Skills Test&quot; developed to assess children's geometry skills and &quot;Early Literacy Skills Assessment Tool&quot; consisting of five subtests developed to measure the phonological awareness skills of children were used as data collection tools. Simple Linear Regression and Pearson Correlation tests, which are parametric tests, were used to analyze the data. As a result of the findings, it was found out that the children's attention ability was high, and their geometry and phonological awareness skills were low. Children's attention ability significantly predicted their geometry and phonological awareness skills. It was concluded that there were significant relationships between gender, parental education level variables, and children's geometry skills and phonological awareness skills.
Comparison of Performance Measures Obtained from Foreign Language Tests According to Item Response Theory vs Classical Test Theory
Author: Polat, Murat
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Item Response Theory,Language Tests,Scores,High Stakes Tests,Language Proficiency,Multiple Choice Tests,Error of Measurement,Test Theory,Comparative Analysis,Universities,Foreign Countries

Foreign language testing is a multi-dimensional phenomenon and obtaining objective and error-free scores on learners' language skills is often problematic. While assessing foreign language performance on high-stakes tests, using different testing approaches including Classical Test Theory (CTT), Generalizability Theory (GT) and/or Item Response Theory (IRT) may help both to obtain results closer to true scores on students' proficiency levels and to minimize the amount of measurement error on test results, depending on item parameters, testing objectives and the amount of time and resources for valid and reliable evaluation. In this study, two popular testing theories the CTT and IRT were compared in testing language proficiency. Multi-dimensionality of two multiple-choice language tests taken by 2032 low-int and intermediate level language students in the spring term of 2018-2019 academic year was examined via CTT and IRT. In the first step of the analyses, the dimensionality test results revealed that test results were multidimensional. As a result of the NOHARM test, carried out to analyze which IRT model the data fit finest, it was determined that the test data fit the 3- parameter-logistic model. Eventually, it was determined that the correlation coefficients between foreign language proficiency estimations based on the CTT and IRT varied between 0.806 and 0.891. Thus, it was concluded that the two assessment theories (CTT focuses on measurement errors while the IRT focuses on individual traits) could let test designers obtain valid and reliable measurement scores, while the latter approach was observed to be slightly better at testing language achievement and/or proficiency.
Developing Pre-Service Mathematics Teachers&apos; Understanding of Metric and Topological Spaces Using Reflective Questions
Author: Deogratias, Emmanuel
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Mathematics Teachers,Mathematical Concepts,Topology,Measurement,Knowledge Level,Mathematics Education,Reflection,Questioning Techniques

This paper presents the ways that reflective questions were used to develop pre-service mathematics teachers' understanding of metric and topological spaces. In particular, the purpose of developing PSTs' understanding of metric and topological spaces is that understanding these mathematical concepts leads to PSTs' understandings on how to teach and learn geometrical figures in mathematics classes after completion of their degree programs. This paper details the interpretation of the PSTs' reflections on metric and topological spaces. From PSTs' reflections, it was found that reflective questions helped individual PSTs to develop their understanding of matric and topological spaces, including giving the meaning of metric and topological spaces, and relating with real objects available in their daily environment. The findings have implications in teaching and learning metric and topological spaces.
Development of Light and QR-Code Assisted Brain Lobes and Their Tasks Model and Views of Teacher Candidates on the Model
Author: Akbay, Seher
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Brain Hemisphere Functions,Brain,Student Attitudes,Preservice Teachers,Instructional Materials,Models,Light,Science Instruction,Teaching Methods

The purpose of this study is to determine teacher candidates' opinions on the Light and QRCode Assisted Brain Lobes and their Tasks model, which is a unique design that differentiates itself from other studies in the literature. The study employed the basic qualitative research approach. Teacher candidates studying at the Faculty of Education of a state university in Ankara in the fall semester 2021-2022 were included in the study. The study group consisted of 50 teacher candidates studying in the Biology Education and Science Education. The Material Assessment form was the data collection tool for the study. The first part of the form, contains a material evaluation rubric. The second part of the form had semi-structured interview questions aimed at getting more detailed views from participants about the model. From the material evaluation rubric, a material evaluation score was obtained. A five-stage thematic analysis method was used in the analysis of qualitative data obtained through open-ended questions. As a result, the model can be considered a teaching material that can be used effectively in the teaching of the relevant subject. It was determined that teacher candidates expressed many positive opinions about the model designed to teach the brain lobes. [The page numbers on the PDF are incorrect. The correct range is p263-283.]
Translating Teamwork into School Effectiveness: A Systematic Review of Two Decades of Research
Author: Freedman, Irith
Date: 2021-00-00
Type: Journal Articles
Subjects: Teamwork,School Effectiveness,Literature Reviews,Elementary School Teachers,Secondary School Teachers,Principals,Goal Orientation,Influences

Over the last two decades, research has reached the conclusion that educator teamwork is necessary to ensure the achievement of school goals. No attempts, however, have been made to provide integrative evidence regarding its contribution to school effectiveness. To fill this void, the authors review two decades of professional team research in the context of schools. Specifically, the article has two objectives: (1) To review the existing conceptualizations of the terms 'team' and 'teamwork' in the school context; (2) To provide a systematic review of the impact of teamwork on school effectiveness. The systematic search resulted in 23 papers reporting three non-empirical and 20 empirical studies. The results of the review revealed a lack of agreement concerning the conceptualization of the terms 'team' and 'teamwork', which may affect comparability among studies. Furthermore, no comprehensive picture emerges regarding the consequences of teamwork for the individual teacher, the team, or the school as a whole. Indeed, studies refer to a wide range of variables within different contexts and configurations. This review contributes several important insights that may set the agenda for the next wave of research on teamwork in schools.