ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Preschool Teachers&apos; Beliefs about Foreign Language Learning and Early Foreign Language Teaching in Slovenia
Author: Fojkar, Mateja Dagarin
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Student Attitudes,Second Language Learning,Foreign Countries,Program Implementation,Teacher Effectiveness,English (Second Language),Preschool Education,Inservice Teacher Education,Kindergarten,Preservice Teacher Education,Questionnaires,Statistical Analysis

The implementation of foreign languages in preschool education has prompted the need for qualified teachers. However, most recent studies report a gap between the supply of qualified foreign language teachers of young learners and the demand for such teachers as foreign languages are introduced earlier and earlier. The authors of this paper present some models of initial and in-service training of preschool foreign language teachers in Slovenia. As learners' beliefs about language learning have been considered an important variable, like many other individual differences in language learning, the main aim of the research was to determine pre-service preschool teachers' beliefs about early foreign language learning. The research was conducted on a sample of 90 pre-service preschool teachers. The results imply that future preschool teachers are aware of the importance of foreign language learning and their awareness raises with the year of study. The results of the survey indicate that it would be beneficial to include early foreign language teacher training in the education of preschool teachers who are willing to teach foreign languages in kindergartens in Slovenia and elsewhere.
An Analysis of Pre-Service Elementary School Teachers&apos; Skills in Geometrical Drawing Using Isometric Paper
Author: Toptas, Veli
Date: 2017-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Geometric Concepts,Freehand Drawing,Case Studies,Qualitative Research,Geometry,Mathematics Instruction,Mathematics Curriculum,Foreign Countries

The aim of this study was to determine pre-service elementary school teachers' capabilities of deciding the viewpoint and perspective in geometrical drawing. The study examined geometrical drawings the participants did on isometric paper. This is a case study, a qualitative study method, and the study data were analyzed using written documents. The study sample included 34 senior students in the Education Faculty's Elementary School Teaching Program at a Turkish public university. They were selected from approximately 205 pre-service teachers. The students participated in the study on a voluntary basis. The study results revealed that the pre-service teachers generally had weak skills in geometrical drawing. The participants had better skills in building structures which they saw from the air using unit blocks, and forming a structure of which they had the direct views (left and right; front and back) using unit blocks. However, the participants had weaker skills in drawing the direct views of the structures they had built, recognizing the connections between the left-right views and front-back views of the structures and drawing the structures they built on isometric paper in perspective.
Examining South Korea&apos;s Elementary Physical Education Performance Assessment Using Assessment Literacy Perspectives
Author: Park, Yongnam
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Semi Structured Interviews,Performance Based Assessment,Literacy,Physical Education Teachers,Elementary School Teachers,Feedback (Response),Evaluation Methods

This study examines the issues pertaining to South Korea's elementary physical education (PE) performance assessment, using an assessment literacy (Hay &amp; Penney, 2013) perspective to propose future directions. Eight elementary teachers currently teaching PE were selected as participants. Data were collected through semi-structured in-depth interviews and on-site data analysis, and analyzed based on an inductive categorical analysis, the results of which were elicited from the four concept factors of assessment literacy. Four themes presented themselves during the research: first, teachers were unclear about the concept of assessment, making it difficult for them to carry out assessments effectively; second, assessments were conducted in a labor exchange and recycling manner, reducing their effectiveness; third, there was a lack of feedback; and fourth, there were teachers' critical thinking without pedagogy. These are the main problems in assessing PE in elementary schools. As for future directions, this study proposes the need for diversifying current teachers' education geared towards enhancing their assessment literacy capability, for providing on-site guidance to build students' assessment literacy, and for evaluating the assessment procedure.
Developing a Teachers&apos; Gender Stereotype Scale toward Mathematics
Author: Nurlu, Özge
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Elementary School Mathematics,Test Construction,Likert Scales,Attitude Measures,Sex Stereotypes,Mathematics Teachers,Teacher Attitudes,Factor Analysis,Test Validity,Test Reliability,Teacher Expectations of Students,Correlation,Statistical Analysis,Goodness of Fit,Gender Differences

Gender has become a focus of mathematics education research. While some research show that there are no differences between boys and girls, numerous research studies have indicated that boys have outperformed girls. It is suggested that gender stereotypes, such as expecting girls to show less achievement in mathematics compared to boys, have an effect on mathematics achievement. According to these gender stereotypes, boys are more successful in mathematics and science and girls are more successful in literature and arts. Gender stereotypes are transmitted by one generation to the next generation via children's books, language, parents and teachers as well. Because of teachers' important role of shaping their students' beliefs and attitudes, determining teachers' gender stereotypes is vital to understanding the differences of mathematical achievement between girls and boys. Therefore, the purpose of this study is to develop a teachers' gender stereotype scale toward mathematics. The scale consists of two subscales: the Boys' Form and the Girls' Form. These two forms are conducted with 595 primary school teachers. Results of the exploratory factor analysis for each form, 17 items and four factors are determined. Based on the literature review, these factors are named as environment, gender appropriateness of careers, competence and attribution of success. For each form, the confirmatory factor analysis is conducted and the four factors of the subscales are confirmed. The findings of the study revealed that the scale is a valid and reliable instrument to measure gender stereotypes in mathematics.
Variations in Textualization: A Cross-Generic and Cross-Disciplinary Study, Implications for Readability of the Academic Discourse
Author: Bonabi, Mina Abbasi
Date: 2018-01-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Academic Discourse,Statistical Analysis,Applied Linguistics,Readability,Literary Genres,Verbs,Phrase Structure,Discourse Analysis,Research Reports,Biology,Nouns,Language Styles,English (Second Language),Sociocultural Patterns,Second Language Learning,Second Language Instruction,Journal Articles

According to discoursal views on language, variations in textualization strategies are always sociocontextually motivated and never happen at random. The textual forms employed in a text, along with many other discoursal and contextual factors, could certainly affect the readability of the text, making it more or less processable for the same reader. On the basis of these assumptions, the present study set out to examine how our data varied across genres and disciplines in terms of our target textual forms. These forms are as follows: the magnitude of T-unit (MOTU), the degree of embeddedness of the main verb in T-unit (DE), the physical distance between the verb and its satellite elements (PD), the magnitude of the noun phrase appearing before the verb (MOX), and the magnitude of noun phrase appearing after the verb (MOY). Our data consisted of 20 research articles randomly selected from two different disciplines of Biology and Applied Linguistics, to be analyzed in terms of the above-named textual strategies. One way ANOVA and post hoc Tukey tests were used for data analyses. The results revealed cross-generic as well as cross-disciplinary differences in the employment of the above textual forms. These findings were discussed in terms of the academic concepts and discourse on the one hand and the possible effect of the required textual forms on the readability of the text on the other hand.
Task Types and Discursive Features: Mediating Role of Meta-Talk in Focus
Author: Mohamadi, Zohre
Date: 2018-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Translation,Audio Equipment,Statistical Analysis,Teaching Methods,Second Language Instruction,Discourse Analysis,Language Proficiency,Classroom Communication,Task Analysis,Rating Scales,Foreign Countries,Interviews,Student Attitudes,Indo European Languages,Native Language,Role,Metalinguistics,Qualitative Research

Exploring opportunities by which learners can internalize new knowledge and consolidate existing knowledge has long been a point of interest in English as a foreign language research. This study investigated how meta-talk opportunities on discourse markers created by four task types including text reconstruction, dictogloss, translation and jigsaw can promote language learning at discourse level. To this end, 80 participants were assigned into four groups of twenty students. They were 10 pairs in each group. Having considered homogeneity issues in participants' selection, the researchers assigned one type of tasks to be performed in each group. Students' performances were audio recorded and transcribed for the purpose of analyzing the potentials of different tasks in engaging participants in language at the level of discourse through meta-talk opportunities. ANOVA results followed by post hoc pairwise comparisons indicated that translation and jigsaw tasks had the highest potentials and dictogloss and text reconstruction had the least potentials in creating meta-talk opportunities on discourse. The findings imply how design features of tasks set up differentiated language use. Also, the findings imply that teachers and material developers need to make principled decisions about which task has the highest potentials in maximizing learning opportunities.
TEFL Graduate Supervisees&apos; Views of Their Supervisors&apos; Supervisory Styles and Satisfaction with Thesis Supervision
Author: Gedamu, Abate Demissie
Date: 2018-01-00
Type: Journal Articles
Subjects: Theses,Supervisory Methods,Supervisor Supervisee Relationship,Student Attitudes,Leadership Styles,Student Satisfaction,Graduate Students,Questionnaires,Educational Quality,Foreign Countries,Statistical Analysis

Thesis supervisor supervisory styles play central roles in enhancing timely and quality completion of thesis works. To this effect, this study aimed at exploring TEFL graduate supervisees' perception of their thesis supervisors' supervisory style(s), the supervisees' level of satisfaction with thesis supervision, and the association between supervisory styles and satisfaction with thesis supervision. Accordingly, all available TEFL graduate supervisees (N = 70) from three universities were selected as participants of the study. In order to answer the supervisees' perception of their supervisors' roles of guidance and support in the supervisory processes, and the supervisees' level of satisfaction with thesis supervision, mean scores of questionnaire items were used. Pearson moment product correlation was also applied to examine the association between perceived supervisory styles and satisfaction with thesis supervision. To spot thesis supervisors' prevalent supervisory style(s), scatter plot was utilized. The result indicated that supervisees perceived their thesis supervisors discharged their roles of supervision through provision of various supports which range from emotional support to helpful timely feedback. Similarly, supervisees felt that they were provided guidance for quality and timely completion of thesis works. In addition, supervisors were perceived displaying contractual and laissez-faire styles. Moreover, supervisees reported that they were satisfied with the supervision they were offered. Furthermore, significant and positive correlations were obtained between supervisees' overall satisfaction with thesis supervision and the two supervisory styles (contractual and laissezfaire). Some recommendations were also forwarded to the concerned stakeholders.
MA TESOL Dissertations in a Changing Global Landscape: A Case from Iran
Author: Tavakoli, Parvaneh
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Masters Theses,Second Language Instruction,College Second Language Programs,Educational Change,Educational Practices,Academic Discourse,Mixed Methods Research,Global Approach,Teacher Attitudes,Relevance (Education),Politics of Education,Social Influences,English (Second Language),Publish or Perish Issue

This paper has investigated the way the dissertation writing component of MA TESOL (Teaching English to Speakers of Other Languages) programmes in Iran has changed over the past decade in relation to globalization. The data, collected from 40 questionnaires completed by Iranian academic staff teaching these programmes, suggest that while change in the content and curriculum has been minimal, some major shifts are observed in the functions MA dissertations serve. The most fundamental change reported is that dissertations are now seen in this local context as an opportunity to respond to the global trend of &quot;publish or perish&quot;. The analysis of the data demonstrates a complex picture of how global trends, national higher education policies and regulations and the local initiatives interact with one another to turn MA dissertations into a source of research publications.
Exploring the Link between Achievement Goals, Motivation, and Parental Expectations among University Students in Kosovo
Author: Grajcevci, Albulene
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Goal Orientation,Student Motivation,Parent Aspiration,Expectation,Student Educational Objectives,Cultural Differences,Undergraduate Students,Questionnaires,Likert Scales,Hypothesis Testing,Correlation,Regression (Statistics),Achievement Need,Statistical Analysis

This paper sheds light on the link between achievement goals, motivation, and parental expectations in a sample of 600 students attending higher education institutions in Kosovo. Aside from exploring the stipulated link between the constructs, the research aims to discover whether cultural differences mediate expected results. The results proved that the mastery of goals positively correlates to intrinsic motivation in addition to which curiosity as a subscale of intrinsic motivation positively predicted preferences for the mastery of goals. As expected, performance-approach and performance-avoidance goals, correlated to extrinsic motivation with extrinsic motivation, successfully predict preferences for both types of performance goals. The data proved that among students in Kosovo, all types of goals correlated to intrinsic motivation. Achievement goals were differentiated in extrinsic motivation with mastery goals correlating rather weakly to only one subscale of extrinsic motivation.
Cooperation between Parents and Preschool Institutions through Different Concepts of Preschool Education
Author: Bercnik, Sanja
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Education,Parent School Relationship,Educational Methods,Models,Educational Cooperation,Educational Practices,Group Unity,Educational Administration,Foreign Countries

This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementioned alternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education of preschool children.
Changes in Beliefs Regarding Good Teachers and the Characteristics of Child Development of Primary Education Students
Author: Vitulic, Helena Smrtnik
Date: 2017-00-00
Type: Journal Articles
Subjects: Beliefs,Longitudinal Studies,Academic Achievement,Questionnaires,Statistical Analysis,Teaching Methods,Foreign Countries,Preservice Teachers,Student Attitudes,Student Characteristics,Elementary School Teachers,Preservice Teacher Education,Child Development,Teacher Characteristics

In a longitudinal study, we determine the beliefs of primary education students regarding the factors of academic achievement, good teachers, and the developmental characteristics of children, and we present which experiences mostly shape these beliefs. The same group of students (N = 59) completed the same questionnaire at the beginning of their first year and then at the end of their postgraduate studies. At both measurements, the students stated that the pupils themselves are the most responsible for their academic achievement (approximately 33%). At the beginning of the study, the students mostly showed idealised beliefs regarding what makes a good teacher, such as he/she is self-controlled and calm in all situations; he/she likes all children equally, etc. At the end, the results showed a reshaping of most idealised beliefs about what makes good teachers towards more realistic ones. Regarding the developmental characteristics of children, at the beginning and at the end of their studies the students had similar beliefs that heredity and environment contribute to an individual's development. At the end of their studies, the students are significantly less convinced that experience from an early age decisively influences their further development, that there are no major differences in cognitive abilities of pupils of the same class, that a child who knows a lot of information is clever, and that school is not a place for the expression of emotions. According to the students, direct experiences in the classroom have the most significant influence on the beliefs among all the factors that we have examined in the study.
Elementary and Secondary School Students&apos; Perceptions of Teachers&apos; Classroom Management Competencies
Author: Kalin, Jana
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Teacher Competencies,Classroom Techniques,Student Attitudes,Cohort Analysis,Questionnaires,Mathematics Achievement,Student Evaluation of Teacher Performance,Foreign Countries,Language Arts

Teachers with proper training in knowledge transfer to different students, in the creation of suitable learning conditions, the motivation of students for active cooperation and peer learning, in the formation of classroom community, as well as independent and responsible personalities, can provide quality education. Teacher's classroom management competencies largely determine the potential of achieving educational goals and helping pupils form integral personalities. Studies show that teachers lack competencies for classroom management and ensuring discipline in the classroom. In the article, we present the results of empirical study on students' perceptions on teachers' classroom management competencies in two different subjects, mathematics and Slovene language. A total of 907 students from elementary and secondary schools in Slovenia participated in the study. Differences in students' assessments have been established in reference to school level and subject. Students' responses show that secondary school teachers are more focused on achieving educational goals, while aspects of forming a suitable class climate remain less important. The components of quality classroom management (maintenance of supportive learning climate, trusting students) are present in Slovene classes in a larger extent in comparison to maths classes, particularly at the elementary school level. Secondary school students assessed the clarity of rules, student obligations and paying attention in class higher in maths than in Slovene. The results of students' assessment of teacher competencies imply a need for additional research on teachers' classroom management competencies in different curriculum subject.
Primary School Student Teachers&apos; Perceived and Actual Knowledge in Biology
Author: Eija, Yli-Panula
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Instruction,Student Teachers,Student Teacher Attitudes,Biology,Multivariate Analysis,Foreign Countries,Preservice Teacher Education,Teaching Methods,Pedagogical Content Knowledge,Teacher Education Programs,Elementary School Teachers,Animals,Scientific Concepts,Statistical Analysis,Questionnaires

Individuals' perceptions of their knowledge can have an important role in shaping their cognition and influencing their behaviour. However, there has been a scarcity of studies in biology on how perceived knowledge relates to actual knowledge. The focus of this article is on quantitative results analysing and interpreting student teachers' perceived knowledge of biological content in relation to their actual animal and species name knowledge linked to the ecosystem in which they live. K-means cluster analysis and ANOVA were used. The results show a high- and low-level perceived knowledge cluster group among the participants. They further indicate that the difference in actual animal and species name knowledge between these cluster groups remained the same during the five years of the study. The student teachers with a higher level of perceived knowledge tended to have better actual animal and species name knowledge than those in the low-level group. The actual animal name knowledge in these cluster groups was similar with regard to the local Finnish ecosystems but differed concerning the exotic species by year. The year that the participants enrolled in the study programme had an impact on their actual animal and species name knowledge. Strategies for coping with work-related demands and maintaining engagement in one's career would be important additions to the teacher education curriculum.