ethanporcaro/eric-fulltext-meta huggingface dataset:
Target Values in the History Course Curricula during the Republican Period
Author: Ulusoy, Kadir
Date: 2017-00-00
Type: Journal Articles
Subjects: History Instruction,Values,Foreign Countries,Nationalism,Secondary School Curriculum,Values Education,Educational History,Educational Policy

No matter what the era is, history lesson is one of the leading of the courses that will provide the nations to comprehend the awareness of being a nation. For that reason, history education and teaching is permanently essential. History is the lesson that provide the nations to adapt the values they have, sustain these values through the awareness of protection and provide nations not to lose these, and help people understand the past and present. History has constantly protected its significance due to providing people to make inferences from the experiences, obtain some values, transfer the human values, and proving the negative behaviors such as injustice, malignancy, and wrong and positive behaviors such as justice, honesty, correct and goodness. For that reason, in this study, history lesson curriculums in Turkey were investigated in terms of the values, and the values required to be provided to the students in these programs were determined. Although the history lesson was taught through a program understanding without a specific purpose until 1971, some of these values were noticed to be provided during this period. Since 1971, it could be noticed that the values expected for the students to acquire have been included in purposes section of the history lesson in all history curriculums and program changes. National unity and solidarity is the leading of the values required to be provided, and the values related to a human model constitutional order aims to be raised has also been noticed to be included in all these curriculums.
Technology Trumping Sleep: Impact of Electronic Media and Sleep in Late Adolescent Students
Author: Moulin, Kerry L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Sleep,Late Adolescents,College Students,High School Students,Student Surveys,Journal Writing,Coding,Teacher Surveys,Health,Barriers,Information Technology,Online Surveys,Social Media,Internet,Attitude Measures,Student Behavior

The purpose of this research study was to explore with what impact evening media use interfered with either schoolwork and/or sufficient healthy sleep. In addition, the study examined with what impact there may be a compromise in students' ability or aptitude for positive academic success, related to either lack of sleep or electronic media use. The participants were 89 high school and college students, ages 16 through 25, with median age of 18. Research was conducted using a secured online survey tool. Electronic habits, internet and social networking usage, sleep and rise times, daily sleepiness and perceptions were examined. College students were randomly sampled and participated in an in-depth, one-time survey. High school students participated in a week-long nightly electronic sleep &amp; evening media use survey and journal. Data was obtained from anonymous and coded student responses and student and teacher surveys. The results of the study suggested that healthful adolescent sleep is indeed greatly compromised, during a time when the reverse is vitally important. Of students randomly sampled, all but one student owned a cell phone. In the total study group, a majority were smart phone owner-users (84%). Many high school participants slept with a cell phone or tablet in their bed (72%), and among college participants who regularly slept with cell phone, tablet, or laptop, this rose to 86%. Over half of these students continued to access and use their devices in bed for significant amounts of time prior to sleeping. Many of these even awakened after falling asleep to access or respond to electronic messaging. The research indicated that unhealthy sleep habits may be creating a generation of sleep-deprived individuals who may not be functioning at top capacity. Findings regarding a correlation between lack of sleep and quantified academic success are inconclusive, however, student perceptions indicate that they believe there is a relationship. Findings also suggest that all instructors of late adolescent students aged 16-25 may count on the fact of their student clientele owning and using mobile devices to access internet for social purposes. Students allow their social digital world to impede and compete with their academic time and biological sleep cycle. Instructors would be wise to appropriately channel the digital skills of this new generation of no longer-wired, but now &quot;wi-fied&quot; students. Therefore it is strongly suggested that teachers, parents, and medical personnel adopt and provide healthy guidelines for parents to use with pre-teens and teens, to facilitate and develop in the next generation of students some structure and means of protecting their health in the realms of electronics and sleep.
Effects of Captions and Subtitles on the Listening Process: Insights from EFL Learners' Listening Strategies
Author: Hosogoshi, Kyoko
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Listening Skills,Audiovisual Instruction,Japanese,Native Language,Learning Strategies,Correlation,Questionnaires,Lecture Method,Imagery,Writing Skills,Teaching Methods,Foreign Countries,Listening Comprehension,Classification,Undergraduate Students,Language Tests,Student Placement,Statistical Analysis,Listening Comprehension Tests,Metacognition

Captions and subtitles as a form of scaffolding for audiovisual materials has gained much attention in second or foreign language (L2) learning in recent years and various studies report their positive effects on learners' listening comprehension. However, few attempts have been made to investigate how textual information specifically affects the listening process. The present study aims to examine the relationship between on-screen text and the listening process with special reference to 11 distinct listening strategies. A total of 114 first-year Japanese-speaking EFL learners were divided into three groups: no-text group, English caption group, and Japanese subtitle group. Each group was instructed to watch a university lecture video in English under its assigned condition and to answer a questionnaire about the listening strategies employed during the listening activity. The major findings obtained from the present study include (1) the degree of use of imagery and summarization strategies was significantly higher in the subtitle group, and (2) most of the listening strategies relevant to each listening process showed more inter-correlation in the no-text and the caption groups than in the subtitle group throughout the listening process. Pedagogical implications concerning when to use captions and subtitles for L2 listening instruction are discussed.
Enhancing Japanese University Students' English-Language Presentation Skills with Mobile-Video Recordings
Author: Toland, Sean H.
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Anxiety,Memorization,Computer Software,Action Research,Undergraduate Students,Video Technology,Feedback (Response),Focus Groups,Interviews,Second Language Instruction,Economics Education,Foreign Countries,Oral Language,Student Surveys,Student Attitudes,Self Evaluation (Individuals),Privacy,Cultural Differences,Western Civilization,Asian Culture,Telecommunications,Handheld Devices,Educational Benefits,Questionnaires

In universities throughout Japan, English language learners are required to stand in front of their peers and make a presentation with the aid of software such as Microsoft PowerPoint. This type of public speaking activity can often be an anxiety-inducing, glorified reading or memorization exercise of text-heavy slides that fails to meet the intended objective of developing the learners' presentation skills. This paper reports on the perceptions of Japanese university students toward an action research project that utilized poster presentations in conjunction with mobile-video reflective feedback. An activity systems analysis helped uncover the systemic contradictions and tensions that existed in the participants' English as a foreign language (EFL) oral presentation lessons. One hundred and twenty-nine undergraduate economics students from nine classes completed a paper-based survey. In addition, seven students from the same second-year international economics course participated in a focus group interview. The results indicated that most participants viewed mobile-video enhanced self- and peer-reflective feedback as beneficial tools that could help improve the quality of their EFL presentation performances. However, many students expressed concern about public speaking anxiety, the protection of personal privacy, as well as the cultural contrast between Western and Japanese presentation styles.
Using Digital Devices in a First Year Classroom: A Focus on the Design and Use of Phonics Software Applications
Author: Nicholas, Maria
Date: 2017-00-00
Type: Journal Articles
Subjects: Phonics,Computer Software,Computer Uses in Education,Elementary School Students,Foreign Countries,Phoneme Grapheme Correspondence,Quasiexperimental Design,Comparative Analysis,Pictorial Stimuli,Mnemonics,Handheld Devices,Reading Instruction,Pretests Posttests,Independent Study,Focus Groups,Interviews

When integrated within a holistic literacy program, phonics applications can be used in classrooms to facilitate students' self-directed learning of letter-sound knowledge; but are they designed to allow for such a purpose? With most phonics software applications making heavy use of image cues, this project has more specifically investigated whether the design of the images used in such applications may impact on the effectiveness of their self-directed use in classrooms. Using a quasi-experimental study, we compared two types of pictorial mnemonics used in tablet applications, along with teacher-led activity in three first-year classrooms from the one school. The difference between teacher-led activity and integrated picture cues was significant, with teacher-led activity proving more effective. The difference between teacher-led activity and form-taking picture cues, however, was not statistically significant. Given that the outcomes of this small-scale study suggest that image design may be a significant design feature contributing to the educational value of using phonics applications in the classroom, we recommend that the design features of phonics software applications attract further research.
Learning Strategies and Learner Attitudes in the Massively Multiplayer Online Role-Playing Game Cube World
Author: Goh, Shu Li
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Strategies,Role Playing,Computer Games,Second Language Learning,English (Second Language),Computer Assisted Instruction,Second Language Instruction,College Students,Video Technology,Student Attitudes,Feedback (Response),Asians,Foreign Countries,Cooperation,Computer Mediated Communication,Communicative Competence (Languages),Cooperative Learning

The rapid progress of technology has revolutionized learning and in the field of computer assisted language learning, the use of digital games has expanded significantly. One type of game that has been attracting interest is massively multiplayer online role-playing games (henceforth MMORPGs). Recent research has drawn attention to the potential of these games as arenas for language learning (Peterson, 2013). This paper will analyze the findings of exploratory research focusing on the use of the MMORPG Cube World involving a group of EFL learners based at a university in Japan. Data analysis of text chats, learner feedback and in-class video recordings revealed that the interactive language exchanges between players when they communicate and collaborate with each other in the game appear potentially beneficial for language learners. The data further showed that the participants viewed language learning through Cube World as fun and motivating. This suggests that learner participation in network-based MMORPGs provides an arena for learner centered social interaction that offers valuable opportunities for target language practice. MMORPGs offer the potential to enhance communicative competence; however, this research also highlights the need for additional studies.
Early Childhood Education Curricula: Human Rights and Citizenship in Early Childhood Education
Author: Sounoglou, Marina
Date: 2017-00-00
Type: Journal Articles
Subjects: Civil Rights,Citizenship,Science Instruction,Experimental Groups,Control Groups,Statistical Analysis,Surveys,Citizenship Education,Pretests Posttests,Democracy,Freedom,Justice,Participation,Preschool Children,Kindergarten,Foreign Countries

This study examines the human rights and the notion of citizenship under the prism of pedagogical science. The methodology that was followed was the experimental method. In a sample of 100 children-experimental group and control group held an intervention program with deepening axes of human rights and the concept of citizenship. The analysis of the findings presented in four axes. The first relates to the analysis of the responses of the two groups using quantitative data. The second axis concerns the discourse analysis of children's responses. The third axis relates to involve children and the fourth in the pop up program of children's activities. In conclusion, according to the survey results, children may affect their participation shaping the curriculum at micro level but also affect their behavior in the macro. Children seem to understand a pedagogical context the concept of human rights and the concept of citizenship in their ability to influence the school and not only the daily life, respect the wishes of others, to understand the limits and restrictions in school and local community, their participation as a social obligation but also a right, to the understanding of human rights and children's rights as a premise for the quality of their lives.
A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability
Author: Rivera, Christopher J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Moderate Intellectual Disability,Severe Intellectual Disability,Cultural Differences,Student Needs,Culturally Relevant Education,Quality of Life,English (Second Language),Second Language Instruction,English Language Learners,Teaching Methods,Access to Education,Educational Environment,Technology Uses in Education,Self Determination

The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general curriculum, appropriate services, materials, and meaningful collaboration between families and educators. The purpose of this article is to provide a culturally responsive framework for facilitating academic instruction for CLD students with moderate or severe ID that also includes appropriate supports in an effort to increase access to postsecondary outcomes for this population. Suggestions for accessing the general curriculum and a discussion about increasing parental involvement and accessing appropriate adult agencies to further enhance these outcomes are provided.
Turkey from the Perspective of the Refugee Children
Author: Yildirim, Erdal
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Children,Phenomenology,Qualitative Research,Content Analysis,Student Characteristics,Family Characteristics,Student Attitudes,Attitude Measures,Semi Structured Interviews,Social Attitudes,Social Bias

Migration can be described as a movement of people from the location they are in to elsewhere due to economic, social, political, and cultural reasons. Turkey is in a position that both allows immigrants and creates an area of transition for immigrants. With the concept of refuge, many social problems also entered the world's agenda. One of these problems, of course, involve refugee children. The aim of this study is to reveal the perception of Turkey of the refugee children who live in the city of Aksaray, in the context of their problems and needs. The students who participated in the study were determined with convenience sampling, a method included in purposeful sampling. The study was conducted with the approach of phenomenology, a qualitative data collection pattern. The data was collected with an interview form that consisted of open-ended questions, between March and June in 2016. The data was analyzed through content analysis. The findings were evaluated according to demographic information such as gender, age, number of siblings, the accommodation unit the family immigrated (village, town, county, city), socio-economic level, and whether the family had experienced migration before.
Impact of Formal Mentoring on Freshmen Expectations, Graduation Rates, and GPAs
Author: Clark, Nancy C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Expectation,Graduation Rate,Grade Point Average,Mentors,High School Freshmen,Rural Schools,Social Theories,Student Attitudes,Helping Relationship,Homework,Student Adjustment,Emotional Response,Peer Relationship,Program Effectiveness,Student Surveys,Hypothesis Testing

This quantitative study examines the expectations, graduation rates, and GPAs of participants (n = 113) in a formal mentorship program, &quot;Freshmen Focus,&quot; at a small, rural Midwestern high school through the framework of organizational socialization theory (Van Maanen &amp; Schein, 1977). Findings indicate freshmen students formed expectations of the program and their mentors relative to homework help, acclimation assistance, and emotional support. Students' expectations of their mentors and the program were surpassed throughout the mentorship experience. The study also demonstrates that participation in the &quot;Freshmen Focus&quot; mentorship program improved grade point averages and graduation rates.
Effects of Teacher Evaluation on Teacher Job Satisfaction in Ohio
Author: Downing, Pamela R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Accountability,Teacher Evaluation,Job Satisfaction,Educational Quality,Statistical Analysis,High Stakes Tests,Elementary Secondary Education,Teacher Surveys,Online Surveys

The purpose of this quantitative study was to explore whether or not increased accountability measures found in the Ohio Teacher Evaluation System (OTES) impacted teacher job satisfaction. Student growth measures required by the OTES increased teacher accountability. Today, teachers are largely evaluated based on the results of what they do in the classroom as measured by student performance, rather than what they do to accomplish the task of teaching. Understanding the impact of the OTES on teacher job satisfaction is important as a connection between teacher job satisfaction and quality education has been identified.
A Cross-Sectional Study of School Experiences of Boys with Duchenne and Becker Muscular Dystrophy
Author: Soim, Aida
Date: 2016-00-00
Type: Journal Articles
Subjects: Physical Disabilities,Student Needs,Males,Occupational Therapy,Paraprofessional School Personnel,Caregivers,Educational Attainment,Parent Background,Psychomotor Skills,Accessibility (for Disabled),Interviews,Cognitive Ability,Speech Language Pathology,Neurological Impairments,Records (Forms),Surveys,Individual Characteristics,Statistical Analysis,Resource Room Programs

The objectives of this study were to investigate types of supportive school services received and factors related to provision of these services. We conducted a cross-sectional study to describe the school experience of males with Duchenne and Becker muscular dystrophies. Study subjects were identified through the Muscular Dystrophy Surveillance, Tracking, and Research Network. Non-ambulatory males with Duchenne muscular dystrophy (DMD) were significantly more likely to use an instructional assistant and resource room support when compared to ambulant males with DMD at the time of the caregiver interview. Males with DMD who received occupational therapy were more likely to use an instructional assistant, while those who received speech therapy were more likely to repeat a grade, use an instructional assistant, and receive resource room support. Males with DMD whose primary caregivers had less than 12 years of education were more likely to use an instructional assistant and resource room support. Non-ambulatory males with DMD should continue receiving appropriate school accommodations so they can keep pace with their physical demands. Males with DMD with speech deficits should be considered for various educational interventions. [This article was also written by the Muscular Dystrophy Surveillance, Tracking, and Research Network (MD STARnet).]
Making Friends and Buying Robots: How to Leverage Collaborations and Collections to Support STEM Learning
Author: Kvenild, Cassandra
Date: 2017-00-00
Type: Journal Articles
Subjects: STEM Education,Robotics,Information Technology,Learning Resources Centers,College School Cooperation,School Libraries,Laboratory Schools,Elementary Secondary Education,Technological Literacy,Instructional Materials,Library Role

In a climate of increased interest in science, technology, engineering, and math (STEM), school libraries have unique opportunities to grow collections and cultivate partnerships in the sciences. At the federal level and in many states, STEM initiatives encourage hands-on exposure to technologies and open the door for student-led discovery of tools related to robotics, coding, programming, and electronics. Influenced by local STEM initiatives, the Learning Resource Center (LRC) at the University of Wyoming Lab School decided to create a circulating collection of STEM kits. (The UW Lab School is a tuition free charter school with a diverse population selected by lottery.) This school library also partnered with Lab School teachers to explore these STEM collections and to develop programming and a curriculum to teach digital literacies and STEM skills to students in kindergarten through ninth grade.
#MdlPwriters: Fourteen Powerful Voices
Author: Stivers, Julie
Date: 2017-00-00
Type: Journal Articles
Subjects: Librarians,Middle Schools,Librarian Attitudes,Racial Attitudes,Racial Relations,Minority Group Students,Authors,School Visitation,Library Services,Culturally Relevant Education,Writing Workshops,Educational Benefits,Educational Planning,Reading Material Selection,Instruction,Outcomes of Education

This article asks: What messages are school librarians sending to students of color if the only authors invited to visit schools are white? The author argues that bringing authors of color--image makers--to schools to speak to, and work with, students of color is a vital piece of culturally relevant library practice. School librarians must spearhead efforts to ensure that visiting authors reflect the culture and lived experience of the students. In this article, author Julie Stivers, describes how her school prepared for a visit they hosted from Matt da la Pena for a week-long &quot;Writer in Residence&quot; workshop in the spring of 2016 with whole school instruction and dedicated activities for the students participating in his writers' workshop. Stivers also shares how the school leveraged this opportunity to benefit students beyond the author's visit.