ethanporcaro/eric-fulltext-meta huggingface dataset:
Adapting a Picture Description Task for Grammatical Analysis in English-Spanish Bilingual Preschool Children
Author: Smith, Vanesa P.
Date: 2021-05-00
Type: Journal Articles
Subjects: Pictorial Stimuli,Grammar,English (Second Language),Spanish,Second Language Learning,Preschool Children,Bilingual Students,Morphology (Languages),Syntax

The purpose of this study was to assess the use of an adapted picture description task described by Eisenberg and Guo to explore the morphosyntactic error patterns of English-Spanish preschool simultaneous bilingual learners. Language samples were collected from 28 bilingual preschool children aged 3 to 5 years. Language samples were elicited in both English and Spanish using a series of pictures and elicitation questions/prompts. Twenty-one participants produced a language sample in only one language (16 in English and 5 in Spanish) and seven participants produced language samples in both languages. Language samples were analyzed for grammaticality and error types. There were a higher number of fragments, tense marker, and grammatical morphemes errors in English. In Spanish, the children demonstrated more argument structure and pronominal form errors than in English. The adapted picture description task demonstrated sensitivity to common errors in English and Spanish and shows promise for use with bilingual populations.
Exploring the Implementation of Curriculum Quality Audit in a Philippine State University
Author: Alugar, Ritchelee B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Quality,Audits (Verification),Foreign Countries,Curriculum Evaluation,College Faculty,Program Implementation,Preservice Teacher Education,Teacher Attitudes

Demands of developing graduate competencies have led Teacher Education Institutions (TEIs) to engage in curriculum quality evaluations. This study investigated the practices in implementing Curriculum Quality Audit (CQA) Cycle in one Philippine State University. Twenty-three College of Education (COE) faculty, who are teaching Professional Education courses, were the participants. Narrative Inquiry was employed and facilitated by the use of Open-ended questions, focus group discussion, and document analysis. The Thematic-narrative approach in data analysis revealed that the institution's practices are described to be informed and coordinated, rigorous, designated, evidence-based, iterative, collegial, and continuous. Challenges encountered include difficulty in managing time, insufficient understanding of the Philippine Professional Standards for Teachers (PPST), difficulty in motivating the faculty, and sustaining CQA's iterative nature. Findings suggest the formulation of policy on the institutionalization of CQA in the college.
L1 and L2 Secondary Teachers&apos; Perceptions of the Use of Instructional Strategies in Lebanon&apos;s Public Schools
Author: Mirza, Hanadi S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Secondary School Students,Semitic Languages,French,English (Second Language),Public School Teachers,Teacher Attitudes,Teaching Methods,Cooperative Learning,Teaching Experience,21st Century Skills

This study explores how language teachers in public schools in Lebanon perceive and utilize various instructional strategies designed to equip secondary students with the skills they need in the 21st century. Participants included 38 Arabic, 21 English, and 22 French language teachers with various experiences in teaching in public schools across Lebanon. Data were collected through a survey questionnaire containing closed-ended and open-ended questions about items related to 9 commonly used instructional strategies. The analysis of the qualitative data revealed that the three groups of teachers shared somewhat similar preferences for the 3 most commonly-used student-centered instructional strategy. However, different teachers of different languages favored different strategies. Problem solving was mainly used by teachers of French (40.9%), classroom discussion by teachers of English (71.4%), and cooperative learning by Arabic teachers (63.2%). Cross tabulation analysis and Pearson Chi-Square were performed to analyze the quantitative data using SPSS (V. 20). Results show that there are no significant differences among the percentages of the 3 groups of language teachers and (a) their use of instructional strategies, and (b) their years of teaching experience except for the field trip (sig= 0.028).
English as a Foreign Language Teachers&apos; Perspectives on New Curriculum Reform at Algerian Middle Schools
Author: Boudouaia, Azzeddine
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Middle School Teachers,Public School Teachers,Teacher Attitudes,Negative Attitudes,Discovery Learning,Curriculum Development,Curriculum Implementation,National Curriculum,Instructional Materials,Technology Integration,Teacher Education,Barriers,Foreign Countries

This study investigates teachers' perspectives on English as a Foreign Language (EFL) curriculum reform in Algeria. The specific objectives of the inquiry are to examine teachers' views about EFL curriculum reform relevance and procedures and draw a conclusion from their perspectives. 176 EFL teachers from middle schools in Algeria are chosen to serve as respondents in this research. The requisite data collected through a survey and semi-structured interview. The SPSS (22) programme is used to analyse quantitative data, whereas content analysis is subjected to qualitative data. The study establishes that the majority of teachers consider reform as not relevant to them. The findings also show negative perspectives about procedures undertaken by the government. Hence, the study implies that Algerian teachers' views about the new EFL reform are not in the same boat with the government's intentions and actions. This study recommends that efforts have to be made by the government and other decision-makers to rethink the reform and teachers' needs and motivation.
The Adjunct Model as an Equity Crisis in Higher Education: A Qualitative Inquiry into the Lived Experience of &quot;Part-Time&quot; Community College Faculty in Northern California
Author: Zitko, Peter A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Part Time Faculty,Adjunct Faculty,College Faculty,Community Colleges,Work Experience,Personnel Policy

The purpose of this study was to qualitatively examine the lived workplace experiences of adjunct community college faculty in Northern California. The problem is adjunct faculty may experience an institutionalized employment system that marginalizes contingent teachers. Using the theoretical framework of institutionalization theory and phenomenological design, interviews were conducted with 22 adjunct instructors. Findings suggest adjunct faculty are a heterogeneous population motivated by a passion for teaching, but the positive attributes associated with their occupation are circumscribed by marginalizing factors. This study concludes with several recommendations for policy changes, implications for leadership, and suggestions for future research.
A Study of the Marzano Focused School Leader and Teacher Evaluation Models and Student Proficiency and Growth in Middle Schools in a Large Suburban School District in South Florida
Author: Narinesingh, Terrence
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle Schools,Suburban Schools,Middle School Teachers,Teacher Effectiveness,Middle School Students,Academic Achievement,Achievement Gains,Principals,Administrator Evaluation,Teacher Evaluation,Administrator Effectiveness,Predictor Variables,Educational Practices

The purpose of this study was to investigate whether the Marzano Focused School Leader and Teacher Evaluation Models impacted school leader and teacher effectiveness to increase student proficiency and growth. This quantitative, non-experimental study was conducted using existing data in all middle schools in a large suburban school district in South Florida for 2017-2018. Four research questions guided this study regarding the relationship and predictability among the variables of school leader and teacher instructional practice scores, quantity of observations reported in iObservation® and student proficiency and growth in Florida Standard Assessment (FSA) Developmental Scale Scores (DSS) in English Language Arts (ELA) and Mathematics or corresponding End-of-Course (EOC) assessment. The linear regression analyses indicated that instructional practice was a statistically significant predictor of Grade 6-8 FSA ELA and Mathematics or corresponding EOC performances. The linear regression analyses indicated that there is a relationship between student proficiency and growth as measured by the developmental scale mean scores on FSA ELA and FSA Mathematics or corresponding EOC. These findings were based on data for one school year, and thus caution must be taken when deducing these findings.
Evaluation of a Mathematics Curriculum in Accordance with the Eisner&apos;s Educational Connoisseurship and Criticism Model
Author: Yazici, Tuba
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 8,Mathematics Curriculum,Curriculum Evaluation,Educational Change,Criticism,Secondary School Teachers,Mathematics Teachers,Constructivism (Learning),Correlation,Problem Solving,Skill Development,Foreign Countries,Case Studies,Large Group Instruction,Teacher Attitudes,Models

The study aimed to evaluate the 8th grade mathematics curriculum in Turkey, which was revised in 2016-2017 school year, and implemented from 2017-2018 school year on. In the study the Eisner's educational connoisseurship and criticism model was utilized. The participants of the study comprised 15 secondary school mathematics teachers selected by the purposeful sampling method. The study adopted the case study pattern, one of the qualitative research methods. The data were collected via a semi-structured interview form, and analyzed using direct quotations as one of the descriptive data analysis methods. The results revealed that the majority of the participant teachers reflected positive criticisms about the new curriculum in general whereas there were those who made negative comments about some particular features such as, inconsistency between the level and the special aims, the use of the constructivist approach for crowded classes, insufficient content, inconsistency with the readiness of students, inadequate activities to develop students' skills such as correlating, reasoning, and problem-solving.
School Readiness of Primary School Students in Mixed-Age Classrooms
Author: Çökük, Kayahan
Date: 2021-00-00
Type: Journal Articles
Subjects: School Readiness,Elementary School Students,Mixed Age Grouping,Grade 1,Age Differences,Social Emotional Learning,Psychomotor Skills,Daily Living Skills,Teacher Attitudes,Cognitive Development,Foreign Countries

The aim of this study is to determine school readiness of primary school students in mixed-age classrooms. The sample of this study, using embedded mixed method design, consists of 909 first grade students in primary school and 30 primary school teachers determined by stratified purposeful sampling method. In this study, &quot;Primary School Readiness Scale&quot; and &quot;semi-structured interview form&quot; were used for data collection. Descriptive and differential statistics were used for quantitative data analysis, and descriptive analysis technique was used for qualitative data analysis. As a result of the study, first grade students of 60-65 months old demonstrated a medium level of school readiness; while the students of 66-71 and 72-84 month old demonstrated a high level of school readiness. In interviews, teachers stated that students' school readiness increased with age. Considering the individual differences of the students, the appropriate age for students to start school should be determined with school readiness test.
Self-Evaluated Teacher Effectiveness in Physical Education and Sports during Schools Closedown and Emergency Distance Learning
Author: Sahin, Tolga
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Self Evaluation (Individuals),Physical Education Teachers,Athletics,Teaching Experience,Technological Literacy,Teacher Competencies,Technical Support,Courseware,Online Courses,Distance Education,Educational Environment,School Closing,Emergency Programs,COVID-19,Pandemics,Foreign Countries

This quantitative study scrutinized the self-assessment of Physical Education and Sport teachers about their online physical education (PE) classes, which stemmed from the closure of schools and mandatory distance education during the COVID-19 outbreak. The data collecting tools of the study were the &quot;Evaluation of Teacher Effectiveness Questionnaire in Physical Education (SETEQ-PE)&quot; developed by Kyrgiridis et al. (2014) and adapted to the Turkish Ektirici et al. (2016). The participants were composed of 172 volunteer physical education and sports teachers who were determined via convenience sampling model. The data collected covered such demographic information as age, gender, sports-type, teaching, and schoolwork experience besides the items related to distance education, hardware support, proficiency in technological infrastructure, and application/software. The findings of the study showed that certain variables such as technological competencies, technical support provided by the school, and application/software support were influential in the participant physical education teachers' self-assessment. In addition, it was found out that SETEQ-PE variables such as technological competencies, technical support provided by the school, and application/software support affected to PE and sports teachers' self-assessment responses. However, no significant differences were determined in SETEQ-PE results about synchronous or asynchronous implementation of the physical education lessons, gender, and age.
Determination of the Epistemological and Ontological Beliefs of Secondary School Students
Author: Kirbaslar, Fatma Gülay
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Beliefs,Epistemology,Scientific Literacy,Gender Differences,Parent Background,Science Activities,Science Education

The purpose of the study was to determine the epistemological and ontological beliefs of secondary school students concerning some demographic variables such as gender, class, education status of the mother, education status of the father, and the location where science activities are carried out (classroom/laboratory). The participants of the study were composed of 519 female and 510 male students at the 6th, 7th and 8th grades in five different public secondary schools in Istanbul, Turkey. In the study, which was conducted in 2014-2015 school year and reported in 2017, the relational screening model was utilized. The data collection tools comprised Epistemological Opinion Scale and Ontological Opinion Scale developed by Ünal-Çoban and Ergin (2008; 2010). The data were analysed via SPSS 21.0 statistical program. As a result of the data analysis, it was found that the epistemological and ontological beliefs of students were at moderate level and effective in some variables.
Effectiveness of Augmented Reality Implementation Methods in Teaching Science to Middle School Students
Author: Yildirim, Fatih Serdar
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Computer Simulation,Teaching Methods,Science Instruction,Middle School Students,Grade 6,Foreign Countries,Science Achievement,Pretests Posttests,Student Attitudes,Human Body,Technology Uses in Education

The aim of this study was to determine the effectiveness of the Science teaching process to middle school students using teaching materials prepared via augmented reality (AR) technology. In the experimental study, 61 sixth grade students at a middle school in Antalya in the 2019-2020 academic year were selected randomly, and the mixed research design was utilized to understand the academic achievements of students and their' opinion about the augmented reality implementations in Science classes. In the study, the control group were taught through the science curriculum prescribed methods, and the experimental group were taught using augmented reality implementations, and these groups were compared in terms of their achievement. The quantitative data were collected via an achievement test, and the qualitative data were collected via an interview form. The quantitative and qualitative data were analyzed using t-test and descriptive data analyses methods. As a result of the study, it was revealed that AR implementations contributed positively to students' science learning processes, and it increased their academic achievement. It was also shown that AR implementation contributed to students' meaningful learning by making abstract subjects concretized, and at the same time it increased students' interest and motivation in Science lessons.
Evaluation of Graduate Studies on Values Education in Turkey: A Content Analysis Study
Author: Er Türküresin, Hafize
Date: 2021-00-00
Type: Journal Articles
Subjects: Values Education,Social Values,Moral Values,Masters Theses,Doctoral Dissertations,Educational Research,Educational Researchers,Research Methodology,Data Collection,Data Analysis,Sampling,Public Colleges,Private Colleges,Gender Differences,Departments,Turkish,Elementary Secondary Education,Foreign Countries

In the study, it was aimed to examine theses written on value education between 2009 and 2019 in terms of descriptive and methodological features. In this context, 475 theses, which were written between the relevant years and have access, were reached. Within the scope of the research, the criterion-sampling method was used while determining theses. The criteria in the study were that all the theses should be registered in National Thesis Centre database of the Higher Education Council, Turkey (YÖK), have access permissions, be written between 2009 and 2019, include the terms value, values, value education and their subjects should be education and training. A thesis review form was developed by the researcher. The theses examined with the help of this form were analyzed via descriptive content analysis technique and presented as pivot tables containing statistics such as frequency and percentage. As a result of the research, it was concluded that the theses consisted mostly of master theses, were written in public universities and mostly by female students, and almost all of them were in Turkish. It was determined that the increase rate of the written theses and dissertations gradually increased from the year 2013, and in 2009, the number of theses increased more than six times. When the universities where the theses were written were examined, it was concluded that well-established universities such as Gazi University, Necmettin Erbakan University and Atatürk University had more theses and dissertations than other universities. The written theses and dissertations were mostly carried out in the department of Turkish Education. As a method, it was determined that the most qualitative research method was adopted in the theses and dissertations, and mostly scanning patterns were used. As the data collection tool, it was concluded that document analysis and documents were preferred as the sample group and mainly statistical techniques, descriptive and content analysis were used in the analysis of the data.
Assessment of Quality Assurance Practices in Colleges of Education in Akwa Ibom and Cross River States, Nigeria
Author: Etim, Iya E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Schools of Education,Educational Quality,Quality Assurance,Academic Standards,Department Heads,Deans,Administrator Attitudes,Admission Criteria,Instructional Leadership,School Supervision,School Maintenance,Educational Facilities,Educational Equipment,Curriculum Implementation,Foreign Countries

This study assessed quality assurance practices in Colleges of Education in Akwa Ibom and Cross River States, Nigeria. Three null hypotheses were formulated to guide the study. The survey research design was adopted for the study. The population of the study comprised ninety (90) Heads of Departments and Deans of Schools in the three Colleges of Education under study. Census sampling was used to select the sample size of 90 Heads of Department and Deans of Schools. To test the three hypotheses, data was generated using an 18-item questionnaire titled &quot;Assessment of Quality Assurance Practices Questionnaire&quot; (AQAPQ). The instrument was validated by experts in Educational Administration and Planning, and Measurement and Evaluation. The reliability of the instrument was established using Cronbach Alpha reliability method with the results ranging from 0.76 to 0.85. Population t-test analysis of single mean was used for data analysis. The results of the analysis revealed that quality assurance variables such as maintenance of infrastructure and students' admission policy were significantly low, while curriculum implementation was not significantly low in Colleges of Education in Akwa Ibom and the Cross River States. It was concluded that quality assurance practices in Colleges of Education in Akwa Ibom and the Cross River States, Nigeria were high in curriculum implementation, while in the maintenance of infrastructure and students admission policy, it was low. Based on the findings, it was recommended among others that, administrators of Colleges of Education should endeavour to ensure that quality assurances are effectively practiced to achieve the desired results.
Assessment of the Quality of School Managers&apos; Development as Determinant of Their Effective Operations in Primary Schools
Author: Ajayi, Kayode
Date: 2019-00-00
Type: Journal Articles
Subjects: School Administration,Principals,Instructional Leadership,Leadership Effectiveness,Management Development,Elementary Schools,Public Schools,Gender Differences,Educational Quality,Foreign Countries

This study was designed to assess the effect of the quality of School Managers' development on their effective operations in schools. One hundred and twenty (120) school managers were drawn from the four (4) Local Government Areas (LGA5) under Lagos State Education District Ill South West, Nigeria. These include: Epe, lbeju-Lekki, Eti-Osa, and Lagos Island. Thirty (30) School managers were selected from each LGA. T-test statistical analysis was used to analyse the data collected. The two (2) hypotheses formulated were analyzed at 0.05 level of significance. The result indicated that there was a statistically significant difference in the assessment of effective operations between school managers of high-quality development and those of low-quality development. However, there was no significant statistical difference among male and female school managers who were of high-quality development in their effective operations. It was recommended, among others, that continuous high-quality development and follow-up of school managers should be embraced or embarked upon by school supervisors to enhance continuous effective operations.