ethanporcaro/eric-fulltext-meta huggingface dataset:
Slowmation Experiences of Pre-Service Teachers via Distance Education during the Covid-19 Pandemic Disease
Author: Cigerci, Fatih Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Distance Education,Animation,21st Century Skills,Skill Development,Student Attitudes,Film Production,COVID-19,Pandemics,School Closing

The unexpected outbreak of Covid-19 pandemic disease has affected every field of life, especially education. The closure of schools and universities to prevent the spread of the disease has led the countries to take urgent decisions on education. Almost all over the world, the education is being conducted through distance education. This study based on the basic qualitative research design aims to examine the opinions of primary education pre-service teachers on their slowmation experiences via distance education. The data of the study were collected with an interview form and analyzed by using descriptive analysis technique under the predetermined themes. As a result of the data analysis, the following results were obtained: The pre-service teachers were of the opinion that slowmation is an advantageous method. However, it was also found that during the process of producing slow motion animations, the participants faced some difficulties. Despite the difficulties, the pre-service teachers believed that slowmations produced by students and/or teachers could be used easily and effectively in their future career. Finally, it was determined that Covid-19 had some negative effects on the mood of the preservice teachers and it also affected the opinions of the pre-service teachers on the delivery of instruction.
Smartphone Addiction in Undergraduate Athletes: Reasons and Effects of Using Instagram Intensively
Author: Gezgin, Deniz Mertkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Addictive Behavior,Undergraduate Students,Athletes,Social Media,Preservice Teachers,Physical Education Teachers,Foreign Countries,Psychological Patterns,Anxiety

Instagram has become a popular social network software based primarily on the concept of sharing visual content. As the most popular mobile application among university students, it is thought to be a major component of excessive smartphone use cases due to the need of its users for frequently checking updates. As a result, heavy Instagram-use for both sharing personally generated content and checking on others' updates is thought to be a contributor to smartphone addiction. The purpose of this study is to examine the effects of Instagram social network usage characteristics upon smartphone addiction levels of university students, specifically those enrolled in the Athletics Departments, in order to examine the particular case of young athletes that use Instagram extensively. Therefore, the study group consists of 97 undergraduate students enrolled in the Athletics Department of a state university located in the Thrace regions of Turkey during the 2017-2018 academic year, who were also taking up a pedagogical formation certification course for becoming prospective K12 physical education teachers. Adopting a mixed method research model, the study has shown that, as far as young athletes who report Instagram as their favorite smartphone application is concerned, heavy Instagram use statistically predicts smartphone addiction. Moreover, according to qualitative data, the Occam's Razor rule applies with these young athletes' interaction with Instagram. Problematic use patterns are more easily explained by passive-observant behavior associated with a certain Fear of Missing Out, rather than a strong desire to exhibit their body image and sports success.
Undergraduates&apos; Attitude towards the Utilization of Open Educational Resources for Learning
Author: Issa, Ahmed Idris
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Open Educational Resources,Gender Differences,Intellectual Disciplines,Foreign Countries

This study investigated Undergraduates' Attitude towards the utilization of OER [Open Educational Resources] among Undergraduates and the influence of gender and area of specialization on their attitude towards the use. The study adopted a descriptive method of the quantitative research. 3 research questions were developed and answered. 398 respondents were randomly sampled from 3 purposively selected area of specializations. Frequency counts, percentage, rank order and mean were used to answer research questions 1 to 3. The findings of the study were: Undergraduates have a positive attitude towards utilization of OER for learning; There was difference between male and female undergraduates' attitude towards the utilization of OER for learning in favor of male undergraduates; and There were no significance differences among undergraduates based on Area of Specialization. The study concluded that students have a positive attitude towards use of OER for learning. The research recommends that institutions should endeavor to create their own OERs where students can access anytime and anywhere.
EFL Teachers&apos; Demands and Preferences on In-Service Training in Turkey
Author: Önalan, Okan
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),English Teachers,Preferences,Inservice Teacher Education,Foreign Countries,Professional Continuing Education,Program Effectiveness,Teacher Characteristics,Private Schools,Public Schools,Teaching Experience,Expectation,Expertise,Trainers

One of the significant means of ensuring quality instruction in language classrooms is establishing an effective program of continuing professional development for language teachers. When conducted efficiently as a part of CPD, in-service training (INSET) proves to be a key component in improving teachers' instructional skills as well as keeping their methodological knowledge up-to-date. Nonetheless, both state-led and private-held INSET efforts in Turkey receive considerable criticism regarding their inefficiency and insufficiency. One of the reasons for any ineffectiveness might be INSET program developers' negligence in taking into consideration teachers' actual needs. Thus, more empirical research that explores language teachers' demands and preferences on in-service training should be carried out in various contexts. Consequently, this study aims to investigate English teachers' demands and preferences on an INSET program. Descriptive in nature and following a quantitative research design, the present study collected data from 985 state and private school teachers via a scale developed by the researchers. Having ensured construct validity via factor analysis, the scale consisted of three sub-factorial groups: demands on INSET, preferences regarding the content and the trainers, and personal preferences. The findings displayed some statistically significant differences between state and private schools, novice and experienced teachers, and between teachers who had previous INSET experience and those who do not at different sub-factorial groups. The study has implications for policymakers, who are in the process of designing an INSET model for Foreign Language Teachers, as well as teacher trainers who carry out INSET.
Cultivating Images of Cultural Capital: Cultural Activities in Storybooks Featuring Young Characters with Disabilities
Author: Reichenberg, Monica
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Capital,Cultural Activities,Childrens Literature,Disabilities,Youth,Foreign Countries,Television Viewing,Picture Books,Participation,Athletics,Leisure Time,Recreational Activities

Portrayals of children and youths with disabilities participating in various types of cultural activities during their leisure time have been understudied. The current study aims to understand how Swedish storybooks targeting youths and children with disabilities portray their cultural activities during their leisure time. A collection of 66 storybooks was strategically chosen for the analysis. Applying the grounded theory approach, the study codes for disabilities (sensory, physical, and cognitive) and dimensions of cultural capital (book reading, music, theatre, concerts, and sports). Low cultural activities are prominent leisure activities in the story books. Watching television and listening to popular music had a prominent role for the characters, whereas sports had a less prominent role. In summary, watching television dominates the cultural activities in the storybooks. With regards to music, the participants engage in karaoke. The storybooks again reinforce the impression that characters with disabilities can only appreciate lowbrow culture. The storybooks seldom portray images of highbrow cultural activities. However, exceptions exist that portray how people with disabilities create highbrow cultural activities, rather than being passive consumers. The storybooks seldom portray images of sports activities.
The Effect of Computer-Assisted Instruction on Piano Education: An Experimental Study with Pre-Service Music Teachers
Author: Kaleli, Yavuz Selim
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Music Education,Musical Instruments,Skill Development,Instructional Effectiveness,Academic Achievement,Teaching Methods,Foreign Countries,College Students

This study investigated the effect of computer assisted teaching practices in piano courses in Department of Music Education of Faculty of Education on students' success, piano playing skills and to what extent they provided permanent learning. The research was carried out with the pre-test/post-test research design with a control group, one of quasi experimental designs. In the study, the experimental group was provided computer-assisted piano instruction, while the control group received the regular curriculum instruction. There were 7 female and 6 male students in the control group and 6 male and 7 female students in the experimental group. A computer-assisted piano instruction program was developed for the experimental group. Instruction in the experimental and control groups lasted for 10 lessons. Piano Achievement Test and Piano Observation Form were used as data collection tools. Mann Whitney U test was used to test permanent learning and the success and piano skills of the groups. The results of the research show that computer assisted piano instruction applied in the experimental group is more effective than the regular curriculum instruction in increasing students? course success and permanent learning. However, no significant difference was found between the post-test levels of the experimental and control groups in terms of piano skills.
The &quot;Working Labs&quot; Model in Action
Author: Tan, Lindsay
Date: 2020-00-00
Type: Journal Articles
Subjects: Universities,College Faculty,Program Descriptions,Models,Laboratories,Interior Design,Reputation,Furniture,Industry,Costs,Offices (Facilities),Graduate Students,Undergraduate Students,Partnerships in Education,Advisory Committees,Strategic Planning,Lighting,Painting (Industrial Arts),Structural Elements (Construction)

This design case describes the process by which a private office was renovated using the Working Labs model, which engages students, faculty, and staff in hands-on engagement from project conception through completion and beyond into ongoing evaluation of everyday use. The spaces that follow the Working Labs model are intended to provide students of a Southeastern University's nationally ranked interior design program with hands-on access to furnishings, fixtures, products, and materials from leading industry partners. The authors will describe the process by which the initiative was launched and how the first phase was brought to completion on time and at little cost to the University.
A Phenomenological Study of the Place of Joining Erasmus+ Program in Pre-Service English Teachers&apos; Professional Development
Author: Kosar, Gülten
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Second Language Instruction,Professional Development,Foreign Countries,Student Experience,Student Participation,Intercultural Programs

This phenomenological research aims to explore the place of the Erasmus+ program (EP) in enhancing pre-service English teachers' (PSETs) professional development. Additionally, this study targets learning about their experiences in the EP and their recommendations on how the program could be ameliorated to better serve prospective PSET participants. The data collected through in-depth interviewing were analysed adopting an inductive approach. The findings revealed that the PSETs believed participating in the EP helped them to develop their speaking skills and broaden their extant knowledge of different cultures, yet they overwhelmingly pointed out that since some courses they took at the host universities were not directly related to the field of English language teaching, the EP did not significantly contribute to their professional development. The findings also demonstrated PSETs' suggestions concerning how to improve the EP to alleviate the problems they confronted for other PSETs whose future plans contain participating in the program.
A Conversation Analytic Study of Classroom Interactional Competence
Author: Supakorn, Sumita
Date: 2020-07-00
Type: Journal Articles
Subjects: Classroom Communication,English (Second Language),Second Language Instruction,English Teachers,Teacher Role,Native Speakers,Interaction,Language Usage,Foreign Countries,Communicative Competence (Languages),Questioning Techniques,Scaffolding (Teaching Technique),Teacher Student Relationship,College Students

Classroom interaction has been the subject of investigation in a number of different settings but it remains an under-researched area in the Thai context and to date, in Thailand, there has been little published data that has adopted &quot;Conversation Analysis&quot; (CA) as an analytical tool to develop an in-depth understanding of classroom discourse. This study thus utilizes CA to investigate Walsh's (2006) &quot;Classroom Interactional Competence&quot; (CIC) in EFL classrooms at a university in Thailand. The focus in this research is on the teacher's role and in particular, the alignment between pedagogic goals and language use, the spaces made available for learning, and the shaping of learner contributions. Talk-in-interaction between a native English teacher and Thai learners were video recorded, transcribed and inductively analyzed. This paper illustrates how the teacher skillfully employed a range of interactional features in post-expansion sequences to shape learner contributions while at the same time opening a space for interaction/learning at times when the pedagogic purpose was on meaning-and-fluency (Seedhouse, 2004) or classroom context mode (Walsh, 2006). This study argues that if teachers are aware of their roles concerning CIC, they can acquire greater insights into their local context and this may result in professional development.
Metaphors Formed by 6th and 7th Grade Students Regarding the Difficulties They Experienced in the Process of Learning the Subject of Circle
Author: Ertem Akbas, Elif
Date: 2020-00-00
Type: Journal Articles
Subjects: Figurative Language,Learning Processes,Difficulty Level,Student Attitudes,Secondary School Students,Grade 6,Grade 7,Geometric Concepts,Foreign Countries,Secondary School Mathematics

In this study, the purpose was to make use of metaphors to determine the difficulties experienced by secondary school 6th and 7th grade students in the process of learning the subject of circle. In the study, the phenomenological research design, one of qualitative research methods, was used. The research data were collected from a total of 140 secondary school students (80 6th grade, 60 7th grade), who were asked to fill in the blanks in the statement of &quot;While learning the geometric shape of circle, I experience the biggest difficulty in …. because …&quot;. For the analysis of the data, content analysis method was used. The results revealed 42 different valid metaphors. These metaphors were gathered under seven categories. Among these categories, the most frequently produced ones were &quot;problems related to the shapes drawn in a circle and tangent problems with circles.&quot; Moreover, in the study, it was found that when compared to the 6th grade students, the 7th grade students produced more metaphors related to the difficulties experienced in the teaching process of circle. Based on all these results and the students' perceptions, suggestions were put forward regarding the development of students' positive perceptions and understanding of geometry teaching.
Parental Leave: Policies Vary Wildly across the Profession, but Many Say the Benefit Can Help Attract and Retain Employees
Author: Dobson, Ashley
Date: 2020-00-00
Type: Journal Articles
Subjects: Leaves of Absence,Parents,Fringe Benefits,Personnel Policy,Admissions Officers,Higher Education

Of the 41 nations in the Organization for Economic Cooperation and Development (OECD) and the European Union, the United States is the only country that does not mandate any paid leave for new parents. Every other nation requires at least two months of paid leave. Five states--California, New Jersey, New York, Rhode Island, and Washington--and the District of Columbia all have state-mandated paid leave plans in place. Starting in 2021, Massachusetts will join these ranks. And as of last December, the US offers the Federal Employee Paid Leave Act, which grants federal employees up to 12 weeks of paid time off for the birth, adoption, or addition of a new foster child. But paid leave policies in the US are far from the norm. Across the counseling and admission profession, parental leave policies vary wildly.
Identity and Imagined Communities in English Textbooks Illustrations
Author: Yumarnamto, Mateus
Date: 2020-07-00
Type: Journal Articles
Subjects: Self Concept,English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Public Schools,Foreign Countries,Sociocultural Patterns,Political Influences,Diversity,Ethnicity,Religion,Gender Differences,Age Differences,Disabilities,Cultural Differences,Discourse Analysis,Hidden Curriculum,Race,Muslims,Occupations,High School Students

Illustrations in English textbooks are not merely decorations (Romney, 2012); they can represent ideology and identity (Elmiana, 2019; Ihm, 1998). This paper explores the sociocultural and political dimensions in English textbooks' illustrations for public schools in Indonesia. The leading question for this inquiry is &quot;What imagined communities, diversity and identities do the illustrations in the English textbooks reflect?&quot; Identity refers to the identity shown in the illustrations. The diversity refers to the government's coined terms SARA, &quot;suku&quot; 'ethnicity', &quot;agama&quot; 'religions', &quot;ras&quot; 'races', and &quot;antar golongan&quot; 'various social and political groups' as well as gender, age and disability, which are parts of social reality in Indonesian society. Multiculturalism, as it related to diversity, refers to different cultures represented in the textbooks. The data (visual illustrations) were collected from three English textbooks, from grade 10 to grade 12 and they were analyzed in terms of critical discourse analysis (CDA) framed in the terms imagined communities (Anderson, 2006). The results suggest that the illustrations in the ELT textbooks represent a tendency that views Indonesian identity in a more monolithic identity and imagined community. This uniformity of identity in the illustrations may serve the purpose of integrating the character education to enhance nationalism as mandated by the government--indicating the political dimension as hidden curriculum in the textbook illustrations.
Improving the English Reading Prosody of L2 Learners through Readers Theater
Author: Thienkalaya, Chanukrit
Date: 2020-07-00
Type: Journal Articles
Subjects: English (Second Language),Suprasegmentals,Reading Fluency,Second Language Learning,Theater Arts,Undergraduate Students,Pretests Posttests,Oral Reading,Foreign Countries,Intonation,Reading Assignments

The aim of the study was to explore the effect of Readers Theater on improving English reading prosody with L2 learners. The process of how reading prosody is improved through Readers Theater was examined. Sixty EFL undergraduate students, non-English majors, participated in this 6-week study. Two cycles of Readers Theater were implemented. Using pre- and post-tests, reading prosody was measured by an oral reading prosody scoring rubric, which focused on phrasing, intonation, and volume. Results indicated that reading prosody received significant gains after the treatment. Repeated readings, group dynamics, and internalization were qualitatively thematized to shed light on the process of reading prosody improvement through Readers Theater. The implications of this study are also discussed.
Academic Performance of Students of Urban Design, Applying Problem-Based Learning (PBL)
Author: Ornés Vasquez, Sandra
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Urban Planning,Design,College Students,Foreign Countries,Academic Achievement,Capacity Building,Teamwork,Workshops

The urban design courses of the urban planning career in the Universidad Simón Bolívar (USB, 2017) Caracas-Venezuela, are part of the backbone of workshops (4 of 11) and invite to the study of parts of the city whose problems demand to be resolved, according to traditional teaching methods. Considering this precedent and within the framework of the Citylab project (2015-2018), the Problem Based Learning (PBL) is implemented in Workshop VI, during the last quarter of 2017; and then a questionnaire is given to the participating students to know their opinion on the following points: their role in this process of building knowledge, and their appreciation about both the exchange with local guests-actors and this new methodology. The respondents conclude that in the face of the traditional method, the PBL promoted capacity building for critical analysis, teamwork and consensus building against the city's complex problems
A Small College Education Program Collaborates with Teach for America and Works to Overcome Challenges
Author: DiCamillo, Lorrei
Date: 2020-00-00
Type: Journal Articles
Subjects: Small Colleges,Partnerships in Education,Teacher Recruitment,Alternative Teacher Certification,Beginning Teachers,Preservice Teachers,Graduate Students,Student Attitudes,Preservice Teacher Education,Urban Schools,Catholic Schools,Administrator Attitudes,College Faculty,Teacher Attitudes,Educational Change,Mentors

Teach for America (TFA) collaborates primarily with universities in most of its 53 regions throughout the United States, yet there is little research that examines these partnerships. This qualitative interview study explored how TFA Corps Members (CMs) perceived their learning in a small college's graduate teacher education program and how college administrators, instructors, and mentors viewed the partnership between the college and TFA. The author found that coursework, mentoring, and collaboration between the college and TFA needed to be revised, restructured, and strengthened. The author described how college faculty and administrators worked to make modifications despite challenges that still exist. The changes made to strengthen the college's TFA program also assisted faculty in revising coursework for traditionally prepared preservice teachers. The findings of this study inform the national conversation about university partnerships with alternative certification programs and other university/TFA partnerships.