ethanporcaro/eric-fulltext-meta huggingface dataset:
In-Service and Pre-Service Teachers&apos; Views about STEM Integration and Robotics Applications
Author: Yuksel, Tugba
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Mathematics Teachers,Preservice Teachers,Experienced Teachers,Teacher Attitudes,Student Attitudes,STEM Education,Robotics,Technology Uses in Education,Interdisciplinary Approach,Preservice Teacher Education,Educational Technology

Purpose: There are different perspectives about STEM (Science, Technology, Engineering and Mathematics) education. Understanding in-service and pre-service teachers' views plays an important role in supporting K-12 students to choose careers in science, technology and engineering. This research aims to understand science and mathematics in-service and pre-service teachers' views about STEM integration and robotics applications. Research Methods: The participants of this study were 240 science and mathematics pre-service teachers and 27 science and mathematics in-service teachers. Participants answered open-ended questions. Data were gathered to find the differences between teachers and future teachers from different disciplines (science and mathematics) with emphasis on their views about STEM and robotics implementation. Findings: Analysis showed that there were some differences based on disciplines (mathematics and science), but also there are some similarities between in-service and pre-service teachers' views. Mathematics in-service and pre-service teachers provided few details when explaining the effect of STEM and robotics applications. Science in-service and pre-service teachers, on the other hand, presented more ideas about STEM integration while including fewer ideas about robotics applications. Implications for Research and Practice: There are differences between disciplines in favor of science in-service and pre-service teachers. However, it is hard to say that in-service and pre-service teachers from each discipline were able to present strong examples of STEM implementation. These results suggest the necessity for more interdisciplinary support provided to in-service and pre-service teachers from different disciplines.
Language Classroom Assessment Fairness: Perceptions from Students
Author: Wallace, Matthew P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Second Language Learning,Second Language Instruction,Culture Fair Tests,Language Tests,Scores,Performance,English (Second Language),College Students,Teacher Student Relationship,Ethics,Testing,Structural Equation Models,Language Teachers,Foreign Countries,Reading Tests,Listening Comprehension Tests

This study investigated second language learners' fairness perceptions of a classroom-based language test and whether those perceptions were predictive of justice judgments of their language program. Classroom test fairness was conceptualized as a multidimensional construct, consisting of distributive fairness (how fairly test scores represent performance), procedural fairness (how equally test procedures are applied), and interactional fairness (how respectful communication is between students and teachers during a test). In total, 192 Chinese EFL learners at a university in Macau completed an online questionnaire eliciting their fairness and justice perceptions of a single testing event. The students reported that their test administration was procedurally and interactionally fair, but were neutral about its distributive fairness. Results from structural equation modeling indicated that the students made justice judgments about their language programs based on how respectfully the teachers communicated with them during the testing event (interactional fairness) and how fairly their score represented their performance (distributive fairness). Perceptions of procedural fairness was not predictive of language program justice, but it was predictive of how fairly students viewed their scores. The findings suggest that language teachers should ensure that their test administrations have distributive, procedural, and interactional fairness.
Learners&apos; Perceptions on Peer Assessment in Team-Based Learning Classroom
Author: Chorrojprasert, Linchong
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Positive Attitudes,Peer Evaluation,Formative Evaluation,Feedback (Response),Teamwork,Cooperative Learning,Soft Skills,Skill Development,Graduate Students,Asians,English (Second Language),Second Language Instruction,Teacher Education

Focusing on the perceptions of learners on their peer assessment experiences, this study -- a case study in nature -- was conducted with mixed methods approach with the aim to shed light on how peer assessment, a prominent characteristic of team-based learning classroom, could enhance the learners' performance and learning skills, in particular the soft skills deemed most beneficial and essential in most professions. Data collection instruments employed included a survey questionnaire and a focus group session. Participants in the study included 18 graduate students of mixed nationalities in an English Language Teaching (ELT) required course. Findings from the study confirmed most of the proffered benefits of peer assessment on learners' improvement of knowledge and skills, and further raised some issues related to individual constraints in assessment and class preparation. Furthermore, recommendations for further study and instructional implications were discussed to provide guidance for those who share similar teaching contexts and are keen to embrace these teaching challenges.
Lower and Higher Level Comprehension Skills of Undergraduate EFL Learners and Their Reading Comprehension
Author: Srisang, Pawadee
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Undergraduate Students,English (Second Language),Second Language Learning,Vocabulary,Grammar,Word Recognition,Inferences,Foreign Countries,Regression (Statistics),High Achievement,Low Achievement

The study examined the relationships between reading comprehension and measures of lower level comprehension skills (vocabulary, grammar, and word processing) and a higher level comprehension skill (inference making), to determine if these measures of higher and lower level comprehension skills predicted different levels of variance in reading comprehension. The group of 126 undergraduate Thai students was categorized as low vocabulary (n=65) or high vocabulary (n=61) to determine if these relationships varied due to vocabulary level. Correlation demonstrated positive relationships between all measures (vocabulary, grammar, word processing, inference making and reading comprehension). The findings revealed that positive correlations were found among all measures; vocabulary and inference making showed the largest correlations. Regression analyses focusing on explaining variance in reading comprehension indicated that lower level comprehension skills, such as grammar, explained the largest percentage of variability for the low vocabulary group, whereas the ability to make inferences (a higher level comprehension skill) was the largest predictor for the high English vocabulary group. The findings provide useful insights into the roles of lower and higher level comprehension skills in the prediction of reading comprehension and how to apply this knowledge in EFL reading instructions.
Vocabulary in English in Tertiary Contexts: Connecting Research and Learning
Author: Coxhead, Averil
Date: 2021-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Vocabulary Development,Language Usage,College Students,Word Lists,Phrase Structure,Word Frequency,Language Research,Teaching Methods,Morphemes

Knowledge of vocabulary is essential for learners of any language, and unfortunately, it has become clear recently the learners of English in a variety of contexts have not scored well on vocabulary tests. Low scores are problematic for language use and success in general, but they cause particular problems when it comes to the vocabulary needed in English in tertiary contexts. This article focuses on vocabulary in English for university purposes by reflecting on recent research and how its impact and connection to learning and teaching. The article focuses on six main areas of research: knowledge of vocabulary, the amount of vocabulary learners need for studying at university, frequency and vocabulary, English for General Academic Purposes (EGAP) and English for Specific Academic Purposes (EGSP) in connection with word lists, and testing, academic multiword units, and finally, word parts in academic vocabulary. These areas all shed light on different aspects of academic vocabulary, and illustrate some of the depth and commitment to this fast moving area of research over the last two decades.
Western Media and Body Image Dissatisfaction in Young Women in Developing Nations
Author: Jill Thompson, Amanda
Date: 2020-00-00
Type: Journal Articles
Subjects: Western Civilization,Cultural Influences,Cultural Differences,Mass Media Effects,Mass Media Use,Self Concept,Body Weight,Socioeconomic Status,Predictor Variables,Young Adults,Adolescents,Females,Secondary School Students,College Students,Research Reports,Eating Disorders,Body Composition,Developing Nations,Foreign Countries

Purpose: This review systematically analyzed BID among young women of developing nations after these women's consumption of Western media. We explored changes in women's exposure to Western media alongside changes in body image dissatisfaction and eating disorders. Reoccurring themes of internalization across populations of women are discussed. Method: Multiple databases were used in our search for relevant research which included information on body image dissatisfaction, eating disorders, Western media, and the experiences of young women. Ultimately, given the extant research and specific interests of the current study, body image dissatisfaction was explored within the following ten nations: Turkey, India, China, South Africa, Belize, Zimbabwe, Malaysia, Iran, Oman, and Fiji. Results: Many of the identified research studies included &quot;secondary and post-secondary students as their sample.&quot; Results lend further support for the association between Western media and body image dissatisfaction and eating disorders across cultures and developing nations. Internalizing thin ideals into a woman's current cultural beauty schema, her amount of exposure, and her socioeconomic status emerged as important predictors of body image dissatisfaction. Implications for Research and Practice: Results of the current study suggest that young women of developing nations may associate the thin ideals portrayed in Western media with financial success. This association warrants further exploration and could inform more culturally sensitive interventions. An attempt to understand the importance of cultural differences and similarities would be a progressive step in identifying appropriate mechanisms on which interventions might act to prevent internalizing harmful aspects of the beauty ideals presented in Western media.
&quot;They Stay with You&quot;: Counselor Educators&apos; Emotionally Intense Gatekeeping Experiences
Author: DeCino, Daniel A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Counselor Educators,Emotional Experience,Teacher Student Relationship,Counselor Training,Student Behavior,Behavior Problems,Expulsion,Court Litigation

Emotionally intense gatekeeping experiences can require counselor educators to engage in a complicated, time- and energy-consuming, and draining series of events that can last years and involve legal proceedings. Research related to counselor educators' experiences of intense emotions while gatekeeping remains limited. The aim of this transcendental phenomenological study was to investigate counselor educators' (N = 11) emotionally intense gatekeeping experiences. Five themes emerged from the data: early warning signs, elevated student misconduct, dismissal, legal interactions, and change from experience. By being transparent about their feelings and challenges regarding emotionally intense gatekeeping experiences, counselor educators may compel other faculty, counselors in the field, and doctoral students to be better prepared for emotional gatekeeping experiences.
Teaching Gatekeeping to Doctoral Students: A Qualitative Study of a Developmental Experiential Approach
Author: Freeman, Brenda
Date: 2020-00-00
Type: Journal Articles
Subjects: Doctoral Students,Counselor Training,Counselor Educators,Experiential Learning,Sequential Learning,Units of Study,Student Attitudes

In addition to developing teaching, clinical supervision, and research skills, new entrants into the counselor education workplace will also face the challenging responsibility of gatekeeping. Gatekeeping can be both anxiety-provoking and time-intensive for new faculty members. To enhance the confidence and competence of new entrants into counselor education faculty positions, strong doctoral preparation in gatekeeping is critical. In this article, the authors describe a developmental experiential model to infuse gatekeeping instruction into counselor education and supervision doctoral courses. The model includes six experiential gatekeeping modules designed for instruction at three developmental levels. A phenomenological qualitative study of the model was conducted, leading to the discovery of four themes: &quot;importance of gatekeeping,&quot; &quot;behind the curtain,&quot; &quot;understandings vary by developmental level,&quot; and &quot;uneven responses to experiential learning.&quot; Developmental, pedagogical, and administrative implications for counselor educators are discussed.
Philosophical Roots of Authentic Learning and Geography Education
Author: Duman, Nese
Date: 2020-00-00
Type: Journal Articles
Subjects: Authentic Learning,Geography Instruction,Educational Philosophy,Intellectual History,Educational History,Foreign Countries

Purpose: In this study, the use of real environments in education and making students face real problems has been taken as a basis. The question &quot;What is the relationship between the philosophical roots of authentic learning &amp; geography education?&quot; was determined as the problem status of this study. Research Methods: The method of this study was a document review. Accordingly, the philosophers selected by purposeful sampling within the educational sciences intellectual history, and their works were retrospectively examined, and the intellectual roots of authentic learning were investigated. Findings: The findings showed that authentic learning underwent an intellectual preparation process the roots of which date back to the 16th-century philosopher Erasmus. Erasmus, Comenius, Rousseau, Pestalozzi, Frobel, Dewey, Vygotsky, and Piaget, respectively, followed and developed each other's views on this subject. The naturalist approach involved in the classical view within the philosophy of education; in other words, the use of real space in geography education was the main field where authentic learning developed. Implications for Research and Practice: Given that authentic learning, which is not so common in Turkey, is discussed in more studies and applications within the frame of this idea has been considered crucial concerning the development of geography education.
The Use of Standardized Feedback for Teaching Material Preparation: The Opinions of Preservice Science Teachers
Author: Kahraman, Emine
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Feedback (Response),Individual Activities,Group Activities,Student Attitudes,Undergraduate Students,Teacher Developed Materials

Purpose: The present study aims to investigate the opinions of preservice science teachers about using standardized feedback in preparing education materials, including their opinions about oral, written and e-feedback and the effectiveness of individual and group work. The preservice teachers were also informed about the applicability of standardized feedback in other undergraduate courses. Research Methods: Case study design, a qualitative research method, was used in this study. This study was conducted in the &quot;Learning Technologies and Material Design&quot; course with the participation of 43 junior preservice teachers enrolled in the science education department of a public university. Findings: According to the results of the research, preservice science teachers are positive about the use of the standardized feedback process while preparing class materials. Among these views, it boosted the quality of learning, corrected erroneous information and raised their grades. The most important disadvantage was that the candidates did not want to redo the class material. Since the feedback givers and receivers were in mutual interaction, they stated that the most effective feedback was oral feedback. The second most effective was written feedback because it contained information, while the least effective was e-feedback. The candidates thought that standardized feedback was effective and promoted permanent learning in the studies conducted both individually and in groups. Implications for Research and Practice: Standardized feedback can also be used in undergraduate education, projects, teaching materials and laboratory classes.
Verba Volant, Scripta Manent: Writing Habits of Pre-Service Elementary Teachers
Author: Guner-Ozer, Mediha
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Writing (Composition),Behavior Patterns,Writing Skills,Gender Differences,Academic Achievement,Age Differences

Purpose: Writing is the most challenging language skill that is acquired the last. Previous studies demonstrated that problems had been experienced in the acquisition of writing skills and habit at the all educational levels. Thus, elementary teachers and pre-service elementary teachers have significant responsibility in the acquisition of writing skills and transformation of these skills into a habit. The present study aims to examine what pre-service elementary teachers' writing habits are like. Research Methods: This research featured 374 pre-service elementary teachers and was based around an explanatory-sequential mixed-method design. About the qualitative portion of this study, seven students are currently doing their practicums in a fourth-grade setting. The data were collected using a &quot;writing habit scale&quot; and a semi-structured interview form. A combination of descriptive and predictive statistics was used, alongside content analysis to analyze all of the quantitative and qualitative data, respectively. Findings: The findings revealed that the pre-service elementary teachers frequently applied spelling and punctuation rules and consider themselves decent writers. They also occasionally used writing as a means of communication and employ writing strategies; however, very few write for creative purposes. The qualitative findings, on the other hand, showed that the pre-service elementary teachers faced certain obstacles and difficulties regarding the actual process of writing. Implications for Research and Practice: The findings obtained in this study suggest that pre-service elementary teachers mostly write within the context of learning and social communication and that they face setbacks when it comes to being able to write in more formal communicative and creative contexts. What can, thus, be concluded is that pre-service elementary teachers ought to receive formal training in writing as well as be encouraged to write. [This study was presented orally at the &quot;8th International Eurasian Educational Research Congress&quot; in Ankara in June of 2019.]
Attitudes toward Pirated Content: A Scale Development Study Based on Graded Response Model
Author: Aybek, Eren Can
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Copyrights,Ethics,Test Construction,Item Response Theory,College Students,Attitude Measures,Test Validity,Test Reliability

Purpose: The present study aims to develop a scale based on the Graded Response Model, one of the Item Response Theory models to determine university students' attitudes towards pirated content. Most of the data collection tools on attitudes towards piracy and pirated content have not been developed as a scale, and an attitude scale towards pirated content based on Item Response Theory (IRT) does not exist in the literature. Research Methods: In accordance with this purpose, the data collected from 438 university students studying at two public universities were used in this study. First, the estimation of the Item Response Theory was tested, and then item parameters were estimated according to the Graded Response Model by analyzing the item-model compatibility. Findings: The findings obtained in this study showed that a 17-item Likert-type unidimensional scale was developed based on the Graded Response Model to determine the university students' attitudes towards pirated content. Upon the analysis of the information function of the scale, the findings showed that the scale provided more information for individuals between trait levels -1.5 and 1.5 and that the scale provided a very reliable measurement for the individuals with trait levels -2 and 3. Moreover, the scale showed measurement invariance and DIF-free according to gender. Implications for Research and Practice: Using this scale in further studies on pirated content, group-independent measurement results can be obtained. Furthermore, through studies, such as differential item functioning (DIF) and computerized adaptive testing (CAT), the practicality of the scale can be increased.
Exploring the Relationship between Emotional Labor and Organizational Commitment Levels of Teachers
Author: Akin, Ugur
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Middle School Teachers,High School Teachers,Teacher Attitudes,Employee Attitudes,Teacher Student Relationship,Affective Behavior,Foreign Countries

Purpose: Teachers are members of a profession that requires high levels of emotional labor. Committed employees tend to put more effort for their organizations. If so, organizational commitment may be a potential facilitator for teachers to act in line with schools' expectations about emotions. The present research aims to explore the predicting role of teachers' commitments to their schools on their displaying emotional labor during interactions with their students. Research Methods: In this study, 375 teachers, working in elementary, middle, and high schools from a central Black Sea region province of Turkey participated. Data were gathered through the Scale of Emotional Labor in Teaching and the Organizational Commitment Scale. The relationships were analyzed through Pearson's correlation coefficient and hierarchical multiple linear regression analyses. Findings: The findings obtained in this study indicated that teachers' commitments in the identification and internalization dimensions were positively correlated with their level of displaying emotional labor in the surface acting, deep acting, and genuine emotions dimensions. Teachers' commitments in the internalization dimension were determined to be the most significant predictor of each of the three emotional labor strategies. Implications for Research and Practice: The results of the study add a new brick to the teacher emotional labor literature presenting that internalized teacher commitment may be an important factor to sustain teachers display their emotions in line with the school expectations.