ethanporcaro/eric-fulltext-meta huggingface dataset:
Bilingual English Teachers&apos; Perspectives on &quot;English-Only&quot; Policies in an EFL Setting
Author: Kani, Zeynep Gülsah
Date: 2022-00-00
Type: Journal Articles
Subjects: Bilingual Teachers,Language Teachers,English (Second Language),Second Language Learning,Language Usage,Classroom Techniques,Educational Policy,Foreign Countries,Preschool Teachers,Elementary School Teachers,Private Schools,Teacher Attitudes

Various language policies are implemented for foreign language teaching in educational institutions. One of these language policies is the monolingual approach called &quot;English-only&quot;, which requires only the target language to be used in the classroom. This policy is largely implemented in private institutions in Turkey. Studies about teachers' perspectives on the English-only policy are relatively less. Hence, this research aimed to explore what the perspectives of bilingual EFL teachers working in schools where the English only policy is implemented are and what the effects of such practices are on their teaching methods and professional identities. A case study research design under a qualitative approach was adopted to explore eight bilingual EFL teachers' perspectives on language policies implemented in kindergarten and primary school of the private education institution where they worked. The results varied according to the professional background of the teachers and the department they worked. While language teachers who worked in kindergarten favoured the policy despite reacting negatively to the strict policies implemented by the school, primary school language teachers showed explicit resistance to the implementation of the English-only policy. Moreover, all the teachers expressed their uneasiness about being assigned fake English names and associated this with the impact of neoliberalism and other ideologies prevailing in the linguistic market on private institutions in Turkey.
COVID-19 Fears and Psychological Well-Being of Pre-Service Music Teachers
Author: Onuray Egilmez, Hatice
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Well Being,Preservice Teachers,Music Teachers,Foreign Countries,Place of Residence,Student Transportation,Gender Differences,Individual Differences,Social Differences

The purpose of this study was to examine the COVID-19 fears and psychological well-being of students (n=123) at the Music Education Department of Bursa Uludag University/Turkey in terms of some variables. Data were collected through a questionnaire that consists of the Student Demographic Information Form, the Fear of COVID-19 Scale and the Psychological Well-being Scale. Within the framework of the descriptive survey model, data were analyzed with the Mann Whitney U Test considering the students' gender, the status of their own or a relative having had COVID-19, following the courses face-to-face or online, arrival at the department by public transport, taxi or private vehicle, and the income level change of the students or their families during the pandemic. As for the analysis of psychological well-being and COVID-19 fear regarding being with family, friends or being alone during the pandemic process and the frequency of coming to the department, Kruskal Wallis H was used. In the study, COVID-19 fears of music teacher candidates were found to be slightly below the middle and their psychological well-being mean scores were above the middle. Moreover, significant results in the psychological well-being of the music teacher candidates were obtained regarding accommodation (staying with family/friends or alone) and arrival at the department (by public transportation, taxi or private vehicle). Results for other variables for which no significant results could be obtained were interpreted on the basis of their mean scores and suggestions were made in the light of the results.
Determination of Cognitive Structures in Concepts Related to Writing Education with the Word Association Test
Author: Tiryaki, Esra Nur
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Writing Skills,Cognitive Structures,Association Measures,Turkish,Writing Instruction,Native Language Instruction

This research was conducted as a case study, which is one of the qualitative research methods, to determine how prospective Turkish teachers explain the concepts in their minds about writing skills. The study group consists of 60 3rd-grade prospective teachers studying at the Department of Turkish Language Education of Hatay Mustafa Kemal University in the 2018-2019 academic year. Research data were collected through a word association test. In order to reach the concepts that best describe the writing skill, first of all, ten concepts were determined by the researcher within the scope of the relevant course. Then, the test prepared with these concepts was presented to the expert opinion, and the word association test was designed with the remaining six concepts (writing, text, text types, narrative text, informative text, and argumentative text). In the data analysis, the answers of the prospective teachers to the word test were examined in detail and independently with an expert to ensure reliability. Frequency distribution was created with the frequency of repetition of the concepts related to key concepts. According to the frequency of the concepts, the breakpoint technique (Bahar, Johnstone &amp; Sutcliffe, 1999) was used. In this study, breakpoint points between 20 concepts and above, 15-19 concepts, 10-14 concepts, and 5-9 concepts were applied. Concept networks were created separately according to the pre-test and post-test. According to the data obtained, the concept in the pre-test (f=1.636) increased to (f=1.732) in the last test. While the least increase was observed in the &quot;writing&quot; key concept (f=299-302), the highest increase was found in the &quot;text&quot; concept (f=263-292). The number of sentences containing academic information about key concepts increased from pre-test to post-test (f=116; f=179). The number of sentences without academic information (f=189-f=115) decreased. Moreover, the decrease in sentences containing misconceptions (f=29-f=13) supports this situation. When the sentences were examined in terms of including scientific information, it was found that academic expressions were used more accurately, and misconceptions were reduced.
Developing a Curriculum Efficacy Perception Scale for Teachers Educating Gifted Students
Author: Yüregilli Göksu, Derya
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Teacher Attitudes,Academically Gifted,Test Validity,Test Reliability,Factor Analysis,Instructional Effectiveness,Elementary School Teachers,Secondary School Teachers

The aim of this study is developing a valid and reliable curriculum efficacy perception scale for teachers working with gifted students. Viewing the difference between variables of teachers' gender, field of study, age, seniority in the profession and seniority of working with gifted. The research was carried out with 350 teachers for Exploratory Factor Analysis, 382 for Confirmatory Factor Analysis, and 283 teachers for the analysis of the scale according to variables. As a result of the exploratory factor analysis conducted in the study, it was concluded that 35 items in the scale were gathered under three factors. As a result of the exploratory factor analysis, three factors explained 66.70% of the total variance for the whole scale. The value of the Cronbach Alpha [alpha] for the whole scale was highly reliable with 0.972. The findings of the research show that the scale of &quot;Curriculum Efficacy Perception of Teachers Working with Gifted&quot; is valid and reliable. The scale was applied to 283 teachers and viewed in accordance with the variables. It has been revealed that the scale dimensions of the teachers do not differ according to gender, field of study, age, seniority in the profession. However it differs for the subdimensions of seniority of working with gifted.
Examination of Mathematical Errors and Mistakes in Calculus Course
Author: Kögce, Davut
Date: 2022-00-00
Type: Journal Articles
Subjects: Calculus,Preservice Teachers,Preservice Teacher Education,Mathematics Teachers,Error Patterns,Misconceptions,Mathematical Concepts

This study was conducted to identify mathematical errors and mistakes made by preservice elementary mathematics teachers in the calculus course. To that end, the document analysis method of qualitative research models was used in the research. The sample of the research included a total of 75 preservice teachers who were attending the Department of Elementary Mathematics Education in the Faculty of Education at a public university and taking the calculus I course during the fall term of 2016-2017 academic year. Accordingly, written documents including the participant preservice teachers' papers of interim exams, practice exams, and general exams constituted the data source. The exam papers were scanned with a scanner and transformed into the electronic environment. A content analysis was performed with the data by using MAXQDA 12 qualitative data analysis program, and &quot;data coding&quot; of data analysis techniques was utilized. It was concluded that the preservice teachers made procedural and conceptual errors and mistakes, mathematical errors and mistakes such as recalling generalizations incompletely or incorrectly. Some recommendations were made in light of these results.
Language Worldview and Action-Oriented National Folklore Elements Approach for Teaching Turkish as a Foreign Language
Author: Fisekcioglu, Asli
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Attitudes,World Views,Folk Culture,Second Language Instruction,Teaching Methods,Turkish,Sociolinguistics,Applied Linguistics,Cultural Awareness

Linguistics studies have always influenced the field of foreign language teaching. In the 20th century, structuralism prevailed in linguistics. While language is a communication tool, language is also a structure that is formed and developed within the framework of its system. A great deal of important research has been done on these ideas. In addition, new methods and approaches inspired by the same ideas have emerged in foreign language teaching, influenced by linguistics and sub-fields of linguistics. However, the anthropological perspective observed in all fields of science in the last years of the 20th century paved the way for important studies focusing on the cultural studies approach. An applied scientific field of study inspired by the cultural studies approach is cultural linguistics. Country linguistics, a sub-field of cultural linguistics, is an applied field that researches the methods used in teaching a language as a foreign language. In this context, country linguistics has been studied based on the language worldview. Afterwards, the definition of national folklore elements in teaching Turkish as a foreign language was examined within the studies carried out in Western Europe. As a result, teaching Turkish as a foreign language is also accepted as cultural diplomacy. In order to reach a unique approach in this field, the basic principles of the action-oriented approach to national folklore elements were discussed.
Qualitative Research in Social Sciences: A Research Profiling Study
Author: Bozkurt, Mahmut
Date: 2022-00-00
Type: Journal Articles
Subjects: Qualitative Research,Social Sciences,Social Science Research,Citations (References),Bibliometrics,Foreign Countries,Experience,Social Psychology,Medicine

The principal objective of this study was to profile qualitative research in social sciences through a comprehensive examination of 10,637 documents. An analysis on how scholars from central/peripheral countries included in the qualitative research citations/publications is presented. Central/peripheral distinction is used to determine the trends in the globalization of qualitative research. With the comprehensive examination, this paper will shed light on the discussion of the patterns of globalization in qualitative research. Science mapping technique among bibliometric methods was employed. This paper is based on studies that published in journals that use the English word/term &quot;qualitative&quot; in their titles. The data for this study encompassed 10,637 documents published between 1995 and 2019 by 16,884 authors. Our findings reveal that qualitative research continue to be mostly North America- and Europe-centered initiatives. A similar situation is also observed for the most cited publications and the affiliated institutes of their authors. The studies focus primarily on the individuals' self and social experiences, social psychology, and their knowledge, attitude, and behaviors in education. The most cited publications and the institutions with the highest number of publications are all North America- and Europe-centered. Another finding is that six of every 10 qualitative research are about medical sciences.
Syllabus Design in the Action-Oriented Curriculum
Author: Acar, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Course Descriptions,Curriculum Design,Second Language Instruction,Social Action,Foreign Countries,Curriculum Development

The Common European Framework of Reference for Languages (CEFR) introduces a new goal for language teaching, that of training social actors rather than mere communicators. Thus, social action as a new reference action corresponding to this new reference goal in English language teaching necessitates a departure from taking interaction or communication as the ultimate goal in an ELT curriculum. This paper argues that mini-projects, which are the best models of social action compatible with the constraints of school education, should be the basic units in an action-oriented curriculum. Syllabus in such an action-oriented curriculum functions primarily as linguistic resources needed by the students to be able to carry out the proposed mini-projects. Thus, the task of the syllabus designer is to select and grade the language content according to the mini-projects proposed in an action-oriented curriculum, even in a second phase, a posteriori control of this content and its progression must be carried out, which may lead, in a third phase, to modify the mini-projects or even their chronological order.
An ePub Learning Module and Students&apos; Mathematical Reasoning Ability: A Development Study
Author: Hidayat, Wahyu
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Logic,Thinking Skills,Problem Solving,Learning Modules,Electronic Learning,Grade 11,Educational Technology,High School Students,Secondary School Mathematics,Foreign Countries,Program Effectiveness

The mathematical reasoning ability is one of the essential hard skills of a student, especially in solving everyday problems. In supporting the achievement of this mathematical reasoning ability, meaningful teaching materials are an essential part of keeping exciting and not dull a learning process. This study aimed to design and develop an e-module in the ePub format with the problem-based learning approach to improve students' mathematical reasoning ability on arithmetic sequences and series concepts. This study used the design research method of development research in two stages--preliminary design and formal evaluation design--with tryouts performed on 32 grade XI students as research subjects. The data collection techniques used were documentation, observation, interviews, and tryouts. Data analysis was carried out quantitatively and qualitatively. The results showed that the e-module developed was valid and practical to improve students' mathematical reasoning ability, especially in solving problems related to sequences and series. The indicators of mathematical reasoning ability better improved using this ePub module were proposing problem-solving assumptions and concluding solutions logically. The development of the e-module in the e-Pub format offers alternative solutions to improve students' mathematical reasoning ability.
Beliefs, Performance, and Applicability of Mathematics in Learning for Life: The Multi-Case Study at Secondary Education Institutes in Italy
Author: Malvasi, Viviana
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,High School Students,Student Attitudes,Institutional Characteristics,Discourse Analysis,Instructional Program Divisions,Correlation,Foreign Countries,High School Teachers,Mathematics Skills,Learning Motivation,Case Studies

Our study stars with the aim of discovering if there is a relationship between the beliefs and perceptions that Italian High School students have towards mathematics and some factors as grade, macro area, type of school and academic performance. The methodological proposal that this study follows is based on the combination of quantitative and qualitative method. Regarding the quantitative design, the instrument used has been a survey filled out by 4845 students living in Italy. The qualitative methodology has focused on the discourse analysis of 12 in-depth interviews with the participation of secondary school teachers. Among the main results we found that the perception of mathematics as a useful subject just to count, calculate and measure can be considered among the causes of the decrease academic performance of the students of the Second Grade Secondary School compared to the Primary School, because many students consider utility of math just in its arithmetic aspect. In addition, while changes about beliefs by grade, macro area and type of school are not significant, we found correlations between some particular beliefs and performance in mathematics, confirming a connection between beliefs towards this discipline and academic performance. The novelty of our research is found in having specifically detected which are beliefs and perceptions related to academic performance. That opens the door for future research.
Conceptualizing Micro-Adaptive Teaching Practices in Content-Specific Ways: Case Study on Fractions
Author: Prediger, Susanne
Date: 2022-00-00
Type: Journal Articles
Subjects: Fractions,Mathematics Instruction,Teacher Student Relationship,Course Content,Student Attitudes,Faculty Development,Case Studies,Video Technology,Middle School Students,Small Group Instruction,Comparative Analysis,Goal Orientation,Learning Processes,Classroom Communication,Mathematical Concepts,Concept Formation

Adaptive teaching on the micro-level of teacher-student interaction has often been investigated, but rarely with respect to students' content-specific learning pathways. In this paper, we present an analytic approach to disentangle the learning content into its components and to capture the content-specific adaptivity in teaching practices with respect to teachers' student focus and goal focus. For this, adaptive teaching is conceptualized as teachers' targeted steering trajectories navigating from students' initial ideas towards the content goals. In a case study with video data from 19 middle school small-group sessions on comparing fractions in context problems, we show how the adaptivity of the teaching practices can differ with respect to student focus and goal focus even when the same teacher moves are used. This calls for extending professional development programs that combine working on teacher moves with unpacking content goals.
Disrupting School Spaces to Enhance Mathematics Teaching and Learning
Author: Jojo, Zingiswa
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teacher Attitudes,Teaching Methods,Mathematics Teachers,Administrator Attitudes,Department Heads,Elementary School Teachers,Faculty Development,Secondary School Teachers,Foreign Countries,Teacher Collaboration,Space Utilization,Pedagogical Content Knowledge

This paper is based on an argument that the disruption of school spaces can demerit the myth that Mathematics is difficult and a struggle for learners in some contexts. Combining spatial theories and the phenomenon of disruption, the paper reports from a qualitative research project that analyzed the dynamics of space and place in South African schools. From a sample of two secondary schools and three primary schools in Tshwane South, the paper reports on the data from one school where the theme of disruption of school spaces for the teaching of mathematics was drawn. Two Mathematics teachers and one Head of Department (HoD) were interviewed in the school and one classroom was observed. The findings indicate that the disruption of school spaces leads to collaboration across post levels in terms of teaching, management, and personal professional development. Such collaboration disrupts the representations of space and improves teachers' spatial practices and a potential for better learning. The paper concludes by recommending research that will explore the applicability of the conclusions it makes to the enhancement of Mathematics learners' results.
Syrian Refugees&apos; Acceptance and Use of Mobile Learning Tools during the COVID-19 Pandemic
Author: Türker, Murat Sami
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Adult Education,Second Language Learning,Turkish,Usability,Student Attitudes,Individual Characteristics,Age Differences,Gender Differences,Educational Attainment,Academic Achievement,Technology Integration,Distance Education,Online Courses

Mobile learning, which is widely used in educational settings during the COVID-19 pandemic, will continue playing a critical role in learning environments in the future. Since the successful implementation of mobile learning in education is largely based on users' acceptance of these technologies, it is essential to understand the factors affecting learners' acceptance of mobile devices as learning tools. This study investigated Syrian adult refugees' acceptance and use of mobile learning tools. The results revealed that Syrian adult refugees were positive about using mobile devices in learning Turkish as a second/foreign language, and there exists a concrete and significant correlation among all the constructs of the mobile learning tools acceptance like Perceived Ease of Use, Contribution to Foreign Language Learning, Negative Perceptions, and Voluntariness of Use. Factors affecting mobile learning acceptance was also investigated in the study, and the results indicated significant differences among the refugees regarding their characteristics such as age, gender, level of education. The results also revealed that while the refugees did better in the tests over time, mobile learning acceptance had no significant effect on foreign language achievement. Depending on these results, it can be suggested that mobile devices should be integrated into the education system as a component of the curriculum.