ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of Digital Assessment and Documentation Systems Used in the Early Childhood Education in Turkey, Germany and Spain
Author: Özdil, Gülsah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Differences,Preschool Education,Evaluation Methods,Computer Assisted Testing,Documentation,Observation,Educational Technology,Student Records,Electronic Publishing,Progress Monitoring,Preschool Children,Portfolios (Background Materials),Information Storage,Information Security,Confidentiality,Access to Information,Parents

This is a comparative education study that aims to compare the digital documentation systems used in the preschool education programs and institutions in Turkey, Germany and Spain and to reveal the similarities and differences between these systems. The study was planned as a qualitative research in terms of its descriptive aspect, and as a comparative educational study in terms of its content and method. Comparative education helps us to understand how education systems are shaped by the wealth, ideology, social-cultural characteristics of the country, and the effects of globalization on educational policies and practices in different regions and countries. The study aims to examine the existing data through document analysis and to compare and better understand preschool education conditions by making in-depth observations in order to compare digital documentation systems by focusing on the dimension of observation. The study group consists of the digital documentation systems used in Turkey, Germany and Spain. The EBA system developed by the Ministry of Education in Turkey, KITALINO digital documentation used in Germany and Transparent Classroom application used in Spain were examined in the study. In the analysis of the data, digital documentation systems were shown in tables in line with the determined criteria and comparisons were made. Based on these comparisons, comments and suggestions were made. It was observed in accordance with the results of the comparative education study that there are various applications in the early childhood education in Turkey, Germany and Spain in terms of digital documentation.
Idioms in Action: A Case of Conceptual Metaphor Theory vs Blending Theory
Author: Kovalyuk, Yurii
Date: 2019-00-00
Type: Journal Articles
Subjects: Figurative Language,Linguistic Theory,Concept Mapping,Linguistic Input,Creativity,Context Effect,Psycholinguistics,North American English,Computational Linguistics

This paper addresses the question of how the Conceptual Metaphor Theory with its well-established mechanism of cross-domain conceptual mappings, on the one hand, and the Conceptual Integration Theory, or Blending Theory with its mechanism of combining two or more input spaces into an emergent novel conceptual structure, on the other hand, can be rigorously applied to the cognitive linguistic analysis of idioms, such as damaged goods, for example. Subsequently, the studies done so far in this are examined and the two approaches are directly employed in the idiom analysis. The hypothesis as to whether Blending Theory, as opposed to the Conceptual Metaphor Theory, can be more productive in the idiom analysis in terms of input and output information involved is tested. It is argued that, if contrasted with the Conceptual Metaphor Theory, Blending Theory tentatively provides a more convincing and multifaceted toolkit for the idiom analysis. First, it is metaphorically-based. Second, it involves two or more input spaces for the conceptual structure representation, whereas there is only one cross-domain mapping mechanism put forth in the Conceptual Metaphor Theory. Third, it allows for context-dependent meaning construction. Fourth, it outlines the set of cognitive operations leading up to idiomatic creativity. The article findings affirm these assumptions yet also suggest that cognitive linguistic accounts of idioms will benefit from the combined application of the two approaches, as opposed to their standalone use.
A Comparative Study between TPS and LRD Strategy to Enhance Students&apos; Reading Comprehension
Author: Tampubolon, Apricia
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Teaching Methods,Cooperative Learning,Discussion (Teaching Technique),English (Second Language),Second Language Instruction,Foreign Countries,Instructional Effectiveness,Grade 8,Junior High School Students,Comparative Analysis

The purpose of this study is to find out if there is any significant difference in students' reading comprehension enhancement between those who were taught using Listen-Read-Discuss strategy and those who were taught using Think-Pair-Share strategy. This study is a quantitative research method using comparative design by using pre-test and post-test. This study was designed to find out the answer of the following question: Is there any significant difference on students' reading comprehension enhancement between those who were taught by Think-Pair-Share strategy and those who were taught by Listen-Read-Discuss strategy. The sample of this study were two classes of grade VIII SMPN 10 Cimahi, Bandung. Grade VIII F were taught using Think-Pair-Share and grade VIII were taught using Listen-Read-Discuss. The instrument used for this study was a reading comprehension test, which contained of 39 multiple-choice questions. The result of this study showed from the mean score that both classes had an enhancement in their reading comprehension. In addition, there was no significant difference between those who were taught using TPS and those who were taught using LRD strategy. However, it meant that both strategies were efficient in enhancing students' reading comprehension.
Methodological Principles of Diachronic Study of Linguistic Variation in the Ukrainian Language
Author: Tsaralunga, Inna
Date: 2019-00-00
Type: Journal Articles
Subjects: Ukrainian,Language Variation,Diachronic Linguistics,Business,Religion,Churches,Slavic Languages,Language Research,Teaching Methods,Grammar,Linguistics,Departments,Standard Spoken Usage,Universities,Foreign Countries

The article analyses the system of methodological principles employed in the comprehensive study of linguistic variation in diachrony. In particular, the author defines the essence of the scientific principle as a means of linguistic study as well as thoroughly describes the system of methodological principles of a diachronic study of any linguistic variations. The described methodological foundations of a diachronic study are substantiated through the prism of Ukrainian written monuments of the late Middle Ages. The paper also outlines the prospects of further theoretical and methodological scientific studies for historical linguistics. The study material comprises more than nine thousand variable language elements, recorded in the texts of business and religious writing of the late Middle Ages. The sources for the study are represented by handwritten and printed monuments of the official style of the Old Ukrainian language and the religious style of the Church Slavonic language of the Ukrainian edition. As a result of the carried out research, it has been defined that the methodology of diachronic study of variable language phenomena is based on the principles of a scientific and objective approach to the variation of the literary language in historical conditions on the basis of a complex unity of historical, systemic, anthropocentric, and synergetic directions of linguistic studies. The described methodological aspects of the study of linguistic variations can be used in training courses of general linguistics, historical grammar of the Ukrainian language, the history of the Ukrainian literary language and historical dialectology as well as in the following optional courses: &quot;Language Variation in Diachrony&quot;, &quot;Principles and Methods of Linguistic Analysis of Linguistic Variation&quot;, &quot;Formation of the Ukrainian Language Standards&quot; for students of philological departments.
The Educational Biographies of Engineers Starting Academic Careers: Comparative Perspective of Poland and Ukraine
Author: Mazurek, Emilia
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering,Engineering Education,College Faculty,Work Environment,Career Choice,Doctoral Programs,Educational Background,Biographies,Doctoral Students,Professional Recognition,Social Responsibility,Professional Autonomy,Employment Potential,Compensation (Remuneration),Foreign Countries,Decision Making,Cross Cultural Studies,Student Attitudes

The recent changes taking place in the European higher education systems leads to less stable, less secure and less attractive working conditions for academic teachers. Nonetheless, it is observed that the academic profession is attractive for young talented people. The research was aimed at studying educational biographies of engineers who took up PhD studies at technical universities in order to find out the importance of young people's experience and life history in making important life decisions (i.e. starting academic career). The biographical research was performed based on the material of lifelines and autobiographic essays prepared by PhD students of technical universities in Poland and Ukraine. The study included 56 participants of 23 to 30 years of age. A typology of biographical narratives was developed as a result of analysis of the research material. Additionally, the crucial similarities and differences between educational biographies of PhD students from Poland and from Ukraine were indicated. On the basis of the research it can be determined that traditional motives of undertaking the academic profession -- i.e. curiosity, professional status, and financial rewards -- still play a big role. New motives are also appearing: investing oneself and social mission. An academic profession is seen as a possibility of development and autonomy to a greater extent than in the economic sector. However, the lack of guarantee of employment at the university after PhD studies and lower remuneration in academic structures compared to the economic sector make it difficult to plan one's own future and choose academic career instead of a different career path.
Learning to Teach in Higher Education... Online… during a Pandemic: A Personal Reflection Paper from Canada
Author: Julien, Karen
Date: 2021-00-00
Type: Journal Articles
Subjects: College Instruction,Faculty Development,Web Based Instruction,Pandemics,COVID-19,Foreign Countries,Reflection,Doctoral Students

In this reflective writing, the author shares some experiences of learning to teach in higher education, the pathway she has taken on this online adventure, and how her online teaching has been influenced by the pandemic context.
Possible Effects of a Free School Meal on School Environment: The School Meal Intervention in Norway
Author: Illøkken, Kristine E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Lunch Programs,Program Effectiveness,Nutrition,Dietetics,Intervention,Classroom Environment,Public Schools,Elementary School Students,Preadolescents,Grade 6,Student Attitudes,Student Behavior,Self Efficacy,Socioeconomic Status,Gender Differences,Foreign Countries

Evidence suggests that a free school meal can improve children and adolescent diet, social environment, concentration, and school performance. This study aimed to investigate possible effects of a free, healthy school meal among students that usually eat packed meals on behavioral issues, inactiveness, self-efficacy, school enjoyment and classroom environment. A school meal according to the dietary guidelines was served to students in the intervention group (n=55) for one year. A control group consumed packed meals as usual (n=109). Students (10-12 years) responded to a questionnaire at baseline and after one year. We used linear regression analyses and did not find significant effects of a free school meal on behavioral issues (B= 0.01, p 0.86), inactiveness (B= -0.05, p 0.51), self - efficacy (B= -0.04, p 0.52), school enjoyment (B= 0.11, p 0.19) or classroom environment (B= -0.07, p 0.26). Methodological limitations might explain our lack of findings.
Prospective Teacher Training Program According to Prospective Teachers&apos; Opinions = Aday Ögretmen Görüslerine Göre Aday Ögretmen Yetistirme Programi
Author: Önder, Emine
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Student Attitudes,Opinions,Educational Quality,Educational Improvement,Educational Administration,Classroom Techniques,Teacher Responsibility,Theory Practice Relationship,Foreign Countries

The aim of research is to reveal prospective teachers' opinions on prospective teacher training program which began to be applied in Turkey in 2016 and their suggestions towards improving quality of this program. Phenomenology pattern, one of the qualitative research methods, was used in the research. Research data was collected from 13 prospective teachers with semistructured interviews, data was analysed using content analysis. Consequently, it was found out in the research that most prospective teachers considered the prospective teacher training program useful in terms of their professional development. It was determined that prospective teachers gained experience towards management of education, classroom management, functioning of school, also duties to be undertaken in schools as teachers and administrators. Some of the prospective teachers attending the study evaluated the program as 'contributed partially' or 'not contributed'. Prospective teachers gave suggestions including the fact that the forms about increasing quality of the program which they filled in should be arranged according to their branches, application of these forms in different schools and classes should be ensured, prospective teachers and practitioners should be informed about the scope and duration of the program, execution of program should be supervised, and the program should be provided in cities where prospective teachers are assigned.
Examining the Relationships among Trust in Administrator, Distributed Leadership and School Academic Optimism = Dagitilmis Liderlik, Yöneticiye Güven ve Okul Akademik Iyimserligi Arasindaki Iliskinin Incelenmesi
Author: Cansoy, Ramazan
Date: 2018-00-00
Type: Journal Articles
Subjects: Trust (Psychology),Administrators,Power Structure,Participative Decision Making,Elementary Schools,Middle Schools,High Schools,Teacher Attitudes,Foreign Countries,Leadership Styles,Cooperation,Educational Environment,Correlation,Positive Attitudes

The purpose of this study was to examine the relationships among trust in administrator, distributed leadership and a school academic optimism based on teachers' perceptions and to examine the mediator role of distributed leadership in the relationship between the levels of trust in administrator and the school academic optimism. The participants were a total of 540 teachers employed in elementary, middle and high schools located in the Kadikoy district of Istanbul. The data were gathered through the &quot;Trust in Administrator Scale&quot;, the &quot;Distributed Leadership Scale&quot; and the &quot;School academic optimism Scale&quot;. Arithmetic mean, the Pearson Product-Moment Correlation Coefficient, and regression analysis were used for data analysis. The results showed that trust in administrators predicted the distributed leadership and the school academic optimism, while distributed leadership also predicted the school academic optimism. Additionally, distributed leadership was found to have a partial mediator role in the relationship between trust in administrator and school academic optimism.
The Relationship between Work Engagement and Perceived Organizational Justice = Kendini Ise Verme ile Algilanan Örgütsel Adalet Arasindaki Iliski
Author: Köse, Akif
Date: 2018-00-00
Type: Journal Articles
Subjects: Justice,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,High School Teachers,Work Attitudes,Foreign Countries,Teacher Characteristics,Organizational Culture

This study aims at exploring the relationship between teachers' organizational justice and work engagement level and reveal whether teachers' perception of organizational justice and work engagement differs across various demographic characteristics. The study utilized the survey design, one of the quantitative research methods. The research population consists of teachers working at primary, secondary and high schools located within the central districts of Kahramanmaras. The sample is composed of 476 teachers. The data were analyzed by t-test, ANOVA, correlation and regression analyses. Research results have revealed that teachers' views on organizational justice and work engagement are at a high level. Besides, teachers' views on organizational justice and work engagement significantly differ across their branches and school types. A significant, positive and medium level of relationship has been identified across teachers' organizational justice and work engagement levels. It has also been found that organizational justice is a significant predictor of work engagement.
Examination of Classroom Management Competencies of Faculty of Education Students
Author: Eranil, Anil Kadir
Date: 2019-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Preservice Teacher Education,Preservice Teachers,Student Characteristics,Teacher Competencies,Knowledge Level,Self Efficacy,Gender Differences,Violence,Discipline,Reading Habits,Academic Achievement,Predictor Variables,Foreign Countries,Aggression

The aim of this study is to examine classroom management competence level and investigate the factors that predict this level among students studying at faculty of education. This study is a quantitative study designed as a survey model. The study group of this research consists of 405 faculty of education students. Ordinal logistic regression analysis was used to analyze the data. According to research results, faculty of education students have a high level of (3.66) classroom management competence. In addition, the group who committed violence before has 0.63 times higher classroom management competence than the group who did not commit violence. The group piling up books has 2.40 times higher classroom management competence than the group who does not. Classroom management competence is 3 times higher in the group who evaluates themselves as a successful teacher. It was confirmed that the group who evaluates themselves successful at courses has 1.67 times higher classroom management competence.
Administrators&apos; Opinions on Qualified School Characteristics of Project Schools = Proje Okullarinin Nitelikli Okul Özellikleri Üzerine Yönetici Görüsleri
Author: Meseci Giorgetti, Filiz
Date: 2018-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,School Administration,Experimental Schools,Institutional Autonomy,Institutional Mission,Academic Freedom,Democratic Values,Student Centered Learning,Authentic Learning,Extracurricular Activities,Foreign Countries

The purpose of this study is to demonstrate whether the PSs Schools (PSs) carry the qualifications of a qualified school, based on the views of school administrators and the documents on the websites of these schools. Within the scope of this research, qualified school is defined as a school concentrates on students' nature, pays attention to the activity of students and authentic, free and democratic. The data was collected through semi-structured interviews, conducted individually via face-to-face meetings with the administrators of six different PSs Schools in Istanbul. After the administrator interviews were conducted, the web sites of these schools were examined in relation to the history, mission and visions of schools, school councils, school board decisions, school projects and activities. Descriptive analysis was used in the analysis of research data. According to the results obtained from the research, the most important area of freedom in PSs is that the administrators can choose the teachers to work and the teachers may overcome the curriculum. The freedom of students is very limited, especially in the case of elective courses. Administrators have different opinions about the democratic aspects of their schools. This is a result of administrators' looking at different aspects of the concept of democratic school. It can be said that the democratic structure of PSs became more evident during the election of student councils and the determination of the uniforms. According to another result of the research, the activation of the learners is taken over from the extracurricular activities and it seems that there is difficulty in finding time for the extracurricular activities. Physical limitations such as legislation and curricula prevent class building according to the interests and abilities of students. On the other hand, it is stated that classes suitable for the student's natural strengths, interests and abilities are possible in extracurricular activities such as project studies and science olympiads.
Informal English Learning with Online Digital Tools: Non-Linguist Students
Author: Yurieva, Oksana
Date: 2021-00-00
Type: Journal Articles
Subjects: Informal Education,Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Computer Simulation,Role Playing,English (Second Language),Student Attitudes,Undergraduate Students,State Universities,Learning Experience,Emotional Response,Retention (Psychology),Foreign Countries

The internet has offered numerous opportunities for educational content delivery. The main current delivery models for learning a language online range from more formal structured approaches provided by schools and universities, which typically take place in a VLE (Virtual Learning Environment) or LMS (Learning Management System), to more informal unstructured approaches, including Virtual Worlds like Second Life and MMORPGs (Massively Multiplayer Online Role-Playing Games) like World of Warcraft. The purpose of this study is to analyse the experiences and perceptions of the online digital tools that provide engagement with the English language outside the classroom by the non-linguist students at a Ukrainian public university. The study is based on the quantitative and qualitative data collected employing an online questionnaire including Likert-type ratings, multiple-choice questions, and free-text responses to open questions. The questionnaire inquires about students' experiences with 17 technologies not related to their classroom activities, how frequently they are used, how helpful the students find them for their language acquisition in general, and how useful they are considered for the development of particular language competencies (writing, reading, speaking, listening, pronunciation, grammar, communicative competence). The results of the survey attest to regular students' engagement with the English language involving online technologies, which leads to implications for foreign language learners, teachers, and researchers of second language acquisition for incorporating online digital tools for foreign language acquisition beyond the classroom. Being aware of how students engage with technology outside the classroom may facilitate educators in increasing learners' engagement with the foreign language, provide additional practice, and produce an emotional response, which increases retention of information.