ethanporcaro/eric-fulltext-meta huggingface dataset:
Academicians in Turkey: An Evaluation of Current Status of Academic Staff in Higher Education
Author: Akyol, Bertan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Faculty,Universities,Academic Freedom,College Students

The history of Turkish higher education dates back to Turkish nations of 1000 years ago. The beginning of higher education institutions are accepted as madrasahs that continue its existence during the Ottoman period. After the foundation of the Turkish republic, rapid changes and developments have been observed in the higher education like in all fields. Since this period of time, Turkish higher education institutions have been grouped in two categories, which are universities producing information-knowledge and vocational schools training people oriented with employment. Considering the both types of these institutions, the aim of Turkish higher education system is to sustain manpower considering the needs of the nation and the public; provide education and training facilities based on the secondary education; maintain the quality and quantity of scientific researches under the control of universities. In this context, the purpose of this study is to present the certain dimensions of Turkish higher education system, which are academicianship, current facts related to academicianship, the stages in academic career, achievements in academy and the status of women academicians in Turkey. Related documents have been analyzed and the current status of Turkish higher education system has been discussed by concluding the results.
Looking for Competent School Leaders for Indigenous Schools: The New System to Appoint School Leaders in Mexico
Author: Lopez-Delgado, Manuel
Date: 2018-00-00
Type: Journal Articles
Subjects: School Administration,Principals,Leadership Training,Faculty Development,Foreign Countries,Administrator Effectiveness,Indigenous Populations,American Indians,Rural Schools,Administrator Education,Professional Isolation,Educational Change,Educational Policy,Mentors,Tutoring

The understanding that leadership matters is well regarded in many types of organizations not only in education. In 2015 Mexico implemented a new system to appoint school leaders updating the previous, which was applied for more than four decades. This system aims to appoint the most competent candidate as school principal based on the scores they get on two tests. This study explored how the new system enhances or hinders preparation and readiness for leadership positions, and the effectiveness of tutoring and in-service professional development. Five newly appointed school leaders to Indigenous schools were followed throughout their first year of service. They were interviewed at the beginning, after six months, and at the end of their first year. Thematic analysis was used to process the data gathered from semi-structured interviews using a selective coding approach. Two main predefined themes were explored in this study: Leadership Preparation and Tutoring and Professional Development. Findings indicate that for schools located in remote Indigenous communities, isolation and the lack of communication infrastructure, such as internet and phone signal, hinder the possibility of effective training and tutoring. This study concludes that even though the new system seems to have made progress in appointing better school leaders, it is only partial since aspiring leaders are neither required to make specific preparation for their new post nor offered these opportunities, hindering their readiness to enact headship effectively.
Characteristics of Muscle Power and Agility in Top-Level Junior Soft Tennis Players
Author: Aoki, Hiroki
Date: 2018-00-00
Type: Journal Articles
Subjects: Athletes,Athletics,Muscular Strength,Males,Adolescents,Competition,Physical Activities,Psychomotor Skills,Tests,Foreign Countries,Racquet Sports

This study examined the characteristics, such as muscle power and agility, of top-level junior soft tennis players. 36 Japanese top-level junior (under-14) boys soft tennis players (age 13.4 ± 0.8 years, height 165.0 ± 9.7cm, and weight 53.9 ± 11.1 kg) with experience in international meet participation and 25 junior boys soft tennis players (age 13.1 ± 0.7 years, height 158.2 ± 9.5cm, weight 47.0 ± 8.2 kg) with experience in prefectural meet participation were the subjects of this study. Medicine ball (2 kg) throws to the right or left by trunk rotation and forward and backward by trunk extension (exercises recommended by Japan's soft tennis association) were selected to evaluate the muscle power of the subjects. Side step, spider, and front-back shuttle run tests (used by an American tennis association) were selected to test the agility of the subjects. The top-level athletes were significantly superior to the other junior players in the forward medicine ball throw, side step, and spider tests. These results suggest that muscle power in the forward direction and agility when moving to the right, left or diagonal direction are more developed in top-level soft tennis players than in other players.
Analysis of Socialization Situations via Sport-Based Physical Activity among Students at a School of Physical Education and Sports
Author: Yildirim, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Education,Team Sports,College Students,Socialization,Correlation,Physical Activities,Gender Differences,Foreign Countries

This study aims to determine socialization situations via sport-based physical activity among students at a school of physical education and sports in terms of their demographic features. The population of the study comprises of 480 students studying in different departments at School of Physical Education and Sports at University of Yozgat Bozok during 2017-2018 academic year. The sample of the study comprises of 300 students selected based on convenience sampling method and studying at different departments of School of Physical Education and Sports at University of Yozgat Bozok during 2017-2018 academic year. Personal information form and socialization via sport-based physical activity developed by Yildirim was used as a data collection tool in this search. Frequency analysis, arithmetic mean, t test, Anova test and post-hoc tests were used in the data analysis. The findings of the study demonstrate that significant differences were found between socialization sub-dimensions and sport-based physical activity in terms of gender, monthly expenses, academic department and sports branch varibles (p&lt;0.05).
Investigation of Parents&apos; Early Literacy Beliefs in the Context of Turkey through the Parent Reading Belief Inventory (PRBI)
Author: Saban, Ayten Iflazoglu
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Emergent Literacy,Factor Analysis,Foreign Countries,Turkish,Preschool Children,Factor Structure,Family Environment,Family Literacy,Parent Child Relationship,Correlation,Goodness of Fit,Mothers,Educational Attainment,Measures (Individuals)

This paper aims to test the reliability and validity of the Turkish adaptation of DeBaryshe and Binder's Parent Reading Belief Inventory (PRBI) and to investigate parents' literacy beliefs. The primary focus of this paper is to explore parents' beliefs and practices and their relatedness on the emergent literacy of their children aged 3-7 (M=69.8 months; SD= 9.33 months). As data collection tools, we availed ourselves of the Parent Reading Belief Inventory,(PRBI), Home Literacy Inventory (HLI) and Child Literacy Behaviours (CLB). In addition, the Personal Information Form, prepared by the researchers, was utilized. Moreover, confirmatory factor analyses were performed on samples of parents from Adana, a city in southern Turkey (N= 952). The study showed that a seven-factor structure in the original form of the PRBI was validated, excluding items 8, 30 and 31. Consistent with the results of the confirmatory factor analysis and reliability analysis, it can be concluded that the PRBI is a valid and reliable tool to investigate the process of parents' literacy activities with their children in Turkey.
Another Possible Reason for Plagiarism: Task Representations of Summary Writing
Author: Yoshimura, Fumiko
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,Plagiarism,Writing Skills,Correlation,English (Second Language),Second Language Learning,Second Language Instruction,College Freshmen,Student Attitudes,Task Analysis,Duplication

This paper reports on results of empirical research investigating written summaries of first-year Japanese university students, their task representations of summary writing, and the relationships between their representations and task performance. Data for this study were obtained by asking 108 students to read an English text and write a summary of it. Afterwards, the students answered survey questions which examined their task representations of English summary writing. The results reveal the following: 1) High copy rates with an average copy rate of 72.2% (SD 20.5%) were found, 2) Students did not seem to think that writing in their own words is required, 3) Students tended to look at the source text and use expressions from it in their summaries, 4) Positive correlations between copy rate and students' task representations regarding the use of expressions from the source were found, and 5) Negative correlations between copy rate and task representations regarding the use of their own words were also found. Though various sources of student plagiarism have been found and discussed in previous research, this paper attempts to propose task representations of summary writing as another possible source of excessive copying, which is regarded as plagiarism in English-speaking countries.
Educational Affordances of an Asynchronous Online Discussion Forum for Language Learners
Author: Zhong, Qunyan Maggie
Date: 2018-11-00
Type: Journal Articles
Subjects: Second Language Learning,Computer Mediated Communication,Teaching Methods,Educational Technology,Second Language Instruction,Personal Autonomy,Asynchronous Communication,Foreign Countries,International Cooperation,Management Systems,Institutional Cooperation,Critical Thinking,Independent Study,Cooperative Learning,Business Administration Education,English (Second Language),Program Descriptions,College Students

Information and communications technologies offer unprecedented opportunities for innovation in educational practice. Among all the educational technological tools, online discussion forums represent one of the most extensively adopted educational media in higher education. Yet a review of the literature indicates a lack of empirical studies investigating how learners utilize this tool to afford their language learning. This study aims to address this gap in the literature. Using thematic analysis, postings of 20 second language (L2) learners in a peer-moderated online discussion forum were analysed. Qualitative thematic analysis of the data revealed that the online discussion forum facilitated the co-construction of subject matter knowledge and enhanced learners' critical understanding. The postings also showed that during the interactive, collaborative inquiry, students encouraged and helped each other emotionally and academically which helped foster group affiliation and learner autonomy. These findings suggest that the online discussion forum has many affordances which are conducive to effective learning. The paper concludes with pedagogical implications and suggestions for future research.
&quot;It&apos;s Never Too Late&quot;: A Narrative Inquiry of Older Polish Adults&apos; English Language Learning Experiences
Author: Kuklewicz, Anna
Date: 2018-11-00
Type: Journal Articles
Subjects: Older Adults,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Adult Learning,Memory,Aging (Individuals),Learning Experience,Language Teachers,Barriers,Learning Motivation,Educational Needs,Foreign Countries,Polish,Native Speakers

Globally, the number of adults aged over 50 is increasing and this group is becoming more active in second language (L2) learning. Despite these demographic changes, little research has focused on the issues faced by older learners. They are either omitted from research studies or viewed as part of a homogenous group of adult learners. Several assumptions appear to exist about this group, for example, that they are too old to learn, or they are likely to have memory problems. These assumptions can impact the pedagogical approach taken by language instructors. This study aims to supplement existing research by exploring the L2 learning experiences of a group of Polish learners of English aged 55 to 68. We conducted a series of interviews using a narrative inquiry approach to uncover the participants' L2 learning stories in order to understand their aims, challenges and aspirations. Our findings suggest that older adults can be highly motivated and aware of the challenges they face, but also eager to overcome them. This study emphasises that older learners are a neglected group within the field of second language acquisition (SLA) and pedagogical adjustments are needed to meet their learning needs.
Self-Correction Profiles of L2 English Learners: A Longitudinal Multiple-Case Study
Author: Vercellotti, Mary Lou
Date: 2018-11-00
Type: Journal Articles
Subjects: Error Correction,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Metacognition,Case Studies,Semitic Languages,Native Language,Intensive Language Courses,Speech Communication,Teaching Methods,Longitudinal Studies,Grammar

Noticing is the necessary attention that learners give to language in order to learn (Schmidt, 2001). Self-correction is evidence of noticing and a tool for language learning. Previous research has suggested that speakers focus on meaning during speech production, and language learners likely need an opportunity post-production to correct form-focused corrections. Some research has found that self-initiated self-correction improves future language performance and that practice improves learners' ability to self-correct. Yet, little is known about how learners use this tool across tasks and over time. This multiple case study describes the self-correction profiles of four adult Arabic L1 learners in an intensive English program. The pedagogical task included a two-minute monologic speech and subsequent correction activity, repeated seven times over three academic semesters, to examine how selfcorrection might differ during-production from post-production and change with increasing proficiency. We examined three types of self-correction: during-production corrections, abandoned utterances, and post-performance correction notes, analyzing correction focus and outcome. This triangulation revealed different noticing profiles, challenging existing assumptions about language performance. We suggest a multidimensional framework of self correction: attempt frequency, timing, correction focus, outcome, and change to study language learner self-correction.
Professional Development for TESL Teachers: A Course in Transcultural Pragmatics
Author: Ngai, Phyllis
Date: 2018-11-00
Type: Journal Articles
Subjects: Faculty Development,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Pragmatics,Intercultural Communication,Communicative Competence (Languages),Experiential Learning,Teacher Characteristics,Course Descriptions,Asians,Foreign Countries,Teaching Methods,Immersion Programs

Awareness of transcultural pragmatics serves as the foundation for intercultural communicative competence. Explicit teaching of pragmatics in conjunction with intercultural communication training can contribute to the professional development of non-native English-speaking teachers. This article reports on an interdisciplinary attempt to develop a short-term professional development course for TESL teachers. The four-week course in transcultural pragmatics aimed to bring about efficient, learner-driven, experiential, and contextualized professional development through short-term immersion in an intercultural English-speaking environment. The goals of the designed course, introduced to TESL teachers from South Korea, were to (1) introduce pragmatics learning to teacher participants, (2) support participants' development of intercultural communicative competence during an immersion experience, and (3) facilitate preparation for teaching transcultural pragmatics. The authors conducted classroom research to evaluate the extent to which the course fulfilled the goals set forth. Nearly all of the twenty-five participating teachers self-reported an increase in pragmatics awareness and intercultural communicative competence by the end of the training. They also discovered new approaches for teaching transcultural pragmatics to their elementary students. This report concludes with insights for enhancing the effectiveness of a transcultural pragmatics course that fills a gap in English language teacher education.
The Potential of &quot;Extra Credit Pop Quizzes&quot; in University English Language Instruction in Italy
Author: Ennis, Michael Joseph
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,Language Tests,English for Special Purposes,English for Academic Purposes,Attendance,Classroom Communication,Student Participation,College Students,Evaluation Criteria,Educational Strategies,Academic Achievement,Faculty Workload,Feedback (Response),College Faculty,Language Teachers,Tourism

This article reports the results of a classroom experiment on the effects of &quot;extra credit pop quizzes&quot; on course attendance, classroom participation, and successful course completion. In response to low and sporadic attendance and a high fail rate within the context of an English for Specific Academic Purposes (ESAP) course at an Italian university, an extra credit scheme was devised in an attempt to increase and stabilize attendance and participation and lower the fail rate. The aim was to accomplish these goals without augmenting learning objectives and assessment criteria, lowering educational standards, or causing grade inflation. The results indicate that such a reward scheme can improve regular attendance, active participation, and the overall pass rate for a course, without the common drawbacks associated with extra credit. There was however no indication of an increase in average performance and there is some doubt regarding the effect that attendance and pop quiz performance had on performance on end-of-course assessment. It also remains uncertain if the students were merely responding to the novelty of &quot;extra credit&quot; and &quot;pop quizzes,&quot; which are not common practices in Italian higher education, and whether these effects could be sustained. Several other challenges, such as increased workload for the instructor and less individualized feedback for students, arose as a result of increased attendance.
Investigating the Impact of Lesson Study and Pedagogical Content Knowledge on Mathematics Teaching Practices of Minority Pre-Service Teachers
Author: Saran, Rupam
Date: 2018-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Mathematics Instruction,Teacher Improvement,Teacher Collaboration,Urban Teaching,Elementary School Students,Student Teachers,Preservice Teacher Education,Minority Group Students,Teacher Effectiveness

Contextualized in an urban college's teacher education program and its partnership inner-city elementary schools, this qualitative study explores the impact of lesson study on the emergence of a stronger pedagogical content knowledge on mathematics teaching practices of minority preservice teachers. Aiming to raise the mathematics achievement of K-6 students by increasing the effectiveness of preservice teacher candidates, this study focuses on developing and deepening 11 prospective teachers' mathematics pedagogical content knowledge by requiring them to analyze their students' mathematics work samples and study the effectiveness of their own teaching practices during their clinical-practice/student teaching year. Findings reveal that participant preservice teachers' pedagogical content knowledge benefited with lesson study. By using the lesson study approach, they were able to change their mathematical identities and beliefs about teaching mathematics in positive ways and become more effective in teaching mathematics. Implications for urban preservice teacher education programs are discussed.
Urban Teacher Educator Perceptions of Culturally Relevant Pedagogy: A Qualitative Inquiry
Author: Adams, Tempestt R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Educators,Preservice Teachers,Teaching Methods,Culturally Relevant Education,Teacher Attitudes,Teacher Education Programs,College Faculty

Teacher preparation programs (TEPs) are tasked with preparing future teachers to be able to effectively work with diverse learners. For many, a focus on culturally relevant pedagogy (CRP) supports this charge, thus an increased understanding of teacher educator perspectives and approaches to this work is necessary. The purpose of this study was to examine teacher educators' perceptions of CRP and how they engage their pre-service teachers in developing an understanding of the pedagogy. The findings presented here highlight frustrations teacher educators face with CRP as well as their hopes. Implications and recommendations are provided in efforts to help strengthen this area of TEPs.
Responsive Classroom Management: Empowering Students and Teachers in Urban Schools
Author: Schafer, Nancy Jo
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Urban Teaching,Urban Schools,Disadvantaged Schools,Teacher Effectiveness,Culturally Relevant Education,Preservice Teacher Education,Advocacy

This research explores a finding from a multicase study of effective teachers working in urban high-poverty schools who used responsive classroom management as a tool. While classroom management was not the focus of the larger study, it emerged as a finding that was critical for participants as they fostered success for their students, and in the process, preserved and strengthened their commitments to work in challenging school contexts. The current study was undertaken to better understand classroom management and its commonalities across the teachers. Additional data analysis revealed connections between the certification program and teachers' implementation of a responsive classroom management approach that included common vocabulary, theories, and methods. This research reveals important connections between teacher preparation and effective teaching in urban high-poverty schools, which has practical implications for those concerned with this population of students and families.