ethanporcaro/eric-fulltext-meta huggingface dataset:
Word Familiarity Effects in EFL Reading: An Eye Tracking Study
Author: Dolgunsöz, Emrah
Date: 2018-00-00
Type: Journal Articles
Subjects: Eye Movements,Novelty (Stimulus Dimension),Reading,Cognitive Processes,English (Second Language),Sentences,Vocabulary,Familiarity,Difficulty Level,Word Recognition,Predictor Variables,Foreign Countries

Do you know what happens in mind when we encounter a novel word while reading a newspaper, a paragraph or a short story? Via eye tracking technique, this study aimed to gather clues about how our mind reacts to an unknown word while we read in another language by examining word familiarity effects on eye movements during EFL reading. After a vocabulary test, eye movements of 60 EFL learners at intermediate level were recorded while they read identical sentence pairs including words with different length and frequency. The results showed that (1) total time spent on words and reanalysis times were predicted by vocabulary knowledge, (2) initial word processing was not predicted by vocabulary size (3) unfamiliar words attended more attention and required more cognitive effort than familiar words, (4) familiar words are processed in similar time spans for English as L1 and L2 but unfamiliar words cause more cognitive load in EFL. The results were discussed in comparison to L1 eye movement research in reading and were evaluated regarding EFL reading in terms of noticing hypothesis, incidental vocabulary acquisition and EFL reading instruction.
Advantages and Disadvantages of Socioscientific Issue-Based Instruction in Science Classrooms
Author: Evren-Yapicioglu, Aysegül
Date: 2018-00-00
Type: Journal Articles
Subjects: Science and Society,Instructional Effectiveness,Science Instruction,Controversial Issues (Course Content),Preservice Teachers,Student Attitudes,Educational Benefits,Teaching Methods,Scientific Literacy,Consciousness Raising,Professional Development,Classroom Techniques,Moral Development,Skill Development,Foreign Countries

The social roles and responsibilities expected from citizens are increasing due to changing global living conditions. Science education is expected to prepare conscious and sensitive students because today's students are the adults of the future. To do so, the main pre-requisite is quality teacher education. In the past decade, one of the most important research fields of science education has become socioscientific issues. The purpose of this research is to explore advantages and disadvantages of socioscientific issue based instruction in science classrooms according to prospective science teachers' views. A qualitative single case study design has been utilized. Prospective science teachers' diaries and focus group interviews were used as data collection tools. Dolphinariums, Kyoto Protocol, genetically modified organisms, recyclable black bags' benefits and damages, genetic tests, alternative energy sources and organ donation are examples of socioscientific issues, which are taught through activities in special teaching course. Findings of the study show that the advantages of socioscientific issue based instruction in science classroom are comprised of six sub themes that are upskilling, social awareness, development of thinking, meaningful learning, character and professional development, contribution to scientific literacy whereas disadvantages of this instruction process are challenges to teachers and students, limitations of teaching and learning process in prospective science teachers' perspectives.
An Analysis of the Relationship between Perceived Teacher Support and Motivational/Emotional Responses
Author: Othman, Murad S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Emotional Response,Student Motivation,Teacher Student Relationship,Correlation,Second Language Learning,English (Second Language),Student Attitudes,Public Colleges,College Students,Foreign Countries,Anxiety,Help Seeking,Gender Differences,Caring

Teacher support has an important role in effective language learning, because it helps students have successful motivational and emotional responses. It leads to decreases in anxiety and increases in intrinsic motivation, help-seeking behavior, and effort, factors of productive language learning. Based on this fact, the current study aims to analyze the relationships between EFL students' perceptions of emotional/instrumental support and their motivational/emotional responses. The participants were 200 EFL learners at a state university in Turkey. The data were collected through a questionnaire and a semi-structured interview. Correlation coefficients were obtained to detect the relationships of emotional/instrumental support with anxiety, intrinsic motivation, help-seeking behavior, and effort. Finally, independent-samples t-tests were administered to find potential differences between genders concerning emotional/instrumental support, anxiety, intrinsic motivation, help-seeking behavior, and effort. The findings showed that emotional and instrumental support are two related types of teacher support. Besides, significant positive correlations of emotional/instrumental support with intrinsic motivation, help-seeking behavior, and effort were detected, along with negative correlations of emotional/instrumental support with anxiety. Furthermore, the results showed no significant difference between genders concerning emotional support, anxiety, intrinsic motivation, and effort, but significant differences concerning instrumental support and help-seeking behavior were obtained based on gender. Moreover, the findings of the interviews supported those of the quantitative analyses.
Semantic Fields and EFL/ESL Teaching
Author: Boran, Gültekin
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Semantics,Second Language Instruction,Second Language Learning,English (Second Language),Linguistic Theory,Child Language,Translation,Turkish,Foreign Countries

The vocabulary of a language is a system of interrelated lexical networks but not a collection of independent items. Vocabulary of a language is organised into fields within which words interrelate and define each other in various ways. Sense relations are not enough to explain the relation between some lexical items. For example, we cannot explain the relation between patient and hospital through synonymy, antonym, hyponymy, polysemy or homonymy, but we can say that they belong to the same semantic field which we can label as 'health'. In this paper, semantic field also known as word field, lexical field, field of meaning, and semantic system is explained by giving supporting examples. Besides, some implications for Teaching English as a Foreign Language/Teaching English as a Second Language (TEFL/TESL) are suggested.
Intervening in Student Identity in Mathematics Education: An Attempt to Increase Motivation to Learn Mathematics
Author: Heffernan, Kayla
Date: 2020-00-00
Type: Journal Articles
Subjects: Intervention,Identification (Psychology),Mathematics Education,Student Motivation,Teacher Influence,Individual Development,Sociocultural Patterns,Social Cognition,Elementary Secondary Education,Self Concept

Students' relationships with mathematics continuously remain problematic, and researchers have begun to look at this issue through the lens of identity. In this article, the researchers discuss identity in education research, specifically in mathematics classrooms, and break down the various perspective on identity. A review of recent literature that explicitly invokes identity as a construct in intervention studies is presented, with a devoted attention to research on identity interventions in mathematics classrooms categorized based on the various perspectives of identity. Across perspectives, the review demonstrates that mathematics identities motivate action and that mathematics educators can influence students' mathematical identities. The purpose of this paper is to help readers, researchers, and educators understand the various perspectives on identity, understand that identity can be influenced, and learn how researchers and educators have thus far, and continue to study identity interventions in mathematics classrooms.
Mobile Learning Features Preferred: An Examination of Students in the United Arab Emirates
Author: Johnson, Jason D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Handheld Devices,Technology Uses in Education,Student Attitudes,Undergraduate Students,Mathematics Instruction,College Mathematics,Graphing Calculators,Telecommunications

The purpose of the current study was to examine the preferred mobile learning features higher education Emirati students use to make sense of mathematics and to determine if these Emirati students valued a mobile device as an essential tool to learn mathematics. Both students and instructors used the Texas Instruments Nspire: Computer Algebra System (CAS) App in a semester mathematics course. The app has such features as enter expressions in proper mathematics notation, import images, dynamically linked notes, share work across platforms (emails, iTunes, Dropbox, etc.), and save documents to mobile device. Participates included sixty-three undergraduate students enrolled in a mathematics course at Zayed University (Dubai campus, United Arab Emirates). Based on a pre- and post-survey, students' positive perspectives of mathematics increased, negative perspectives decreased, and instructor influence on mobile learning increased. The pre- and post-questionnaire revealed an increase in the participants' opinion that mobile learning is an essential tool to help make sense of mathematics.
Identification of the Relationship between Life Satisfaction and Narcissism Levels of University Students
Author: Karakulak, Izzet
Date: 2020-00-00
Type: Journal Articles
Subjects: Life Satisfaction,Gender Differences,Personality Problems,Correlation,Scores,Physical Education,Team Sports,Universities,Student Attitudes,Undergraduate Students,Foreign Countries,Personality Measures,Measures (Individuals),Comparative Analysis

The objective of this study is to identify the relationship between life satisfaction and narcissism levels of students of the Physical Education and Sports School of Mardin Artuklu University located in southeastern Turkey. In the study, Satisfaction with Life Scale and Narcissistic Personality Inventory were employed in order to collect data. Sample of the study is comprised of a total of 155 Physical Education and Sports School students who voluntarily agreed to participate in the study. 56 participants were female and 99 participants were male. In the data analysis of this research, SPSS 20.0 software was utilized. Independent Samples T-Test, One-way Analysis of Variance (ANOVA) and correlation analysis were used in data analysis. At the end of the statistical analysis, it was found that female students had quantitatively higher narcissistic personality and life satisfaction scores than male students. Thus, it was inferred that female students behaved more narcissistically and were more engaged with life. However, along with the comparison of students' narcissism and life satisfaction scores particularly on the basis of departments of Physical Education and Sports School at which students were enrolled, it was ascertained that there was no statistically significant difference in either narcissism scores or life satisfaction scores.
Creative Economy Teaching and Learning--A Collaborative Online International Learning Case
Author: Katre, Aparna
Date: 2020-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Institutional Cooperation,Cooperative Learning,Intercultural Communication,Electronic Learning,Cultural Awareness,Undergraduate Students,Foreign Countries,Computer Mediated Communication,Program Effectiveness,Interpersonal Competence,Creativity,Innovation,International Educational Exchange,Economics,Teamwork,Active Learning,Student Projects

Culture plays a central role in the creative economy, not only in terms of developing creative products and services but also in terms of shaping the processes by which products are crafted. Among various pedagogical approaches for the development of creative products, Collaborative Online International Learning (COIL) emerges as a promising vehicle. Educators can leverage audio, visual, and written communications technologies to connect learners from geographically distant cultures and place culture at the center of the creative product development processes. The University of Minnesota Duluth's introductory class on cultural entrepreneurship, CUE 1001, hosted a semester-long COIL project with Ocean University of China's Cultural Industries Management program to facilitate such innovation in cross-cultural teams. An ex-post evaluation of the project suggests that learners can appreciate the overall significance of culture when conceptualizing creative services and products. They develop an intercultural mindset and acquire the tools to work effectively in cross-cultural settings. Institutions of higher education can leverage COIL in a variety of domains, while studies comparing traditional and COIL-based approaches can further add to the body of knowledge regarding intercultural awareness and the internationalization of learning in higher education.
An Examination of Self-Regulation and Higher-Order Cognitive Skills as Predictors of Preschool Children&apos;s Early Academic Skills
Author: Sezgin, Elif
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Children,Metacognition,Academic Achievement,Self Control,Preschool Education,Child Behavior,Foreign Countries,Thinking Skills,Cognitive Ability,Academic Ability,Scores,Correlation,Preschool Teachers,Teacher Attitudes,Executive Function

In this study, the direct and indirect relationships of children's self-regulation skills and their higher-order cognitive skills of cognitive flexibility and abstraction skills with their early academic competencies are examined. Within the scope of the study, the mediating role of self-regulation skills with early academic competencies is investigated. In the study, inhibitory control, behaviour regulation, effortful control and cognitive flexibility are focused on as the main components of executive functions which develop in the early childhood period. The research data were obtained from 185 children aged 60-72 months attending preschool education institutions in the central province of Bursa, and from 16 of these children's teachers. For determining the children's self-regulation skills, effortful control and behaviour regulation were evaluated. Stepwise multiple regression analysis was used to test whether or not the children's self-regulation and higher-order cognitive skills predicted their early academic competencies. As a result of the research, it was determined that the self-regulation skills of effortful control and behaviour regulation predicted early academic skills and attitudes. A statistically significant relationship of cognitive flexibility and abstraction skills with early academic success scale scores was not found. The findings are discussed in terms of the relationship of behaviour regulation and effortful control with early academic success and competencies.
Pre-Service Secondary Teachers&apos; Mathematical Pedagogical Content Knowledge Self-Concept Related to Their Content Knowledge of Functions and Students
Author: Sintema, Edgar John
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Self Concept,Mathematical Concepts,Vignettes,Student Attitudes,Secondary School Teachers,Self Efficacy,Correlation,Teaching Methods,Foreign Countries

Pre-service teachers' beliefs, attitudes, and values about mathematics have a significant influence on their self-concept about mathematics as a subject and determine how confident they are to teach it. The purpose of this study was to examine Zambian pre-service secondary mathematics teachers' pedagogical content knowledge self-concept about the function concept in relation to their knowledge of content and students. Data was collected from 150 pre-service teachers using a sequential approach in two phases. The first, quantitative phase, involved 150 pre-service teachers who responded to a functions survey and a mathematical pedagogical content knowledge survey. The second, qualitative phase, involved two pre-service teachers who were purposively selected from phase one to respond to vignettes and interviews for an in-depth understanding of their knowledge. Results of the study revealed that pre-service teachers' level of their pedagogical content knowledge self-concept was low. They would not be confident enough to teach the function concept in secondary school. Results further revealed that their knowledge of content and students was weak. A weak correlative relationship between pre-service teachers' KMLS and KM was revealed whereas a moderate correlative relationship of their KL and KC was revealed. It was further revealed that there was no significant correlative relationship between KTS and their knowledge of the function concept Thus, pre-service teachers needed to improve before leaving university for them to effectively teach secondary school concepts.
Preparing Teacher Candidates to Successfully Complete a High-Stakes Licensure Assessment
Author: Polly, Drew
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,High Stakes Tests,Licensing Examinations (Professions),Teacher Certification,Test Preparation,Online Courses,Asynchronous Communication,Preservice Teacher Education,Elementary School Teachers,Performance Based Assessment,Instructional Design,Learning Activities,Feedback (Response)

This design case describes the creation, implementation, and refinement of an online asynchronous teacher education course that supports elementary education teacher candidates in their design of learning segments in preparation for the high-stakes teacher education assessment, edTPA. edTPA is a performance-based assessment that is a requirement for teacher candidates to successfully complete to graduate and earn their initial teacher license. This design case will focus on the instructional design and assessment aspects of the edTPA assessment, in which candidates must design and implement a learning segment focused on a specific reading skill. The design case will include screen captures of the course, and describe the iterative design of developing the online course, as well as two cycles of revising the course based on data that includes feedback from candidates, input from faculty experts, as well as learning outcomes from the course and the high-stakes assessment. Data from teacher candidates who completed the course will be included to provide readers with a vicarious experience about the design case.
Effectively Utilising Teaching Assistants to Support Mathematics Learning: Some Insights from the Getting Ready in Numeracy (G.R.I.N.) Program
Author: Kalogeropoulos, Penelope
Date: 2020-00-00
Type: Journal Articles
Subjects: Numeracy,Program Effectiveness,Tutors,Intervention,Teacher Aides,Interprofessional Relationship,Learner Engagement,Elementary School Students,Children,Underachievement,Teacher Attitudes,Mathematics Teachers,Foreign Countries,Urban Schools,Professional Development,Classroom Techniques,Models,Inclusion

Teaching assistants are not always utilised effectively in mathematics classrooms. Moreover, there is limited research examining instructional models that might more meaningfully incorporate teaching assistants into the teaching and learning of mathematics. To address this gap in the literature, the current study explored three distinct teacher-tutor dyads involved in a particular intervention program, Getting Ready in Numeracy (G.R.I.N.), from a single Australian primary school. All three tutors currently operated as teaching assistants in the classrooms of their G.R.I.N. teacher counterparts. The professional working relationships between G.R.I.N. teachers and their respective tutors were investigated through interviews. We outline common themes between the different dyads' approaches to G.R.I.N., and argue that all three dyads' practices are consistent with principles outlined in the literature around the effective utilisation of teaching assistants. We conclude by synthesising our findings, and presenting an embedded tutor model for the G.R.I.N. program. This model is presented as a prototype of good practice in a context where G.R.I.N. has been implemented successfully, whilst also serving as a more general model for how teaching assistants can be meaningfully incorporated into mathematics intervention programs.
Investigating Attitudes of Sports Science Faculty Students towards Scientific Research
Author: Erdugan, Fuat
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Athletics,College Students,Scientific Research,Foreign Countries,Researchers,Geographic Location,Gender Differences,Physical Education

The purpose of this study was to investigate the attitudes of Sports science faculty students towards scientific research. The sample of this study consisted of 360 Sports science faculty students receiving pedagogical formation at Trakya, Igdir, Recep Tayyip Erdogan, Siirt, Çanakkale Onsekiz Mart University in Turkey. A demographic features form developed by researcher for determining the demographical features of participants and the 'Scale of Attitudes towards Scientific Research' developed by Korkmaz, Sahin, and Yesil (2011) were used as a data collection tool. For the comparison of quantitative continuous data between two independent groups' t-test, and for the comparison of quantitative data between groups a One Way Anova test was used for data analysis. As a complementary Post-hoc analysis; the Turkey test was used to determine the differences after the Anova test. As a result, Sports science faculty students were determined to have different attitudes towards scientific research in terms of several variables. However, participants who wanted to become an academician were determined to have positive attitudes towards scientific research and researchers.
Investigation of Physical Education Teachers&apos; Altruism Features
Author: Yigit, Sihmehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Altruism,Individual Differences,Elementary Secondary Education,Foreign Countries,Psychometrics,Test Construction,Construct Validity,Test Reliability

Purpose of the research: it is aimed to examine whether the levels of altruism of Physical Education and sports teachers differ according to some variables. This research consists of a total of 126 teachers, 35 women and 91 men, who work as physical education and sports teachers at primary education secondary grade and secondary schools in Kütahya province. In the research, 'Personal Information Form' developed by the researcher and the 20-item Altruism scale, which consists of two factors and was formed by Ersanli and Çabuker (2015) with the aim of developing a measurement tool that can measure the individual's level of altruism and that is suitable for Turkish society and culture. In reliability validity analysis, Cronbach Alpha internal consistency coefficient was found as [alpha]=0.76.The analysis related to the questionnaire form used in the research and the scale was done through the SPSS 22 program. Mann-Whitney U test and Kruskal Wallis test were conducted for more than two independent sample groups. As a result of the research; when the results were analyzed according to gender, age, place of duty, school type, year variables of teachers working as physical education and sports teachers, no significant difference was seen due to the high level of teachers' altruism points.