ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Mobile Phones in Developing Motivation through Reading Activities in English Language Learners
Author: Segura Arias, Roger
Date: 2021-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Technology Integration,Student Motivation,Undergraduate Students,Learner Engagement,Second Language Learning,Second Language Instruction,English (Second Language),Reading Strategies,Instructional Effectiveness,Reading Instruction,Foreign Countries

This case study attempts to elucidate the effects of mobile phones as tools for teaching reading in fostering motivation in EFL students. Through qualitative research techniques, the researcher analyses the impact that the implementation of a set of activities in a reading techniques course has on second-year English language learners' motivation. Focus groups and questionnaires help gather the students' perceptions of their involvement, enjoyment, and investment; the atmosphere created during the implementation of the activities, and their overall experience. In conclusion, the ubiquity of cell phones provides advantages in the development of motivation towards learning English and in fostering independence.
Field Experiences, Mentoring, and Preservice Early Childhood Teachers&apos; Science Teaching Self-Efficacy Beliefs
Author: Simsar, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Early Childhood Teachers,Self Efficacy,Mentors,Correlation,Science Instruction,Modeling (Psychology),Feedback (Response),Teacher Role,Preservice Teacher Education,Experiential Learning,Foreign Countries,Student Teaching,Teacher Effectiveness,Teacher Attitudes,Student Attitudes,Time,Practicums

In this study relationships between preservice early childhood teachers' self-efficacy beliefs and their mentor teachers' mentoring were examined. Quantitative research method was used in the study by the using multivariate data collections. The Science Teaching Efficacy Belief Instrument (STEBI) was administered to 96 pre-service teachers and mentor teachers. Time spent teaching and observing science was recorded also recorded by participants by the using time trackers. The Mentoring for Effective Science Teaching (MEST) instrument measured perceptions of the teachers' mentoring activities, including modeling and feedback. Correlational analyses estimated the relationship between the preservice and mentor teachers' self-efficacy beliefs, beliefs and time spent teaching, and beliefs and modeling and feedback. The findings suggest that mentor teachers play an important role in the preparation of preservice teachers, and that this role is particularly true for those mentors with higher science teaching self-efficacy beliefs. It also showed that how teaching practices have significant roles while preparing future teachers. For teacher education program could be pay attention to teaching practices while giving a decision for choosing mentor teachers. For future researchers may also look at the different sections of mentoring practices and their impacts on preservice teacher's teaching skills.
Using Digital Formative Assessment to Evaluate EFL Learners&apos; English Speaking Skills
Author: Çetin Köroglu, Zeynep
Date: 2021-00-00
Type: Journal Articles
Subjects: Formative Evaluation,English (Second Language),Second Language Learning,Second Language Instruction,Preservice Teachers,Student Satisfaction,Late Adolescents,Public Colleges,Speech Skills,Skill Development,Computer Assisted Testing,Language Tests,Test Preparation,Scores,Foreign Countries

As it is known formative assessment focuses on both learning process and learner's performance. In this study, digital formative assessment and traditional speaking tests were utilized comparatively to evaluate 52 upper-intermediate EFL learners' English language speaking skills. The study was designed as a mixed-method. The quantitative data were collected via achievement tests which had been administered both in traditional speaking tests and digital formative tests. The qualitative findings were collected with students' interviews which consisted of four open-ended questions. The results of the study showed that participants outperformed in digital formative tests in comparison to traditional speaking tests. Another significant finding of the study is that participants are satisfied with the digital formative assessments in terms of peer collaboration during tests, enriched test materials, and preparation time for the speaking test. Although they have positive views on digital formative assessment, participants are dissatisfied with it in terms of technical problems that they encountered during the administration of digital formative tests.
Children&apos;s Literature as a Pedagogical Tool: A Narrative Inquiry
Author: Sen, Erhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Childrens Literature,Teaching Methods,Personal Narratives,Coping,Teaching Experience,Reading Material Selection,Outcomes of Education,Foreign Countries,Identification

This paper focused on teachers' personal stories to determine the pedagogical function and impact of children's literature. This study employed a life-story interview approach within a qualitative narrative inquiry methodology. The sample consisted of ten teachers from different branches. Participants were recruited using purposive sampling. Data were collected through interviews and analyzed using thematic and narrative structure approaches. The narrative structure consisted of three components: problem, activities, and denouement. Participants' life stories were thematically analyzed. The results show that teachers' observations and efforts help students recognize their problems. Teachers who associate their own stories with children's books lead to positive outcomes for themselves and their students. This experience helps students become aware of themselves and their problems and surrounding while helping teachers transform themselves individually and professionally. Therefore, children's books are pedagogically crucial for both students and teachers. This result shows that we should first raise educators' awareness of the pedagogical meaning and value of children's literature. Future narrative inquiries should focus on students' stories to determine the impact of children's literature on children.
Creativity in EFL Classes: Examining Turkish Secondary School Teachers&apos; Attitudes and Thoughts
Author: Çelik, Vildan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Characteristics,Gender Differences,Age Differences,Positive Attitudes,Creative Activities,Creative Teaching,Teaching Experience,Undergraduate Study,Misconceptions,Secondary School Teachers

The study aimed to investigate Turkish in-service EFL teachers' attitudes towards creativity, to determine whether gender, age, teaching experience and undergraduate area of study influence their attitudes, and to examine their overall thoughts about creativity. The study used explanatory sequential design which is a mixed-methods research design. 200 EFL teachers participated in the quantitative whereas 20 teachers attended the qualitative part of the study. The quantitative data analysis was performed using SPSS 21 while NVivo 8 software was utilized for the qualitative data. The results revealed that most of the teachers exhibit positive attitudes towards creativity. There are, however, some points about which some teachers are not well-informed and have limited knowledge or misconceptions, as understood from their thoughts on the concept of creativity, creative teacher characteristics, and creative activities. Furthermore, several factors constrain their creativity and creative teaching practices. They agree on the need for teacher training to enhance creativity effectively in EFL. It was also determined that EFL teachers' gender, age, teaching experience and undergraduate area of study do not influence their attitudes towards creativity.
Interest in Environmental Issues as a Determinant of Science Literacy: A Multinational Review with Artificial Neural Network Analysis
Author: Özkan, Umut Birkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Student Interests,Environment,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Differences,Scores,Predictor Variables

This study uses PISA 2018 data to analyze, from a multinational perspective, whether interest in environmental issues is a determining factor of science literacy. A relational survey model is used as a quantitative research design to analyze secondary data obtained from the PISA 2018 evaluation data of 98,306 students at the age of 15 in 15 different countries and economies. Several statistical tests, including t-test, multiple regression analysis, and artificial neural network analysis are employed. According to the results of the analysis, significant differences are found between the science literacy scores of students who are 'very interested' in the environmental issues in their country and those who are not at all interested. Similarly, significant differences are found between the science literacy scores of students who are 'very interested' in environmental issues in other countries and those who are not at all interested. In addition, students' relevance to environmental problems are factors that statistically predict students' science literacy in a significant way.
Faculty in Contemporary Kyrgyzstan: Reactions to Reforms
Author: Merrill, Martha
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Teacher Attitudes,Higher Education,College Faculty,Accreditation (Institutions),Tuition,State Universities,Private Colleges,College Credits,Academic Degrees,Social Change,Professional Identity,Foreign Countries

After Kyrgyzstan's independence, reforms were implemented in higher education: new degrees, credit hours, private institutions, tuition in public institutions, and independent accreditation. However, faculty reactions to these reforms have not previously been studied. The authors conducted 57 interviews in four locations over three years. Our findings show that, first, interviewees discussed all kinds of changes in higher education and society. Second, participants were undergoing &quot;concurrent stresses&quot; (Anderson, Goodman, and Schlossberg, 2012) -- their personal as well as professional lives were changing. Third, opinions differed. We analyzed these according to three of Schlossberg's &quot;4 S's&quot;: differences in faculty selves, situations, and support systems. However, few participants described strategies for dealing with the changes. Fourth, nearly all spoke of the reforms as something not under their control. Fifth, very few faculty members described the changes as unilaterally negative or positive. Most said, &quot;I like this, but not that.&quot;
Analysis of Relationship between Moral Maturity and Human Values of University Students
Author: Akan, Yunus
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethics,Maturity (Individuals),College Students,Values,Moral Development,Predictor Variables,Foreign Countries,Gender Differences,Individual Differences,Parent Background,Educational Attainment

The aim of this study was to reveal the relationship between the moral maturity and human values of university students. The study was a quantitative research and was conducted with the correlational survey model. The study group of the study consisted of 764 students selected by simple random sampling method, one of the random sampling methods from five academic units (one college, one vocational high school and three faculties) among the students who continued their education in the 2019-2020 academic year at a state university. A data collection tool consisting of &quot;Moral Maturity Scale&quot; and &quot;Human Values Scale&quot; was used. Independent Samples t-Test, ANOVA and Pearson Product Moment Correlation Coefficient statistical techniques were used to analyze the data. According to the results of the study, it was found that there was a significant difference in university students ' moral maturity levels in terms of gender, academic unit, father's level of education, mother's level of education, economic status and the number of books they read in the last month. Furthermore, it was found that there was a significant difference in the human values of university students depending on gender, academic unit and the number of books they read in the last month. It was revealed that there was a positive, strong and significant relationship between moral maturity and human values scores of university students. As a result, moral maturity and human values differed according to various variables, and there was a high relationship between the two concepts mentioned.
Analysis of the Relationship between Decision Making Skills and Problem Solving Skills of Primary School Students
Author: Yurtseven, Ramazan
Date: 2021-00-00
Type: Journal Articles
Subjects: Decision Making,Problem Solving,Academic Achievement,Correlation,Elementary School Students,Grade 3,Grade 4,Predictor Variables,Foreign Countries,Gender Differences,Self Esteem,Self Control

Decision making and problem solving skills are two important issues resulting with students' academic achievement. The aim of this research was to examine the relationship between primary school students' decision making skills and problem solving skills. The sample of research, which was carried out through relational survey model, consisted of 331 third and fourth grade primary school students in Istanbul. Data were collected through &quot;Problem Solving Inventory for Children&quot; and &quot;The Scale of Decision Making Skills for Primary School Students&quot;. The research data were analyzed with descriptive statistics, Pearson Correlation analysis and simple regression analysis. According to the results of correlation analysis, it was determined that there was a positive significant relationship between decision making skills and problem solving skills of primary school students. It was concluded that decision making skills of students were significant predictors of their problem solving skills. As a result, it is seen that students' decision making skills affects problem solving skills moderately and positively.
Effect of Concept Cartoon Applications on the Attitudes of Candidate Teachers with Respect to Environment Problems
Author: Hastürk, Gamze
Date: 2021-00-00
Type: Journal Articles
Subjects: Cartoons,Instructional Effectiveness,Environmental Education,Pollution,Climate,Preservice Teachers,Student Motivation,Concept Formation,Elementary Education,Teaching Methods,Attitude Change,Consciousness Raising,Skill Development,Thinking Skills,Creativity,Foreign Countries

The study was conducted for the purpose of determining the effect of concept cartoon applications with the theme of environment problems on the attitudes of candidate teachers and receiving the candidate teachers' ideas on the process in the fall semester of 2019-2020 academic year. The participants were composed of 105 students in the department of primary school teaching at a university located in Central Black Sea Region of Turkey. In the study, mixed method research design was adopted based on both quantitative and qualitative data. In the quantitative part of the study, an experimental design with pretest-posttest control groups was used. The qualitative part of the research was designed according to the case study pattern. The candidate teachers in the experimental and control groups were applied &quot;Environmental Attitude Scale&quot; for the purpose of detecting their attitudes with respect to environment problems at the beginning of the process. Later student-centered courses were held with the experimental group using the concept cartoon technique were carried on in line with the curriculum with the control group. The findings revealed that the concept cartoon applications developed positively the candidate teachers' attitudes toward environment problems. Additionally, it was expressed by the candidate teachers that the concept cartoon applications developed many significant skills including problem solving, critical thinking, questioning, discussing, creativity and detecting and remedying concept mistakes.
Achieving Evidence-Based Improvement and Transparency in Higher Education: The Current Status and Challenges Regarding Data Utilization and Disclosure in Japan
Author: Torii, Tomoko
Date: 2017-03-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Information Dissemination,Information Utilization,Educational Quality,Quality Assurance,Data Analysis,Data Collection,Data Use,Institutional Research,School Effectiveness,Information Systems,Models,Educational Change,Disclosure,Institutional Characteristics,Databases

This article reports the results of a nationwide questionnaire survey of 1,104 Japanese higher education institutions conducted in late 2015 and early 2016. Its goal was to investigate the current status and issues related to the utilization and disclosure of educational information. A total of 248 institutions responded to the survey. Based on the findings of the nationwide survey, this article examines an initiative at Ritsumeikan Asia Pacific University as an emerging case of the preparation of infrastructure and the utilization of educational information. Discussed is how information on higher education is collected and utilized to improve its quality and to promote internal quality assurance. Also examined is the maturational status of the institutional research (IR) function in terms of data utilization in Japanese higher education with reference to the maturity model for IR.
Criticisms of the University of Oxford in the Early 19th Century and the Formation of Newman&apos;s Idea of a University: Focusing on Attacks in the &quot;Edinburgh Review&quot;
Author: Chen, Wang
Date: 2017-03-00
Type: Journal Articles
Subjects: Criticism,Educational History,Universities,Foreign Countries,News Reporting,Educational Philosophy,Religion,Models,Intellectual Development,Social Change,Educational Development,Periodicals,College Role

This article retraces the infamous controversies between the &quot;Edinburgh Review&quot; and Oxford in the early 19th century. It seeks to broaden the understanding of the origins and background of John Henry Newman's idea of a university by analyzing the connections and differences on both sides of the controversies, drawing from writers such as Sidney Smith, E. Copleston, W. Hamilton, and Newman himself. The article suggests that the controversies were one of the important bases for the formation of Newman's idea of a university, particularly Hamilton's idea of a combined model of a professorial and a tutorial system. Additionally, the philosophical view of intellectual training had a significant influence on Newman's educational thought. In other words, Newman's educational thought actually was a comprehensive multi-dimensional synthesis from a number of contemporary debates in the transformational era of modern society rather than a one-dimensional structure of mind solidification. Consequently, Newman's defense of religion and the traditional university model should be seen as a development and adaptation that contained some elements of modernity.
The Institutionalization of Neoliberal Ideas in the Management and Evaluation of Higher Education in Korea and Japan
Author: Kim, Yangson
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Neoliberalism,Higher Education,College Administration,Educational Assessment,Adoption (Ideas),Organizational Change,Educational Change,Educational Policy,Performance Based Assessment

The purpose of this study is to explore how neoliberal ideas have been institutionally contextualized in Korean and Japanese higher education. As Japan and Korea are both located in Northeast Asia, they have long influenced each other's society and economics, and higher education is no exception. Since 1990, the governments and universities in Korea and Japan have focused on responding to neoliberalism based on their interpretations of the concept. This study poses the following two research questions, taking the comparative perspective of selective isomorphism. 1) Which phenomena in higher education in Korea and Japan have been affected by neoliberalism? 2) How have neoliberal ideas been institutionalized in higher education institutions in Korea and Japan? This study uses macroscopic and mesoscopic approaches to explain the organizational changes that neoliberalism has triggered, particularly in the management and evaluation of higher education institutions.
Development of a Test Instrument to Investigate Secondary School Students&apos; Declarative Knowledge of Quantum Optics
Author: Bitzenbauer, Philipp
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Measures (Individuals),Secondary School Students,Knowledge Level,Optics,Light,Quantum Mechanics,Scores,Test Interpretation,Experiments,Concept Formation,Scientific Concepts

This article reports the development and validation of a test instrument to assess secondary school students' declarative quantum optics knowledge. With that, we respond to modern developments from physics education research: Numerous researchers propose quantum optics-based introductory courses in quantum physics, focusing on experiments with heralded photons. Our test instrument's development is based on test development standards from the literature, and we follow a contemporary conception of validity. We present results from three studies to test various assumptions that, taken together, justify a valid test score interpretation, and we provide a psychometric characterization of the instrument. The instrument is shown to enable a reliable ([alpha] = 0.78) and valid survey of declarative knowledge of quantum optics focusing on experiments with heralded photons with three empirically separable subscales.
An Investigation of Differences in Student Success and Persistence Rates by Course Modality
Author: Counterman, Celisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Academic Persistence,Remedial Mathematics,Two Year College Students,Community Colleges,Electronic Learning,Conventional Instruction,Instructional Effectiveness

Emporium courses have been offered as an option to reduce the amount of time students spend in developmental mathematics courses. This study investigated differences in achievement and persistence in mathematics by course modality for students enrolled in developmental mathematics at a suburban community college in the Northeast United States from fall 2015 through spring 2019. Statistically significant differences existed in final exam score and course grades by course level. For the upper two developmental mathematics courses, achievement measures in emporium courses were comparable to face-to-face courses. Thus, an emporium model that is designed to provide a semi-structured schedule, prompt feedback, and frequent interactions with tutors and faculty is a viable option for middle- and upper-level courses. The emporium modality did not appear to benefit students placed into the lowest level course (i.e., prealgebra) as grades and persistence rates were lower compared to face-to-face courses. Online course modality was not the best option across all course levels. The results of this study may have implications for post-secondary institutions that want to begin offering developmental mathematics courses in multiple modalities.