ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Prospective Elementary Mathematics Teachers&apos; Knowledge: A Focus on Functional Thinking
Author: Oliveira, Hélia
Date: 2021-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Algebra,Mathematics Education,Elementary School Teachers,Teaching Methods,Pedagogical Content Knowledge,Thinking Skills,Difficulty Level,Guidelines,Teacher Education Programs,Cross Cultural Studies,Knowledge Base for Teaching,Foreign Countries,Task Analysis,Generalization

The importance of students being acquainted with algebraic ideas before secondary education has been revealed in the research literature. It is therefore essential that prospective elementary teachers (PTs) be prepared to instill an early algebra perspective in their teaching. However, PTs often show difficulties in algebra content knowledge, which need to be diagnosed aiming to assist them in developing the required knowledge to teach according to that perspective. This study aims to understand what aspects of functional thinking Spanish and Portuguese elementary PTs exhibit at the beginning of their teacher education program. The findings show that although PTs from both countries use different strategies to generalize functional relationships, the occurrence of successful strategies is low. Also, most participants provide local approaches in their interpretation of relationships between variables and reveal difficulties in understanding and connecting different representations of functions. These difficulties show that PTs lack important knowledge about functional thinking. By providing a framework concerning the functional thinking required for PTs to teach within an early algebra perspective, we shed light on a necessary step for teacher education programs to diagnose PTs' functional thinking and to assist them in developing the needed mathematical knowledge to teach accordingly.
Reviewing the Perception of Quality of Education in Students Who Take Physical Education and Sports Education in Different Universities
Author: Körmükçü, Fatma Yesim
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Quality,Physical Education,Athletics,Departments,Undergraduate Students,Student Satisfaction,Correlation,Gender Differences,Universities,Foreign Countries

The purpose of this study was to review the perception of quality of education in students who take physical education and sports education in three different universities. Descriptive survey model was used in this study to reveal the current situation. The Six-Question Personal Information Form and also Scale of Quality of Education in Universities Providing Physical Education and Sports Education that was developed by Paktas were utilized to determine the demographic attributes of participants. It is observed at the end of the analyses that there is a significant relationship between perception of quality of education and gender; university and department (p&lt;0,05). According to the results, considering the dimensions and subdimensions, the perception of quality of education in students in Bülent Ecevit University is higher compared to the same perception in other students from other universities.
Relationship between Mathematical Literacy and Opportunity to Learn with Different Types of Mathematical Tasks
Author: Hwang, Jihyun
Date: 2021-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Skills,Thinking Skills,Foreign Countries,Achievement Tests,Secondary School Students,International Assessment,Student Surveys,Student Attitudes,Algebra,Mathematics Tests,Word Problems (Mathematics),Student Motivation,Study Habits,Numeracy,Databases

We investigated how the opportunity to learn (OTL) with different types of mathematics tasks are related to mathematical literacy and the role of perceived control in the relationship between OTL and mathematical literacy. The structural equation modeling was applied to the data of 1,649 Korean students from the PISA 2012 database. OTL with the four different types of tasks -- algebraic word problems, procedural tasks, pure mathematics reasoning, and applied mathematics reasoning -- were measured via student survey on how often they have encountered each type of task in their mathematics lessons and tests. The results showed that OTL with the procedural tasks was likely to increase mathematical literacy directly and indirectly through internal perceived control. Engaging in the applied reasoning tasks is positively related to external perceived control, but negatively to mathematical literacy.
Status of Learners&apos; Support in the College of Education of a State University in the Cordillera-Philippines during the COVID-19 Pandemic
Author: Nadiahan, Maureen B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Higher Education,School Closing,Educational Technology,Technology Uses in Education,Blended Learning,Distance Education,College Faculty,College Students,School Personnel,Student Needs,Educational Needs,Barriers,Access to Computers,Students with Disabilities,Library Services,School Counseling

The onslaught of COVID-19 pandemic brought major disruptions in the operations of Philippine educational systems and institutions which necessitates shifting from the traditional mode of instruction to a flexible-blended mode of teaching-learning to further contain the spread and avoid the perils of the virus. Thus, this study investigated the status of learners support in the College of Education-Ifugao State University-Potia Campus, Philippines. Using survey questionnaires and structured interviews, data were collected from 20 faculty members, 226 students, and 3 Non-teaching staff. Results revealed that Information Support, Learner Intake support, Technological Support, Instructional Support, and Guidance and Counselling Support provided by the College of Education were accessible to both teachers and students. Meanwhile, Library Support Services were found wanting and are slightly accessible to teachers and students. Further, plan of action and measures to reinforce Support for Students who are physically disabled was found inaccessible to teachers and students. Pressing problems paddling the College of Education community include poor and unstable internet connectivity, limited instructional support, lack of technological support, inadequate financial support and funding, skill difficulty in using varied online teaching-learning platforms, burnout, and compliance to academic requirements over quality instruction due to workload-induced and time constraint.
Syntax Comprehension Skills of Turkish-Speaking Students with Dyslexia
Author: Sümer Dodur, Halime Miray
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Syntax,Reading Comprehension,Dyslexia,Students with Disabilities,Turkish,Grade 4,Grade 6,Knowledge Level,Reading Strategies,Morphemes,Age Differences,Sentences

Given the fact that the role of syntactic awareness skills on the acquisition of reading skills, we can see how important it is for children to acquire such skills and to solve the relevant problems. This study analyzes the syntactic comprehension skills of students diagnosed with dyslexia. A total of 50 students with dyslexia, 25 in fourth grade and 25 in sixth grade, participated in the study. Attention was paid so that students with dyslexia and those with normal development included in the study had a similar word reading performance. A total of 12 simple and complex syntactic comprehension questions were asked to evaluate the syntactic comprehension performances of students. Compared to their peers without dyslexia, students with dyslexia have low syntactic comprehension performance in both simple and complex structures. This difference was discussed in terms of limitations in syntactic knowledge and skills of students with dyslexia, the reading strategy they use, and their morphological knowledge and skills.
Teachers&apos; Knowledge about Dyslexia and Reading Models
Author: Kumas, Özlem Altindag
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dyslexia,Knowledge Level,Teacher Attitudes,Beliefs,Reading Instruction,Teaching Methods,Misconceptions,Turkish

Dyslexia is a phenomenon that recently has been recognized socially and attracted the attention of educators in Turkey. For this reason, in Turkey, scientific research on dyslexia is quite limited and teachers lack sufficient knowledge. The purpose of this study was to examine the dyslexia-related knowledge and beliefs of teachers, who have in their classrooms students with dyslexia, and to identify which reading approaches these teachers used. The quantitative data of the study was obtained from 400 and the qualitative data was obtained from 40 classroom teachers. The Scale of Knowledge and Beliefs about Developmental Dyslexia was applied to identify the knowledge and beliefs of teachers about dyslexia and the Development of the Teachers' Beliefs About Literacy Questionnaire to identify their reading approaches. The qualitative and quantitative results together show that teachers have common misconceptions about dyslexia and use the teacher-centered bottom-up reading approach.
The Impact of Virtual Differentiated Instruction Practices on Student and Teacher Perceptions in English Language Teaching
Author: Güvenç, Gülper
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Individualized Instruction,Electronic Learning,Virtual Classrooms,English (Second Language),Second Language Learning,Second Language Instruction,College Second Language Programs,Language Teachers,Teacher Attitudes,College Students,Student Attitudes,Foreign Countries

Many language teachers appreciate the significance of providing access and experiences of success for all learners and meeting the needs and interests of different learner profiles. The integration of technologyenhanced activities into digital teaching platforms has provided teachers with the ease of adapting the material to tailor it for different learner profiles and a choice of resources to motivate learners. The purpose of this action research is, therefore, to investigate students' and teacher's perceptions about virtual differentiated instruction (DI) practices in online teaching. Throughout the 13-week study, 12 participants attended online language lessons and participated in the activities designed within the framework of DI. Employing qualitative data collection tools, the study utilized a student background and learning profile questionnaire, student feedback through questionnaires and researcher reflection notes. The analysis of the student reflections revealed that DI practices are more entertaining, engaging, effective and collaborative compared to conventional practices. Also, teacher perceptions raised the issues of time-constraints, meticulous planning of the activities and learner agency.
Investigating the Effect of Differentiated Instruction in Light of the Ehrman &amp; Leaver Construct on Grammar Learning
Author: AlHashmi, Bayan
Date: 2018-09-00
Type: Journal Articles
Subjects: Individualized Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Grammar,Females,Profiles,Undergraduate Students,Student Attitudes,Pretests Posttests,Comparative Analysis,Learning Motivation,Personal Autonomy,Cognitive Style,Foreign Countries,Independent Study

This study sought to explore the effect of Differentiated Instruction, in light of learners' cognitive profiles, on female English as a Foreign Language (EFL) foundation year students' learning of grammar at King Abdul-Aziz University in 2017-2018. Following a pretest-intervention-posttest experimental design, the first part of the study aimed at exploring the phenomenon from a positivist point of view. The second, on the other hand, attempted to grasp the way learners perceive Differentiated Instruction through short one-to-one interviews of the participants. The quantitative results revealed that although the application of Differentiated Instruction made a significant difference between the pretest and posttest results of students in the experimental group, the difference in performance between these students and their counterparts in the control group was not statistically significant. The qualitative results, on the other hand, revealed that learners perceive the application of Differentiated Instruction in a positive manner. Three themes were found to be recurrent in their responses: the increased motivation, appropriateness of access, and autonomy. Based on these findings, a few implications and recommendations were drawn.
The Predictors of Senior Pre-Service Teachers&apos; Teacher Self-Efficacy: Achievement Goal Orientations, and Communication Skills
Author: Dinçer, Beste
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictor Variables,Preservice Teachers,College Seniors,Student Motivation,Academic Achievement,Achievement Need,Goal Orientation,Communication Skills,Self Efficacy,Teaching (Occupation),Departments,Foreign Countries

The purpose of the study was to determine how pre-service teachers with high and low level of teacher self-efficacy beliefs are predicted by achievement goal orientations, communication skills, department, and academic achievement scores of senior pre-service teachers by logistic regression analysis. The study was conducted with a disproportionate stratified sampling, and a total of 2542 teacher candidates from 7 geographical regions of Turkey. The data were collected through Teacher self-efficacy perception scale, Achievement goal orientation scale, and Communication skills scales with personal information form. With the scope of the research, it was concluded that the main factors affecting an individual's teaching profession perception score below/over the average were all the predictive variables that were included in the model. Communication skills, achievement goal orientation, academic achievement, and department did significantly contribute to the probability of high level of teacher self-efficacy. It can be said that as achievement goal orientation, academic achievement and communication skills increase, the probability of an individual's perception of teaching profession to be above the average increases.
The Role of Memory Performance on Mathematics Achievement in Primary School 3rd Graders
Author: Tasören, Asli Burçak
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Elementary School Students,Grade 3,Foreign Countries,Achievement Tests,Short Term Memory

The aim of the study was to determine whether memory performance predicted mathematics achievement in primary school 3rd graders. The sample consisted of 144 3rd grade students selected via convenience sampling method, and drawn from two public and one private schools in Istanbul, Turkey. The three subtests of the Wide Range Assessment of Memory and Learning 2 (WRAML2), namely Symbolic Working Memory subtest, Design Memory subtest, and Finger/Windows subtest were used to assess memory performance. The arithmetic subtest of the Wide Range Achievement Test III (WRAT-III) was used to assess mathematics performance. Prior to conducting a regression analysis measuring the predictive role of memory performance on mathematics achievement, the internal consistency and test-retest reliability of the subtests were computed. Internal consistency measured by Cronbach's alpha and test-retest findings provided evidence for reliability of all subtests. The Symbolic Working Memory subtest and the Design Memory subtests determined mathematical achievement in a linear regression analysis. The results revealed that WM performance measured by the Symbolic Working Memory subtest and visual memory measured by the Design Memory Subtest of WRAML2 determined arithmetic achievement, whereas the Finger/Windows Subtest measuring sequential memory/directed attention didn't predict arithmetic achievement.
Perspectives on Corpus Linguistics: The Methodological Synergy in Second Language Pedagogy and Research
Author: Bashir, Ibrahim
Date: 2018-09-00
Type: Journal Articles
Subjects: Computational Linguistics,Second Language Learning,Second Language Instruction,English (Second Language),Linguistic Theory,Comparative Analysis,Teaching Methods,Learning Processes,Learning Analytics,Dictionaries,Course Descriptions,Textbook Preparation,Material Development

Corpus linguistics is a new branch of linguistics but its status is still debatable - either as a theory or a methodology. This article aims to give an overview of the different approaches and perspectives of corpus linguistics. The neo-Firthians contend that corpus linguistics is a method, while other prominent corpus linguists claim that it is a theory. Other corpus linguists believe that corpus linguistics can be both a methodology as well as a theory depending on the extent and purposes it is used for. The applicability of corpus linguistics as a methodology is observed in English Language Teaching and Learning (ELT). Learner corpora are used extensively in second language pedagogy and research as either direct approach involving Data-Driven Learning (DDL) where students participated as researchers and worked directly with corpora or indirect approach where corpus is used as a research method in producing dictionaries, syllabuses, textbooks, and teaching materials.
A Dilemma of Primary Schools&apos; Transition: A Stance from Classroom Teachers in Assaba-County, Mauritania
Author: Abdellahi, Mohamed Leghdaf
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Schools,Teacher Attitudes,Secondary Schools,Learning Processes,Proximity,Gender Differences,Preferences,Low Income,Enrollment Rate,Barriers

This study aimed to explore factors influencing students' transition from primary to secondary schools, the discrepancy of primary and secondary enrollments. The study used cluster sampling for identifying schools from the district of Assaba. The study aimed to explore the issue from teachers' perspectives. Classical Liberal Theory was adopted as a framework to guide this study. The theory argues that all individuals have the right to access education without any disparity. So, education systems are found to develop human capabilities and enable individuals to further their inherent skills. A qualitative approach was used as a study methodology, using a narrative inquiry approach to explore participants' perceptions about factors influencing the transition from primary to secondary. Interviews were the instrument used to collect data from 12 participants selected randomly from 3 schools. The study found that discontinuity of learning, home distance from schools, gender preference in education, and low income impact the transition from primary to secondary levels. The study recommends that school principals enhance counseling guidelines in schools for students, engaging parents' participation in the education process.
Applying Generalizability Theory in Language Testing: Comparing Nested and Crossed Scoring Designs in the Assessment of Speaking Skills
Author: Polat, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Tests,Scoring,Speech Communication,State Universities,Second Language Learning,Second Language Instruction,Foreign Countries,Student Evaluation,Grading,Comparative Analysis,Generalization,Interrater Reliability,Turkish,College Students

Scoring language learners' speaking skills is open to a number of measurement errors since raters' personal judgements could involve in the process. Different grading designs in which raters score a student's whole speaking skills or a specific dimension of the speaking performance could be settled to control and minimize the amount of the error in grading foreign language speaking skills. Therefore, the present study aims to compare G and Phi coefficients gained from the scores of a full factorial (fully crossed) model versus a nested model where rubric components are nested in graders. Four experienced raters and 116 intermediate level language learners studying at a Turkish state university's language school voluntarily participated in this exploratory study. Findings revealed that the G and Phi values obtained with a full factorial grading model were higher. In addition, checking the variance components according to the source of variation, the variance associated with the student's main effect of the full factorial pattern was higher, while the variance value of the residual effect was lower. These findings reveal that full factorial designs could generate more reliable results in speaking exams, thus, it is recommended for language schools to implement the full factorial design in speaking exams when practical conditions such as enough time or sufficient number of graders are available.
Educational Data Mining: Examination of Science Instruction Methods and Science Literacy within the Scope of Self-Organizing Maps
Author: Eser, Mehmet Taha
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Scientific Literacy,Data Analysis,Artificial Intelligence,Maps,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Multivariate Analysis

By applying educational data mining methods to big data related to large-scale exams, functional relationships are discovered in a basic sense and hidden pattern(s) can be revealed. Within the scope of the research, to show how the self-organizing map (SOM) method can be used in terms of educational data mining, how SOM differs from other clustering methods in terms of visual outputs (map) and how to interpret the outputs, and it is aimed to give information about how effective the variables are in grouping individuals into groups according to the answers given to the items. In this study, students of OECD countries participating in the 2015 PISA were modeled using SOM and the outputs of the created model were examined. In this respect, the study can be accepted as a descriptive survey model. According to the results of the analysis, outputs were obtained for the educational process of the data set, the state of neurons, neighborhood distance, code vectors, heat maps, the number of clusters and the distribution of the number of students to countries and clusters. At the same time, it was determined that 4 clusters were formed according to the analysis results, and the most effective variables in clustering by examining the heat maps were perceived feedback from science teachers, teacher-directed science instruction, average of plausible values in science, enquiry based science instruction and adaptive instruction in science lessons. Researchers who want to clearly determine the effectiveness of the input variables in cluster analysis can be advised to use SOM.