ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Efficacy and Its Correlates in the EFL Context of Iran: The Role of Age, Experience, and Gender
Author: Rezaeian, Sahba
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Effectiveness,Correlation,English (Second Language),Second Language Instruction,Age Differences,Teaching Experience,Gender Differences,Language Teachers,Self Efficacy,Teacher Attitudes,Cultural Influences,College Faculty,Learner Engagement,Classroom Techniques,Teaching Methods,Teacher Competencies

Teacher efficacy is a context and culture-specific construct. The current study explored the two types of teacher efficacy (individual and collective teacher efficacy) among Iranian English language instructors. Moreover, this study was an attempt to discover whether age, gender, and experience can significantly influence perceptions of collective and self-teacher self-efficacy. Data were collected from 130 English language instructors through Tschannen-Moran and Woolfolk Hoy's (2001) Teacher Sense of Efficacy Scale (TSES) and Goddard's (2002) Collective Teacher Efficacy Scale questionnaires. Multivariate Analysis of Variance (MANOVA) showed no significant difference between the English instructors' collective teacher efficacy and teacher self-efficacy and their respective subscales. Furthermore, the results indicated no meaningful differences in perception among teachers with different age, experience, and gender levels across all the subscales of collective teacher efficacy or teacher self-efficacy. We conclude that efficacy beliefs seem to be resistant to change once established and may not change significantly with age, experience and gender.
Summaries of Professional Doctorate Projects
Author: Atter, Andrew
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Programs,Doctoral Dissertations,Doctoral Students,Entrepreneurship,Mass Media Effects,Global Approach,Industry,Public Policy,Lifelong Learning,Film Production,College Faculty,Semitic Languages,Jews,Cultural Influences,Ethnicity,Leadership Qualities,Elementary Education,Mentors,Preservice Teacher Education

The following abstracts offer a sample of the work undertaken by graduates of the Doctor of Professional Studies (DProf) awarded by Middlesex University in 2016. Included in the list are two DProf by Public Works and one from the Ashridge Doctorate in Organisational Change, a validated partner of the DProf. Together they illustrate the range and variety of fields of practice and research methods adopted by practitioners on the programme. In most cases the full thesis is available on the Middlesex University Research Repository and readers interested in following up on the individual studies are invited to contact the authors through the email address provided.
Influence of Formative Assessment Classroom Techniques (FACTs) on Students&apos; Outcomes in Chemistry at Secondary School
Author: Babincáková, Mária
Date: 2020-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Classroom Techniques,Outcomes of Education,Chemistry,Secondary School Students,Foreign Countries,Cognitive Processes,Student Evaluation,Evaluation Methods,Student Attitudes

Assessment in many Central- and Eastern-European countries is dominated by summative assessment (SA). Simultaneously, researchers and educators from western Europe and the US proclaim the formative assessment (FA) as an important element of the educational process and advise including it into curricula and everyday teachers' practice. The research presented herein reports an introduction of formative assessment classroom techniques (FACTs) during chemistry lessons at K7 level in Slovakia. In total 202 students participated in the research. They were divided randomly into a control (n=97) and an experimental (n=105) group, and the intervention covered 10 successive lessons. After the intervention, the student's outcomes were compared using the test checking student's knowledge and skills according to various domains of Bloom's revised taxonomy. The results suggested a statistically significant increase in the score of the experimental group, and a detailed analysis revealed that the increase was significant in both lower- and higher-order cognitive skills area. Finally, the students' reaction on the introduction of formative assessment was studied and showed their positive attitude towards the introduced method.
Teaching Science through Distance Education during the COVID-19 Pandemic
Author: Tanik-Önal, Nagihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Distance Education,COVID-19,Pandemics,Foreign Countries,Parent Attitudes,Middle School Students,Grade 6,Instructional Effectiveness,Electronic Learning,Barriers

The aim of the present study was to evaluate the views of parents regarding middle school students' learning of science at home via the Educational Information Network, prepared by the Turkish National Ministry of Education, during the course of urgent distance education to which an immediate obligatory transition was made with the outbreak of the Covid-19 pandemic. Of the qualitative research methods, the basic qualitative research model was employed in the present study. The participants of the study were the parents of 6th grade students attending a middle school in the Central Anatolian Region of Turkey. The maximum diversity sampling method was utilized for sample selection in the study. Accordingly, the study was conducted with 17 parents of students, who possessed different features and were willing to participate in the study. The results of the research study revealed that generally parents believed that science education via EBA was beneficial for the students that the visuals and videos used during science instruction were arresting, that EBA was an enjoyable platform, and it had advantages such as the possibility to do experiments virtually.
Investigating the Outlines of Semantic Prosody in Thai
Author: Supanfai, Pornthip
Date: 2018-00-00
Type: Journal Articles
Subjects: Thai,Intonation,Suprasegmentals,Semantics,Language Research,Computational Linguistics

To date, there have been relatively few studies of semantic prosody in languages other than English. This study primarily aims to implement the two major approaches to semantic prosody in the literature on the Thai language for the first time in order to set out the parameters for subsequent research in this area. Three Thai words were selected for analysis: [characters omitted] 'considerate', [characters omitted] 'cause', and [characters omitted] 'like' (in the sense of enjoying (doing) something). Each word was investigated using two contrasting approaches: one oriented towards contrasting negative and positive polarity of evaluation and the other oriented around the Sinclairian concept of the Extended Unit of Meaning. The findings reveal that both approaches can be viable routes to examine the semantic prosody of the words under study, although they are useful for different purposes.
The Effect of Multimedia Instructional Packages on Students&apos; Academic Achievement in Biology
Author: Akinbadewa, Bukola O.
Date: 2020-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Learning Modules,Academic Achievement,Biology,Foreign Countries,Conventional Instruction,Secondary School Students,Gender Differences,Technology Uses in Education

This study examined the effects of computer-based multimedia instructional packages on the academic achievement of students offering Biology in Senior Secondary Schools in Ibadan, Oyo State, Nigeria. Two multimedia instructional packages were designed for the study. The study adopted the pretest-posttest, control group, experimental research design. The population of the study consists of 80 randomly selected students from three secondary schools in Ibadan, Oyo State, Nigeria. The samples were randomly assigned to three groups (one control and two experimental groups). The moderating effects of gender and learning styles were also tested. The results showed that there was a significant main effect of treatment on students' achievement in Biology (F (2, 58) = 27.18; P &lt; 0.05; partial eta square = 0.48). Also, gender had no significant main effect on students' performance (F (1, 58) = 3.97; P &gt; 0.05; Partial eta square = 0.06). It was therefore concluded that multimedia instructional packages significantly enhanced students learning of Biology concepts than the conventional strategy, regardless of gender and the preferred learning style of students. Therefore, it was recommended that more multimedia instructional packages be designed and used in secondary schools for effective and efficient teaching and learning of Biology.
The Impact of Ellipses on Reading Comprehension
Author: Bayat, Nihat
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Tests,Middle School Students,Syntax,Multiple Choice Tests,Predictor Variables,Verbs,Foreign Countries,Decoding (Reading),Grammar,Sentence Structure

This study aimed to detect the extent to which comprehending elliptical structures predicted reading comprehension. The study utilized a correlational survey model, and participants involved a total of 173 middle school students. Data were collected through two different tools based on the same text in 2019. The ellipsis comprehension test consisted of 40 items that included various types of elliptical structures present in the text. These items were in the form of fill-in-the-blanks. The reading comprehension test that was developed based on the same text comprised 21 items in the form of multiple-choice items. The tests were administered to the participants every other day. During the data analysis, a simple linear regression analysis was performed to reveal the extent to which the ellipsis comprehension ability predicted reading comprehension, and a multiple linear regression analysis was employed to reveal the extent to which the sub-dimensions of ellipsis comprehension ability predicted reading comprehension. Enter method was used in the regression analysis. Findings showed that ellipsis comprehension was a significant predictor of reading comprehension. The elliptical sub-dimensions predicting reading comprehension the best appeared to be the ellipses in the form of verb, object and determinative units. However, it was also found that ellipses in the form of subject and indirect object did not significantly predict reading comprehension.
An Investigation of the Songs Created by Student-Teachers in Music via an Interdisciplinary Approach Based on the Rasch Measurement Model and the Maxqda Analysis Program
Author: Girgin, Derya
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Teachers,Singing,Music Education,Interdisciplinary Approach,Item Response Theory,Special Education,Difficulty Level,Creativity,Foreign Countries,Scores,Student Teacher Evaluation

The study aimed to investigate the songs created by the student teachers in music in the focus of special education through an interdisciplinary approach based on the Rash measurement model and the Maxqda analysis program. This case study adopted the mixed research design. The participants consisted of 12 student teachers in music and 10 jury members in 2018-2019 academic year. In the quantitative analysis of the study, 10 expert jury members in the field of Music Education evaluated 12 songs using an evaluation form consisting of 8 items via the Rasch measurement model, and in the qualitative context, the views of the jury members on the songs were examined through the Maxqda analysis program. The jury members were selected in accordance with the maximum diversity sampling model on voluntary basis. All the songs focused on the achievements in the special education course. The results revealed that the most difficult item was the 'musical creativity level', whereas the easiest item was 'the degree of suitability for purpose in the creation of lyrics'. In the study, it was recommended that field courses and didactic courses should be integrated in the field of music education.
The Quality of Arabic Language Teaching Curricula in Turkey in Accordance with the Turkish Qualifications Framework
Author: Yilmaz, Haci
Date: 2020-00-00
Type: Journal Articles
Subjects: Semitic Languages,Educational Quality,Second Language Learning,Second Language Instruction,Content Analysis,Teaching Methods,Foreign Countries,Curriculum Development,Elementary Secondary Education

The European Qualifications Framework (EQF) was released in 2008 by the European Parliament and the Council of Europe for Lifelong Learning purposes. Thirty-six countries that are members of or in the process of the membership to the European Union (EU) have prepared their own national qualifications framework in accordance with the EQF. In Turkey, this framework was prepared by the Vocational Qualifications Authority (MYK acronym in Turkish). The aim of the study was to examine the reflections of the Turkish Qualifications Framework (TQF) on the Arabic language teaching curricula in Turkey. Therefore, the study investigated whether Arabic language teaching curricula released by the Ministry of Education Board of Education, Turkey in 2016 and in 2018 were developed in accordance with TQF. In this qualitative study, the Document Review Method was adopted. The data were analyzed via content analysis. As a result of the study, it was observed that TQF was not aligned explicitly or implicitly to Arabic language teaching curricula. Meanwhile, in some parts the objectives were incidentally similar to the competencies in TQF, but not the same at all. The study discussed some major deficiencies, and put forward some recommendations in order to overcome them in the forthcoming Arabic language teaching curriculum studies.
Servant Leadership through Support: A Case of Central Kenya Conference Secondary Schools
Author: Mulongo, Meshack
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Gender Differences,Age Differences,Teaching Experience,Principals,Administrator Attitudes,Teacher Attitudes,Comparative Analysis,Teacher Administrator Relationship,Leadership Styles

hical precedence in contemporary organizations. The objective of the study was to determine administrators' awareness and practice of Servant Leadership style through support in Central Kenya Conference SDA secondary schools. The research used descriptive-comparative research design. The target population was 280 respondents. Respondents were purposively sampled. Data was collected using structured questionnaires administered to 82 teachers and six principals. Descriptive statistics and inferential statistics were used to analyze data. The study revealed that 83.3% Principals tend to agree that they practiced servant leadership; 83.3% of administrators were male, 66.7% had bachelor's degrees, 59.8% were middle aged and 66.7% of teachers had 5-10 working experience. There was no significant difference on teachers' evaluation on principals' practice of servant leadership in CKC SDA secondary schools through service, support and empowerment across categories of Gender, Age and Teaching Experience. The findings of this study therefore implied that although principals are aware of the concept, servant leadership style was not adequately practiced in CKC SDA secondary schools, hence there needs to be measures in place so that servant leadership will be practiced as expected of SDA educational leaders.
Using Role Playing in Oral Expression Skills Course: Views of Prospective EFL Teachers
Author: Mehdiyev, Esmira
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Drama,Second Language Learning,Second Language Instruction,English (Second Language),Oral Language,Role Playing,Student Attitudes,Language Teachers,Teacher Education Programs,Self Esteem,Teaching Methods,Foreign Countries

Conducting the lectures with effective approaches and methods is of prime importance for the acquisition of the necessary skills and competencies in the field of English language teaching. This study aims at determining the opinions of the pre-service teachers of English regarding the effects of the use of role playing technique in expression skills course, which is offered in the 2nd year at the Department of Foreign Languages Education, the problems experienced during the application process and the suggestions for the use of the technique. A semi-structured interview was implemented to gather the data. The data of the research were arranged and interpreted within the framework of the themes created for the purpose of the research with the descriptive analysis technique. The data obtained from the study results generally emphasize that role playing technique is an efficient method for students to improve their expression skills. Based on the results of the study, the application of the role-playing technique, may also be beneficial to the professional development of prospective teachers. Using drama in foreign language learning classes can improve the self-confidence of prospective teachers in terms of applying drama activities in their professional lives. However, when we consider this process as a whole, the difficulties students experience in this process should not be ignored. In order to minimize the problems participants made suggestions about the importance of space and equipment for the role-playing technique to reach its goal efficiently.
The Nature and Potential of Digital Collaborative Reading Practices for Developing English as a Foreign Language
Author: Solmaz, Osman
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Reading Instruction,Second Language Instruction,Computer Mediated Communication,Documentation,Computer Uses in Education,Group Activities,Undergraduate Students,Advanced Courses,Foreign Countries,Learner Engagement,Second Language Learning

This study investigates the integration of a digital annotation tool (DAT) into an advanced English as a foreign language reading course. Informed by the recent research, the goals of the study are to exhibit the nature of L2 learners' engagement in digital social reading practices and illustrate the linguistic benefits of such practices for L2 learning from a learner perspective. In response to these objectives, a mixed-method research was employed. The analysis of the data including digital annotations and learners' reflection journals reveal that learners' engagement within collaborative reading environments is linked to factors such as the quality of posts rather than the quantity. In terms of perceived linguistic gains, the findings indicate that digital collaborative reading enabled learners to achieve a perceived development in reading, writing, and vocabulary. The study concludes by suggesting further research to examine the use of DAT in L2 teaching and learning settings, which highlight the extent of factors influencing L2 learners' engagement in digital social reading practices.
Theoretical Bases of &quot;Social-Emotional Learning Intervention Programs&quot; for Preschool Children
Author: Aksoy, Pinar
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Intervention,Preschool Children,Learning Theories,Interpersonal Competence,Skill Development,Behavior Theories,Multisensory Learning,Program Effectiveness

From the point of view that every child is unique and valuable, the need for developing their skills and abilities, and their need for learning and development, in the context of their learning styles/developmental characteristics, must be supported. Because of social-emotional learning skills are comprehensive and very important skills, teaching of these skills requires specific methods and strategies. Social-emotional learning intervention programs can be developed on the basis of various theories. The aim of this review is to evaluate the theoretical bases of social-emotional learning intervention programs for preschool children. The available five social-emotional learning intervention programs used for preschool age children are explained by basic theories. These programs are; &quot;You Can Do It! Education&quot;, &quot;The Tools of the Mind&quot;, &quot;Conscious Discipline: Building Resilient Classrooms&quot;, &quot;INSIGHTS&quot; and &quot;Social Skills in Pictures, Stories, and Songs&quot;. Results of the current review showed that &quot;You Can Do It! Education&quot; stands on cognitive-behavioral theory, while &quot;The Tools of the Mind&quot; is based on cultural-historical theory as well as &quot;Conscious Discipline: Building Resilient Classrooms&quot; stands on brain-theory. Meanwhile, &quot;INSIGHTS&quot; is based on temperament theory, and &quot;Social Skills in Pictures, Stories, and Songs&quot; is based on multisensory theory. It was underlined that these intervention programs are highly important for developing social-emotional learning in preschool children. It should be considered whether the theories of these intervention programs are usable for the target skills. Effects of social-emotional learning intervention programs based on different theories can be comparatively examined in future studies.
Investigation of Gifted Students&apos; Environmental Awareness
Author: Önal, Nagihan Tanik
Date: 2020-00-00
Type: Journal Articles
Subjects: Academically Gifted,Gifted Education,Gender Differences,Environmental Education,Conservation (Environment),Peer Teaching,Consciousness Raising,Foreign Countries,Science Teaching Centers,Program Effectiveness,Student Participation,Student Interests

The purpose of the current study is to investigate gifted students' environmental awareness. A total of 147 gifted students attending a Science and Arts Centre (BILSEM) in the Central Anatolian Region in the spring term of the 2019-2020 school year participated in the current study. The data of the current study were collected by using the Environmental Awareness Scale and the collected data were analyzed with descriptive statistics and statistical methods based on the differences between means. As a result of the study, the participating students' environmental awareness was found to be at the level of &quot;Strongly agree&quot;; that is, considerably high. The participating students' environmental awareness was found to be varying significantly depending on gender in favour of female students. On the other hand, the participating students' environmental awareness was found to be not varying significantly depending on the BILSEM program attended, whether having participated in an activity related to environment and whether being interested in environmental problems. In light of the findings of the current study, it can be suggested that peer-learning environments where gifted students can reflect their environmental awareness should be created and that different activities to foster the environmental awareness of male students should be developed.