ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Science Students&apos; Statistics Anxiety: Developing and Analyzing a Scale for Measuring Their Worry, Avoidance, and Emotionality Cognitions
Author: Faber, Günter
Date: 2018-10-00
Type: Journal Articles
Subjects: Student Evaluation,Evaluation Methods,Anxiety,Statistics,Majors (Students),Test Construction,Test Validity,Test Reliability,Psychometrics,Foreign Countries,Graduate Students,Teacher Education Programs

Current instruments for assessing university students' statistics anxiety prevailingly emphasize the affective construct component. In order to unfold the construct in a more exhaustive and differentiated manner, a scale for measuring university students' worry, avoidance, and emotionality cognitions was developed. In two samples of education science majors the present pilot study aimed at analyzing the scale's psychometric properties and at gaining preliminary validation results. Principal component analyses led to the formation of a unidimensional scale which appeared to be sufficiently reliable. Its relations to domain-specific self-belief and background variables turned out as theoretically expected -- thus, for the time being the scale should claim criterion validity.
Students&apos; Attitude and Motivation in Bilingual Education
Author: Calderón Jurado, Beatriz
Date: 2018-10-00
Type: Journal Articles
Subjects: Student Attitudes,Student Motivation,Bilingual Education,Second Language Instruction,Elementary School Students,Teaching Methods,Language of Instruction,Course Content,Foreign Countries,English (Second Language)

Motivation and attitude are two affective factors that can determine the success of students' learning. The objective of this study is to investigate how attitude and motivation affect students in bilingual teaching programs. This study comprised a total of 159 Spanish students and was conducted in the third and fourth year of primary education in which the level of the L2 corresponds to A2.1 of the CEFR (Common European Framework of Reference). The study involved two schools in the province of Cordoba (Andalusia) in which CLIL (Content and Language Integrated Learning) program is implemented. A quantitative methodology has been used whereby students' attitude and motivation have been analysed through a questionnaire. The results show that although motivation and attitude are positive in science subjects within the bilingual program, it is necessary to pay greater attention to diversity and to the different pace of learning among students.
Perfectionism, Anxiety and Procrastination as Predictors of EFL Academic Achievement: A Mixed Methods Study
Author: Yurtseven, Nihal
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Personality Traits,Anxiety,Time Management,Second Language Learning,English (Second Language),Academic Achievement,Predictor Variables,Likert Scales,Communication (Thought Transfer),Measures (Individuals)

The purpose of the present study is to determine the predictive level of perfectionism, anxiety, and procrastination on academic achievement and to describe interrelationships among the variables. A convergent parallel mixed methods research design was applied in the study. The participants included 522 college students. The &quot;Multidimensional Perfectionism Scale,&quot; &quot;Foreign Language Classroom Anxiety Scale,&quot; and &quot;Aitken Academic Procrastination Inventory&quot; were used as data collection tools for the quantitative portion of the study, and the quantitative data were analyzed through correlational and multiple linear regression analysis. The qualitative data were analyzed through content analysis by organizing a focus group interview with seven students. The findings of the regression analysis revealed the three predictors, perfectionism, anxiety and procrastination, explained 54% of the variance (R[superscript 2] = 0.54, p&lt;0.01) and perfectionism, anxiety and procrastination together illustrated a high level and significant relationship with academic achievement (R[superscript 2] = 0.54, p&lt;0.01). Correspondingly, the qualitative data also gave parallel results with the quantitative data by indicating that anxiety was the most powerful variable which affects academic achievement.
A Case Study on Assessing Reflectivity Levels of Pre-Service Language Teachers through Journals
Author: Tuncer, Hülya
Date: 2018-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Reflection,Teaching Methods,Preservice Teachers,Journal Writing,Student Journals,Practicums,Skill Development,Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers

Reflectivity is regarded as an indispensable component of teacher education. Through a reflective teaching/learning model, pre-service teachers may have the opportunity to become a reflective practitioner and train their students in a more reflective fashion. With this in mind, 12 pre-service teachers were assigned to keep reflective journals for a ten-week practicum period. Each week, they were assigned a new task related to the practicum components involving classroom management, lesson planning, micro-teaching, and teachers' roles. The data obtained from the reflective journals and face-to-face interviews were analysed in accordance with grounded theory including initial and focused coding. The findings suggest that the level of reflectivity of participants mostly remained on the very first level of reflectivity (Recall Level). Upper levels of reflectivity (Rationalization and Reflective Level) were observed to be rather lower than the Recall Level, implying that such reflectivity practices require longer stretches of time to gain the habit of reflective thinking. Also, most of the participants highlighted the contribution of journals to the enhancement of critical reflection.
A CEFR-Based Comparison of ELT Curriculum and Course Books Used in Turkish and Portuguese Primary Schools
Author: Fisne, Fatima Nur
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Planning,Textbooks,English (Second Language),Second Language Learning,Second Language Instruction,Cross Cultural Studies,Guidelines,Rating Scales,Language Proficiency,Elementary School Students,Teacher Education,Language Teachers,Age Differences,Culturally Relevant Education,Instructional Materials,Educational Policy

This cross-cultural study aims to explore to what extent a macro-level language policy, the Common European Framework of Reference for Languages (CEFR) (CoE, 2001), is implemented at micro-level contexts, more specifically, primary English classrooms in Turkey and Portugal. This study investigated the 3rd and 4th grade course books and the Turkish and Portuguese English language curricula through content analysis and cross-cultural comparison. The course book analysis was carried out with reference to language skills as suggested in the CEFR, intercultural characteristics of the course books, and A1 level descriptors. Results highlight similarities and differences in both countries in terms of the implementation of the CEFR and representation of A1 level descriptors in course book activities in primary English classrooms. Implications refer to the importance of teacher education, preparation of age and inter-culturally appropriate materials for primary levels and necessities for sustainable and consistent language policy and planning.
EFL Language Teachers&apos; Cognitions and Observed Classroom Practices about L2 Pronunciation: The Context of Turkey
Author: Yagiz, Oktay
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Pronunciation,Schemata (Cognition),Teaching Methods,Pronunciation Instruction,Teacher Attitudes,Self Concept,Pedagogical Content Knowledge,Student Evaluation,Suprasegmentals,College Faculty,Teacher Education Programs

A growing number of researchers have been exploring the cognitions of second language teachers (L2) in a wide scope. The purpose of this study is to investigate English language teachers' L2 pronunciation cognitions and their classroom practices. The sample consists of 164 English teachers and academics in English language and language education. A convergent parallel mixed method design was employed in the study. The quantitative data were collected by means of a pronunciation cognition questionnaire. As for the qualitative data, one-on-one semi-structured interviews and classroom observations were conducted to obtain in depth knowledge on L2 pronunciation cognitions and the practices of language teachers. Findings reveal that foreign language teachers are somewhat self-confident about their knowledge of English pronunciation, but they find correct pronunciation significant. However, the language educators' subject matter content knowledge of English pronunciation instruction seems to be confined to individual segments and transcription exercises. The participants also seem to need assistance to improve themselves in terms of teaching and assessment of pronunciation. Further, in classroom teaching practices, the suprasegmental features of target language were seen to be ignored considerably.
The Impact of Multi-Sensory Language Teaching on Young English Learners&apos; Achievement in Reading Skills
Author: Celik Korkmaz, Sule
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Multisensory Learning,Reading Achievement,Elementary School Students,Control Groups,Experimental Groups,Reading Tests,Pretests Posttests,Electronic Publishing,Language Teachers,Teacher Attitudes,Diaries,Student Attitudes,Scores,Learning Experience,Foreign Countries

The present study aimed to investigate the effects of multisensory language teaching on 4th graders' achievement in English reading skills. Two intact groups were selected for the treatment: a control group which was taught through mainstream education, and an experimental group which was taught through MSLT including a variety of pictorial, auditory, and manipulative materials to be used in several game-like reading activities such as matching, sticking, and coloring for a six-week period. The main data source was a 24-item reading achievement test. It was administered three times (pre-, post- and delayed post-tests). Besides, a semi-structured interview with the co-operating teacher, her blog entries and the pupils' diaries were presented as qualitative data. Initially no statistically significant difference between the groups' pre reading achievement test scores had been found. However, both the Mann-Whitney U test results of the post-test and the independent samples t-test results of the delayed post-test revealed statistically significant differences in favor of the experimental group. Based on the findings of the study, it can be inferred that learning through multi-sensory materials have not only made a long lasting impact on the learning experience, but also made learning more concrete and enjoyable; thus, it is more memorable.
The Examination of Measurement Invariance and Differential Item Functioning of PISA 2015 Cognitive Tests in Terms of the Commonly Used Languages
Author: Sekercioglu, Güçlü
Date: 2018-00-00
Type: Journal Articles
Subjects: Error of Measurement,Item Response Theory,International Assessment,Achievement Tests,Foreign Countries,Secondary School Students,Reading Tests,Mathematics Tests,Science Tests,French,English (Second Language),Reading Comprehension,Cross Cultural Studies,Semitic Languages,Turkish,Portuguese,Chinese,German,Spanish

The aim of the present study was to examine the measurement invariance (MI) of the reading, mathematics, and science tests in terms of the commonly used languages. It also aimed to examine the differential item functioning (DIF) of the PISA test, the original items of which are in the languages of English and French, in terms of the language variable. As a result of the MI analyses, it was concluded that the best working model for the reading comprehension, mathematics and science tests in terms of the commonly used languages for all three tests was the strong factorial invariance model. As a result, it was found that MI could not be established for any of these tests. Moreover, the analyses indicated that population heterogeneity (PH) could not be obtained in any of the three tests, and that the latent means for these tests were not equal. Furthermore, DIF was identified in more than half of the items. It can be deduced that this condition may result in an increase in the number of items with DIF specifically in terms of the variety in the number of languages.
Demotivating Factors of EFL Teachers: A Case Study of a Private School in Turkey
Author: Han, Turgay
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,English (Second Language),Private Schools,Teacher Motivation,Elementary School Teachers,Secondary School Teachers,Influences

This study investigated the influence of certain human, work condition, and personal factors on primary and secondary school EFL teachers' work motivation. The research utilized four data collection instruments (e.g., profile form, semi-structured interviews, field-notes and diaries) to assure the validity of the study through triangulation. The participants of the study were comprised of nine primary and secondary school EFL teachers. The descriptive data from the intrinsic qualitative case study were sorted by means of semantic maps and analyzed by comparing their relatedness to prominent theories of motivation. The findings demonstrated that the main causes of demotivation were parents, administration, students, and working conditions, which proves that human and working condition variables had a higher impact on demotivation than personal variables.
Roles of Local Foundations in German Community-Based Initiatives: Devolving Criticism of Philanthropy to the Local?
Author: Koranyi, Franz
Date: 2018-10-29
Type: Journal Articles
Subjects: Criticism,Private Financial Support,Public Education,Administrator Attitudes,Municipalities,Educational Policy,Advocacy,Foreign Countries,Universities,Role,Community Education,Community Development,Comparative Education,Policy Formation

This article explores perceptions of local philanthropic foundations situated in community-based initiative (CBI) policies that aim to achieve educational goals through the establishment of collaborative connections between schools and multiple local actors. Although roles of philanthropy in public education are controversial, scholars have yet to rigorously consider the specific local context of CBIs. We aim to help fill this research gap by investigating the main collective orientations that underlie actions of local foundations in German CBIs. Based on semi-structured interviews with chairpersons in a south German municipality, we examine patterns of experience and attitude through application of the documentary method. The reconstructed collective orientations allow for the identification of four primary roles of philanthropy in CBIs. Notably, the addition of an advocacy role relocates a phenomenon that was previously identified as a disruptive element at a (supra-)national level. These roles suggest potential for philanthropy to engage in local education policy-making. As such, they pose pressing questions that need to be addressed by public authorities and regulators.
Committing to Comprehensive Sexuality Education for Young People in Eastern and Southern Africa
Author: Bruce, Elizabeth R.
Date: 2018-10-22
Type: Journal Articles
Subjects: Sex Education,Health Services,Sexuality,Acquired Immunodeficiency Syndrome (AIDS),Sexually Transmitted Diseases,Foreign Countries,Conferences (Gatherings),Cultural Context,Educational Policy,National Curriculum,Health Education,Program Implementation,Sustainability,Prevention,Health Behavior,Elementary Secondary Education,Case Studies

The &quot;Ministerial Commitment on Comprehensive Sexuality Education and Sexual and Reproductive Health Services for Adolescents and Young People in Eastern and Southern Africa&quot; (&quot;ESA&quot;), or the ESA Commitment, was affirmed December 7, 2013, by 21 countries located across this region during the 17th International Conference on AIDS and Sexually Transmitted Infections in Africa. The ESA Commitment speaks to the numerous practices and challenges of school age populations stemming from interplay among education, health, and contextual issues varying by country. Analysis of this policy is approached using methodology drawn from Bartlett and Vavrus (2014, 2017) and using a lens of policy borrowing, particularly focused on incorporating agency, process, impact, and timing (Steiner-Khamsi, 2000, 2010). This analysis seeks to understand the ESA Commitment and national curriculum subsequently implemented in Zambia by situating these actions among broader international, regional, and national discourse in the area of sexual and reproductive health and education for young people between 1994 and 2016. Through analysis considering its effectiveness in terms of implementation, scalability, and sustainability, its ability to enable progress towards improving the lives of young people, especially through increased knowledge of HIV/AIDS prevention, is examined and recommendations are presented.
Impediments to Using or Sharing What Is &quot;Known&quot;
Author: Nweke, Winifred
Date: 2014-06-30
Type: Journal Articles
Subjects: Theory Practice Relationship,Research and Development,Transfer of Training,Research Utilization,Teacher Workshops,Master Teachers,Best Practices,Faculty Development,Student Evaluation,Barriers,Individualized Instruction

The purpose of this mixed methods study was to investigate variables that impede the utilization of research findings in, or the transfer of learning from professional development workshops into, classroom best practices. Participants comprised 202 Georgia Master Teachers who attended Leadership Institutes. Participants were taught strategies for differentiating assessment. A 21-item online survey was used to collect data two months after the institute. Eighty-six teachers (42.6%) completed the survey. Fifty-five (64%) respondents had implemented, at least, one strategy. The strategies they found most useful were allowing students redo assignments for full credit, isolating and retesting specific standards rather than a whole set of standards and making students analyze their incorrect responses. Strategies that affected system-wide policies such as changing the grading system were most difficult to implement. Other impeding factors included lack of time to integrate new principles and strategies and lack of teacher buy-in.
Teachers&apos; and Parents&apos; Perceptions of Parental Involvement on Inner City Children &apos;s Academic Success
Author: Zhou, Molly
Date: 2014-06-30
Type: Journal Articles
Subjects: Teacher Attitudes,Parent Attitudes,Teacher Participation,Parent Teacher Cooperation,Parent Participation,Parent Student Relationship,Urban Areas,Academic Achievement,Elementary School Teachers,Elementary School Students,Parents,Parent Surveys

Parental involvement (PI) is an important factor in children's academic learning. In this study, teachers' and parents' perceptions of parental involvement on inner city children's academic success were examined. The setting of the study was in an inner city Tittle I elementary school with a 90% African American student population. A purposeful random sampling method was used in the study. Fifty five parents and 14 teachers participated in the study. The Parental Involvement Survey was used to collect data from the 69 participants. Collected data were analyzed with SPSS. The findings revealed that parents and teachers perceived that family, extended family, and community support were important for inner city children's academic success. Teachers and Parents differed significantly on parental expectations, rewards, and educational decision making for the children. The paper discussed the implications of the research findings as well as suggestions for future research.
Geometry: A Medium to Facilitate Geometric Reasoning among Sixth Grade African-American Males
Author: Adefope, Olufunke
Date: 2014-06-30
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,African American Students,Males,Grade 6,Teaching Methods,Adolescents,Active Learning,Inquiry,Urban Areas,Critical Theory,Race,Geometric Concepts,Pretests Posttests,Elementary School Students,Elementary School Mathematics,Single Sex Schools

In this article, the author describes how a curricular unit that provided opportunities for active engagement and participation was used to support the geometric reasoning of sixth grade African American (AA) male students. The curricular unit was designed to support students' understanding of quadrilaterals. Data sources (pre- and post-tests, video recordings of classroom episodes, mathematics interviews) were analyzed through quantitative and qualitative methods. Findings showed that students improved in their understanding of quadrilateral classifications. Specifically, students were able to use their knowledge of geometry to evaluate the relationships between pairs of quadrilaterals. However, levels of understanding were varied. Little research (Berry, 2008; Corey &amp; Bower, 2005; Lattimore, 2005; Stinson, 2006; Thompson &amp; Lewis, 2005) examines the content knowledge of African American males, a necessary step to addressing inequities in education. This study aims to address this deficiency and contribute to our understanding of the teaching and learning of AA adolescent males.
Utilizing Tutors in the Classroom: An Extension of Supplemental Instruction to Increase Student Performance and Retention
Author: Doman, Evelyn
Date: 2014-06-00
Type: Journal Articles
Subjects: Tutors,Supplementary Education,English (Second Language),Foreign Countries,English for Academic Purposes,Liberal Arts,Second Language Learning,Second Language Instruction,College Students,Program Descriptions,Thinking Skills,Skill Development,College Preparation,Academic Achievement,Academic Persistence,Prior Learning,Disadvantaged,Institutional Characteristics,Student Placement,English Instruction,Mathematics Instruction,Reading Instruction,Student Attitudes,Program Effectiveness,Control Groups,Experimental Groups,College Entrance Examinations,Grade Point Average,Correlation,Tutoring

Supplemental Instruction (SI) has widely been used in university classrooms around the world. However, many obstacles face SI -- including low student attendance, lack of faculty support, and recognition of today's online generation. This research helps to fill the gap in SI by posing to solve the problems mentioned above by extending SI into the classroom with the assistance of tutors. In response to the growing number of students and lack of space and instructors to accommodate the exploding enrollment, an initiative called &quot;Tutors in the Classroom (TIC)&quot; was started at a 4-year liberal arts college near Atlanta. TIC involved placing professional tutors, who were part-time and full-time employees of the on-campus tutoring labs and writing centers, into pre-college courses for matriculated students in English, Reading, English for Academic Purposes, and mathematics. Results of the now 2-year program show that not only are students' skills enhanced, but that retention levels and average GPA's have also increased. Grants have been awarded for the TIC program, and now attempts with adapting the program for students of English as a Foreign Language (EFL) in a university in Macau, China are underway. TIC has been recommended as an extension of Supplemental Instruction to develop students' higher-order thinking skills as well. [This paper was presented at the Internatioanal Writing Center Association Conference in 2012.]