ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of Spatial Visualization and Spatial Anxiety of Faculty of Sport Sciences and Primary School Teachers Students of Faculty of Education
Author: Ekici, Summani
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Preservice Teachers,Spatial Ability,Anxiety,Visualization,Foreign Countries,Physical Education,Statistical Analysis,Differences,Questionnaires

Spatial skill is the ability to move or reconstruct objects and components of one or more parts in three-dimensional space in their mind. In other words, it is defined as the mental arrangement of spatial skills objects and their parts in two-dimensional and three-dimensional space. 500 volunteer students included from Faculty of Education Primary School Teaching Department and Faculty of Sports Sciences as voluntarily. 336 questionnaires were collected from 176 male and 153 female students from two faculties. For collecting data, Spatial Visualization Test (SVT) questionnaire was used that was developed by Loppan et al. (1983) adapted into Turkish by Dursun (2010). There was a statistically significant difference according to the scores from the spatial anxiety (F = 4.296, p&lt;0.005) and spatial visualization test (F = 3.964, p &lt;0.005) in terms of the departments.
Relationships between Success Orientation, Self Efficacy on Scientific Research and Metacognitive Thinking Skills
Author: Tuncer, Murat
Date: 2018-00-00
Type: Journal Articles
Subjects: Success,Goal Orientation,Self Efficacy,Metacognition,Thinking Skills,Scientific Research,Foreign Countries,College Students,Structural Equation Models

In this study, relations between metacognition, achievement orientation and scientific research self-efficacy were investigated. Research findings attested that metacognitive thinking skills play a mediator effect between success orientations and self-efficacy on scientific research. Further to that, success orientation rendered a positive impact on the perception of scientific research self-efficacy and success orientations positively affected meta-cognitive thinking. On the other hand, self-efficacy on scientific research had a negatively insignificant effect on meta-cognitive thinking skills. At the end of this research, it can be suggested to instructors that in tracking and learning processes in their class if they employ activities that stimulate metacognitive thinking skills after completing success-orientated activities, positive feedbacks could be obtained on students' perception of scientific research self-efficacy level. Aside from that since the paths between divergent and success orientations; problem solving, decision making, alternative evaluation and metacognitive thinking and conclusion and discussion, method and literature review and perception of scientific research self-efficacy show; it can be argued that these correlational results would be safely employed in academic processes.
Modeling Course Achievements of Elementary Education Teacher Candidates with Artificial Neural Networks
Author: Akgün, Ergün
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Artificial Intelligence,Science Education,Technology Education,Gender Differences,Intellectual Disciplines,Student Records,Grades (Scholastic),Foreign Countries,Academic Achievement,Research Methodology,High School Students

In this study, it was aimed to predict elementary education teacher candidates' achievements in &quot;Science and Technology Education I and II&quot; courses by using artificial neural networks. It was also aimed to show the independent variables importance in the prediction. In the data set used in this study, variables of gender, type of education, field of study in high school and transcript information of 14 courses including end-of-term letter grades were collected. The fact that the artificial neural network performance in this study was R = 0.84 for the Science and Technology Education I course, and R = 0.84 for the Science and Technology Education II course shows that the network performance overlaps with the findings obtained from the related studies.
Enhancing Written Language Skills during the Year Abroad through Online Independent Learning
Author: La Sala, Maria Chiara
Date: 2018-00-00
Type: Reports - Research
Subjects: Foreign Countries,Independent Study,Study Abroad,Italian,Computer Simulation,Morphology (Languages),Second Language Learning,Second Language Instruction,Language Proficiency,Cultural Awareness,Tutors,Writing Skills,Writing Instruction,Case Studies,Syntax,Scores,Grammar,Computer Assisted Instruction,Educational Resources,Outcomes of Education,Undergraduate Students

This article focusses on the online independent language learning resource for the Year Abroad (YA) in Italy at the University of Leeds. The YA is an important component of most undergraduate degree programmes in Modern Languages. It increases linguistic proficiency and cultural awareness. During the last twenty years, there has been a growing body of research on L2 development of language learners Studying Abroad (SA), which focusses on the acquisition of speaking and listening skills and on intercultural competence, while the development of morpho-syntactic skills remain under researched. This article seeks to explore how Virtual Learning Environments (VLEs) can allow tutors to support the development of written language skills in the SA context. This article evaluates an online resource designed to enhance written language skills during the YA. The outcomes of the initiative will be presented and possible future developments of the online resource will be discussed. [For the complete volume, &quot;Using Digital Resources to Enhance Language Learning: Case Studies in Italian,&quot; see ED585224.]
The Digital World as a Topic: Developing Digital Competences in the Italian Language Class
Author: Biasini, Rosalba
Date: 2018-00-00
Type: Reports - Research
Subjects: Italian,Second Language Learning,Second Language Instruction,Information Systems,Technological Literacy,Teaching Methods,Guidelines,Rating Scales,Language Skills,Transfer of Training,Media Literacy,Units of Study,Foreign Countries,Program Descriptions,Study Abroad,Video Technology,Computer Software,Technology Uses in Education,Learner Engagement,Undergraduate Students,Student Attitudes,Cultural Awareness,Information Technology

According to the Joint Information Systems Committee (JISC) framework for digital capabilities (JISC, 2013), Information Communication Technology (ICT) proficiency is only one of the elements necessary to equip Higher Education (HE) students to fully engage with today's digital world. On its own, however, it is not enough. As ICT users, students should be encouraged not solely to use digital technologies proficiently, but also to reflect on the digital world and on their experience of it, by considering the impact of ICT in their life as well as in their learning. In this article, I will explain how digital technologies and competences can be used in the Italian language class as a topic. In order to do so, I will focus on a second year module for ex-beginner Italian students--Common European Framework of Reference for languages (CEFR) B1/B2--, describing how, while developing all 'canonical' linguistic skills, students can improve transferable skills, such as working on self-development, shaping their digital identity and reputation, and approaching media literacies and learning. After a brief description of the context, including students' levels and needs, and of the objectives of the proposed teaching unit, I will outline how I designed the activities and approached the topic with the class, analysing the students' responses and outcomes. [For the complete volume, &quot;Using Digital Resources to Enhance Language Learning: Case Studies in Italian,&quot; see ED585224.]
Using, Adapting, and Sharing Learning Resources to Widen Participation in Language Learning: A Case Study of Italian Open Educational Resources for Dyslexic Students
Author: Motzo, Anna
Date: 2018-00-00
Type: Reports - Research
Subjects: Dyslexia,Italian,Second Language Learning,Second Language Instruction,Educational Resources,Learning Experience,Teaching Methods,Instructional Materials,Teacher Education,Higher Education,Shared Resources and Services,Multisensory Learning,Auditory Stimuli,Visual Stimuli,Tactual Perception,Kinesthetic Methods,Cognitive Processes,Retention (Psychology),College Students,Color,Case Studies

The learning difficulty known as dyslexia affects up to ten per cent of the adult population. In current teaching practice in Higher Education Institutions (HEIs), however, there is still little awareness of how dyslexia-friendly language course materials can be created. Language learning materials, although often delivered in novel digital formats, show little evidence that new dyslexia-friendly approaches have been considered. It is suggested that this lacuna presents a challenge to language departments in HEIs and requires the provision of dedicated teacher training. This case study offers an insight from the perspective of the practitioner on how to use, re-use, and adapt existing language learning materials in ways that are designed to improve the learning experience for dyslexic learners and benefit non-dyslexic learners at the same time. The author illustrates how a set of existing Italian language Open Educational Resources (OERs) were modified and/or created by adopting a Multisensory Structured Language (MSL) approach which combines visual, auditory, kinaesthetic, and tactile pathways and utilises the structuring/re-patterning of the way information is presented and colour coding of the visual field, in order to help improve learner attention, retention, and processing of information. [For the complete volume, &quot;Using Digital Resources to Enhance Language Learning: Case Studies in Italian,&quot; see ED585224.]
The Italian Electronic Language Log: A Critical Evaluation
Author: Lomartire, Simone
Date: 2018-00-00
Type: Reports - Research
Subjects: Italian,Second Language Learning,Second Language Instruction,Independent Study,Preferences,Telecommunications,Language Skills,Diaries,Undergraduate Students,Foreign Countries,Computer Assisted Instruction,Instructional Effectiveness,Computer Software,Introductory Courses,Qualitative Research

The present article focusses on the use of the Electronic Language Log (ELL) as a tool to monitor independent learning practices by &quot;ab initio&quot; students of Italian in their first year of study at the University of Leeds. The ELL is first described in the pedagogic framework from which it derives, the language log; the primary aim of this contribution, however, is to give a direct analysis and critical evaluation of the work produced by students for their ELL and, specifically, of the work submitted in the academic year 2015-2016. Key findings show how this learning tool has helped beginner students of Italian manage their own learning independently. Emphasis is placed on students as the primary owners of the ELL and on their preferences for self-directed, mobile-learning (m-learning) practices. The conclusion discusses the potential of the ELL for evaluating students' skills and competences in Italian, and whether the ELL is fulfilling its purpose effectively. [For the complete volume, &quot;Using Digital Resources to Enhance Language Learning: Case Studies in Italian,&quot; see ED585224.]
Developing Pragmatic Competence through Language Digital Resources
Author: Kaliska, Marta
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Italian,Second Language Learning,Second Language Instruction,Pragmatics,Educational Resources,Teaching Methods,Connected Discourse,Guidelines,Rating Scales,Communicative Competence (Languages),Figurative Language,Language Usage,Computer Mediated Communication,Computational Linguistics,Applied Linguistics,Sociocultural Patterns,Foreign Countries,Universities

According to Kasper (1992), L2 pragmatic knowledge affects all communicative acts. It can be described as the speaker's ability both to adapt linguistic formulae to social contextual constraints and to understand the implications of indirect utterances. The Common European Framework of Reference for languages (CEFR) describes pragmatic competence as an integral component of communicative language competence. It relates to &quot;the functional use of linguistic resources, production of language functions, speech acts, drawing on scenarios or scripts of interactional exchanges; it also concerns the mastery of discourse, cohesion and coherence, the identification of text types and forms, irony and parody&quot; (CEFR, 2001, p. 13). The present article aims at providing some useful examples of tasks created on the basis of language digital resources, such as language corpora, online forums, and communities where learners can observe language used in digital communication in order both to attain pragmatic knowledge and enhance their language skills. The proposed tasks were implemented in the Italian courses at B1/B2 level organised by the Faculty of Applied Linguistics at the University of Warsaw in the years 2014-2015. Such tasks constituted additional activities within a conversational module focused on developing communicative competence in which pragmatic abilities and sociocultural knowledge play a crucial role. [For the complete volume, &quot;Using Digital Resources to Enhance Language Learning: Case Studies in Italian,&quot; see ED585224.]
Peer-Teaching with Technology: An Italian Grammar Case Study
Author: Oliviero, Marcello
Date: 2018-00-00
Type: Reports - Research
Subjects: Case Studies,Educational Technology,Technology Uses in Education,Peer Teaching,Program Effectiveness,Italian,Second Language Learning,Grammar,Cooperative Learning,Student Centered Learning,Foreign Countries,College Students,Questionnaires,Student Satisfaction,Interviews

This case study centres on the notion that changing traditional student identities by turning them into 'student-teachers' can have very positive consequences on their involvement with the learning process. Technology plays a crucial role and is totally embedded in this approach. In this project, students are asked to research a grammar topic and generate tutorials using &quot;Xerte&quot;--an open-source authoring suite. They work collaboratively in small groups and teach their peers, delivering their own tutorials in class. Technology allows them to use a variety of techniques, texts and activities, which make the language learning process more creative and interactive. Support and supervision (both academic and technical) from tutors is available throughout the process. This method has proved highly motivating in terms of the acquisition and development of a wide range of transferable skills that go well beyond the specific learning objective--grammar revision--however central it may remain. The paper illustrates the project's background, rationale, planning, and workflow, and discusses our findings two years after implementation. It also evaluates its impact, effectiveness, and possible wider implications. While articulating a response to a local need for change, we aim at making this case study of interest to others and inspire in them a desire to innovate. [For the complete volume, &quot;Using Digital Resources to Enhance Language Learning: Case Studies in Italian,&quot; see ED585224.]
ITALO (MyLearning Log): A Case Study in the Use of Technology-Based Resources to Foster Student Engagement and Autonomy
Author: Campisi, Salvatore
Date: 2018-00-00
Type: Reports - Research
Subjects: Case Studies,Second Language Learning,Second Language Instruction,Italian,Program Descriptions,Personal Autonomy,Diaries,Undergraduate Students,Foreign Countries,Computer Simulation,Best Practices,Educational Resources,Educational Benefits,Independent Study,Student Attitudes,Management Systems,Educational Technology,Tutors

This paper describes the project 'ITALO (MyLearning Log)', introduced as part of the Institution-Wide Language Programme (IWLP) at the University of Manchester. The project aimed to encourage student engagement with the Virtual Learning Environment (VLE), monitor usage and effectiveness of the resources deployed, and develop learner autonomy. Three elements were central to the project: the resources on Blackboard, the tutors, and examples of good practice from former students. Learners tried out and commented on online resources, and shared their findings and best practice in a learning log, thereby also helping the tutor monitor learners' progress. The paper first describes the background to the project and the rationale behind it. It then describes the project in detail and the methods used to evaluate the results. An analysis of the key findings shows how the project has benefited current students. Finally, in the conclusion, we evaluate the success of the project and discuss the potential for further research. [For the complete volume, &quot;Using Digital Resources to Enhance Language Learning: Case Studies in Italian,&quot; see ED585224.]
Using Generalizability Theory to Investigate the Reliability of Peer Assessment
Author: Tasdelen Teker, Gülsen
Date: 2016-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Reliability,Generalizability Theory,Undergraduate Students,Foreign Countries

In this study, the effectiveness of peer assessment, which has an important role in measurement and evaluation, was attempted to be defined. For this purpose, performance task, which is one of the alternative assessment techniques, was evaluated with the help of a scoring rubric prepared by the researchers. As a basic research, the working group was 41 sophomore students and their instructor. Three of 41 students were acted as rater and they rated their 38 peers' performances with the instructor. The analysis of the data was carried out by using fully crossed two-facet design (sxtxr) of generalizability theory in three steps: G-studies for peer and peers-instructor ratings and D-study for peer ratings. According to the results of the G studies, the reliability coefficient obtained from the peer ratings and peer-instructor ratings were quite high (0.86 and 0.82 respectively). According to the result of the D study of peer ratings, just two peer raters are enough for getting high reliability coefficient. With the help of the gained results, it is suggested that peer assessment, which is effective on learning and decision making processes of students, should be used more often in education systems.
Social Paradigms in Guiding Social Research Design: The Functional, Interpretive, Radical Humanist and Radical Structural Paradigms
Author: Günbayi, Ilhan
Date: 2018-04-00
Type: Journal Articles
Subjects: Research Design,Models,Statistical Analysis,Qualitative Research,Social Science Research,Action Research,Philosophy,Humanism

The four paradigms are influential philosophical stances applied to advocate social research designs since they have been supported by eight different analytical lenses and had various functions for analysing the research nature as well as social phenomena based on two main analytical approaches, objective and subjective viewpoints. After clarifying their application in social research methods, we have concluded that the functionalist paradigm is very compatible with most of quantitative research methods whereas the interpretive paradigm is very fit for the majority of qualitative research designs. In terms of the radical humanist paradigm, it is extremely applicable with participatory action research, emancipatory action research and transformative design while the radical structuralist paradigm is very appropriate with technical action research, experimental research,, quasiexperimental research and embedded design. However, some research designs intertwine between two paradigms; for example, mixed convergent parallel, mixed multiphase design, and mixed embedded design. Therefore, they make the researcher confusing.
An Action Research on Project-Based Learning and Understanding by Design and Their Effects on the Science Achievement and Attitude of Science Students
Author: Rubrica, Richard Dean B.
Date: 2018-02-00
Type: Reports - Research
Subjects: Student Projects,Active Learning,Grade 6,Elementary School Students,Teaching Methods,Conventional Instruction,Pretests Posttests,Statistical Analysis,Instructional Effectiveness,Science Instruction,Science Achievement,Foreign Countries,Interviews,Journal Writing,Student Attitudes,Surveys

Project-Based Learning has been the leading strategy used by most of the top educational systems in the world. Authentic learning that addresses the 21st century skills is what PBL offers. However, little research has been done to explore its potential in improving the quality of education in the country and what framework to be used to be able to &quot;curricularize&quot; PBL. The aim of this research is to examine the effect of Project-Based Learning using Understanding by Design framework in improving the academic achievement and attitudes of grade 6 students in science 6. Two sections in the grade 6 level from Sta Quiteria Elementary School in Caloocan City was selected for the study. Group A (Gold) was taught through project-based learning technique and Group B (Garnet) was taught through a more traditional teaching technique. A pretest and posttest was administered on both groups to find out if there is a statistical difference between their achievements. There was a statistical difference between the mean academic achievement scores of pretest and posttest after the intervention. The statistical difference has proven the effectiveness of PBL as a more effective method in teaching science. In addition, motivation and attitude were positively impacted. Further studies and in-service trainings for teachers were recommended to discover the effectiveness of PBL in other subject areas.
Anxiety Reducing Drawing Activities in Secondary Education
Author: Montgomery, Alexandra
Date: 2018-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Anxiety,Stress Management,Art Education,Studio Art,High School Students,Art Activities,Self Esteem,Case Studies,Curriculum Implementation,Rating Scales,Art Therapy,Anxiety Disorders,Adolescents,Art Teachers,Freehand Drawing,Art,Art Materials,Creative Activities,Art Expression,Secondary Education,Correlation

The purpose of this study was to explore the anxiety and stress-reducing effects of drawing, using different drawing materials by promoting the development of student confidence. The drawing activities were designed to foster the exploration of identity, emotion, and sense of self, while encouraging the exploration of materials and mark making. Researcher interests included theories surrounding the therapeutic effects of drawing, the aspects of art therapy that can be utilized in art education, the effects of anxiety and stress on adolescents during development, and the promotion of art-making as a stress management tool. Through an inductive case study, a series of daily drawing warm-up activities, the theme of which changes weekly, were implemented over an eight- week period during the student participants' regularly scheduled art class periods. High school students, whose ages ranged from sixteen to eighteen, were chosen based on the self-evaluation of their stress and anxiety levels and did not need to have a diagnosed anxiety disorder. Data was collected through observation field notes, student pre and post-activity self-anxiety-rating-scales, student journal responses, audio recordings, interviews, and artwork. Data was coded by the following themes: stress and anxiety; reduction of stress; and improvement in self-confidence, as assessed by the student. The study concluded that the implementation of anxiety-reducing drawing warm-up activities into an art education curriculum could foster improvement in student confidence, as well as the exploration of drawing materials and methods; which positively impacted student stress levels.