ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of 5th Grade English Curriculum According to Stufflebeam&apos;s Context, Input, Process, Product (CIPP) Model
Author: Darama, Ezgi
Date: 2018-09-00
Type: Journal Articles
Subjects: English Curriculum,Curriculum Evaluation,Evaluation Methods,Models,Secondary School Curriculum,Second Language Instruction,English (Second Language),English Teachers,Teacher Attitudes

Communication is the transfer of any sensation, thought or information to the other side in different ways. The most important means of communication among people is language. Foreign language is called as languages except native language. English is very important as the first foreign language in our country and it has become an effective tool for communicating, participating in international business activities and learning about events around the world. Language teaching is more than educating a class; it is a process involving different activities, and it is the teacher's responsibility to determine when and how learners will interact in the classroom environment. English teachers want to provide their students with the information they need to be competent at a certain level of target language and English curriculum has also been changed. Curriculum evaluation is considered as an element of the curriculum. For this reason, the purpose of the this study is to assess the Secondary School 5th grade English Curriculum according to Stufflebeam's CIPP model, depending on the teacher's opinions. In this study, it is aimed to present an existing situation by referring to teachers' opinions on Secondary School English Curriculum, thus a descriptive model was used and this is a &quot;single case study.&quot; The sample of the research consists of 10 teachers who actively work in a private school in the province of Aydin in the academic year of 2017-2018. Semi-structured interview form was used to determine the opinions of teachers, who are practitioners of the 5th grade in secondary school, about English Curriculum. The interview form consists of 12 questions, 3 for context evaluation, 3 for input evaluation, 4 for process evaluation and 2 for product evaluation. In this context, as a result of the interviews made with the teachers as the practitioner and the expert of the curriculum, it has been inferred that the curriculum has not been properly fulfilled in an assessment and measurement as a result of the partial deficiencies when we analyzed the content, process and product. This case indicates that those who implement the curriculum are undecided about the curriculum.
Love of Life among Palestinian Students in the West Bank and Its Relationship with Selected Variables
Author: Al-Arja, Nahida
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,Life Satisfaction,Student Attitudes,College Students,Gender Differences,Psychological Patterns,Religion,Place of Residence,Parent Background,Educational Attainment,Elementary Secondary Education

Love of life is defined as an overall positive attitude toward life and a liking for life. This study aimed to identify the level of love of life among a sample of Palestinian students in Bethlehem and Nablus governorates during the time of the popular revolt (2015) as well as to ascertain the (extent of) impact of selected demographic variables on this. An intentional random sample of 694 West Bank school and university students was chosen. They responded to the Love of Life Scale. The results revealed that the degree of love of life among West Bank students was average. The mean of the total degree (on the scale) was 3.4. No variance of statistical evidence was found on the love of life scale due to the following socio-economic variables: gender, religion, place of residence and educational level of both parents (father and mother). However, variance of statistical significance was found due to religion in favor of Christians. The mean for Christian students was (53.58) compared to (53.48) scored by Muslim students. This is a relatively a close percentage. Place of residence findings showed some differences between village and camp in favor of village residents.
The Development of English Language Skills Self-Efficacy Scale for Higher Education Students
Author: Saglam, Duygu
Date: 2018-09-00
Type: Journal Articles
Subjects: Language Skills,Self Efficacy,College Students,English (Second Language),Second Language Instruction,Reading Skills,Writing Skills,Speech Skills,Listening Skills,Test Construction,Test Validity,Test Reliability

The aim of this study is to develop the English language skills self-efficacy belief scale for higher education students. For this purpose, the trial form has got 48 items. In the fall semester of the 2017-2018 academic year, the trial form was applied to a total of 305 university students. Explanatory factor analysis was conducted to prove the construct validity of the developed scale. For the factor analysis of the data, it is shown that the data set is suitable for factor analysis as the KMO value is 0,96 and the Barlett test significance value is 0,000. The communality values to select items, factor loadings and item total correlations were examined in item selection. The scale is formed as four factors; reading, writing, speaking and listening, and a total of 29 items. In order to determine the appropriateness of the scale to the students of the same level, the scale was applied to 301 preparatory students in School of Foreign Languages of a university. As a result of confirmatory factor analysis, the scale of 22 items, the high item total correlations of the items forming the scale factors show the high structural validity of these scale items. In the confirmation study, the Cronbach Alpha internal consistency coefficients of the scales were 0,82 to 0,91. These values show that the scale provides reliable results, in other words, the scale correctly measures the students' self-efficacy beliefs in 4 basic language skills.
The Mediating Role of Emotional Intelligence in the Relationship between Perceived Social Support and Cyberbullying Victimization among Adolescents in Egypt
Author: Elkady, Ayman Abdelgalil M.
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Intelligence,Social Support Groups,Bullying,Computer Mediated Communication,Victims,Adolescents,Middle School Students,Correlation

Emotional intelligence and social support are important variables in handling and preventing cyberbullying. Few studies have examined the mediating role of emotional intelligence in the relationship between perceived social support and cyberbullying victimization among adolescents. A total of 120 (62.5% males, and 37.5% females) adolescents five middle schools from West El Mahalla, El Gharbeya. They ranged in age from 12 to 15 years (M = 13.88, SD =1.24). For the purpose of this study, quantitative survey research was employed. For collecting data, Schutte Self Report Emotional Intelligence Test, (Schutte et al. 1998), The Cyber Victimization Experiences Scale (Betts and Spenser 2017), and Multidimensional Scale of Perceived Social Support (MSPSS) (Zimet et al. 1988) were used. Descriptive statistics, inter-correlations and regression were employed for data analysis. The findings confirmed that emotional intelligence moderated the associations between cyberbullying and perceived social support. In this regard, the findings extend our knowledge on the association between cyberbullying and perceived social support by investigating the emotional intelligence of cyberbullies. Findings were discussed and conclusion was included.
The Relationship between Social Justice Leadership and Sense of School Belonging
Author: Canli, Suzan
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Leadership,Group Membership,Principals,High School Students,Leadership Styles,Equal Education,Correlation,Foreign Countries,Student Attitudes

This research aims to examine the correlation between students' sense of school belonging and social justice leadership behaviours of school principals. This research is conducted in correlational screening model. Research data are collected by &quot;Students' Sense of School Belonging Scale&quot; and &quot;Social Justice Leadership Scale&quot;. Data social obtained from scales, which were applied on 510 high school students, are analyzed in the research. In the research, it is determined that students' sense of school belonging is at moderate level and that school principals exhibit social leadership behaviours in moderate level. No significant difference is determined in students' sense of school belonging in terms of the gender of students, socio-economical level of school and grade level of students. While any significant difference was not found in terms of socio-economical status of the school in terms of the way that students' perceive the social justice leadership behaviours of school principals, a significant difference was determined in terms of the gender of students and grade levels. A positive significant correlation of moderate level was found between the way students' perceive the social justice leadership behaviours of school principals and students' sense of school belonging. It was determined that the way that students' perceive the social justice leadership behaviours of school principals predict their sense of school belonging and that it clarifies 17% of the variance related with their sense of school belonging.
The Involvement of Adults in Formal Education and Lifelong Learning Activities According to OECD Data: An Evaluation in the Light of OECD Education at a Glance 2017
Author: Sarpkaya, Ruhi
Date: 2018-09-00
Type: Journal Articles
Subjects: Adult Education,Lifelong Learning,Barriers,Child Care,Foreign Countries,Responsibility,Employment Level,Costs,Participation,Nonformal Education,Cultural Differences

The aim of this study was to examine the participation of adults in OECD countries in formal education and lifelong learning activities according to OECD Education at a Glance 2017 data. In the study, descriptive screening model was used as it was intended to enlighten and evaluate a situation. Document review was used to collect the data of the study. The data was obtained from C6 indicators of OECD Education at a Glace 2017 report. This indicator provided information on how many adults participated in educational activities in OECD countries and presented detailed analysis of the barriers to the participation of adults in these activities. These documents were primarily divided into two as &quot;the participation levels of adults in formal education and lifelong learning activities&quot; and &quot;participation barriers&quot;. Then, the documents were examined and evaluated taking into account the research problems. According to the results of the research, the participation levels of the adults in the study in an educational activity to meet their educational needs varied. The barriers to participating in the educational activities of the adults in the survey were divided into four categories as; child care or family responsibilities, too busy at work, too expensive, and other. In the light of the findings obtained from the research, it is suggested that the causes and solution offers for low adult participation in lifelong learning activities in Turkey can be deeply analyzed with qualitative research and efforts can be made to encourage the adults to participate in these activities.
Special Education Candidate Teachers&apos; Metaphors about Social Media
Author: Bagci, Hakki
Date: 2020-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Preservice Teachers,Figurative Language,Social Media,Computer Mediated Communication,Student Attitudes,Foreign Countries

Because technology is developing each day and internet is getting easier to access, the types of communication among the people also have a constant alteration. Social media being one of the leads, especially the students undergoing an education frequently use these new communication styles. Studies in this context suggest that students do not use social media only to communicate with each other but also to exchange information, cooperate and share their class materials. In this regard, the perspectives of those who will be teaching students with special needs regarding social media are important to focus on. Therefore, this inquiry aims to identify the approaches of special education candidate teachers about social media courses through metaphors. The phenomenological research design was applied in this study. Participants were chosen from the candidate teachers who studied Special Education Teaching at Sakarya University Education Faculty in 2017 and 2018. The data was collected through the forms which had expressions as &quot;because it is … social media is like … &quot;and content analysis was used to examine this data. The forms were filled by 87 participants and the results show that they have developed 81 different metaphors. Based on the reasons for these metaphors researchers formed 6 categories: life colour, side effect, object, dependency, necessity and waste of time. It was also observed that the perspectives of special education candidate teachers about social media courses were typically positive. [This study was presented as an oral presentation at the International Conference on Special Education (ICSE - 2017).]
Effect of a Brain-Based Learning Program on Working Memory and Academic Motivation among Tenth Grade Omanis Students
Author: ElAdl, Adel M.
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Brain Hemisphere Functions,Teaching Methods,Short Term Memory,Student Motivation,Grade 10,High School Students,Academic Achievement,Intelligence Tests

This study aims to investigate the effect of a brain-based learning program on working memory and academic motivation among tenth grade Omanis students. The sample was selected from students in the tenth grade in basic education in the Sultanate of Oman. The participants in this study were 75 preparatory school students. Experimental group (EG) consisted of 37 students while the control group (CG) consisted of 38 students. An experimental Pretest and Posttest Control-Group design was used in this study. The brain-based learning program was conducted to the whole class by their actual teacher during the actual lesson period for 8 weeks with 50 minute sessions conducted three times a week. The program was designed based on the three basic fundamentals of brain-based learning, namely 'orchestrated immersion', 'relaxed alertness', and 'active processing'. The results of this study indicated great gains for students in the experimental group in both working memory and academic motivation. This study goes some way to understanding working memory and academic motivation in Omanis tenth grade primary students. The study shows that students in the experimental group, compared to those in the control group, develop robust working memory and academic motivation due to training in brain-based learning. The study shows that those young students have great chance of developing their g memory and academic motivation.
Pre-Service Mathematics Teachers&apos; Concept Definitions and Examples Regarding Sets
Author: Doruk, Muhammet
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematical Concepts,Elementary School Mathematics,Knowledge Level,Knowledge Base for Teaching,College Freshmen,Definitions,Misconceptions,Foreign Countries

The purpose of this study is to reveal the concept definitions and examples of pre-service elementary mathematics teachers regarding sets. In this context, students' formal definitions, personal definitions and examples in sets were investigated. Concept of equal sets, subsets, union, intersection, compliment, and difference were considered as basic concepts of sets in this study. The participants of the study consisted of 79 freshmen studying in the department of elementary mathematics teacher training at a state university of Turkey. The study adopted qualitative research approach and is a sample of a case study. The data of the study was collected from Definition Knowledge Form for Sets and unstructured interviews. The results of the study indicated that most of the pre-service teachers had difficulty in giving notational definitions and daily-life examples while they gave successfully verbal definitions of the basic concepts in sets. It was revealed that verbal definitions, notational definitions, prototype examples with schema, symbols and operational properties were parts of some pre-service teachers' concept images. Furthermore, some pre-service teachers confused equal sets with equivalent sets and difference with symmetric difference. They also did not consider the universal set in defining the compliment. It was found that most of the preservice teachers had difficulty in expressing their thoughts using mathematical language throughout the study. [This study is part of the project SB18BAP11 supported by Hakkari University. The study also presented as verbal presentation at the International Conference on Education in Mathematics, Science and Technology 2019.]
Reflection on Effective English Language Teaching and Learning Methodologies in Higher Education: Identifying Sources of University Teachers&apos; Beliefs and Requirements for Improvement
Author: Alnajami, Mai Lutfi
Date: 2019-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,College Faculty,Teacher Attitudes,Teaching Methods,Beliefs,Educational Improvement,Foreign Countries,Experience,Student Motivation,Caring,Faculty Development,Teacher Student Relationship,Language Teachers,Instructional Effectiveness,Teacher Effectiveness

The purpose of carrying this study is to examine the university teachers' beliefs concerning effective English Language Teaching and Learning Methodologies in higher education, the potential sources of the university teachers' beliefs concerning effective English Language Teaching and Learning Methodologies in higher education, as well as the main requirements for improving effective English Language Teaching and Learning Methodologies in higher education. Key participants in purposeful sampling consist of fifty (50) university teachers (4 assistant professors, 16 lecturers, and 30 language teachers) from the English Language Institute, University of Jeddah. All the participants had a teaching experience of 3-6 and above. An eight question semi-structured interview and a seventeen, three-point opinion survey statement survey were administered to the participants. The findings of this study indicated that there are four identified themes, namely the university teachers own experience as language learners, Experience of what works best in their classes, Teaching methods, and Established practice. it was found that new methods of teaching English at the university level is crucial. Additionally, motivating students, trusting their abilities, and caring of them are required. Moreover, university teachers should take their professional development into consideration. This will be through conducting research in this field of specialty. Lastly, there should be rapport between and among university teachers and their students.
Teacher as Leader and Teacher as Manager: Competences of Modern Educator
Author: Banasiak, Malgorzata Anna
Date: 2018-12-00
Type: Journal Articles
Subjects: Teacher Leadership,Administration,Teacher Competencies,Educational Change

This article presents viewpoint on new competencies that are needed in world of image and technologization of world and education. It analyzes how changes in the world, changed the teacher profession form teacher whose main competency is knowledge, to teacher who should be more manager than educational leader. Knowledge itself is no longer such value because of new media and easy access to it. This is significant change because teacher used to be a person who is well educated and has bigger knowledge that his pupils. Now teacher should organize teaching process and teach how to learn, how to choose right information, how to organize learning to be effective.
The Authorship of Their Own Lives in People with Disabilities: Research Strategy Framework
Author: Glodkowska, Joanna
Date: 2018-12-00
Type: Journal Articles
Subjects: Disabilities,Self Determination,Well Being,Satisfaction,Participation,Individualism,Diversity,Rehabilitation,Interdisciplinary Approach,Research Methodology,Context Effect,Self Concept,Individual Characteristics,Symptoms (Individual Disorders),Statistical Analysis,Qualitative Research

The article presents a basic strategic framework for research on the authorship of their own lives in people with disabilities (AOL-PwD). This issue corresponds to the humanistic approach to the exploration of the phenomenon of disability, which stresses subjectivity, agency, well-being, independence, and satisfaction with fulfilling age-appropriate tasks. Previous analyses resulted in the theoretical construct and the definition of the AOL-PwD. This article aims to present a research strategy framework for the construct. The following strategic assumptions are considered: (1) universalism, (2) affirmation, (3) interdisciplinarity, (4) comprehensiveness, (5) adaptation, (6) subjectivism, (7) objectivism, (8) participation, (9) individualism, (10) pragmatism, (11) contextuality, and (12) systemness. We think that the AOL-PwD concept creates an inspiring theoretical and empirical space and fosters valuable dialogue across various fields and between rehabilitation theory and practice. The ultimate goal will be to develop an assessment and rehabilitation model of the AOL-PwD concept. Following its recommendations will make it possible to provide people with individual support determined by their subjectivity, independence, and developmental satisfaction. That model will be made based on the identified personal resources and multidimensional determinants of the social environment.
Relational Humor and Marital Satisfaction in Married Individuals
Author: Satici, Begüm
Date: 2020-00-00
Type: Journal Articles
Subjects: Marital Satisfaction,Spouses,Humor,Predictor Variables,Marriage,Foreign Countries,Interpersonal Relationship,Correlation

This study investigated whether married individuals' relational humor styles were significant predictors of their marital satisfaction levels. The study was conducted with a total of 228 married participants (139 women and 89 men). The duration of marriage of the participants ranged from 1 to 46 years (M = 9.34, SD = 10.37). The data were obtained by using the Marital Life Scale and Relational Humor Inventory. The data were tested with multiple regression analysis supported by bootstrapping process. According to the regression results, self-positive and self-negative relational humor styles significantly predicted their own marital satisfaction. On the other hand, self-instrumental humor did not predict marital satisfaction significantly. Otherwise, marital satisfaction was significantly predicted by partner-positive, partner-negative, and partner-instrumental humor styles. The findings obtained in the study were discussed in accordance with the related literature and suggestions were made for the following studies.