ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Philosophy for Children (P4C) Curriculum on Critical Thinking through Philosophical Inquiry and Problem Solving Skills
Author: Isiklar, Sema
Date: 2022-03-00
Type: Journal Articles
Subjects: Philosophy,Critical Thinking,Inquiry,Problem Solving,Foreign Countries,Kindergarten,Elementary School Students,Teaching Methods,Thinking Skills,Pretests Posttests

This study aims to examine the effect of the P4C curriculum on 5-6-year-old children's critical thinking through philosophical inquiry and their problem-solving skills. The study group included a total of 40 children learning in kindergartens at an elementary school in Çanakkale, Turkey. The study used a quasi-experimental model with the pretest-posttest control group. The &quot;Philosophy for Children Curriculum&quot; prepared by interviewing two experts was administered to the children in the experimental group for ten weeks in two sessions per week with an average total duration of 40 minutes. The study deployed the &quot;Critical Thinking Scale through Philosophical Inquiry for Children 5-6 Years Old&quot; and &quot;Problem Solving Skills Scale for Children (PSSS)&quot; as data collection tools. The analysis results showed a significant difference between the pretest and postscores of both groups in terms of the experimental groups' critical thinking skills through philosophical inquiry within-group comparisons. Although the posttest mean score of the experimental group's critical thinking skills through philosophical inquiry was higher than the control group, no statistically significant difference was observed between them. Considering the comparisons of problem solving skills within groups, a significant difference was determined between both groups' pretest and posttest scores. When the problem solving skills were compared between groups post-test results, a significant difference was noted in favor of the experimental group.
Generalizability of Writing Scores and Language Program Placement Decisions: Score Dependability, Task Variability, and Score Profiles on an ESL Placement Test
Author: Eskin, Daniel
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Student Placement,Language Proficiency,Scores,Writing Tests,High Stakes Tests,Decision Making,Performance Based Assessment,Community Programs,Language Tests,Applied Linguistics,Teacher Education Programs,Evaluators,Scoring Rubrics,Doctoral Students

For agencies that deliver high-stakes Second Language (L2) proficiency exams, a research agenda has been undertaken for years to examine the role of rater, task, and rubric as sources of variability into their performance assessments (Lee, 2006; Sawaki &amp; Sinharay, 2013; Xi, 2007; Xi &amp; Mollaun, 2006). However, these challenges are more acute for less-resourced institutions using L2 performance assessments for making score-based interpretations about test-takers, such as a language program making decisions based on placement test scores (Bachman, et. al, 1996; Sawaki &amp; Xi, 2019; Vafaee &amp; Yaghmaeyan, 2020). In such cases, the question becomes a veritable cost-benefit analysis, weighing the benefits of improving score dependability and practical constraints associated with time, cost, and resources (Bachman &amp; Palmer, 1996). Considering this challenge, the current study investigates test score variance and dependability on two performance assessment tasks from a writing section on an English language program placement exam. The organization that administers the exam, the Community Language Program (CLP), operated within Teacher College, Columbia University's in conjunction with its in Applied Linguistic and Teaching English to Speakers of Other Languages (TESOL), uses test scores from this exam to assign the test takers to a particular English as a Second Language (ESL) class at an appropriate proficiency level.
On the Way of Improving the Media Literacy: The Case of Faculty of Education Students
Author: Dolanbay, Hacer
Date: 2022-00-00
Type: Journal Articles
Subjects: Media Literacy,Preservice Teacher Education,Preservice Teachers,Action Research,Knowledge Level,Student Attitudes,Foreign Countries

In this globalized environment, teachers of the future must be able to understand and correctly evaluate messages from various sources of media. In this context, the study intends to improve prospective teachers' media literacy knowledge, attitudes, and skills, as well as raise their awareness of media literacy. The data were collected through applications submitted to the European Union (EU) Project at a public university during the academic year of 2021-2022. In the study, the action research methodology was utilized. The research group comprises of 160 aspiring teachers from six different departments within the faculty of education. Prospective teachers were provided with a training during the research. The data were collected using media literacy level determination scale, student activity sheets, researcher observations, and individual interviews. Quantitative data were analyzed via the statistical analysis Anova method. The content analysis method was used to study the qualitative data. There is a difference between pre-service teachers' initial levels and their levels towards the end of their course, according to the findings of the study. Prospective teachers have gained awareness about media literacy. They've learned about the subjects and abilities that make up media literacy's content. It has been determined that by researching the media, students will utilize it more cautiously, begin to criticize it, and become more conscious of the media's individual and social implications.
Pre-Service Teachers&apos; Metaphors of the Relationship between Curriculum and Instruction
Author: Oyetoro, Oyebode Stephen
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Figurative Language,Curriculum,Instruction,Preservice Teacher Education,Epistemology,Intellectual Disciplines

This study analyzed pre-service teachers' metaphors of the relationship between curriculum and instruction. On analysis, results revealed that PRESETs use diverse metaphors that are related to their everyday lived experiences. On categorizing the metaphors, five themes emerged namely gadgets and equipment; embodied learning; energy; journey, direction and navigation and; artistry. It was also found there is no relationship between the subject-based disciplines and the metaphors given. Lastly, the metaphors revealed that the teachers had fair understanding of the relationship between curriculum and instruction. The implications of the findings for teacher education were discussed.
Reading and Writing Literacy in Junior High School Pematangsiantar
Author: Shara, Afifa May
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Literacy Education,Junior High School Students,Grade 7,Multiple Choice Tests,Essay Tests,Reading Writing Relationship,Foreign Countries,Test Validity

The purpose of this study was to find out the correlation between students' reading literacy ability and writing visual text ability for seventh grade students of SMP Negeri 1 Pematangsiantar. 133 respondents from 200 populations were randomly selected using simple random sampling technique from a Junior High School in Pematangsiantar City. This research applied a quantitative research method using correlation research. Data was collected using tests including multiple choice and essay. Using the Pearson products moment formula, this study analyzed data from both tests. The hypothesis of this research is H1 which states that there is a correlation between reading literacy ability and writing visual text ability and H0 states that there is no correlation between reading literacy ability and writing visual text ability. The results of this study indicate the correlation coefficient between the two variables is r =0.91 It means that there is a very strong relationship between reading ability and writing visual text ability. Based on the correlation coefficient, it can be concluded that H1 is accepted and H0 is rejected. Then, the coefficient of determination is symbolized by r2 is 0.83, it means the students' writing visual text ability is 83% influenced by reading literacy ability.
Developing English Pronunciation through Animation and YouTube Videos
Author: Juma, Muayyed J.
Date: 2021-12-00
Type: Journal Articles
Subjects: Animation,English (Second Language),Second Language Learning,Second Language Instruction,Multimedia Materials,Teaching Methods,Pronunciation Instruction,Semitic Languages,Comparative Analysis,Case Studies,Cognitive Style,Preferences,Student Attitudes,Films,Graphs,Foreign Countries,Interference (Learning),Native Language,Video Technology,Females,Undergraduate Students,Phonetics

Using multimedia inside the English as a foreign language (EFL) classroom has been anticipated by several researchers and educators recently as a new necessary component of language learning. This is ascribed on the one hand to the continuous advancements in the new technological devices that might be used in presenting the various types of multimedia inside the classroom, and, on the other hand, to the fact that learners have started to acquire new modes of cognitive learning preferences due to their excessive daily use of these devices. This study investigates the appropriateness and practicality of using some animated or dynamic graphs and YouTube movies in teaching the pronunciation of English to Iraqi-Arabic learners of English as a foreign language. The two groups of the subjects who participated in this case study were taught using two different methods of teaching with and without using multimedia. Unlike those who were part of the control group, subjects belonging to the experimental group performed much better in their posttest results (62.31% of the experimental group average percentage and 47.09% of the control group average percentage).
ESL Students&apos; Readiness for Self-Directed Learning in Improving English Writing Skills
Author: Adnan, Nor Hafizah
Date: 2021-12-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Improvement,English (Second Language),Second Language Learning,Second Language Instruction,Secondary School Students,Student Attitudes,Independent Study,Self Evaluation (Individuals),Rating Scales,Learning Activities,Learning Strategies,Foreign Countries,Distance Education,Online Courses,Learning Motivation,Error Analysis (Language),Essays

Self-directed learning among students, particularly at the upper secondary level, is still underexplored in Malaysia. Further understanding of ESL students' readiness for self-directed learning in improving English writing skills is crucial to exploit the advantages of this learning method for their benefit. Thus, this study aimed to examine the levels of self-directedness among secondary school students and their readiness to apply self-directed learning in improving English writing skills through a survey design. A total of 50 ESL students in a secondary school responded to two sets of questionnaires that measured different variables in this research. The first questionnaire included a self-rating scale of self-directed learning, which consisted of awareness, learning strategies, learning activities, evaluation, and interpersonal skills. The second questionnaire contained questions about students' readiness for self-directed learning in improving English writing skills. Sampling was done randomly without considering students' academic level of English. The findings found that most students possessed a medium level of self-directedness with not much difference with the high-level ones. The study then revealed a positive relationship between students' level of self-directedness and students' readiness to incorporate self-directed learning in English writing skills. For instance, students with a high level of self-directedness scored higher in students' readiness for self-directed learning in improving English writing skills than those with a low level of self-directedness. Future studies should consider self-directed learning strategies to promote lifelong effects of positive attributes towards learning experiences, such as discipline, attention, responsible, and creativity in planning learning objectives.
Strategies for Developing Autonomy by EFL Learners and Its Relation to Foreign Language Achievement
Author: Rezalou, Ali
Date: 2022-06-00
Type: Journal Articles
Subjects: Personal Autonomy,Second Language Learning,Second Language Instruction,Metacognition,Learning Strategies,Academic Achievement,Correlation,Gender Differences,Age Differences,Grade Point Average,English (Second Language),Likert Scales,Student Attitudes,Foreign Countries,Undergraduate Students

In this study, the researcher investigated the impact of social, metacognitive, and cognitive strategies on developing learner autonomy in foreign language learning. 150 EFL students participated in this study. In the selection of the participants, a simple random sampling technique was used. The aim of this study was to find the relationship between students' autonomy and foreign language achievement. Also, the researcher tried to show the impact of age and gender factors on using strategy. A quantitative method was followed in this study. Descriptive statistics revealed using metacognitive strategies more than other strategies by students. There was a positive correlation between students' grade point average and using strategies. According to the results of the Mann-Whitney U and the Kruskal-Wallis tests, gender and age factors had not a significant effect on using strategy
Pre-Service Preschool Teachers&apos; Metacognitive Awareness and Creative Thinking Domains
Author: Tok, Emel
Date: 2022-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Metacognition,Creative Thinking,Performance,Student Attitudes,Correlation,Measures (Individuals),Prediction,Art,Teacher Education Programs,Foreign Countries

The aim of this study is to identify the relationship between pre-service preschool teachers' metacognitive awareness and creative thinking domains and the predictive level of metacognitive awareness on creative thinking domains. This study following creative domains were examined: scholarly, performance (art), everyday/self and artistic creativity. The study conducted on 374 preservice preschool teachers, 314 female and 60 male, were reached out through purposive sampling method. Ages ranged from 18 to 36 (Mean= 19,27, SD=6.96). &quot;Kaufman Domains of Creativity Scale&quot; (K-DOCS) and &quot;Metacognitive Awareness Inventory&quot; were used as data collection tools. Descriptive statistic was performed. Correlation analysis was run to determine the relationship between metacognitive thinking and creativity and creative domains. And also regression analysis was performed to identify the predictive level of the metacognitive thinking on creative thinking domains. Findings show that significant relationship was found between metacognitive awareness and creative thinking domains sub-dimensions of the scale (scholarly, performance, everyday/ self and artistic), Metacognitive awareness significantly predicted creative thinking domains. The predictive levels varied by creative domains. Metacognitive awareness predicts scholarly and everyday\self creativity at the highest rate. The findings obtained in the present study yielded similar results of studies on metacognitive thinking and creativity in the literature.
Examining the Impact of Perceived Cultural Distance on the Pragmatic Choices of Saudi Customers in Service Encounters
Author: Alzahrani, Mohammed Ahmed Mohammed
Date: 2021-12-00
Type: Journal Articles
Subjects: Pragmatics,Cultural Differences,Arabs,Service Occupations,Foreign Countries,Speech Acts,Ethnicity,Cultural Background,Dining Facilities,Intercultural Communication,Language Usage,Discourse Analysis,Language Styles,Computational Linguistics,Semitic Languages

This study examines service encounters in Saudi Arabia from a pragmatic perspective. Its aim is to investigate the possible impact of perceived cultural distance between customers and service providers on pragmatic choices. It specifically examines how Saudi customers construct their service encounters when talking to service providers of the same (versus different) cultural/ethnic background in terms of discourse structure; strategies of request and internal modifications, and stylistic strategies. Three cafés with service providers of three different ethnic/cultural backgrounds are chosen. One has Saudi service providers, the second café has Arab (non-Saudi) service providers, and the third café has non-Arab service providers. Forty socially minimal service encounter interactions that take place in each café are observed and manually recorded. The study uses the framework of 'rapport management' by Spencer-Oatey (2002) as its approach for data analysis. The findings indicate that there are differences among the three sets of data in terms of discourse structure, the realization of the speech act of request, and the stylistic aspect of interactions. According to the special nature of service encounters, customers' pragmatic choices are explained in terms of expressing certain degrees of social distance rather than politeness. More specifically, the closer cultural distance between customers and service providers, the more pragmatic strategies functioning to achieve more closeness and solidarity are employed.
Content Analysis of OER: A Literature Review
Author: Elango, M.
Date: 2022-06-00
Type: Journal Articles
Subjects: Content Analysis,Open Educational Resources,Research Reports,Periodicals,Classification,Authors,Foreign Countries

Current paper reports the findings of a content analysis of Open Educational Resources. Twenty three studies were collected for the analysis. The studies were collected from different journals depending on open access policy. Every study was categorised by author, year of publication, title of the study, author characteristics and analysis. The analysis refers to the information about Open Educational Resources variables. Therefore the investigators categorize the research papers based on OER. An analysis of research papers was formed in conclusion and finalizing the common dimensions of content analysis of OER studies.
Learning Analytics Model and Bloom&apos;s Taxonomy Based Evaluation Framework for the Post Graduate Students&apos; Project Assessment -- A Blended Project Based Learning Management System with Rubric Referenced Predictors
Author: Ayyanathan, N.
Date: 2022-06-00
Type: Journal Articles
Subjects: Learning Analytics,Taxonomy,Student Projects,Active Learning,Integrated Learning Systems,Scoring Rubrics,Electronic Learning,Student Evaluation,Predictor Variables,Decision Making,Blended Learning,Graduate Students

Effective engagement and monitoring of students' online self-learning capacity and application of their acquired knowledge in the final year project is a challenging task for the educators worldwide. The author builds an evaluation framework to assess the stage-wise performance of students in this undertaken project. The primary objective of this research study is to classify the rubric reference predictors of the stage wise project performance assessment metrics for the learning analytics based decision support system and effective academic decision making. The students of the post graduate computer applications degree programme, supervisors, external industry guide, internal faculty members of the peer review committee, external examiner and Head of the Department are the major stake holders of the proposed evaluation framework. The proposed framework computes the students' individual as well as class attainment level of learning outcomes in their final year capstone projects. The author adopts blended Learning approach based on the principles of Blooms' taxonomy using Google classroom as the LMS. The correlation matrices of the assessment predictors, mapping with course outcome and blooms' levels are also obtained. The students' attainment level of course outcomes are assessed using effective cognitive sequencing of the assessment methods and the respective rubric referenced predictors with the stage-wise feedback system.
Web Tools for Teachers: Current ICT Trends for Professional Development
Author: Manimozhi, G.
Date: 2022-06-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Web Sites,Faculty Development,Web Based Instruction,Online Courses,Social Media,Computer Oriented Programs

In the 21st century classroom, teachers are facilitator of student knowledge and creators of dynamic classroom environment. Teaching in the 21st century is a general different experience; website is an easiest way of sharing and exchanging knowledge and experiences for teachers. In this article the authors will introduce the professional development web tools for teachers. It is creating a professional development for teachers and make learning is easiest way for students.
A Needs Assessment for Promoting Active Citizenship and Media Literacy Skills among Pre-Service Social Studies Teachers
Author: Pakapol, Pasuda
Date: 2022-06-00
Type: Journal Articles
Subjects: Needs Assessment,Citizenship,Media Literacy,Preservice Teachers,Social Studies,Student Attitudes,Teacher Attitudes,Values,Foreign Countries,Knowledge Level

The purpose of this study was to analyze the need to promote active citizenship and media literacy among pre-service social studies teachers. Questionnaires were distributed among 327 social studies lecturers and pre-service teachers, and structured interviews were conducted with six participants, the Dean of the Faculty of Education, and other academic experts at a Thai university. The quantitative data from the questionnaires were analyzed using descriptive statistics and the Modified Priority Needs Index. Qualitative data from the interviews were analyzed using content analysis. The results revealed a very high level of need to enhance both active citizenship and media literacy skills among pre-service teachers. Specifically, the &quot;attitudes and values&quot; characteristic of active citizenship and the &quot;ability to analyze media&quot; characteristic of media literacy were of the utmost importance.