ethanporcaro/eric-fulltext-meta huggingface dataset:
Who Am I? &quot;I Am a Swifty!&quot; Some Stories from EFL Learners
Author: Prapunta, Sudatip
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Monolingualism,Interviews,Student Attitudes,Foreign Countries,College Freshmen,Questionnaires,Student Motivation,Second Language Learning,Aspiration,Identification (Psychology),Intention,Educational Technology,Technology Uses in Education

This paper aims to report stories of two Thai learners who were purposively selected from a quantitative study of 233 freshmen. They study English as a Foreign Language (EFL) in the monolingual context. They were formally interviewed three times about their L2 motivation and learning experiences using narrative inquiry. Narrative data were supplemented by such personal and social artifacts as their memorable photos. The Ideal L2 self and the person-in-context relational view of motivation were used to analyze multifaceted aspects of both individual and contextual factors shaping their L2 self and identity. The findings suggested that they seemed to envision themselves becoming proficient English users. However, one student had stronger visions than another one. His L2 self and identity were highly influenced by the American pop culture, social media, and social networking from school to university. His desirable self-image tended to be strengthened by his sustained effort to communicate in English both inside and outside class. By applying the findings, stories of two participants can be used as exceptional cases, rather than generalizable, and as a basis for developing a series of pedagogical strategies which might be tested in the field of language teaching in the future.
Sensation Seeking and Locus of Control in University Students in the Context of Regular Exercise Participation and Gender
Author: Tekin, Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: Locus of Control,College Students,Exercise,Foreign Countries,Scores,Student Participation,Athletes,Gender Differences,Comparative Analysis,College Athletics

The aim of this study is to determine the locus of control (LC) and sensation seeking (SS) levels of university female students according to regular exercise participation (REP) and gender (G). This descriptive study was initiated in 2016 and finished in 2017. A total of 623 students, 306 females and 317 males, from different academic departments and universities in Turkey participated in the study. Sensation Seeking and Internal-External Locus of Control (IELC) Scales were used as data collecting materials. The independent t-test was performed in the analysis of the data. The meaning level was accepted as p&lt;0.05 and confidence interval was 95%. SS level of the male is higher than the female (t = -4,091, p = 0,000&lt;0.05) and the female have higher level of LC than the male (t = 4,418, p = 0,000&lt;0.05). REP was a critical factor for SS (t = 6,580, p = 0,000&lt;0.05) and LC t = -2,584, p = 0,010&lt;0.05). There was no difference between female REPG and NREPG for LC (t = -1,012, p = 0,312&gt;0.05) but SS (t = 11,331, p = 0,000&lt;0.05). Additionally; there was no difference between male REP and non-REP groups for SS (t = 1,027, p = 0,305&gt;0.05) but LC (t = -4,133, p = 0,000&lt;0.05). Further researches are a need to approve the result of this study.
A Simulation Based Method for Teaching Reference Frames in Secondary Schools
Author: Juhász, Tünde Tóthné
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Science,Physics,Scientific Concepts,Science Instruction,Computer Simulation,Computer Uses in Education,Motion,Foreign Countries

The topic of reference frames, which is taught at an early stage of secondary school physics is quite challenging for students. The two main reasons behind this are the high level of abstraction required and the lack of understanding of the vector nature of velocity. In the paper we introduce a method we use successfully in teaching reference frames with our students and which is based on computer simulations. We use a new simulation program, called Fizika, which is developed by a Hungarian team and is available for all science teachers for free. Through the simulations and graphs of motions, we investigate different stationary and uniformly moving reference frames and introduce the concept of relative velocity. With the help of the simulations we can provide our students experimental experience, on which they can build with much more confidence and which will lead them to a deeper understanding. The simulations can also be used for extracurricular lessons with talented students, since the program can also be used to investigate complex motions and their graphs.
The Predictive Role of Emotional Intelligence on Personality and Shyness
Author: Arslan, Coskun
Date: 2017-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Personality Traits,Predictor Variables,College Students,Personality Measures,Intelligence Tests,Correlation,Foreign Countries,Statistical Analysis,Multiple Regression Analysis

The main objective of this research is to determine the relationship between shyness, emotional intelligence and the five factor personality traits in university students. Furthermore it aims to determine whether the emotional intelligence and personality traits predict the Shyness levels at a significant level. The population of this study consisted of students from Bartin and Konya Necmettin Erbakan universities from which were 445 female and 172 male students with a total of 617 students. A random cluster sampling method was used in the selection of the sample. The age of the students ranged between 17 and 30 (x-bar = 19,25 and Ss = 0.613). Bar-on emotional intelligence scale, the shyness scale and finally Adjective Based Personality Test (SDKT) used in order to determine five factorial personality traits of the students. As a result of the study; a positive relation found between university students' shyness and neuroticism and between personality traits; extraversion, openness, agreeableness and conscientiousness found to be negatively related. Between shyness and emotional intelligence, personal awareness, interpersonal relationships found a negative relationship between shyness and the general mood of the stress management and the compliance with the environment. Moreover it seen that personality traits and emotional intelligence were an important predictor of shyness.
Bridging the Supplemental Instruction Leader Experience and Post-Graduation Life
Author: Lozada, Neva
Date: 2018-00-00
Type: Journal Articles
Subjects: Supplementary Education,Undergraduate Students,Student Leadership,Leadership Training,Transfer of Training,Qualitative Research,Case Studies,Private Colleges,Semi Structured Interviews,Data Analysis,Skill Development,Interpersonal Competence,Communication Skills,Cooperative Learning,Teamwork

This qualitative case study explores the experiences of former [Supplemental Instruction] SI leaders who worked at a four-year, private university in the Mid-Atlantic while completing their undergraduate degrees. The insights offered by participants through interviews and graphic elicitation reveal the ways in which serving as an SI leader prepares students for their post-graduation lives through the transferability of skills. This study also seeks to fill a void in research, as studies on academic assistance programs tend to explore benefits for student participants, such as increased retention and course grades, but fail to explore the development of the programs' student leaders.
The Impact of Parental Level of Income on Students&apos; Academic Performance in High School in Japan
Author: Machebe, Chioma Henrietta
Date: 2017-00-00
Type: Journal Articles
Subjects: Parents,Family Income,Academic Achievement,High School Students,Foreign Countries,Questionnaires,Socioeconomic Status,Parent Student Relationship,Likert Scales,Statistical Analysis

The socioeconomic status of a child parent impacts on the educational development and achievement of the child. This study evaluated the effect of socioeconomic status, specifically parents income and parents-child relationship on student's academic performance in Senior High School in Japan. Three hundred students of Senior High Schools in Osaka and Hyogo prefectures of Japan were randomly selected and used as the sample population. A well-structured questionnaire was used as an instrument for data collection to ascertain the effect of parent's income status and attitude on student's academic performance at school using a four point Likert scale methodology. Academics grade point of students in an examination was also used as the determinant of students' academic achievement. Results showed that greater academic achievement for a student is attained by those students from financially buoyant families (Mean ± SD = 2.97 ± 0.88, X[superscript 2] = 11.991, P = 0.007), however, 29.7% of students strongly disagree. More than half of respondents (&gt;50%) disagree that financial constraint determines the number of children that goes to school in low income families. Average exam grade (Mean ± SD) points for students from parents with high, medium and low-income status was 77.29 ± 13.1, 77.9 ± 23.3 and 80.79 ± 10.13, respectively (P &gt; 0.05). In conclusion, our finding show parents involvement in children school activities matter most than the parent's financial status in uplifting the children academic performance in school. Our recommendation is that parents should always encourage their children and provide moral support as well for the child to be emotionally stable and have confidence in their academic pursuit to achieve excellence.
The Effect of Teaching Practices with Real Life Content in Light and Sound Learning Areas
Author: Yalçin, Sema Altun
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Pretests Posttests,Questionnaires,Secondary School Curriculum,Student Teacher Attitudes,Educational Practices,Acoustics,Light,Educational Technology

In this present study, it was aimed to investigate the effect of teaching practices with real life content in light and sound learning areas. With this purpose, it was intended to determine the contribution of teaching practices with real life content (TPRLC) to the levels of pre-service teachers' skills to associate the light and sound learning areas with daily life. The research was designed with an experimental basis and data were collected with the pre-test, post-test pattern. The participants consisted of 30 university students who were in fourth grade in Secondary School Science Teacher Training Department. Data were collected with questionnaires including open-ended questions related to the Use of Learning Areas in Daily Life. With the results, it was found out that the levels of pre-service teachers in associating the learning areas with daily life doubled in light learning areas and trebled in sound learning areas.
An Investigation of Pattern Problems Posed by Middle School Mathematics Preservice Teachers Using Multiple Representation
Author: Yilmaz, Yasemin
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Mathematics Teachers,Mathematics Instruction,Preservice Teachers,Foreign Countries,Mathematical Concepts,Statistical Analysis,Algebra,Mathematical Logic,Thinking Skills,Problem Solving

This study investigated the pattern problems posed by middle school mathematics preservice teachers using multiple representations to determine both their pattern knowledge levels and their abilities to transfer this knowledge to students. The design of the study is the survey method, one of the quantitative research methods. The study group was composed of 30 middle school mathematics preservice teachers attending their last year at a state university in Turkey. The Pattern Problem Posing Test with Multiple Representation (PPPTMR), developed by the researchers, was used as the data collection tool. It was identified that preservice teachers' performances when posing pattern problems based on different forms of representations differed according to their knowledge levels and a student level. It was observed that preservice teachers were more successful in using tables in the pattern problems they posed at their levels. Also, they were more skillful at using figures as representations when they posed the pattern problems at a student level. It was also determined that preservice teachers' performances when posing pattern problems using different representations at their own levels was higher than their performances when posing problems at a student level.
Educational Opportunity Program (EOP) at a Selective Public University: Initial Findings from a Longitudinal Evaluation Study
Author: Winograd, Greta
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Low Income Groups,Disadvantaged Youth,College Students,Program Effectiveness,Grades (Scholastic),Academic Persistence,Enrollment Rate,College Credits,College Transfer Students,College Admission,Admission Criteria,African American Students,Hispanic American Students,First Generation College Students,Student Records,Scores,Grade Point Average,College Entrance Examinations,Quasiexperimental Design,Pretests Posttests,Longitudinal Studies,Statistical Analysis

In this study, we examined academic outcomes among students from low-income and academically disadvantaged backgrounds who participated in the Educational Opportunity Program (EOP) at a selective four-year public comprehensive college in the Northeast. We found that provisionally admitted EOP students earned comparable first-semester grades and had similar first-year retention and continuous enrollment rates to students with far higher admission scores. Disadvantage-associated disparities, however, persisted in two domains: the proportion of credits earned in the first semester and transfer rates to associate- vs. bachelor-degree granting institutions at three-year follow-up. We conclude our paper with policy recommendations for further enhancing academic momentum among EOP students towards timely bachelor-degree attainment.
An Analysis on the Use of Educational Social Networking Sites in the Course Activities of Geography Department Students: Edmodo Sample
Author: Teyfur, Emine
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography,Student Attitudes,Mixed Methods Research,Educational Technology,Technology Uses in Education,College Students,Social Media,Questionnaires,Attitude Measures,Program Effectiveness,Semi Structured Interviews

The aim of this study was to examine the views of the students of Geography Department on the use of ESNS Edmodo in the course activities. Sequential explanatory design in mixed methods research designs was used in the study. This study was conducted with a total of 41 second grade students who take Europe Geography class and study in the Department of Geography, Faculty of Science and Letters, Ibrahim Çeçen University of Agri during the spring semester of 2016-2017. The study lasted a total of seven weeks, of which two weeks are pilot week and another five weeks are implementation week. Based on the findings obtained through the study, it was found that the site Edmodo is useful in computer environment, but difficulties are experienced in some of its applications in mobile applications. It was also found that Edmodo enhances interclass student-student interaction. It was observed that these results are in parallel with the studies conducted in the field.
7th Grade Students&apos; Feelings about Injustices They Experienced at School and Ways to Seek Their Rights
Author: Akgün, Ismail Hakan
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 7,Student Attitudes,Student Rights,Social Justice,Foreign Countries,Qualitative Research,Semi Structured Interviews,Social Studies

This study was carried out in order to determine what kinds of injustices 7th grade students experienced in Turkey, what they felt about these injustices, in what ways they sought their rights and what they suggested to avoid injustice in the school environment. Participants were selected from a total of 5 schools in Adiyaman and Gaziantep, 3 in the city centers and 2 in the villages. In this qualitative study, semi-structured interview form was used as the data collection tool and data were analyzed using descriptive analysis. At the end of the study, it was found that the students experienced injustices in various ways by their teachers, school administrators and friends in the school environment. It has been determined that students are trying to seek their rights by using the means of communication and consultation to school officials or teachers. The students expressed their willingness to help their friends by not being insensitive to their injustice. The students also expressed that they were angry, saddened and felt lonely when they were in a state of injustice, and stated that in order to avoid injustice in the school environment, there should be more discipline, everyone should respect each other's rights, everyone should be equal and fair and students should be informed about the issue.
Understanding the Supplemental Instruction Leader
Author: James, Adrian
Date: 2018-00-00
Type: Journal Articles
Subjects: Cognitive Style,Leadership Styles,Experiential Learning,Transformational Leadership,Undergraduate Students,Student Leadership,Measures (Individuals),Questionnaires,Gender Differences,Peer Teaching

This article explored the learning styles and leadership styles of Supplemental Instruction (SI) leaders at Texas A&amp;M University, and the impact of those preferences on recurring attendance to their sessions. The Learning Style Inventory, the Multifactor Leadership Questionnaire, and a demographic instrument were administered to SI leaders employed in the fall 2013 semester. This study is of significance to practitioners and researchers by identifying characteristics of SI leaders, one of the key personnel of a higher education learning program.
Characteristics and Changes in the Mathematics Textbooks for the Secondary School in Argentina along 67 Years
Author: Llanos, Viviana Carolina
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Secondary School Mathematics,Textbooks,Foreign Countries,Factor Analysis,Epistemology,Educational Change,Textbook Selection,Textbook Content,Textbook Evaluation,Illustrations,Secondary School Students,Statistical Analysis,Multivariate Analysis

This work analyses the changes in the relationship between arguing and images from the mathematics textbooks for the secondary school in Argentina (students 12-17 years old) along 67 years. The textbooks have been published in the period 1940 thru 2007. The analysis is done by (N = 137) textbooks based on three metacategories in an inductive way. These meta-categories are: characteristics of the arguing, relationship between images and arguing as well as characteristics of the textbooks (the date of publishing, the epistemological conceptions about mathematics and the educational level which the textbook is oriented). A factorial analysis of multiple correspondences was performed to find the main similarities and differences between the textbooks and to make a cluster analysis and one possible classification. The main differences are given by the changes in the epistemological conception of mathematics and in the characteristics of the images, especially in the newest edition books.
Reasonable Adjustments in Learning Programs: Teaching Length, Mass and Capacity to Students with Intellectual Disability
Author: Du Plessis, Jelene
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Schools,Intellectual Disability,Special Education,Individualized Instruction,Academic Accommodations (Disabilities),Special Education Teachers,Student Evaluation,Reflective Teaching,Mathematics Instruction

Developed in concert with twelve special schools (Prep to Year 12) in Queensland, this paper regarding reasonable adjustments that promote quality differentiated teaching practice in special education math classrooms represents the knowledge and expertise of fifty teachers in special education. Survey responses and empirical evidence suggest that three conclusions are warranted: 1) That a focus on reasonable adjustments which is highly individualised, comprehensive and ongoing, needs to be strengthened to positively affect student learning and progression; 2) Neither assessment of student learning in mathematics or failure to respond to the results is sufficient for making judgements about students' learning; and 3) special education teachers do require strong knowledge and skill with differentiating their teaching practice to ensure that students access the curriculum at appropriate year levels.
The Impact of Learning Assistance Experience on Teaching Pedagogy
Author: Trammell, Jack
Date: 2018-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Administrator Surveys,Program Effectiveness,Higher Education,Administrator Role,College Faculty,Teaching Skills,Interviews,Attitude Measures,Online Surveys,Likert Scales,Check Lists,Tutoring,Mentors,Student Personnel Services,Academic Support Services,Remedial Instruction,Reading Instruction,Writing Instruction,Student Needs,Student Diversity,Instructional Design

Many administrators in Learning Assistance Programs (LAPs) have teaching duties, or take on teaching duties at some point in their careers. This study was designed to examine the impact of LAP experience on classroom pedagogy. A pilot study was utilized first through listservs and email chains to ask that question of LAP professionals. After significant results in the pilot (all 27 respondents evidenced an important impact of LAP experience on pedagogy), a larger, mixed methods survey design was constructed and administered to participants in a wide variety of settings. The results in a representative sample (n = 66) again were consistent: LAP administrators believe their learning support experience has significantly impacted their classroom experiences and pedagogical abilities in positive ways. Taken together with a general lack of teaching instruction in graduate school, as well as the blurred lines between teaching and administrating within some campus roles, this study suggests that LAP administrators also perceive themselves to be undervalued as a resource on campus, and that their teaching experiences should be utilized more effectively.
Educational Innovation: Reading Meaning and Sense
Author: Hortiales, Evelyne Suárez
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Innovation,Reading Habits,Reading Interests,Student Surveys,Literary Genres,Films,Popular Culture,Workshops,Books,Teacher Influence,Bias,High School Students,Statistical Analysis,Interviews

In recent years concern about Mexican reading habits has increased. Statistics show short reading interest; an average Mexican reads 3.8 books a year [1]. As teachers, reading habits are important and reflect students' skills and academic performances. Many teachers would complain about students reading habits; it is considered to be non-existent. Teachers might say &quot;students neither read nor write.&quot; Students lend and borrow books; questions rely on what are students reading? How do students understand what they know? A survey was carried out on a random sample of students from &quot;Centro de Estudios Científicos y Tecnológicos&quot; (CECyT) campus 11 &quot;Wilfrido Massieu&quot; and campus 15 &quot;Diódoro Antúnez Echegaray&quot; belonging to Instituto Politécnico Nacional (IPN), to know readings and motivations. Quantitative methodologies with an exploratory range were applied. Results; students mostly read books from which North American movies based on, best and long seller books and pdf formats. A workshop was brought about, four sessions per month, to discuss each book, themes, and students' perceptions. Monitors were teachers from different areas and school subjects. Teacher's prejudices interfered on student's discussions and opinions. Reading is a complicated process; it is developed from previous stages. Resume doing, as the primary objective, impedes students from comprehending all information.