ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of New Hampshire&apos;s Innovative Assessment and Accountability System on Student Achievement Outcomes after Three Years
Author: Evans, Carla M.
Date: 2019-02-04
Type: Journal Articles
Subjects: Accountability,Academic Achievement,Achievement Tests,Performance Based Assessment,Educational Innovation,Grade 8,Grade 11,Mathematics Achievement,Language Arts,Middle School Students,High School Students,Low Achievement,Gender Differences

New Hampshire's Performance Assessment of Competency Education (PACE) pilot received a waiver from federal statutory requirements related to state annual achievement testing starting in the 2014-15 school year. PACE is considered an &quot;innovative&quot; assessment and accountability system because performance assessments are used to help determine student proficiency in most federally required grades and subjects instead of the state achievement test. One key criterion for success in the early years of the PACE innovative assessment system is &quot;no harm&quot; on the statewide accountability test. This descriptive study examines the effect of PACE on Grades 8 and 11 mathematics and English language arts student achievement during the first three years of implementation (2014-15, 2015-16, and 2016-17 school years) and the extent to which those effects vary for certain student subgroups using results from the state's accountability tests (Smarter Balanced and SATs). Findings suggest that students in PACE schools tend to exhibit small positive effects on the Grades 8 and 11 state achievement tests in both subjects in comparison to students attending non-PACE comparison schools. Lower achieving students tended to exhibit small positive differential effects, whereas male students tended to exhibit small negative differential effects. Implications for research, policy, and practice are discussed.
The Reading Speed of Elementary School Students on the All Text Written with Capital and Lowercase Letters
Author: Babayigit, Özgür
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Rate,Elementary School Students,Alphabets,Textbooks,Reading Aloud to Others,Scores,Secondary School Students,Visual Perception

The aim of this research is to examine the speed of reading the uppercase and lowercase texts of primary school students. This research is the survey of quantitative research methods. The survey population of the research is the primary school students who are educated in the primary schools in the Sorgun district of Yozgat province. Cluster sampling used for sampling. The sample primary school students' number is 732. As a means of collecting data, a text was used from the textbook. The data were collected in three primary schools in the Sorgun district of Yozgat province in March 2018. The number of words a pupil reads in a minute is noted. Reading speed of text written with lower case letters is more than reading speed of text written with capital letters at all grade levels. The scores varied for the capital letters and lower case letters. At an alpha of 0.05, the analysis indicated a statistically significant difference among reading rate of the capital letters and lower case letters, (t=23.13, p&lt;0.01), effect size 0.28 SD. The speed of reading lowercase letters text is 13% higher than the speed of reading capital letters character text. The text with lower case letter reading aloud score significantly higher mean scores than text with capital letter reading aloud score (?=0.278; F= 92,536; p&lt;0.001; ?2=0.70. Secondary school students' reading aloud text with lower case letter score significantly higher than primary school students' aloud reading speed text with capital letters (p&lt;0.001). Suggestions were made within the scope of the research results.
Teaching about Teaching about Culture: The Role of Culture in Second Language Teacher Education Programs
Author: Kidwell, Tabitha
Date: 2019-02-00
Type: Journal Articles
Subjects: Cultural Awareness,Case Studies,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Beginning Teachers,Teacher Educators,Teacher Education Programs,Foreign Countries,Program Descriptions,Teacher Attitudes,Diaries,Language Teachers,Elementary School Teachers,Secondary School Teachers

By teaching English, teachers are preparing students for encounters with people from different cultures. To do so effectively from the beginning of their careers, novice teachers need preparation to teach about culture in addition to teaching language. Teacher educators could more effectively support novice teachers' ability to teach about culture if they had a better understanding of the process of learning to teach about culture and beginning to do so during the early years of teaching. This qualitative case study of one teacher education program in Indonesia investigates novice teachers' learning about and practices for teaching about culture. Data sources include interviews and lesson observations with 20 teacher educators, and interviews, lesson observations, and journal entries from 20 novice teachers who recently graduated from the program. Findings indicate that teachers have few opportunities to learn about how to teach about culture, and that they address culture in their classrooms relatively infrequently. This study's implications reveal a need for teacher education programs to provide more concrete guidance about how to teach about culture. With stronger preparation in their teacher education programs, novice teachers might be better able to foster their students' ability to engage across difference.
Using Flipped Learning to Improve Scientific Research Skills of Teacher Candidates
Author: Sever, Isiner
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Scientific Research,Preservice Teachers,Student Attitudes,Elementary School Teachers,Distance Education,Research Methodology,Negative Attitudes,Educational Environment,Instructional Effectiveness,Research Skills,Foreign Countries,Skill Development,Required Courses,Teaching Methods

The primary aim of this study was to investigate the effect of a scientific research methods course delivered through flipped learning on teacher candidates' attitudes towards scientific research and the course, and examine the teacher candidates' and instructors' experience in the process. The convergent parallel design was adopted in the study, and the participants were 102 elementary education teacher candidates taking the scientific research methods course at a Turkish university. Throughout the 12-week course, the students were presented the theoretical knowledge, materials and presentations related to the course by means of a distance learning platform, while discussions and activities were held in the classroom environment. All the activities performed and the problems that emerged were discussed among the researchers, and the necessary corrections and modifications were reflected to the classroom and online environments. In the data-gathering process, observations, interviews, reflective diaries and quantitative instruments were employed. The results showed that there were some problems in the implementation of flipped learning, the students developed negative attitudes towards scientific research and the scientific research methods course, and the existing learning culture was an important factor in the effectiveness of flipped-learning practices.
Widely Acclaimed but Lowly Utilized: Congruencing ODL Utilization with Its Wide Acclaim
Author: Muyinda, Paul Birevu
Date: 2019-00-00
Type: Journal Articles
Subjects: Distance Education,Foreign Countries,College Faculty,Information Technology,Technology Uses in Education,Web Based Instruction,Teaching Methods,Intention,Public Colleges,Teacher Response,Teacher Attitudes,Educational Technology,Instructional Effectiveness

World over, open distance learning (ODL) is widely articulated and vouchered as a panacea pedagogy for increased access and flexibility to higher education. In reality, however, the actual use of ODL approaches in higher institutions of learning in developing regions is unexpectedly low and not in tandem with its wide favorable regional and international vouchering. This paper has the goal to suggest a framework for congruencing the low utilization levels of ODL approaches with their wide acclaim. Using a cross sectional survey, an inquiry was conducted among faculty across institutions of higher learning in Uganda to establish: i) the factors explaining the wide acclaim for ODL; ii) the utilization level of ODL; iii) the factors that explain the present utilization levels of ODL; and iv) a framework for congruencing low ODL utilization with the hype surrounding it. The study revealed that being an ICT-driven pedagogy, ODL has the potential to transform higher education since ICTs are transforming other sectors. Further, the majority of institutions have put in place policies to spur ODL, but even then, ODL utilization has largely remained voluntary, implying lack of policy enforcement. This has left about 50% of the faculty with no presence whatsoever on their universities' LMSs. Low utilization was explained by factors personal or institutional in nature. Personal factors related to lack of will by faculty to get out of their perceived comfort zones and limited ODL pedagogy capacity. Institutional factors related to limited connectivity and access to ICT systems. Others were defective LMSs and lack of ODL pedagogy support. Institutions wishing to spur ODL utilization must first address people issues (soft dimensions) as they address the technological issues (hard dimensions). This way the hype will match the reality.
&apos;My Training Has Failed Me&apos;: Inconvenient Truths about Second Language Teacher Education (SLTE)
Author: Farrell, Thomas S. C.
Date: 2019-02-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Education Programs,Teacher Qualifications,Electronic Mail,Teacher Attitudes,Educational Attitudes,Theory Practice Relationship,Teacher Educators,Professional Isolation,Experienced Teachers,Beginning Teachers

This paper is motived by an email message the author received recently from a practicing, 'well-qualified' (BA and MA in Linguistics and a (200 hundred hour) TESL Certificate) ESL teacher in the US who was reaching out because she felt her training as a teacher had failed her. This prompted the author to reflect on two main inconvenient truths related to how language teachers are educated from their perspective in order to give a voice to the voiceless (the practicing teachers). These are: &quot;Inconvenient Truth #1: Theory/Practice Gap&quot;; &quot;Inconvenient Truth #2: No Contact With Newly Qualified Teachers.&quot; The author noted that truths remain 'inconvenient' to teacher educators only because many fail/refuse to acknowledge this 'truth' exists or even understand why it exists. However, rather than just pointing out these inconvenient truths, the paper suggests possible solutions to each of these so that the lived experiences of learner teachers, newly qualifies teachers (NQTs) and experienced teachers can be greatly enhanced.
The Psychometric Properties of the Mindfulness in Teaching Scale in a Turkish Sample
Author: Gördesli, Meltem Aslan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Psychometrics,Goodness of Fit,Test Reliability,Test Validity,Elementary School Teachers,Secondary School Teachers

In this study, by translating the Mindfulness in Teaching Scale (MTS) developed by Frank, Jennings and Greenberg into Turkish, it was aimed to investigate the psychometric properties of the Turkish version of the scale among Turkish educators. The adaptation study of the scale started with the linguistic equivalence study. After revealing that the scale was equivalent to the original form linguistically, Confirmatory Factor Analysis (CFA) was applied for the construct validity. As a result of CFA, it was observed that the two-factor structure of goodness of fit was excellent (c2/sd=2.111, IFI=0.93, CFI=0.93, GFI=0.95 and RMSEA=0.054) whereas the single factor structure was at acceptable level (c2/sd=2.982, IFI=0.87, CFI=0.87, GFI=0.93 and RMSEA=0.072) based on the compliance index value calculations. The Cronbach's-alpha internal consistency coefficient was found to be 0.64 for the Interpersonal Mindfulness subscale, 0.80 for the Intrapersonal Mindfulness subscale, and 0.78 for the whole scale. While the corrected item total correlations ranged from 0.30 to 0.65, it was found that t-test results for the scores of the upper 27% and lower 27% groups were significant, and the scale indicated significant relationships with the Mindful Attention Awareness Scale (MAAS) (p&lt;0.05). In order to determine the test-retest reliability, correlation coefficient was found to be statistically significant in accordance with the measurements made in 3-week interval. Overall findings demonstrated that the Mindfulness in Teaching Scale is a valid and reliable measurement tool for Turkish educators.
The Interplay of Selected Demotivation Determinants and Achievement in EFL Critical Reading and Writing
Author: Ghaith, Ghazi
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Reading,Writing (Composition),English (Second Language),Second Language Learning,Second Language Instruction,Correlation,Language Proficiency,Teacher Student Relationship,College Entrance Examinations,Learning Problems,Teaching Methods,Writing Tests,Scores,Reading Tests,Self Concept,Student Attitudes,College Preparation

This study investigates the interrelatedness the English as a foreign language demotivation factors of learning difficulties, threats to self-worth, monotonous teaching, poor student-teacher relationships, and learners' proficiency in critical reading and writing. Eighty (n =80) EFL learners participated in the study. The rationale for the study assumes that demotivation to learn (EFL) is an issue in many international contexts and that there is at present a dearth of research into the interplay of the external, internal, and contextual determinants of demotivation and learners' EFL proficiency. Data were collected through administering a five-level strongly disagree - strongly agree Likert-type scale and the critical reading and writing scores on the Scholastic Aptitude Test (SAT). Results revealed positive correlations between perceptions of threats to self-worth and learning difficulties and proficiency in critical reading and writing. Likewise, while monotonous teaching was negatively correlated with proficiency in critical reading, it correlated positively with learning difficulties and threats to self-worth. It was also found that poor student-teacher relationships were positively related to perceptions of learning difficulties, threats to self-worth, and to perceptions of learning difficulties. Implication for teaching and research are discussed.
The ABCs of Inclusive English Teacher Education: A Quantitative and Qualitative Study Examining the Attitudes, Beliefs and (Reflective) Competence of Pre-Service Foreign Language Teachers
Author: Blume, Carolyn
Date: 2019-02-00
Type: Journal Articles
Subjects: Language Teachers,Student Attitudes,Preservice Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Intervention,Content Analysis,Disabilities,Civil Rights,Immigration,Student Diversity,Language Role,Blended Learning,Communities of Practice,Teacher Education,Inclusion,Competence,Reflection,Attitude Change,Foreign Countries

In light of the adoption of the UN Convention on the Rights of Persons with Disabilities (2007) as well as increased immigration and concomitant diversity, schools in Germany are addressing the challenge of educating learners in increasingly heterogeneous settings. Given the status of English as a foreign language (EFL) as a core school subject as well as a necessary skill for participation in the global community, the need to prepare future second language teachers to address this heterogeneity is of critical importance. To address this, a blended learning seminar for pre-service teachers (PSTs) in EFL was developed within a community of practice. The concomitant research focuses on an examination of the PSTs' attitudes towards inclusion, their beliefs towards language learning, and the development of their reflective competence. Given the exploratory nature of this research, a mixed-methods study was designed to triangulate data from multiple instruments to analyze these items, and the ways in which they develop over the course of a semester. Using a pre-/post-intervention questionnaire, descriptive statistics and qualitative content analysis were carried out to understand the ways in which attitudes towards inclusive EFL, beliefs about inclusive language learning, and reflective competence for inclusive EFL changed over time.
The Protection of Historical Artifacts in Ottoman Empire: The Permanent Council for the Protection of Ancient Artifacts
Author: Yildirim, Sefa
Date: 2019-00-00
Type: Journal Articles
Subjects: History,Preservation,Foreign Countries,Committees,Legislation,War,World History

The historical artifacts that reveal the social, political, aesthetic, moral, architectural, etc. stages, through which the human beings have been; which transfer and reveal information from past to present and future; which have an artistic, historical or archaeological importance are very important physical elements that the present-day civilized societies protect or must protect as cultural values. Such works both strengthen the ties to the past due to the transfer of cultural heritage to existing and future generations and plays a very important role in the writing of the past through the data provided to the researchers. The protection of the historical artifacts was under sharia laws until 1858 in Ottoman Empire, since then, some regulations were done about this issue, in the end, The Permanent Council for the Protection of Ancient Artifacts was established on 21 May 1917 and they reported their one-year activities. In the report prepared by the Council, the first point that draws attention is the fact that they divide Istanbul into two parts as old and new. While the old Istanbul draws attention with the artifacts of Rome and Byzantium and is the region to which the archaeologists give great importance; the new Istanbul is the &quot;eximious&quot; Istanbul that started after the conquest, formed with the examples of beautiful lore artifacts and examples of the civilization. Another important detail of the report is the emphasis on the fact that the Ottoman Turks left the artifacts which demonstrate that &quot;the lore of the Ottoman Turks and their ability in civilization cannot be rejected and denied&quot;. When both the Turkish presence in Istanbul and the similar proclamations of the right to life of the Turks here are brought together, the same emphasis is seen that as well as the protection of historical artifacts, the Permanent Council for the Protection of Ancient Artifacts tried to prove its reasonable and legal grounds of its presence in the Ottoman territories, particularly in Istanbul. Within the scope of this study, the point of view of the Ottoman State towards the historical artifacts before the establishment of the Permanent Council for the Protection of Ancient and the establishment, functioning, duties and activities of the before-said council are tried to be explained. [This study was presented at the International Congress of Culture and Science held on 3-5 May 2018 in Ankara.]
Representations of Shoah and Holocaust Terms in Selected Curriculum Documents: A Teacher&apos;s Perspective
Author: Mašát, Milan
Date: 2019-00-00
Type: Journal Articles
Subjects: Jews,Death,European History,Elementary Secondary Education,Vocabulary,Curriculum,Comparative Education,Foreign Countries,Specialists,Language Teachers,Literature,Slavic Languages,Civics,History Instruction,Teaching Methods

The paper focuses on representations of Shoah and Holocaust terms in selected curriculum documents (&quot;Framework educational program for basic education&quot; and Israeli curricular documents for primary and secondary school education). Emphasis is placed on the Israeli curriculum, which can be considered exemplary in its structure due to the defined terms. The Israeli curriculum is compared with selected Czech curriculum document in the context of the first phase of the research survey focused on the views of teachers of Czech language and literature at the second grade of primary school. We try to explain the identified differences in connection with the need of strategies regarding historical, social and geographical aspects. The theoretical basis for the interpretation of concepts in world curriculum documents is formed by the ideas of selected world experts in the field. Based on their ideas, we try to expose the topicality of the defined issues, and the associated great need for its implementation into Czech curriculum document. We compare the application of the given terms in the Czech curriculum document with the results of the first phase of the research conducted among teachers of Czech language and literature in one region of the Czech Republic. Based on the response of a randomly selected sample of respondents, we find that the extent of application of the defined terms is to a large extent reflected in the presented knowledge.
The Impact of the Emotional Intelligence of Learners of Turkish as a Foreign Language on Reading Comprehension Skills and Reading Anxiety
Author: Ates, Ayse
Date: 2019-00-00
Type: Journal Articles
Subjects: Turkish,Second Language Learning,Emotional Intelligence,Reading Comprehension,Anxiety,Gender Differences,Foreign Students,Reading Habits,Secondary School Students,Grade 11,Grade 12,College Students,Foreign Countries

In the present study that measured the emotional intelligence of the students who were learning Turkish as a foreign language, the aim was to determine whether the emotional intelligence of the students affected their reading comprehension skills and reading anxiety. Thus, initially, the Schutte Emotional Intelligence Scale was adapted for foreign students after the required approvals were obtained. Then, the correlations between the emotional intelligence of the students and their reading anxiety and reading comprehension skills were investigated. The analysis of the data collected from 138 students attending Inönü University Turkish Language Learning Research and Application Center (TÖMER) demonstrated that the level of emotional intelligence of the students decreased general level reading anxiety levels (ß = -6.69). It was also concluded that general emotional intelligence level of the students increased their reading comprehension skills (ß = 9.079). Furthermore, it was determined the general emotional intelligence scores of female students (x = 3.389) were higher than male students (x = 3.181) (t = 2.944; p = 0.004 &lt;0.05). As a result, emotional intelligence of the foreign language learning students effects on the reading comprehension skills and the reading anxiety.