ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Example Generation Abilities of High School Students within the Context of Mathematics Course
Author: Yüce, Mert
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Mathematics Instruction,Learning Activities,Learning Processes,Knowledge Level,Learning Strategies,Problem Solving,Thinking Skills,Foreign Countries

Examples are an indispensable part of mathematical thinking through analogy, learning and the teaching process. In this study, the strategies that high school students used in example generation activities in mathematics course; operational and conceptual knowledge levels were determined and their effect on example generation ability was examined. The working group of the study was designed as a case study that followed a qualitative research method; the study consisted of 22 students attending high school in the 2016-2017 academic year. As a data collection tool, example generation questions were administered to the students. To analyze students' example generation processes in depth, semi-structured interviews were conducted and data obtained from the interviews were analyzed using a content analysis method. The results showed that the students used trial and error strategy more than transformation strategy while generating examples but no finding of analysis strategy was obtained. Factors affecting the students' example generation skills negatively included the lack of a mathematical equivalent of the concept images related to the topics covered by the questions and their not having a high enough level of concept knowledge. Results also indicated that conceptual knowledge had a positive effect on the ability to generate examples.
Measuring Mechanisms of Student Voice: Development and Validation of Student Leadership Capacity Building Scales
Author: Lyons, Lindsay
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Leadership,Capacity Building,Test Construction,Test Validity,Measures (Individuals),High School Students,Student Surveys

This study developed measurement scales on student leadership capacity building through a survey of 280 students from nine U.S. high schools. Exploratory and confirmatory factor analyses resulted in a personal, interpersonal, organizational, and overall scale for building student leadership capacity. The scales included eight mechanisms that schools can use to enhance student leadership: pedagogy, relationships, radical collegiality, governance structure, research, group makeup, consistency, and recognition. The scale items also reflected three leadership competencies: critical awareness, inclusivity, and positivity. Focus groups and interviews with students and teachers in these nine schools supported survey findings and suggested implications for practice.
Politics and Religion: Identifying the Correlates of Support for Merging the Public and Separate School Systems in Ontario
Author: Davidson, Adrienne
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Organizational Change,Consolidated Schools,Educational Change,Religious Education,Public Opinion,Catholics,Politics of Education,Political Attitudes,Public Support

This article explores the factors associated with support for a merger of Ontario's two publicly funded school systems (secular and Catholic). Drawing upon survey data from over 2,000 Ontarians, it investigates the sociodemographic and attitudinal correlates of opinions toward school system reform. We find evidence that both political attitudes and religious identities are associated with school system attitudes, but that religious identity--specifically Catholicism--has a much more powerful impact. Our findings suggest that coalitions of support and opposition to a school system merger in Ontario are complex and not driven by a single obvious cleavage.
Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners
Author: Hwang, HyeJin
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Grade 3,Elementary School Students,Children,Reading Motivation,Decoding (Reading),Reading Achievement,English Language Learners,Longitudinal Studies,Surveys,Prior Learning,Monolingualism,Scientific Literacy,Gender Differences,Socioeconomic Status

This study examined the role of science domain knowledge, reading motivation, and decoding skills in reading comprehension achievement in third-grade students who are English learners (ELs) and students who are monolingual, using a nationally representative data set. Multigroup probit regression analyses showed that third-grade science domain knowledge and motivation for reading, decoding skills, and early attainment of decoding skills were significantly associated with third-grade reading comprehension in both language groups. Also, using Wald chi-square tests, the study showed that the association between third-grade science domain knowledge and reading comprehension was stronger in students who were ELs than in students who were monolingual. These findings suggest that cultivating science domain knowledge is very important to supporting reading comprehension development in third grade, particularly for students who are ELs.
Screens, Apps, and Digital Books for Young Children: The Promise of Multimedia
Author: Bus, Adriana G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Young Children,Electronic Publishing,Childrens Literature,Books,Technology Uses in Education,Multimedia Materials,Adults,Interaction,Educational Games,Picture Books,Animation,Early Childhood Education

Just beginning to understand the potentials new technologies might bring to the learning environments of young children, we invited authors to submit articles that investigate multimedia sources and their effect on learning settings. Two main themes emerged--how digitization changes the learning environment and adult-child interaction in particular and which digital affordances enrich digital materials and how these changes affect learning. We finish with &quot;alerts&quot; to further explore more the hidden potentials of new technologies and how routines such as book reading might change and become more effective in some respects.
Professional Training of the Economic Sector Specialists at Higher Education Institutions of the Republic of Poland and Ukraine: Criteria of Comparison
Author: Zagorodnya, Alla
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Economics Education,Specialists,Professional Education,Higher Education,Educational Environment,Networks,Teaching Methods,Program Content,Educational Principles

The article deals with the comparative analysis of the issues of the economic sector specialists' professional training at higher education institutions of the Republic of Poland and Ukraine. The essence of the concept of &quot;economic sector specialists' professional training&quot; has been revealed. The component structure of the economic sector specialists' professional training has been determined. The criteria of comparison of the economic sector specialists' professional training at higher education institutions of the Republic of Poland and Ukraine have been highlighted, namely: institutional-network; organizational-step; substantive-procedural. The results of the comparative analysis have been described.
Impacts of Jigsaw and Teams-Games-Tournaments (TGT) on Social Studies Preservice Teachers&apos; Epistemological Beliefs
Author: Simsek, Ufuk
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Cooperative Learning,Preservice Teacher Education,Preservice Teachers,Student Attitudes,Social Studies,Teamwork,Games,Foreign Countries,Program Effectiveness

Classroom practices of teachers are affected by their personal epistemological beliefs and cooperative learning methods are taking a large place in today's education world. By implementing two different cooperative learning methods in a college of education course, this study examined the effects of jigsaw and teams games tournaments (TGT) on epistemological beliefs of social studies preservice teachers. 30 students participated in the research who attended 4th grade at Artvin Coruh University Social Studies Education department at 2015-2016 academic year. Data were collected with Schommer Epistemological Questionnaire and analyzed by independent groups t-test. The findings elicited that jigsaw is significantly more effective that TGT on social studies preservice teachers' epistemological beliefs in general and for two of the dimensions measured: &quot;the belief that learning depends on effort&quot;, and &quot;the belief that learning depends on ability&quot;. But for the dimension, &quot;the belief that there is only one unchanging truth&quot;, there was no significant differences between two methods.
&quot;A Passion and Enthusiasm to Bring out the Best in All&quot;: Regional Candidate Teacher Motivations
Author: Sheridan, Lynn
Date: 2019-12-00
Type: Journal Articles
Subjects: Motivation,Career Choice,Occupational Aspiration,Values,Preservice Teachers,Teacher Recruitment,Foreign Countries,Masters Programs,Teacher Characteristics

In this study the career motivations and values of regional candidate teachers are investigated using a mixed methodology. Expectancy-value theory (Wigfield &amp; Eccles, 2000) supports the understanding of motivations through the use of four key value categories: interest, utility, attainment and cost. A total of 135 preservice teachers were surveyed using a modified survey instrument. This study addresses a gap in career motivational literature by exploring the motivations of regional teacher candidates. Current research indicates that quality staffing in Australian regional schools remains a significant concern. Findings indicated that candidates' motivations tended to be aspirational, yet there also exist strong pragmatic imperatives for choosing teaching. Career motivations were aligned to job opportunities in local communities, as well as the desire for social contribution. The findings have implications for university programs in terms of developing teacher agency and supporting career pathways.
Students&apos; Writing Difficulties in English for Business Classes in Dhofar University, Oman
Author: Uba, Sani Yantandu
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Difficulties,Business English,Undergraduate Students,Essays,Writing Instruction,Critical Thinking,Writing Processes,Academic Language,Vocabulary Development,Error Patterns,English (Second Language),Persuasive Discourse,Writing Skills,Spelling

This study investigates students' writing difficulties of English for business classes and the possible factors that might cause such difficulties. A corpus of forty essays of forty undergraduates was compiled. We adopted a textography approach to study writing practices. The results of the textual analysis informed an administration of questionnaire to both the students and four faculty members. The results of the corpus analysis indicate that students had a lot of errors in spelling, grammar, and many of them were unable to write thesis statement, as well as topic sentences. Some students also had problems in developing coherent essays. The contextual data suggests that about 90 per cent of the respondent did not know what thesis statement is. It also shows that the majority of students had problems in generating and organising ideas and nineteen out of twenty-one respondents also had a limited wide range of vocabulary. The course syllable did not allocate more than four hours for teaching essay writing throughout the semester. We strongly recommend more contact hours for teaching essay writing. Teachers could engage students in critical thinking activities, including how to generate and organise ideas. Teachers should be teaching more academic vocabulary to students.
Teaching History through Theater: The Effects of Arts Integration on Students&apos; Knowledge and Attitudes
Author: Kisida, Brian
Date: 2020-00-00
Type: Journal Articles
Subjects: History Instruction,Theater Arts,Teaching Methods,Program Effectiveness,Partnerships in Education,Educational Opportunities,Program Evaluation,Organizations (Groups),Student Attitudes,Empathy,Student Interests,Interdisciplinary Approach,Knowledge Level,Educational Policy,Policy Analysis,Comparative Analysis,Learning Processes,Art,Multiple Choice Tests,Outcomes of Education,Elementary School Students,Social Studies,Grade 3,Grade 4

Faced with accountability pressures and limited resources, education policymakers make difficult choices regarding school curricula. In recent years, studies have documented a decreased emphasis in arts and humanities instruction. One potential way for schools to fill this gap includes partnering with arts and cultural organizations to provide arts learning opportunities through arts integration, yet there is limited evidence on the effectiveness of such programs. We examine one such partnership by evaluating the efficacy of a program that infuses history content with theater. By randomly assigning school groups to participate in this program, we are able to draw causal conclusions about its effects. We find that students demonstrate increases in historical content knowledge, enthusiasm for learning about history, historical empathy, and interest in the performing arts as a result of this program. These findings suggest that there are valuable educational benefits from arts-integrated learning opportunities provided through school partnerships with arts organizations.
A SWOT Analysis of Teacher-Parent Communication in Education: Evidence from Turkey
Author: Ünsal, Serkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Teacher Cooperation,Interpersonal Communication,Foreign Countries,School Effectiveness,Middle School Teachers,Educational Benefits,Teacher Attitudes,Barriers,Academic Achievement

This study was designed to explore strengths, weaknesses, opportunities and threats driven by teacher-parent communication (TPC, henceforth) from the perspectives of teachers and students based on teacher views. A phenomenological design was adopted in the study of which sampling was constituted by 10 Turkish teachers of different subject areas working at state middle schools. The data were collected via semi-structured interviews with these teachers and examined through content analysis. Based on the preliminary findings, the teachers believe that TPC has certain strengths such as enhancement of students' feeling of worthiness and their sense of belonging to the school, and improvement of their motivation and in-class performance, and facilitation of the learning process. The teachers also reported that it helps students develop a sense of responsibility and improve self-confidence, and reduce student misbehaviors. As for the TPC-driven strengths from teachers' perspective, they stated that it facilitates recognition of students from different angles, makes positive contributions to the learning process, improves teacher status and prestige, and reduces teachers' workload through collaboration with parents. The study discusses strengths, weaknesses, possible threats and opportunities of TPC in detail.
Insights into TEFL: Moral Dilemma Patterns in Teaching Practice
Author: Akbari, Ramin
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Moral Issues,English Teachers,Gender Differences,Ethics,Experienced Teachers,Beginning Teachers,Teacher Student Relationship,Peer Relationship,Conflict,Compliance (Psychology),Standards,Teacher Behavior

Though moral aspects of English language teaching (ELT) have recently attracted much attention, moral dilemmas teachers encounter have not been given the sustained attention they deserve. The present study was conducted to document the types and frequencies of moral dilemmas ELT instructors face and the likely differences between the pattern of moral dilemmas experienced and less experienced, male and female ELT practitioners deal with. Forty teachers participated in stimulated recall and focus group interviews. Results showed that teachers are mainly concerned with dilemmas raised from Rules and Regulations. Experience was found to affect both the order and the frequency of the dilemmas teachers faced in different groups. Gender, however, did not result in significant changes in the pattern of moral dilemmas experienced by participants.
Thinking with Klein about Integration
Author: Laursen, Bethany
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Educational Theories,Learning Theories,Input Output Analysis,Educational Research,Sociolinguistics,Models

Integration is crucial to interdisciplinary and transdisciplinary work and it therefore deserves perennial attention by scholars and practitioners of such work. Few have thought so carefully, deeply, and tenaciously about integration as Julie Thompson Klein. In this article, we recount the development of Klein's thinking on integration, from her early stepwise model in 1990 to her current socio-linguistic model. After summarizing Klein's views, we compare the socio-linguistic model to a more recent view of integration known as the IPO (input-process-output) model. We show how these two models of integration relate to one another, and then we demonstrate their complementarity using an example of integrative argumentation from a Toolbox workshop. We conclude that we can understand instances of cross-disciplinary integration better with both models than with only one or the other. This theoretical stereoscope opens new avenues of research about the types of integrative relations collaborators use, what is involved in social/rhetorical integration, and the extent to which it is feasible to specify all of the parameters in an instance of integration.
EPOSTL: Revisiting the Roles of Language Teachers at a Recently Established ELT Department
Author: Yüce, Erkan
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,Teacher Role,State Universities,Student Teachers,Student Teacher Attitudes,Comparative Analysis,Action Research,Feedback (Response),Teaching Methods,Self Evaluation (Individuals),Student Characteristics,Foreign Countries,Portfolio Assessment,Item Analysis,Gender Differences

The present study investigated the self-perceptions of student teachers on the role of language teachers stated in the EPOSTL at a recently established ELT department in a public university. The descriptors in the Role of the Language Teacher part of the EPOSTL were adapted into five-point Likert-type items changing from strongly disagree to strongly agree. The quantitative inquiry was employed to the data through computer software. The first research question was answered through percentages (%) and frequencies (f); the other two research questions were answered through Independent-Samples T-Test by comparing the means ([x-bar]) and standard deviations (SD). The results were reported descriptively at the end. According to the results, some of the student teachers of ELT had difficulty in relating theory and practice, giving constructive feedback and accepting feedback, conducting action researches to solve classroom problems, and following the scientific documents in language teaching. Based on the results, several pedagogical implications that can be implemented for the forthcoming ELT classes at the department were suggested.
&quot;Teaching Grammar Is Not My Main Responsibility&quot;: Exploring EFL Teachers&apos; Beliefs about Grammar Teaching
Author: Toprak, Tugba Elif
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Language Teachers,English (Second Language),Teacher Attitudes,Teacher Responsibility,Second Language Instruction,Language Proficiency,Teaching Methods,Foreign Countries,Communication Skills,Drills (Practice),Skill Development

This mixed-methods study investigated a hundred university EFL teachers' beliefs about several issues in grammar teaching. Teachers' beliefs about these issues such as the explicit and implicit teaching of grammar, its integration with other language skills, and the role of a teacher in grammar teaching were elicited by means of a questionnaire. Furthermore, semi-structured interviews were conducted with ten volunteer teachers to obtain more in-depth information about teachers' reported beliefs. These results were analyzed by using the descriptive statistics and in-vivo coding. The findings of the study demonstrated that most teachers believed in the centrality of grammar instruction to helping language learners attain a substantial proficiency in English. Moreover, it was found that most teachers favored an inductive, integrative and communicative approach to grammar teaching. Although teachers' reported beliefs were, overall, in harmony with the literature on grammar teaching, there were no hints suggesting that teachers were aware of grammar theories or their beliefs were based on SLA/grammar literature. The findings indicated that the distinction between pedagogical dichotomies proposed in the literature seemed to blur in the practice since teachers frequently referred to personal and contextual features as the main factors shaping their beliefs and practices.
A Proposal to Achieve Financial Independence in Prince Sattam Bin Abdulaziz University in Accordance with the New System of Universities and Vision 2030
Author: Al-Khathlan, Mansour bin Zaid bin Ibrahim
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Finance,Universities,Foreign Countries,College Administration,Institutional Autonomy,Financial Support

The current research addresses an important educational and administrative issue. It is the financing of universities and the potential that the university can achieve its goals and strive to develop the society away from any pressures. It may face from private or governmental institutions which may participate in funding them with the aim of implementing the new Saudi universities system. All universities and educational institutions rely on their own resources and diversify new funding resources to alleviate the state budget in order to achieve the independence of these institutions and give them freedom to achieve their goals, and also the strategic goals of the 2030 Vision for Saudi Arabia. In order to achieve the research main objective, a questionnaire is distributed to the respondent to know the current reality of universities on the subject of funding. We find and propose a number of ways for the university to be financially autonomous.