ethanporcaro/eric-fulltext-meta huggingface dataset:
Portuguese and German Repertoires Perceived by Portuguese Speaking Children in Germany: A Tale of Two &quot;Continua&quot;
Author: Melo-Pfeifer, Sílvia
Date: 2019-00-00
Type: Journal Articles
Subjects: Portuguese,German,Heritage Education,Freehand Drawing,Native Language Instruction,Student Attitudes,Language Attitudes,Second Language Learning,Second Language Instruction,Foreign Countries,Language Skills,Learning Motivation,Profiles,Validity,Teaching Methods,Learning Processes,Learning Strategies,Correlation,Multilingualism,Elementary School Students

After a theoretical overview of the concept of heritage language (HL) from a plurilingual perspective, we will describe the project &quot;Images on the (teaching of) Portuguese Language abroad&quot;. For this project, several drawings were collected, produced by lusodescendant children living in Germany and attending supplementary Portuguese lessons. We will analyze four tendencies of students' representations towards Portuguese and German, as well as towards the skills they have developed in those languages. These representations illustrate four profiles of Portuguese Heritage Language (PHL) learners present in the classroom (in terms of motivations, skills, linguistic repertoires, etc.). As conclusions, we will point at: (a) the validity of a study on representations by means of a drawing collection method, in order to understand the heterogeneity of PHL learners and the need to diversify the teaching-learning strategies; and (b) the advantages of understanding the relationships subjects establish with their languages and with the multilingual and plurilingual &quot;milieu&quot; they live in, in order the enhance the efficiency of HL education.
Teachers&apos; Critical Reflections on Using the NYSED Bilingual Common Core Progressions and Implications and Their Use for the Quality of Multilingual Learners&apos; Instruction
Author: Velasco, Patricia
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Common Core State Standards,Bilingual Education,Best Practices,Educational Practices,Multilingualism,English (Second Language),Second Language Instruction,Scaffolding (Teaching Technique),Elementary School Teachers,Middle School Teachers,High School Teachers

In this article I discuss findings of a qualitative study that explores the insights of a group of teachers about implementation of the New York State Education Department (NYSED) Bilingual Common Core Progressions (BCCP). Moreover, I explain teachers' suggestions on best pedagogical practices that could be used in the instruction of multilingual learners when implementing the Next Generation English Language Arts (ELA) Standards. The findings may guide any future revision and implementation of BCCP.
The Attitudes of Science and Mathematics Teachers toward the Integration of Information and Communication Technology (ICT) in Their Educational Practice: the Application of the Unified Theory of Acceptance and Use of Technology (UTAUT)
Author: Al-zboon, Habis S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Teachers,Mathematics Teachers,Technology Integration,Social Influences,Teacher Attitudes,Attitude Measures,Information Technology,Educational Practices,Teaching Methods,Mathematics Instruction,Science Instruction,Foreign Countries,Teacher Characteristics

This research aims to identify science and mathematics teachers' attitudes towards integrating Information and Communication Technology (ICT) in their educational practice through applying the Unified Theory of Acceptance and Use of Technology (UTAUT). A questionnaire instrument was developed based on the constructs of the UTAUT (performance expectancy, effort expectancy, social influence and facilitating conditions) and attitudes scale. The study sample consisted of a group of mathematics and science teachers in governorate of Ma'an. The participants were randomly selected. Descriptive and regression analysis were used to analyze the data. The results showed the attitudes of science and mathematics teachers towards integrating information and communication technology in the educational process were high and positive. In addition, the results showed that science and mathematics teachers had positive and high perceptions of integrating information and communication technology in the educational process in all dimensions (performance expectancy, effort expectancy, social influence, and facilitating conditions). Furthermore, the unified theory of acceptance and use of technology was valid in explaining the attitudes of Science and Mathematics teachers toward the integration of ICT in the in their educational practice.
Comparison of Pre-School Education Curricula of Turkish Republic of Northern Cyprus (TRNC), England, Finland, Southern Cyprus and India
Author: Erbay, Filiz
Date: 2021-08-00
Type: Journal Articles
Subjects: Comparative Education,Preschool Education,Preschool Curriculum,Educational Objectives,Age Groups,Young Children,Child Development,Student Evaluation,Teacher Evaluation,Foreign Countries

In this research, it is aimed to compare the preschool education curricula of Turkish Republic of Northern Cyprus (TRNC), England, Finland, Southern Cyprus and India. In this study, pre-school education curricula in TRNC, England, Finland, Southern Cyprus and India were examined and the age groups covered by the curricula, their general objectives, areas of achievements, content and evaluation sections were compared. In the selection of the curricula of the countries included in the study, easily accessible and convenient sampling was used and the curricula of the countries whose full texts can be accessed on the internet were included. The data were collected using the document analysis method and the scanning model was used to determine the existing situation. The data in the study were obtained by using descriptive analysis and content analysis methods. When the findings of the research are examined, it is stated that the TRNC preschool education program has limited the age range, has aims and achievements to support all developmental areas, deals with early literacy, mathematics and environmental awareness in detail, is quite comprehensive in terms of content, it is also included in the evaluation of the teacher. All these points are considered as strengths of the TRNC preschool education program. It has also been observed that there are features that need to be improved. The TRNC program does not include self-evaluation of the child, does not emphasize the communication and interaction of society-school-programme-child. Suggestions are provided at the end of the study in accordance with the research findings.
The Effects of Argumentation-Based Teaching on Primary School Students&apos; Academic Achievement, Science Attitudes and Argumentative Tendencies
Author: Emrah, Ates
Date: 2021-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Teaching Methods,Science Instruction,Instructional Effectiveness,Elementary School Students,Grade 4,Children,Public Schools,Science Achievement,Academic Achievement,Scientific Attitudes,Scientific Concepts,Concept Teaching,Achievement Tests,Foreign Countries

This research aims to analyze the effects of argumentation-based teaching (ABT) on the 4th-grade students' academic achievement, argumentative tendencies and attitude towards science. The universe of the research was 4th-grade students studying in Yigilca district of Düzce province in the 2017-2018 academic year, in Turkey. The sample of the research consists of 37 4th grade students studying in two different classes. The pretest-posttest matched control group design was used which is one of semi-experimental design techniques. While activities related to ABT were administered to the experimental group, the existing curriculum was applied for the control group. The data of the research were collected using three tools: science achievement test (AT), science attitude scale (SAS), and argumentativeness scale (AS). All data collection tools were administered to experiment and control groups as pre-test and post-test to determine if there was a difference after the application. The findings revealed that the academic achievement of the students was significantly influenced by the activities related to ABT. However, there was no significant difference between experimental and control groups in terms of argumentative tendencies and their attitude towards science.
Development of Internet Literacy Self-Efficacy Scale for Pre-Service Teachers
Author: Yasan Ak, Nehir
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Technological Literacy,Self Efficacy,Preservice Teachers,Student Attitudes,Test Construction,Test Validity,Test Reliability,Student Characteristics,Technology Uses in Education,Educational Technology

This study aims to develop the Internet Literacy Self-Efficacy Scale (ILSEF) that can be used to examine pre-service teachers' beliefs in their capabilities to perform recent web functionalities. The data was collected from eight different departments and all grade levels of the faculty of education at a state university in Turkey. Two different samples were used to develop and validate the instrument. The first and second samples consisted of 174 and 150 pre-service teachers, respectively. In an effort to explore the factorial structure, exploratory factor analysis was run with sample 1. A four-factor structure with 16 items was obtained: trustworthiness, creation, technical knowledge, and getting information. This structure accounted for 65.40% of the total variance. For structural model validation, the proposed model was evaluated with four alternative models. Construct validity was also checked by convergent and discriminant validity. In order to confirm the four-factor solution model of ILSEF, confirmatory factor analysis was performed with sample 2. Cronbach alpha internal consistency coefficients of each factor ranged from 0.91 to 0.72. The results provided some evidence that the scores obtained from the Internet Literacy Self-Efficacy Scale are valid and reliable in assessing pre-service teachers' self-efficacy beliefs in terms of the Internet use knowledge and skills.
The Effect of Metaconceptual Teaching Activities on 7th Grade Students&apos; Understandings of and Attitudes towards Law Related Concepts
Author: Sabanci, Osman
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Concept Teaching,Concept Formation,Teaching Methods,Metacognition,Social Studies,Law Related Education,Middle School Students,Public Schools,Student Attitudes,Grade 7,Foreign Countries

The aim of the study is to examine the effect of teaching activities supported with metaconceptual processes on 7th grade students' conceptual understandings and attitudes of law related concepts in social studies course when compared with traditional instruction. In this quasi-experimental study, convenience-sampling method was used. This study was conducted in four classes of a social studies teacher. Two of the classes were randomly assigned as experimental group and the other two classes were randomly assigned as control group. The participants composed of 114 7th grade middle school students enrolled in a state school in Ankara. Experimental group was exposed to teaching activities supported with metaconceptual processes while control group was exposed to traditional teaching based on the current teaching program. For data collection, conceptual understanding and attitudes tests developed by researcher were used. The results indicate that teaching activities facilitating metaconceptual processes had more positive impact on students' conceptual understanding and attitudes towards law related concepts. [This study was presented verbally in &quot;The 6th Biennial Meeting of the Early Special Interest Group 16 Metacognition&quot; organized at Bogaziçi University between 3rd and 6th of September, 2014.]
Factors Affecting Citizenship Education According to Perceptions and Experiences of Secondary-School Teachers
Author: Gürkan, Burcu
Date: 2020-00-00
Type: Journal Articles
Subjects: Citizenship Education,Secondary School Teachers,Teacher Attitudes,Civil Rights,Citizenship Responsibility,Consciousness Raising,Competency Based Education,Student Development,Educational Environment,Teacher Influence,Social Influences,Socioeconomic Status,Secondary School Curriculum,Foreign Countries

The present study examines the factors affecting citizenship education, such as school, environment, students, teachers, and the curriculum, as perceived and experienced by secondary school teachers. The study is qualitative and uses a phenomenological design. Maximum diversity sampling was used for selecting participants. The sample consisted by eight teachers of geography, history, and philosophy who worked in three different secondary schools in the Sahinbey district of Gaziantep province in the 2017-2018 academic year. The data was collected through semi-structured interview forms and analyzed through content analysis. The data revealed causality relations. The results of the study reveal that participants categorized the concept of citizenship and citizenship education as individual, state, rights, and responsibility, which is in line with the literature. All of the participants carried out studies on citizenship knowledge and skills during their teaching processes. It was discovered that citizenship education is realized through informal (unplanned) education together with curriculum content. According to participants, citizenship education is affected by various positive and negative factors such as students, teachers, and the curriculum. [This paper was presented at the 6th International Congress on Curriculum and Instruction, 11-13 October 2018, in Kars, Turkey.]
Lessons for South Africa from Singapore&apos;s Gifted Education -- A Comparative Study
Author: Milne, Annari
Date: 2021-02-00
Type: Journal Articles
Subjects: Comparative Education,Cross Cultural Studies,Foreign Countries,Educational Quality,Gifted,Educational Policy,Educational Practices,Academic Achievement,Academic Standards,Difficulty Level,Political Influences,Inclusion,Elementary Secondary Education,Achievement Tests,Mathematics Achievement,International Assessment,Mathematics Tests,Science Achievement,Science Tests,Equal Education,Excellence in Education,Theory Practice Relationship,Barriers,Rural Areas,Curriculum Development

Since 1999 South African learners have participated in various international studies but sadly the learners have continued to perform dismally, which brings to question the quality of their education. Meanwhile, Singaporean students have been among the top achievers in all these competitions. Many comparative studies have been done between different nations and Singapore, but in few, if any, of these studies the focus has been on comparisons regarding gifted education. Singaporean policies and practices on gifted education generally prioritise a commitment to engaging learners from all ability levels with appropriately challenging curricula and instruction. In this article we report on a comparative study between the Singaporean and South African education systems. Three frames, (a) political context (b) curriculum structure and (c) loose coupling shaped the analysis. Results show that both countries had similar challenges at the point of independence from colonial rule and yet, they responded differently to those challenges. Singapore implemented inclusive education driven by excellence while South Africa's inclusive education is driven by equity without excellence. South Africa has a one-size-fits-all curriculum, whereas Singapore has alternatives that create multiple pathways for learners to reach their full potential. Although gifted education is being proposed in current South African pronouncements, there is no evidence of coherence in terms of its implementation. Meanwhile, Singapore has a coherent system that ensures their policies move from theory into practice. All these are lessons that South Africa can learn.
Differentiation Practices in a Private and Government High School Classroom in Lesotho: Evaluating Teacher Responses
Author: Leballo, Makatleho
Date: 2021-02-00
Type: Journal Articles
Subjects: Individualized Instruction,Private Schools,Public Schools,High School Teachers,Teacher Attitudes,Teaching Methods,Inclusion,Barriers,Time Management,Educational Resources,Class Size,Teacher Student Ratio,Foreign Countries

One way in which the practice of inclusion can be actualised in classrooms is through the use of consistent, appropriate differentiated instruction. What remains elusive, however, is insight into what teachers in different contexts think and believe about differentiation, how consistently they differentiate instruction and what challenges they experience in doing so. In the study reported on here high school classrooms in a private and a government school in Lesotho were compared in order to determine teachers' thoughts and beliefs about differentiation, the frequency of differentiated instruction, and the challenges faced by teachers who implement this inclusive practice. Sampled teachers offered their views on what they understood differentiated instruction to be, the frequency of differentiated instruction, and identified challenges via an administered questionnaire. Data analysis was based on frequency counts and bar charts for comparative purposes. Findings indicate that private school teachers have a higher frequency of differentiated teaching practice, with time constraints indicated as the main challenge. Government school teachers had a lower frequency of differentiation, and identified a lack of resources, and the learner-teacher ratio as challenges, among others. In the study we highlighted the critical role that private schools can play in the national call for the implementation of inclusive teaching in Lesotho, in terms of active collaboration with surrounding government schools. Private schools, with their resources and access to professional development opportunities, can become catalysts in the implementation of inclusive teaching practices.
Improving Cognition in School Children and Adolescents through Exergames. A Systematic Review and Practical Guide
Author: López-Serrano, Sebastián
Date: 2021-02-00
Type: Journal Articles
Subjects: Children,Adolescents,Game Based Learning,Video Games,Exercise,Program Effectiveness,Educational Research,Cognitive Development,Academic Achievement,Executive Function,Self Concept,Motor Development,Interpersonal Relationship,Physical Fitness,Physical Education,Elementary Secondary Education,Foreign Countries

Recent studies and reviews have shown the positive effects of exergames (EXs) on physical activity (PA) and fitness in children and adolescents. Nevertheless, their effects on cognition have been scarcely explored, and no previous review has focussed on this relationship. The purpose of the research reported on here was to analyse the acute and chronic effects of the use of different EXs on the cognition of young people aged 6 to 18 years, to review potential confounders, and to elaborate a practical guide to using EXs in schools or extracurricular contexts. Studies were identified from 4 databases (Pubmed, SportDiscus, ProQuest and Web of Science) from January 2008 through January 2018. Thirteen studies met the inclusion criteria. All the studies showed a positive effect of EXs on cognition. The review showed an acute improvement effect on executive functions (EFs) (visual attention, mental processing, working memory, response inhibition, and motor planning) and chronic benefits on mathematical calculation, self-concept, classroom behaviour, and on parental and interpersonal relationships. Only 5 studies used confounders. EXs are an effective and motivating tool to improve cognition in young people aged 6 to 18 years. Didactic recommendations to use EXs in school or extracurricular contexts are provided in this article.
Oral Reading Skills and Comprehension Test-II (SOBAT®-II): Assessment of Reading Fluency and Comprehension of Turkish Students with Specific Learning Disabilities
Author: Melekoglu, Macid Ayhan
Date: 2021-02-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Disabilities,Reading Fluency,Reading Comprehension,Oral Reading,Reading Skills,Disability Identification,Reading Difficulties,Test Construction,Children,Early Adolescents,Elementary School Students,Middle School Students,Student Characteristics,Students with Disabilities,Standardized Tests,Family Environment,Test Validity,Test Reliability

Efforts to diagnose students with specific learning disabilities (SLD) have increased in recent years in Turkey. However, the limited number of assessment tools used to identify students with SLD is one of the most important concerns in this area, since 8 out of 10 students with SLD have difficulty in reading, which affects other academic areas. Considering reading performance scores from standardised reading tests may help eliminate difficulties in SLD assessment. Reading problems are often observed with or without SLD, especially in primary and middle school age groups. However, standardised reading tests are usually not used in screening and diagnosis of these children, and in planning, monitoring, and evaluation of the effectiveness of reading intervention programmes in Turkey. The purpose of the study reported on here was to provide findings of a project that was carried out to develop a standardised reading test, SOBAT®-II, for the assessment of reading and reading comprehension skills development of children with SLD between 7 and 14 years of age. A total of 1,133 test administrations were performed within the scope of this study. As a result of this study, the Oral Reading Skills and Comprehension Test (SOBAT®), of which the preliminary study was conducted between 2002 and 2012, was expanded to include children between the ages of 7 and 14, and the parallel form of the test, A and B, was formed. In future studies, expanding the number and diversity of the sample by including students from different provinces, and adding motivation resources to increase voluntary participation may be beneficial for standardisation of the test.