ethanporcaro/eric-fulltext-meta huggingface dataset:
Prediction Level of the Fourth Grade Students&apos; Scientific Attitudes on Reflective Thinking Skills for Problem Solving
Author: Egmir, Eray
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Scientific Attitudes,Reflection,Thinking Skills,Problem Solving,Predictor Variables,Student Characteristics,Parent Background,Educational Attainment,Family Income,Gender Differences,Grades (Scholastic),Mathematics Achievement,Foreign Countries

In this study, the prediction level of the fourth-grade students' scientific attitudes on reflective thinking skills for problem solving was examined. The research was conducted using the correlational survey model and the sample of the study consisted of 468 students identified through simple random sampling. According to the findings the students had a low level of reflective thinking skills for problem solving and scientific attitudes. It can be said that there is a significant and positive correlation between the fourth-grade students' scientific attitudes with reflective thinking skills for problem solving. Besides, while the model established for the prediction of the reflective thinking of the fourth-grade students by the scientific attitude is significant, reflective thinking for problem solving of the fourth-grade students was strongly explained by scientific attitudes.
Mixed Methods Research in Second Language Writing: A Systematic Research Synthesis
Author: Park, Eunjeong
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Writing (Composition),Writing Research,Writing Instruction,Mixed Methods Research,Futures (of Society),Trend Analysis,Research Reports

In the field of second language (L2) writing, we have recently seen &quot;a collective future trend towards methodological diversity and expansion of repertoires of research methods and approaches&quot; (Manch?n &amp; Matsuda, 2016, p. 9). In responding to the call for methodological diversity, we set out to explore mixed methods research methodology in L2 writing research. Mixed methods research (MMR) has been acknowledged as a 'third' or 'alternative' methodological approach along with quantitative and qualitative research approaches over the past two decades in social sciences and other fields. However, relatively little has been discussed with regard to MMR in the field of L2 writing. More importantly, well-designed, rigorous MMR can have a great potential to provide a holistic understanding of complex issues in L2 writing research. Given these, in this article, we report the findings from our systematic synthesis of 27 empirical MMR in L2 writing with respect to 'research contexts/participants,' 'research topics,' 'purpose of MMR,' 'data sources,' and 'structure of MMR.' Our research synthesis provides L2 writing researchers with some valuable insights into the trend of and future directions for MMR in L2 writing.
The Affordance of Culturally-Based Texts and EFL Arab College Students&apos; Gain in Communication Skill: A Mixed Method Study
Author: Alhabbash, Maha
Date: 2021-00-00
Type: Journal Articles
Subjects: Affordances,Culturally Relevant Education,Instructional Materials,Instructional Effectiveness,Linguistic Input,Second Language Learning,English (Second Language),Familiarity,Video Technology,Reading Materials,Communicative Competence (Languages),Skill Development,Oral Language,College Students,Arabs,Females,Positive Attitudes,Foreign Countries

The purpose of this mixed-method study was two-fold. The first purpose was to investigate the role of using culturally-based materials on contributing to the advancement of oral communication of five EFL Arab college students through a six-week program. The second purpose was to explore the college students' views and experiences of using culturally-based materials. The study results revealed a noticeable, incremental gain in communication skills by using culturally-based materials. Additionally, the tactful pedagogical strategies that were used enhanced this incremental gain in oral communication. Moreover, college students viewed the use of culturally-based materials as relevant and pertinent to their lived experiences and gave them a sense of enchantment and euphoria. They also viewed their experience as a weaving process by which they connected their prior knowledge with new knowledge or their social and pragmatic knowledge with their academic language, which enabled them to extend and build communication edifices. The study incorporates some recommendations and implications.
Effects of Epals Practices on EFL Writing. An Action Research Study with Ecuadorian Students
Author: Vire Quezada, Karla
Date: 2021-00-00
Type: Journal Articles
Subjects: Action Research,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Writing Tests,Pretests Posttests,Writing Instruction,Accuracy,Grammar,Vocabulary Development,Intervention,Student Motivation,Native Speakers,Intercultural Communication,Letters (Correspondence),North Americans,Language Usage,Student Attitudes,Cooperative Learning,Cultural Awareness,Scores,High School Students,Computer Mediated Communication

Among the language skills, writing has been considered as the most difficult skill not only for native speakers, but for foreign language learners as well in the sense that one cannot achieve fluency and accuracy unless they become successful language users in terms of listening, speaking, and reading. This action research studied the effect of ePals practices on EFL writing of Ecuadorian students. Twenty-two junior high school students exchanged letters with American students over a four-month period. A mixed method was used for data collection and analysis. Quantitative data from pre and post writing tests and qualitative data from focal participants' interview were analyzed. Results revealed that after the intervention participants improved scores in vocabulary, grammar and accuracy. However, there was not a significant impact on the correct use of format and conventions of texts. Interviews with focal participants reported attitudes towards the collaboration and highlighted some aspects that made the experience valuable for participants and how it affected their writing performance and motivation. Results suggested that ePals practices offer ample opportunities for skills development and intercultural learning.
Examination of Classroom Writing Practices in the Context of Process-Based Approach to Teaching Writing
Author: Türkben, Tuncay
Date: 2021-00-00
Type: Journal Articles
Subjects: Process Approach (Writing),Writing Processes,Writing Skills,Class Activities,Educational Objectives,Textbooks,Turkish,Instructional Effectiveness,Middle School Students,Teacher Attitudes,Public Schools,Language Teachers,Foreign Countries

This research was conducted to evaluate the efforts made by Turkish teachers on developing written expression in their classrooms by considering the basic principles of the process-based writing approach and to determine whether the students' written expressions meet the basic principles of the process-based writing approach. In this respect, the method of the research was determined as a case study, a qualitative research design, and the study group consisted of 24 Turkish teachers teaching 5th, 6th, 7th and 8th grades and 24 students enrolled in these classrooms. Maximum variation sampling, a purposeful sampling method, was used to form the study group. A semi-structured interview form was used with 24 selected teachers, and the practices of these teachers and the reactions of the students in these classes were observed. A content analysis was completed in analyzing the data obtained from the observation and interview forms. In addition, the texts written by the students participating in the study were analyzed using the planned writing and evaluation scale. According to the findings obtained from the research, it was determined that in-class written expression activities were not carried out in line with the process-oriented writing approach and that the written expression products of the students did not meet the process-based writing criteria.
Examining the Learning and Comprehension of English Aspect Categories by Yemeni EFL Students
Author: Mudhsh, Badri Abdulhakim D. M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Learning Processes,Student Attitudes,Language Usage,Verbs,Error Analysis (Language),Morphemes,Semitic Languages,Transfer of Training,Interference (Language),Native Language,Teaching Methods

The current study endeavours to examine the learning and comprehension patterns of English aspect categories by Yemeni EFL students in the different levels of undergraduate program at the English department, faculty of arts at Sana'a University. The data of the study were collected from a total of 120 students covering the four levels of undergraduate program. From each level, a group of thirty students were considered. The data on aspectual categories were analysed by using statistical models like one-way analysis of variance ANOVA in SPSS 16.0 and Tukey Post Hoc test. The statistical analysis indicates that (1) there is significant differences in the correct uses of the various English aspect categories across the four levels and (2) errors were not equally distributed within all English aspect categories. (3) the use of Tukey Post Hoc test further suggests that performances at specific levels are significantly different from each other. Furthermore, present perfect tense has received the lowest correct answers across all levels, hence it is considered to be the most problematic among the other categories. The role of Arabic influences has been noticed to be negatively affecting the process of learning and comprehension of aspect categories in the initial years, especially in level one students. Some pedagogical implications have been given.
The Racial Grammar of Teacher Education: Critical Race Theory Counterstories of Black and Latina First-Generation Preservice Teachers
Author: Bell, Priscilla
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Student Recruitment,Minority Group Students,Minority Group Teachers,First Generation College Students,Women Faculty,Gender Bias,Racial Bias,Social Class,Barriers,Preservice Teachers

Current research in teacher education has turned a gaze toward recruiting students of color into teacher preparation programs. Yet teacher education programs fail to deconstruct the intersectional racial grammar of teacher education to provide meaningful learning experiences for preservice teachers of color, who often endeavor to teach in the very underserved communities of color that educator preparation programs fetishize. Moreover, there is a need to position the recruitment of preservice teachers of color alongside research on first-generation college students, who also tend to be students of color from economically underserved communities. Drawing from critical race theory in education as a conceptual framework, we use an intersectional narrative methodology to foreground how four first-generation women preservice teachers of color--U.S. Black and Latina--navigate the racial grammar of teacher education. Similar to prior studies, findings indicate that racial incongruence underscores preservice teachers' of color experiences in teacher education programs. Furthermore, students' experiences speak to how race, class, and gender function together to form a grammar of teacher education that creates barriers of entry for educators of color. In light of our findings, we call for greater attention to discourses of Black and Latinx educator recruitment that consider gender, race, and class within contexts of first-generation college attendees.
Understanding Preservice Teacher Dispositions: Implications for Social Justice and Educational Policy
Author: Saultz, Andrew
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Educational Policy,Teacher Education Programs,Personality Traits,Student Surveys,State Universities,Positive Attitudes,Teaching Conditions,Work Environment,Knowledge Level,Teacher Educators,Social Differences,Social Justice,Teaching Methods,Diversity,Government Role,Common Core State Standards,Standardized Tests,Educational Improvement,Educational Attitudes,Reading Tests,Mathematics Tests,Accountability,Elementary Secondary Education

This study provides empirical evidence on preservice teachers' (PSTs) dispositions by surveying them on topics of educational policy in their first required course for a teacher preparation program in one mid-sized public university. Our survey used the same questions as did the Ed Next/Harvard Program on Education Policy and Governance poll, which was administered nationally both to the general public and to public school teachers. The goal was to understand PSTs' dispositions when they enter teacher education programs. Results of the survey indicate that dispositions and attitudes of PSTs reflect a belief that schools are doing well and that PSTs are neutral with respect to many major educational policies. These findings suggest that students are entering teacher preparation programs with largely positive views of schooling and a general lack of knowledge about educational policy and teachers' working conditions. We provide several implications for teacher education and teacher educators who look to disrupt rather than reproduce structural inequalities.
Moving toward a Method for YAL in Secondary English Teacher Education
Author: Strickland, T. Hunter
Date: 2020-00-00
Type: Journal Articles
Subjects: Adolescent Literature,Young Adults,Preservice Teacher Education,Secondary Education,Course Descriptions,Course Objectives,Curriculum Design,Methods Courses,English Teacher Education,Social Justice,Diversity,Teaching Methods,Technology Uses in Education,Reading Material Selection

In order to better understand how young adult literature (YAL) is used in secondary English teacher education, this study examines course syllabi submitted by researchers recently published in &quot;The ALAN Review.&quot; Using a framework built on Bakhtin's work, this article analyzes course objectives and goals for inherent social discourses to examine how syllabi establish practices to support student learning. The syllabi studied provided support for an understanding of how YAL fits into teacher education. The goal was to use Bakhtin's theories to analyze these syllabi to build a foundational understanding of how the discourses of education influence course design. Data were organized into four categories. The first examines the discourses of how YAL is used to teach English education methods. The second is to use YAL to understand discourses of critical education, social justice, and diversity. The third examines discourses on defining YAL and/or adolescence/adolescents. The fourth examines discourses on reflective practice. In the findings section, individual objectives and goals are analyzed so that an understanding of how these discourses meet at sites of tension allows for a discussion on how YAL is being used, and how might it be developed in the future.
The Applicability of Learner-Centered Education in Refugee Settings: The Syrian Refugee Teachers&apos; Case Study
Author: Sharif, Iman
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Student Centered Learning,Refugees,Teacher Attitudes,Educational Change,War,Attendance,Educational Quality,Emergency Shelters,Standards,International Organizations,Learning Processes,Teacher Education,Urban Schools,Context Effect,Barriers,Best Practices,Foreign Countries

Displacing the largest number of refugees in recent time is one of the devastating impacts of the Syrian war. Turkey hosts over 3.6 million Syrian refugees. Almost half of them are children in the preschool or primary school stage. Because refugee children are five times more likely to miss schooling than nonrefugee children, the provision of high-quality education in refugee settings is emphasized in the literature, as it offers children and their community protection, security, social cohesion, and it also prevents conflicts. Therefore, the purpose of this paper is to report some key findings of a qualitative study that primarily examined Syrian refugee teachers' perceptions of quality education and their experiences of pedagogical change, which included adoption of more learner-centered practices in line with the standards set by the International Network for Education in Emergencies (INEE), an organization that guides the delivery of quality education in emergencies. This paper explores teachers' beliefs about learning, their education, training, and their perceptions of learner-centered education (LCE) and the implementation of LCE in an urban Syrian refugee school in Turkey. In addition, the paper investigates teachers' vision of good pedagogy within their realities and capacities. The findings from this study showed complex contextual influences affecting the educational provision for Syrian refugees and LCE implementation challenges. A key implication that arises from this study relates to the suitability of LCE as &quot;best practice&quot; in the refugee context.
Justice for Justyce: Using &quot;Dear Martin&quot; and Founding Documents to Create Revolutionary Remixes
Author: Ovitt, Brigid
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Grade 12,Humanities Instruction,Class Activities,Learning Activities,Current Events,History Instruction,Racial Bias,Social Justice,Fiction,Adolescent Literature,Multiple Literacies,Multimedia Materials

In this teacher practitioner article, we share our experience presenting a humanities lesson in which students created a remix, or mashup, by combining contemporary fiction with historical documents. Theoretical underpinnings of this project included the work of linguists Kress and Van Leeuwen, who noted that texts are shaped by multiple recontextualizations or remediations by different creators and users in different places at different times. Kellner's work exploring how readers use history to read texts and texts to read history also informed our practice, as did Bakhtin's conceptualization of the intertextual linkages and nesting of ideas. Our context was a private school in the southwest U.S., which began as an institution for assimilating indigenous youth. We presented this lesson to a racially, ethnically, and economically diverse 12th grade class of ten students. The remix activity encouraged students to engage with the documents and to explore the tense relation between the ideals of our country and current realities. The lesson resulted in students grappling with current examples of racism in their lives and in society at large and producing works that showed understanding of the how the past is woven into the fabric of the present.
The Host Country Culture in Second-Language Acquisition: A Case Study in an International School
Author: Milosevic, Olja
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Second Language Learning,Second Language Instruction,Interpersonal Competence,English (Second Language),International Schools,Cultural Education,Language Proficiency,Teaching Methods,Cultural Differences,Speech Communication,Local History,Cultural Awareness,Learner Engagement,High School Students,Units of Study,Foreign Countries

This paper records how a group of high school second-language English learners in an international school studied their host country's cultural heritage. The school enrolls international and host country students and both groups of students participated in this study. They collaborated on a cultural project that involved using host country heritage as a way to develop language proficiency. During the process, students looked for commonalities among different cultures, inquired into the past, and developed both speaking and social skills. As they attempted to discover the intricacies of the local community and its culture, they had to use skills and strategies that increased the likelihood of successful interaction. Their academic engagement increased and at the same time, their intercultural sensitivity was increased.
Teachers&apos; Opinions on Alternative Approaches in Social Studies Education: Poetry and Music Module
Author: Durmaz, Ahmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Studies,Teaching Methods,Questioning Techniques,Nontraditional Education,Learning Modules,Music,Poetry,Teacher Attitudes,Positive Attitudes,Middle School Teachers,Instructional Effectiveness,Foreign Countries

There are many methods and techniques used in social studies education. Some of them are good guides for students in the subjects which they want to learn, but others cannot. Therefore, alternative methods should be used in order to understand the social studies lesson better for students. Poetry and music are some of these alternative forms. In terms of applicability of this method, opinions of teachers of social studies working in various middle schools in Nevsehir province were taken. Qualitative data collection tools were used in the research and descriptive and content analysis methods were used in the analysis of qualitative data. A semi-structured interview form prepared by field experts was used as data collection tool. In addition, other field experts have been consulted for the validity of the form. The data were analyzed using descriptive and content analysis methods. Categorical analysis technique was used in content analysis. In addition, internal reliability of the questionnaire was increased by quantifying qualitative data by making direct citations from the interviews, and by giving examples from teacher opinions about the questions, it was aimed to explain the opinions of the teachers better. The opinions of the teachers, the applicability of poetry and music to social studies course has been put forward. Studies and findings show that teachers' opinions on the use of poetry and music in social studies are positive.