ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of the Quality of Grammar Instruction: Case of Education Informatics Network
Author: Maltepe, Saadet
Date: 2022-00-00
Type: Journal Articles
Subjects: Grammar,Teaching Methods,Instructional Effectiveness,Turkish,Distance Education,Lesson Plans,Elementary School Students,Logical Thinking,Learning Activities,Intuition,Receptive Language,Expressive Language,Foreign Countries

Teaching grammar topics is a difficult and complex process. This process needs to be structured with functional activities that are appropriate for the objectives of the instruction, be it face-to-face or distance education. This study aims to investigate and evaluate the quality of grammar instruction in the Turkish lessons on the Education Informatics Network (EBA) used by the Ministry of National Education as a distance education tool. For this purpose, the data of the research were obtained through the investigation of 29 Turkish lessons at the elementary school level (5th-8th grades) between the dates 23.03.2020 and 19.06.2020 during which formal education was in a three-month hiatus. In designating these lessons, the criterion sampling technique was used and all lessons that included grammar topics were investigated by taking grammar topics as the criterion. The research used the case study as one of the qualitative research designs. The data obtained after the investigation were analyzed through the content analysis method. In the research, the analysis category was determined to be &quot;Grammar Teaching&quot; while the sub-categories were coded as &quot;The State of Using the Sense and Induction Methods in Grammar Teaching&quot;, &quot;Structure of the Examples Used in Grammar Teaching&quot;, and &quot;The State of Supporting Grammar Teaching Activities with Comprehension and Expression Skills&quot;. It was found that induction and intuition methods that have a vital place in teaching grammar in elementary school Turkish lessons were seldom used. On top of this, it was revealed that grammar was taught in a way far from text-based grammar teaching and was not associated with receptive and productive skills.
The Impact of COVID-19 on Pre-Service Teachers&apos; Teaching Practice
Author: Sayir, Muhammed
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teachers,Distance Education,Barriers,Educational Technology,Foreign Countries,Online Courses,Student Teacher Attitudes,Student Teaching

Teaching practice, which has a significant impact on the professional development of pre-service teachers, has been greatly affected by the COVID-19 pandemic. During the pandemic process, preservice teachers have conducted teaching practice through distance education. The aim of this study is to determine whether the pre-service teachers have acquired the learning outcomes determined within the framework of the objectives of the teaching practice with distance education, which is a new format for teaching practice. To collect data, we used an open-ended questionnaires formatted on a Google-form responded by 246 pre-service teachers. The results of the study show that most of pre-service teachers could not acquire the learning outcomes determined within the framework of the objectives of teaching practice with teaching practice through distance education. Pre-service teachers attribute this to the lack of actual classroom environment and lack of communication and interaction with students. The findings of the study also indicate that teaching practice through distance education enabled preservice teachers to gain knowledge about distance education tools and experience on how to use them.
&apos;African Dance&apos;: The Dangers of a Homogenizing Label
Author: Mabingo, Alfdaniels
Date: 2022-10-13
Type: Journal Articles
Subjects: Dance,African Culture,Colonialism,Racism,Intervention,Dance Education,Naming,Generalization,Blacks,Social Justice,Neoliberalism

What is 'African dance'? Is the label 'African dance' representative enough of the diverse dance traditions in African communities, or is it just another form of tokenism? How is the term 'African dance' rooted in the histories of colonial racism against the African people? What are the dangers of using the same label as an attempt at instituting anti-racist curricular and interventions in universities, conservatories, dance studios, and dance companies? In problematizing the label 'African dance', we should be cognizant of the view presented by Stuart Hall (1991) that how people are represented is how they are treated. The article examines how the generalization reflected in 'African dance' has genealogy in the earlier racist European colonial homogenization of Africa, which Valentino Y. Mudimbe (1988) has termed as the 'invention of Africa'. A critical examination is made on how using the label 'African dance' in the current anti-racist dance curricular projects compound racism that whitewashes a complex continent with multiplicity of cultures and dance practices into one single monolithic label. The article provokes critical reflection on the complexity of dance traditions in Africa and inspires a new thinking that looks at the different insidious facets of racism, which can easily be exacerbated by the very projects that seek to address social injustices, discrimination, and marginalization.
Dancing on Zoom: Introducing the Principles of Creative Movement into Distance Learning in Primary School
Author: Rupnik, Urša
Date: 2022-10-13
Type: Journal Articles
Subjects: Foreign Countries,Creative Activities,Grade 4,Elementary School Students,COVID-19,Pandemics,School Closing,Videoconferencing,Student Attitudes,Parent Attitudes,Teacher Attitudes,Online Courses,Workshops,Motion,Dance,Program Effectiveness,Instructional Materials,Experience,Interaction,Interpersonal Relationship

This paper presents a pilot study of creative movement workshops that enriched the school life of fourth graders at a primary school in Slovenia during the closure of educational institutions due to the COVID-19 pandemic. The project involved a dancer who met with students via the Zoom platform for four months, preparing, leading, and facilitating dance activities based on current curriculum content. Using qualitative analysis, we present the views of students, parents, a teacher and a dancer on the integration of arts to online teaching and learning. The creative movement workshops exhibited the importance of including opportunities for movement within online curriculum for students, as they spent most of their time sitting in front of screens. The workshops created opportunities for social interaction where other forms of online instruction otherwise reduced social contact. Finally, the movement and dance activities contributed to a better understanding of some learning content.
Redefining American Dance in the Classroom: Responsibility to Racial Justice
Author: Martinez, Deanna Lynn
Date: 2022-10-13
Type: Journal Articles
Subjects: Dance Education,Racism,Social Justice,Cultural Influences,Ethnic Diversity,Minority Groups,Curriculum,Cultural Awareness,Student Diversity,Culturally Relevant Education

After what was eighteen months of isolation and remote learning for some due to the COVID-19 global pandemic, it is imperative that dance classroom spaces become community spaces united in solidarity for all. Calling attention toward the racism systemically ingrained in the American dance legacy serves as an impetus to eliminate that racism while transforming American dance education into a sincerely American (multicultural) dance experience that is better informed, empathetic, and equitable. This essay based on literature in the fields of dance, education, and social justice discusses the racism embedded in America and American dance, the conglomeration of cultures and identities that inherently forge American dance, the need to see and understand thyself and others in the classroom, and methods for curricula diversification.
Screen Past Flesh Goin&apos; on to Bone: Musings on Jamaican Tertiary Dance Education beyond the Time of COVID-19
Author: Ebanks, Neila-Ann
Date: 2022-10-13
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Dance Education,Cultural Maintenance,Cultural Influences,COVID-19,Pandemics,Educational Technology,Distance Education,Human Body,Racism,Slavery,Social Influences,Online Courses

&quot;Q: &quot;What time is it?&quot; A: &quot;Skin, past flesh, goin' on to bone.&quot;&quot; As descendants of stolen Black bodies in the 'New World', many dancing Jamaicans have become living anachronisms, unconsciously embodying retentions of life-renewing cultural movement practices past spirit and bone, into flesh and skin. Jamaican tertiary dance education has long been predicated on this baseline understanding of spirit, skin, flesh and bone as felt things. Although dance educators had grappled with 'dis'embodied millennial audacity before COVID-19, we trusted that corporeal ancestral alchemy would remain, and thought we would always have safe touch in our pedagogy toolkits when words were not enough. This article discusses selected experiences of tertiary dance education at the Edna Manley College of the Visual Arts during the COVID-19 pandemic and questions the ability of ancestral somatic legacies to transcend this 'no-touch', physically distant pandemic moment. Additionally, it highlights key ways in which teaching dance virtually has provided rich embodiment experiences, crossing from screen to bone with technology and imagination, and provides recommendations for dance educators to re-create learning spaces for students which re-connect them with spirit, skin, flesh and bone.
Social, Emotional and Cognitive Engagement in Dance for Children: An Examination through the Lens of Equity and Racial Justice
Author: Giguere, Miriam
Date: 2022-10-13
Type: Journal Articles
Subjects: Dance,Social Emotional Learning,Cognitive Processes,Learner Engagement,Equal Education,Social Justice,Race,Social Development,Emotional Development,Whites,Middle Class,Problem Solving,Skill Development,Student Centered Learning,Dance Education

Due to the COVID-19 pandemic, students everywhere are exhibiting gaps in their social-emotional development. Dance advocates propose the prioritization of dance classes as a way to facilitate social-emotional learning. This essay examines the logic behind these advocacy efforts, but also cautions readers that social-emotional learning, even in the arts, can be misused to promote racial injustice and inequity if not properly structured. In the social arena, the idea is examined that social learning may be co-opted to reinforce obedience in children, and that &quot;appropriate&quot; social behaviors in a dance class may actually be the normalization of white middle class actions. In the emotional realm, the presumption that dance teaches emotional expression, must be linked to the awareness that the expression of emotion is a culturally contextual concept. Finally, from a perspective of cognition, dance can improve critical problem-solving skills, but only if the engagement is truly student centered.
Bibliometric Analysis of Educational Researches on Bilingualism
Author: Kayadibi, Nuray
Date: 2022-00-00
Type: Journal Articles
Subjects: Bibliometrics,Educational Research,Bilingualism,Educational History,Information Retrieval,Network Analysis,Bilingual Education,Citation Analysis,Multilingualism,Educational Policy,Code Switching (Language)

The aim of this research is to perform a bibliometric analysis of published academic studies on &quot;bilingualism&quot; in the category of educational research in the Web of Science (WoS) database. Research titles were searched using the keyword &quot;bilingualism&quot; in all WoS data bases on the Web of Knowledge Web page. In order to reach a holistic interpretation, the study was done to cover the 51-year time period between the years 1970-2021 by starting from the oldest date available in the database. As a result of the search, the bibliometric data of the 1975 academic study was used as the data set of the study. The bibliometric analysis was used as the data analysis technique in the study. The research topics and orientations of the academic publications examined within the scope of the study were visually mapped through the keywords in the publications. Within this direction, WordArt online word cloud software was preferred. The social network analysis of the keywords of the 1975 academic study on bilingualism that is one of the bibliometric analysis tools, was visualized by using the VOSviewer (Version 1.6.16) package program. As a result of the analysis done, the year 2020 was the year with the most publications on bilingualism in the WoS database. In the field, mostly English publications were made. Most of the detected publications are of the article type. The California State University System--USA ranks first as the institution in which the authors publish on bilingualism. Most publications on bilingualism were done in the &quot;International Journal of Bilingual Education and Bilingualism.&quot; The country with the most publications and the country with the most cooperation network is the USA. It has been determined that concepts such as bilingualism, multilingualism, bilingual education, language policy, language switching, dual literacy, identity, language ideologies, second language acquisition, code change and literacy are used in scientific publications. It is thought that the study draws a broad framework for researchers in the field and contributes to the field.
Is an Online Creative Drama Lesson Possible? Preschool Prospective Teachers&apos; Opinions on the Effectiveness of Online Creative Drama Lessons
Author: Öz, Koray
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Teacher Education Programs,Drama,Online Courses,COVID-19,Pandemics,Teaching Methods,Creative Activities,Lesson Plans,State Universities,Preschool Education,Developmental Stages,Child Development,Foreign Countries,Developmentally Appropriate Practices

This study aims to determine the opinions of preschool pre-service teachers on the adequacy of online drama lessons throughout the COVID-19 pandemic. A descriptive survey model of the qualitative research methods was used and online drama lessons were run over a 12-weekperiod. Participants of the research were 64 pre-school prospective teachers who studied as senior students at a Turkish state university. In order to investigate the online applicability and effectiveness of practice-based drama lessons during this critical COVID-19 pandemic time, lesson planning has been avoided, considering that the elements that should be included in formal drama teaching should also be included in online drama. In the process of data collection, prior to online lesson, objectives and outcomes of online drama practices were designated with senior pre-service teachers in the department of pre-school education at a state university. The three researchers administered online lessons devised in accordance with the determined objectives and outcomes to eighty pre-school students. And they focused on the alignment of the dramatic structure constituents with function and the adequacy of the activities in the preparatory stage for the transition to the dramatization stage. Furthermore, activities in the dramatization stage and evaluation stage were examined in terms of adequacy in meeting the outcomes. Lesson plans were structured with the consideration that elements that are present in the formal drama instruction must be included in online drama practices, as well. Regarding the results obtained in the end of the study, it can be concluded that all the said elements were successfully reflected in the lessons. So, teachers can apply drama processes online in their classes and drama researchers can conduct studies regarding the effects of online drama lesson on different learning stages.
The Impact of the Use of Collaborative Writing on Attitude of EFL Students towards Learning Writing Skills
Author: Yesuf, Mohammed Yibre
Date: 2022-00-00
Type: Journal Articles
Subjects: Collaborative Writing,Student Attitudes,English (Second Language),Second Language Learning,Writing Skills,Grade 11,Secondary School Students,Foreign Countries,Writing Attitudes

The main goal of the study was to examine the impact of employing collaborative writing on students' attitude towards learning EFL writing skills. To this end, based on the mean results of the paragraph a writing skills test was administered before the experiment, two sections of Grade 11 students from Felegebirahn Secondary School in Amhara Region, Ethiopia were chosen as participants of the study. These two sections of students were categorized as experimental (n=44) and control (n=44) groups using simple random sampling technique. The experimental group exercised paragraph level writing tasks collaboratively, whereas the control group practiced the identical writing tasks individually for 12 weeks in the 2019 academic year. Questionnaire, which was intended to find out the attitude of EFL students about learning writing skills before and after the training, was the major data collection tool used in the study. A semi-structured interview with a few selected students was also undertaken to validate the data acquired by the questionnaire. In order to examine the significance of the attitude questionnaire mean differences of the participants within as well as between the selected study groups, T-test was conducted. The results of the study showed that students who experienced collaborative writing for over 12 weeks brought positive attitudinal changes on learning EFL writing skills after being introduced to collaborative writing. It was found that they improved their attitude toward learning writing skills more significantly than students who did the writing tasks alone. The majority of respondents in the open-ended questionnaire and interview data agreed that after exposure to collaborative writing, the students eventually enjoyed and were inspired to write in English. It was concluded that practicing writing tasks collaboratively in EFL writing classes can have a favorable impact on EFL students' attitude towards learning writing skills. This, in turn, encourages the students to opportunely exercise writing in English both inside and outside their classes. It is, therefore, recommended that teachers in EFL classes should support the students to practice collaborative writing in EFL writing lessons.
Academic Literacy Skills of Instructors Teaching Turkish as a Foreign Language
Author: Boylu, Emrah
Date: 2022-00-00
Type: Journal Articles
Subjects: Literacy,21st Century Skills,Foreign Countries,Teacher Competencies,Language Skills,Thinking Skills,Academic Language,Teacher Education,Second Language Instruction,Language Teachers,College Faculty

Academic literacy covers reading, understanding, and evaluating academic studies that form the basis of science. It is one of the essential qualifications of the 21st century. In the education and training process, teachers are expected to have this skill in particular because teachers with academic qualifications integrate academic literacy skills with their professions according to the necessities of the time to improve themselves and present this to the learners during the teaching process. In this context, this study aims to determine Turkish instructors' academic competence levels and examine them according to different variables. In the research using the survey model, The Academic Literacy Scale prepared by Demir and Deniz (2020) was used as a data collection tool. This scale, which consists of three factors: academic disposition, research process, and information use, consists of 28 items in total. The study determined that academic literacy skills were at a &quot;high&quot; level when the average score of the Turkish instructors from the overall scale was taken into account. When the academic literacy skills of Turkish instructors were examined in terms of various variables, no significant difference was found with the gender variable in the scale. Another divergence was found between the educational status variable and all the sub-dimensions of the scale, like research process, information use, and academic tendency. In addition, the graduated department variable differs with the research process and information use dimensions of the scale. There is also a significant difference between the variable of receiving education to increase academic literacy skills and the research process sub-dimension of the scale. Last but not least, a considerable distinction was discovered between all scale sub-dimensions and the overall scale in relation to the status of having knowledge of scientific research methodologies and having published academic work.
Alternative Methods for Item Parameter Estimation: From CTT to IRT. Research Report. ETS RR-22-12
Author: Guo, Hongwen
Date: 2022-12-00
Type: Journal Articles
Subjects: Test Items,Item Response Theory,Item Analysis,Educational Assessment,Sample Size,True Scores

It is desirable for an educational assessment to be constructed of items that can differentiate different performance levels of test takers, and thus it is important to estimate accurately the item discrimination parameters in either classical test theory or item response theory. It is particularly challenging to do so when the sample sizes are small. The current study reexamined the relationship between the biserial correlation coefficient and the discrimination parameter to investigate whether the biserial correlation coefficient estimator could be modified and whether biserial-based estimators could be used as alternate estimates of the item discrimination indices. Results show that the modified and alternative approaches work slightly better under certain circumstances (e.g., for small sample sizes or shorter tests), assuming normality of the latent ability distribution. Applications of these alternative estimators are presented in item scaling and weighted differential item functioning analyses. Recommendations and limitations are discussed for practical use of these proposed methods.
Best Practices for Constructed-Response Scoring. Research Report. ETS RR-22-17
Author: McCaffrey, Daniel F.
Date: 2022-12-00
Type: Journal Articles
Subjects: Best Practices,Scoring,Test Format,Computer Assisted Testing,Artificial Intelligence,Interrater Reliability,Automation

This document describes a set of best practices for developing, implementing, and maintaining the critical process of scoring constructed-response tasks. These practices address both the use of human raters and automated scoring systems as part of the scoring process and cover the scoring of written, spoken, performance, or multimodal responses. &quot;Best Practices for Constructed-Response Scoring&quot; is designed not to act as an independent guide, but rather to be used in conjunction with other ETS publications, including the &quot;Guidelines for Constructed-Response and Other Performance Assessments,&quot; &quot;ETS Standards for Quality and Fairness,&quot; &quot;ETS Guidelines for Fair Tests and Communications,&quot; and the &quot;ETS Guidelines for Fairness.&quot;