ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of Prospective Language Teachers&apos; Knowledge and Attitudes towards Inclusive Education in Turkey
Author: Ataç, Bengü Aksu
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Language Teachers,Knowledge Level,Student Attitudes,Inclusion,English (Second Language),Second Language Learning,Students with Disabilities,Regular and Special Education Relationship,Teacher Competencies

The purpose of the present study is to find out the knowledge of prospective language teachers about inclusive education, and their skills and professional competences about inclusive practices. Moreover, this study aims to investigate prospective language teachers' attitudes towards inclusive education and their suggestions to make inclusive language education practices successful. The participants of the study were a total of twenty 4th year prospective English language teachers. A questionnaire consisting of 8 open-ended questions was given to the participants to gather data. The responses were examined one by one and interpretational approach was used to determine the categories and themes. Four main themes were generated. These themes were knowledge about inclusive education, professional competence, teachers' attitudes towards inclusion and disability, and things to do. The findings showed that although the majority of the participants knew the meaning of inclusive education, only few of them described the detailed process of inclusive education. This study also revealed that although most of the prospective language teachers did not have enough expertise and skills for teaching students with learning difficulties, they had positive attitudes towards inclusive language education. Prospective language teachers also expressed the necessity of pre-service trainings on inclusive education.
A Pre-Service Teacher-Child Interactive Learning Approach for &quot;Mathematics Education in Early Childhood&quot;: An Example Model with Play and Movement-Based Activities
Author: Aksoy, Pinar
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Early Childhood Education,Movement Education,Play,Mathematics Education,Interaction,Teacher Student Relationship,Preschool Children,Preschool Teachers,Teacher Attitudes,Teaching Methods,Instructional Effectiveness,Foreign Countries

The purpose of this study is to investigate the opinions of the pre-service preschool teachers and preschool teachers on the course of &quot;mathematics education in early childhood&quot; that was conducted through a pre-service teacher-child interactive learning approach (with play and movement-based activities). This study was conducted in phenomenological research design based on qualitative paradigm. The study groups consist of second grade 62 pre-service preschool teachers, and 2 preschool teachers who are the teachers of the 12 children in the age group of four to five (48 to 60 months). Interview technique was used to collect the study data and descriptive analysis technique was used to analyze the obtained data. In this context, play and movement-based activities, containing concepts and learning outcomes for mathematics education (in the course of &quot;mathematics education in early childhood&quot;) with pre-service teacher-child interactive learning approach, were implemented. As a result of the study, it was stated by the pre-service preschool teachers that the course carried out in this way has many contributions in terms of providing classroom management, communicating effectively with the children, preparing and applying interesting activities for mathematics education, preparing for teaching profession, and raising awareness for themselves. In this context, pre-service preschool teachers' opinions indicated that there are some challenges faced by pre-preschool teachers with regard to finding suitable activities and applying them effectively, as well as challenges based on environment-material opportunities and time management. The opinions of preschool teachers also emphasized that these processes carried out within the scope of the course have remarkable contributions both to the pre-service preschool teachers and preschool children and to the preschool teachers themselves in their development-learning dimensions. It is considered necessary to achieve sustainable contributions in the context of preservice teacher-child-teacher, organizing courses in preschool teaching undergraduate program so that cooperation between university and school is ensured.
Arithmetic and Algebraic Problem-Solving Approaches of Prospective Teachers and Teachers in Service
Author: Simsek, Mertkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Arithmetic,Algebra,Problem Solving,Preservice Teachers,Mathematics Teachers,Secondary School Teachers,Protocol Analysis,Foreign Countries

The aim of the study was to determine the arithmetic and algebraic problem-solving approaches of prospective mathematics teachers in the Department of Elementary Mathematics Education, and mathematics teachers in secondary schools. The study adopted mixed methods research design using exploratory sequential pattern. The participants of the study were composed of 128 prospective teachers (59 sophomores, 41 juniors and 28 seniors) in the Department of Elementary Mathematics Education in a state university and 22 secondary school mathematics teachers in different cities of Eastern Anatolia Region of Turkey. Clinical interviews were conducted with 12 prospective teachers and 5 teachers. The data were obtained via the Problem-solving Test [PST] and a semi-structured interview form [SSIF]. The PST was prepared to examine the problem-solving processes of the teachers and prospective teachers participating in the research. He findings of the study revealed that both groups of the participants preferred the algebraic approach while solving problems, and could not make use of the arithmetic approach. It was also understood that they had tendency to use algorithms they knew by heart while conducting algebraic solutions. As a consequence, these results showed that the participants had some deficiencies in terms of bringing both arithmetic and algebraic solutions to mathematical problems.
Factors Promoting or Preventing Caregivers from Allowing Pediatric Participation in Research
Author: Fernández, José R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Caregivers,Children,Participation,Parents,Racial Differences,Ethnicity,Adolescents,Barriers,Predictor Variables,Gender Differences,Access to Health Care,Body Weight,Parent Attitudes,Costs,Child Health

Introduction: The likelihood of a child participating in a clinical trial is mostly independent of the child's willingness to participate; children's lack of autonomy obliges parental involvement, which is concurrently conditional to parental understanding, trust and endorsement of the research study. Objectives: To identify potential predictors for allowing children to participate in clinical studies and to evaluate if motivators that promote or prevent parental support of children to participate in clinical studies differed according to racial/ethnic categorization. Methods: A stratified sample of 1,057 caregivers of children 1-18 years old who in 2015 resided in South Florida's Miami-Dade, Broward, and Palm Beach counties were included in the study. Pediatric research participation was analyzed by exploratory unadjusted weighted multinomial association tests. Results: There were different reasons for which caregivers will allow or reject children participation in clinical research. The sex of the respondent [OR = 2.48 (1.58-3.90)], difficulties accessing health care access [OR = 2.77 (1.60-4.80)], and child's underweight status [OR: 3.22 (1.90-5.47)] significantly differed between those very likely and unlikely to participate. Conclusions: Caregivers decision to allow children to participate or not in clinical research differ according to race/ethnic classification, gender of caregivers, and weight status of the child.
Assessment of Students&apos; Creative Thinking Ability in Mathematical Tasks at Senior Secondary School Level
Author: Inweregbuh, Onyemauche Christopher
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Evaluation,Creative Thinking,Ability,Mathematics Activities,Secondary School Students,Foreign Countries,Thinking Skills,Single Sex Schools,Coeducation,Gender Differences,Institutional Characteristics,Differences

The study was carried out to assess students' creative thinking ability in mathematical tasks at senior secondary school level in Nsukka Education Zone of Enugu State, Nigeria. The study adopted a descriptive survey research design. The population of the study was six thousand three hundred and thirty (6330) Senior Secondary II (SS11) students in sixty one (61) governments' owned secondary schools. The sample size of two hundred and thirty four (234) students was drawn using simple random sampling from 6 sampled schools. The instrument for data collection was a 20-item mathematical question (problem posing and open ended). The reliability coefficient of 0.81 was obtained using Kuder-Richardson (KR-20) formula. Data collected were analyzed using mean and standard deviation to answer research questions 1 and 2 while the null hypotheses 1 and 2 was tested using t-test statistic at 0.05 level of significance. The findings of the study revealed that the achievement of students was not good enough as it is below average. It was recommended among others that students should be provided with opportunities to engage in struggling to solve mathematics problems which are ill posed or open ended. Solving such challenging mathematics problems could lead students to experience creativity in doing mathematics. The findings of the study have implications for teachers and all stakeholders of education that only creative teachers can train creative students.
Teaching L2 Speaking: Recommending a Holistic Approach
Author: Thomas, Nathan
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Speech Instruction,Holistic Approach,Teaching Methods,Planning,Repetition,Metacognition

Speaking is often considered one of the most difficult skills to develop in a second or foreign language. Many traditional approaches to language teaching focus on text-based skill development or emphasize aural receptive skills. However, as English continues to grow as a global language, learners want and need to be able to express their ideas through speech. It is no surprise then that most recent approaches to teaching stress the importance of developing communicative skills. Unfortunately, many lack systematic procedures, are atheoretical, and/or have not been supported by empirical research. Therefore, this article will provide an overview of teaching approaches and methods as they relate to speaking instruction. Such a review would be trivial without making recommendations for practice, so one particular approach will be highlighted and then justified based on its sound theoretical underpinnings and empirical support for several of its defining characteristics. Implications for teachers will be discussed throughout.
Effectiveness of Utilizing Scenario-Based Instruction to Teach &quot;Functions&quot; to High School Students in Mathematics Classes
Author: Usta, Neslihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Mathematics Instruction,Mathematics Achievement,Vignettes,Graphs,Relevance (Education),Problem Based Learning,Problem Solving,Pretests Posttests,Scores,High School Students,Grade 10,Student Attitudes,Foreign Countries

The aim of this study was to investigate the effects of teaching the subject of &quot;Functions&quot;, utilizing scenarios associated with everyday life, to high school students in terms of their academic achievements. The study was carried out with twenty 10th grade students at a high school in a district of Bartin, Turkey in the 2018-2019 school year. In the study, which was based on the Mixed Methods, a weak quasi-experimental design with one pre-test and post-test group, was employed. Function achievement test (FAT) and semi-structured student interview form (SSIF) were used as data collection tools. During the study, scenarios and activities with the examples of daily life related subject of functions were applied for a period of 8 weeks. In the research, the quantitative data were analyzed via the Wilcoxon Signed-Ranks Test, and the qualitative data were analyzed using the coding technique. As a result of the analyses, it was observed that there was a significant difference between the pre-test and post-test scores in favor of the post-test.
The Effect of Using Creative Drama Method on Student Achievement in the Social Studies Course: A Meta-Analysis Study
Author: Er-Türküresin, Hafize
Date: 2020-00-00
Type: Journal Articles
Subjects: Dramatics,Drama,Teaching Methods,Academic Achievement,Social Studies,Meta Analysis,Role Playing,Creative Activities,Effect Size,Foreign Countries

The aim of this study was to determine the effect of creative drama method on the Social Studies course achievement of students. Within the scope of the research, in Google Academic, EBSCOhost, ERIC, ULAKBIM TR Index, thesis databases of the Higher Education Council in Turkey (YÖK), a search was conducted via the key words &quot;drama, creative drama, roleplaying, improvisation, Social Studies lesson, and academic achievement&quot;. As a result of these searches, a total of 19 studies (4 articles and 15 theses) published between the years of 2006 and 2020 were reached. The effect sizes, heterogeneities and publication bias analyzes of the studies were conducted using the &quot;Comprehensive Meta-Analysis&quot; statistical program. It was found that the studies conducted on the creative drama (Q=90,019 p &lt;0,05; I[superscript 2]= 78,893) method showed a heterogeneous distribution, and there was no publication bias. According to the results of the study, the creative drama method had a very large effect size (d = 1,17061) on the success of the social studies course in favour of the experimental groups which utilized the creative drama method. Regarding the effect size results in terms of the years, type and class level of the studies, the effect size of the studies published between 2006-2012 (d=1,208) was higher and was largely positive. Studies published as articles had higher effect size than the theses, and the effect size was perfectly positive. When the effect size of the sample group was examined in terms of the grade levels, it was concluded that the class with the huge effect size was 8th grade (d = 2.733) and the class with the lowest effect size was 4th grade (d = 0.709).
An Action Research on Developing English Speaking Skills through Asynchronous Online Learning
Author: Alkan, Hale
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Second Language Learning,English (Second Language),Language Skills,Speech Communication,Anxiety,Scores,Asynchronous Communication,Computer Mediated Communication,College Students,Engineering Education,Instructional Effectiveness,Second Language Instruction

This action research aims at developing an action plan to alleviate foreign language speaking anxiety, and accordingly improving speaking performance. The study, which is a collaborative action research type, was carried out of 19 prospective Chemical Engineering students at the CEFR-A1 level at Ege University School of Foreign Languages (EUSFL). The research took place over 12 weeks and the participants created WhatsApp groups; the researchers sent them written or voice messages with English speaking tasks; and they performed these tasks and sent their voice messages to their groups. Data were gathered through the Turkish form of Second Language Speaking Anxiety Scale (SLSAS) developed by Woodrow (2006), participants' speaking exam grades, and semi-structured interviews. The Wilcoxon signed-rank test elicited a statistically significant change in English speaking anxiety of students; that is, their anxiety level decreased. The students' speaking exam grade average was found 84.56% success rate. Also, the results obtained from the qualitative data matched with the results of the quantitative data indicating that the asynchronous online English speaking group (AOESG) worked well to alleviate students' English speaking anxiety and to enhance their speaking performance.
Promoting EFL Speaking Practice through Digital Reading
Author: Gentner, Michael Thomas
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Processes,Correlation,Second Language Learning,Second Language Instruction,Language Proficiency,Reading Skills,Speech Communication,Undergraduate Students,Foreign Countries,Class Activities,Receptive Language,Task Analysis,Student Attitudes,Reading Habits,Service Occupations,Communications,Majors (Students),Phoneme Grapheme Correspondence,Telecommunications,Handheld Devices,Translation,Teaching Methods

This purposive homogeneous study explores the relationship between reading and speaking in the EFL context and attempts to integrate the two language skills in a manner that encourages learners to practice and develop their receptive and productive capacities with greater enthusiasm. To this end, tertiary-level learners from two universities in Thailand representing six English-prominent fields of study were presented with a questionnaire, participated in structured interviews, and took part in five in-class online reading and speaking lessons designed and evaluated by this author. The study questions focused on the English reading habits of service industry and communication majors for whom English proficiency figures prominently in employment pursuits. The goal was to discover reading patterns and sources and forge links that would combine reading and speaking classroom activities. The two language skills are connected but rarely considered an alliance and thus are paired less frequently than most other language skill combinations. The results of this descriptive-correlational study found the majority of participants derived their English readings from online sources. Oral narratives read from online information sources proved to be an efficient blend of receptive reading and productive speaking performances that found favor with participants as task models.
An Analysis of Turkish EFL Coursebooks in Terms of Intercultural Communicative Elements
Author: Sariçoban, Arif
Date: 2020-00-00
Type: Journal Articles
Subjects: Textbook Content,English (Second Language),Second Language Instruction,Multicultural Textbooks,Elementary School Curriculum,Competence,Cultural Awareness,Cultural Traits,Foreign Countries

The present study was undertaken in order to analyze two elementary school coursebooks in terms of their intercultural content. The analysis was based upon Yuen's (2011) framework, which comprises of products, practices, perspectives, and persons. The category of products involves tangible products such as books or paintings as well as abstract products, such as oral tales or traditional dances. Based on this framework, it is possible to categorize food, entertainment, tools, dwellings, clothing, laws, education, religions, or travel as products. The category of practices encompasses the behavioral patterns of a particular society such as customs and information about daily life, forms of address, use of personal space, and rituals. The third category, perspectives, is related to the underlying beliefs and values, inspirations, myths, superstitions, and world views of a given society. Finally, the category of persons includes famous individuals and fictitious or unknown people from a particular society. The present study aims at analyzing the cultural content in Turkish high school coursebooks, namely Moonlight 7 and Moonlight 8, based on this framework. The rationale behind sticking to Yuen's model is that it allows cultural content to be analyzed in an explicit and understandable way.
Adopting and Growing a Community-Based Early Language Program: Challenges and Solutions for Implementation Success
Author: Cain, Cary M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Acquisition,Young Children,Early Childhood Education,Community Programs,Program Implementation,Intervention,Leadership Styles,Speech Language Pathology

The number of interventions focused on early language development in young children has increased over the past decade. There is a paucity of research on the adoption and implementation of these programs in real-world community settings. This study presents findings from qualitative interviews with leadership, staff, and past participants of a community-based early language development intervention. Themes related to program implementation challenges and solutions are presented. Previous program participants (n=16) identified facilitators and barriers to successful program implementation and provided specific recommendations for program improvements. Interviews with the program leadership and staff (n=6) revealed two main themes: Servant leadership and implementation facilitators. Servant leadership, perseverance and dedication to the families and community, was the premise on which the majority of the program successes could be attributed. The curriculum and structure of the program are important, but based upon the leadership and staff interviews, it is apparent that beyond the content and curriculum, relationships and addressing needs of participants are critical to achieving the goals of the program. Implementation in real-world contexts may require adaptations and enhancements of community-based programs, while maintaining fidelity to core program components, to successfully reach the targeted population and achieve program related outcomes.
An Evaluation of the Mistakes Made by Native Arabic Speakers in Their Writing Assignments of Academic Turkish Course
Author: Üstten, Aliye Uslu
Date: 2020-00-00
Type: Journal Articles
Subjects: Error Patterns,Semitic Languages,Turkish,Native Speakers,Writing Evaluation,Second Language Learning,Second Language Instruction,Academic Language,Writing Difficulties,Grammar,Graduate Study,Undergraduate Study,Foreign Students,Foreign Countries

In teaching Turkish language as a foreign language, the purpose is to enable the target audience, who have diverse purposes for learning the language, coming from a variety of cultures and languages, to reach such a level that they could understand whatever they listen and read and they could express their feelings, thoughts and dreams verbally as well as in writing. However, students graduating from the Turkish Language Teaching, Application and Research Centers face difficulties in using the academic language during their undergraduate and graduate studies. For this, 100-hour Academic Turkish Program is developed by Gazi University and Presidency for Turks Abroad and Related Communities. Research data is composed of 230 papers containing written expressions made in the beginning and the final evaluations of 115 Arabic speaking students. For the purpose of the initial evaluation at the beginning of the program, the students are asked to write down their feelings and thoughts on the given subject. The papers are evaluated on the basis of the written expression assessment scale prepared by the experts of the subject areas. The research data are analysed with SPSS. Content analysis was made with frequency and percentage statistics. With this study, the problems in academic writing experienced by students whose native language is Arabic and who want to obtain undergraduate and graduate education in Turkey, are identified and suggestions are presented for the solution of the problems faced by these students.