ethanporcaro/eric-fulltext-meta huggingface dataset:
Contributing Factors to Pre-Service Mathematics Teachers' e-Readiness for ICT Integration
Author: Apeanti, Wilson Osafo
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Educational Technology,Technology Uses in Education,Technological Literacy,Surveys,Regression (Statistics),Pedagogical Content Knowledge,Instructional Effectiveness,Student Attitudes,Barriers,Mathematics Instruction,Teaching Methods,Age Differences,Multiple Regression Analysis,Factor Analysis,Statistical Analysis

This study investigated pre-service teachers' e-readiness to use ICTs for instruction. The primary data source for the study is a set of survey instrument responded by 126 pre-service mathematics teachers at the University of Education Winneba, Ghana. The survey instrument has a reliability scales (Cronbach's Alpha values) of 0.726. Multiple linear regression analysis was performed. Results revealed that, pre-service teachers' Technological Pedagogical Content Knowledge, TPACK (mean = 3.76, SD = 0.53), Perception of the effectiveness of ICT in teaching and learning (mean = 3.85, SD = 0.38), Perception of the Barriers in ICT integration (mean = 3.08, SD = 0.38) contributes 42.1%, 11.3% and 9.9% to the variances in the e-readiness of pre-service teachers (mean = 3.63, SD = 0.40). The findings could inform policy makers and teacher training institutions particularly in sub-Saharan Africa about the need to develop pre-service teachers' TPACK and address the barriers to ICT integration in order to promote the pedagogical use of ICT in mathematics instruction. Research with larger samples is hereby suggested before any major implementation of the recommendations.
Third Graders' Understanding of Air Concepts Facilitated by the iPod Inquiry Teaching Method
Author: Lai, Ching-san
Date: 2016-00-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Students,Elementary School Science,Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Quasiexperimental Design,Experimental Groups,Control Groups,Scientific Concepts,Foreign Countries,Science Instruction,Statistical Analysis,Comparative Analysis,Teaching Methods,Pretests Posttests

The major purpose of this study was to determine the learning performance of the air concept unit for third graders in a primary school facilitated by the iPod inquiry teaching method. This study adopts a quasi-experimental method. Participants were third graders in a primary school in New Taipei city. The experimental group consisted of 53 students who received iPod inquiry teaching and the control group consisting of another 53 students who received regular teaching. The teaching content was the air concept unit for third graders. The research instruments consisted of an Air Concepts Comprehension Test (KR[subscript 21] = 0.84) and the Scientific Attitude Scale (Cronbach a = 0.93). The research results showed that the performance in both the Air Concept Comprehension Test and the Scientific Attitude Scale for the experimental group was superior to that of the control group. The results showed that iPod inquiry teaching is conducive for promoting the scientific learning of the air concept unit for third graders in primary schools.
Conceptual Formulation of Neologisms in Various Dictionaries and Primary School Macedonian Language Course Textbooks
Author: Januševa, Violeta
Date: 2015-00-00
Type: Journal Articles
Subjects: Slavic Languages,Second Language Learning,Second Language Instruction,Textbooks,Dictionaries,Serbocroatian,Definitions,Elementary School Students,Accuracy,Classification,Content Analysis,Foreign Countries

The paper analyses the conceptual formulation of neologisms in various dictionaries of Macedonian language, other Slavic and non-Slavic languages, as well as in primary school Macedonian language textbooks, by putting special emphasis on the role of, both, time criterion, i.e. the period of time in which a lexical unit is present in the active lexicon of the speakers, and lexicographic criterion, i.e. the presence of a given lexical unit in the "Recnik na makedonskiot jazik so srpskohrvatski tolkuvanja"--RMJ [Dictionary of Macedonian Language with Serbo-Croatian Interpretations] and in the &quot;Tolkoven recnik na makedonskiot jazik&quot;--TRMJ [Monolingual Dictionary of Macedonian Language]. The results of the analysis convey that in a sufficient number of analysed dictionaries, the various conceptual formulations of the term neologism are compatible, but on account of being too general, they are lacking precision, as a result of which it is very difficult to determine what the term neologism should signify. In the analysed Macedonian language textbooks there is a noticeable degree of inaccuracy, incompatibility and inconsistency which affects the students' understanding and assimilation of this term and its further treatment in the language. The offered classification of neologisms proves to be extremely useful for linguists, teachers and students.
Academic Self-Efficacy and Prospective ELT Teachers' Achievement
Author: Sariçoban, Arif
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Preservice Teachers,Student Teacher Attitudes,Beliefs,Self Efficacy,English (Second Language),Second Language Instruction,Academic Achievement,Questionnaires,Likert Scales,Gender Differences,Reliability,Statistical Significance,Correlation

This study aims to scrutinize the possible relationship between academic self-efficacy beliefs and foreign language achievement among prospective ELT teachers. To do so, the data for the study were collected through a questionnaire, &quot;College Academic Self-Efficacy Scale&quot; adapted from Owen &amp; Froman (1988), consisting of 33 items measuring male and female ELT students' &quot;Academic Self-Efficacy Beliefs&quot; as a whole. The scale is a 5-point Likert scale ranging from &quot;very little&quot; (1) to &quot;quite a lot&quot; (5). The reliability was found r = 0.827. In this study it has been observed that there is statistically a significant relationship between &quot;academic self-efficacy beliefs&quot; and &quot;prospective ELT teachers' achievement&quot; among male and female groups.
A Semantic Prosody Analysis of Three Adjective Synonymous Pairs in COCA
Author: Hu, H. C. Marcella
Date: 2015-00-00
Type: Journal Articles
Subjects: Semantics,Intonation,Suprasegmentals,Form Classes (Languages),Pragmatics,Language Research,Phrase Structure,Computational Linguistics,Comparative Analysis,Preferences,North American English,Academic Discourse

Over the past two decades the concept of semantic prosody has attracted considerable research interest since Sinclair (1991) observed that &quot;many uses of words and phrases show a tendency to occur in a certain semantic environment&quot; (p. 112). Sinclair (2003) also noted that semantic prosody conveys its pragmatic meaning and attitudinal meaning. As the first scholar introducing the term &quot;semantic prosody,&quot; Louw (1993) claimed that the habitual collocates of a lexical item is established through the semantic consistency of its subjects. Semantic prosody has thus been closely related to collocation learning in language acquisition research. In the context of collocation learning, near-synonyms particularly pose a difficulty for most foreign language learners due to their similar denotational meanings but un-interchangeable semantic prosody (Xiao &amp; McEnery, 2006). The present corpus-based study was designed to compare the semantic preference and semantic prosody with three synonymous adjective pairs picked up from the academic core words in COCA (Gardner &amp; Davies, 2013). The pairs were chosen based on the following criteria: a) their meanings were checked against Collins Thesaurus Online; b) the words with more than one meaning were removed; c) the word with more than one part of speech was defined the same as its paired word. All occurrences were examined manually at the span of 4 words to both the left and right. Discussion and implications were reported.
A Study on Turkish Motherese in the Context of Toy Play
Author: Çakir, Hamide
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Child Relationship,Mothers,Interaction,Language Acquisition,Language Usage,Preschool Children,Play,Socioeconomic Status,Comparative Analysis,Cognitive Development,Educational Attainment,Observation,Interviews,Employment Level,Age Differences,Audio Equipment,Nonparametric Statistics,Statistical Analysis,Qualitative Research

Parent-child interactions and characteristics of mothers' child-directed language have been related to children's linguistic development. Studies on parent-child interactions in Turkey have generally focused on children. There have not been many researches on Turkish motherese. This study addresses this gap by exploring the properties of Turkish maternal language input within the framework of Bloom's Taxonomy of Cognitive Domain (1956). Bloom identified six levels in a hierarchical framework, from simple to more complex. Since children are expected to think at the higher levels of this taxonomy when they enter school, it is important to be introduced with the higher levels during the preschool years. Turkish mothers differing in socioeconomic status (SES) and their preschool children were taped in their homes in the context of toy play. To this end, this study tries to explore what, if any, differences are found between high SES and low SES mothers' utterances in terms of the levels of the Cognitive Domain. The results showed that high SES mothers produced more utterances at higher levels, thus, high SES children were encouraged more by their mothers to think at higher cognitive levels before they start formal schooling.
Elements of Teacher Communication Competence: An Examination of Skills and Knowledge to Communicate
Author: Bakic-Tomic, Ljubica
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Communicative Competence (Languages),Interpersonal Communication,Primary Education,Elementary School Teachers,Teacher Burnout,Classroom Communication,Questionnaires,Hypothesis Testing,Correlation,Self Evaluation (Individuals),Statistical Significance,Nonverbal Communication,Verbal Communication,Conflict Resolution,Communication Skills

In Croatia, a radical change appeared in education in 1995. The Ministry of Education and Science of Croatia approved and funded the research project entitled &quot;Information and communication competences of educators&quot; that consisted of two parts: theoretical, study of the available literature on the communication competence of teachers in the world, especially in Europe and conduction of research of teachers' communication skills in Croatia. The study was conducted with the aim of assessing the situation and defining the problems which need to be changed within the education system as to educate the future teachers to be competent for the new challenges associated with the school work. The aim of the research was to get an insight into different aspects of communication competence among primary education teachers. Main conclusions were that teachers do not perceive or connect burnout at work with communication in classroom (they are not aware of their lack of communication knowledge and adequate communication skills). They do not have sufficiently developed skills to manage conflicts and negotiation skills. Communication in the classroom is interpersonal communication with particular students. They do not possess leadership and group communication skills.
Students' Perceptions of Blog Use in an Undergraduate Linguistics Course
Author: Koç, Didem Koban
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Electronic Publishing,Bilingualism,Sociolinguistics,Questionnaires,Learning Processes,Linguistics,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Informal Education,Teaching Methods,Statistical Analysis

The purpose of this study is to analyze the perceptions of learners' blog use in a Linguistics course offered in an English Language Teaching program at one of the largest government universities in Turkey. A total of 71 students participated in the study. The students were asked to respond to several blog questions about the linguistics lectures over the course of a semester. They were also encouraged to discuss their responses with each other. The lectures involved topics such as language acquisition, bilingualism and sociolinguistics. At the end of the semester, the researcher administered a questionnaire consisting of 16 questions about the usage of the blog and its contribution to their learning. The results of the study showed that the usage of the blog helped the students with their self-learning process and learning others' ideas, helped them express themselves better than in class as well as understand the linguistic topics better.
The Development of Thai Learners' Key Competencies by Project-Based Learning Using ICT
Author: Soparat, Sasithorn
Date: 2015-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Technology Uses in Education,Communication Skills,Thinking Skills,Problem Solving,Student Journals,Foreign Countries,Information Technology,Curriculum Design,Competence,Measures (Individuals),Semi Structured Interviews,Social Networks,Content Analysis,Academic Achievement,Science Achievement,Mathematics Achievement,Health Education,Second Language Learning,Qualitative Research,Action Research,Participatory Research,Researchers,Teachers,High School Students,Lesson Plans,Daily Living Skills

This research aimed to study the use of Project-based Learning using ICT (PBL using ICT) to develop learners' five key competencies based on Thai Basic Education Curriculum 2008, which consists of 1) communication capability 2) thinking capability 3) problem solving capability 4) capability in applying life skills and 5) capability in technological application. The subjects were 212 students from 4 schools in Kanchanaburi, Chiang Mai, Mae Hong Son, and Si-Saked provinces that were enrolled in the 2010 academic year. The PBL using ICT approach was used as the research tool. The data collecting instruments were lesson plans, students' journals, semi-structured interviews, and social networking where students' learning artifacts and products were collected (nectecpbl.ning.com). Content analysis and triangulation methods were used to analyze the data. The results showed that students were able to perform five key competencies in communication capability, thinking capability, problem solving capability, capability in applying life skills, and capability in technological application. Moreover, the students learned the content in the learning areas of Science, Mathematics, Foreign Languages, Health and Physical Education, and Occupations and Technology. The research findings revealed that the use of PBL using ICT can help to develop students' abilities to communicate ideas, problem solving, life skills, and abilities to use technology, as well as their learning in content of the subject area.
Gender Differences in Mathematics Achievement and Retention Scores: A Case of Problem-Based Learning Method
Author: Ajai, John T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Gender Differences,Mathematics Achievement,Problem Based Learning,Scores,Quasiexperimental Design,Pretests Posttests,Algebra,Achievement Tests,Retention (Psychology),Teaching Methods,Secondary School Students,Foreign Countries,Reliability

This study was undertaken to assess gender differences in mathematics achievement and retention by using Problem-Based Learning (PBL). The design of the study was pre-posttest quasi-experimental. Four hundred and twenty eight senior secondary one (SS I) students using multistage sampling from ten grant-aided and government schools were involved in the study. Two hundred and sixty one male students and one hundred and sixty seven female students were taught algebra using PBL method of instruction. Algebra Achievement Test (AAT) constructed by the researchers was the main instrument used for data collection. Two hypotheses were raised for the study and tested using t-test at 0.05 level of significance. The study revealed that male and female students taught algebra using PBL did not significantly differ in achievement and retention scores, thereby revealing that male and female students are capable of competing and collaborating in mathematics. In addition, this finding showed that performance is a function of orientation, not gender. The studies recommend the use of PBL by mathematics teachers to overcome the male image of mathematics and enhance students' (male and female) achievement and retention.
Influence of the Simulation Method on 7th Grade Students' Achievements in Science and Technology Lessons
Author: Teke, Huseyin
Date: 2015-00-00
Type: Journal Articles
Subjects: Simulation,Grade 7,Teaching Methods,Science Achievement,Comparative Analysis,Conventional Instruction,Pretests Posttests,Human Body,Quasiexperimental Design,Control Groups,Gender Differences,Achievement Tests,Intermode Differences,Instructional Effectiveness,Foreign Countries

This study aimed to make a comparative analysis of seventh-grade (the second level of the primary education) students' achievement in &quot;Systems of The Human Body&quot; unit in Science and Technology lesson which was taught using both the simulation method and the traditional method along with the influence of these methods on students' learning. The study was conducted in collaboration with 70 students enrolled in the seventh grade at an elementary school in Konya in the 2009-2010 academic years for five weeks. Thirty-five students were included in the experimental group and 35 in the control group. The study had the pretest and post-test validity; the reliability of the study was also checked (Cronbach's alpha = 0.831) and 30 questions were used in Science and Technology Achievement Test. The findings attained from the tests were analyzed using the SPSS Package Program. The study revealed that there was a statistically significant difference between the learning of the two groups, one of which was taught using the simulation method while the other was provided with the traditional method (p&lt;0.05). It was found that the training given using the simulation method created a significant difference to the benefit of the students.
Implementation of Structured Inquiry Based Model Learning toward Students' Understanding of Geometry
Author: Salim, Kalbin
Date: 2015-00-00
Type: Journal Articles
Subjects: Inquiry,Curriculum Implementation,Mathematical Models,Mathematics Achievement,Quasiexperimental Design,Geometric Concepts,Questionnaires,Pretests Posttests,Teaching Methods,Intermode Differences,Delivery Systems,Technology Uses in Education,Student Attitudes,Experimental Groups,Control Groups,Multiple Choice Tests,Low Achievement,High Achievement,Foreign Countries,Secondary School Teachers,Interviews,Statistical Analysis

The purpose of this study is implementation of a structured inquiry learning model in instruction of geometry. The model used is a model with a quasi-experimental study amounted to two classes of samples selected from the population of the ten classes with cluster random sampling technique. Data collection tool consists of a test item questionnaire understanding of geometry and geometric perception of students towards learning using interactive learning technology. Post test data analysis begins with understanding the concept of geometry such analysis prerequisite test for normality test using Kolmogorov-Smirnov test and homogeneity test data using Levene test. Two mean difference test used was Kruskal Wallis k-independent samples of assisted program SPSS version 16. The results showed that students' understanding of the concept of geometry which acquire learning with structured inquiry model is significantly higher than the understanding of the concept of students who received conventional learning. Understanding the concept of geometry students with interactive learning technology is better than the understanding of the concept of students with conventional learning. There is a positive interaction between the applications of structured inquiry learning model by using interactive learning technology for students' understanding of the concept of geometry.
Examining Mathematical Task and Pedagogical Usability of Web Contents Authored by Prospective Mathematics Teachers
Author: Akayuure, Peter
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Activities,Usability,Electronic Publishing,Preservice Teachers,Learning Modules,Student Developed Materials,Rating Scales,Scoring Rubrics,Instructional Material Evaluation,Web Based Instruction,Foreign Countries,Statistical Analysis

The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6%, 58% and 36% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.
Foreign Language Teaching Practicum Beliefs of Student Teachers
Author: Sariçoban, Arif
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Education,Practicums,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Feedback (Response),Foreign Countries,Student Teachers,Teaching Skills,Teacher Role,Mentors,Surveys,Pedagogical Content Knowledge,Positive Attitudes,Student Teacher Attitudes,Classroom Techniques,Student Evaluation,Microteaching,Nonparametric Statistics,Statistical Analysis

This study to be conducted with English Language Teachers at the secondary education in our country during the first semester 2014-2015 academic year, aims to explore the beliefs of these in-service ELT teachers during the micro teaching sessions by the prospective ELT teacher candidates. This study aims at reporting the progress inbetween the feedback sessions provided by the mentor teachers for micro teaching practices to be performed by about 120 student teachers attending the ELT department at Hacettepe University. The goal of the micro teaching is to provide the student teachers with the opportunity to practice the teaching skills and evaluate themselves concerning these skills before their future roles as teachers. In the study, the participants are asked to comment on the micro teaching practice in terms of positive and negative sides of it, its difficulty, and the gains of it. The data of the study are collected through a survey designed by the Ministry of National Education for this aim 4 sections, namely (1) Content Area Knowledge, (2) Planning, (3) Assessment, and (4) Other Professional Competencies. The data to be obtained will be analyzed through descriptive analysis method and discussed based on the quotations from the reports of the participants. The findings to be obtained are considered to show that the micro teaching practice is useful for student teachers to reduce their deficiency in teaching skills and help these teacher candidates to develop much more positive attitudes towards their future professions.