ethanporcaro/eric-fulltext-meta huggingface dataset:
Construction of Academic Success and Failure in School Memories
Author: Kaya, Gamze Inan
Date: 2018-01-10
Type: Journal Articles
Subjects: Preservice Teachers,Academic Achievement,Academic Failure,Memory,Professional Identity,Discourse Analysis,Qualitative Research,Foreign Countries

The idea of &quot;Apprenticeship of Observation&quot;, proposing that pre-service teachers' early academic experiences might have effects on their professional development, has been a concern in teacher education in the last forty years. Early success or failure experiences of pre-service teachers in school may have a role in their professional identity development. This study aimed to understand the role of academic performance recollections of pre-service teachers on their professional identity construction from a discursive point of view. Accordingly, the constructions of pre-service teachers in relation to success or failure in their school memories were discursively analyzed. Eighty-one school memories were collected from 87 students who were enrolled in two teacher preparation programs. After the preliminary screening of data, 48 memories were classified as success or failure related in past academic lives of pre-service teachers. The remaining 33 memories were eliminated due to not matching the criterion of academic performance relatedness. Informed by (critical) discursive psychology, the memories of success or failure in school were discursively analyzed. Success and failure were constructed together as the two sides of a performance coin. The academic and professional understandings of pre-service teachers were not independent of their academic history. In their recollections, success or failure was constructed in relation to others and had a role on pre-service teacher's future academic and career preferences.
Eliciting the Views of Prospective Elementary and Preschool Teachers about the Nature of Science
Author: Karaman, Ayhan
Date: 2018-00-00
Type: Journal Articles
Subjects: Scientific Principles,Student Teacher Attitudes,Preschool Curriculum,Elementary School Curriculum,Preservice Teachers,Preservice Teacher Education,Predictor Variables,Gender Differences,Grade Point Average,Majors (Students),Cohort Analysis,Prior Learning,Student Surveys,Likert Scales,Foreign Countries

Recent science education standards emphasize the importance of the instruction of nature of science (NOS) concepts at all levels of schooling from pre-K to K-12. Delivering a proper NOS education to students is excessively dependent on their teachers with an adequate understanding of NOS concepts. The present study investigated the science conceptions of preschool and elementary teacher candidates. The data collected from a total of 506 prospective teachers were analyzed with respect to the following demographic variables: majors, genders, grade levels, high schools, and GPAs of teacher candidates. &quot;Student Understanding of Science and Scientific Inquiry (SUSSI)&quot; developed originally by Liang et al. (2008) was the instrument used to collect data in this study. The data analyses were conducted using MANOVA and Pearson Correlation Coefficient. The corresponding mean scores of the teacher candidates in specific aspects of NOS ranged from &quot;poor&quot; to &quot;informed&quot; conceptions of science. All but one of the demographic variables yielded statistically insignificant results on the NOS conceptions of teacher candidates. The majors of the teacher candidates were detected as a significant variable influencing the conceptions of the teacher candidates. The results of the study were discussed in reference with the relevant literature.
A Study of EFL Curriculum of China&apos;s Science and Technology Institutes under Graded Teaching Model
Author: He, Chunyan
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Curriculum Development,English for Special Purposes,Classification,Feedback (Response),Foreign Countries,Student Attitudes,Student Needs,Student Centered Learning,English for Science and Technology,College Students,Higher Education

Recent years, most universities and colleges have been reforming the English as a foreign language (EFL) curriculum system in China. Some reformed EFL curriculum into English for Specific Purposes (ESP) courses, for instance, while some conducted a graded teaching model in EFL teaching. However, the effect of this reform was not so good, especially at science and technology institutes. Therefore, in view of different opinions to classification of foreign language teaching, the classification scheme of English teaching was improved and rebuilt at first, based on the analysis of the learners' feedback from the perspective of learner's needs on the current EFL curriculum system of China's science and technology institutes under graded teaching model. And then a new EFL curriculum system of China's science and technology institutes under graded teaching model was designed based on learning-centered approach to course and curriculum design to promote the development of EFL teaching and China's ESP courses and accordingly meet nation's needs for cultivating international and integrated high-quality talents of foreign languages.
The Role of Teaching Grammar in First Language Education
Author: Demir, Sezgin
Date: 2018-00-00
Type: Journal Articles
Subjects: Grammar,Native Language Instruction,Turkish,Teacher Attitudes,Qualitative Research,Semi Structured Interviews,Teaching Methods,Educational Practices,Language Skills,Elementary Secondary Education,Learning Activities,Text Structure,Vocabulary Skills,Writing Skills,Punctuation,Word Study Skills,Foreign Countries

Grammar; while originating from the natural structure of the language also is the system which makes it possible for different language functions meet within the body of common rules especially communication. Having command of the language used, speaking and writing it correctly require strong grammar knowledge actually. However only knowing the rules cannot be the indicator of using the language correctly and effectively. For the individual, who learns the rules of the language but cannot transform it to daily life, grammar teaching can be difficult and boring. Instead of considering grammar teaching as an independent and abstract lesson, realizing it through integrating with other learning fields will increase the effect and level of success in grammar teaching. The purpose of this research is to determine the views of first language teachers regarding teaching grammar. The study group of the research consist of 10 Turkish language teachers who work in a city in Turkey (Elazig). Within this research, which was carried out with qualitative pattern, the data was gathered with one on one interview technique using semi structured interview form, which consisted of 10 questions. The data gathered was analyzed with content analysis and interpreted being categorized. Regarding the findings frequency distributions were given and interpreted. As a result of the study it was seen that teaching grammar differs in terms of teachers' views, in addition in some matters they were under expectations.
Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context
Author: Bahar, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Error of Measurement,Climate,Change,Factor Analysis,Comparative Analysis,Gender Differences,Psychometrics,Foreign Countries,Student Attitudes,Factor Structure,Scores,Measures (Individuals),Classroom Environment,Validity,Elementary School Students,Secondary School Students,Statistical Analysis

Among school psycho-social factors with considerable effect on student outcomes are both school and classroom climate. Because how students perceive the classroom climate strongly predicts achievement, measuring classroom climate gains importance and the need for testing the existing results across cultures persists. In this study, we assessed the validity and measurement invariance of the Turkish adaptation of the Student Personal Perception of Classroom Climate Scale (SPPCC) developed in English (US). Confirmatory factor analyses (CFA) and measurement invariance (MI) analyses by sex were performed on 629 students' data. CFA results confirmed the factorial structure of the SPPCC. Results of the MI analyses showed that the SPPCC measures the same construct for females and males in a non-English context. Latent mean comparisons revealed girls perceived the classroom climate more positively than boys. We concluded that this study in the Turkish context is a further step in developing evidence of the extent to which SPPCC provides psychometrically sound scores.
Analysing the Correlations between Primary School Teachers&apos; Teaching Styles and Their Critical Thinking Disposition
Author: Sen, Özgür
Date: 2018-01-00
Type: Journal Articles
Subjects: Correlation,Elementary School Teachers,Teaching Styles,Critical Thinking,Preferences,Teacher Surveys,Teacher Attitudes,Facilitators (Individuals),Foreign Countries,Statistical Analysis

This study aims to analyse the correlations between teaching styles primary school teachers prefer to use and their critical thinking disposition. The research was conducted with the participation of 380 primary school teachers teaching in schools located in Ankara. The study employs relational survey model. In this study &quot;Teaching Styles Inventory&quot; was used to determine the teaching styles preferences of primary school teachers and in order to define their critical thinking dispositions the scale of &quot;Critical Thinking Disposition&quot; was used. Descriptive statistic one way variance analysis (ANOVA) was used in the analysis of the data. It was found in conclusion that the teaching style the participating teachers preferred most was delegator-facilitator-expert style of teaching. Besides, significant correlations were found between primary school teachers' preference of teaching styles and their critical thinking disposition.
Using Self-Determination of Senior College Students with Disabilities to Predict Their Quality of Life One Year after Graduation
Author: Chao, Pen-Chiang
Date: 2018-00-00
Type: Journal Articles
Subjects: Disabilities,Quality of Life,Graduate Surveys,College Seniors,Self Determination,Correlation,Predictive Validity,Multiple Regression Analysis,Attitude Measures,Environmental Influences,Interpersonal Relationship,Psychological Characteristics,Foreign Countries,Statistical Analysis,Statistical Significance

The purpose of this study was to assess the correlation and predictive relationship between self-determination and quality of life of college students with disabilities. Subjects were 145 senior college students recruited from northern Taiwan. Subjects' age ranged from 22 to 25 years and their disabilities varied, including visual impairments (n = 16), hearing impairments (n = 17), speech/language impairment (n = 6), physical disabilities (n = 40), specific learning disability (n = 26), emotional and behavior disorders (n = 5), multiple disabilities (n = 4), autism (n = 23), and health impairments (n = 8). Two measures, the Self-Determination Scale for College Students (SDSCS) and WHOQOL-BREF were used to collect data. The subjects completed the SDSCS in their senior year of college, whereas the WHOQOL-BREF data were collected one year after their graduation. The Pearson correlation and stepwise multiple regression analyses were used to assess the correlation between the SDSCS and the WHOQOLBREF. Results showed that positive correlations were found between self-determination and quality of life. Subjects' scores on the SDSCS subscales (Self-Realization, Psychological Empowerment, Autonomy) were able to explain between 30.3%-53.2% of the total variance of their scores on the WHOQOL-BREF domains (Psychological, Social Relationships, Environment). The results of this study re-confirmed the positive correlation between self-determination and quality of life of individuals with disabilities. Furthermore, the study highlighted that self-determination not only has an immediate impact on quality of life for people with disabilities, but it seems to have a long-lasting effect. Suggestions and implications are provided.
Investigating Primary School Teachers&apos; Perception about Democracy through Metaphor Analysis
Author: Nasirci, Hasan
Date: 2018-00-00
Type: Journal Articles
Subjects: Democracy,Democratic Values,Figurative Language,Elementary School Teachers,Teacher Attitudes,Questionnaires,Qualitative Research,Gender Differences,Performance Factors,Phenomenology,Statistical Analysis,Content Analysis,Foreign Countries

The aim of this study is to examine democracy perception of classroom teachers via metaphor analysis. Study group for research is formed of 253 classroom teachers. &quot;Democracy Metaphors Questionnaire&quot; (DMQ) has been used in collecting data. Content analysis has been used on analysis of qualitative data of research and descriptive statistics have been used on quantitative data. The metaphors that teachers developed with a total 122 metaphors different from one another about democracy are gathered under &quot;Indispensability,&quot; &quot;Equality,&quot; &quot;Social Order,&quot; &quot;Freedom,&quot; &quot;Endeavour,&quot; &quot;Power,&quot; &quot;Variety,&quot; &quot;Progression,&quot; &quot;Conservation,&quot; &quot;Personal Gains,&quot; and &quot;Nothingness.&quot; While the first three themes under which women teachers gathered being indispensability, equality, and endeavour metaphors, men teachers are gathered under indispensability, social order, and freedom metaphors. Family environment and upbringing, relations with friends, culture of social environment, political activities in society, and news in media tools have been the effective factors in forming democracy perception that the teachers possess.
The Relations between the Organizational Happiness and the Organizational Socialization Perceptions of Teachers: The Sample of Physical Education and Sport
Author: Tosten, Rasim
Date: 2018-00-00
Type: Journal Articles
Subjects: Socialization,Job Satisfaction,Correlation,Physical Education Teachers,Teacher Attitudes,Measures (Individuals),Statistical Analysis,Prediction,Psychological Patterns,Foreign Countries

The main purpose of this research is to examine the relationship between levels of organizational happiness and organizational socialization of physical education and sport teachers. The research is quantitative and correlational model. The population of the research is composed of 257 physical education and sports teachers working in Siirt province. The entire universe was tried to be reached and 244 physical education and sports teachers were reached at the target stage. Within the scope of the research, 2 measurement tools were used. The Organizational Happiness Scale was developed by Bulut. The &quot;Organizational Socialization Scale&quot; was developed by Erdogan. Some of the research results are as follows: Arithmetic mean, standard deviation, correlation, and simple regression tests were used in the analysis of the research data. Teachers' organizational happiness levels are high and organizational socialization levels are very high. There is a high level of positive correlation (r = 0,67) between the levels of organizational happiness and organizational socialization of teachers. Teachers' organizational happiness is predicting organizational socialization. The model explains organizational socialization by 55%.
The Impact of Assessment for Learning on Students&apos; Achievement in English for Specific Purposes: A Case Study of Pre-Medical Students at Khartoum University: Sudan
Author: Al-Tayib Umar, Abdul Majeed
Date: 2018-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Language Tests,Experimental Groups,Control Groups,Scores,Comparative Analysis,Foreign Countries,Student Attitudes,Premedical Students,Teaching Methods,Questionnaires,Interviews,Positive Attitudes,Statistical Analysis,Learning Strategies,Evaluation Methods,Student Evaluation,Summative Evaluation,Qualitative Research

This study tries to identify the effect of assessment for learning on a group of Sudanese pre-medical students' performance in English for Specific Purposes (ESP). The study also attempts to identify students' perception and attitudes towards this type of assessment. The sample of the study is composed of 53 subjects from the Pre-medical students at Khartoum University in Sudan. These students are placed into two groups; an experimental and a control group. The experimental group students are taught their ESP material in accordance with assessment for learning principles and techniques, the control group; however, is taught the same material using the traditional summative assessment procedures. The experiment lasts for one term, i.e., 16 weeks. The experimental group instructor is subjected to an intensive training course on how to implement assessment for learning strategies in classroom setting. At the end of the term, the two groups sit for a final exam which is intended for all Pre-medical students. Comparison of the scores of the students reveals a significant difference between the two groups in favor of the experimental group. Students' attitudes towards assessment for learning are checked through a questionnaire and interviews. Qualitative and quantitative analysis of the students' responses show their positive attitudes towards this type of assessment. The study ends up with a set of recommendations and suggestions to improve assessment for learning practice and to make it more effective in a Sudanese setting.
The Development Process of a Mathematic Teacher&apos;s Technological Pedagogical Content Knowledge
Author: Yildiz, Hilal
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Pedagogical Content Knowledge,Technology Integration,Teaching Methods,Secondary School Teachers,Technological Literacy,Computer Software,Geometry,Grade 9,Grade 10,Case Studies,Foreign Countries,Inservice Teacher Education,Faculty Development,Interviews,Observation,Profiles,Scores

Technology is an indispensable part of the educational curriculum, and large budgets have been allocated to provide technological infrastructure in secondary education institutions in Turkey. It is important that teachers have the technological pedagogical content knowledge (TPCK) to successfully integrate technology into their courses. The aim of this study is to examine the development of the TPCK of a mathematics teacher who participated in in-service training course organized for the use of Geogebra software in geometry teaching. The in-service training is designed in accordance with the Technology Integration Model stages, and Geogebra software is used taking into account the learning outcomes of 9th and 10th grade secondary school geometry. The case study method has been employed, and data was collected through interviews, observation, self-assessment forms, and field notes. The findings show that the in-service training helped the maths teacher integrate technology in the teaching and developed the knowledge of curriculum, students' understandings and learnings, and instructional strategies and methods. With regard to research recommendations and results, professional development programs that will provide TPCK development can be organized so that teachers can use the ever-evolving technologies in their classes along with the appropriate pedagogical approaches.
Demonstration Technique to Improve Vocabulary and Grammar Element in Teaching Speaking at EFL Learners
Author: Husnu, Muhammad
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Demonstrations (Educational),Instructional Effectiveness,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Statistical Analysis,Scores,Oral Language,Undergraduate Students,Foreign Countries

This study aimed at examining the effectiveness of demonstration technique to improve vocabulary and grammar element in teaching speaking at EFL learners. This research applied true-experimental design. The respondents of the study were 32 students (class IIA) as experimental group and 32 students (class IIB) as control group from the second semester of Economic Departments of Hamzanwadi University in the academic year 2016-2017. To collect the data, a pre-test and a post-test were given to the EFL learners. To analyze the data, the researcher applied SPSS 17 for windows. To analyze whether there was a significant difference in the mean score between pre-test and post-test, the researcher used a paired-samples t-test to get answer of the hypothesis. After performing a paired-samples t-test, the researcher found that there was a significant difference in mean scores between experimental and control group and t-test score is higher than t-table, it meant that demonstration technique was significantly effective in teaching speaking, especially to improve the element of vocabulary and grammar in teaching speaking at EFL learners.
Hyper-Activating Inukshuks: The Renewal of Social Studies in Alberta
Author: Couture, J-C
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Studies,Teaching Methods,Foreign Countries,Teacher Surveys,Teacher Attitudes,Outcomes of Education,Faculty Workload,Educational Policy,Canada Natives,Foreign Policy,Western Civilization,Indigenous Populations,Eskimos,Educational Practices,Curriculum Development,Elementary Secondary Education

A recent study that surveyed close to 500 Alberta social studies teachers concluded that irreconcilable pressures &quot;point to tensions between the formal program of studies and its prescribed outcomes, and the realities and complexities of classrooms where teachers attempt to realize good practices&quot; (Alberta Teachers' Association, 2016, p, 46). As the researchers observed, while there is widespread support for addressing &quot;indigeneity&quot; and &quot;multiple perspectives,&quot; such expectations need to be contextualized in the experiences of the lived curriculum in classrooms where teachers are putting in 60-hour work weeks in the midst of ever-increasing prescription and control over their practice (pp. 30-31). By unpacking the narratives of milestones and the linear march of curriculum policymaking, the author summarizes why Alberta cannot make the mistake of assuming that reform will be a clear march forward where a western Enlightenment view of the world continues to frame Indigenous people as &quot;failed versions of ourselves&quot; (Davis in Grainger, 2009). Instead, the author concludes, there is a need to see &quot;decolonization is as much a process as a goal (Harsha Walia in Kino-nda-niimi Collective, 2014, p. 45).
Pair Counting to Improve Grammar and Spoken Fluency
Author: Hanson, Stephanie
Date: 2017-00-00
Type: Journal Articles
Subjects: Grammar,Sentences,Language Proficiency,Verbs,English Language Learners,English (Second Language),Second Language Learning,Structural Grammar

English language learners are often more grammatically accurate in writing than in speaking. As students focus on meaning while speaking, their spoken fluency comes at a cost: their grammatical accuracy decreases. The author wanted to find a way to help her students improve their oral grammar; that is, she wanted them to focus on grammar while still exercising their spoken fluency. This article provides instructions for how to use simple past verbs as the target grammatical structure for monitoring fluency. Students are grouped in pairs with one student being the &quot;talker,&quot; and the other student being the &quot;counter.&quot; Pair counting is a quick, easy, interactive, and motivating way to help students work on spoken fluency while also focusing on producing a specific grammatical form. Suggestions for using this technique with other grammar topics are also provided.