ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention
Author: Duman, Bilal
Date: 2019-12-00
Type: Journal Articles
Subjects: Learning Modalities,Process Education,Preservice Teachers,Problem Solving,Academic Achievement,Writing (Composition),Graphs,Retention (Psychology),Learning Activities,Instructional Effectiveness,Foreign Countries,Preservice Teacher Education

The purpose of the present study is to determine the effects of two multi-modal representations, the use of text and graph for learning, on problem solving, academic achievement and retention when used in a process-based instruction (PBI). The study was designed as quasi-experimental study complying with pretest-posttest control group design. The study group consists of (N=30+34=64) students from the department of classroom teacher education in the Education Faculty of a university from west of Turkey in 2015-2016 academic year. The data in the study were collected through problem solving inventory, texts written and graphs drawn by the students and academic achievement test. For the data analysis, independent-sample t-test, Kruskal Wallis H-Test and descriptive analysis techniques were used. According to the findings obtained in the present study, it can be argued that while there is no significant difference between the academic achievements and problem solving skills of the students carrying out their learning activities according to drawing-modal representation and those of the students carrying out their learning activities according to writing-modal representation, a significant difference in terms of their retention was observed.
What&apos;s up with WhatsApp? A Critical Analysis of Mobile Instant Messaging Research in Language Learning
Author: Kartal, Galip
Date: 2019-12-00
Type: Journal Articles
Subjects: Computer Software,Synchronous Communication,Second Language Learning,Second Language Instruction,Teaching Methods,Language Skills,Vocabulary Development,Journal Articles,Information Retrieval,Sample Size,Research Reports,Instructional Effectiveness,Student Attitudes,Personal Autonomy,Anxiety,Learning Motivation,Interaction

This paper is devoted to exploring the way how the mobile instant messaging WhatsApp is deployed to enhance the learning of a second or foreign language. Therefore, this study set out to investigate the empirical studies related to WhatsApp and language learning published in peer-reviewed journals. Thirty-seven studies were selected after a four-phase article identification procedure and a systematic review was conducted to investigate the effectiveness of WhatsApp on language learning. The analysis focused on the keywords, sample sizes, participants, data sets, duration, and language learning benefits of the studies. The results have shown that WhatsApp has been used diversely in language learning. The studies found evidence that WhatsApp can be used to improve the four language skills (i.e. reading, listening, writing, and speaking), integrated language skills, and vocabulary. Moreover, WhatsApp was found to be effective in increasing motivation and language attitudes, fostering learner autonomy, increasing interaction, and lowering language anxiety. The study also provided future research directions and recommendations for practice concerning how to appropriately employ mobile instant messaging in language learning.
The Effects of Drama on Pre-Service Teachers&apos; Affective Traits about Teaching
Author: Aykaç, Necdet
Date: 2019-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Drama,Program Effectiveness,Teaching Methods,Teacher Education Programs,Affective Behavior,Teacher Motivation,Self Efficacy,Foreign Countries,Student Attitudes,Program Evaluation,Measures (Individuals),Diaries

This study aims to investigate the effect of a drama program that was created to develop the affective traits of pre-service teachers; specifically, their attitudes towards teaching, teaching motivation, and self-efficacy. The study took place in the education faculty at a state university located on the west of Turkey, with 32 pre-service teachers enrolled in various departments of the faculty. Utilizing an embedded design; a type of mixed methods, the effects of the developed drama program were investigated. Quantitative data collection methods were used before and after the implementation so as to find out the effects of the program while qualitative data were collected during and after the program. Qualitative data were analysed along with the quantitative data to enhance the findings of the experiment. The quantitative data collection tools were &quot;Teaching Motivation Scale&quot;, &quot;Teacher Self-Efficacy Scale&quot;, and &quot;Attitudes towards Teaching Scale&quot;. The qualitative data were collected through semi-structured interview forms. According to the findings, the developed drama program was found to be effective in improving the pre-service teachers' attitudes towards teaching, teaching motivation, and self-efficacy.
The Educational Beliefs of Pre-Service Teachers as an Important Predictor of Teacher Identity
Author: Egmir, Eray
Date: 2019-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Beliefs,Professional Identity,Predictor Variables,Gender Differences,Departments,Educational Principles,Foreign Countries,Student Characteristics

This study aims to determine the relationship between the educational beliefs and teacher identity of pre-service teachers from all grade levels of four different departments at Afyon Kocatepe University. Besides, to what extent the educational beliefs predict their teacher identity is also examined. The research is conducted using the correlational survey model. The sample of the study consists of 324 pre-service teachers who are studying in all grades at Afyon Kocatepe University. In the data collection process, &quot;Education Belief Scale&quot; developed by Yilmaz, Altinkurt and Çokluk (2011) and &quot;Early Teacher Identity Measure&quot; developed by Friesen and Besley (2013) and adapted into Turkish by Arpaci and Bardakçi (2015) is used. In line with the findings, the pre-service teachers' dominant educational philosophies are identified as existentialism, progressivism, re-constructionism, perennialism, and essentialism, respectively. There is a significant and positive relationship between educational beliefs and teacher identities, except for essentialist belief. The results suggest that the pre-service teachers' educational beliefs and teacher identities differ significantly in terms of gender, grade and department variables. Additionally, while the prediction model is significant, progressivist educational belief is found out to be the most important dimension in the model that explains the teacher identity. These four educational beliefs, together, account for 23% of the change in teacher identity level of pre-service teachers.
Representation of Algebraic Reasoning in Sets through Argumentation
Author: Uygun, Tugba
Date: 2019-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Middle School Teachers,Mathematics Teachers,Mathematics Skills,Mathematical Logic,Algebra,Persuasive Discourse,Thinking Skills,Problem Solving,Problem Sets,Generalization,Mathematical Concepts

The purpose of the current study is to examine the ways in which preservice middle school mathematics teachers (PMSMT) apply and represent algebraic reasoning in their solution processes for the problems in the concept of sets. This model provides detailed information about the reasoning made through the process of the solution of set problems. The study group of this case study was composed of 20 preservice mathematics teachers. The data were collected through written documents and whole class discussions. Based on the findings of the study, three ways to represent algebraic reasoning in sets emerged; context-based representation of algebraic reasoning, generalization-based representation of algebraic reasoning and formulization-based representation of algebraic reasoning. These ways determined based on the argumentations that they formed. They produced different warrants since they reasoned differently.
Reactions Victims Display against Cyberbullying: A Cross-Cultural Comparison
Author: Eristi, Bahadir
Date: 2019-12-00
Type: Journal Articles
Subjects: Victims,Bullying,Aggression,Cultural Differences,Cross Cultural Studies,Foreign Countries,Computer Mediated Communication,Gender Differences,Dialogs (Language),Psychological Patterns,Correlation,Cultural Influences,Undergraduate Students,Measures (Individuals),Student Attitudes,High School Students

This research aims to examine behavioral reactions that victims display against cyberbullying through a crosscultural comparison standpoint. The research data have been collected from 161 participants from different countries such as Turkey, Azerbaijan, and Syria; and all of them continue their undergraduate studies in Turkey. Some of the noteworthy findings are as follows: revenge behaviors adopted by victims of cyber-bullying differ at a statistically significant level across the gender variable. On the other hand, reactions such as precautions, dialogue, and avoidance do not vary significantly across genders. Comparisons among nationalities indicate that seeking vengeance from the bully, looking for ways to build dialogue with the bully, and avoiding behaviors employed by victims from different cultures also differ at a statistically significant level. However, one reaction, precautions, does not bear a statistically significant variance value across different nationalities. Based on the findings of the current study, strategies to overcome cyber aggression can be associated with cultural aspects.
Problems and Solutions Concerning English Language Preparatory Curriculum at Higher Education in View of ELT Instructors
Author: Uysal, Derya
Date: 2019-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Instructional Materials,Language Teachers,Teacher Attitudes,Language Proficiency,Textbooks,Writing (Composition),Portfolios (Background Materials),Language Tests,Problem Solving,Case Studies,Grades (Scholastic),College Preparation,Foreign Countries,Universities,Educational Objectives

This study aims to explore the problems and the solutions concerning the English language preparatory curricula implemented at Eskisehir Osmangazi University, School of Foreign Languages according to ELT instructors. Participants of the study are 50 ELT instructors teaching English language in three different proficiency levels (A1, A2, B1). Case study, a qualitative research method, was adopted in the study and self-report method (written reports) was used to gather the data. Deductive, or top-down approach, was used to analyze the qualitative data. The results of the study reveal that the problems and the solutions as to the curriculum are analyzed under four themes that are objectives, teaching materials, assessment and evaluation and general structure. Concerning the objectives, lack of clarity and control of the objectives are among the problems. The problems as to course book, additional materials and writing pack are analyzed under the second category that is teaching materials while the problems regarding midterms, quizzes, project works, writing portfolios, and class performance grade are analyzed under the third category that is assessment and evaluation. Last, three subcategories as to general structure are as follows: physical problems, problems as to number and level of students in the classrooms and administrative problems. Solutions to the problems are suggested.
The Relations between Student Cynicism and Students&apos; Life Satisfaction
Author: Kasalak, Gamze
Date: 2019-12-00
Type: Journal Articles
Subjects: Correlation,Psychological Patterns,Gender Differences,Life Satisfaction,High School Students,Student Attitudes,Friendship,Student School Relationship,Path Analysis,Foreign Countries,Family Relationship,Measures (Individuals),Place of Residence

The purpose of this study is to determine the relationship between student cynicism and students' life satisfaction. This study is in correlational survey model. The sample of the study consists of 554 Turkish high school students, who were selected by simple random sampling method. Findings show that female students have more cynical attitudes towards their schools than male students. And, female students are less satisfied with their school and living environment but more satisfied with their friends than male students. Students who think about studying at another school have higher levels of student cynicism but lower levels of school satisfaction and living environment satisfaction than those who do not think so. The findings reveal the negative relationships between student cynicism and students' life satisfaction. The strongest relationship has been determined to be between institutional cynicism and reduced sense of school satisfaction. Path analysis indicates that four subscales of student cynicism affect students' life satisfaction. It is possible to examine the premises that lead to the perception of student cynicism and their impacts. For future research, it is recommended to examine the ways to alleviate the negative effects of student cynicism and improve the outcomes.
Role of Morphological and Metalinguistic Awareness on Reading among Turkish EFL Learners
Author: Akbulut, Fatma Demiray
Date: 2019-12-00
Type: Journal Articles
Subjects: Metalinguistics,English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Morphology (Languages),Pretests Posttests,Reading Comprehension,Teaching Methods,Language Tests,Student Placement,Instructional Effectiveness,College Students,Vocabulary Skills,Foreign Countries,Word Lists,Word Frequency,Reading Tests,Morphemes,Scores

This study investigates the effect of morphological treatment on morphological awareness and reading comprehension skill in a foreign language teaching. Experimental design was used in this study which was conducted with 74 freshmen who are studying at Translation and Interpreting Department. Following the Oxford Quick Placement Test and Nation's Vocabulary Knowledge Test, the participants were divided into two groups as experimental and control groups. Before starting the training process, both groups were pretested with 'Morphological Correction Test (MCT)' and 'Reading Comprehension Test (RCT)'. Following the completion of the pre-test, the treatment period of experimental group for 2 semesters started, while the control group completed the same exercises and studies without focusing on the morphological awareness. Behind the training, post-test study was applied to both groups and the differences were analysed. According to the results, the experimental group outperformed the control group in MCT and RCT. In other words, the morphological awareness of the experimental group increased efficiently; in addition to this, their reading comprehension skills developed as well. Besides, it can be said that the participants benefited effectively and consciously from the explicit training period of morphological awareness and this helped them improve their metalinguistic capacity.
The Role of Self-Esteem in Predicting Pedagogical Formation Students&apos; Career Adaptabilities
Author: Boyaci, Mehmet
Date: 2019-12-00
Type: Journal Articles
Subjects: Self Esteem,Preservice Teachers,Career Counseling,Vocational Adjustment,Career Development,Public Colleges,Foreign Countries,Student Satisfaction,Gender Differences,Competence,Predictor Variables,Personality Traits

The rapid changes in life standards and technology affect the social lives of individuals as well as world of work, job finding, work environments and career development. This rapid change also affects individuals' career adaptabilities, professional success and competences. Teaching profession is also affected by these changes. The aim of this study is to investigate the relationship between pedagogical formation students' career adaptability and self-esteem. A total of 235 volunteering pedagogical formation students who graduated from different faculties and received pedagogical formation education, including 190 females and 45 males, participated in this study. In order to collect data in the study, Personal Information Form (PIF), Career Adapt-Abilities Scale (CAAS) and Self-Liking/Self-Competence Scale (SLSC) were applied to the participants. The findings of the analyses show that there is a significant and positive relationship between career adaptabilities, self-liking and self-competence. Additionally, in the analysis conducted in order to test the predictability of the career adaptabilities by self-liking and self-competence, they were found to be significant predictors of the pedagogical formation students' career adaptabilities (R[superscript 2]= 0.37, p &lt; 0.01). The findings of the research revealed the need for career counseling once again.
Equality, Efficiency, and Developmental Education Reform: The Impact of SB 1720 on the Mission of the Florida College System
Author: Nix, Amanda N.
Date: 2020-01-00
Type: Journal Articles
Subjects: Community Colleges,Access to Education,State Legislation,Remedial Instruction,Educational Change,Institutional Mission,Case Studies,College Presidents,Administrator Attitudes,College Faculty,Teacher Attitudes,Equal Education,Efficiency,Costs,Public Policy,Acceleration (Education),Computer Assisted Instruction,Academic Accommodations (Disabilities),Two Year College Students

Objective: Community colleges have long made higher education more accessible to students from diverse academic backgrounds, particularly those who are academically underprepared and require remediation. In light of developmental education (DE) reform, our article answers the following questions: How do campus personnel articulate the unique mission of Florida's state colleges, formerly known as community colleges? Furthermore, how do they perceive the mandates of reform to have shaped their ability to carry out this mission? Method: This work is based on an embedded case study of 10 Florida College System institutions. Qualitative data were gathered between 2014 and 2018 from 544 college presidents, administrators, faculty, staff through 92 focus groups and 8 interviews. Results: Campus personnel strongly affirmed the mission of the Florida Colleges System as one of democratic equality. However, many were concerned that DE reform, namely Senate Bill 1720, prioritized efficiency over equality in the pursuit of cost savings. Specifically, participants expressed frustration that reforms accelerated DE coursework to an unmanageable pace and ignored the presence of a digital divide. Opinions of DE reform improved in the 4 years following implementation, but some concern persisted. Contributions: Our findings highlight the centrality of democratic equality to the community college mission for campus personnel. They also suggest that equality and efficiency need not always be opposing goals in education reform. Finally, they call into question social policy that universally promotes accelerated and computer-based courses without considering that some students may require accommodations.
Collaborating with an Expert Panel to Establish the Content Validity of an Intervention for Preschoolers with Language Impairment
Author: Dinnesen, Megan Schneider
Date: 2020-02-00
Type: Journal Articles
Subjects: Preschool Children,Language Impairments,Intervention,Content Validity,Specialists,Teaching Methods,Cooperation,Feedback (Response),Evidence Based Practice,Scoring Rubrics,Instructional Materials,Material Development,Story Reading,Books,Knowledge Level,Instructional Design

Expanding on the extant body of research on content validity, this study applied the tenets of content validity research to the development of an expository book reading intervention focused on science for preschool students with language impairment. This example case explains how, guided by content validity research in healthcare interventions, collaboration with an expert panel was systematically approached in the development of an educational intervention. Specifics as to how feedback was gathered and analyzed are discussed. Of practical importance for practitioners and researchers, this study provides a detailed description of how the knowledge and experience of a panel of experts was captured, analyzed, and incorporated into the development process of an educational intervention to validate its application.
A Critical Review of Chinese Theoretical Research on Moral Education since 2000
Author: Cheng, Hongyan
Date: 2019-12-00
Type: Journal Articles
Subjects: Moral Development,Educational Theories,Foreign Countries,Global Approach,Research Reports,Periodicals,Ethics,Educational Philosophy,Emotional Response,Experience,Civil Rights,Cultural Influences,Educational Practices,Social Change,Cross Cultural Studies,Western Civilization,Asian Culture

Purpose: The purpose of this article is to summarize and reflect Chinese theoretical research on moral education in the context of globalization and value pluralism since 2000 and to propose possible directions for the future research. Design/Approach/Methods: The research methods in this article are primarily literature review. Those papers which met the following criteria were selected and included in this review: (1) Papers published from 2000 to 2014 were included if they were cited by at least one other published article and (2) papers published from 2015 to 2017 were included if they were presented in a core research journal. Based on that, speculative thinking and critical thinking are also embodied in this research. Findings: Based on the features of &quot;a man of virtue,&quot; the article identifies the four dimensions that have influenced Chinese thinking about moral education: (1) Kantian and Enlightenment philosophy, (2) emotion and life experience, (3) social rights, and (4) the culture-value dimension. The four dimensions of moral education theory are related and complement, rather than contradict, each other. The author argues that the research scopes underlying current moral education theories are fairly narrow. A more comprehensive, interdisciplinary approach is needed to improve theoretical research and to enhance the effectiveness of moral education practice in schools and universities. Originality/Value: The article provides a latest overview and critical insights to consolidate the foundation of moral education in an era of societal transformation by comparing moral education research between China and the West and proposing realizing a deep integration between theory and practice.