ethanporcaro/eric-fulltext-meta huggingface dataset:
On the Relationship between Teacher Autonomy and Learner Autonomy
Author: Han, Ligang
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Autonomy,Personal Autonomy,Second Language Instruction,Second Language Learning,Language Teachers,Teacher Student Relationship,Teacher Education

With the research on fostering and cultivating learner autonomy in foreign/second language teaching and learning, teacher autonomy has gained momentum in the research of foreign language teacher education. There have been many theoretical research and discussions about the definitions of learner autonomy. Many researchers acknowledge that language teachers play important roles in developing learner autonomy. However, the relationship between teacher autonomy and learner autonomy needs to be explored. The focal point of the present paper is a tentative discussion on the relationship between teacher autonomy and learner autonomy in foreign language education and teacher education. This paper sheds light to foreign language education and teacher education in that language teachers should change their traditional roles to ones catering and facilitating the development of learner autonomy, and teacher education and training programs should include and design courses, practicum to enhance and promote teacher-learner autonomy.
Analyzing the Content of Reading Texts Questions in Flying High for Saudi Arabia
Author: Barashid, Majed
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Questioning Techniques,Thinking Skills,Taxonomy,Reading Materials,Textbook Content,Secondary School Students,English (Second Language),Public Schools,Reading Instruction,Reading Comprehension,Instructional Effectiveness,Grade 10

This study aimed at analyzing the cognitive levels of the wh-questions following the reading texts in the Students' Book of Flying High for Saudi Arabia One. A Checklist based on the revised cognitive domain of Bloom's Taxonomy was the instrument used to categorize the cognitive levels of these questions and to determine to what extent they are included properly in the Student's Book of Flying High for Saudi Arabia One. The main findings revealed that the wh-questions following the reading texts which are included in the textbook under analysis were not properly included. Also, the authors of the textbook overemphasized the lower thinking skills and neglected higher thinking skills. Such study is recommended to shed light upon the role of the other series of Flying High for Saudi Arabia in developing cognitive skills among secondary Saudi students.
Predictors of Academic Self Efficacy: Intolerance of Uncertainty, Positive Beliefs about Worry and Academic Locus of Control
Author: Uzun, Kivanç
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Predictor Variables,Self Efficacy,Student Attitudes,Ambiguity (Context),Anxiety,Locus of Control,Psychological Patterns,Negative Attitudes

Investigation of academic self-efficacy along with intolerance of uncertainty, positive beliefs about worry and academic locus of control is believed to make contributions to the understanding of its complex structure. This study is believed to be of great importance in terms of determining the building blocks to be considered by further research aiming to explain the academic self-efficacy of university students and strengthen their academic self-efficacy. The current study aimed to determine the extent to which the above-mentioned variables predict the academic self-efficacy of university students. The relational survey model was used to reveal the extent to which the above-mentioned variables predict academic self-efficacy. The study was conducted on a total of 717 university students (499 females and 218 males) attending Burdur Mehmet Akif Ersoy University. The data of the current study were collected by using a personal information form developed by the researcher, the academic self-efficacy scale, the intolerance of uncertainty scale, the positive beliefs about worry scale and the academic locus of control scale. In the analysis of the data, Pearson product-moment correlation coefficient and hierarchical multiple regression analysis were used and for this purpose, SPSS 15.0 program was utilized. At the end of the study, it was found that the university students' academic self-efficacy is positively predicted by positive beliefs about worry and academic internal locus of control and negatively predicted by intolerance of uncertainty and academic external locus of control. The findings of the study were discussed in the light of the related studies previously done by the other researchers.
Problem Solving Skills of Students at the Faculty of Sports Sciences
Author: Yilmaz, Taner
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Physical Education,Problem Solving,Athletics,Scores,Gender Differences,Age,Parent Background,Income,High Schools,Geographic Regions

The aim of this study is to determine the problem-solving skills of students studying at the Faculty of Sports Sciences of Usak University and to examine individuals in terms of their personal variables. 290 students, 85 female and 205 male, participated in the study voluntarily at Usak University Faculty of Sport Sciences. As a data collection tool in the research; &quot;Personal Information Form&quot; and &quot;Problem Solving Inventory (PSI)&quot; developed by Heppner and Peterson were used to determine problem solving skills.According to the normality test results performed to determine the appropriate analysis method for the data, the p-value for the problem solving scale was greater than 0.05. The total scores of the problem-solving scale match the normal distribution. For this reason, while investigating the significant differences, the parametric tests; t-test and ANOVA were used.No significant difference was found between the gender, age variable, monthly income level, monthly income level of families, education level of the parents, the region where the students live, the high school variable that the students graduated from, and the total scores of these students' problem solving skills (p&gt;0.05). As a result, according to the findings; it has been determined that sports have positive effects on the problem solving skills of the students at the Sport Sciences Faculty.
Relationship between Behavioural Disorders and Social Cognition among Orphans in Saudi Arabia
Author: Alghamdi, Huda Othman
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Behavior Disorders,Social Cognition,Emotional Disturbances,Children,Institutionalized Persons,Symptoms (Individual Disorders),Posttraumatic Stress Disorder,Anxiety Disorders,Child Abuse,Bullying,Violence

This study aimed to investigate the relationship between behavioural disorders and social cognition among orphans in Saudi Arabia by adopting a phenomenological qualitative approach. To achieve this aim, 50 subjects were selected to participate in this study through a purposive sampling. The participants were subjected to a semi-structured interview session which lasted from 45 minutes to an hour. After data has been gathered, Interpretative Phenomenological Analysis was used to analyse data into themes which were categorized into three: Symptoms of Behavioural Disorders, Social Cognitions, and Factors. The results of the study showed that emotional and behavioural disorders that orphans face in Saudi Arabia were manifested by symptoms of disorders such as Posttraumatic Stress Disorder, Oppositional Defiant Disorder, and Social Phobia. Factors that tend to have a significant effect on behavioural problems among orphans consisted of traumatic events, events prior to admittance in the orphanage such as physical abuse, and the overall physical environment of the orphanage, which can be at risk of being conducive for bullying and fighting among orphans. Furthermore, there might be a relationship between behavioural disorders and social cognition among orphans in Saudi Arabia.
Social Aspects Role and the Behavior of Drinking Water among Students in a Private University
Author: Djannah, Sitti Nur
Date: 2020-06-00
Type: Journal Articles
Subjects: Eating Habits,Water,Health Behavior,Adolescents,College Students,Public Health,Parent Influence,Siblings,Influences,Peer Influence,Social Influences,Physiology

Lack of consuming drink water can cause many effects on the body. The long term effects of less consuming water dangerous for health. The diseases related to the less consuming water are respiratory tract infections, gastrointestinal disease, urinary infections, cancer, diabetic, kidney disease, and also others metabolic disorders. Those diseases affected to the financial burden due to this situation. It happens because of some factors, many studies mentioned about the behavior of drinking water among adolescents in school affected by some sociodemographic and behavioral factors. This study shows that most of respondents have a bad habit to keep their health kidney it is evident that the majority of respondents have urine color that tends to concentrated which is categorized as unhealthy urine. The limitation of the study was not measure the amount of drink water consuming for each respondents per day.
Forest School Applications in Pre-School Period: A Case Study
Author: Dilek, Ömer
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Education,Child Development,Outdoor Education,Cognitive Development,Language Acquisition,Social Development,Emotional Development,Physical Development,Psychomotor Skills,Daily Living Skills,Preschool Children,Foreign Countries

The current study was conducted to investigate the contribution of the forest school approach to the development of preschool children. In this connection, the study group is comprised of 7 pre-schoolers aged at 48-60 months. The sample of the current study was determined by using the convenience sampling method, one of the purposive sampling methods. The current study is a case study, covering an eight-week period. A total of five data collection tools were used in the study: &quot;General Information Form&quot;, &quot;Pre-Application Questions&quot;, &quot;Activity Evaluation Form (Individual)&quot;, &quot;Activity Evaluation Form (General)&quot;, &quot;Development Observation Form&quot;. The collected data were transcribed; codes and themes were established and finally content analysis was conducted on them. As a result of the analysis, it was concluded that the forest school applications positively affected the children's cognitive development, language development, social and emotional development, motor development and self-care skills in some situations and supported the development of the children in general. In light of these findings, integration of forest school into pre-school education is thought to be of great importance.
Investigation of Forest School Concept by Forest School Teachers&apos; Viewpoints
Author: Bal, Emine
Date: 2020-00-00
Type: Journal Articles
Subjects: Outdoor Education,Natural Resources,Teacher Attitudes,Teaching Methods,Educational Environment,Student Centered Learning,Child Development,Foreign Countries,Early Childhood Education,Emotional Development,Social Development,Active Learning,Early Childhood Teachers

The study aims to reveal the opinions of teachers working in forest schools about education and students in forest schools. To this end, the study group was constructed with the participation of 5 teachers working in forest schools. The study employed a case study design, one of the qualitative research methods. The data collection tool of the study is an interview form consisted of 7 questions. The collected data were subjected to content analysis based on the case study design. In order to ensure the credibility of the study, the data were reported as they were and supported with direct quotations. As a result of the study, it was found that the teachers considered the forest school within the natural environment and the process of children's self-awareness. The general view attained is that the forest school presents a comprehensive learning environment, directs students to research, discovering and learning by doing, always keeps the sense of curiosity alive, presents a unique learning environment and that the students educated here as individuals who have self-confidence, are inquisitive, creative, solution-oriented, learning by doing and with a developed sense of responsibility. In light of these findings, it is thought that it is worth emphasizing the importance of studies conducted with different perspectives and that the forest school provides benefits for children in all the learning areas; therefore, it is worth researching.
Experiencing Live Composite Video Lectures: Comparisons with Traditional Lectures and Common Video Lecture Methods
Author: Rosenthal, Sonny
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Technology,Lecture Method,Educational Technology,Conventional Instruction,Student Attitudes,Preferences,Electronic Learning,Undergraduate Students,Foreign Countries,Outcomes of Education,Retention (Psychology),Attention Control

Video compositing can be used to combine images of the instructor and content, which the instructor can monitor in real time. We evaluated the student experience of this &quot;live composite&quot; format in two carefully designed experiments. Results showed the perceived quality of and student preference for live composite lectures is not different from that of traditional lectures. Results also showed the live composite format is superior to voiceover and picture-in-picture formats in terms of attention, positive emotion, experiential attitude, preference, perceived quality, and instructor social presence. The two experiments had similar patterns of results, suggesting the observed effects are robust. Although we found no differences in short-term learning among lecture formats, the live composite method resulted in a better subjective experience for students. Instructors who use online recordings should consider adopting this approach.
The Mediating Role of Shyness on the Relationship between Academic Satisfaction and Flourishing among Pre-Service Music Teachers
Author: Oguz-Duran, Nagihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Shyness,Student Satisfaction,Academic Achievement,Preservice Teachers,Student Welfare,Foreign Countries,Undergraduate Students,Correlation,Music Education

This study examined shyness as a potential mediator in the relationship between academic satisfaction and flourishing among Turkish music teacher education students. Using a questionnaire-based survey design, data were collected from 162 (100 female and 62 male) pre-service music teachers. The Shyness Scale, the Academic Life Satisfaction Scale and the Flourishing Scale were used for data collection. The bootstrap re-sampling method was employed using Hayes's SPSS PROCESS macro. Results of bivariate correlations showed that, higher academic satisfaction was associated with increased flourishing as expected, whereas higher shyness was associated with decreased flourishing. The mediation model was significant for the contribution of shyness. These findings offer useful implications for the instructors of pre-service music teachers and counseling professionals in higher education.
Indicators of Impactful Reflection in Pre-Service Teachers: A Case for Creativity, Honesty and Unfamiliar Experiences
Author: Catalana, Sarah Marie
Date: 2020-00-00
Type: Journal Articles
Subjects: Predictor Variables,Reflection,Preservice Teachers,Creativity,Student Experience,Misconceptions,Preservice Teacher Education,Practicums,Creative Thinking,Creativity Tests

This study investigated three commonalities among pre-service teachers who demonstrated advanced reflective practice regarding fieldwork experiences: (a) creative potential; (b) honesty in confronting misconceptions of the teaching profession, and (c) fieldwork in unfamiliar settings. Forty-two pre-service teachers submitted reflective papers which were qualitatively analyzed and scored for reflective ability using Harland and Wondras's (2011) Framework of Four Levels of Reflection for Teacher Education. Low and High Reflectors were compared in terms of creative potential, as measured by the Torrance Tests of Creative Thinking-Figural. Results revealed Low Reflectors generally demonstrated lower creative potential than High Reflectors, with a significant difference (p &lt; 0.05) in mean scores on the Abstractness of Titles subscale. High Reflectors also bluntly confronted previous misconceptions concerning education and described their field placements as unfamiliar when compared to their personal educational experiences. Implications for support of meaningful reflective practice in future educators are discussed in detail.
The Genesis, Evolution, and Influence of Undergraduate Research Mentoring Relationships
Author: Davis, Shannon N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Mentors,Educational Objectives,College Faculty,Teacher Student Relationship,Communication (Thought Transfer)

Undergraduate research has been documented as yielding valuable student learning outcomes. While the outcomes have been extensively investigated, the development and characteristics of the relationship with the research mentor has received less attention. To better understand how participating in undergraduate research yields substantial benefits to students, we need to elucidate the relationship between students and their research mentors. Using survey and focus group data from a select group of undergraduate researchers at one research university, we investigated the origins of undergraduate research mentoring relationships, the development of those relationships over time, and how the characteristics of the mentoring relationship yielded a shift in identity among the undergraduates. In this case study we found that the meaningful relationships developed between students and their mentors contributed to student development in the form of increased confidence and perceived competency. This competency led to changed expectations of self in the professional sphere, a deeper sense of belonging, and changed expectations for post-graduation.
Factors Affecting Engineering Students&apos; Achievement in Computer Programming
Author: Gurer, Melih Derya
Date: 2020-04-00
Type: Journal Articles
Subjects: Student Attitudes,Programming,Self Efficacy,Gender Differences,Academic Achievement,Correlation,Foreign Countries,College Students,Engineering Education

Literature indicated that attitude toward programming, programming self-efficacy, gender, and students' department was related to achievement in computer programming. However, there is a need for further studies investigating to what extent these factors explain programming achievement in a model. This study aimed to investigate the effects of programming self-efficacy, attitude towards programming, gender, and students' department on their perceived learning. The correlational study design was adopted for this study. The sample of the study was 742 students of an engineering faculty at a state university Turkey. To collect data, Programming Self-Efficacy Scale, Computer Programming Attitude Scale, and Perceived Learning Scale were used. To analyze data, descriptive statistics such as mean, standard deviation, and Pearson Correlation tests were administered. In addition, to determine the factors affecting perceived learning, multiple regression analysis was employed. The results indicated that the engineering faculty students' attitudes towards programming, programming self-efficacy, and perceived learning were at a high level. In addition, significant correlations between perceived learning and predictive variables were found. Finally, it was concluded that gender, attitude towards programming, and programming self-efficacy significantly predicted perceived learning. The results of the study provide a deeper understanding of how students' learning was affected in programming courses.
Perspective as a Threshold Concept in Business Communication
Author: Getchell, Kristen M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Perspective Taking,Business Communication,Fundamental Concepts,Gender Bias,Teaching Methods,College Students,Writing Assignments,Professionalism

In this article, the authors present the notion of perspective as a threshold concept in business communication. Using an SoTL framework, the researchers explore the effect of teaching threshold concepts in a summary writing assignment in a foundational business communication class. Working with a close reading methodology, the authors examine the context of perspective as a threshold concept by analyzing students' summary samples for gender bias and explore how close reading can support further research into threshold concepts in business communication.
Investigation of Computational Thinking in the Context of ICT and Mobile Technologies
Author: Sirakaya, Didem Alsancak
Date: 2020-04-00
Type: Journal Articles
Subjects: Thinking Skills,Information Technology,Handheld Devices,Electronic Learning,Computer Use,College Students,Internet,Public Colleges,Vocational Education,Computer Science,Experience

This research aims to determine the change in students' computational thinking skills according to their ICT and mobile technology experience and frequency of use. The sample of the study, designed with the survey model, consisted of 269 students attending a vocational school of higher education. Data were collected using the Computational Thinking Scale and the Personal Information Form. Descriptive statistics, independent samples t-test and one-way ANOVA were used in data analysis. According to results, it was determined that students' computational thinking skills differs according to their internet experience, mobile device experience, mobile internet experience and period of daily mobile Internet use, while no differences were found based on computer experience, the number of times they checked their mobile devices a day and purpose of mobile technology usage
The Relationship between Executive Functions and Computational Thinking
Author: Robertson, Judy
Date: 2020-04-00
Type: Journal Articles
Subjects: Executive Function,Computation,Thinking Skills,Mathematics Skills,Elementary School Students,Programming,Programming Languages,Troubleshooting,Problem Solving,Foreign Countries

We argue that understanding the cognitive foundations of computational thinking will assist educators to improve children's learning in computing. We explain the conceptual relationship between executive functions and aspects of computational thinking. We present initial empirical data from 23 eleven year old learners which investigates the correlation between assessments of programming and debugging in the visual language Scratch and scores from the BRIEF2 assessment of executive functions. The initial data shows moderate to large correlations between assessments of debugging and programming with the BRIEF2 teachers' rating of executive function as manifested in classroom behaviour. Case studies from the empirical data are used to qualitatively illustrate how executive functions relate to a game making task. We discuss the implications of these findings for educators, and present suggestions for future work.