ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Practices and Teacher Perceptions in Online World Language Courses
Author: Lin, Chin-Hsi
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Teacher Attitudes,Online Courses,Electronic Learning,Faculty Development,Elementary Secondary Education,Technology Integration,Language Teachers,Pedagogical Content Knowledge,Technological Literacy,Chinese,Spanish,French,German,Japanese,Second Language Learning,Second Language Instruction,Self Efficacy,Virtual Classrooms

Online teaching and learning have become widespread with the emergence of the Internet and other new technologies. However, online environments pose new challenges to those seeking to develop or choose suitable teaching approaches, and this is especially true in the case of language courses. Using survey and interview data, this study examines online language teachers' teaching practices, their adjustments toward online teaching, and the professional development (PD) that they received and expected to receive in a virtual high school in the United States. The findings suggest that online teachers generally used more non-content-related teaching practices than content-related teaching practices in online language courses; and that instructors in Chinese -- the only language course that offered weekly synchronous sessions -- exhibited more frequent use of content-related teaching practices than teachers of other world languages. The study also sheds light on teachers' adjustment to the online environment, which impacts their management, social, and pedagogical roles. Lastly, our analysis of the PD that teachers felt they needed, as against what they actually received, underscores the need for more PD in the areas of online-course design and content-related technology integration. The results of this study could be useful to online language teachers and researchers, and point the way to improvements in teacher education vis-à-vis online language teaching.
Teachers&apos; Moral Intelligence: A Scale Adaptation into Turkish and Preliminary Evidence
Author: Toprak, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Moral Values,Test Construction,Test Validity,Test Reliability,Gender Differences,Age Differences,Competence,Integrity,Responsibility,Altruism,Foreign Countries,Elementary School Teachers

The purpose of this work is to adapt the existing Moral Competency Index (MCI) developed by Lennick and Kiel in a sample of teachers. The validated Turkish version of MCI is based on the item pool of the original MCI with a slight adaptation of the items to fit the context of educational leadership. The translated form was administered to 773 teachers in Gaziantep city. Exploratory factor analysis, Cronbach's Alpha and Split-half reliability, and item analysis were performed through SPSS, while the first and second order confirmatory factor analyses were performed through AMOS. Results showed that the adapted Turkish form of MCI (Ogretmen Ahlaki Yeterlik Olcegi) is reliable and valid, and the original four-dimensional original factorial structure (integrity, responsibility, forgiveness, and compassion) was confirmed and retained. Results of multiple regression analyses showed that female teachers have higher levels of moral competencies in the dimensions of integrity and forgiveness. Also, as teachers' age increases, their general moral competency scores increase in the dimensions of integrity, responsibility, and compassion.
A Comparative Study on Engagement Resources in American and Chinese CSR Reports
Author: Pinying, Chen
Date: 2018-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Business English,English (Second Language),Second Language Learning,Second Language Instruction,Corporations,Social Responsibility,Reports,Cross Cultural Studies,Foreign Countries,Employees,Language Usage,Discourse Analysis,Authors,Business Communication

Based on Martin and White's (2005) heteroglossic engagement system of Appraisal Theory, adopting UAM Corpus Tool and Chi-Square test, this study aims to explore authorial stance and distinctive rhetorical strategies that have been employed to realize interpersonal meaning by the application of engagement resources in American and Chinese CSR reports. It can be concluded that all types of engagement resources are widely employed in both American and Chinese corpus, with contraction resources significantly different in two corpora. It also finds that American CSR reports employ each type of engagement markers equally, while Chinese CSR reports tend to highly use expansion resources to enhance authorial voice. Besides, American CSR reports employ contraction resources in a more diversified and flexible way than Chinese CSR reports writers do. Lastly, they are also different in acknowledging what kinds of external propositions as expansion resources. This study confirms that engagement system is an important tool to help CSR reports writers to align authorial voices with readers, thereby accomplishing promotional and persuasive purposes. It may give some implications to CSR report addressers, addressees, business English teaching and reading.
The First Language&apos;s Impact on L2: Investigating Intralingual and Interlingual Errors
Author: Long, Robert
Date: 2018-00-00
Type: Journal Articles
Subjects: Error Analysis (Language),English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Accuracy,Computational Linguistics,College Students,Speech Communication,Morphemes,Verbs,Form Classes (Languages),Native Language,Foreign Countries,Japanese,Interference (Language)

This study focused on the grammatical accuracy of Japanese students who were learning English. The database for the errors came from the Japanese University Student Corpus (JUSC) comprising 61 transcripts containing 51,061 words. An inventory, containing 400 errors in context, was taken from this corpus. The first research question related to the most common errors Japanese L2 learners made in spontaneous speech whereas the second question focused on the interpretability and recognition of errors as being intralingual or interlingual. Results showed that the primary errors were articles, verb tense, prepositions, omission, modifier errors, and subject-verb agreement. These results indicate that L1 is a factor in grammatical accuracy. We concluded that this data highlights the need for language teachers to focus on getting students to use the grammatical forms in actual dialogues.
The Relationship between Lexis and Reading Comprehension: A Review
Author: Rosado, Nayibe
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,English (Second Language),Second Language Learning,Native Language,Reading Comprehension,Vocabulary Skills,Direct Instruction,Second Language Instruction,Teaching Methods,Incidental Learning,Intentional Learning,Receptive Language,Expressive Language

It has been commonly reported by teachers and learners the strong and positive relationship between lexis and reading comprehension. This claim has been usually grounded on experience. In consequence, this paper attempts to find research-based evidence to support the connection between lexis and reading comprehension. To do this, a review of 128 studies was conducted using a set of criteria, after which thirteen studies were selected and screened to look for specific patterns. Salient themes emerged from the analysis: lexical coverage, direct instruction, lexical knowledge (breadth and depth), incidental and intentional learning and receptive and productive lexical knowledge. The analysis supports the connection between lexis and reading comprehension not only in EFL, but also in ESL and L1 contexts. In line with it, the research suggests that teachers should focus on systematic lexis instruction since it aids learners to increase both lexical knowledge and reading comprehension gains.
An Investigation of the Effectiveness of Doing Sports Situation, Gender and Age Variations in Sadness Management in Children
Author: Kazim, Nas
Date: 2018-00-00
Type: Journal Articles
Subjects: Athletics,Gender Differences,Age Differences,Psychological Patterns,Secondary School Students,Inhibition,Emotional Response,Coping,Foreign Countries,Program Effectiveness

This study was conducted with the aim of investigating the effect of doing sports, gender and age variables on sadness management of students. The universe of the research was 558 students (age average = 11,96 ± 1,29), including 308 female and 250 male students studying in the secondary school of in Karaman between 2017-2018 period. In addition to the personal information form prepared by the researcher as a data collection tool in the research, &quot;Child Sadness Management Scale&quot; developed by Zeman et al., adapted to the Turkish language by Akin et al. was used. MANOVA and ANOVA analysis were performed in the solution and interpretation of the data. At the end of the study; it can be said that the levels of Inhibition from the sadness management subdimensions of the participants are in the middle level, Emotion Regulation Coping levels are above the mid - level and Dysregulated-Expression levels are low. There was a significant difference between doing sports variable of the participants and the Inhibition dimension and between the gender variable and sub-dimension of the Dysregulated-Expression, but there was no significant difference between age variable and sub-dimensions of the sadness management.
Comparison of Mother Tongue Teaching Curriculums Implemented at the Middle School Level in Turkey and England
Author: Egilmez, Nigar Ipek
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Native Language Instruction,Middle Schools,Cultural Differences,Turkish,English,National Curriculum,Language Skills,Literacy Education,Curriculum

The current study aims to reveal the similarities and differences by comparing the mother tongue teaching curriculums implemented at the middle school level in Turkey and England in terms of &quot;their structure, objectives, learning areas and learning outcomes.&quot; The current study employed the survey model used to reveal the subject of interest as it is and the collected data were analyzed through the document analysis method. In the current study, &quot;The Turkish Teaching Curriculum&quot; revised in 2018 and &quot;The National Curriculum in England-English: Key Stage: 3,&quot; which is the mother tongue teaching curriculum of England, were compared. &quot;English: Key Stage: 3&quot; was developed to teach their mother tongue to students aged 11-14 and corresponds to 6th, 7th and 8th grades of The Turkish Teaching Curriculum.&quot; First the mother tongue teaching curriculums of Turkey and England were downloaded from the official websites. The curriculums were analyzed in a detailed manner in terms of &quot;structure, objectives, learning areas and learning outcomes&quot; to reveal similarities and differences.
Effects of Argument-Based Science Inquiry (ABSI) Approach Used in the Unit of &quot;Reproduction Growth Development in Living Beings&quot; on the Success Levels of Students
Author: Tüccaroglu, Eda Pinar
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Persuasive Discourse,Science Process Skills,Inquiry,Science Education,Discourse Analysis,Experimental Groups,Control Groups,Secondary School Students,Science Achievement,Science Instruction,Teaching Methods,Instructional Effectiveness

In this study, it was aimed to examine the effects of the argument-based science inquiry (ABSI) approach used in the unit of &quot;Reproduction, Growth, Development in Living Beings&quot; on the academic achievement levels of students. The sample of the study was composed of a total of 88 students at Dilek Özer Secondary School in the Nilufer district of Bursa. The study was carried out with three 6th grade classes. Two of these classes were determined as the experimental group and one class was chosen as the control group. In the study, while the experimental group was taught the unit of &quot;Reproduction, Growth, Development in Living Beings&quot; in accordance with the ABSI method, the control group was not intervened in any way. The study was completed in five weeks. Prior and subsequent to the study, a pre-test and a post-test were administered with the aim of collecting data. The mixed method was employed in the study. In order to collect qualitative data, the lessons taught in the experimental and the control groups were tape-recorded. Then, the sets of data obtained from the sound recordings were converted to tables by making content analysis. The sets of quantitative data obtained in the study were compared by using the 'independent samples t-test' and the 'dependent samples t-test' in the spss program. As a result of the analysis of the sound recordings, while the rate of teacher dialogues was low and that of student dialogues was high in the experimental group, the opposite was observed in the control group. Moreover, while there was not a significant difference between the experimental and the control group in terms of the mean scores obtained from the achievement test, a significant difference was found between the experimental group's pre-test and post-test score means.
Investigating the Performance of Japan&apos;s Competitive Grant Grants-in-Aid for Scientific Research System
Author: Yamashita, Yasunori
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grants,Performance,Scientific Research,Scientific and Technical Information,Intellectual Disciplines,Competition,Research Projects

We aim at investigating characteristics of Japan's largest competitive grant Grants-in-Aid for Scientific Research (GASR) system in order to find a desirable research funding system, obtaining more applicants from various academic disciplines, researchers' gender, and ages. Firstly, we briefly describe the Japanese competitive research funding system including the GASR system. Then we investigate the GASR system quantitatively, focusing on its funding, allocation and relationship with the Japanese Science and Technology Basic Plans. Quantitative characteristic analyses are conducted for the GASR system from various perspectives such as type of research projects, academic disciplines, researchers' gender, and ages by investigating the data for applications, acceptances, and budgets allocated in the recent 10 years. Finally, we summarize our findings and conclude the paper by proposing policy recommendations to improve Japan's competitive research funding system.
Turkish Adaptation of Behavioral Regulations in Sports Questionnaire and Reviewing Psychometry Properties: Validation and Reliability Study
Author: Çetinkaya, Turan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletics,Psychometrics,Motivation,Self Management,Questionnaires,Test Validity,Test Reliability,Athletes,Physical Education

Purpose of this study is to adapt Behavioral Regulation in Sports Questionnaire (BRSQ) which developed by Lonsdale, Hodge and Rose (2008) in Turkish and review psychometry properties. The scale consists of 24 items and 6 subdimension including intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation and motivation. Study group consists of total 681 student- athlete whom are licensed athletes and study at Physical Education and Sports College of Ahi Evran University, Erciyes University, Dumlupinar University and Çanakkale 18 Mart University. In order to determine psychometry properties of scale internal consistency, material and factor analysis and test- retest methods were applied. Cronbach alpha internal consistency coefficient of the measurement determined as follows; 0.790 for total points, 0.856 for intrinsic motivation subdimension, 0.838 for integrated regulation subdimension, 0.862 for identified regulation subdimension, 0.740 for introjected regulation subdimension, 0.788 for external regulation subdimension and 0.800 for motivation subdimension. In the analyzes performed, the data obtained from the exploratory and confirmatory factor analysis confirmed the 6-factor structure of the scale. In addition, scale-based analyzes yielded high test-retest scores. In this sense, it is considered that the scale is a valid and reliable measurement tool for the Turkish sample group.
Assessment in Higher Education and Student Learning
Author: Rawlusyk, P. E.
Date: 2018-10-00
Type: Journal Articles
Subjects: Higher Education,Academic Achievement,Foreign Countries,Learner Engagement,Formative Evaluation,Summative Evaluation,Self Evaluation (Individuals),Peer Evaluation,Performance Based Assessment,Feedback (Response),College Faculty

This research addressed ongoing academic concerns about whether assessment practices in higher education support student learning. Authors state that examinations have become the focus of assessment, which adversely affect learning. Effective assessment for learning promotes the active engagement of students. A web-based survey gathered information from a sample of postsecondary educators in Alberta. The questionnaire used the three criteria of learning-oriented assessment, tasks as learning tasks (authentic), self- and peer assessment, and feedback to determine learning potential. Findings illustrated that the implementation of only three of 15 authentic tasks occurred by over 30% of educators. Results also found that teachers have conflicting views relative to student use of feedback and the use of dialogue. These outcomes show that there is limited involvement of learners in assessment strategies, which can impact learning. It is recommended that teachers utilize professional development to understand how to optimize the active participation of students in various authentic assessment methods and feedback. Future research using a qualitative design should be conducted to obtain reasons why assessment problems exist.
Assessing Connectedness in an Online MBA Course
Author: Law, Monica
Date: 2018-10-00
Type: Journal Articles
Subjects: Online Courses,Graduate Students,Masters Programs,Business Administration Education,Distance Education,Teacher Student Relationship,Sense of Community,Trust (Psychology),Peer Relationship,Electronic Learning,Computer Mediated Communication,Synchronous Communication

The purpose of paper was to assess connectedness that students felt in an online MBA course in which they were registered. Effective online instructors know that their students may succeed or fail depending upon many factors. The factors assessed in this study focused on building trust and a sense of connection between the instructor, students, and the materials. The ultimate goal of this study was to find ways to help students participate, collaborate, and actively engage in purposive activities within the online learning environment. A research model was chosen and used as the framework for developing a survey that would be distributed to students registered in an online MBA course.
Mathematics Teachers&apos; Efficacy, Experience, Certification and Their Impact on Student Achievement
Author: Gonzalez, Kristina
Date: 2018-10-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Self Efficacy,Teaching Experience,Certification,Instructional Effectiveness,Academic Achievement,Pedagogical Content Knowledge,Teacher Effectiveness,Teacher Attitudes,Elementary School Teachers,Elementary School Mathematics,Rural Schools,Teacher Certification,Administrators,High Stakes Tests

The nature of mathematics teachers' knowledge specific to teaching mathematics is of ongoing concern in mathematics education research (Chapman, 2015). Furthermore, it is well known that teachers have an impact on students' achievement, and for several years mathematics education researchers have been studying teachers' content knowledge (Levenson, 2013). This naturalistic inquiry revealed teachers' perceptions about their content knowledge, their own self-efficacy, and their experience impacted student achievement.
Using Place-Based Art Education to Engage Students in Learning about Food Webs
Author: Conkey, April A. T.
Date: 2018-10-00
Type: Journal Articles
Subjects: Grade 4,Grade 5,Elementary School Students,Rural Schools,Place Based Education,Art Activities,Science Activities,Science Instruction,Zoology,Gardening,Field Trips,Wildlife,Student Attitudes,Knowledge Level,Program Effectiveness,Ecology,Environmental Education

Integrating art into science as a means of involving students in learning about their environment offers the promise of engaging students both cognitively and emotionally. However, few studies have investigated the use of art as a learning and assessment tool in science. As such, we conducted a research study with 4th and 5th grade students at a rural school district. Our goal was to assess the impact of a place-based art and science activity on student learning about trophic levels (food webs) centered on local snakes. Activities included a lesson on trophic levels, a guided field trip to view live rattlesnakes, a native plant garden, and examples of local wildlife. Students were then instructed to paint a snake in its local environment featuring three trophic levels. Pre- and post-activity artwork and surveys were used to score student knowledge and perceptions about science, art, and local wildlife. Qualitative data was collected from focus group interviews of school administrators, teachers, and parents. We found that the students' understanding of ecosystem components improved, and they were able to transfer their knowledge and use of scientific terminology to other situations. In addition, the activity generated excitement, interest, and curiosity among the students, teachers, and parents. Thus, engaging students in place-based art experiences is useful for enhancing student understanding of trophic-level concepts and can be applied similarly to other science lessons.
Digital Native/Digital Immigrant Divide: EFL Teachers&apos; Mobile Device Experiences and Practice
Author: Howlett, Graham
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,High Schools,Secondary School Teachers,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Age Differences,Technological Literacy,Generational Differences,Teacher Attitudes

The purpose of this study was to examine how Thai EFL high-school teachers view and use mobile devices (such as smart phones) in educational settings, and if the age-based digital native/digital immigrant divide would highlight any differences in responses. The participants were 55 Thai EFL teachers in 8 schools of different sizes in Southern Thailand, who were split into digital-native and digital-immigrant subgroups during data analysis. Participants completed a 35-item Likert-type scale covering a range of topics related to mobile devices in the EFL setting including their ability, experience, school/personal policy, instructional utilization, and whether they supported mobile devices as a learning aid. The results showed that while digital native teachers consistently responded more positively towards the benefits/uses of mobile devices in EFL teaching/learning than the older digital immigrant teachers often at a significant level, all teachers -regardless of age- agreed on the benefits and promotion of mobile devices as EFL learning aids. Results of this study expand the knowledge base of EFL teachers' mobile device experiences and practice while raising awareness of significant differences between digital natives and digital immigrants, and recommendations are made for policymakers, schools, and teachers.