ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Teaching &quot;Learning Strategies&quot; on Academic Achievement: A Meta-Analysis Study
Author: Yildirim, Ibrahim
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Learning Strategies,Academic Achievement,Meta Analysis,Foreign Countries

Purpose: This study aimed to perform a meta-analysis of results from the experimental studies that examined the effect of learning strategies on students' academic achievement in Turkey between 2000 and 2016. Method: This study employed a meta-analysis method to combine the results of experimental studies on the effect of teaching learning strategies on students' academic achievement. Twenty-eight studies comprising of theses and peer-reviewed articles involving an experimental analysis of the effect of learning strategies on students' achievement were included in this study. Results: The random effects model was used in the study and the mean effect size value was found at large effect level (d = 1.21). The eta-squared calculated for Cohen's d of 1.21 was found to be .268. This value obtained using 31 effect sizes from the results of 28 experimental studies conducted with 1,641 students indicated that the learning strategies had 26.8% positive effect on students' academic achievement. Implications for Research and Practice: Sub-group analyses were also made in the subcategories (education level, discipline, strategy teaching style, and strategy type) within the scope of the research, and it was determined that the teaching of learning strategies differed only statistically according to the discipline area. Several suggestions based on the research results were presented.
Analysis of Gender Roles in Primary School (1st to 4th Grade) Turkish Textbooks
Author: Arslan Ozer, Derya
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sex Role,Elementary School Students,Grade 1,Grade 2,Grade 3,Grade 4,Textbooks,Sex Stereotypes,Personality Measures

Purpose: Textbooks can directly or indirectly affect gender stereotypes. In this study, text characters and pictures of textbooks were examined to find out how the messages were given about gender. This study examined text characters and the pictures in the primary school Turkish textbooks respectively in terms of Bem's Sex-Role Inventory and gender stereotypes. Research Methods: This paper explored the roles of text characters and pictures in the primary school Turkish textbooks through document analysis. The material for this study consisted of twelve primary school Turkish textbooks from the 1st to the 4th grades. Textbooks were selected out of the ones used in Burdur in the 2015-2016 academic years. A &quot;Text Character Evaluation Form&quot; arranged in line with Bem's Sex-role Inventory and &quot;Picture Evaluation Form&quot; was used in the study. Results: The texts included male characters with feminine and masculine roles, and female characters with feminine and masculine roles. The first, second, third and fourth grade textbooks had more male pictures than female pictures. All colors were used for both males and females in the textbooks examined in this study. Dress, skirt, shirt and t-shirt were mostly worn by the females in the textbooks. Male clothes consisted of trousers, shirt and t-shirt. Implications for Research and Practice: It is observed that text characters have androgynous roles, and it can be argued that using more texts with characters possessing such qualities may have a positive effect on children's opinions about gender.
A Scale Development Study to Measure Secondary School Teachers&apos; Opinions on Coaching Behaviours
Author: Ozmen, Ozgun
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Coaching (Performance),Foreign Countries,Program Implementation,Educational Practices,Gender Differences,Seminars,Conferences (Gatherings),Vocational High Schools,Faculty Development,Teaching Skills

Purpose: Coaching is an approach that enables individuals to realize their own potential and strengths, to increase their awareness, to find themselves, and that encourages and supports the process of fulfilling goals by balancing different spheres of life. Adoption and implementation of coaching philosophy also have great importance in terms of teachers' relationship with students. In this study, it was aimed to identify the opinions of high school teachers on adoption and implementation of coaching behaviors according to the variables of gender, age, education level, branch, status of participating in coaching training, conferences or seminars, and status of considering the display of coaching behavior significantly. Method: The study was designed as a descriptive survey model study and employed the quantitative research method. The sample of the study composed of 362 teachers in total who worked in high schools located in districts of Ankara, in 2017-2018 academic year. Findings: Teachers adopted all of the sub-dimensions of coaching behaviors, yet they were incompetent in terms of implementation. Female participants demonstrated a significant difference in terms of adoption and implementation of coaching behaviors. Significant differences occurred in the adoption and implementation status of the ones who participated in coaching seminars or conferences and considered the display of coaching behavior significant. In addition, there was a significant difference in vocational education high school teachers' adoption and implementation levels of the dimension &quot;enabling coachees to make choices according to their core values&quot; in comparison to teachers of other branches. Implications for Research and Practice: The research findings revealed that teachers who participated in coaching training, conferences and seminars provided benefits to their students by implementing coaching skills. Therefore, it is suggested for teachers to get training from leading experts of the field. It is possible to say that new legislative regulations that will be made by the Ministry of National Education by including coaching education to their in-service trainings, and inclusion of coaching implementations in educational institutions will make a positive contribution to teachers' personal and professional, and students' academic and individual development.
The Impact of Trait Emotional Intelligence and Regulation of Emotions for Educational Leaders When Dealing with Emotionally Charged Adults
Author: Finnigan, B. P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Educational Administration,Administrator Characteristics,Adults,Interpersonal Relationship,Administrator Attitudes,Administrator Education,Student Attitudes,Scores,Self Control,Comparative Analysis,Assertiveness,Interpersonal Competence,Work Experience,Personality Traits,Stress Management,Educational Attainment,Measures (Individuals)

The purpose of this study was to identify the desired emotional intelligent traits successful educational leaders possess, how they regulate their emotions, and the strategies they use when interacting with emotionally charged adults. The results of this two-group study (practicing and aspiring school administrators) revealed higher emotional intelligence scores in the factors of self-control and sociability for the practicing group. The aspiring group scored low, as compared to practicing principals, in the facets of assertiveness, emotion regulation, and social awareness. Similarly, a subset of principals with greater than 10 years' experience scored higher in self-control and sociability as compared to the aspiring group.
Sustaining System-Wide School Reform: Implications of Perceived Purpose and Efficacy in Team Members
Author: Dueppen, Eric
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Change,Self Efficacy,Teamwork,Instructional Effectiveness,Partnerships in Education,Academic Achievement,Leadership Effectiveness,Leaders

Recognizing there is a paucity of recent information specifically focusing on sustainable change to draw upon, this study sought to explore and expand understanding of the topic while examining the long-term outcomes of a comprehensive reform effort in an American southwest urban school district. The primary focus of interviews employed in the study was to determine the ways in which leadership was successful in sustaining change, along with gaining insight into areas of struggle. Findings from the study reveal important insights into the personal nature of change, and its impact on leaderships efforts. Along with offering implications for practice, implications for future study are provided as well.
REES: A Registry of Efficacy and Effectiveness Studies in Education
Author: Anderson, Dustin
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Social Science Research,Instructional Effectiveness,Information Management,Research Reports

Calls for improving transparency across the social science are increasing. One strategy that is gaining momentum in the quest to increase transparency is the practice of preregistering a study and analysis plan prior to conducting a study. In this article, we examine the potential of preregistration as a strategy for increasing transparency in education studies. We review existing registries within the social sciences and provide a rationale for why we need a registry specifically geared towards education studies. Finally, we introduce the Registry of Efficacy and Effectiveness Studies (REES), developed by the Society for Research on Educational Effectiveness (SREE). The goal of REES is to increase transparency for studies seeking to draw causal conclusions within the education research and evaluation community.
The Effectiveness of Using a Hybrid Mode of Automated Writing Evaluation System on EFL Students&apos; Writing
Author: Mohsen, Mohammed Ali
Date: 2019-01-00
Type: Journal Articles
Subjects: Writing Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Feedback (Response),Essays,Blended Learning,Computer Software,Writing Evaluation,Error Correction,Case Studies,Revision (Written Composition),Undergraduate Students,Foreign Countries,Student Attitudes,Scores,Writing Improvement

Automated Writing Evaluation programs have been used extensively to assist both L2 instructors and learners to get corrective feedback and to score students' final product of writing. Research has found that the AWE programs help in optimizing the writing output. However, little is known about the hybrid mode; use of AWE involving the evaluation of both modes instructors and the AWE program. This paper studies the effects of both modes in developing the students' writing outputs using a small case study of 6 EFL learners. The learners were exposed to both modes where in each mode they undertook two sessions using the program. In the first phase the learners wrote an essay via &quot;MY Access&quot; and then saved their input in the program. In the second session, they revised their essays based on the feedback given from the program. In the hybrid mode, the same students in the second session revised their input as per the instructor's feedback and then continued submitting their essays via &quot;MY Access.&quot; Results found that under the hybrid condition students significantly outscored the learners with the AWE program.
University Student Access to and Use of Electronic Devices: A Latent English Language Learning Potential
Author: Alfarwan, Salah
Date: 2019-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Information Technology,College Students,Business Administration Education,Majors (Students),Foreign Countries,College Faculty,Student Attitudes,Teacher Attitudes,Handheld Devices,Telecommunications,Computer Assisted Instruction,Laptop Computers,Television

This study investigates the potential, in relation to learning and using English, which exists in the current access to and use of new technological devices by university students who are not native speakers of English. As an example case, the availability of a range of devices to 138 Saudi English and Business students at a Saudi university was ascertained through a survey, along with their current use both in general, and specifically involving English, both on and off campus. Students and teachers were also interviewed in order to illuminate the further enhancement of student use of their devices for English improvement. The findings indicate that a range of electronic devices, especially smart phones and laptops, are owned by, or to a lesser extent accessible in other ways to, students. English majors however far outstrip Business majors in access to and use of devices. A considerable proportion of use of devices, especially by English majors, is already English-related. On two measures, it is the smart phone which has the greatest potential for further exploitation in relation to English, followed by the laptop and tablet, and for English majors the TV. Based on teacher and student comments, recommendations are made for such English as a foreign language contexts as to how best to move forward to exploit this potential for both groups of students.
Using WhatsApp to Extend Learning in a Blended Classroom Environment
Author: Annamalai, Nagaletchimee
Date: 2019-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Computer Software,Learning Activities,Undergraduate Students,Foreign Countries,Computer Mediated Communication,Student Attitudes,Preferences,Futures (of Society)

This study explored the use of WhatsApp chat group as a platform for extending learning in a blended learning classroom with a small group of undergraduates in the Malaysian context. The aim was to provide learners with the opportunity to reflect the strengths and challenges of using the WhatsApp as an extended learning platform. The students' reflections were further supported by the online interaction archives. Findings revealed that the majority of the students expressed the preference for WhatsApp in their reflections. However, certain problems were also identified in this study. Based on the findings the study has outlined certain pedagogical implications that can be a guide for the future use of apps in teaching and learning activities.
A Study of Student Perceptions Related to Friendship Value in Turkish Language and Literature Course Program with Metaphors
Author: Kurtoglu, Fatma Süreyya
Date: 2019-00-00
Type: Journal Articles
Subjects: Turkish,Literature,Friendship,Social Control,Secondary School Students,Student Attitudes,Foreign Countries,Positive Attitudes

Today, despite all sorts of scientific and technological advancements, financial and moral dissatisfaction, unhappiness, and dissatisfaction from life, mercilessness, intolerance, injustice, disloyalty and indifference to what is taking place have been increasing in Turkey, together with the whole world. Countries realizing this issue have made a number of efforts in order to give national and universal values to new generations, which also can be considered as principles of living together, to make them alive and effective again and create some new values convenient for the era. Social control that has almost vanished is aimed to be regained with these efforts. In this study, the perceptions of &quot;friendship&quot; value of 9th graders in secondary education institutions in central Ankara, which is also included in Turkish Language and Literature Course Teaching Program, were tried to be determined with metaphors. In the research, which was conducted in scanning model with qualitative research pattern, data gathering with metaphors that is a qualitative research technique, which is seen appropriate for data gathering, was used. The study group of the research consists of 107 male and 60 female students (with a total number of 167) who were taking education in five secondary education institutions in central Ankara districts in 2017-2018 academic year's Spring term. As a result of the research, the participants developed 20 different metaphors and these metaphors were grouped into five categories as &quot;Gain Meaning With&quot;, &quot;Result Depending on Importance Shown&quot;, &quot;Giving Happiness with its Existence&quot;, &quot;Indispensable&quot;, and &quot;Guide&quot;. Most of the 20 different metaphors on friendship value developed by the participants were described as positive with abstract words; however, few descriptions that had negative connotations were also found. The participants had positive ideas about friendship mostly related to words with concrete meanings, and it can be evaluated that a value like friendship with abstract and moral aspect is materialized.
Comparison of Repetitive Sprint Performance for the U16 and U18 Category Soccer Players
Author: Yamak, Bade
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Sports,Athletes,Repetition,Physical Activities,Age Differences,Body Weight,Body Height,Adolescents

The aim of this study is to examine 20-meter repetitive sprint performance every 20 seconds in the U 16 and U18 category soccer players. It is also to create normative data for 20-meter repetitive sprint performance for football players. In our study, 22 players at Soccer's U16 category and 23 players at Soccer's at U18 category performed a test of 10 repetitive 20-meter sprints at every 20 seconds. On the statistical analysis, t-tests were used for the comparison of two groups. In order to determine the effect of average speed and the sprint quantity for the groups, two ways analysis of variance were done. In U16 and U18 category soccer players, it's founded out that the difference of age and weight is meaningful (p&lt;0,001). However; the height difference wasn't meaningful (p&gt;0,05). In this study, it is the running speed of 20 meters found to be 5.10 m/ sec for U16 and 5.42 m/ sec for U18 soccer players. At the U16 category, the least value at 1-2 speed run was 5.03 m/sec and the highest value was 5.99m/sec. At the U18 category, the least value was 4.91 m/sec and the highest value was 7.37 m/sec. Also, it was found out that the decrease in average speed for 20-meter repetition sprint was %14.10 for U16 and %14.80 for U18. In between U16 and U18 category soccer players, it is conducted that a difference on the average speed in the first two Sprints and the average speed in the last 2 Sprints (p&lt;0,001). In addition, the difference between the average speed of the first two sprints for each group and the average of the last two sprints were significant (p&lt;0.001). Conclusion: Results of the age groups of U16 and U18 revealed no major differences for a 20 meter repeated sprint runs. U16 and U18 category soccer players performed a test of 10 pieces of 20-meter repetitive sprints at each 20 seconds for capacity development. The speed performance of U16 and U18 soccer players during the play should be recorded. The physical and the speed ability differences of soccer players should be evaluated at the beginning, during and at the end of the season. A coach can improve soccer players' anaerobic capacities with 20-meter sprints. They can increase the resistance to density by doing 10 repetitions of 20-meter sprint. Thus, the development of specific training programs aiming to improve the sprint ability is recommended.
Reflection on and for Actions: Probing into English Language Art Teachers&apos; Personal and Professional Experiences with English Language Learners
Author: Hong, Huili
Date: 2019-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,English Language Learners,Experienced Teachers,Language Teachers,Teacher Attitudes,Cultural Awareness,Case Studies,Futures (of Society),Teacher Student Relationship,Teaching Methods,Teacher Collaboration,Instructional Effectiveness,Elementary School Teachers,Middle School Teachers

Effective ELL teaching and learning is profoundly influenced by the teachers' personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell &amp; Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teachers' reflection on their personal and professional experiences with ELLs for self-discovery over years (Cirocki &amp; Farrell, 2017) so that they can further reflect for their future actions with ELLs (Burns &amp; Bulman, 2000; Farrell, 2007; Farrell &amp; Vos, 2018). Data analysis revealed the teachers' different strengths and needs in working with ELLs. Four major dimensions (language, culture, culturally and linguistically sensitive pedagogy, and collaborative community) were identified as critical to effective teaching of ELLs and preparation of second language teachers.
The Needs Analysis, Design, Development, and Evaluation of the &quot;English Pronunciation Guide: An ESL Teachers&apos; Guide to Pronunciation Teaching Using Online Resources&quot;
Author: Cox, Jenelle L.
Date: 2019-02-00
Type: Journal Articles
Subjects: Needs Assessment,English (Second Language),Second Language Learning,Second Language Instruction,Pronunciation Instruction,Teacher Attitudes,Language Teachers,Teaching Methods,Teacher Education,Guides,Web Sites,Video Technology,Educational Resources,Suprasegmentals,Computer Assisted Instruction

ESL students view the teaching of pronunciation as an important part of their English language education and state they need assistance in this area (Willing, 1988). In corroborating this point, Munro &amp; Derwing (2006) add that research has shown that pronunciation is given relatively little attention in the ESL classroom. Although many ESL teachers agree with students on the importance of pronunciation teaching, they often do not feel qualified to teach pronunciation due to their own insufficient training in pronunciation teaching (Derwing, Diepenbroek, &amp; Foote, 2012). Unfortunately, time constraints and other obstacles often keep practicing ESL teachers from obtaining the pronunciation-instruction preparation they need to fulfill students' needs. These factors led us to develop an online resource guide (now available at https://englishpronunciationguide.weebly.com/) to help English as a second language (ESL) teachers who may lack appropriate training in pronunciation teaching quickly access online video resources that will help them improve their students' pronunciation. Teachers can use these resources to educate themselves and then teach specific aspects of English pronunciation to their students with greater competence and increased confidence. This article concludes with an evaluation of the &quot;English Pronunciation Guide.&quot;