ethanporcaro/eric-fulltext-meta huggingface dataset:
A Literature Review on Writing Proficiency Outcomes
Author: Özçelik, Mine
Date: 2023-00-00
Type: Journal Articles
Subjects: Writing Skills,Language Skills,Second Language Learning,Reading Skills,Listening Skills,Speech Skills,Writing Achievement,Outcomes of Education

The main target of language training is to help students acquire proficiency in reading, writing, listening, and speaking skills. Each language skill is complementary to the other in nature. As one of these skills, writing is based on narration. Through writing studies, the level of progression of the listening, speaking, and reading skills of the students can be objectively monitored. Therefore, writing studies should be emphasized as much as other language skills. This study aims to conduct a literature review about the outcomes of writing proficiency. In this qualitative study, the relevant parts of the literature were reviewed, and B2 level writing skill outcomes were compiled. The writing skill outcomes obtained as the result of the literature review were categorized and were classified as &quot;the national level writing skill outcomes list for B2 level&quot;, &quot;the international level writing skill outcomes list for B2 level,&quot; and &quot;the writing outcomes, reduced to 11 items as the result of the literature review&quot; after obtaining the relevant expert opinion. At the final stage of the study, the outcomes were submitted to the review of 3 experts in the field by using the &quot;Writing Outcomes Compliance Assessment Form.&quot; After the feedback was received from the experts, a total of eight writing skill outcomes for B2 level, indicated in List 4, were generated. The obtained outcomes were submitted to the literature to contribute to the field.
Poem Selection and Text Processing in Secondary School Turkish Textbooks
Author: Balci, Ahmet
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Poetry,Turkish,Native Language Instruction,Textbooks,Textbook Content,Middle School Students,Middle Schools,Language Arts,Secondary Education,Grade 5,Grade 6,Grade 7,Grade 8

Starting at the school level, language education develops comprehension and expression skills. It is important to develop literacy skills as it is the basic way of acquiring information. Native language textbooks created with a text-based approach are an integral part of this process. Accurate, qualified, and purposefully selected texts help achieve the objectives of language education, especially comprehension. In Turkey, the Turkish language courses offered in secondary schools to develop comprehension and expression skills aim to develop both the students' native language competencies and their higher-level cognitive skills such as critical thinking, analysis, synthesis, and evaluation along with their language skills. Since its inception in 2019, the Turkish Curriculum limits the selection of texts for textbooks to a framework that represents informative, narrative, and poetic structures. Due to the scarcity of studies on poetry and its teaching process, this study aims to determine the general view of the teaching process of poems in secondary school Turkish textbooks. Additionally, the study examines all the textbooks to be used in secondary schools in Turkey in the 2022-2023 academic year. The research model is a basic qualitative research design, and data were collected through document analysis. The analysis concluded that course books attempted to make students understand the poems in middle school Turkish textbooks, especially with open-ended questions in the process of comprehension education, and were limited to investigating the meanings of unknown words, explaining the content, determining the subject and main emotion, and trying to recognize some figures of speech.
Analyzing Science Teachers&apos; Support of Dialogic Argumentation Using Teacher Roles of Questioning and Communicative Approaches
Author: Kilpelä, Jonathan
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Role,Questioning Techniques,Persuasive Discourse,Classroom Communication,Science Education,Dialogs (Language),Physics,Secondary School Teachers,Discussion (Teaching Technique)

The purpose of this study is to investigate how teachers use different types of discourse to support dialogic argumentation. Dialogic argumentation is a collaborative process in which students construct arguments together and examine arguments presented by their peers. Science teachers can use argumentation as a vehicle to help students gain a working understanding of science content and the nature of science and its practices. Whole-class closing discussions from video-recorded lessons are analyzed to study the discourse used to support argumentation by two physics teachers in lower secondary schools. Analysis of discourse includes coding of communicative approach at the episode level and coding of teacher roles of questioning at the level of speaking turns. Student argumentation is also assessed on the basis of dialogicity and complexity of arguments. Findings characterize different ways of orchestrating argumentative discussions. Authoritative episodes were characterized by the presence of the dispenser role, with teachers retaining ownership over ideas and classroom activities to emphasize the correctness of a justification. Dialogic episodes of classroom interaction showed openness to student perspectives, but teachers' use of questioning roles revealed different ways of orchestrating argumentative discussions. The moderator role granted ownership of ideas to students to either pursue a single student's argument in more depth or to directly contrast opposing justifications. Less commonly used were the roles of coach and participant, which teachers used to elicit student justifications in more depth or support students in examining the arguments of their peers. Examination of discourse using multiple frameworks revealed differences in teachers' values and the impact of the use of teacher questioning roles on student contributions to argumentative discussions.
Learning Management Systems and Social Media: A Case for Their Integration in Higher Education Institutions
Author: Turnbull, Darren
Date: 2023-00-00
Type: Journal Articles
Subjects: Learning Management Systems,Social Media,Technology Integration,Higher Education,Literature Reviews,Affordances,Access to Information,Student Recruitment,Peer Relationship,Communication (Thought Transfer),Academic Achievement,Electronic Learning,Foreign Countries,College Students

Higher education institutions across the globe rely on learning management systems (LMSs) to deliver course content, assess student learning, and maintain effective communication. However, contemporary learners may prefer to use popular social media platforms to share knowledge and collaborate with peers. Higher education institutions can benefit by fusing the best features of social media and LMSs into course delivery systems, particularly in online settings. This study investigates the technological and pedagogical integration of social media and LMSs in higher education institutions that incorporate these technologies into their course delivery infrastructure. From the 36 peer-reviewed papers examined, the identified benefits of successful social media-LMSs integration were classified into six categories: access to learning materials, student recruitment, communication and peer support, improved results, a single access point to both online environments, and speed and reliability. Three categories of disadvantages were also established: need for ongoing support, social media distractions, and technical and security issues. We propose that a close inter-relationship between social media platforms and LMSs enhances course outcomes within a social constructivist framework and satisfies learner needs for social interaction. This study's findings will benefit educational institutions seeking to enhance engagement with online learner communities.
Combining Mentoring and Coaching to Support Aspiring Leaders&apos; Development: Participants&apos; Voices
Author: Roberts, Maria Band
Date: 2023-00-00
Type: Journal Articles
Subjects: Mentors,Coaching (Performance),Communication Skills,Time Management,Principals,Administrator Education,Instructional Leadership,Socialization,Student Needs,Universities,Educational Benefits,Student Attitudes,Interpersonal Relationship,Administrator Effectiveness,Likert Scales,Trust (Psychology),School Administration,Knowledge Level,State Standards,Kindergarten,Elementary Secondary Education

This study of 77 aspiring leaders of a university-based principal preparation program uses results from a questionnaire to examine the perceived benefits of two types of support, mentoring and coaching, provided throughout the program. Interaction with both mentors and coaches received high ratings of value toward meeting students' needs as future administrators. In addition, four similar themes surfaced in response to questions regarding what was learned from mentors and coaches. The importance of communication skills, organization and time management, school management skills, and building relationships were identified as areas of learning resulting from interactions with mentors and coaches. The results suggest inclusion of both types of support in principal preparation programs may add the additional and more personal socialization component to help aspiring principals develop into effective leaders of diverse schools and who will remain in educational leadership positions.
Pursuing Professional Learning by Using Social Media: How Do Instructional Designers Apply Self-Regulated Learning?
Author: Muljana, Pauline Salim
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Design,Social Media,Independent Study,Professional Continuing Education,Professional Development

The instructional design and technology field is dynamic, requiring instructional designers to stay abreast through timely professional learning. Social media offers characteristics to collapse the time, geographical, and financial limitations of informal professional learning, but challenges exist. Continuous professional learning requires proactive actions, wherein self-regulated learning (SRL) plays an important role. However, not all professionals know the effective strategies to promote SRL skills. This study examines instructional designers' (N = 17) experiences of professional learning on social media through an SRL lens. Data collected through semi-structured interviews were analyzed using thematic analysis. Findings include SRL strategies conducted by instructional designers and the challenges they faced. This study informs instructional-design professionals and educators of ways to encourage continuous professional learning using social media while fostering SRL simultaneously.
Debriefing Mixed Reality Simulations in an Educational Leadership Preparation Program: An Exploratory Case Study
Author: Piro, Jody S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Simulation,Administrator Education,Leadership Qualities,Skill Development,Educational Technology,Feedback (Response),Emotional Response,College Students,Student Attitudes,Reflection,Self Evaluation (Individuals)

Debriefing may be the most important factor for learning in simulations. This exploratory case study investigated a modified Plus-Delta approach to debriefings following mixed reality simulation-based learning. The findings suggested that educational leadership students who encountered debriefings from simulations developed leadership skills and dispositions and perceived that those acquired skills and dispositions would transfer to leadership positions currently or in the future. Implications and recommendations are provided.
Perspectives on Teacher Leadership: Implications for Practice and Teacher Leadership Development
Author: Thomason, Jennifer
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Leadership Training,Leadership Role,Principals,Teacher Administrator Relationship,Teacher Attitudes,Institutional Characteristics,Phenomenology,Administrator Attitudes,Power Structure,Cultural Influences,Teacher Responsibility

Teacher leaders are valuable members of the school community. However, there is little existing research that explores how teacher leaders shape and enact their roles. In this article we explore how teacher leaders come to understand their role, as well as how principals and other school colleagues interact with teacher leaders and the ways in which those interactions support teacher leader role development. These findings have significant implications in helping us understand how to help teacher leaders develop in their role and the ways in which leaders can foster teacher leadership growth.
The Relationships between Gender and Graduation Rates, Dissertation Methodology, GPA, and GRE Scores for Ed.D. Graduates at a Southeastern University
Author: Channing, Jill
Date: 2023-00-00
Type: Journal Articles
Subjects: Graduate Students,Gender Differences,Graduation Rate,Doctoral Programs,Doctoral Dissertations,Academic Persistence,Grade Point Average,College Entrance Examinations,Graduate Study,Scores

This quantitative study of one doctoral department at a regional, state-supported university located in the Southeastern United States used descriptive, parametric, and non-parametric methods to determine the relationships between gender and each of the academic or graduation factors. Graduation rates were analyzed for doctoral students admitted from 2004 to 2019. Alumni data from 2004 to 2013 were analyzed for the other variables in the study to examine the transition from face-to-face to online instruction. Five hundred thirty educational leadership Ed.D. alumni were included in the study. Chi-square analyses, using crosstabs and independent samples t tests, were used to determine relationships between the test variables and gender. There were no significant differences between graduation rates, GRE scores, type of dissertation completed, area of concentration, GPAs, number of dissertation hours, or dissertation semesters to completion between female and male doctoral students for any of the variables. Female and male doctoral graduates displayed remarkably similar values on all the variables in the study. Implications for this study include graduate programs providing online options for students to increase students' access and program flexibility, actively recruiting male students to increase diversity in the programs that have low male enrollment, considering alternative admission criteria such as work and leadership experience, and striving for parity in exposure to male and female professors.
Authentic Questions as Prompts for Productive and Constructive Sequences: A Pragmatic Approach to Classroom Dialogue and Argumentation
Author: Rapanta, Chrysi
Date: 2023-00-00
Type: Journal Articles
Subjects: Classroom Communication,Persuasive Discourse,Dialogs (Language),Cues,Computational Linguistics,Cross Cultural Studies,Teacher Student Relationship,Questioning Techniques,Learner Engagement,Discourse Analysis,Foreign Countries,Preschool Education,Elementary Secondary Education

Goal: The problem of the authenticity of teacher questions has not received sufficient attention from educational researchers interested in the intersection between dialogue and argumentation. In this paper, we adopt a definition of authentic questions as dialogical units that prompt teacher-student interactions that are both productive (i.e., several students participating) and constructive (i.e., students produce arguments of high complexity). Our goal is to analyze whether and how specific types of dialogue prompts can encourage students' engagement in more sophisticated argumentative interactions, as manifested through the construction of high-complexity arguments. Method: We describe the implementation of our analytical approach to a large corpus of classroom interactions from five European countries. The corpus was segmented into dialogical sequences, which were then coded according to the argumentation dialogue goal expressed in the sequence. We also coded students' arguments according to Toulmin's elements and distinguished between low- and high-complexity arguments from a structural point of view. Findings: Our findings show the predominance of the so-called Discovery questions as prompts that are both productive and constructive and Inquiry questions as prompts of argumentative constructive interactions. We discuss the importance of these findings for teacher professional development purposes.
Bridging Dialogic Pedagogy and Argumentation Theory through Critical Questions
Author: Nussbaum, E. Michael
Date: 2023-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Dialogs (Language),Questioning Techniques,Critical Thinking,Teaching Methods,Logical Thinking,Interpersonal Communication

This article explores the relationship between argumentation theory and dialogic pedagogy. Arguments made in everyday discourse tend to be enthymematic, i.e., containing implicit premises. Thus, dialogue is often necessary to uncover hidden assumptions. Furthermore, evaluating logical arguments involves dialectical and dialogic processes. We articulate the role of critical questions in this process and present the Critical Questions Model of Argument Assessment (CQMAA) as a (mostly) comprehensive framework for evaluating arguments. Students can be taught to ask and discuss these critical questions. Yet to facilitate and sustain discussion of these questions, teachers need additional tools drawn from dialogic pedagogy. We draw on Robin Alexander's conceptual framework for this purpose as well as Michaels and O'Connor's work on Academically Productive Talk. Alexander's framework includes six pedagogical principles and eight repertoires of talk. We focus specifically on teacher and student talk moves and propose that critical questions should be considered an important subset of productive talk moves that can bring rigor and purpose to classroom argumentation. Other talk moves are also needed to help students construct arguments, listen and engage with one another, and help sustain discussion of the critical questions. The CQMAA provides both a theoretical and practical link between (1) logical analysis and critique and (2) dialogic teaching.
Classroom Interaction and Student Learning: Reasoned Dialogue versus Reasoned Opposition
Author: Howe, Christine
Date: 2023-00-00
Type: Journal Articles
Subjects: Interaction,Teacher Student Relationship,Interpersonal Communication,Persuasive Discourse,Small Group Instruction,Group Discussion,Peer Relationship,Logical Thinking

Analyses of classroom interaction have frequently spotlighted reasoned dialogue as beneficial for student learning, and research into small-group activity amongst students offers empirical support. However, the evidence relating to teacher-student interaction has never been compelling, and one of the few studies to investigate the issue directly detected no relation whatsoever between reasoned dialogue and learning outcomes. The present paper outlines additional data from that study, together with evidence from elsewhere, with a view to interpreting the results relating to reasoned dialogue. Account is taken of the generally positive evidence obtained from studies of group work amongst students. The key proposal is that it may be reasoned opposition that promotes learning rather than reasoned dialogue in general, and reasoned opposition is probably rare when teachers are involved. The proposal has implications for both the dialogic and the argumentation perspective upon classroom interaction, and these are discussed.
Questioning in Bakhtinian Dialogic Pedagogy and Argumentation Theory
Author: Miyazaki, Kiyotaka
Date: 2023-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Teaching Methods,Persuasive Discourse,Science Education,Educational Theories,Classroom Communication,Constructivism (Learning),Foreign Countries,Questioning Techniques

This paper examines differences between Bakhtin's dialogic view and argumentation theories with respect to questioning and analyzes the significance of these differences for the theories of pedagogy. In argumentation theories, a question is thought to be shared among the parties in a discussion. In the fields of argumentation and education, in particular science education, not only is a question shared, but also an answer is integrated into one among the participants (Schwarz and Baker 2017). Bakhtin's view on questioning, advanced in his later writings, shows how new questions emerge continuously in answers to the previous questions so that a question is not shared by a questioner and an answerer. Using the Bakhtinian framework in the analysis of some Japanese pedagogical thoughts and classroom interactions, it is shown that each student can develop her/his own unique understanding of the topic -- not the shared, integrated understanding -- by finding out a new question in seemingly wrong answers, or by discovering different questions in the same problem. Finally, the reason why new questions emerge in question-and-answer exchange is investigated within a constructivist perspective from cognitive science.
Effects of Story Map Method on Listening and Reading Comprehension of 1st Grade Elementary School Students
Author: Beyhatin, Fatma
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Story Telling,Reading Instruction,Teaching Methods,Reading Comprehension,Listening Comprehension,Elementary School Students,Grade 1,Maps,Listening Comprehension Tests,Reading Tests,Achievement Tests

The purpose of this study is to examine the effect of the story map on elementary school firstgrade students' listening and reading comprehension levels and their attitudes towards reading in literacy teaching process. It was conducted on 69 students studying in the first-grade in an elementary school in the Western Black Sea region and assigned by matching. In the research, &quot;Quasi-experimental Design&quot;, one of the quantitative research methods, was used. During the data collection process, the Reading Attitude Scale with &quot;Garfield Picture&quot; for 1-6thGrade Students to Turkish was implemented in the experimental and control groups as a pretest and post-test. While the story map was implemented in the lessons in the experimental group, the implementation process was completed by teaching the lesson without any implementation in the control group. The texts in which listening and reading comprehension questions were implemented included 26 narrative texts in the elementary school 1st-grade Turkish book. The data collected with the &quot;Listening and Reading Comprehension Achievement Test&quot; and Reading Attitude Scale with &quot;Garfield &quot;Picture for 1-6th-Grade Students to Turkish implemented after the experimental procedure were evaluated with the SPSS 20 statistical software. At the end of the study, it was concluded that the experimental group, in which the story map was implemented before the listening and reading comprehension questions, was more successful in comprehension than the control group. When the effects of the story map on the attitude towards listening and reading comprehension were examined, a positive improvement was found in listening and reading comprehension in the experimental group.