ethanporcaro/eric-fulltext-meta huggingface dataset:
Use of Feedback in Physical Education and Sports Lessons for Student Point of View
Author: Kangalgil, Murat
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Education,Athletics,Feedback (Response),Teaching Methods,Likert Scales,Physical Education Teachers,Student Evaluation,Gender Differences,Grade 8,Grade 9,Age Differences,Foreign Countries,Verbal Communication,Nonverbal Communication,Questionnaires,Factor Analysis

The most important element of the education system is education itself, the process through which student behaviours are acquired. One of the most crucial and effective elements in this learning process is feedback. Feedback to students is at the centre of much research that discusses interaction between student and teacher behaviour. In physical education and sports lessons, it is particularly important for the student to be given proper feedback, because it will affect skill learning. With this in mind, the current research was conducted in order to evaluate the types and ratios of feedback teachers use in their physical education classes. A 5-point Likert-type measuring instrument, which was adapted by the researcher and consisted of 35 questions, was used in the research. Test-retest value of the scale was found to be 0.84; Cronbach alpha internal consistency value (a) was found to be 0.81. In the data analysis, frequencies, percentages, and &quot;t&quot; test were used, and the significance level was determined as 0.05. The results show that in the students' evaluation, feedback is used on a large scale in physical education and sports lessons. No significant difference was found when the teachers' feedback usage rates were compared according to the gender variable of the students or the gender of the teachers (p&gt;0.05). According to the class variable, the difference between the scores of the 8th and 9th grade students was significantly in favour of the 8th grade students (p&lt;0.05). Regarding whether lessons took place in a gym or not, the difference between the scores of students studying at the gym and those not studying at the gym was found to be significantly in favour of the group not studying at the gym (p&lt;0.05).
What Is Being Played in the World? Mobile eSport Applications
Author: Atalay, Ahmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Athletics,Qualitative Research,Case Studies,Social Attitudes,Statistical Analysis,Documentation,Foreign Countries,Global Approach,Computer Games,Video Games

In this study, the aim is to examine the most popular eSport applications at a global scale. In this context, the App Store and Google Play Store application platforms which have the highest number of users at a global scale were focused on. For this reason, the eSport applications included in these two platforms constituted the sampling of the present study. A data collection form was developed by the researcher of the study in order to collect the data in the study. This form included the number of the countries, the popularity ratings of the application, the name of the application, the type of it, the age limit, the rating of the likes, the company that developed it, the version and the first appearance date. The study was conducted with the Qualitative Research Method, and the Case Study design was made use of in this process; and the Descriptive Analysis Method was used to analyze the data. As a result of the study, it was determined that the most popular eSport applications at a global scale were football, which ranked the first, basketball, billiards, badminton, skateboarding, golf and dart. It was also determined that the popularity of the mobile eSport applications changed according to countries and according to being free or paid. It was determined that the popularity of these applications differed according to the individuals using the App Store and Google Play Store application markets. As a result, it is possible to claim that mobile eSport applications have a wide usage area at a global scale and are accepted widely. In addition, it was observed that the interest in eSport applications was similar to that in traditional sports. However, in the present study, a certain date was set, and the interest in mobile eSport applications was analyzed according to this specific date. In future studies, different dates and different fields like educational sciences may be set to analyze the interest in mobile eSport applications. In this way, findings may be obtained on the change of the interest in mobile eSport applications according to time. The findings of the present study and similar studies may have the quality of guiding researchers and system/software developers in terms of showing the present status of the topic and revealing the relevant needs.
Sharing Identity: Indexing Cultural Perspectives through Writing Responses to Graphic Novels
Author: Romagnoli, Alex
Date: 2018-06-00
Type: Journal Articles
Subjects: Cartoons,Novels,English Language Learners,Urban Schools,High School Students,Reader Response,Identification,Writing (Composition),Cultural Background,Socioeconomic Background,Language Usage,Reflection,Values,Student Reaction

If interactions contribute to identity formation, (Swain, et. al., 2011, p. 87) then there is a socio-cultural component to identity. While it is impossible to label identity because of its ever-evolving nature, attempts can be made to gain insight into a person's perceived actions and use those actions as data for exploring possible identity construction. For socio-cultural theory, &quot;Identity is never determined by one person alone but is socially constructed&quot; (Swain, et. al., p. 88). With that in mind, studying a person's language use in response to a given stimulus may reflect certain values a person holds subsequently leading to identity. By focusing on reflection, identity can be constructed and/or highlighted by accessing both cultural and learned experiences in order to synthesize a given stimulus. In presenting two people of differing cultures with an object that is common to both, the function of the object may remain the same but the experiences of the people with that given object may reflect differing value systems. This differentiation in valuation is one place identity can reveal itself. This study looked at ELL students' identity construction in an urban high school. Specifically, students' reflections and reactions to a graphic novel were used as data to explore how urban ELL students constructed their identities through their writing. Additionally, the data was examined through a sociocultural lens focusing on how students' written reactions to the graphic novel reflected their cultural and social backgrounds.
Pre-Service Teachers&apos; Perspectives on How the Use of TOON Comic Books during Guided Reading Influenced Learning by Struggling Readers
Author: McGrail, Ewa
Date: 2018-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Cartoons,Common Core State Standards,Novels,Reading Difficulties,Visual Literacy,Reading Instruction,Small Group Instruction,Individualized Instruction,Visual Aids,Elementary School Students,Elementary School Teachers,Reading Comprehension,Tutoring,Qualitative Research,Emergent Literacy,Special Needs Students,Focus Groups,Interviews

National guidelines such as the &quot;Standards for the 21st Century Learner&quot; (American Association of School Librarians, 2007) and the &quot;Common Core State Standards&quot; (Common Core State Standards, 2010) recognize the importance of using a wide range of informational texts, including comic books and graphic novels to teach content, in kindergarten through fifth grade (Gavigan, 2014). To reinforce this expectation, the Common Core State Standards website features a video clip, &quot;Learn about the Common Core in 3 minutes&quot; (http://www.corestandards.org/about-the-standards/), in the format of a comic informational text that introduces the reader to the CCSS standards. Comic books and graphic novels, as examples of sequential art, have gained a prominent place in education (Gavigan, 2014; Hammond, 2012; Mortimore, 2009). Weiner and Syma (2013) reported, &quot;Teachers in secondary and elementary schools, professors in universities, and instructors of all kinds are using comics and graphic novels to illustrate points about gender, history, sociology, philosophy, mathematics, and even medicine&quot; (p. 1). Thus they concluded, &quot;It is no longer a question of whether sequential art should be used in educational settings, but rather how to use it and for what purpose&quot; (p. 1). The study presented in this article examines the use of comic books, TOON comic books, during guided reading. The TOON book concept was created by Françoise Mouly, an art editor of &quot;The New Yorker&quot; magazine, and her husband, Art Spiegelman, a prizewinning comic book artist, and author of &quot;Maus: A survivor's tale&quot; (1986). On the official TOON comic book series website (http://www.toon-books.com/our-mission.html), Mouly and Spiegelman indicated that these books were designed to promote literacy skills development among elementary students at different reading levels. The instruction with this comic book series was provided to struggling readers, kindergarten through fifth grade, by the pre-service teachers enrolled in the &quot;Early Literacy&quot; and &quot;Literacy Assessment and Applications&quot; courses at a comprehensive university in southeastern United States. In this work, a struggling reader is defined as a student who reads below grade level and who lacks proficiency in decoding, fluency, and comprehension skills (Rasinski &amp; Padak, 2005).
Leadership Challenges and Roles of School Superintendents: A Comparative Study on China and the United States
Author: Przybylski, Robert
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Superintendents,Administrator Role,Leadership Role,Educational Change,Educational Practices,Educational Environment,Literature Reviews,Educational Research

This conceptual paper using published empirical articles investigated the leadership challenges and roles performed by superintendents in the countries of China and the United States (U.S.). Additionally, a comprehensive search on the educational contexts for both countries was undertaken. The findings assisted in determining similarities and differences in the abovementioned aspects. Findings suggest that superintendents hold ideas and go about their duties significantly shaped by leadership traditions, as well as, social, economic, and cultural contexts. Therefore, in the age of globalization, with the sharing of ideas becoming more prevalent, attention and understanding to the constructive nature of these contexts is needed.
Identity, Discourse, and Rehabilitation in Parole Hearings in the United States
Author: Lavin-Loucks, Danielle
Date: 2018-06-00
Type: Journal Articles
Subjects: Institutionalized Persons,Correctional Institutions,Ethnography,Criminals,Persuasive Discourse,Identification (Psychology),Correctional Rehabilitation,Video Technology,Audio Equipment,Observation,Caseworkers,Hearings,Attitudes

Research on parole in the United States has primarily followed a deterministic approach, favoring an examination of variables contributing to release. However, a great deal of prior research neglects a central aspect of the parole process: mainly the hearing. Adopting an ethnographically informed conversation analytic approach, this article addresses one tactic offenders utilize to appeal to a state parole board for release--claiming rehabilitated status. Offenders appealing for parole attempt to establish, in a performative space, their identity as rehabilitated. More globally, this article addresses how individuals manage, assert, and negotiate identity in the course of interaction. The achievement of &quot;rehabilitation&quot; is substantiated when it results in early release from prison.
Effect of Micro Teaching Applications Practiced by the Preservice Teachers in the Scope of First Turkish Reading and Writing Lesson on Their Verbal Communication Skills
Author: Bulut, Mesut
Date: 2016-00-00
Type: Journal Articles
Subjects: Microteaching,Preservice Teachers,Verbal Communication,Communication Skills,Student Attitudes,Turkish,Foreign Countries,Native Language Instruction,Semi Structured Interviews,Case Studies,Instructional Effectiveness

Main purpose of this study is to receive opinions of the preservice teachers within the context of micro teaching method in the scope of &quot;First Turkish Reading and Writing lesson on controlling individuals/prospective teachers'&quot; excitement in Turkish lessons, gaining self-confidence, breath control, holding the floor, developing ability of expressing in the context of verbal skill and verbal communication skills such as stress and intonation. In the study special case study is used. In the process of data collecting semi-structured interview forms prepared for students are used. A certain number of data that is gained from interviews has been commented via descriptive analysis. The research is conducted at a university in the East Black Sea region of Turkey by 20 classroom teaching 3 class students. Preservice teachers prepared a set of materials benefitting from instructional Technologies and managed micro-teaching applications for 14 weeks in the scope of &quot;First Turkish Reading and Writing Education&quot; lesson. In the first stage of research requirements of micro teaching and applications were explained for the teacher candidates and they grasped a set of stages required for realizing micro-teaching applications successfully. Necessary feedbacks were provided by way of watching the realized applications and video images by the candidates together with the instructor. In the end of the research it has been found out that micro-teaching applications made significant contribution to learn a number of subjects such as controlling excitement in Turkish lessons, gaining self-confidence, breath control, holding the floor, developing ability of expressing in the context of verbal skill and verbal communication skills such as stress, intonation and diction in accordance to educational programs formed by the constructivist learning approach.
My Classroom: Cambodia
Author: Chilmonik, Kimberly
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,Second Language Instruction,English (Second Language),Biographies,Rural Schools,Preservice Teacher Education,Active Learning,Faculty Development,Teaching Methods,Communities of Practice

Sarina Monh, a lecturer at the prestigious Royal University of Phnom Penh's (RUPP) Institute of Foreign Languages (IFL) in Cambodia, comes from a family of teachers. Her father's family taught Khmer literature and mathematics, while her mother's family members were doctors, nurses,and midwives who trained and mentored others. Still, she said, &quot;I didn't expect to become a teacher. I accidentally liked the English language.&quot; Because of her family's background, it is fitting that Ms. Monh's first experience learning a language was studying with her mother--but she was learning French, not English. However, as she got older her father encouraged her to study English as he believed it would replace French as Cambodia's second language. Once she started learning English, she unexpectedly began to enjoy it. Ms. Monh's interest in English continued, and after she graduated from the IFL in 2005 with a Bachelor of Education degree in Teaching English as a Foreign Language, she became a lecturer at her alma mater. By doing so, she continued the family tradition of teaching others. This brief article describes her teaching career at IFL including her efforts to support rural English teachers, preparation for her English lessons, development of a classroom routine that facilitates active and participatory learning, and professional development activities she participates in outside the classroom.
NESTs, Necessary or Not? Examining the Impact of Native English Speaker Instruction in South Korea
Author: Schenck, Andrew
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Native Speakers,English (Second Language),Second Language Instruction,Correlation,Language Proficiency,Vocabulary Development,Speech Skills,Teaching Methods,Instructional Effectiveness,Educational Quality,School Statistics

Although Native English-Speaking Teachers (NESTs) are extensively utilized, very little is known about the impact of these teachers on speaking or writing in Asian contexts like South Korea. The purpose of this study was to examine the impact of NEST instruction on EFL learners' speech in a South Korean context. First, proficiency level of 100 learners was compared to amount of learning with a native English speaker using the Spearman rank correlation coefficient (rs [100] = 0.26, p = 0.01). Second, type/token ratios (variety of vocabulary) from 144 speeches of advanced learners were compared to amount of native-speaking instruction using the Spearman rank correlation coefficient (r[subscript s] [144] = 0.18, p = 0.03). Results suggest that native English instruction does indeed have some impact. Higher proficiency learners had more native instruction. Furthermore, advanced learners with more NEST instruction had more lexical sophistication of speech. While significant, correlations may not justify massive expenditures in an EFL context. Instead, results may reveal needs for change of curricula and pedagogical style.
Skim, Scan, and Run
Author: McCaughey, Kevin
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Assignments,Learning Activities,Group Activities,Cooperative Learning,Speed Reading,Teamwork,Reading Materials,Audio Equipment,Video Technology,Printed Materials

Teachers often think of reading activities as silent, individual tasks in which seated students process every word in a copy of a text that the whole class is working with. Instead, in this activity, students will work in groups to practice skimming (identifying general ideas) and scanning (finding specific information) while reading several short texts. Group members will move around the room to engage with the reading texts, talk to each other, and use teamwork to answer questions about the texts. [Sample texts and questions were contributed by Kevin McCaughey and Heather Benucci.]
The Impact of Program-Wide Discussion Board Grading Rubrics on Students and Faculty Satisfaction
Author: McKinney, Brinda K.
Date: 2018-06-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Critical Thinking,Reflection,Assignments,Teacher Student Relationship,Outcomes of Education,Scoring Rubrics,Student Attitudes,Teacher Expectations of Students,Teacher Attitudes,Teaching Methods,Nursing Education,Online Courses,Undergraduate Students

In addition to learning more about a topic, online discussion activities may be used to develop skills in reflective practice, critical evaluation, and leadership. Faculty members often spend a great amount of time and energy developing discussion assignments that will improve these skills and align with course learning outcomes. Students may feel the online discussion forum assignments lack clarity and are uncertain about how to proceed. Confusion about the assignment occurs when the instructor's expectations about the discussion activity and the students' understanding about the assignment do not align. This article will review a collaborative process used to align instructor expectations and student understanding in order to evaluate online discussion board assignments in a fair and objective manner.
Undergraduate Kinesiology Students&apos; Experiences in Online Motor Development Courses
Author: Sato, Takahiro
Date: 2018-06-00
Type: Journal Articles
Subjects: Online Courses,Motor Development,Undergraduate Students,Teaching Methods,Cognitive Style,Grounded Theory,Peer Evaluation,Video Technology,Educational Experience,Student Attitudes,Kinesthetic Methods,Interviews,Difficulty Level,Academic Standards,Qualitative Research,Case Studies,Action Research

The purpose of this study was to investigate kinesiology students' experiences in an undergraduate online life span motor development course. This study was based on a theory of transactional distance (Moore, 1997). Seven undergraduate kinesiology majors (5 females, 2 males) enrolled in an online course at a Midwestern public university in the US participated in this study. Data collection included face-to-face, open-ended interviews, bulletin board discussion logs, and online assessment projects. A constant comparative method was used to interpret the data, which allowed themes to emerge from the data as well as from the theoretical framework. Three interrelated themes emerged from the students' narratives: &quot;rigors and flexibility in online course learning,&quot; &quot;peer feedback experiences,&quot; and &quot;video assessment analysis.&quot; The results of this study demonstrate that undergraduate students can have independent learning styles and kinesthetic characteristics and concepts when enrolled in online life span motor development coursework. Online kinesiology courses should be centered on a set of student tasks (lectures, projects, and assignments) that constitute learning experiences that engage students, either independently and collaboratively, in order for them to master the objectives of the course (Carr-Chellman &amp; Duchastel, 2001).
Student-Produced Videos Can Enhance Engagement and Learning in the Online Environment
Author: Stanley, Denise
Date: 2018-06-00
Type: Journal Articles
Subjects: Online Courses,Video Technology,Educational Technology,Technology Uses in Education,College Students,Peer Teaching,Cooperative Learning,Student Characteristics,Language Proficiency,English Language Learners,Grade Point Average,Scores,Tests,Student Surveys,Student Attitudes,Student Behavior,Likert Scales,Pretests Posttests,Mixed Methods Research,Randomized Controlled Trials,Readiness,Technological Literacy,Gender Differences,Parent Background,Educational Attainment,Mothers,Grants

Student engagement in online learning remains a challenge for the design of effective coursework. Additionally, few analyses have focused on student-produced activities in the online mode or upon how such class activity affects student subgroups differently. We conducted a randomized design experiment with student video production at a large public university. Student background and behavior factors were measured in two online surveys, which were combined with course assessment data. Because of the small sample size, we observed few significant differences in learning outcomes across the experimental treatment and control sections, except with regard to a value-added measure. We suggest that student learning was likely most concentrated on concepts around which students produced the videos. And when students were divided by incoming language proficiency, non-native English speakers had higher perceived learning; but when grouped by incoming GPA, those with higher previous grades actually achieved higher test scores and pass rates.