ethanporcaro/eric-fulltext-meta huggingface dataset:
Retaining Special Educators with Autism Expertise in Schools
Author: Hall, Laura J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Persistence,Autism Spectrum Disorders,Expertise,Teacher Shortage,College Graduates,Masters Degrees,Faculty Mobility,Teacher Education Programs,Specialists

At a time when there is an increase in prevalence of autism spectrum disorder (ASD), creating a high demand for professionals who have knowledge and skills in the use of evidence-based practices identified for students with ASD, there is also a severe shortage of special educators in our schools. Teacher attrition is a significant contributor to this shortage. Therefore, it is important to determine the factors that support the retention of special educators with a specialization in autism who have a choice of employment options. This study surveyed graduates of an M.A. Degree/Autism specialization program who identified the factors they sought in a position. Results from this study indicate that providing professional development opportunities and support for leadership positions may impact the retention of highly skilled personnel.
The Analysis of the Views of Turkish Pre-Service Teachers on Classroom Management Based on Three Movies: &quot;The Chaos Class (Hababam Sinifi), Dangerous Mind and Dead Poets Society 1990&quot;
Author: Öcal, Seçil Dayioglu
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Classroom Techniques,Films,Multimedia Instruction,Lesson Plans,Role Models,Classroom Environment,COVID-19,Pandemics,Electronic Learning

Classroom management is a recurrent topic in the context of teacher education in online, face-to-face and hybrid educational context. The skills of classroom management are one of the most considerable issues of the pre-service teachers. Thus, the teacher educators should make them equip with the classroom management skills. This study focuses on the pre-service teachers' views on analyzing three movies as &quot;The Chaos Class (Hababam Sinifi),&quot; &quot;Dangerous Mind&quot; and &quot;Dead Poets Society&quot; according to the freshmen and sophomore students' view at Faculty of Education in a compulsory course of 'Classroom Management'. The findings showed that 'lesson planning' is mostly identified ones. Moreover, it is clear that Mahmut, Luoanna and John all are role models for the pre-service teachers in terms of their attitudes towards the students and their profession. This study implies that the pre-service teachers need comprehensible and practical knowledge to model for themselves.
The Effect of a Dialogic Reading Program on the Early Literacy Skills of Children in Preschool Period
Author: Yüzbasioglu, Yasemin
Date: 2022-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Teaching Methods,Reading Programs,Emergent Literacy,Preschool Children,Foreign Countries,Vocabulary,Classification,Preschool Education

The aim of this study is to examine the effect of an dialogic reading program on expressive language vocabulary and category naming skills, which are among the early literacy skills of preschool children. The research was designed in the quasi-experimental model, which is one of the quantitative research methods. The sample of the study consisted of a total of 30 children, 15 girls and 15 boys, between 64 and 72 months of age, who attended a kindergarten in Konya. Fifteen of the children were in the control group and 15 of them were in the experimental group. In addition to the existing preschool education program applied to the groups within the scope of the study, a 10-week dialogic reading program was applied to the experimental group. In the research, &quot;Demographic Information Form&quot; was used as the data collection tool and &quot;Early Literacy Test (ELT)&quot; was used as pre-test and post-test. According to the results of the research, the post-test scores of all groups' expressive language vocabulary and category naming skills increased significantly compared to the pre-test scores. However, the post-test scores of expressive language vocabulary and category naming skills of the experimental group were significantly higher than the control group. Accordingly, it was concluded that the dialogic reading program applied significantly increased the expressive language vocabulary and category naming skills, which are among the early literacy skills.
The Effect of Harezmi Education Model on the Computational Thinking Skills of Secondary School Students
Author: Tokmak, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Thinking Skills,Teaching Methods,Teacher Attitudes,Student Attitudes,Comparative Analysis,Self Efficacy,Self Concept Measures,Foreign Countries,Social Studies,Feedback (Response),Critical Thinking,Educational Philosophy,21st Century Skills,Science Teachers,Art Teachers,Information Technology,Secondary School Teachers,Computer Literacy,Computer Science Education,Computer Software,Algorithms,Pretests Posttests

This study aims to investigate the effect of using the Harezmi education model, which has been widely used in Turkey in recent years, in social studies teaching regarding computational thinking skills. Interviews were held with students and teachers seven months after the applications to determine the conceptual knowledge levels of students for computational thinking skills. Teachers' opinions regarding students' feedback and the changes they observed in the students involved in the application process during the seven months were taken. Besides using one of the mixed-method research designs in this study, that is the triangulation (parallel-convergent) design, quantitative and qualitative data collection tools were used simultaneously. Through the joint use of different methods and data collection tools, obtaining rich and various types of data sets was aimed. As for the quantitative dimension of the study, 54 students, which were divided into experimental and control groups, formed the study group. In the qualitative aspect of the study, there are 20 students and three teachers. The computational thinking self-efficacy perception scale was used as a quantitative data collection tool, and the interview forms were used as qualitative data collection tools. While the analysis of quantitative data was made with Wilcoxon signed rank and Mann-Whitney U tests, the analysis of qualitative data was made with content analysis and descriptive analysis methods. As a result, a significant difference was found in the experimental group students' algorithm subdimension scores. According to the interviews held seven months after the applications, students' conceptual knowledge was at a good level. Furthermore, teachers included in the application stated that they observed positive changes in the students after the application. In line with the results obtained, suggestions were made to make arrangements for other sub-dimensions of computational thinking skills and to examine the effects of the Harezmi education model as of different variables.
Latent Learning Disabilities in the Classroom: Interpreting Children&apos;s Learning Styles Identified by Memory Recalls
Author: Erginer, Ergin
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Cognitive Style,Elementary School Students,Educational Environment,Memory,Recall (Psychology)

If a learning disability is not defined, it can be said that primary school children show the features of adaptable students within the learning atmosphere of the classroom. Most of the time, teachers think that they teach and their students learn easily. However, studies on children's memory show that the learning process gets abstract when the number of stimulants in the learning environment increase. Children especially have difficulties when they use more than one sensory memory, like seeing, hearing and touching, at the same time and it gets harder to remember things they learned. In this study, it is aimed to investigate the learning profiles related to the visual, auditory, kinesthetic &amp; tactile and combined (visual+auditory+kinesthetic) memories of primary school children and to define whether learning results related to the combined memory cause a learning disability in terms of remembering. According to the results of the study, it has come out that a considerable amount of children have difficulties while learning with the combined memory. However, their teachers and probably also their parents are not aware of this situation. This result makes teachers consider that they have to help their students out individually in the learning environment in order to make students' learning easier.
The Effect of Turkish Pronunciation Training on Brain: An fMRI Study
Author: Tekin, Gökçen
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Second Language Instruction,Brain,Second Language Learning,Pronunciation,Cognitive Processes,Phonology,Reading Processes,Bilingual Students,Native Speakers,Monolingualism,College Students,Error Patterns,Phonological Awareness

This study aimed to develop the pronunciation skills of students who learned Turkish as a foreign language and determine the extent of the instruction given for that purpose by observing its cognitive effects. It was designed as an in-class action research and carried out with nine students speaking different languages. Of those, five were bilinguals: Four were native speakers of their native tribal language and French, and one was a native speaker of Kazakh and Russian. The remaining four students were native speakers of Arabic. The fMRI findings at the beginning and the end of the study showed that phonological and reading motor processes were better for bilingual learners who were native tribal speakers and learned French and Mongolian as their country's official language, compared with native Arabic monolingual learners. Based on the analysis, it can be stated that an increase in foreign language sound awareness of learners results in the acquisition of more accurate pronunciation skills.
Challenges of Online English Literature Learning and Assessment in Private Universities of Bangladesh during COVID-19 Pandemic: Students&apos; Perspectives
Author: Ullah, Safi
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,English Literature,Private Colleges,Foreign Countries,COVID-19,Pandemics,College Students,Barriers

During the COVID-19 pandemic situation, the English literature learning and assessment have moved from classroom form to online form. This study emphasizes on the challenges of online English literature learning and students' experience and expectation regarding online English literature course assessment in private universities of Bangladesh. English literature students were invited to participate in the survey and 326 students from 10 private universities partook. Students dwelling in towns and villages addressed their problems what they experienced while attending online literature class and assessment. Previous researches shed light on abrupt transit to online education in different countries including Bangladesh, voices and views of teachers and students of English and other departments, even on language courses, but none of them addressed the situation English literature students of private universities undergo during the pandemic of COVID-19, which stopped on-sight education across the globe. This paper determines to elaborate the challenges, experience, expectation and overall voices of English literature students from private universities of Bangladesh regarding online literature class and assessment. This qualitative research labels students' exact problems and recommendation which will help minimize the loss of students' learning, thus, will benefit the students of English literature of Bangladeshi private universities. The findings will also assist the instructors to overcome the challenges of online English literature teaching and assessment.
Sitcoms and EFL Learners&apos; Foreign Language Anxiety and Motivation for Learning
Author: Valizadeh, Mohammadreza
Date: 2022-00-00
Type: Journal Articles
Subjects: Films,English (Second Language),Television,Second Language Learning,Anxiety,Learning Motivation,Foreign Countries

The use of movies in EFL classes has attracted the attention of researchers interested in this area. The use of sitcoms, as a type of audio-visual material, for language learning has been studied but not extensively. This study examined the effect of sitcoms on EFL learners' foreign language anxiety (FLA) and motivation for learning. A pretest/posttest experimental research design was used to collect the participants' scores on motivation and FLA scales before and after the treatment. Two intact groups, each consisting of 35 language learners, who were evaluated as pre-intermediate language learners based on the language institute's assessment standards, were selected and assigned to different conditions. FLA instrument and Foreign Language Learning Motivation Questionnaire (FLLMQ) were used to collect the data. The learners' scores on the two scales and their components were estimated through running independent samples t-tests and Cohen's test. The results revealed that watching sitcoms significantly affected the EFL learners' motivation for learning. Sitcoms also decreased learners' FLA and test anxiety. The use of sitcoms in the classroom is also feasible and practical in multimedia settings. Language learners can laugh and have fun while watching the videos. In order to prepare language learners for listening and speaking lessons, teachers are encouraged to offer sitcoms. The findings can be theoretically and practically used by language teachers.
School Administrators&apos; Attitudes towards Technology: Do They Resist to Change?
Author: Yücel, Nejla Burcu
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Administrators,Administrator Attitudes,Resistance to Change,Educational Change,Technological Literacy,Technological Advancement,Educational Technology,Assistant Principals,Internet,Emotional Response,Public Schools

This study aimed to examine the relationship between school administrators' attitudes towards technology and their resistance to change. The data were collected from 350 principals and assistant principals from public schools in Mersin, Turkey, in 2020-2021 academic year. Assessment of School Administrators' Attitudes towards Technology Scale and Resistance to Change Scale were used to collect the data. Analysis results revealed that assistant principals are better at adopting technology, following technology and internet use than principals; however, principals have fear of technology more than assistant principals. In addition, school administrators' attitudes towards technology are significantly correlated with their resistance to change.
Adaptation of Teachers&apos; Perceptions of Grading Practices Scale to Turkish and Examination of Measurement Invariance
Author: Ozer Ozkan, Yesim
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Grading,Attitude Measures,Factor Analysis,Factor Structure,Test Reliability,Student Evaluation,Elementary School Teachers,Secondary School Teachers,College Faculty

The purpose of this research is to adapt the Teacher Perceptions of Grading Practices Scale into Turkish and to examine the measurement invariance. This scale, which examines teachers' perceptions of grading methods, has six components: importance, usefulness, student effort, student ability, teachers' grading patterns, and perceived self-efficacy of the grading process. Before adapting the scale, permission was first acquired from the researcher who developed it. To ensure linguistic comparability, bilingual translators were recruited in the second phase. The semantic, experiential, conceptual, and idiomatic equivalence between the two variants of the scale were evaluated. The original and adapted scales were administered to a group of English teachers twice at a predetermined interval, and the consistency between the two applications was analyzed due to the fact that the language employed in the original test was a widely spoken group. Confirmatory Factor Analysis (CFA) was used to examine the factor structure of the original scale. Cronbach's [alpha] and McDonald's [omega] coefficients were calculated for the reliability of the data obtained from the scale. Finally, the measurement invariance of the scale according to gender was examined by using Multiple Group Confirmatory Factor Analysis (MGCFA), and it was determined that the measurement model fulfilled the criteria of complete gender-group invariance.
Are Different Responses Related to the Different Affective Features? CHAID Analysis Study
Author: Ozyeter, Neslihan Tugce
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Evaluation,Feedback (Response),Scoring Rubrics,Reading Comprehension,Reading Achievement,Achievement Tests,Psychological Patterns,Test Items,Test Wiseness,Cognitive Processes,Difficulty Level,Error Patterns

In education, examining students' learning in detail, determining their strengths and weaknesses and giving effective feedback have gained importance over time. The aim of this study is to determine the distribution of students' answers to the reading comprehension achievement test items which were written at different cognitive levels and to investigate the affective variables that are effective in classifying students based on their incorrect, blank, and unrelated answers identified via rubric. For this purpose, a reading comprehension achievement test, a student information form, the perceived academic self-efficacy scale and the learned helplessness tendency scale were used to collect data. The student information form included perseverance, achievement motivation, exposure to bullying and test anxiety subscales. A rubric was used to determine the students' response categories. According to the findings of the study, the rate of blank and incorrect answers increases as the cognitive level of the items become more complex. While the most correct response rates are decreasing, partially-correct answers are increasing relatively. While students' learned helplessness tendencies were effective in classifying their blank and unrelated answers at the most basic reading comprehension level, as the cognitive process became more complex, the affective characteristics classifying the student responses increased in number. It was concluded that these variables are important in improving the students' answers and in leading them to the partially correct and the most correct answer. It can be suggested to create trainings and classroom environments that will equip and improve students' features about these variables.
Creating Multiple-Choice Items for Testing Student Learning
Author: Haladyna, Thomas
Date: 2022-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Testing,Student Evaluation,Recall (Psychology),Comprehension,Critical Thinking,Problem Solving,Learning Strategies,Formative Evaluation,Summative Evaluation,Best Practices

The use of multiple-choice items for classroom testing is firmly established for many good reasons. The content any unit or course of study can be well sampled. Test scores can be reliable (trusted). And time spent administering and scoring can be minimized. This article provides a current review of best practices in the design and use of a variety of multiple-choice formats for classroom assessment of student learning. One of the most serious problems facing current educators is developing test items that measure more than simple factual recall. It is important to measure understanding, comprehension, critical thinking, and problem solving. Not only are these types of higher-level thinking described, but items are presented that illustrate how this is done. These best practices are continually evolving. The objective is always to use tests to measure validly what students have learned as well as help students learn what they have not yet learned. We call this formative and summative assessment. Guidelines are presented showing good and bad practices. What may be surprising to readers is the extensive variety of formats and methods for gathering or generating new test items. Readers are encouraged to experiment with these formats. Some formats can very efficiently measure what students were supposed to learn.
The Effects of Language Exposure, Linguistic Distance, and Demographic Variables on Gagauz Students&apos; Turkish Listening Skills
Author: Inan, Kayhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Turkish,Listening Comprehension,Listening Comprehension Tests,Gender Differences,Second Language Learning,Second Language Instruction,High School Students,Language Classification,Native Language,Rating Scales,Informal Education,Learning Processes,Russian,Turkic Languages,Vocabulary,Contrastive Linguistics,Foreign Countries,Social Media,Information Technology

This quantitative research examined the variables affecting the Turkish listening skills of high school students living in Moldova-Gagauzia. It was evaluated effects of language exposure, linguistic distance, demographic variables (gender, settlement type, mother tongue, and Turkish language level) on participants' Turkish listening skills. 148 participants were students at Süleyman Demirel Moldo-Turkish High School in Kongaz. The data were collected using two instruments: The Turkish language exposure scale and listening tests. The scale was developed by Çobanoglu Aktan and Inan (2020) to determine Turkish language learners' out-of-school exposure to Turkish. Listening test was developed based on Yunus Emre Institute's &quot;Yedi Iklim Türkçe Ögretim Seti&quot;. Afterward, the listening test results were analyzed to determine the variables that predicted listening performance. The research results indicated a low level of Turkish exposure among the participants. Females were exposed to Turkish more. There was no relationship between their listening test performance and exposure, mostly including Turkish visual and auditory media. In addition, in the Turkish listening exam, it was seen that the native speakers of Gagauz were more advantageous than Russian. The reason why the A1-2 level participants were more successful in the listening skill test might be the linguistic proximity and similarities of basic vocabulary between Turkish and Gagauz. It was concluded that linguistic distance was a stronger predictor than other variables.