ethanporcaro/eric-fulltext-meta huggingface dataset:
Scientific Inquiry Competency Perception Scale (The Case of Kazak Post-Graduate Students) Reliability and Validity Study
Author: Gelisli, Yücel
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Attitude Measures,Competence,Inquiry,Teacher Education,Test Validity,Test Reliability,Factor Analysis,Science Process Skills

The purpose of the current study is to develop a reliable scale to be used to determine the scientific inquiry competency perception of post-graduate students engaged in post-graduate studies in the field of educational sciences and teacher education in Kazakhstan. The study employed the descriptive method. Within the context of the study, a scale was developed to determine the scientific inquiry perception of post-graduate students from the field of educational sciences and teacher education, then it was piloted and the validity and reliability studies of the scale were conducted. The study was conducted on 100 post-graduate students having post-graduate education in the field of education sciences and teacher education at four different Kazak state universities. The findings of the study revealed that the Scientific Inquiry Competency Perception Scale (SICPS) is comprised of four sub-factors (Problem Statement, Measurement Tool, Data Analysis, Reporting) and is a reliable and valid data collection tool (a = 0,958) that can be used in future research to determine scientific inquiry competencies.
Comparison of Teachers and Pre-Service Teachers with Respect to Personality Traits and Career Adaptability
Author: Eryilmaz, Ali
Date: 2017-01-00
Type: Journal Articles
Subjects: Personality Traits,Teacher Characteristics,Preservice Teachers,Gender Differences,Multiple Regression Analysis,Surveys,Career Choice,Career Exploration,Foreign Countries,Correlation,Elementary School Teachers,Secondary School Teachers

The aim of the study is to compare teachers and pre-service teachers in terms of personality traits and career adaptability. The relationships between personality traits and career adaptability are also investigated. A total of 176 pre-service teachers took part in the study, including 90 men and 76 women, and a total of 204 teachers took part in the study, including 98 men and 106 women. The data collected included items from the Big Five Inventory and the Scale of Career Adaptability. The relationship between variables was examined by using independent t-tests for gender differences and multiple regression analysis techniques. According to the results, the level of career adaptability is higher in teachers than in pre-service teachers. Additionally, career exploration and plans were related to certain personality traits. The results of the present study might be used in career counselling, and also teacher profession development.
Comparison of Task Repetition and Task Sequencing in Terms of Their Effects on L2 Students' Oral Performance
Author: Ho, Richard Cheng Ching
Date: 2017-01-00
Type: Journal Articles
Subjects: Task Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Asians,College Students,Teaching Methods,Foreign Countries,Communicative Competence (Languages),Student Centered Learning,Comparative Analysis,Course Descriptions,Oral Language,Linguistic Performance,Regression (Statistics)

Task-based teaching is a popular topic in education field, since there is an increasing numbers of learners trying to learn their second language. However, by using the traditional drill practice, learners can only learn the rules, rather than using the language in the reality. Therefore some scholars have come up with a more communicative and learner-centered approach of teaching. In task-based teaching, students will be given a more realistic situation for them to learn the target language. Moreover, they can have more time to discuss and come up with a collaborative answer. Overall, students can think of their own answers towards different topics. In this paper, the focus will be on comparing task repetition and task sequencing. I would like to see which method will lead a better improvement based on students' performance. In this research, 40 Hong Kong tertiary students were participated in an English speaking course, and they were all non-language major students. Those students have been divided into 2 groups, and they had been divided into two different teaching methods classes named as task repetition and task sequencing. During the six-week course, students needed to submit their recordings in class. Their recordings were being codified and analyzed after each lesson.
Improving Junior High Schools' Critical Thinking Skills Based on Test Three Different Models of Learning
Author: Fuad, Nur Miftahul
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Critical Thinking,Thinking Skills,Differences,Individualized Instruction,Science Instruction,Inquiry,Cognitive Mapping,Active Learning,Conventional Instruction,Gender Differences,Quasiexperimental Design,Pretests Posttests,Grade 7,Statistical Analysis

The aims of this study were (1) to find out the differences in critical thinking skills among students who were given three different learning models: differentiated science inquiry combined with mind map, differentiated science inquiry model, and conventional model, (2) to find out the differences of critical thinking skills among male and female students. This study is a quasi-experimental research with pretest-posttest nonequivalent control group design. The population in this research is the seventh grade students of junior high schools in Kediri, Indonesia. The sample of the research is in the number of 96 students distributed in three classes at different schools. The data of critical thinking skills are gained from test scores and then analyzed using descriptive and inferential statistics through ANCOVA. The results of research revealed that there are different skills in critical thinking in different models. The highest skills in critical thinking are reached by students who were given differentiated science inquiry model combined with mind map in their learning. There are also differences in critical thinking skills between male and female students.
Examining the Stroking Behavior of English, Persian, and Arabic School Teachers in Iran: A Mixed-Methods Study
Author: Irajzad, Fatemeh
Date: 2017-01-00
Type: Journal Articles
Subjects: Semitic Languages,Indo European Languages,Questionnaires,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Observation,Teacher Student Relationship,Mixed Methods Research,Grade 8,Females,Student Attitudes,Foreign Countries

The quality of teacher-student relationships greatly affects students' academic life. Students need to be recognized by their teacher. One way through which such need may be fulfilled is receiving strokes (teacher attention). In a broad sense, stroke is known to be a unit of human recognition (Berne, 1988). Accordingly, the current mixed-methods study aims to investigate the differences among English, Persian, and Arabic school teachers in Iran pertaining to their stroking behavior and and see how the three groups of teachers differ in this regard. To fulfill the first aim, 300 eighth-grade female students completed an 18-item questionnaire and the questionnaire data were analyzed through one-way ANOVA. The results revealed that Arabic teachers stroke students more than English and Persian teachers. As for the second aim, nine English, Persian and Arabic teachers were each observed for three sessions. The analysis of the observations demonstrated that English teachers outstroke students. Finally, these findings have been discussed in the context of language instruction.
Perceptions of Students in Primary Education Department Related to Children's Rights: A Comparative Investigation
Author: Hareket, Erdem
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Childrens Rights,Elementary Education,Preschool Education,Comparative Analysis,Qualitative Research,Student Surveys,Semi Structured Interviews,Content Analysis,Foreign Countries

This research was performed with the purpose of comparative investigation of perceptions which are related to child rights of the prospective primary school teachers' and pre-school teachers'. The research was designed properly to qualitative research approach. This research was performed with 80 the prospective primary school teachers and pre-school teachers. In determining of the research group, criterion sampling technique was used. In the process of obtaining research data, survey form and semi-structured interview form which is designed for focus group discussions were used. The research data were analyzed with content analysis method. As a result of the research, it was determined that the prospective primary school teachers and pre-school teachers have similar perceptions related to child rights. However, it was determined that the perceptions which are related to child rights of the prospective primary school teachers are more comprehensive than perceptions of the prospective pre-school teachers related to child rights. Morever, it was determined that the both prospective teacher groups have not adequate awareness and consciousness about child rights.
Cross-Mode Comparability of Computer-Based Testing (CBT) versus Paper-Pencil Based Testing (PPT): An Investigation of Testing Administration Mode among Iranian Intermediate EFL Learners
Author: Khoshsima, Hooshang
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Correlation,Computer Assisted Testing,Language Tests,Vocabulary Skills,Undergraduate Students,Statistical Analysis,Foreign Countries,Scores,Comparative Analysis,Gender Differences,Test Format

Advent of technology has caused growing interest in using computers to convert conventional paper and pencil-based testing (Henceforth PPT) into Computer-based testing (Henceforth CBT) in the field of education during last decades. This constant promulgation of computers to reshape the conventional tests into computerized format permeated the language assessment field in recent years. But, enjoying advantages of computers in language assessment raise the concerns of the effects that computerized mode of testing may have on CBT performance. Thus, this study investigated the score comparability of Vocabulary in Use test taken by 30 Iranian undergraduate students studying at a state university located in Chabahar region of Iran (CMU) to see whether scores from two administrations of testing mode were different. Therefore, two similar tests were administered to the male and female participants on two testing mode occasions with four weeks interval. Employing One-Way ANOVA statistical test to compare the mean scores and Pearson Correlation test to find the relationship between mode preference and performance revealed that two sets of scores were not different and gender difference was not also considered a variable that might affect performance on CBT. Based on the results, computerized version of the test can be considered a favorable alternative for the state undergraduate students in Iran.
Principled Eclecticism: Approach and Application in Teaching Writing to ESL/EFL Students
Author: Alharbi, Sultan H.
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Teaching Methods,Translation,Writing Processes,Foreign Countries,Instructional Effectiveness,Writing Teachers,College Faculty,Difficulty Level,Classification,College Students

The principal purpose of this paper is to critically examine and evaluate the efficacy of the principled eclectic approach to teaching English as second/foreign language (ESL/EFL) writing to undergraduate students. The paper illustrates that this new method adapts mainstream writing pedagogies to individual needs of learners of ESL/EFL in order to address students' difficulties arising from their contact with an unfamiliar language. Such a claim is based on the researcher's review of relevant research, the analysis and evaluation of scholarly studies on the subject by leading academics and authorities in the area, and the researcher's practical experiences as a writing teacher in the Department of English Language and Translation (DELT), College of Languages and Translation (COLT), King Saud University (KSU). It has been generally observed that the common, time-honored, language-based, process-based, and genre-based approaches to teaching writing tend to troubleshoot only certain specific problems related to the teaching of ESL/EFL writing. This paper highlights the importance of student-centered approaches to teaching in order to achieve the goal of coherent, pluralistic language teaching. To achieve this, the discussion recommends classifying, selecting, and sequencing the activities related to teaching writing. Indeed, this is what eclecticism means. The term &quot;principled&quot; signifies coherence that consistently focuses upon the same formal or functional units and sequencing them at the end to help learners interact and participate in writing activities that need contextualized attention. The paper concludes that the gap between eclecticism and principled eclecticism in teaching English writing must be bridged to improve ESL/EFL learners' writing skills.
Readers, Players, and Watchers: EFL Students' Vocabulary Acquisition through Digital Video Games
Author: Ebrahimzadeh, Mohsen
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Video Games,Conventional Instruction,Educational Technology,Technology Uses in Education,High School Students,Males,Teaching Methods,Reading Assignments,Pretests Posttests,Program Effectiveness,Observation,Foreign Countries,Mixed Methods Research

The present study investigated vocabulary acquisition through a commercial digital video game compared to a traditional pencil-and-paper treatment. Chosen through cluster sampling, 241 male high school students (age 12-18) participated in the study. They were randomly assigned to one of the following groups. The first group, called Readers, involved those who learned vocabulary through intensive reading; the second group, Players, learned vocabulary through playing a digital video game; the third group, Watchers, were trained through watching two classmates play the digital video game. The vocabulary items were first pretested. Next, each group underwent training for five weeks (one session a week). Then, the vocabulary items were posttested. Also, field notes were made. To compare the three groups, a mixed between within subjects ANOVA was run. Results indicated that the Players and Watchers outperformed the Readers. It is concluded that digital video games can be beneficial complementary activities for vocabulary acquisition in high school classrooms.
Finding Relevance, Competence, and Enjoyment: The Development of Domain Identification and Interest in First-Year Science Majors
Author: Ruff, Chloe
Date: 2016-00-00
Type: Journal Articles
Subjects: Qualitative Research,College Freshmen,Majors (Students),Identification (Psychology),Science Education,Coding,Interviews,Competence,Self Concept,Student Interests

The purpose of this qualitative study was to examine how first-year college students perceive their development of domain identification with, and interest in, their prospective science major during their initial year of college. Four themes emerged from the coding and analysis of interviews with eight first-year science students: Self-Definition in Flux, Feeling Competent, Expressing Interest through Enjoyment, and Relevant to Me. These themes were mainly consistent with the current model of domain identification (Osborne &amp; Jones, 2011) but differ from the current model of interest development (Hidi &amp; Renninger, 2006). Theoretical and practical implications are included for faculty and advisors working with first-year science students.
Six-Word Memoirs: A Content Analysis of First-Year Course Learning Outcomes
Author: Rubin, Lisa
Date: 2016-00-00
Type: Journal Articles
Subjects: College Freshmen,Outcomes of Education,Accreditation (Institutions),Academic Achievement,Seminars,Behavioral Objectives,Writing Instruction,Writing Assignments,Writing (Composition),Freshman Composition

First-year courses prepare students for the transition to, and success in, college. Institutions are interested in assessing student learning outcomes to achieve institutional goals and maintain accreditation. Though it may be difficult to measure student learning and success, colleges aim to assess student learning in the classroom by setting learning outcomes and objectives. The purpose of this study was to explore students' achievement of learning outcomes in a required first-year course through their submission of six-word memoirs about what they learned. This study's framework was Lave and Wenger's (1991) situated learning theory through the process of legitimate peripheral participation.
Teaching Gender: Australian First-Year University Student Views of &quot;Ms.&quot;
Author: Burns, Edgar
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Sociology,Gender Issues,Feminism,Student Attitudes,Student Surveys,Cultural Influences,Social Influences,Foreign Countries,Likert Scales,Identification (Psychology),Sex Stereotypes,Social Attitudes,Socialization,Generational Differences

Negative &quot;push-back&quot; from a group of first-year undergraduate sociology students during a class discussion of gender and feminism included rejecting personal use of the title Ms. Teaching team members asked themselves: how general is this response among other student groups in the same one-semester subject? A short in-class survey checked personal attitudes towards Ms. that might reflect shifting views towards feminism and gender among contemporary Australian &quot;middle-town&quot; students. Results showed this to be a specific dissenting cluster of students. The survey indicated some generational changes towards using Ms., but responses to Ms. were more complex than lack of student knowledge or interest, part of socio-cultural changes in play for these students and society generally.
The College English Teaching Reform Based on MOOC
Author: Bing, Wang
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,English (Second Language),Second Language Instruction,Foreign Countries,College Students,Video Technology,Teaching Methods,Homework,Textbooks,Cooperative Learning

Nowadays the College English course in China is in the deep blue sea which arouses the deep concerns from all walks of life in the society including the students, teaching experts and the English teachers. Based on the MOOC appearing three years ago, the College English class can be more diverse and beneficial by the means of providing the students with the teaching videos, having the opportunities to discuss the problems with teachers and other students before the class, and finishing the tasks assigned cooperatively with others to further their learning. The College English Reform based on MOOC can be perfected through solving some practical problems that need exploring in the future.
Students' Knowledge Progression: Sustainable Learning in Higher Education
Author: Rovio-Johansson, Airi
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Sustainability,Accounting,Longitudinal Studies,Interviews,Student Attitudes,Knowledge Level,Learning Processes,Models,Concept Formation,Undergraduate Students,Finance Occupations

The purpose of this phenomenographic study is to examine students' knowledge progression in a three-year Bachelor program in Business Administration. Theoretical sampling was used to select nine students from a group of 200 university students admitted to the program. The students were interviewed on three occasions: Year 1, after their Management Accounting course; Year 2, after their Financial Accounting course; and Year 3, after they had written their thesis. The interviews focused on the same financial concept presented in various ways, with increasing complexity, in each of the three years. This longitudinal study analyses the students' knowledge progress in terms of sustainable learning. The findings reveal that knowledge progression was very good by the end the program for one-half of the students; one-third of the students did not achieve satisfactory knowledge progression. The study's research methods and its findings contribute to education and international studies on students' sustainable learning in higher education. The study suggests a model for future research in ascertaining how higher education students learn as well as in examining issues and areas for further research and development.
How Do Consumers Evaluate Explainer Videos? An Empirical Study on the Effectiveness and Efficiency of Different Explainer Video Formats
Author: Krämer, Andreas
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Video Technology,Electronic Learning,Efficiency,Program Effectiveness,Knowledge Level,Expectation,Use Studies,Online Surveys,Elections

There is a significant rise in the use of videos. More and more people use videos not only as a source of information but also as learning tool. This article explores the future potential of explainer videos, a format that conveys complex facts to a target group within a very short time. The findings are based on an empirical study representative for the German and U.S. population (18+ years). In the first step, the status quo of the use of e-learning in general and explainer videos in particular is presented. Subsequently, the effectiveness and efficiency of five different explainer video formats are analyzed using an experimental test design for one topic (US presidential election). On one hand, all formats reach a favorable evaluation based on the perception of the respondents, with only a few differences between test groups. On the other hand, significant differences occur in terms of relative improvements in knowledge level as well as input/output-ratios. Thirdly, expectations of potential users regarding the design of explainer videos are determined.
Language Curriculum Analysis of French Literature in Iranian Universities at BA
Author: Rahmatian, Rouhollah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,French Literature,College Curriculum,Curriculum Development,Content Analysis,Bachelors Degrees,Curriculum Evaluation,Qualitative Research,College Second Language Programs,French,Skill Development

This article attempts to realize the dominant approach in developing the academic curriculum of language degree and French literature in Iran. It concentrates on analyzing the content of the curriculum approved by the Ministry of Science, Research and Technology in Iran and the University of Tehran. It was concluded that the first curriculum opts an approach of broad areas by considering the isolated components of language learning. It encompasses the literature of each century. Yet, Tehran University has sought to review the curriculum of Bachelor degree in 2011. With regard to the course of the general French, curriculum decisions are influenced by the corporation, specifically by French companies (under the influence of the action-oriented perspectives in language teaching). In these courses, the approach is based on the general areas. The courses in French literature are based on learning objects and are part of a multidisciplinary approach.