ethanporcaro/eric-fulltext-meta huggingface dataset:
Distance Learning in Elementary School Classrooms: An Emerging Framework for Contemporary Practice
Author: Burdina, Gulnara M.
Date: 2019-01-00
Type: Journal Articles
Subjects: Distance Education,Elementary School Students,Teacher Role,Teacher Student Relationship,Computer Mediated Communication,Mentors,Grades (Scholastic),Online Courses,Foreign Countries,Student Attitudes,Case Studies,Comparative Analysis

When new advanced technologies showed up in the market, teacher's role in distance learning step further in its path to change. Teachers often fail to find what their purpose of acting among technologies is and what the method for teaching elementary school students online would be right. Considering student's need in communication with a teacher to be at the core of learning as it is, we define what shape the new curricula will take from year to year. This research is a two-stage experiment with two additional surveys that included 430 students aged 8-9 years from across the Republic of Tatarstan. Students need not only facilitators to get better grades, but also a teacher mentoring them. Student-teacher communication can help students to raise their academic performance and motivation. Questions asked by students in time reduce the number of those who cannot reach their grade level from 9% to 0%, and increase the number of A-level students from 11% to 26%. The results confirm that the on-the-spot teaching method should be introduced into the e-learning curricula for primary school so that it provides a more intimate communication between the student and the teacher during classes. Results can be put into practical context to create new e-learning courses for public and private schools.
Evaluation of the Teacher Education Programs in EFL Context: A Testimony of Student Teachers&apos; Perspective
Author: Karim, Abdul
Date: 2019-01-00
Type: Journal Articles
Subjects: Program Evaluation,Teacher Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Program Effectiveness,Student Teacher Attitudes,Teaching Methods,Language Proficiency,Language Teachers,Preservice Teacher Education

Pre-service teacher education programs such as, TEFL, TESOL, and ELT are offered in some universities in Bangladesh. Meeting the criteria and based on their level, students tend to enroll in BA in TEFL or TESOL and MA in TESOL or ELT programs. These programs entail different courses that are claimed to enable enrollees with the repertoires required to be an expert language teachers. However, for unknown reason, the effectiveness of such teacher education programs has not been explored. The current study intended to reveal what student teachers think about their teacher education programs. Adopting the pre-service teacher education program evaluation model suggested by Peacock, the current study was conducted. Semi-structured interview with the selected participants was also undertaken. Conducting the descriptive statistics elicited the respondents' perceptions regarding the teacher education programs. Majority of the participants viewed the programs instrumental to develop their pedagogic and linguistics competence.
What Can Stories on History of Science Give to Students? Thoughts of Science Teachers Candidates
Author: Laçin-Simsek, Canan
Date: 2019-01-00
Type: Journal Articles
Subjects: Science History,Science Education,Science Instruction,Preservice Teacher Education,Preservice Teachers,Science Teachers,College Students,Story Telling

The aim of this study is to determine history of science related stories known by candidate science teachers and their opinions about educational values of those stories. The research is a descriptive study. Data was collected by open ended questions. In the study, 63 teacher candidates from 3th grade which were in the department of science education in X university took part. Content analysis was used. It was seen that the candidate teachers' stories related to the history of science consisted of the main examples and the stories that were told most frequently were &quot;Newton's apple&quot; and &quot;Archimedes' bath story&quot;. Although the level of knowledge about the stories related to the history of science was not sufficient, their awareness of educational value of stories were adequate. Candidate teachers indicated that they would use stories for encouragement, to tell scientific process and scientists' live as well as to take attention and to provide motivation at lessons.
Perceptions of Inclusion Education by Parents of Elementary School-Aged Children in Lampung, Indonesia
Author: Adiputra, Sofwan
Date: 2019-01-00
Type: Journal Articles
Subjects: Parent Attitudes,Inclusion,Socioeconomic Status,Elementary School Students,Disabilities,Educational Attainment,Foreign Countries,Attitudes toward Disabilities,Classification

Inclusive education requires the support of parents of children with disabilities and parents of normal children so that can be carried out well. However, there are often misunderstandings about parents about this. The purpose of this study is to be able to classify parents' perceptions about the application of inclusive education in schools. Researchers interviewed 177 respondents with parents' criteria from elementary school-age children (7-12 years) in six districts in Lampung. Furthermore, the results were analyzed based on educational and socioeconomic status (ESES). There are two groups of parents' perception responses, namely a group of parents who support and a group of parents who reject, which is then classified based on cognitive, behavioral, facility and social aspects. The perception of parents with low ESES was 30 parents with 25 agreed, and 4 refused. Parents' perceptions with moderate ESES, 41 parents with 10 agreed, and 7 refused. While the perception of parents with ESES was high, as many as 38 parents with, 18 agreed, and 4 refused. In general, ESES does not affect the perception of parents.
Next Generation Science Standard in Science Learning to Improve Student&apos;s Practice Skill
Author: Rachmawati, Eka
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Standards,Science Education,Science Process Skills,Science Instruction,Teaching Methods,Lesson Plans,Worksheets,Skill Development,Experimental Groups,Control Groups,Scores,Secondary School Science,Middle School Students,Student Evaluation,Science Achievement

The Next Generation Science Standard (NGSS) is an educational standard used in the United States. It is also used in Indonesia because it has characteristics similar to Curriculum 2013, which is used today. This standard is adapted in science learning because it is expected to easily measure students' processing skills in a specific theme. Science learning by a process must be measured by students' specific skills and comprehension. This study aims to reveal the feasibility of NGSS-oriented science learning tools. The tools are lesson plans, science worksheets, and assessments of the developing and using model skills through observation. To improve the skill of developing and using models using NGSS-oriented learning tools, we made quasi-experiment with one experiment and one control group. The developing and using models skill data were obtained by an observer through an observation sheet during the science learning process. The obtained data is further analysed to obtain a score which showed that the developing and using models skill of the experimental class, i.e., 3.69 is higher than that that of the control class, i.e., 1.58. The results include the validation of NGSS-oriented learning tools scored by experts, science teachers, and students in preliminary field testing.
Iranian EFL Teachers&apos; Willingness to Implement Postmethod Pedagogy: Development and Validation of a Questionnaire
Author: Fathi, Jalil
Date: 2019-01-00
Type: Journal Articles
Subjects: Teaching Methods,Professional Autonomy,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Teacher Attitudes,Factor Analysis,Teacher Education,Specialists,Social Justice,Teacher Motivation,Goodness of Fit

The current study details the development and validation of a measuring instrument for the teachers' willingness to implement postmethod pedagogy principles in the Iranian context. Three postmethod components were identified after (1) undertaking a comprehensive review of the literature on the postmethod pedagogy and second language (L2) teacher education and (2) conducting interviews with domain experts and practicing language teachers. In Phase 1 of the study, an exploratory factor analysis (EFA) was conducted with a randomly selected and nationally representative sample (N = 255) of Iranian EFL teachers, resulting in three internally consistent factors: (a) Teacher Sense of Social Justice, (b) Teacher Autonomy, and (c) Teacher Sense of Academic Enthusiasm. In Phase 2 of the study, a confirmatory factor analysis (CFA) was completed with a new sample (N = 648) of practicing teachers. Strong model fit estimates in Phase 2 confirmed the factor structure of Phase 1 and resulted in a final 29-item scale called &quot;Postmethod Scale&quot; (PMS).
The Effectiveness of Research Based Learning in Improving Students&apos; Achievement in Solving Two-Dimensional Arithmetic Sequence Problems
Author: Suntusia
Date: 2019-01-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Student Improvement,Academic Achievement,Problem Solving,Arithmetic,Foreign Countries,College Students,Mathematics Instruction,College Mathematics,Educational Research

The present study aims to investigate the effectiveness of Research Based Learning (RBL) in improving students' learning achievement in solving two dimensional arithmetic sequence problems. The study applied triangulation method including qualitative and quantitative methods. The research subjects were 4th-semester students of higher education. The quantitative method was applied to analyse the learning achievement test, while the qualitative one was applied in the form of observation and interview. The collected data were analysed by using inferential statistics t-test. The result of t-test indicates that the sig (2-tailed) of independent sample t-test of pre-test is 0.853 (p&gt;0,05), thus it is not significant. It implies the two classes are homogeneous in term of student achievement test. The data analysis of independent sample t-test of post-test, the sig (2-tailed) is 0.00 (p=&lt;0,05), thus it is significant. It implies that the student achievement tests of two classes are different after the implementation of RBL. It shows that the students' achievement result of experimental class is better than the control class. The implementation of RBL is proven effective in improving students learning achievement in solving two-dimensional arithmetic problems.
Investigating the Application of Communicative Language Teaching Principles in Primary-Education: A Comparison of CLIL and FL Classrooms
Author: Guzmán-Alcón, Irene
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Language of Instruction,Spanish,Mathematics Instruction,Teaching Methods,Error Correction,Feedback (Response),Teacher Student Relationship,Action Research,Comparative Analysis,Task Analysis,Peer Relationship,Classroom Communication,Cooperative Learning,Foreign Countries,Bilingual Education,English

It is widely accepted that the learning of a new language, among other advantages, promotes respect and interest of the students towards other cultures and languages. The question is how learning languages can be promoted in educational settings. The aim of the present study is to explore the principles of communicative language teaching in primary-education CLIL and FL classrooms. More specifically, in this paper we address to what extent collaborative work, attention to language and content and corrective feedback are observed during teacher-student and peer interaction in these educational settings. Following an action research approach, ten Spanish and ten Math sessions were observed and recorded. Furthermore, whole group interaction and peer interaction were analysed in relation to the participants' attention to language and content. Results from the study show that communicative language teaching is the approach followed in CLIL and FL sessions, tasks being the organizing units. However, differences are observed in relation to attention to language and use of correction strategies. Our findings suggest the need to use strategies to draw attention to language and content in CLIL settings, and the importance of using a more even range of correction strategies both in CLIL and FL classrooms.
Lexical Availability Output in L2 and L3 EFL Learners: Is There a Difference?
Author: Catalán, Rosa Mª Jiménez
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Immigrants,Multilingualism,Cues,Bilingualism,Secondary School Students,Task Analysis,Computer Software,Computational Linguistics,Foreign Countries,Word Frequency,Case Studies,Linguistic Borrowing

English as a foreign language (EFL) is a global issue that extends to thousands of learners worldwide who share a similar classroom situation. However, researchers have often considered learners to have homogeneous linguistic profiles, overlooking the fact that EFL classrooms in primary and secondary education include learners with different linguistic profiles. Despite the fact that immigrant and non-immigrant students meet every day in classrooms, little is known about the EFL performance of the former compared to the latter. This paper addresses this reality, and explores the vocabulary performance of immigrant students, learners of English as an L3, compared to learners of English as an L2 who had the same course level and were from the same community. The research questions were twofold: (1) to ascertain whether there were quantitative differences between L2 and L3 English learners in terms of the number of words produced by each group; and (2) to ascertain whether there were qualitative differences in the words produced by the L3 and L2 groups with regard to (a) the most and least productive prompts for each group, and (b) the number of infrequent words appearing in the production of each group. The sample consisted of 14 bilingual students who were learners of English as an L3 and 14 monolingual learners of English as an L2, respectively, who were in the twelfth year of Spanish secondary education (age 17-18 years old). The data collection instrument was a lexical availability task consisting of six prompts. The data were lemmatized, coded and analysed by means of WordSmith Tools and the VocabProfile programme. The results indicated that the L2 group produced a greater number of words and a higher percentage of infrequent words in the most productive prompt.
The Determining of Relationship between Physical Activity and Perceived Stress Level in Security Service Employees
Author: Can, Sema
Date: 2019-01-00
Type: Journal Articles
Subjects: Correlation,Stress Variables,Security Personnel,Physical Activity Level,Measures (Individuals),Exercise,Employee Attitudes,Scores,Foreign Countries

The aim of this study is to determine physical activity (PA) levels and to analyze the relationship between PA and stress. 178 voluntary male (M[subscript age]:33.01±4.70 year) security employees participated in this study in total. The data were collected by self-report using the International Physical Activity Questionnaire (IPAQ)-Short Form and Perceived Stress Scale. Mean, standard deviation, frequency and percent values are given in the descriptive statistics of the variables. The relationship between physical activity and perceived stress level (PSL) was determined using the Spearman rho correlation. Mann-Whitney U-test was used to compare valuables. The Pearson Chi-Square test was used to examine the relationship between categorical variables and the significance level was set at 0.05. The results show that 53.4% (n=95) of the individuals are physically inactive, 31.4% (n=56) of them are minimally active, and only 15.2% (n=27) are active. It was determined that approximately ¼ of the participants exercise regularly. Negative weak correlation appeared between moderate - vigorous physical activity (MVPA) and PSL (r = -0.221; p&lt;0.01). 78.7% (n=140) of the employees have moderate stress. Besides, 67.4% (n=29) of the individuals who work shifts and do PA regularly have moderate stress (p&gt;0.05). On the other hand, 12.6% (n=17) of the individuals who work shifts but do not do PA have high-stress (p&lt;0.05). Individuals who state they do exercise regularly and work on a regular day shift have lower stress scores compared to those who do not (p&lt;0.05). In conclusion, the research reveals that ¾ of the individuals have moderate stress and half of them are inactive. It can be said that less MVPA level and shift system is associated with a higher stress level. Joining physical activity programs regularly and increasing MVPA level can reduce perceived stress level.
Conversational Style and Early Academic Language Skills in CLIL and Non-CLIL Settings: A Multilingual Sociopragmatic Perspective
Author: Nightingale, Richard
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Academic Discourse,Taxonomy,Language of Instruction,Course Content,Classroom Communication,Teaching Methods,Elementary School Students,Discourse Analysis,Language Skills,Pragmatics,Multilingualism,Spanish,Native Language,Foreign Countries

As academic language skills develop, young learners are able to rise to the challenge of increasingly complex communication in increasingly formal settings (Snow, 2014; Uccelli et al., 2015). Studies suggest that CLIL contexts may favour the development of academic language skills (Dalton-Puffer, 2007; Nikula, 2007; Marsh, 2008; Pasqual Peña, 2010) to a greater extent than non-CLIL contexts. However, research that attempts to test this assumption has so far tended to do so from a pragmalinguistic perspective (Lorenzo &amp; Rodríguez, 2014; Lorenzo, 2017). This paper takes a sociopragmatic approach to exploring the differences between CLIL and non-CLIL contexts regarding how they facilitate the development of early academic language skills. That is, how the communicative intentions that underlie CLIL and non-CLIL classroom discourse may help or hinder the development of such skills. The data were collected by observing classroom discourse in CLIL and EFL primary-school lessons, in Spanish-based and Catalan-based linguistic models. The method followed was to apply a taxonomy of the sociopragmatic level of academic language (Henrichs, 2010) to determine the quality of the conversational style and intersubjective cooperation found in the discourse. The results indicate that CLIL classroom discourse is characterised by the sort of conversational style that facilitates the development of academic language skills. However, in terms of intersubjective cooperation the results are somewhat inconclusive. Based on these results, the study suggests raising awareness of the role of conversational style in classroom discourse so as to boost the quality of teacher-student interactions in primary-school CLIL contexts and, thus, contribute to an identified need for continuous improvement of CLIL pedagogies and teacher training (Lorenzo, 2007; de Graaff et al., 2007).
General Self-Efficacy and Forgiveness of Self, Others, and Situations as Predictors of Depression, Anxiety, and Stress in University Students
Author: Gençoglu, Cem
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Efficacy,Psychological Patterns,Stress Variables,College Students,Anxiety,Depression (Psychology),Symptoms (Individual Disorders),Correlation,Interpersonal Relationship,Foreign Countries,Predictor Variables,Mental Health Workers,Counseling Techniques,Measures (Individuals)

The aim of this study was to examine the relationships between three factors--depression, anxiety, and stress--with general self-efficacy and forgiveness of the self, others, and situations. A convenience sample of 542 students (335 females, 207 males) was recruited from a university in the Central Black Sea Region of Turkey. Participants responded to the Heartland Forgiveness Scale, Generalized Self-Efficacy Scale, Depression Anxiety Stress Scales (DASS-42), and a personal information form to determine their forgiveness, self-efficacy, depression, anxiety and stress levels, as well as their socio-demographics. Data were analyzed using Pearson correlation analysis and multivariate multiple regression analysis. The results of this study suggested that forgiveness of self and situations were negatively associated with depression, anxiety, and stress symptoms. However, forgiveness of others and general self-efficacy were not significant predictors of depression, anxiety, or stress. Mental health practitioners should focus on increasing their clients' forgiveness levels to help them cope effectively with negative affectivity symptoms including depression, anxiety, and stress in university students.
The Use of Computer Programs and Applications by Undergraduates and Its Relations to Their Motivation toward E-Learning and Academic Performance
Author: Al-Jaberi, Nahil Mohammad
Date: 2018-10-00
Type: Journal Articles
Subjects: Computer Uses in Education,Computer Oriented Programs,Undergraduate Students,Learning Motivation,Electronic Learning,Academic Achievement,Computer Software,Foreign Countries,Social Media,Electronic Mail,Handheld Devices,Telecommunications,Gender Differences,Age Differences

This study aims to investigate the level of use of computer software and applications, and how it affects motivation toward e-learning as well as academic performance and achievement. The researcher selected a study sample of 500 male and female undergraduates at Petra University. Furthermore, two scales were implemented for the purpose of this research; the first investigated the level of use and integration of programs and applications, and the other investigated how motivated learners were toward e-learning with the use of such applications and programs. The study identified applications most commonly used by undergraduates, with social media networks, E-mails, and smart phones in the lead. Moreover, findings indicated a positive correlation between the level of applications and computer programs use and motivation toward e-learning. However, no correlation was found between the level of implementation and motivation toward e-learning; likewise, academic achievement and faculty were not effective in differentiating motivation levels. However, the variables of academic level and sex were statistically significant in favor of male and older students in their motivation toward e-learning.