ethanporcaro/eric-fulltext-meta huggingface dataset:
Anxiety in Visually Impaired Students about the Future
Author: Kizilaslan, Aydin
Date: 2018-06-00
Type: Journal Articles
Subjects: Anxiety,Visual Impairments,Case Studies,Semi Structured Interviews,Grade 8,Student Educational Objectives,Educational Attitudes,Role of Education,Long Range Planning,Qualitative Research,Phenomenology,Foreign Countries

The aim of this study was to determine the anxiety level that visually impaired students may have for the future when planning their profession. Anxiety is defined as excessive level fear and worry about real or imaginary situations. So the excessive worry can affect the ability to act to solve a problem. This study was a case study based on the semi-structured interviews. The study group consists of six 8th grade students with visual impairment. The aim of selecting students with visual impairment as a sample group is to determine the individuals who are aware that education is an important for their future plans but at the same time aware that the barriers created by society have greater impact on the socialization. As a result, visually impaired individuals are willing to be part of the society, but the created obstacles cause anxiety in many different ways as they constitute their futures. This situation negatively affects their motivation and academic performance, and diminishes the importance of education for them as well.
Democratic Perception and Attitudes of Pre-Service Music Teachers in Turkey
Author: Onuray Egilmez, Hatice
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Democratic Values,Democracy,Preservice Teachers,Preservice Teacher Education,Political Attitudes,Student Teacher Attitudes,Attitude Measures,Correlation,Grade Point Average,Likert Scales,Gender Differences,Parent Background,Statistical Analysis

Democracy, a lifestyle as much as it is a form of government, begins to be learned in the family. The youth observe and acquire the democratic attitudes of their parents. The task of passing it on to the new generations and helping them acquire democratic values is the mission of schools, namely teachers. It is a commonly known fact that developmental level of countries shows parallelism with the democratic attitudes of individuals. It is important to understand the democratic perceptions and attitudes of teachers who are responsible for positioning democratic structure and thus raising the democratic level of countries. For this reason, the research aims to examine the democratic perceptions and attitudes of music teacher candidates in terms of some variables. Data collected using the democratic attitude scale was analyzed using t-test, Kruskal-Wallis H test, and Spearman's correlation coefficient. Results showed that attitude scores did not change according to gender, level of parents' education or the year students were in. Scale scores were negatively correlated with the amount of parents' income. There was no correlation between the students' GPAs and the scale scores. Music teaching requires a democratic environment intrinsically; therefore, the democratic perceptions and attitudes of the music teacher candidates who will carry out the music lessons in which they should maintain the democratic environment must be determined. As aforementioned notions suggest, this study is of the essence since the results will shed light on the academic staff in the institutions that train music teachers.
The Effects of &quot;I Can Problem Solve Program&quot; on Children&apos;s Perspective Taking Abilities
Author: Aras, Ceren Yagmur
Date: 2018-06-00
Type: Journal Articles
Subjects: Program Effectiveness,Problem Solving,Preschool Children,Perspective Taking,Pretests Posttests,Retention (Psychology),Control Groups,Experimental Groups,Self Concept Measures,Statistical Significance,Scores,Foreign Countries,Statistical Analysis

This study was conducted to determine the effects of I Can Problem Solve Program (ICPS) on preschool children's perspective taking skills. Participants were 51 children who were attending two public preschool. In the study, pretest-posttest-retention test control group desing was used. There were an experimental group and two control groups in the study. As data collection tool, &quot;Perspective Taking Test for Children (PTC)&quot; was utilized. Firstly, PTC was applied to children as pretest. Then &quot;I Can Problem Solve Program&quot; was applied to children in experimental group. Children in control groups were attend the regular program. After the completing the program application PTC was implemented to experimental group and control groups as posttest. Finally, PTC was applied to experimental group as retention test after a month of posttest. At the end of the study, it was determined that I Can Problem Solve Program had a significant impact on children's perspective taking skills. There was a statistically significant difference between experimental group and control groups in posttest, while there was no difference between the groups in prettest. Children in experimental group performed better than children in control groups in posttest. Moreover, there was no significant difference in experimental group's scores between posttest and retention test scores.
The Effectiveness of Science Textbook Based on Science Technology Society for Elementary School Level
Author: Kartikasari, Aliffah
Date: 2018-06-00
Type: Journal Articles
Subjects: Textbook Evaluation,Textbook Content,Elementary School Science,Science and Society,Quasiexperimental Design,Grade 4,Experimental Groups,Control Groups,Student Improvement,Science Achievement,Curriculum Implementation,Pretests Posttests,Likert Scales,Foreign Countries,Statistical Analysis

This study reported a quasi-experimental investigating the development of Science textbook based on Science Technology and Society for elementary school. The study employed quasi experiment design. Population in this study was all fourth-grade students of elementary schools in Gatak Subdistrict and the sample of the study was two schools as an experimental class and control class. The research sample was taken by random sampling technique. The results of this research showed that there was an improvement of student achievement before and after the implementation of science textbook based on Science Technology and Society. The study concluded that the development of a science textbook based on Science Technology Society in elementary school is appropriate to use for learning.
A Mixed Method Research on Peer Assessment
Author: Izgar, Gokhan
Date: 2018-06-00
Type: Journal Articles
Subjects: Mixed Methods Research,Peer Evaluation,Preservice Teachers,Scoring Rubrics,Semi Structured Interviews,Correlation,Student Evaluation,Comparative Analysis,Content Analysis,Knowledge Level,Critical Thinking,Skill Development,Student Teacher Attitudes,Friendship,Student Problems,Influences,Scores,Foreign Countries

This study aimed to investigate the relationship between peer assessment and instructor assessment and make a comparison with views of preservice teachers. The study employed mixed method approach. The quantitative data in this study, in which 27 preservice teachers participated on a voluntary basis, were obtained from scoring rubric whereas qualitative data were obtained from a semi-structured interview form prepared by the researchers. Statistical analyses were conducted to analyze the quantitative data collected within the scope of the study, whereas Pearson Product-Moment Correlation Coefficient was used to analyze the relationship between instructor assessment and peer assessment, and paired samples t test was used to determine the differences between pairwise groups. The qualitative data, on the other hand, were analyzed using the content analysis technique. As a result of the analysis, it was seen that there was a positive and significant correlation between instructor assessment and peer assessment. When the preservice teachers' views were examined, those views rose to prominence stating that making assessments contributed to learning; they grew aware of imperfect knowledge; questioning and critical thinking improved, and fair assessment skills developed. This was interpreted to mean that preservice teachers could distinguish between adequate and inadequate work. However, when the preservice teachers' views concerning their assessments by their peers were examined, the view attracted attention stating that friendship relations and personal problems affected assessment negatively and therefore peers gave low scores. At this point, when the mean scores were examined, it was seen that mean peer scores were higher than instructor mean scores. This was interpreted to mean that some preservice teachers did not have confidence in their peers.
Determination of Secondary School 4th Grade Students&apos; Mental Models of the Astronomer
Author: Görecek Baybars, Meryem
Date: 2018-06-00
Type: Journal Articles
Subjects: Astronomy,Models,Case Studies,Secondary School Students,Questionnaires,Qualitative Research,Definitions,Imagination,Art Expression,Scientific Literacy,Foreign Countries

Teaching astronomy to young generations is of great importance because astronomy education helps us to better understand the world we are living in and to find answers to our questions. In this regard, the current study aimed to determine the secondary school 4th grade students' mental models of the astronomer. The current research is designed as a descriptive study employing the special case study method. The study was conducted in a city located in the western part of Turkey. The study group is comprised of a total of 77 secondary school 4th grade students attending a state school. In line with the purpose of the study, a data collection tool consisted of 2 open-ended questions was developed. In light of the findings of the study, it can be argued that the mental models possessed by the students about the astronomer are the scientific model, the astronaut model and the celestial bodies model.
Item Response Theory: An Introduction to Latent Trait Models to Test and Item Development
Author: Bichi, Ado Abdu
Date: 2018-06-00
Type: Journal Articles
Subjects: Item Response Theory,Test Items,Test Construction,Decision Making,Educational Policy,Educational Quality,Quality Assurance,Test Validity,Test Reliability,Test Theory,Psychological Testing,Item Analysis,Error of Measurement,Correlation

Testing in educational system perform a number of functions, the results from a test can be used to make a number of decisions in education. It is therefore well accepted in the education literature that, testing is an important element of education. To effectively utilize the tests in educational policies and quality assurance its validity and reliability estimates are necessary. There are two generally acceptable frameworks used in evaluating the quality of test in educational and psychological measurements, these are; Classical Test Theory (CTT) and Item Response Theory (IRT). The estimates of test items validity and reliability depend on a particular measurement model used. It is vital for a test developer to be familiar with the different test development and item analysis methods in order to facilitate the development of a new test. The CTT is a traditional approach which was widely criticise in the measurement community for its shortcomings such as sample dependency of coefficient measures and estimates of measurement error. However, the IRT is a modern approach which provides solutions to most of the CTT's identified shortcomings. This paper therefore, provides a comprehensive overview of the IRT and its procedures as applied to test item development and analysis. The paper concludes with some suggestions for test developers and test specialists at all levels to adopt IRT for its identified crucial theoretical and empirical gains over CTT. IRT based parameter estimates should be superior and reliable than CTT based parameter estimates. With these features, IRT can help resolve the problems associated with test design based on CTT.
Mediation Role of Locus of Control on the Relationship of Learned-Helplessness and Academic Procrastination
Author: Prihadi, Kususanto
Date: 2018-06-00
Type: Journal Articles
Subjects: Locus of Control,Time Management,Helplessness,Undergraduate Students,Hypothesis Testing,Measures (Individuals),Multiple Regression Analysis,Mediation Theory,Foreign Countries,Statistical Analysis,Self Concept Measures,Self Esteem

This study aims to study the mediation role of locus of control on the impact of learned helplessness on students' academic procrastination. Studies reported that more than 70% university students procrastinate, and one of the causes is the perception that one is vulnerable or helpless in finishing the procrastinate tasks. It was hypothesized that internal locus of control iLOC can reduce the effect if the learned helplessness (LH) on academic procrastination. Data was collected from 60 university students by utilizing instruments such as Duttweiller's Internal Control Scale, Pure Procrastination Scale (adapted for academic setting) and Learned Helplessness Scale. Multiple regression with Process add-on showed that full mediation occurred; the prediction of LH on procrastination became insignificant when iLOC is controlled. In other words, when students believe that they are in control of their events, the less likely they will procrastinate doing their tasks due to helpless feeling.
The Role of Journal Writing in Senior High School Students&apos; Attitude toward Mathematics
Author: Guce, Ivee K.
Date: 2018-06-00
Type: Journal Articles
Subjects: Journal Writing,High School Seniors,Student Attitudes,Mathematics Education,Mixed Methods Research,Interest Inventories,Beliefs,Mathematics Activities,Learner Engagement,Focus Groups,Relevance (Education),Student Educational Objectives,Student Journals,Foreign Countries

The study investigated the influence of journal writing on the senior high school students' attitude toward mathematics. A mixed-method approach, particularly the convergent parallel design, was used in this study. Using Scale on Attitude Toward Mathematics (SATM) (Guce &amp; Talens, 2013), the students' attitude toward the subject was measured in four subscales--liking or disliking mathematics, tendency to engage in or avoid mathematical activities, belief that one is good or bad in mathematics and belief that mathematics is useful or useless. Using focus group discussion, the insights of the students on journal writing as a mathematics class activity were gathered. Results using quantitative data revealed positive significant differences in the attitude of the respondents in terms of (i) liking mathematics and (ii) having the tendency to engage in mathematical activities. This aligned with the result in the focus group discussion which suggested that students perceive journal writing as a helpful tool for them to enjoy mathematics and engage in it. The activity, thus, may be regarded as a means to improve students' attitude toward mathematics.
Researcher and Non-Researcher Teachers&apos; Evaluation of ELT Materials: Converging or Diverging?
Author: Manzano, Brendalyn A.
Date: 2018-07-00
Type: Journal Articles
Subjects: Questionnaires,Instructional Material Evaluation,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Evaluation Criteria,Teacher Collaboration,Instructional Materials,Teacher Attitudes,Scores,Correlation,Interrater Reliability,Classroom Techniques,Mixed Methods Research,Foreign Countries,Course Content,College Faculty,Teacher Researchers,Teacher Characteristics

ELT materials evaluation is an important professional activity for ELT professionals. However, there are questions on who should perform the evaluation. Although there is a recognized importance of collaboration between researcher and non-researcher-teachers, some scholars have raised their concerns on the possible divergence between these two groups of teachers. Hence, this exploratory study sought to examine whether researcher-teachers (i.e., actively engaged in research) and non-researcher-teachers (i.e., not actively engaged in research) diverge or converge when evaluating ELT materials. The participants in this study involved five non-researcher-teachers and five researcher-teachers who evaluated the sample materials using a two-part questionnaire. These evaluators used an in-depth method because it is more focused and allows them to evaluate materials with depth. The scores assigned during validation were analyzed using descriptive statistics and inter-rater correlations. The findings revealed that the evaluation of the two groups of teachers was consistent in almost all evaluation criteria. However, non-researcher-teachers showed higher agreement among themselves than the researcher-teachers. These findings have implications for materials evaluation and classroom practices.
Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-Theoretical Framework
Author: Khajavy, Gholam Hassan
Date: 2018-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Emotional Response,Semi Structured Interviews,Feedback (Response),Language Teachers,Foreign Countries,Teacher Attitudes,Anxiety,Psychological Patterns,Homework,Teacher Student Relationship,Teaching Methods,Educational Research,Private Schools,Qualitative Research,Content Analysis

Drawing upon appraisal-theoretical framework (Frenzel, 2014), this study aimed at examining the antecedents of pleasant and unpleasant emotions experienced by English as a foreign language (EFL) teachers in Iran. Results of semi-structured interviews with eleven EFL teachers teaching in private language institutes showed that positive interaction with students, motivated students, and students' progress were the most frequently mentioned antecedents of enjoyment. For pride, positive feedback from students and students' progress were identified as the key antecedents. For anxiety and shame, inability to answer students' questions was the key antecedent, while shame was additionally triggered by responsibility for student failure, and anxiety was additionally triggered by class observation by supervisors, and lack of preparation. For anger, disciplinary issues, lack of student commitment to tasks and homework, and having to explain a topic to students several times when they do not understand were identified as the key antecedents. Demotivated and uncollaborative students were identified as antecedents of boredom. In the end, the findings were discussed and pedagogical and research implications were suggested.
Refocusing the Digital Lens of Idiomaticity: A Second Look at Understanding Idiomaticity in CALL
Author: Liontas, John I.
Date: 2018-07-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Phrase Structure,Educational Technology,Proverbs,Language Usage,Context Effect,Audience Awareness,Task Analysis,Pragmatics,Telecommunications,Handheld Devices,Linguistic Input,Information Technology

This article takes a critical second look at understanding idiomaticity in CALL (Computer Assisted Language Learning). The conditions markedly affecting second language teaching and learning are highlighted amidst pedagogical constructs supporting the reconstructive nature of idiomatic understanding and production in English. The ensuing discussion underscores the promise digital technologies hold for further research work on idiomaticity including, but not limited to, idiom, metaphor, simile, metonymy, hyperbole, proverb, slang, cliché, lexical bundle, phrasal expression, multiword construction, collocation, colloquialism, and tropes of figurative language. It is argued that for the purposes of diagnosis and achievement idiomaticity must be thoughtfully anchored in pedagogical paradigms requiring further examination and care. These exemplars, as the need arises across contexts and audiences, are seen as particularly useful to the development and refinement of idiomatic knowledge, especially when such knowledge reflects the judicious and purposeful use of CALL technologies, electronic tools, and digital resources. Pedagogical implications addressing idiom-learning activities and task-based digital projects are also discussed.
The Continuous Hint Factory--Providing Hints in Vast and Sparsely Populated Edit Distance Spaces
Author: Paassen, Benjamin
Date: 2018-06-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Cues,Educational Technology,Technology Uses in Education,Inferences,Data Collection,Prediction,Programming,Graphs,Access to Information,Computer Science,Foreign Countries,College Students

Intelligent tutoring systems can support students in solving multi-step tasks by providing hints regarding what to do next. However, engineering such next-step hints manually or via an expert model becomes infeasible if the space of possible states is too large. Therefore, several approaches have emerged to infer next-step hints automatically, relying on past students' data. In particular, the Hint Factory (Barnes and Stamper, 2008) recommends edits that are most likely to guide students from their current state towards a correct solution, based on what successful students in the past have done in the same situation. Still, the Hint Factory relies on student data being available for any state a student might visit while solving the task, which is not the case for some learning tasks, such as open-ended programming tasks. In this contribution we provide a mathematical framework for edit-based hint policies and, based on this theory, propose a novel hint policy to provide edit hints in vast and sparsely populated state spaces. In particular, we extend the Hint Factory by considering data of past students in all states which are similar to the student's current state and creating hints approximating the weighted average of all these reference states. Because the space of possible weighted averages is continuous, we call this approach the Continuous Hint Factory. In our experimental evaluation, we demonstrate that the Continuous Hint Factory can predict more accurately what capable students would do compared to existing prediction schemes on two learning tasks, especially in an open-ended programming task, and that the Continuous Hint Factory is comparable to existing hint policies at reproducing tutor hints on a simple UML diagram task.