ethanporcaro/eric-fulltext-meta huggingface dataset:
Research on the Relationship between Curling Referees&apos; State-Trait Anxiety and Their Decision Making Ability
Author: Karatas, Baykal
Date: 2021-05-00
Type: Journal Articles
Subjects: Athletes,Anxiety,Likert Scales,Decision Making,Team Sports,Correlation,Turkish,Measures (Individuals),Self Esteem,Gender Differences,Age Differences,Foreign Countries,Evaluators

Curling sport is called &quot;ice chess&quot; due to its level of precision and the complex structure of strategic thinking to win. It is a sport branch that is tactically reminiscent of chess, and technically reminiscent of bowling (Yilmaz, 2018). In this study, it is aimed to research the relationship between curling referees' state and trait anxiety, and their decision-making abilities. In this research, a method for descriptive and correlational survey model will be used to determine the current situation. The population of the study consists of 107 referees who take charge in the activities of the Turkey Curling Federation in 2021, and the sample of the study is 97 referees. In this study, the personal information form and the State-Trait Anxiety Inventory(STAI), developed by Spielberger et al. (1970) and adapted into Turkish by Öner and Le Compte (1985), and the '' Melbourne Decision Making I and II Scales &quot;developed by Mann et al. (1998) and adapted to Turkish by Deniz (2004) are used. Data analysis is performed in SPSS 22.0 program. It is observed that the referees participating in the study have moderate state and trait anxiety levels, their self-esteem levels are high, they use careful decision-making style at a high level, and they use avoidant, procrastination, and panic decision-making styles at a low level. It is observed that curling referees' anxiety levels are low, and their decision-making levels are moderate.
An Exploration of Factors Influencing Teachers&apos; Attitudes toward the Use of Information and Communication Technology (ICT) in Classroom Practice
Author: Makhlouf, Kouider
Date: 2021-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,Information Technology,Technology Integration,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Learning Processes,Secondary School Teachers,Language Teachers,Correlation,Computer Attitudes,Teacher Characteristics,Positive Attitudes,Access to Computers,Foreign Countries,Classroom Techniques,Educational Policy,Content Analysis

The use of Information and Communication Technology (ICT) in the teaching and learning process has been the subject of extensive research in the past few decades. Many studies have discussed the benefits of ICT for teachers and learners. However, little is known about the main factors that influence teachers' attitudes toward the use of ICT in their teaching practices. This study aimed to explore the attitudes of secondary school EFL teachers in the Western District of Chlef toward ICT use in Algeria. Additionally, the study attempted to investigate the relationship between teachers' computer attitudes and five independent variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access. Mixed methods research was used to combine both quantitative and qualitative research methods. A questionnaire and semi-structured interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted to analyse the data. The findings indicated that EFL teachers held positive attitudes toward ICT in education. There were statistically significant positive correlations between teachers' attitudes toward ICT and the five aforementioned independent variables. It was also found that age and academic qualification had negatively correlated with attitudes. The results of this study give meaningful insights for educational practitioners and policy-makers in relation to the implementation of ICT for teaching and learning in the classroom. Finally, the study presented some implications for policy and practice and recommendations for further research that will enhance teachers' use of ICT in their teaching practices.
Fostering Creative Thinking in a Digital World
Author: Newton, Douglas P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Creative Thinking,Artificial Intelligence,Technology Uses in Education,Man Machine Systems

We are now moving rapidly into a new world, one shaped by the Fourth 'Industrial' Revolution. This world is one in which digital technologies in various forms will shape work, play and everyday life. Such technologies, unlike the relatively passive ones of the past, are adaptive, able to learn and make decisions and changes using their artificial intelligence (AI). AI, however, has its limits, and productive thought continues to need fostering in the classroom. As a consequence, education systems around the world must respond in what has been called the Fourth Education Revolution. This article explores the potential relationship between AI, creative thinking and education, and the fostering and development of human creative thinking supported by AI. Some significant omissions in current notions of AI support for creative thinking are presented, and some cautionary thoughts offered. The article concludes with recommendations for a more structured and comprehensive provision of AI support.
Covert Aggression and Gifted Adolescent Girls
Author: Phelps, Connie
Date: 2020-00-00
Type: Journal Articles
Subjects: Academically Gifted,Females,Bullying,Aggression,Student Behavior,Grade 6,Grade 7,Grade 8,Peer Groups,Victims,Peer Influence,Incidence,Peer Relationship,Middle School Students,High School Students,Adolescents,Instructional Program Divisions,Verbal Communication

While considerable research exists on bullying in P-12 schools, few empirical studies address bullying and gifted students. Moreover, the field of Gifted, Talented, and Creative Education lacks single construct studies on covert aggression and gifted students. Also known as &quot;relational aggression,&quot; covert aggression purposefully manipulates relationships and damages reputations through less obvious or hidden forms of bullying. This exploratory study in a Midwest state analyzed quantitative and qualitative data gathered from 27 gifted adolescent girls on covert aggression instances with intellectual and non-exceptional female peers during 6th, 7th , and 8th grades. Participants tallied incidents of covert aggression, provided short written comments, and participated in structured group interviews. Of 1037 incidents, covert aggression occurred most prevalently during 7th grade. Participants indicated fewer incidents with their intellectual peers than with non-exceptional peers. Academic topics of intelligence, grades, and name calling formed a cluster of incidents most frequently experienced with intellectual and non-exceptional peers. Participants attributed covert aggression to their differentness from non-exceptional peers. Covert aggression topics of intelligence and grades with intellectual peers seemed linked with negative aspects of competition. Participants found support from intellectual peers at school who provided empathy for their advanced abilities. Prevalence and subjective experience results from both groups indicated gifted adolescent girls encounters with covert aggression impeded development of their giftedness and full inclusion in secondary school environments. Peer support groups that recognize covert aggression behaviors and practice intervention strategies might ameliorate its harmful effects and improve the social-emotional wellness of gifted adolescent girls.
The Investigation of Prospective Elementary Mathematics Teachers&apos; Problem Posing Self-Efficacy Beliefs
Author: Erdogan, Fatma
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Problem Solving,Self Efficacy,Beliefs,Student Attitudes,Gender Differences,Instructional Program Divisions,Academic Achievement

Problem-solving and posing are skills at the center of mathematics education and mathematical thinking. However, little is still known about the affective aspects of problem-posing. This study aimed to determine the level of prospective elementary mathematics teachers' problem-posing self-efficacy beliefs and to compare their beliefs according to the variables of gender, grade, and academic achievement levels. This study was carried out by survey method. Descriptive and causal-comparative survey research design was used in this study. The study group consisted of 130 prospective teachers studying at the Elementary Mathematics Education department in a state university, located in the Eastern Anatolia Region of Turkey. Problem-Posing Self-Efficacy Beliefs Scale was used as a data collection tool. In data analysis, descriptive statistics, the independent samples t-test, and one-way analysis of variance were used. Findings of the study indicated that levels of the prospective teachers' PP self-efficacy beliefs were high. It was found in the present study that the problem-posing self-efficacy beliefs of the prospective teachers did not differ significantly with regard to gender. Furthermore, a statistically significant difference was found between the prospective teachers' problem-posing self-efficacy beliefs in terms of their grade and academic achievement. In the light of the research results, suggestions were presented.
Extreme Intellectual Ability and the Dynamics of Social Inclusion
Author: Persson, Roland S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Intelligence,Inclusion,Gifted,Social Integration

While it is easy to include gifted into society individuals representing the social functions of maintenance or entertainment, it is much more challenging to fully include brilliant intellectuals, who can potentially change society and its power structure by their insights. This paper presents the theory and research underpinning various aspects social evolutionary dynamics in relation to many years of giftedness and talent scholarship to understand the dynamics of social inclusion; and the social inclusion of gifted and talented individuals in particular. As based on well-established empirical research from a multitude of disciplines, the conclusion of this paper was that societal attitudes toward the intellectually gifted may, to some extent, certainly be influenced for the better by social policy as well as by the education of the general public. However, importantly, existing research suggested that educating the gifted and talented themselves is also necessary. They too need an understanding of who they are in the light of social evolutionary dynamics; they need to learn why the world around them sometimes reacts aversively even though they are brilliant, and generally benevolent and socially responsible and they constitute considerable, yet often ignored, assets to all of society as a whole.
The Catch-a-Wave Theory of Adaptability: Core Competencies for Developing Gifted Behaviors in the Second Machine Age of Technology
Author: Renzulli, Joseph S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Academically Gifted,Gifted Education,Job Skills,Theories,21st Century Skills,Talent Development,Employment Qualifications,Soft Skills,Artificial Intelligence,Information Technology,Educational Technology,Technology Uses in Education,Elementary Secondary Education,Postsecondary Education,Competence,Career Development,Technological Literacy,Creativity,Thinking Skills,Executive Function,Research Skills,Coding,Programming,Teaching Methods

In this article, I describe a series of Five Core Competencies that gifted education specialists should consider integrating into their teaching to respond to the many changes that are taking place in technology, work, and career preparation. Although the focus of this theory is on high- level jobs usually pursued by college graduates and advanced degree students, this work also has relevance for the general-education community because future employment at all levels will require various degrees of proficiency in the Core Competencies discussed below. Students who will pursue college degrees and professional level jobs will need to attain advanced levels of these skills, have the opportunity to explore a wide range of skills, and be able to learn them more rapidly. Students should be placed in learning situations that require the adaptability that is the theme of this article so that they will learn to apply the skills in ways that will lead to success in job-transformational situations. Leadership and advanced-level positions require high levels of both performance and flexibility in the competencies that will be discussed below. The Catch-A-Wave Theory of Adaptability will be introduced with the presentation of background information and a rationale for the theory. The theory itself along with the five Core Competencies included in the theory will follow and then be supplemented with a section that provides strategies and resources for developing those competencies.
Reading Eyes Wide Shut: Visualization, Language Learners, and Texts
Author: Salas, Spencer
Date: 2021-00-00
Type: Journal Articles
Subjects: Visualization,Second Language Learning,Second Language Instruction,English (Second Language),Reading Comprehension,Imagery,Secondary School Teachers,Language Teachers,Career Choice,Literary Genres,Imagination,Learner Engagement,Teaching Methods,United States Literature,Cues,Creativity,Secondary School Students

For many secondary-level teachers working with adolescent language learners, one of the motivations for choosing English teaching as a profession is a shared love of reading short stories. At its best, entering a narrative is a sensory experience: engaged readers see, hear, and feel the words of a story and imagine themselves within its pages. Often, however, in literature-based secondary-level English as a foreign language (EFL) classrooms, reading doesn't feel engaging or interesting. This article illustrates how secondary-level teachers might reframe reading a classic American short story as a sensory experience, leveraging visualization strategies that tap into student creativity. It begins with a brief overview of the literature surrounding visualization and reading comprehension. It continues with a series of five concrete but flexible strategies: Reading Graffiti, Image-Scaping, Guided Imagery, Storyboarding in Person, and Logographic Cues. Although the emphasis is on the adolescent classroom, teachers and readers across grade levels and content areas are encouraged to try out these moves and adapt them to their own classrooms and circumstances.
Using Movie Dubbing to Improve Natural English Pronunciation Skills
Author: Yen, Tran Thi Hai
Date: 2021-00-00
Type: Journal Articles
Subjects: Pronunciation Instruction,Translation,Visual Aids,Second Language Learning,Second Language Instruction,English (Second Language),Drills (Practice),Teaching Methods,Films,Speech Communication,Reading Rate,Intonation,Student Projects,Scoring Rubrics,Course Descriptions,Contrastive Linguistics

Traditional techniques used in English pronunciation courses such as minimal-pair drills, reading out loud, and practicing isolated sounds slowly with a monotone voice have questionable effectiveness due to limited time and students' ability. This article describes a project to overcome such limitations by requiring learners to dub a short movie excerpt in English. When dubbing a movie excerpt, learners realize gaps in their pronunciation skills by comparing their speech with the actor's speech. They then practice reading the script multiple times, imitating the actor's voice while maintaining the original speed. This repeated practice over time is beneficial for improving speaking speed and intonation. This movie-dubbing project brings the real world into the classroom and helps students speak English more naturally.
Use of the Jordanian WISC-III for Twice-Exceptional Identification
Author: Al-Hroub, Anies
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Children,Gifted Disabled,Test Validity,Mathematics Skills,Learning Disabilities,Student Characteristics,Preadolescents,Elementary School Students,Intelligence Quotient,Visual Perception,Perceptual Motor Coordination,Cognitive Processes,Intelligence Tests,Disability Identification,Talent Identification,Students with Disabilities,Verbal Ability

The main purpose of this research was to investigate empirically the Wechsler Intelligence Scale for Children -- the third Jordanian version (hereinafter WISC-III-Jordan) profiles to analyze cognitive factors for 'twice-exceptional' (2E) children characterizing 'mathematical giftedness with learning disabilities (MG/LDs). The paper examined whether WISC-III-Jordan, the latest adapted version in Jordan, is a useful psychometric assessment tool for providing a partial picture of the cognitive weaknesses and strengths of 2E learners. Thirty MG/LDs students (16 girls and 14 boys) and a control group of 22 'intellectually average students with learning disabilities' (Average-IQ/LDs) (10 girls and 12 boys) were administered the WISC-III-Jordan. The two experimental and control groups, aged between 11 and 12 years, were chosen from three public primary schools in Amman, Jordan. While differences between the two groups were investigated, a comparison of 17 factors was made using five cognitive classification systems: Wechsler (1974 and 1991), Horn (1989), Bannatyne (1974), Kaufman (1975, 1994), and Rapaport et al., (1945-1946), in addition to the ACID profile (Arithmetic, Coding, Information, and Digit Span). The findings revealed that the MG/LDs sample demonstrated a significant discrepancy between the verbal and performance IQ subscales, but no significant scattered subtest profile was yielded. Relative strengths were shown in four subtests: Comprehension, Arithmetic, Vocabulary, and Picture Completion. Both experimental and control groups showed relative weaknesses in three subtests: Coding, Information, and Similarities. The analysis of the cognitive systems revealed that the Rapaport et al. (1945-1946) and Kaufman (1994) models were the most powerful for discriminating between the two groups. As opposed to the ACID profile, the Bannatyne (1974) model was the only classification not found to be useful in diagnosing students with learning disabilities. Finally, while the MG/LDs group showed significant relative strength in the visual-perceptual awareness and coordination compared to the Average-IQ/LDs group, both groups showed relative weaknesses in Sequencing Ability, Visual-Motor Coordination, and Broad Speediness.
My Classroom: North Carolina, USA
Author: Hanna, Amy
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,English Language Learners,School Districts,Language Minorities,Faculty Development,Language Teachers,Educational Resources,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Materials,Teaching Methods

Blythe Elementary School is one of 176 schools in the Charlotte-Mecklenburg school district, which serves about 147,000 students in the city of Charlotte and surrounding areas in the state of North Carolina. About 950 students are enrolled at Blythe, and almost a third are language-minority students, meaning they actively use a language other than English at home. With the help of the school district's English Learner (EL) Services department supporting EL teachers and students learning English, teachers have access to specialized curriculum materials, technology to be used with students learning English, professional development, and more. This article provides a glimpse into the classroom of Youa Thao, an exemplary English language teacher at Blythe and describes how Ms. Thao makes use of these valuable resources.
National Accreditation Experience of the Faculty of Theology of Amasya University
Author: Kurt, Murat
Date: 2021-05-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Theological Education,College Faculty,State Universities,Educational Quality,Case Studies,Content Analysis,Longitudinal Studies,Foreign Countries,Standards,Teacher Attitudes,Universities

The aim of the study is to describe the national accreditation preparation experience in higher education through the sample of a Faculty of Theology affiliated to a state university. The case study, one of the qualitative research designs, was used in the research. A total of three people experiencing the accreditation process in a state university were determined as the working group. In the research, the participants stated that the accreditation studies have beneficial effects for the institutions and education. They also emphasised that they had difficulties in obtaining the documents during the accreditation preparation phase and that the uncertainty brought about by the new process was challenging. It was pointed out that the accreditation studies would keep the institutions dynamic and carry the quality to advanced levels.
When Are People Considered &quot;Ahead of Their Time&quot;? Based on the Case Study of Janusz Korczak
Author: Rosemarin, Shoshana
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Criticism,Educational Attitudes,Special Education,Teaching Methods,Gifted Education,Educational Principles,Educational Philosophy,Informal Education,Instructional Innovation,Democratic Values,Poverty,Social Differences,Biographies,Child Development,Residential Care,Foreign Countries,Physicians,Educational Change

Very rarely is one considered ahead of his/her time. Janusz Korczak has been described by so many as being such a person. His criticism of the educational system in his time served as a motivational force for his innovative pedagogy. His beliefs, techniques and methods have been echoed by experts in special education as well as in gifted education a few decades after his lifetime. The analysis of Korczak's relevant criticism, as well as his unique ideas is chosen as a prototype for the question raised in the title. A short analysis of the work of Feurstein and Renzulli is provided, both of whom reflect the main principles of Korczak.
An Investigation of Metadiscourse Features in Applied Linguistics Academic Research Articles and Master&apos;s Dissertations
Author: Alharbi, Sultan H.
Date: 2021-02-00
Type: Journal Articles
Subjects: Masters Theses,Discourse Analysis,Applied Linguistics,Computational Linguistics,Authors,Second Language Learning,Writing (Composition),Research Reports

The current study comparatively investigated the employment of metadiscourse items in 40 post-method sections/chapters of research articles (RAs) and master's dissertations (MAs) in the field of applied linguistics. Utilizing Hyland's (2005a) model of metadiscourse in analysing metadiscourse elements detected in both sets of texts, the findings indicated that interactive metadiscourse features were more frequent in both sets of texts than interactional metadiscourse items, and that the master's dissertation subcorpus included significantly higher occurrences of most metadiscourse devices. Results indicated that transitions are the most used category of metadiscourse in research articles and master's dissertations, while hedges are the most frequent interactional metadiscourse category used in both subcorpora. Results also showed that the master's dissertation subcorpus consists of significantly higher occurrences of some metadiscourse devices, which might be due to the nature of both genres. The findings have important implications, particularly for L2 student writers, by facilitating their understanding of metadiscourse use in this field. The study concludes with the limitations, as well as recommendations for future research.