ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model
Author: Russell, Jennifer Lin
Date: 2020-09-00
Type: Journal Articles
Subjects: Coaching (Performance),Mathematics Instruction,Educational Practices,Teacher Improvement,Program Effectiveness,Concept Formation,Mathematics Teachers,Elementary School Teachers,Middle School Teachers

Rigorous college-and-career readiness standards require significant shifts in typical mathematics instruction. Many schools and districts employ coaches to support instructional changes. Although there is evidence that coaching programs can support teaching improvement, research has yet to identify high-leverage coaching practices. In collaboration with a network of state leaders and coaches, our research team refined a model for math coaching and documented the practices coaches employed in one-on-one work with teachers. Analysis of videotaped coaching conversations and teaching events suggests that model-trained coaches improved their capacity to use a high-leverage coaching practice--deep and specific prelesson planning conversations--and that growth in this practice predicted teaching improvement, specifically increased opportunities for students to engage in conceptual thinking.
Analysing Sport Spectator Identification Levels of University Students with Their Favorite Team
Author: Ilk, Cagri
Date: 2020-06-00
Type: Journal Articles
Subjects: Team Sports,Identification (Psychology),Audiences,Foreign Countries,Student Characteristics,Undergraduate Students,Young Adults,Gender Differences,Age Differences,Instructional Program Divisions,Income

The aim of the study is to determine the sport spectator identification level of the sport students with the teams they support. A total of 225 students at Acibadem University, 74.7% women and 25.3% men, participated in the study voluntarily. The &quot;Sport Spectator Identification Scale&quot; developed by Wann and Branscombe (1993) was administered as the data collection instrument of the study. The validity and reliability study in Turkish was completed by Günay and Tiryaki (2003). The scale is in Likert-type which is scored between 1 and 8 and has a single dimension consisting of 7 items. Scores were represented as 1= not important, and 8= very important, in which high scores signified high identification levels. The internal consistency of the scale (Cronbach Alpha) was 0.93. Shapiro Wilk test was applied to identify the normal distribution of the data and a non-normal distribution was found. In the analysis of the data, Mann Whitney U test was applied for gender, and Kruskal Wallis test was used for age, monthly income, class and teams they support. To the research results, while there was a significant difference in the identification level of university students with the teams they support, in terms of gender, class, teams and matches they follow, no meaningful difference was found for age and monthly income variables.
The Role of Eco-School Program (Adiwiyata) towards Environmental Literacy of High School Students
Author: Nurwidodo, N.
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Multiple Literacies,Conservation (Environment),Environmental Education,Program Effectiveness,Foreign Countries,Institutional Characteristics,Thinking Skills,Ecology,Knowledge Level,Grade 10,Grade 11,Adolescents,Student Behavior

This study was intended to display the role of eco-school program (Adiwiyata) towards environtmental literacy (EL) of high school students by analyzing, (a) EL of students in Adiwiyata and non-Adiwiyata high schools, and (b) EL of students in Grade X and XI, Adiwiya and non-Adiwiyata high schools in Malang-East Java, Indonesia. The survey involved 275 students. The respondents were from four state high school i.e. SMAN 1, SMAN 3, SMAN 4, and SMAN 7. Data were taken via MSELS questionnaire that was modified and filled online. Aspects of EL include ecological knowledge, environmental affect, cognitive skills, and behavior. The results of multivariate analysis showed that the level of students' EL was significantly influenced by school type and grade. However, the interaction both of them had no significant effect on their EL. Univariate results on school type factor informed that significant differences occured in all aspects of EL, where the lower identified level of students in Adiwiyata schools compared to NonAdiwiyata was only in the environmental affect. On the other hand, the significant influence of grade level only occurred in cognitive skills aspect. Broadly speaking, all data analyzes concluded that the application of the Adiwiyata program was able to bring a positive impact on the level of students' EL. There was also a tendency that the higher the student's grade, the better their EL level.
Predictive Relationships among Smartphone Addiction, Fear of Missing out and Interaction Anxiousness
Author: Buyukbayraktar, Cagla Girgin
Date: 2020-06-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Addictive Behavior,Interaction,Anxiety,Predictor Variables,Social Media,Undergraduate Students,Young Adults,Internet,Foreign Countries,Social Environment

The aim of this study is to reveal the predictive relationships among smartphone addiction, fear of missing out (FOMO) and interaction anxiousness in university students. The study group of the research consists of 610 university students, 325 (53.3%) females and 285 (46.7%) males that were studying in Konya Turkey. In order to collect the data scales of Smartphone Addiction, Fearing Missing Developments in Social Environments and Interaction Anxiousness were used. The data were analyzed according to the &quot;Structural Equation Model&quot; via the AMOS program. According to the findings, the fear of missing out affects smartphone addiction significantly. Fearing of missing developments in social environments significantly affects interaction anxiousness and the interaction anxiousness meaningfully affects smartphone addiction.
Learning from Cluster Randomized Trials in Education: An Assessment of the Capacity of Studies to Determine &quot;What Works,&quot; &quot;For Whom,&quot; and &quot;Under What Conditions&quot;
Author: Spybrook, Jessaca
Date: 2020-09-00
Type: Journal Articles
Subjects: Randomized Controlled Trials,Educational Research,Program Effectiveness,Intervention,Research Design,Effect Size,Elementary Secondary Education,Research Problems

Over the past 15 years, we have seen an increase in the use of cluster randomized trials (CRTs) to test the efficacy of educational interventions. These studies are often designed with the goal of determining whether a program works, or answering the what works question. Recently, the goals of these studies expanded to include for whom and under what conditions an intervention is effective. In this study, we examine the capacity of a set of CRTs to provide rigorous evidence about for whom and under what conditions an intervention is effective. The findings suggest that studies are more likely to be designed with the capacity to detect potentially meaningful individual-level moderator effects, for example, gender, than cluster-level moderator effects, for example, school type.
Effects of Several Warm-Up Protocols (Static, Dynamic, No Stretching, Greek Traditional Dance) on Motor Skill Performance in Primary School Students
Author: Lykesasa, Georgios
Date: 2020-06-00
Type: Journal Articles
Subjects: Elementary School Students,Exercise,Muscular Strength,Physical Fitness,Dance,Physical Activities,Psychomotor Skills,Teaching Methods,Grade 5,Grade 6,Foreign Countries

The aim of the present study was to compare the effects of four warm-up protocols on agility, strength, static and dynamic flexibility in primary school students. The participants were forty-four students of a primary school (19 boys and 25 girls) and the mean age of the children was 11.7±0.47. All of them executed, in four different days, one of the following protocols: (a) 3 minutes of jogging followed by 5 minutes of static stretching, (b) 3 minutes of jogging followed by 5 minutes of dynamic stretching, (c) 3 minutes of jogging followed by a 5-minute break (no stretching protocol), and (d) 8 minutes of Greek traditional dances. On the completion of the protocols, the participants did the following tests: the agility shuttle run test (4x10m), the standing long jump test, the sit &amp; reach test, and the active straight leg raise test (dynamic flexibility). According to the results of the repeated measures analysis of variance (ANOVA), the protocol of static stretching showed significantly better scores on static flexibility compared to the protocols of dance and no stretching. As for the long jump, dynamic stretching produced significantly better results compared to static stretching and no stretching. Concerning dynamic flexibility, there were no significant differences between the four warm-up protocols. As for agility, the dance protocol presented significantly better results compared to static stretching. Moreover, girls performed better on the sit &amp; reach test compared to boys. In conclusion, the static-stretch protocol is suggested for lessons that require a maximal range of motion (flexibility). On the other hand, it seems that dynamic stretching is more suitable than the other protocols when the lesson requires lower extremity strength. Moreover, it seems that the dance protocol is suitable for lessons requiring agility. Therefore, teachers should implement different stretching protocols according to the content of the lesson.
The Pre-Service EFL Teachers&apos; Development of Phonological Processing and Evaluation of Their Attitudes toward Pronunciation
Author: Aksakalli, Canan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Pronunciation,Pronunciation Instruction,Teaching Methods,Phonology,Second Language Learning,Second Language Instruction,English (Second Language),Suprasegmentals,Scores,Pretests Posttests,Vowels,Intervention,Language Teachers,Language Processing,Phonemes,Scoring Rubrics,Intonation,Undergraduate Students

This study aimed at investigating EFL pre-service teachers' attitudes towards pronunciation and pronunciation teaching. Another purpose was to explore the outcomes of pronunciation instruction of EFL pre-service teachers' phonological development and, based on the findings, to provide suggestions taking learners' pedagogical needs into consideration. The study was conducted using a quantitative research design. 107 EFL pre-service teachers participated in the phase of questionnaire responding of the study, while 86 of whom participated in the interventional phase of the study. For fourteen weeks, one of the researchers provided EFL preservice teachers with pronunciation instruction focusing on segmental and suprasegmental features in English pronunciation. The results revealed that the participants had generally positive attitudes toward proper pronunciation in target language, which means that participants agreed upon the importance of pronunciation in target language and perceive pronunciation as a vital component of language learning and teaching. As to the interventional findings, it was found that the participants displayed significant improvement in articulation of vowels and consonants. In addition, the present study also found out that the participants' post-test scores at the suprasegmental level (word-stress, intonation comprehensibility) were significantly higher than their pre-test scores.
Prevalence of Bullying and Cyberbullying among Urban Middle School Students
Author: Atkins, George
Date: 2020-06-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Urban Schools,Middle School Students,Incidence,Self Esteem,Gender Differences,Racial Differences,Grade 5,Grade 6,Grade 7,Grade 8,Intervention

This study examined bullying and cyberbullying among 185 middle school students in 4 urban middle schools in Ohio. Nearly 60% of the sample was female, and 67% of the sample was not Caucasian. The results indicated that bullying and cyberbullying are prevalent in this population. Approximately 44% of 6th-grade students felt terrible about themselves due to bullying, and 62% of all female students believed other students had spread false rumors about them. On average, female students reported more bullying in their school than males. Caucasian students reported the highest rate of cyberbullying. Based on their findings, the authors discussed the issues surrounding bullying in urban schools and gave suggestions regarding approaches that can help students better cope with bullying.
Quality Assurance Frameworks Comparisons in HEIs of Pakistan and China
Author: Fatima, Urooj
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Quality Assurance,Educational Quality,Higher Education,Access to Information,Electronic Libraries,Graduate School Faculty

The Higher Education Commission in Pakistan and China is are responsible to check that all educational institutes of Pakistan comply with the Quality Assurance Framework (QAF). Work distribution, access to the digital library and the number of PhD faculty members in the institutes, are important for Higher Educational Institutes (HEIs) because they directly influence on quality of academic education and services being provided to the students. Mixed method approach is adopted. Quantitative results were obtained by carrying out survey in Pakistan while qualitative results were obtained through literature review. This research makes use of quantitative approach and investigates four different HEIs of Pakistan. The questionnaire was divided into three sections: 1) Role of work distribution; 2) access to the digital library; and 3) the number of Faculty members in the PhD faculty. A critical review was carried out for investigating the quality of HEIs in China because survey accessibility issues were faced when adopting quantitative approach. Analysis showed that most of the QAFs in Pakistan were weak in all three factors. Yet China had a better score when compared to Pakistan showing good work distribution; high number of digital libraries; and an adequate number of PhD faculty members.
&quot;Complicité&quot;: Resisting the Tyranny of Talk in Early Childhood
Author: MacRae, Christina
Date: 2020-00-00
Type: Journal Articles
Subjects: Young Children,Language Impairments,Intervention,Interdisciplinary Approach,Family Involvement,Art Teachers,Speech Language Pathology,Allied Health Personnel,Human Body,Space Utilization,Art Materials,Foreign Countries,Speech Impairments,Musicians,Artists,Access to Health Care,Family Programs,Singing,Music Activities,Motion

This paper is based video data from a project called SALTMusic, for young children diagnosed as having &quot;language delay.&quot; The interdisciplinary action-research project was co-delivered by speech and language therapists and early childhood arts practitioners, with children and their parents. Addressing a concern that children's lack of words places anxiety, guilt, and stress upon families, SALTMusic explored ways of engaging with children using minimum words, by focusing on playful encounters of bodies responding to a range of materials, objects, and sounds. In this paper, we consider two filmed events from this project. We explore these events through the theme of this special issue, with its emphasis on the &quot;complex intermingling of knowledges&quot; between children, their families, early years' arts practitioners, and speech therapists. We wish to think more deeply about what happens when adults talk less, and instead use space, sound, materials, and bodies to converse with toddlers. In particular, we turn to the dramaturgical notion of &quot;complicité&quot; in order to enlarge our understanding of communication and conversation towards a mutually transformative sense of unfolding collective action. In particular, we ask what the potential of the concept of &quot;complicité&quot; might offer early years' practice in an era of accountability, where the professionalization discourses of early childhood education are creeping into and infecting parenting discourses. We ask if the concept of &quot;complicité&quot; might help adults working with young children to resist the domination of word-oriented discourses that eclipse implicit, bodily, and materially attuned ways of relating to the young child.
Transfer of L1 Processing Strategies to the Interpretation of Sentence-Level L2 Input: A Crosslinguistic Comparison on the Resolution of Relative Clause Attachment Ambiguities
Author: Uludag, Onur
Date: 2020-00-00
Type: Journal Articles
Subjects: Phrase Structure,Contrastive Linguistics,Native Language,Transfer of Training,Second Language Learning,Language Processing,Turkish,English (Second Language),Preferences,Comparative Analysis,English,Eye Movements,Ambiguity (Semantics),Advanced Students,State Universities,Language of Instruction,Undergraduate Students,Linguistic Input,Task Analysis,Foreign Countries

The present study aims to investigate the role of L1 transfer effects on L2 sentence processing strategies during the interpretation of relative clause (RC) attachment ambiguities. The main body of the study is divided into two sections. The first section describes Experiment 1, which is designed to test the resolution of RC attachment ambiguities by Turkish learners of L2 English both in Turkish and English through the use of an off-line task (i.e., paper-and-pencil comprehension tests) and compare their processing preferences to those of native English speakers. The second section presents Experiment 2, which aims to investigate the real-time processing of the RC attachment ambiguities by the same participant groups employing eye-tracking methodology. The results indicated that L1 Turkish and L1 English RC attachment preferences differed and that Turkish learners of L2 English tended to transfer their Turkish sentence processing pattern to real-time interpretation of the English RC attachment ambiguities.
An Analysis of the National Legislation in Terms of Inclusive Education in Turkey
Author: Yazicioglu, Tansel
Date: 2020-06-00
Type: Journal Articles
Subjects: Federal Legislation,Educational Legislation,Inclusion,Foreign Countries,Educational History,Special Needs Students,Special Education,Civil Rights,Elementary Secondary Education,Preschool Education

Legal arrangements about the special education carried out in Turkey during the 1980's are not sufficient. One of the significant advances in this regard is the law on children with need of special education numbered 2916 which came into effect on 12 October 1983. Also, there are legal regulations about the inclusive educational practices. The aim of this study is to describe and analyse the legal regulations on inclusive education in Turkey in the period of 1983-2020. In the study document analysis which is part of the qualitative research methods is employed. The findings of the research show that there have been different circulars about inclusive education at different time periods and with different content. The findings of the research also show appropriate integration models for the education of children with special needs will be adopted and implemented at special education schools and institutions. These statements indicate the expanded the rights of children with special needs to education.
How Discrimination and Bias Shape Outcomes
Author: Lang, Kevin
Date: 2020-00-00
Type: Journal Articles
Subjects: Racial Discrimination,Racial Bias,Labor Market,Equal Opportunities (Jobs),Achievement Gap,Housing,Social Discrimination,Justice,Law Enforcement,Medical Services,Identification,Group Membership,Public Policy,Intergroup Relations,Social Integration

In this article, economists Kevin Lang and Ariella Kahn-Lang Spitzer take up the expansive issue of discrimination, examining specifically how discrimination and bias shape people's outcomes. The authors focus primarily on discrimination by race, while acknowledging that discrimination exists along many other dimensions as well, including gender, sexual orientation, religion, and ethnicity. They describe evidence of substantial racial disparities in the labor market, education, criminal justice, health, and housing, and they show that in each of these domains, such disparities at least partially reflect discrimination. Lang and Kahn-Lang Spitzer note that the disparities we see are both causes and results of discrimination, and that they reinforce each other. For instance, harsher treatment from the criminal justice system makes it more difficult for black people to get good jobs, which makes it more likely they'll live in poor neighborhoods and that their children will attend inferior schools. The authors argue that simply prohibiting discrimination isn't effective, partly because it's hard to prevent discrimination along dimensions that are correlated with race. Rather, they write, policies are more likely to be successful if they aim to eliminate the statistical association between race and many other social and economic characteristics and to decrease the social distance between people of different races.
The Structural Sensitivity of Elicited Imitation as a Measure of Implicit Grammatical Knowledge
Author: Sarandi, Hedayat
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Grammar,Second Language Learning,Second Language Instruction,English (Second Language),Morphemes,College Freshmen,Language Tests,Oral Language,Test Validity,Test Construction,Story Telling,Task Analysis,Scores,Factor Analysis,Pictorial Stimuli,Foreign Countries

One of the major issues in SLA is developing language tests that could produce good measures of implicit knowledge. This study examines the validity of an English Elicited Imitation (EI) test as a measure of L2 implicit grammatical knowledge. Forty freshman university students in Turkey took a set of language tests: an EI test, two storytelling tasks, a picture description task, IELTS listening sample tests and a speaking test. Four English morphemes were chosen as the target structures: third person '-s', plural '-s', simple past '-ed', and comparative '-er'. Results from a principal component analysis showed that all measures were loaded on a single component labelled as implicit knowledge. Significant correlations with varying magnitude were also recorded between learners' EI scores for the target structures and their scores on other time-pressured measures: r = 0.63, r = 0.63, r = 0.65 and r = 0.43, for third person '-s', simple past '-ed', plural '-s' and comparative '-er', respectively. These findings suggest that the likelihood of EI measuring L2 implicit grammatical knowledge may vary depending on language structures.