ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Turkish National Holidays in Promoting Character and Citizenship Education
Author: Acikalin, Mehmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Values Education,National Norms,Holidays,Literature Reviews,Content Analysis,Qualitative Research,Observation,Social Development,Ceremonies,National Curriculum

Purpose: This article introduces the history and development of Turkish national holidays. It also describes how these holidays being celebrated overtime in Turkey. Thus, the purpose of this article is providing fundamental information regarding Turkish national holidays and discussing possible role of these holidays in promoting character and citizenship education in Turkey. Design/Methodology/Approach: The article is created based on literature review, document analysis and qualitative observations of the authors with the support of several audiovisual materials that show the celebrations of these national holidays. In order to provide the fundamental information (history, development, and etc.) regarding to the holidays, relevant literature presented and synthesized. Also relevant official documents (laws, regulations, and orders) analyzed. Finally, observations of the authors based on their experiences of these national holidays included in the article with the aid of several audiovisuals materials that provided as hyperlink in the text. Findings: After analyzing all materials described above, we concluded that national holidays in Turkey has some aspects that promote character and citizenship education while these national days may have been lost their spirits and passions comparing their early years.
Noticing Grammar in L2 Writing and Problem-Solving Strategies
Author: Geist, Monika
Date: 2017-00-00
Type: Journal Articles
Subjects: Grammar,Second Language Learning,Second Language Instruction,Writing (Composition),Problem Solving,Morphology (Languages),Metalinguistics,Secondary School Students,English (Second Language),German,Native Language,Protocol Analysis,Foreign Countries,Recall (Psychology),Qualitative Research,Interviews,Syntax

Noticing plays an important role for second language acquisition. Since the formulation of the output hypothesis (Swain, 1985), it has been proven that producing output can lead to noticing. Studies on noticing have revealed little focus on grammar, and an in-depth investigation of grammar noticing has not been conducted so far. Studies into problemsolving strategies applied to resolve noticing in writing have provided differing classifications. The current study investigates the noticing of ten young learners (15 to 16 years) of L2 English while performing a writing task, with a special focus on grammar. The problem-solving strategies these learners applied are analyzed. With regard to the linguistic areas, results suggest that verb forms, especially the use of modals, and the choice of prepositions, are the main issues encountered in morphology. In syntax, learners mainly dealt with the length of sentences and the ways of connecting clauses. Learners relied on their intuition and existing knowledge, common sense and rephrasing as grammar problem-solving strategies. These results open a new area of study into noticing grammar and suggest some implications for teaching.
Thai Learners&apos; Linguistic Needs and Language Skills: Implications for Curriculum Development
Author: Ulla, Mark B.
Date: 2017-10-00
Type: Journal Articles
Subjects: Language Skills,Focus Groups,Semi Structured Interviews,Employment Opportunities,Second Language Learning,Second Language Instruction,Engineering Education,Foreign Countries,Learning Experience,English for Special Purposes,Questionnaires,Student Attitudes,Class Activities,Educational Technology,Curriculum Development,College Students,Language Teachers,Student Needs,Needs Assessment,Qualitative Research

Learners' success in language learning always has implications for curriculum and instruction. Thus, it is important to take into account the kinds of learning experiences that these learners will find helpful in learning English as a foreign language; and, highlight them when planning a curriculum and adapting classroom activities. This study, with 72 first year engineering students, 3 English for Specific Purposes (ESP) teachers of King Mongkut's University of Technology Thonburi (KMUTT) Ratchaburi, and 3 other stakeholders as respondents, aimed to identify the Thai engineering students' linguistic needs and the language skills needed for them to get a job in the future. It also assessed whether the linguistic needs and the language skills required for the students were addressed in the curriculum. Methods used in this study were modified questionnaire, focus groups and semi-structured individual interviews. Findings revealed that students wanted to go abroad and to be successful in their future careers; thus, considered speaking as the most important skill to be developed and should be emphasized in their English classes. Students preferred to learn through engaging classroom activities and strategies, exposure to the language, and use of technology in the classroom. However, the ESP curriculum did not provide these linguistic needs and language skills.
The Implementations and Challenges of Continuous Assessment in Public Universities of Eastern Ethiopia
Author: Abera, Gemechu
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Public Colleges,Student Evaluation,Program Implementation,Questionnaires,Check Lists,Fidelity,Statistical Significance,Institutional Characteristics,Educational Objectives,Cognitive Measurement,Affective Measures,Psychomotor Objectives,Undergraduate Students,Student Surveys,Alternative Assessment,Observation,Statistical Analysis

The study was aimed to investigate the implementations and challenges of continuous assessment in selected Public Universities of Eastern Ethiopia. Descriptive survey research design was employed to carry out this study because it is used to describe the characteristics of a given population in a systematic and accurate fashion. Stratified random sampling technique was employed to collect pertinent information from the respondents through questionnaire and observational checklists. To make the interpretation of the findings easier, the researchers used both descriptive and inferential statistics. The first finding was that almost the implementations of continuous assessment in these selected universities were very poor. The second finding was that there was statistically a significant mean difference among these public universities in utilizing and implementing continuous assessment; the third finding was that there was statistically significant mean difference among these sampled respondents in implementing the three domains of educational objectives; the fourth interesting finding was that the implemented continuous assessment type was highly dominated by cognitive, followed by affective and then psychomotor domains respectively. Finally, it was recommended that instructors should implement continuous assessment not only for the sake of evaluating and marking students' result but also for the sake of learning skills and practices.
The Influence of Income, Experience, and Academic Qualification on the Early Childhood Education Teachers&apos; Creativity in Semarang, Indonesia
Author: Setiawan, Risky
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Preschool Teachers,Teaching Experience,Teacher Qualifications,Income,Creativity,Creative Teaching,Performance Factors,Predictor Variables,Questionnaires,Teacher Surveys,Likert Scales,Hypothesis Testing,Correlation,Influences,Statistical Analysis,Factor Analysis,Creative Thinking,Creativity Tests,Content Validity,Regression (Statistics)

This study aims to determine: (1) the intercorrelation between income, experience, and academic qualification with the early childhood education teachers' teaching creativity; (2) to find out the dominant factors that affect the ability of teachers' Creativity in Semarang. This research uses an experimental design with four variables, including teachers' income (X1), experience (X2), academic qualification (X3), and teaching creativity (Y). The research objects are the randomly selected 56 early childhood education teachers in Semarang. The questionnaire instrument is validated with a construct validity test while the quantitative analysis is conducted through both intercorrelation and multiple regression analysis. The results show that: (1) the descriptive analytical results show that the average education level range is 1.4 or Senior High School (SMA) and 2 years diploma (D2). Meanwhile, the early childhood teachers' income is at the average of 191, 991 IDR or is still categorized into very low. In addition, the early childhood teachers' teaching experience is at the average of 8.7 years or is categorized as high. Furthermore, the dependent variable (creativity) of the early childhood teachers is categorized into high; (2) teaching experience (0.549) and education level (0.617) significantly influence the early childhood teachers' creativity, while income (-0.107) does not significantly influence the early childhood teachers' teaching creativity.
The Impacts and Challenges of Pedagogical Skills Improvement Program at Adama Science and Technology University
Author: Negassa, Tolera
Date: 2017-10-00
Type: Journal Articles
Subjects: Faculty Development,Teaching Skills,Instructional Improvement,Skill Development,Teacher Improvement,Questionnaires,Check Lists,Mixed Methods Research,College Faculty,Program Effectiveness,Barriers,Teaching Methods,Educational Quality,Active Learning,Training Methods,Lesson Plans,Participant Satisfaction,Foreign Countries

This research report is about the impact of university teachers' pedagogical skills training on approaches to teaching measured by teaching components in ASTU. Descriptive survey research design was employed. The participants were 111 teachers attended Pedagogical Skills Improvement on seven modules for 106hrs in the year 2009-2013.Stratified sampling techniques were employed to select participants. The teachers were from six schools that were divided into five groups depending on the amount of pedagogical training they had. The instrument of data collection was questionnaire and checklists. Mixed research approach was employed to analyses of the data. The results indicated that pedagogical skills training had an effect on their teaching skills in using lesson planning, active learning, and continuous assessment and classroom management. The teachers mentioned not only positive effects of pedagogical training on their teaching but also informed some difficulties like redundancy of concepts, activities, examples; modules are not to the standard, long duration of the training and large class size, lack of material and facilities, lack of motivation, inability to implement fully what they have acquired from the training.
The Effect of Focus Group Discussions on Pre-Service Teachers&apos; Teaching Experiences and Practices: A Mixed Methods Study
Author: Memduhoglu, Hasan Basri
Date: 2017-10-00
Type: Journal Articles
Subjects: Focus Groups,Preservice Teachers,Teaching Experience,Mixed Methods Research,Teaching Methods,Foreign Countries,Experimental Groups,Self Efficacy,Feedback (Response),Teacher Education Programs,Control Groups,Pretests Posttests,Self Concept Measures,Classroom Techniques,Observation,Semi Structured Interviews,Diaries

The aim of this study is to investigate the effect of providing feedback to preservice teachers' (PSTs) through focus group discussion on PSTs' self-efficacy perception about teaching experiences and practices, to determine problems encountered during teaching practice by means of focus group discussion and to develop suggestions about solving these problems. This study was applied with 12 PSTs in two different schools during 12 weeks. Quantitative and qualitative data were gathered and analyzed. For quantitative data, non-parametric statistics and for qualitative data, descriptive analyses were used. As a result of the study, in experimental group, focus group discussion has significant and positive impact on PSTs' self-efficacy perception. Moreover, in interviews with PSTs, they stated that focus group discussion enabled them to make progress in topics such as lesson planning, classroom management, and teaching strategies.
The Effect of Active Learning Approach on Attitudes of 7th Grade Students
Author: Demirci, Cavide
Date: 2017-10-00
Type: Journal Articles
Subjects: Active Learning,Student Attitudes,Grade 7,Foreign Countries,Pretests Posttests,Control Groups,Experimental Groups,Scientific Attitudes,Attitude Measures,Secondary School Students,Likert Scales,Conventional Instruction,Science Education,Secondary School Science

Active learning is a student's active impact on learning and a student's involvement in the learning process which allows students to focus on creating knowledge with an emphasis on skills such as analytical thinking, problem-solving and meta-cognitive activities that develop students' thinking. The main purpose of this study is to determine whether there is a significant difference in teaching science class between the average attitude scores of active learning group and those of traditional learning group. &quot;Pretest-posttest control group design&quot; has been used within the study. The subjects of the groups have been 7th grade students in spring term of 2015-2016 school year in Melahat Unugur Secondary School in the city centre of Eskisehir. Two similar classes have been formed by analysing average scores from pretest and pre-attitude and 7-C and 7-D classes have been randomly selected as experimental and control groups, respectively. While the education program and course materials have been prepared and utilised with regard to active learning method in the experimental group, traditional method has been used in the control group. There has been a significant difference between experimental and control groups in favour of experimental group at the end of the study.
Teaching Character Education to College Students Using Bildungsromans
Author: Novianti, Nita
Date: 2017-10-00
Type: Journal Articles
Subjects: Values Education,Teaching Methods,College Students,Foreign Countries,Novels,Qualitative Research,Literary Genres,English Literature,Literary Criticism,Classics (Literature),Moral Values

The paper reports a study on the teaching of character education in higher education using English Bildungsroman, &quot;Jane Eyre.&quot; The participants were 35 sixth-semester students of English Literature program in an Indonesian state university. Guided by the approach to teaching character education exemplified by Ryan &amp; Bohlin (1999), the teaching was focused on the virtues of the story. To find whether students were able to identify, get involved, and have insights with the virtues contained in the story, a textual analysis drawing upon Parker and Ackerman's (2007) of the students' literary response essays was then conducted. The results show that most students have successfully identified the virtues in the novel and can relate to the characters and their events. However, only a few students are able to show their involvement with and insight of the virtues contained in the novel. It can be inferred then that Bildungsromans such as Jane Eyre can help the teaching of character education. Nevertheless, character education should be integrated with all subjects for better results.
Rethinking Students&apos; Dispositions towards Civic Duties in Urban Learning Ecologies
Author: Ige, Olugbenga Adedayo
Date: 2017-10-00
Type: Journal Articles
Subjects: Citizen Participation,Citizenship Responsibility,Student Attitudes,Secondary School Students,Questionnaires,Thinking Skills,Attitude Measures,Regression (Statistics),Critical Thinking,Predictor Variables,Urban Education,Student Surveys,Likert Scales,Foreign Countries,Statistical Analysis

This study explored the causative influence of thinking dispositions on secondary school students' civic attitudes in school ecologies. 167 students from eight selected secondary schools in northern and southern Nigeria responded to the Senior Students' Thinking Dispositions Questionnaire (SSTDQ), and Students' Attitude to Civic Education Scale (SACES). Results of the stepwise linear regression model declared that absolutism, superstition, and dogmatism were the potent predictors that are strongly connected to students' civic attitudes. The study has inferences for teachers' development viz a viz teaching students' civic attitudes from inside out (critical teaching that uses social tools as yardstick) in school ecologies.
Teachers&apos; Attitudes towards Teaching English Grammar: A Scale Development Study
Author: Polat, Murat
Date: 2017-10-00
Type: Journal Articles
Subjects: Grammar,Teacher Attitudes,English (Second Language),Psychometrics,Factor Structure,College Faculty,Teacher Surveys,Test Construction,Test Reliability,Test Validity,Factor Analysis,College Second Language Programs,Gender Differences,Age Differences,Educational Attainment,Construct Validity,Goodness of Fit,Correlation,Attitude Measures,Foreign Countries,Statistical Analysis

In most ELT classes, the importance of grammar, how it should be taught or how much it should be integrated into language teaching are still matters of discussion. Considering this fact, learning teachers' attitudes towards teaching grammar is significantly valuable for researchers. This study thus aimed to design a scale that identifies teachers' attitudes towards the role of grammar in the process of teaching English, to pilot it, and to find out the psychometric qualities like reliability and validity of the scale designed. The scale was developed in two phases; it was first aimed to explore the factor structure of the scale, then to confirm the structure gained from the exploration of the items. The study was carried out in 2015 and 247 volunteer language teachers from 3 state universities in Eskisehir and Kütahya were included. The results of exploratory and confirmatory factor analyses revealed that the scale developed in this study was a considerably valid and reliable data collection tool including three factors. Finally, the analyses indicated that gender and graduate faculties did not create significant differences whereas age and the degrees obtained by the teachers created a considerable difference on language teachers' attitudes towards grammar teaching (p&lt;0.05).
Personal Professional Development Efforts Scale for Middle School Mathematics Teachers: An Adaptation Study
Author: Balbag, M. Zafer
Date: 2017-10-00
Type: Journal Articles
Subjects: Faculty Development,Mathematics Teachers,Foreign Countries,Factor Analysis,Likert Scales,Science Teachers,Item Analysis,Reliability,Inservice Teacher Education,Causal Models,Information Technology,Technology Education,Science Education,Mathematics Education,Statistical Analysis

This study aimed at adapting the personal professional development efforts scale developed for science and technology teachers to be applied for middle school mathematics teachers. For this purpose, first of all, the items of the original scale were adjusted for the middle school mathematics teachers by a team of experts. Data obtained by the new scale format from the middle school mathematics teachers working in different regions of Turkey (N = 117) were subjected to exploratory (principal components method) and confirmatory (primary and secondary level) factor analyses. At the end of these analyses, it was concluded that the scale with six factors does not originally remain the same and confirms the scale with five factors. Based on the reliability analysis of the final version, it was noted that Cronbach's Alpha value of the whole scale is 0.913. Accordingly, it was observed that the scale with five factors is applicable in terms of a study on the levels of personal professional development efforts for middle school mathematics teachers.
Self and Peer Assessments in Active Learning Model to Increase Metacognitive Awareness and Cognitive Abilities
Author: Pantiwati, Yuni
Date: 2017-10-00
Type: Journal Articles
Subjects: Active Learning,Peer Evaluation,Self Evaluation (Individuals),Models,Cognitive Ability,Metacognition,Thinking Skills,Natural Sciences,Cognitive Tests,Content Analysis,Observation,Interviews,Path Analysis,College Students,Foreign Countries,Pretests Posttests

Metacognitive awareness constitutes a part of thinking skills to continuously retain and develop. One of efforts to increase metacognitive awareness is conducting training through lecture integrated in active learning. Self and peer-assessments encourage students to be more responsible for their performance improvement and learning. The population comprised students attending Natural Science course in Faculty of Teacher Training and Education, University of Muhammadiyah Malang; while the samples were all members of the population taken by means of saturation sampling technique. The technique of data collection was by means of Schraw and Dennison MAI (Metacognition Awareness Instrument), written test, and document analysis. The result path analysis showed: 1) there are influences of self and peer assessment in active learning towards awareness of Metacognition and cognitive ability; 2) cognitive knowledge, regulation of cognitive, and combined both contributed to its influence on Metacognition awareness; 3) cognitive knowledge, regulation of cognitive, and combined both contributed to its influence on cognitive variables; and 4) metacognitive awareness variables have a direct contribution to cognitive variables that are the influence of factors outside the metacognitive awareness variable.
Incorporating Self and Peer Assessment in Reflective Teaching Practices
Author: Ratminingsih, Ni Made
Date: 2017-10-00
Type: Journal Articles
Subjects: Reflective Teaching,Peer Evaluation,Self Evaluation (Individuals),Educational Practices,Student Teacher Attitudes,Questionnaires,Focus Groups,Use Studies,Relevance (Education),English (Second Language),College Second Language Programs,Likert Scales,Preservice Teacher Education,Student Teaching,Foreign Countries

More currently literature reviews suggests the use of authentic assessment, which aims to involve students to be more responsible with their learning. This article reports the findings of a descriptive study on student teachers' perception on the use of self and peer assessment to give evaluation on planning the lesson and teaching performance in Reflective Teaching Class. There were 100 samples taken randomly from 234 students in a survey using questionnaire and 15 students participating in the focus group discussion (FGD). The finding from the questionnaire shows that they had a very positive perception toward the use of self and peer assessment. Additionally, from the FGD, they conveyed by practicing doing self assessment, they could learn to see self performance deeply, strengths and weaknesses. From peer-assessment, they could learn collaboratively from feedback given by peers how to make a better lesson plan and perform a more effective teaching. Hence, self and peer assessment is considered beneficial for preparing the real teaching practicum and future career development. However, there are some problems challenged them, such as feeling subjectivity in assessing both self or peers, embarrassed and less confidence, and time constraints to make evaluation and reflection in the classroom.