ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Technique: Inside outside Circle on Students&apos; Writing Skill of Secondary School in Tangerang
Author: Mulyanah, Euis Yanah
Date: 2021-06-00
Type: Journal Articles
Subjects: Cooperative Learning,Writing Instruction,Writing Skills,Instructional Effectiveness,English (Second Language),Second Language Learning,Narration,Secondary School Students,Grade 10,Teaching Methods,Foreign Countries

This research is aimed to find out the effect of the inside outside circle on tenth-grade students' writing narrative text at SMAN 3 Kabupaten Tangerang in the academic year 2019/2020. This research used a quasi-experiment with pre-test and post-test design. The technique of teaching used in this research is the inside outside circle. The population is 416 students at the school, and the sample was purposively selected by taking two classes of the tenth grade, each consists of 30 students The data was analyzed by using a T-test at the level significance ([alpha]=0.05) and degree of freedom is 58. The result showed that the t-count was higher than the t-table (4.49 &gt; 2.00). In other words, the null hypothesis (H0) is rejected and the hypothesis alternative (Ha) is accepted. It means that the inside outside circle technique can improve the students' writing narrative score and the students will be easier to write because it can improve students' ideas. So, the inside outside circle is recommended to be applied for teaching writing.
The Effect of Kahoot! Game to Teaching Reading Comprehension Achievement
Author: Marsa, Shella Septina
Date: 2021-06-00
Type: Journal Articles
Subjects: Games,Learning Motivation,Reading Comprehension,Reading Achievement,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Reading Tests,Language Tests,Undergraduate Students,Positive Attitudes,Learner Engagement,Student Attitudes,Achievement Gains,Instructional Effectiveness,Audience Response Systems,Game Based Learning,Foreign Countries

Kahoot! Game is one of the advancements in learning technology. It can facilitate and motivate the students for being active and understanding the content of the text. This study aimed to find out whether there is or not any significant difference between the students who are taught by using Kahoot! Game and the students who are taught by using a conventional game and to find out the impact of using Kahoot!. Altogether in this study, the writer used an explanatory sequential mixed method design which involving 39 students of the fourth-semester students of the English Education Program of STKIP Nurul Huda by using a reading comprehension test for quantitative data and observation, questionnaire, and interview for qualitative data. The findings were the effect of Kahoot! Game in teaching reading comprehension achievement is a very high impact on engagement, perception and motivation, and positive attitude. It influenced students' reading comprehension achievement. Therefore, it can be concluded that the use of Kahoot! Game with high engagement, perception, motivation, and positive attitude of the students can influence their reading comprehension achievement.
The Relationship between Grit and Emotional Intelligence in University Students
Author: Esin, Özer
Date: 2021-04-00
Type: Journal Articles
Subjects: Correlation,Emotional Intelligence,Self Control,Well Being,Persistence,Goal Orientation,Interpersonal Competence,Undergraduate Students,Foreign Countries

The purpose of this research is to explore the relationship between grit and emotional intelligence among university students. The study group was composed of 230 students studying at Konya Selçuk University during the 2017-2018 academic year. Among them, 22 were female students, 208 were male students, 123 were students in the first year and 107 were students in the second year. The Short Grit Scale (Sariçam, Çelik &amp; Oguz, 2015) and the Trait Emotional Intelligence Scale-Short Form (Deniz, Özer &amp; Isik, 2013) are part of the study. These were methods of data collecting. The Pearson Product Moment Correlation Methodology has examined whether grit and emotional intelligence have a significant connection. Multiple regression analysis tested emotional intelligence's predictive value. It has been determined that there is a significant and constructive correlation between grit and emotional intelligence, according to the findings. The significance of the coefficients of regression is tested and it is shown that emotional intelligence's total score, self-control and emotionality are important predictors on grit.
The Predictive Power of Problematic Internet Use on Learning Responsibility of High School Students
Author: Kolan, Halil Ibrahim
Date: 2021-04-00
Type: Journal Articles
Subjects: Internet,Computer Use,Handheld Devices,Telecommunications,Influence of Technology,Time Management,Addictive Behavior,Student Responsibility,High School Students,Adolescents,Self Management,Gender Differences,Public Schools,Correlation,Foreign Countries

The aim of the study is to determine the relationship between problematic internet use and learning responsibilities of students studying at different types of high schools in the province of Aydin and also to examine whether problematic internet usage and learning responsibilities of high school students differ significantly according to gender and school type variables. In this quantitative study using the relational survey model, Adolescent Form of Problematic Internet Usage Scale and Learning Responsibility Scale were used as data collection tool. For the analysis of the data collected within the scope of the research, independent samples t-test, one-way analysis of variance, pearson moments correlation test and multiple linear regression analysis were used. According to the results obtained in the study, it was observed that there was a significant difference between gender and school type variables and problematic internet usage. It was observed that the learning responsibility scores of high school students differed significantly according to gender. There was no significant difference between school type and learning responsibilities. A moderate negative relationship was found between problematic internet use and learning responsibilities. As a result of the multiple regression analysis, it was found that negative results of the internet and excessive use scores significantly predicted learning responsibilities. It was determined that the social benefit/social comfort did not have a significant effect on learning responsibilities.
A Mixed Analysis on the Study Habits of Middle School Students
Author: Uslu, Salih
Date: 2021-00-00
Type: Journal Articles
Subjects: Study Habits,Middle School Students,Student Attitudes,Foreign Countries,Gender Differences,Educational Environment,Parent Role,Teacher Role

This study investigated middle school students' thoughts and attitudes towards study habits. The study employed an explanatory sequential design, which is a mixed method. The research consisted of two stages: quantitative and qualitative. The quantitative sample consisted of 205 students (116 girls and 89 boys) of a public middle school in the center of a city in the Central Anatolia Region in the 2019-2020 academic year. For the qualitative stage, fifteen students (seven girls and eight boys) were recruited from the quantitative sample using maximum variation sampling. The quantitative data were collected using the Questionnaire for Study Habits developed by Yenilmez and Özbey. Participants were interviewed using a semi-structured interview form consisting of open-ended questions. The quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS v. 24.0). The results showed that participants had a moderate level of study habits. Gender and grade level were not correlated with study habits. Participants with appropriate study space had better study habits. Participants associated study habits with success in the future. The results showed that the Internet, tablet, and TV had adverse impacts on study habits and positive or negative effects on parents and teachers.
The Reasons for Gaining and Losing the Popularity of a Paradigm in Constructivism: Why? and How?
Author: Erdal, Bay
Date: 2021-04-00
Type: Journal Articles
Subjects: Constructivism (Learning),Models,Educational Research,Foreign Countries,Change,Publications

In the context of paradigmatic transformations, different approaches have periodically dominated in the field of educational sciences, as happened in other fields. There are views related to which the scientific paradigms are rising rapidly and falling slowly. The purpose of this study is to investigate why? and how? paradigms gain and lose their popularity. Constructivism studied as a basic paradigm in this study. In Turkey, MoNE changed the primary and secondary school curriculum based on constructivism approach which was a new concept for teachers and researchers. Within this change an increases research happened about constructivism. Because of the increase and popularity of the constructivism the researchers of this article decided to analyze this change in a paradigmatic change. The researchers collected data from researchers who studied and experienced the constructivist approach in their papers. So, this study used phenomenological approach to why, what, and how participants experienced the constructivism. The study reached the findings that the reasons why scientists start to conduct a research were &quot;intellectual curiosity, faddism, external history, belief and authority&quot;; the reasons of maintaining a study based on a specific approach were &quot;development and belief&quot;, and the reasons of not continuing their study were explained as &quot;dullness, hobbies and belief&quot;. Consequently, an approach in Turkey does not show a rapid rise and then a slow decrease, contrary to what is expressed theoretically; it can be said that it shows a very rapid uptrend and a very strong downward trend.
Text-Based Video: The Effectiveness of Learning Math in Higher Education through Videos and Texts
Author: Ghilay, Yaron
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Educational Technology,Video Technology,Mathematics Instruction,Instructional Effectiveness,Higher Education,Blended Learning,Distance Education,Student Attitudes,Preferences,Teaching Methods

The Text-Based Video (TBV) model is a particular case of the more general Video-Based Learning (VBL) model in which an instructor's curriculum is fully covered by high-quality videos and texts. The aim of this study is to test the effectiveness of the TBV model by examining and comparing its two main components: Videos and texts. The model is based on the creation of high-quality texts which form the basis for high-quality video clips. It is designed to improve learning in quantitative courses in higher education. The research was based on a sample of students (n = 70) who enrolled in the course Mathematics for Business Administration at the Neri Bloomfield School of Design and Education, Haifa, Israel that was based on the TBV model. The course was given during the five academic years 2016-2021 using different teaching formats: face-to-face learning, distance learning and blended learning. Learners were asked to answer an online questionnaire that assessed the characteristics and advantages/disadvantages of TBV. The findings show that although students preferred watching videos based on texts over reading those texts alone, students opined that the combination of video and text was by far the most effective instructional method. All results were identical regardless of whether face-to-face, distance or blended learning was used.
Examining the Violence Elements in the Children&apos;s Books of Roald Dahl
Author: Dumanli Kadizade, Esma
Date: 2021-00-00
Type: Journal Articles
Subjects: Violence,Childrens Literature,Authors,Antisocial Behavior,Aggression,Child Neglect,Peer Relationship

Purpose: The words and expressions are as important as the handled subject for the children in children's literature works. In this study, the works of Roald Dahl, who is one of the children's literature writers, have been examined to identify the violence elements, usage frequency and the situations in which violence elements are used in the works. Research Methods: The works were examined with the document analysis method, which is one of the qualitative research methods and content analysis was applied to the works within &quot;Physical violence, Emotional violence, Negligence and Sexual Violence&quot; codes. Six works of Roald Dahl were analyzed within these codes. Numerical values of the determined codes were found and discussed. Findings: According to the analysis; , it was observed that Bay ve Bayan Kil (The Twits) had (f.126, emotional violence), (f.44 physical violence) elements, Charlie'nin Büyük Cam Asansörü(Charlie and The Great Elevator) had (f.284 emotional violence), (f.120 physical violence). elements; and Charlie'nin Çikolata Fabrikasi (Charlie and The Chocolate Factory) had (f.284 emotional violence), (f.102 physical violence) elements. Furthermore, it was detected that Dev Seftali (James and The Giant Peach) had (f.294 emotional violence), (f.53 negligence), (f.100 physical violence) elements; Matilda (Mathilda) had (f.203 emotional violence), (f.60 negligence), (f.68 physical violence) elements; and lastly Yaman Tilki (Fantastic Mr. Fox) had (f.96 emotional violence), (f.47 physical violence) elements. Implications for Research and Practice: The works within the study field are intense in violence elements. A total of 1871 violence elements were found in the six works. The works do not contain any sexual violence elements. When the intensity of the emotional violence elements was examined, it was seen that this condition stems from the language of the writer. Hence, the writer created a tense environment with his style.
Linkages between Grade Point Average and Student Ratings
Author: Richardson, Robert D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Grade Point Average,Student Evaluation of Teacher Performance,Teacher Effectiveness,Teacher Student Relationship,Student School Relationship,School Effectiveness,Adolescents,Instructional Program Divisions,Age Differences,High School Teachers,High School Students,Institutional Evaluation

In order to better understand the potential influence of high school students' grades on how they rate their teachers and schools, we explored the relationship between student grade point average and student ratings of teacher and school effectiveness in 370 classes taught by 230 instructors with over 6,000 students in grades 9-12 in an Intermountain West school district. Teachers were evaluated with an 18-item student survey. Students also rated their schools with six additional items. The performance measure was the grade point average (GPA) for the quarter in which students evaluated their teachers and schools. ANOVAs showed that both year in school and GPA were positively linked with ratings of teacher effectiveness and ratings of school experiences. Seniors were more positively disposed toward their teachers and school experiences than students at lower grade levels. Most of the ratings of specific items on the teacher effectiveness and school-experience scales were significantly, though not strongly, correlated with GPAs. We discuss implications and suggestions for future research.
Review of Schooling of Learners with Disabilities and the Manifestation of the Hidden Curriculum of Time
Author: Ressa, Theodoto
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Hidden Curriculum,Outcomes of Education,Undergraduate Students,Inclusion,Time Factors (Learning),Access to Education,Social Discrimination

Postsecondary outcomes remain difficult to attain despite their significance to learners with disabilities. This qualitative study investigated the impact of a hidden curriculum of time on the education of five undergraduate students with disabilities at a Carnegie Research One institution in the midwestern U.S. Participants in their quest for an education experienced a hidden curriculum of time in the form of physical impairments, educational costs of ill-health, and disability discrimination. The academic barriers participants encountered in reaching their educational goals suggest that addressing the hidden curriculum of time is essential for authentic inclusion and achievement of postsecondary education outcomes.
The Role of Schemas in the Relationships between Family Function and Well-Being
Author: Tutal, Nihal
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Schemata (Cognition),Family Relationship,Well Being,Adjustment (to Environment),Foreign Countries

Purpose: The current study aims to examine the mediator role of early maladaptive schemas in the relationship between family function and subjective well-being among students. Research Methods: This study is based on a relational survey model, and the participants consist of 521 university students. The demographic information form, the Family Assessment Device, the Young Schema Questionnaire-Short Form-3, the Satisfaction with Life Scale, and the Positive and Negative Affect Schedule were used to collect the data. The data were analysed using structural equation modelling. Findings: The results revealed that the hypothetical structural model is valid. After testing the hypothetical structural model's validity, the statistical significance of the associations between the latent variables in the model was assessed. Results showed that early maladaptive schemas have partial mediator roles in the relationship between family function and subjective well-being. Additionally, findings presented that family function is directly and significantly associated with subjective well-being. Implications for Research and Practice: The findings represented the importance of early maladaptive schemas in the relationship between family function and subjective well-being. Thus, college counsellors might consider the role of early childhood experiences and family functions on the individuals' well-being. Future studies may focus on exploring the relationships between early childhood experiences and well-being using various research methods.
Teachers&apos; Perceptions of Teacher-Child Relationships, Student Behavior, and Classroom Management
Author: Chen, Szu-Yu
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Preschool Teachers,Kindergarten,Elementary School Teachers,Elementary School Students,Teacher Student Relationship,Children,Student Behavior,Teaching Methods,Classroom Techniques,Individual Differences,Social Development,Emotional Development,School Counseling,Barriers

Children's relationships with their teachers are a potential resource for enhancing developmental and academic outcomes. The effects of positive or negative teacher--child relationships can be either beneficial or detrimental to students' academic progress, behaviors, and emotions. In the current study, we utilized a qualitative research design to examine 18 pre-kindergarten to fourth-grade teachers' perceptions of teacher--child relationships, student behavior, and classroom management. Analysis of in-depth interviews yielded five major themes: (a) beliefs in children, (b) teaching strategies, (c) acknowledging individual differences, (d) challenges, and (e) relationships. Findings of this study have the potential to inform in-service training regarding relationship-building skills and attending to children's social-emotional development. We discuss the limitations of the study, implications for professional school counselors, and recommendations for future research.
The Effect of Education as a Component of Human Capital on Economic Growth: A Panel VAR Analysis
Author: Dasci Sonmez, Elif
Date: 2021-00-00
Type: Journal Articles
Subjects: Economic Progress,Human Capital,Education,Health,Innovation,Technology,Developed Nations,Developing Nations,Causal Models

Purpose: Studies of human capital and economic growth were initially focused on labour and physical capital, but it was later recognised that factors such as education, health, and technology also affected this relationship. The present study aims to examine the effects of education, health, and innovation/technology, as the components of human capital, on economic growth. Method: This study brings together different indicators of education, health, and innovation/technology to calculate index values for the 1999-2015 period, using data on 31 developed and developing economies. It prefers to adopt a holistic approach, making use of an index that brings together multiple variables used in the literature rather than the 'best/most appropriate' proxy variable, in order to avoid a 'narrowing' of the human capital goals. These values were used to examine the relationship between human capital and economic growth. Findings: It was found that education, health, and innovation/technology, in that order, made the biggest contribution to economic growth in developed and developing economies; education and health made a bigger contribution to growth in developing economies; and innovation/technology made a bigger contribution in developed economies. Implications for Research and Practice: These findings have implications for countries trying to achieve stable economic growth, their efforts should be directed to improve the quality of education, and to implement projects with high short-term returns.
The Concept of Homeland in Elementary School Students
Author: Palavan, Özcan
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 2,Grade 3,Grade 4,Grade 5,Figurative Language,Foreign Countries,Place of Residence,Patriotism,Administration,Emotional Response,Social Values,Nationalism,Safety,Value Judgment,Cultural Influences,Social Influences,Social Environment,Freehand Drawing,Values Education

The aim of this study is to assess the impact that the current status of the country and of the education system has on the identity and place attachment of the students attending the 2nd, 3rd, 4th and 5th grades of the elementary school, in the context of the meanings these students attribute to the concept of homeland via the metaphors they have created and the pictures they have drawn. The study was conducted on 27 male and 33 female students that attend the Yedidalga Elementary School in the Lefke District of Northern Cyprus. Metaphors and pictures were chosen as the tools to assess the students' perceptions of the concept of homeland, and for this reason, the students were asked to reflect their perceptions of the concept of homeland on the metaphors they create and on the pictures they draw. The data obtained were analyzed using the methods of descriptive analysis and document analysis. Students produced a total of 20 metaphors that were categorized into 4 themes about the concept of homeland, and produced pictures, in which they used blue color the most followed by green color. In conclusion, the results of the study suggest that the students' perceptions about the concept of homeland focus mostly on national values and loyalty, and that the elementary school students associated the concept of homeland predominantly with a sense of protection of national values. [The page range on the .pdf (85-98) is incorrect. The correct page range is 84-98.]