ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Semantic Web Based Learning on Pre-Service Teachers' ICT Learning Achievement and Satisfaction
Author: Karalar, Halit
Date: 2016-08-00
Type: Journal Articles
Subjects: Standards,Semantics,Web Based Instruction,Preservice Teachers,Information Technology,Academic Achievement,Technology Uses in Education,Foreign Countries,Experimental Groups,Control Groups,Technology Integration,Statistical Analysis,Pretests Posttests,Quasiexperimental Design,Student Satisfaction,Instructional Effectiveness

Although the Semantic Web offers many opportunities for learners, effects of it in the classroom is not well known. Therefore, in this study explanations have been stated as how the learning objects defined by means of using the terminology in a developed ontology and kept in objects repository should be presented to learners with the aim of facilitating significant learning through a pedagogical agent developed in the light of cognitive theories, and subsequently the effects of Semantic Web Based Learning (SWBL) on the learning performance and satisfaction of pre-service teachers in Information and Communication Technologies (ICT) course are explored. This study employed the quasi-experimental research method, and the participants were 98 pre-service teachers. The experimental group was taught by SWBLE, while the control group was taught by Traditional Teaching (TT). The study results indicated the following: (a) regarding learning achievements, pre-service teachers who learned via the SWBL demonstrated higher learning performance than pre-service teachers who received the TT; (b) on the learning satisfaction survey, pre-service teachers who learned via the SWBL were largely satisfied with the SWBL that was designed purposefully for this study. Theoretical and practical implications of the results are discussed.
The Effectiveness of Computerized Instructional Packages on Concept Acquisition and Improving Academic Achievement among Female Deaf Students in KSA
Author: Bagabas, Hanan Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Uses in Education,Deafness,Females,Grade 3,Elementary School Students,Randomized Controlled Trials,Quasiexperimental Design,Achievement Tests,Statistical Analysis,Educational Technology,Technology Uses in Education,Comparative Analysis,Nonparametric Statistics

The current study aimed to investigate the effectiveness of computerized instructional packages on concept acquisition and improving academic achievement among deaf students in Saudi Arabia. The sample consisted of (16) third-grade female deaf students in prep stage for the first semester of the academic year 2013/2014, randomly selected from schools in the city of Jeddah, Saudi Arabia and distributed evenly to two groups: control group (n = 8) and experimental group (n = 8). Quasi-experimental method was used to achieve the objective of the study. Computerized instructional packages, test of concept acquisition and academic achievement test were utilized to collect data. The results showed statistically significant differences between the performances' mean of the control group and experimental group in the concept acquisition posttest and academic achievement posttest, and differences were in favor of the experimental group. The study recommended the need to provide computerized instructional packages in all institutes and programs for people with special needs, especially the deaf, and with concern for the provision of modern methods that take into account the easiness and performance effectiveness. The study also recommended the need to train teachers of students with special needs, specifically the deaf, on the use of computerized instructional packages, in addition to the need for an education technology specialist for the deaf in each institute.
Prediction of Emotional Understanding and Emotion Regulation Skills of 4-5 Age Group Children with Parent-Child Relations
Author: Dereli, Esra
Date: 2016-00-00
Type: Journal Articles
Subjects: Family Characteristics,Individual Characteristics,Parent Child Relationship,Predictor Variables,Emotional Response,Self Control,Young Children,Preschool Education,Check Lists,Surveys,Correlation,Foreign Countries,Multiple Regression Analysis,Gender Differences

The objective of the present study is to examine whether personal attributes, family characteristics of the child and parent-child relations predict children's emotional understanding and emotion regulation skills. The study was conducted with relational screening model, one of the screening models. Study sample included 423 children between the ages of 4-5.5 that attend preschool educational institutions. A personal information form, Parent-Child Relationship Scale, Emotion Regulation Checklist and Wally Feeling Understanding Test were utilized as data collection tools. Data were tested with Pearson correlation coefficient and hierarchical regression analysis. Study findings demonstrated that there was a significant correlation between parent-child relations sub-dimensions and emotion regulation and emotional understanding skills. Furthermore, it was determined that child's personal traits, family characteristics and parent-child relation sub-dimensions significantly predicted emotional understanding and emotion regulation skills sub-dimensions.
Teacher Questioning Strategies in Mathematical Classroom Discourse: A Case Study of Two Grade Eight Teachers in Tennessee, USA
Author: McCarthy, Peter
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Questioning Techniques,Grade 8,Mathematics Instruction,Case Studies,Middle School Teachers,Mathematical Models,Video Technology,Teacher Effectiveness,Check Lists,Scaffolding (Teaching Technique),Qualitative Research

Teacher questioning in mathematics is an important diagnostic tool for teaching as well as measuring the academic progression and comprehension of the learner. While teacher questioning enhances student learning and self-assessment of the teacher's lesson delivery effectiveness, if not presented properly can have negative impacts on the student learning process. Identifying &quot;good&quot; and/or &quot;effective&quot; questioning strategies is a major challenge to mathematics teachers. To increase teacher effectiveness and student success in mathematics, a self-assessment of teacher questioning techniques is essential. This study examines the questioning strategies used by two grade 8 teachers, selected at random, from twelve middle school teachers each handling quadratic mathematical modeling as one of their lessons in a project. The purpose of this study was to determine the questioning strategies used by the two teachers in their mathematical classroom discourse. Each class was videotaped over a six-month period but only a section from each of the two selected classes, on quadratic modeling, was watched for about 45 minutes long for the purpose of this paper. A common theme &quot;teacher questioning strategies&quot; was the basis for analyzing the data. The strategies include: probing and follow-up, leading, check-listing and student-specific questioning. Findings from the study indicate that guiding teachers (pre-service and in-service) through an analysis of questions they ask and the responses they get from students during mathematical discourse, may enable them to recognize both effective and ineffective questioning strategies in their mathematical classroom discourse. This study may help both pre-service and in-service teachers as well as teacher-researchers to be well aware of their questioning practices by reflecting on the questioning strategies they use in their own mathematical classroom discourse.
The Application of Teaching Quality Indicators in Saudi Higher Education by the Perspective of Academics
Author: Almuntashiri, Abdulrahman
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Educational Indicators,Higher Education,Teacher Attitudes,Online Surveys,Educational Practices,Fidelity,Age Differences,Educational Attainment,Teaching Experience,Academic Standards

This paper investigated the level of application of teaching quality indicators (TQIs) in Saudi higher education by the perspective of academics. Data were collected through an online survey of 467 academics in 21 Faculties of Education (SFEs). The online survey consisted of (20) items. Participants were asked to indicate the level of application of TQIs in SFEs. The study is important as it deals with the sensitive issue of teaching quality in higher education and its indicator, which is reflected upon in a positive way to enhance the teaching and learning quality in Saudi universities, and particular SFEs. Findings reveal the overall mean scores of the level of application of TQIs was an &quot;Occasionally level.&quot; The results also showed that there were statistically significant differences attribute to the age, level of education and years of teaching experience in higher education. Based on these findings, this paper provides recommendations to planning for achieving TQ in Saudi higher education, taking into consideration the perspectives of academics, their involvement in the processes of planning and improving TQ, and the policies and procedures developed to guide the application of TQIs in Saudi higher education, particular in SFEs.
Relationship between Legible Handwriting and Level of Success of Third Grade Students in Written Expression
Author: Bayat, Seher
Date: 2016-10-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Students,Handwriting,Writing (Composition),Success,Writing Assignments,Correlation,Writing Skills,Foreign Countries,Turkish

This study aims to identify third-grade students' performance levels for written expression and handwriting and to find the relationship between these performances. The study is based on relational screening model. It is carried out with 110 third grade students. Students' levels of success in handwriting and in written expression are evaluated with observation forms developed by researchers. The results of the study reveal that third grade students' success in handwriting is good, while their success in written expression is moderate. The relationship between their success level of handwriting and that of written expression is found to be moderate as well.
Do the Guideline Violations Influence Test Difficulty of High-Stake Test?: An Investigation on University Entrance Examination in Turkey
Author: Atalmis, Erkan Hasan
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Guidelines,Compliance (Psychology),Difficulty Level,High Stakes Tests,College Entrance Examinations,Multiple Choice Tests,Multiple Regression Analysis,Item Analysis,Test Reliability,Test Validity

Multiple-choice (MC) items are commonly used in high-stake tests. Thus, each item of such tests should be meticulously constructed to increase the accuracy of decisions based on test results. Haladyna and his colleagues (2002) addressed the valid item-writing guidelines to construct high quality MC items in order to increase test reliability and validity. However, violating these guidelines is very common in high-stake tests. This study addressed two of these guidelines: &quot;AVOID the complex MC (Type K) format&quot; and &quot;Word the stem positively, avoid negatives such as &quot;NOT&quot; or &quot;EXCEPT&quot;, respectively. After reviewing a total of 2,336 MC items extracted from university entrance examination (UEE) in Turkey administered over the past 15 years, we investigated impact of the violations of item-writing guidelines on test difficulty using multiple regression analysis. The findings showed that test difficulty was not statistically changed when MC items with negative stem were used in a test. They, however, indicated that the use of complex MC items has a statistically negative influence on the test difficulty. The paper concludes with possible results of the cases whereby items constructed by violating item-writing guidelines are eliminated from the test, and directions for future studies.
The Should Be Goal of Education: What Should Be Taught? And How Should It Be Taught?
Author: Kayode, Bakare Kazeem
Date: 2016-00-00
Type: Journal Articles
Subjects: Role of Education,Educational Objectives,Reflection,Norms,Educational Philosophy,Islam,Western Civilization,Non Western Civilization

The role of education is to be reflective (about what? Why? and how?) in preserving the civilization identity and human capability of a nation. This is particularly true because education is the cornerstone to building human capability and capacity that can develop a country. A well-formulated educational goal will serve as a moral compass for individuals in order to be fully aware of the reasons behind their existence. Education should lead a person to be reflective of his/her life, jettison vague norms or ideas and to chat the future on the right direction. Determining or articulating the goals of education have always been a challenge, be it present or in the past due to it multifaceted manifestation in a different aspect of society. This study provides a capsule representation of what should be the goal (s) of education by looking into arguments and opinions of past education philosophers and scholars. It is concluded that the goal of education is diverse along historically and civilization spectrum but the essence--as human development remains its nucleus.
Unveiling Pre-Service Language Teachers' Conceptualizations of Teachers of English through Metaphors
Author: Kavanoz, Suzan
Date: 2016-10-00
Type: Journal Articles
Subjects: Preservice Teachers,English Teachers,Figurative Language,English (Second Language),Second Language Instruction,Professional Identity,Teacher Characteristics,Cohort Analysis,Cluster Grouping,Attitude Change,Foreign Countries,Qualitative Research,Student Attitudes

The present research aimed at conducting an analysis of metaphors Turkish pre-service language teachers generated about English as a Foreign Language (EFL) teachers. This study also examined whether and how the metaphors created by teacher candidates at different phases of their education demonstrated variation. The data gathered from 94 participants were analyzed using the taxonomy of metaphors developed by Oxford and her colleagues (1998). The analysis revealed a gradual decline in participants' views of teacher as a professional responsible for social order and cultural transmission as they became more acculturated into the profession. The few occurrences of learner-centered metaphors and the predominance of teacher-centered metaphors in the initial years were replaced with more learner-centered metaphors. The results supported the initial assumption about the impact of class level differences on prospective teachers' thinking about teaching and learning. The transformation in participants' perception is indicative of how their professional identity is perpetually constructed and reconstructed during teacher preparation.
A Semiotic Analysis on the Utilization of Historical Thinking Skills in Pre-School Period
Author: Aktin, Kibar
Date: 2016-08-10
Type: Journal Articles
Subjects: Semiotics,Thinking Skills,Preschool Children,Interviews,Qualitative Research,Research Methodology,Psychomotor Skills,Imagination,Case Studies,History Instruction,Freehand Drawing,Primary Sources,Teaching Methods,Childrens Art,Museums,Field Trips

This study was performed to determine how pre-school children fictionalize the past by using their imagination skills in the process of historical thinking. The participants were 14 children who attended pre-school. The data for the study were collected through the pictures drawn by the children and through the interviews made with them about these pictures. The obtained data were resolved in compliance with the semiotic analysis technique within the frame of qualitative research method. According to the results of the study, it can be said that historical imagination skills in pre-school children develop independent of age. The undeveloped motor skills of children and their effort to change the concept seen in their drawings to form the past on the perception of today (anachronogical thinking) can be said to be what makes it hard to compose a successful imagination. Nevertheless, the short interaction span of children with historical objects and figures; their insufficient interests and perceptions and the gender factor can be suggested to cause difference in how children fictionalize historical imagination.
Automated Trait Scores for &quot;TOEFL&quot;® Writing Tasks. Research Report. ETS RR-15-14
Author: Attali, Yigal
Date: 2015-06-00
Type: Journal Articles
Subjects: Writing Tests,Scores,Language Tests,English (Second Language),Second Language Learning,Essays,Writing Evaluation,Computer Assisted Testing,Evaluators,Evaluation Criteria,Regression (Statistics),Psychometrics,Prediction,Comparative Analysis,Construct Validity,Scoring,Correlation,Factor Analysis,Weighted Scores

The &quot;e-rater&quot;® automated essay scoring system is used operationally in the scoring of &quot;TOEFL iBT&quot;® independent and integrated tasks. In this study we explored the psychometric added value of reporting four trait scores for each of these two tasks, beyond the total e-rater score.The four trait scores are word choice, grammatical conventions, fluency and organization, and content. Trait scores were computed on the basis of several criteria for determining feature weights: regression parameters of the trait features on human scores, reliability of trait features, and coefficients of features from a principal component analysis. In addition, augmented trait scores, based on information from other trait scores, were also analyzed.The psychometric added value of trait scores beyond total e-rater scores was evaluated by comparing the ability to predict a particular trait score on one task from the same trait score on the other task versus the e-rater score on the other task. Results supported the use of trait scores, and are discussed in terms of their contribution to the construct validity of e-rater as an alternative essay scoring method.
Physical Education Teacher's Attitudes towards Philosophy of Education and Technology
Author: Turkeli, Anil
Date: 2016-08-10
Type: Journal Articles
Subjects: Physical Education,Physical Education Teachers,Teacher Attitudes,Educational Philosophy,Foreign Countries,Research Methodology,Nonparametric Statistics,Statistical Analysis,Correlation,Questionnaires,Elementary School Teachers,Secondary School Teachers,Likert Scales,Influence of Technology,Educational Technology

The current study was carried out to find out the attitudes of physical education teachers towards educational philosophy and technology, and to determine the relationship between the philosophy of education that they adopt and their attitudes toward technology. With this aim, the study was conducted on 22 female and 69 male physical education teachers. As a research method, scanning method was employed. In order to collect data, demographic information form, philosophical preference assessment scale, and attitudes towards technology scale were used. To ascertain the independent variables (gender, age, marital status, and years of service) effect, Mann Whitney U, Kruskal Wallis H test, and statistical package for social sciences (SPSS) 15 were employed. In addition, to specify the level of relationship between educational philosophy and attitudes to technology of physical education teachers, Pearson Correlation Analysis was carried out. The significance level was regard as p &lt;0.05 in the study. When the attitudes of physical education teachers who participated in the study were analysed, the results of the study showed that they are close to &quot;experimental philosophy&quot;. Nonetheless, no statistically significant difference between physical education teacher's philosophy of education and attitudes towards technology was found.
Using Narrative to Investigate Language Skills of Children Who Are Deaf and with Hard of Hearing
Author: Akmese, Pistav
Date: 2016-08-10
Type: Journal Articles
Subjects: Foreign Countries,Young Children,Deafness,Special Education,Language Skills,Partial Hearing,Assistive Technology,Hearing Impairments,Language Acquisition,Inclusion,Language Tests,Statistical Analysis,Nonparametric Statistics,Regression (Statistics),Morphemes,Suffixes,Form Classes (Languages),Personal Narratives

The study group consisted of 30 children with cochlear implants (CI) and 30 children with normal hearing (NH), whose ages were 4 years and 7 years 11 months. Turkish Test of Early Language Development (TEDIL) was used to assess the language skills of the children. Language samples were gathered by using Edmonton Narrative Norms Instrument (ENNI). The study results indicated that the sum of receptive, expressive and verbal language scores of the children with CI was lower than the children with NH and the difference was statistically significant according to TEDIL. It was found that mean length of utterance (MLU) and number of different words (NDW) averages among MLU, NDW and total number of words (TNW) average scores showed statistically significant differences in all of the three stories in favour of the children with NH. However, there was no statistically significant difference between two groups except for the A1 story in TNW. It was found that children with CI used case suffixes, pronouns, conjunctions among part of speech and verbals which were necessary for creating complex sentences less often than the children with NH and the difference between them was statistically significant with regard to the occurrence frequency of case suffixes, pronouns, A1 and A3 stories, A1 story conjunction. Besides, it was observed that the children with CI made more statistically significant word omission, morpheme omission and substitution errors than the children with NH. It was found that the children who were implanted before the age of 2 scored higher. As a result of language sample evaluations, it was stated that TNW scores predicted the ones with CI and MLU and NDW scores predicted the children with NH.
Comparison of Integer Programming (IP) Solvers for Automated Test Assembly (ATA). Research Report. ETS RR-15-05
Author: Donoghue, John R.
Date: 2015-06-00
Type: Journal Articles
Subjects: Automation,Test Construction,Comparative Analysis,Programming,Problem Solving,Computer Software,Programming Languages

At the heart of van der Linden's approach to automated test assembly (ATA) is a linear programming/integer programming (LP/IP) problem. A variety of IP solvers are available, ranging in cost from free to hundreds of thousands of dollars. In this paper, I compare several approaches to solving the underlying IP problem. These approaches range from traditional computer programming, through LP/IP-specific modeling languages, to plug-ins for common software such as Excel. The features of several of the major IP solvers are briefly reviewed, describing which of the features are more or less useful in the context of ATA. The appendices include a list of resources that I have found particularly useful. Appended are: (1) Additional Resources; and (2) Kinds of Software Licenses. [Paper presented at the Annual Meeting of the National Council on Measurement in Education (Denver, Colorado, May 2010).]