ethanporcaro/eric-fulltext-meta huggingface dataset:
A Process and Outcome Evaluation of a One-Semester Faculty Learning Community: How Universities Can Help Faculty Implement High Impact Practices
Author: Einbinder, Susan D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Qualitative Research,College Faculty,Communities of Practice,Teacher Collaboration,Program Effectiveness,Longitudinal Studies,Writing Assignments,Teacher Attitudes,Content Analysis,Teamwork,Cooperative Learning

This process and outcome qualitative study describes and critically assesses the experiences of the faculty who participated in the one-semester FLC addressing CLTs through a content analysis of individual narratives completed at the end and ten months after the FLC ended. The existence and contributions of four prerequisites for successful collaboration (Einbinder, Robertson, Garcia, Vuckovic &amp; Patti, 2000) are introduced to explain this FLC's success and then extended to suggest how future FLC initiatives can expand and improve on these accomplishments.
Exploring Experienced Teachers&apos; Constructions of Culturally and Linguistically Diverse Students in an Online Class
Author: Warren, Amber N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Experienced Teachers,Student Diversity,Online Courses,Electronic Learning,Inservice Teacher Education,Discourse Analysis,Group Discussion,Computer Mediated Communication,Special Needs Students,Educational Practices,Beliefs,English Language Learners,Interaction,Barriers,Labeling (of Persons),Elementary School Teachers,Secondary School Teachers,College Faculty,Qualitative Research

This article examines online discussions during a teacher education class for experienced teachers seeking licensure in teaching English learners. It seeks to understand experienced teachers' constructions of culturally and linguistically diverse (CLD) students. Using discourse analysis to emphasize talk as situated and action-oriented, the article indicates how belief claims expressed during experienced teachers' online discussions construct specific versions of what it means to be a CLD student. Findings further suggest that participants managed their authority to speak about students' needs in patterned ways. These findings have implications for teaching and learning, particularly for the preparation of experienced teachers.
An Analysis of Graduate Theses on Early Childhood Education: The Case of Turkey
Author: Abali Öztürk, Yasemin
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Masters Theses,Doctoral Dissertations,Early Childhood Education,Content Analysis,Student Characteristics,Authors,Females,Supervisors,Educational Trends,Scientific Research,Research Methodology

The primary concern of this study is to reveal the general tendencies (genders of the authors/supervisors, change in the number of graduate theses by year, number of research problems-results-suggestions, focal points, the corpus by research models/methods, data collection methods/tools, and population/sample group) of graduate on early childhood education in Turkey between 2005 and 2017. The sampling of the present research study consists of 182 graduate theses. The study relies on the retrieval of the desired data by document analysis through a systematic examination of the available theses by using a thesis examination form developed by the researchers. The results revealed that 85% of the authors were female and almost half of the supervisors were assistant professors and moreover 59% of the supervisors were female. The study also showed that a great majority of the examined theses contained 0-10 research problems, results and suggestions. It was also figured out in the study that the focal point of the theses is majorly qualifications of preschool teachers, characteristics and tendencies of parents, effects of different approaches/methods on early childhood education, characteristics of children in early childhood education or at preschool age. It was observed that 68.1% of graduate theses were quantitative studies and that the least employed research method was observation (0.5%), case study (1.1%), interview (1.6%) and phenomenological method (1.6%), while the most frequently administered data collection tool, accounting for 65%, was questionnaire.
Discovering Voices: College Students and Middle Schoolers Explore Identities, Differences, and Connections through the Structure of a Poem
Author: Cook-Sather, Alison
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Students,College School Cooperation,Intergenerational Programs,Identification (Psychology),Poetry,Individual Differences,Undergraduate Students,Learning Experience,Self Advocacy,Grade 7,Language Arts,Educational Practices,Teaching Methods,Social Justice

Co-authored by a college professor, a middle-school teacher, a college undergraduate, and a 7th grader, this article focuses on college and middle-school students' experiences of discovering their own and others' voices. The discovery unfolds through composing and reflecting on poems in the form of Jacqueline Woodson's &quot;It'll be scary sometimes,&quot; which focuses on the experience of being different. The students' discovering of voices deepens their own and their teachers' education and creates spaces, structures, and processes that affirm students' diverse histories and identities. Honoring differences and finding connections in these ways contribute to greater equity and inclusiveness.
From Past Aspirations to Present Achievements: A Case Study of Three K-8 Schools Successfully Educating Roma Students
Author: Curcic, Svjetlana
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,School Effectiveness,Elementary Schools,Middle Schools,Inquiry,Educational Practices,Academic Aspiration,Principals,Educational Change,Administrator Attitudes,Teacher Attitudes,Student Attitudes,Operations Research,Administrative Principles,Best Practices,Observation,Interviews,Administrator Role,Parent School Relationship,Instructional Effectiveness,Educational Opportunities,Foreign Countries

This case study focuses on education in three K-8 schools in Medjimurje County, Croatia. The object of inquiry is the development of successful educational practices for Roma students. Until recently, only a limited number of Roma students completed basic K-4 schooling. Today all students at these three schools complete K-8 education, with some Roma students going on to pursue secondary and tertiary education. We examine some of the processes that took place in creating the change, along with the principals', teachers', and Roma assistants' views and actions.
Making Better Tests with the Rasch Measurement Model
Author: Karlin, Omar
Date: 2018-00-00
Type: Journal Articles
Subjects: Item Response Theory,Test Validity,Test Items,Accuracy,Student Evaluation,College Students,Foreign Countries,Advanced Students,English (Second Language),Second Language Learning,Language Tests,Computer Software,Statistical Analysis,Difficulty Level,Scores

This study had two aims. The first was to explain the process of using the Rasch measurement model to validate tests in an easy-to-understand way for those unfamiliar with the Rasch measurement model. The second was to validate two final exams with several shared items. The exams were given to two groups of students with slightly differing English listening proficiency. The two exams, a low-advanced and a high-advanced exam, were given to 76 and 45 Japanese university students, respectively. Each exam had 56 questions with 26 shared questions linking the two exams. After conducting a simple Rasch analysis, it was determined that up to 33 questions needed to be modified or deleted from subsequent versions of the exam. The unexpected number of recommended modifications and deletions suggests that, even for experienced teachers, the Rasch measurement model can be of tremendous value by offering greater precision in the assessment of students, as well as greater assistance in the validation of tests.
Place-Based Learning across the Disciplines: A Living Laboratory Approach to Pedagogy
Author: Goodlad, Karen
Date: 2018-00-00
Type: Journal Articles
Subjects: Place Based Education,Laboratories,Urban Schools,Commuter Colleges,College Faculty,Fellowships,College Students,General Education,Curriculum Design,Outcomes of Education,Learner Engagement,Seminars,Interdisciplinary Approach,Surveys,Semi Structured Interviews

Faculty participants in a fellowship designed to engage students at an urban commuter college of technology in their general education curriculum evaluated and redesigned their courses to include place-based learning (PBL) using the Living Laboratory model of pedagogy. Focused on faculty perception of the relationship between PBL and its influence on general education, the study illustrates how faculty from across disciplines apply PBL techniques to revitalize general education learning outcomes. Findings include the influence of the fellowship on the design of PBL activities and perceived levels of student engagement, especially when compared to more traditional classroom instruction.
&quot;Why Did I Get a C?&quot;: Communicating Student Performance Using Standards-Based Grading
Author: Scarlett, Michael H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Grading,Alternative Assessment,Academic Standards,Program Implementation,Undergraduate Students,Student Evaluation,Education Majors,Student Educational Objectives,Evidence Based Practice

Standards-based grading, an alternative form of grading in which a student's achievement is based on their performance on a clearly defined set of standards rather than on their performance on tests and assignments, is commonplace in K-12 education but has been slow to catch on in higher education. This article presents an example of how standards-based grading was implemented in two sections of an undergraduate course on assessment to add clarity to the meaning of students' grades. The author reflects on lessons learned from implementation including the benefits and challenges posed by adopting the practice.
Developing Summarizing Skills in 4th Grade Students: Intervention Programme Effects
Author: Pecjak, Sonja
Date: 2018-06-00
Type: Journal Articles
Subjects: Grade 4,Elementary School Students,Intervention,Reading Comprehension,Foreign Countries,Control Groups,Elementary Schools,Reading Fluency,Metacognition,Vocabulary,Predictor Variables,Reading Instruction,Pretests Posttests,Reading Tests

The aim of our study was to determine whether summarizing skills could be developed in 4th grade primary school students. We designed a 5-month intervention programme as an experimental study, in which teachers trained students in the experimental group in their ability to summarize, which is one of the important strategies that enhance reading comprehension. 190 students in 4th grade from 8 primary schools in Slovenia participated in the study. We evaluated students' general reading competency, their metacognitive knowledge about reading and their ability to make summaries of two short and one longer expository text (pretest, posttest and follow-up test). The general reading competency explained the most variance in summarizing at pretest and posttest by experimental and control group of students. In the follow-up test, the summarizing from posttest was the strongest predictor in both groups and in the experimental group also the metacognitive knowledge about reading. The results showed that teachers can develop summarizing skills in students by systematically training them to use these skills, but the training effects decrease if the learning environment does not encourage students to use these skills.
Social Learning via Improved Daily Writing Assignments, Implementation of Study Groups, and Well-Structured Daily Class Discussions
Author: Tucker, Shawn R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Development,Writing Assignments,Communities of Practice,Groups,Curriculum Design,Cooperative Learning,Humanities,College Students,Writing Instruction,Writing Teachers,College Faculty,Instructional Effectiveness,Classroom Communication

As recent scholarship emphasizes the value of social learning, this article describes a course redesign that sought to encourage such social learning. This multi-year course redesign includes altering a daily writing assignment to make it more specific and to make it a contribution to the learning of a study group. Data was collected and evaluated to explore the effectiveness of this change. The author also offers reflections on how the course redesign encouraged social learning via study groups and how the redesign made daily class discussions more deliberate and robust.
Investigation of the Metaphorical Perceptions of the Parents on the Concept of &quot;Mathematics&quot;
Author: Toptas, Veli
Date: 2018-06-00
Type: Journal Articles
Subjects: Parent Attitudes,Mathematics Instruction,Mathematical Concepts,Figurative Language,Qualitative Research,Phenomenology,Thinking Skills,Preservice Teachers,Mathematics Teachers,Elementary School Mathematics,Elementary School Students,Case Studies,Parents,Foreign Countries,Content Analysis

The main purpose of this research is to reveal the parents' perceptions of the concept of &quot;mathematics&quot; through metaphors. This research, which is followed by the qualitative research paradigm, is designed with a phenomenology design. This study is consists of 64 parents whose children are primary school students in a public school in the Central Anatolia region during the spring semester of the 2017-2018 academic year. All the parents who participated in the study were included in the study group on a voluntary basis. The data were gathered with the &quot;Mathematics .......&quot;; because ........ &quot; sentence directed to the parents. The data were analyzed by content analysis technique. According to the aim of the study, the perceptions of parents' emotions and thoughts evoking the mental concept of their parents were examined. As a result of the research, the metaphors are collected under 13 conceptual categories: &quot;life, game, air-water, road-bridge-key, novel writing, functioning iron, tree, chainring, a remaining song and bee&quot;. Especially &quot;life&quot;, &quot;play&quot; and &quot;air-water&quot; metaphors came to the forefront among the perceptions of the &quot;mathematics&quot; concept of the parents.
Language Teaching Strategies&apos; Impact on Third-Grade Students&apos; Reading Outcomes and Reading Interest
Author: Käsper, Maile
Date: 2018-06-00
Type: Journal Articles
Subjects: Language Teachers,Teaching Methods,Grade 3,Reading Interests,Outcomes of Education,Elementary School Students,Vocabulary Skills,Vocabulary Development,Reading Comprehension,Foreign Countries,Achievement Tests,International Assessment,Correlation,Native Language,Reading Instruction,Word Recognition,Finno Ugric Languages,Questionnaires,Statistical Analysis

Primary school students have difficulties with text comprehension, and therefore support from teachers via proper language teaching strategies is needed. The aim of the study was to determine the impact of language teaching strategies on students' reading outcomes and reading interest. In the current paper, two reading outcomes--vocabulary knowledge and understanding text--and students' interest in reading were considered. In the study, 220 Estonian-speaking primary school students and their native language teachers (N = 12) from 12 schools participated. The results revealed that interest in reading, vocabulary knowledge and text comprehension were positively correlated. Path analysis indicated that the strategy of developing reading interest had the strongest impact on both reading outcomes and students' reading interest. In addition, the strategy of developing vocabulary had a positive effect on students' vocabulary knowledge. Surprisingly, the strategies of teaching text comprehension and teaching grammar rules had negative effects on students' reading outcomes and reading interest. The findings emphasise the importance of proper usage of teaching strategies in primary school language lessons.
The Adaptive Capabilities of Chinese Students Studying in Chinese, British and Russian Universities
Author: Bordovskaia, Nina V.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,Asians,Cross Cultural Studies,Personality Measures,Predictor Variables,Acculturation,Student Adjustment,Personality Traits,Research Skills,Neurosis,Extraversion Introversion,Self Control,Academic Achievement,Foreign Countries,Study Abroad,Graduate Students,Undergraduate Students,Social Adjustment,Emotional Adjustment,Questionnaires

This article presents a comparative study of the personal adaptive capabilities of Chinese students studying in Chinese, British and Russian universities. The study involved 224 Chinese first-year students who formed 3 groups: Group 1, 96 first-year students studying in China; Group 2, 100 Chinese first-year students studying in Russia; Group 3, 28 Chinese first-year students studying in the UK. The instruments employed were: a Personality questionnaire (adapted Rogers-Dymond method), the Big Five and the Method of studying the Research Potential of students (Bordovskaia et al., 2017). The study found that for all Chinese students, the general predictors of adaptation to university education are &quot;openness&quot; and &quot;agreeableness.&quot; The differences are that the personal resources for the adaptation of Chinese students in Chinese and Russian universities are &quot;research potential,&quot; in the British university &quot;neuroticism,&quot; &quot;extraversion&quot; and &quot;conscientiousness (self-control).&quot; The findings point up the conditions for ensuring the future academic, social and communicative success of Chinese students in the educational environments of British, Russian and Chinese universities, and allow one to predict the reasons for the difficulties faced by individual students.
Determination of the Perceptions of Sports Managers about Sport Concept: A Metaphor Analysis Study
Author: Kurtipek, Serkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Figurative Language,Phenomenology,Fundamental Concepts,Qualitative Research,Athletic Coaches,Teacher Surveys,Thematic Approach,Concept Teaching,Semi Structured Interviews,Psychological Characteristics,Quality of Life,Physical Development,Foreign Countries,Content Analysis

The aim of this research is to determine the perceptions of sport managers in Turkey on the concept of sport by means of metaphors. 74 sport managers participated in the research. Phenomenology, one of the qualitative research methods, was used in the research. Content analysis method was used for the data analysis. Evaluation of the data showed that sports managers produced a total of 50 metaphors. These metaphors produced were collected in 6 different categories. As a result, it was determined that sport managers expressed the concept of sport by means of metaphors in a very rich and diverse perspective. Therefore, the metaphors determined in this study may lead the sport managers and candidates responsible for the administration of sports services and activities in terms of offering a different perspective on the practice of sport management.
The Relationship between Nomophobia and Loneliness among Turkish Adolescents
Author: Gezgin, Deniz Mertkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Psychological Patterns,Telecommunications,Handheld Devices,Surveys,Statistical Analysis,Correlation,Ownership,Internet,Fear,Anxiety,Affective Measures,Social Media

This study looks into the relationship between nomophobia and loneliness, and the effects of smartphone and mobile internet use among adolescents. A total of 301 adolescents were employed for the study and the data were collected via Nomophobia (NMP-Q) and UCLA Loneliness Short-Form (ULS-8) Scales. The study was conducted in a relational survey model using descriptive statistics, ANOVA, Pearson correlation, and linear regression. According to the findings the levels of nomophobic behaviors of adolescents were at a moderate level. While there was not a statistically significant correlation in terms of the duration of smartphone ownership and monthly mobile internet GSM quota, a significant difference was found in terms of the duration of mobile internet ownership, the duration of daily mobile internet use, and daily smartphone checking time. Finally, there was a statistically significant relationship between nomophobia and loneliness, and it can be ascertained that loneliness of adolescents predicts their nomophobia levels to a certain extent.
Analysis of Pre-Service Science Teachers&apos; Understanding of Nature of Science and Proposed Arguments on Socio-Scientific Issues
Author: Bilican, Kader
Date: 2018-00-00
Type: Journal Articles
Subjects: Scientific Principles,Scientific Concepts,Scientific Literacy,Preservice Teachers,Preservice Teacher Education,Knowledge Level,Familiarity,Science Achievement,Teaching Methods,Methods Courses,Decision Making,Science and Society,Questionnaires,Pretests Posttests,Achievement Gains

The purpose of current research is to explore the influence of a science teaching method course incorporating explicit reflective NOS instruction on pre-service science teachers' views of NOS and justifications in their arguments related to their decision-making on socio-scientific issues. This study is a case study and the participants were 5 pre-service science teachers who were enrolled in elementary science teaching program. To track changes in participants' NOS views, the Views of Nature of Science Questionnaire was administered as preand post- test. To examine students' source of justifications, the decisionmaking questionnaire was administered as pre- and post-questionnaire. The research questions of the study were examined for each participant and presented to include the change in participants' NOS views, change in participants' source of justifications, and the relation between participants' views of NOS and their justifications in their arguments on SSI. The results of the study did not show a clear relationship between improved NOS views and the shifts in the sources of justifications used to make decisions on socio-scientific issues.
A Phenomenological Perspective to Bilingual Students&apos; Word Problems Solving Behaviours
Author: Telli, Sibel
Date: 2018-00-00
Type: Journal Articles
Subjects: Phenomenology,Bilingual Students,Word Problems (Mathematics),Problem Solving,German,Turkish,Elementary School Students,Learning Strategies,Foreign Countries,Interviews,Heuristics

This study describes the problem solving behaviour of bilingual (German - Turkish) primary school students, their approaches and preferences while solving the word problems. Four different types of mathematical word problems (combinations, movement, subtraction and addiction) were given successively to four pupils (one girl and three boys) and their individual strategies during solution process were explored. After examining the students' answers, four theme, namely language, effect of daily experience, recontextualizing the problem and the mathematical answer were listed. Generally, the students struggle to use the representations effectively with their problem solving strategies. This study would be valuable with giving detailed information about bilingual students problems solving strategies under free language environment and results would be helpful to researchers to conduct an intervention study that specially targeting to improve the problems solving strategies of bilingual children with an emphasize to rehearsal their reading skills and representation repertoire.