ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching New Vocabulary to Young Learners: Using Two Methods Total Physical Response and Keyword Method
Author: Khorasgani, Amir Toghyani
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Young Children,Second Language Instruction,English (Second Language),Teaching Methods,Vocabulary Development,Mnemonics,Nonverbal Communication,Instructional Effectiveness,Intervention,Efficiency,Pronunciation,Statistical Analysis

Early language learning for children is increasingly common, and the majority of parents and the public do not see it as superfluous or overburdening children. Moreover, teaching a foreign language (FL) to very young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.
Gamified Android Based Academic Information System
Author: Setiana, Henry
Date: 2017-06-00
Type: Journal Articles
Subjects: Study Habits,Student Motivation,Educational Games,Handheld Devices,Computer Oriented Programs,Information Systems,Computer Software,Student Interests,Instructional Design,Program Implementation,Program Evaluation,Rewards,Questionnaires,Testing,Likert Scales,Correlation,Foreign Countries,College Students

Student is often lazy when it comes to studying, and how to motivate student was one of the problem in the educational world. To overcome the matters, we will implement the gamification method into an Academic Information System. Academic Information System is a software used for providing information and arranging administration which connected with academic activities. By implementing the gamification method, it is expected to improve students' interest on the study programs. Gamification itself is a process with the purpose of changing non-game context into a more interesting application by integrating game thinking, game design, and game mechanics. From the evaluation result, it is concluded that the application has been successfully built and the gamification method has been successfully implemented to improve students' interest and the most influential gamification features are point and reward.
Science Teachers' Opinions on Application of Competency-Based Science Model Components to Science Programs
Author: Yaman, Süleyman
Date: 2017-06-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Science Programs,Science Instruction,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Elementary Secondary Education,Mathematics Tests,Science Tests,Mathematics Achievement,Science Achievement,Semi Structured Interviews,Science Process Skills,Scientific Literacy,Qualitative Research,Elementary School Teachers,Secondary School Teachers,Elementary School Science,Secondary School Science,Scientific Attitudes,Content Analysis,Scientific Research

The aim of this study is to reveal the opinions of teachers, who gave the science lessons that took effect in Turkey in 2004 and 2013, on the sub-components of the programs and to identify to what extent the objectives of the program have been achieved. In total 89 teachers, out of which 42 were females and 47 were males, in the study which was conducted by the semi-structured interview method. Data collected from the study, where five questions were asked to teachers, was settled by analyzing the science programs according to components of the Ohio Competency Based Science Model. While result from the study shows that the teachers were qualified to ensure the development of some behaviors that were expected to be seen on the students as a result of science programs; especially the students gave a lower level of positive opinion about the components related with how they will use this data. In addition; while the teachers supported that the scientific process skills, are one of the basic elements of science programs, were sufficient for the gain of basic skills, they stated that they are not sufficient for the gain of some causal and experimental skills.
Students' Critical Thinking Improvement through &quot;PDEODE&quot; and &quot;STAD&quot; Combination in the Nutrition and Health Lecture
Author: Wulandari, Tabitha Sri Hartati
Date: 2017-06-00
Type: Journal Articles
Subjects: Critical Thinking,Health Education,Nutrition Instruction,Learning Strategies,Skill Development,Pretests Posttests,College Students,Statistical Analysis,Teaching Methods,Constructivism (Learning),Biology,Science Instruction,Foreign Countries,Scores,Essay Tests,Prediction,Thinking Skills

Students' critical thinking skills are very important in the 21st century. Learning strategies can play a role in enhancing students' critical thinking skills in the Nutrition and Health lecture. The results of a survey in 2013 showed that the implementation of learning strategies had not given students the opportunity to practice their critical thinking skills optimally. The new strategy, a combination of &quot;PDEODE&quot; and &quot;STAD,&quot; can be used to overcome the occurring problems. The purpose of this research was to determine the increase in students' critical thinking skills in the nutrition and health lecture after they were taught using a combination of &quot;PDEODE&quot; and &quot;STAD.&quot; This was a pre-experimental research using a &quot;one group pretest-posttest&quot; research design. The samples of this research were one class consisting of 41 university students. The results of the test were analyzed with quantitative methods, by using statistical analysis, &quot;paired samples T-test,&quot; and to know the effectiveness using gain scores. The results showed that the significance was 0.000 (p &lt;0.05) and the gain score was 0.58. Thus, it can be concluded that the strategy of combining &quot;PDEODE&quot; and &quot;STAD&quot; can effectively improve the students' critical thinking skills in the nutrition and health lecture.
Designing and Applying Web Assisted Activities to Be Used in Flipped Classroom Model
Author: Çetinkaya, Murat
Date: 2017-06-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Homework,Video Technology,Grade 7,Science Instruction,Quasiexperimental Design,Randomized Controlled Trials,Teaching Methods,Web Based Instruction,Pretests Posttests,Science Tests,Semi Structured Interviews,Blended Learning

The purpose of this study is to develop personalized web assisted activities for the flipped classroom model applied in the &quot;Human and Environment Interactions&quot; unit of science lesson and to research its effect on students' achievement. The study was conducted with the 74 participation of 7th grade science lesson students within a period of three weeks. In the study, one of the experimental research methods, quasi-experimental research method, was used. Two different classes were randomly assigned as the experimental and control groups and flipped classroom model was applied on both groups. In the control group, only video lessons were used before the lesson. In the experimental group, web assisted activities were used as well as video lessons both before and during the lessons. &quot;Human and Environment Interactions Unit Achievement Test&quot;, which had a reliability coefficient of (KR-20) 0.76, was applied on the groups. The data analyses showed that there was a positive significant difference in favor of experimental group students. The developed material developed can be re-organized for any subject of the science class. [This study was presented as an oral presentation at the 6th World Conference on Educational Technology Researches, Kemer/Antalya, TR, May 12-14, 2016.]
Format of Options in Multiple Choice Test vis-a-vis Test Performance
Author: Bendulo, Hermabeth O.
Date: 2017-06-00
Type: Journal Articles
Subjects: Test Format,Multiple Choice Tests,Test Construction,Eye Movements,Statistical Analysis,Test Items,Alphabets,Testing,Comparative Analysis,Elementary School Teachers,Licensing Examinations (Professions),Correlation,College Students,Foreign Countries

Testing or evaluation in an educational context is primarily used to measure or evaluate and authenticate the academic readiness, learning advancement, acquisition of skills, or instructional needs of learners. This study tried to determine whether the varied combinations of arrangements of options and letter cases in a Multiple-Choice Test (MCT) affect the test performance of the homogenous BEED students. A test was designed and administered to test the performance across test items employing different arrangements of options (Cascading Eye Movement, Inverted N Eye Movement, Z Eye Movement, and One-line Horizontal Eye Movement) and across case of letter options (upper and lower case), that is, a total of eight (8) treatments. The statistical analyses revealed that there is an insignificant difference in the mean performance of students in relation to letter cases and arrangement of letter choices in a multiple choice test. Thus, the test performance of students in a multiple choice type of test does not depend on either letter cases or arrangement of letter choices.
Idiosyncratic Shocks, Child Labor and School Attendance in Indonesia
Author: Kharisma, Bayu
Date: 2017-06-00
Type: Journal Articles
Subjects: Child Labor,Attendance,Access to Education,Family Financial Resources,Coping,Role,Diseases,Death,Agricultural Production,Family Income,Correlation,Educational Attainment,Foreign Countries,Models,Prediction,Statistical Analysis,Disadvantaged

This paper investigates the effect of various idiosyncratic shocks against child labor, child labor hour and school attendance. Also, the role of the assets held by households as one of the coping strategies to mitigate the effects of shocks. The results show that various idiosyncratic shocks that encourage child labor is generally caused by crop loss, a disease suffered by the head or member of the household, a decrease in household income due to lower prices and the quantity produced and the death of the head or a family member. This indicates that households are not sheltered from the idiosyncratic shocks and restricted access to formal and informal institutions. Other findings show a variety of idiosyncratic shocks does not affect child labor hour and the school attendance. Additionally, household assets play an important role in reducing the number of child labor and increase school attendance but do not affect the child labor hour during a variety of idiosyncratic shocks.
A Short Is Worth a Thousand Films!
Author: Massi, Maria Palmira
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Visual Stimuli,Audiovisual Instruction,Teaching Methods,Technology Uses in Education,Educational Technology,Films,Lesson Plans,Planning,Foreign Countries,Language Teachers,College Students

The importance of visual input in the contemporary ELT classroom is such that it is commonplace to use audiovisual elements provided by pictures, films, clips and the like. The power of images is unquestionable, and as the old saying goes, an image is worth a thousand words. Following this line of reasoning, the objective of this article is to discuss the potential of one particular type of audiovisual material--live action shorts--in the ELT context. In the first section, reference to previous work is made. Then, the article explores the main features of live action shorts. In the second part possible uses are discussed and a descriptive framework is sketched so that it can be used systematically as a tool for analysis and language exploitation. The overall idea is to focus on shorts not as a complement or decoration but as the starting point of ELT lessons.
Computer Familiarity and Test Performance on a Computer-Based Cloze ESL Reading Assessment
Author: Odo, Dennis Murphy
Date: 2012-00-00
Type: Journal Articles
Subjects: Cloze Procedure,English (Second Language),Second Language Instruction,Second Language Learning,Familiarity,Computer Assisted Testing,Reading Ability,Secondary School Students,Foreign Countries,Reading Tests,Computer Literacy,Multiple Choice Tests,Student Attitudes,Scores,Questionnaires,Statistical Analysis,Regression (Statistics)

Researchers have raised questions regarding the connection between learner familiarity with computers and performance on computerized tests virtually since interest arose in studying the applicability of computers for assessment purposes. However, despite this longstanding attention, at present, there has been a surprising lack of research that explores the connection between computer familiarity and performance on computerized tests that fall outside of the traditional multiple-choice discrete-point tests that have historically predominated in the field of testing and assessment. The current study aims to address this gap in previous research by examining the relationship between computer familiarity and computer-based test performance on a computer-based test of second language reading that is integrative rather than discrete-point. The study investigated the online reading ability of ESL students from one secondary school in a large city in western Canada (61 females and 59 males in the sample, ages 13-19, M = 15.73). The students responded to a questionnaire about their computer familiarity and then completed an online multiple-choice cloze test. Contrary to other most other findings based on discrete-point tests, the results revealed that the familiarity variables do account for a small but significant amount of the variability in the computer-based test scores.
Oral Communicative Competence of Primary School Students
Author: Mayo, Isabel Cantón
Date: 2017-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Elementary School Students,English (Second Language),Gender Differences,Language Attitudes,After School Education,Bilingual Schools,Linguistic Competence,Speech Communication,Foreign Countries

Oral communicative competence enables speakers of a language to interact effectively with each other. Oral communicative competence includes a wide semantic field since the oral expression is a way of expression for the thought and it provides feedback and develops by means of the linguistic function (Vygotsky, 1992; Piaget, 1983a, 1983b; Pinker, 2003). English communicative competence is based on the use of the language as a tool of communication, both oral and written, of representation, of interpretation and of reality comprehension. This investigation aims to analyse the oral communicative competence in English of students who have finished the stage of Primary Education. It also tries to know if the center where students study, the students' gender, the attitude towards the English language and attendance to private lessons increase the oral communicative competence. The sample was intentional and stratified (rural-urban and ordinary-bilingual). It is composed by 265 students and the instrument is a questionnaire provided with reliability and validity. The results show high levels of competence, higher than expected, and with light differences that favor the girls and the urban bilingual schools in the acquisition of the oral communicative competence in English.
Relationship between School Principals' Ethical Leadership Behaviours and Positive Climate Practices
Author: Eranil, Anil Kadir
Date: 2017-00-00
Type: Journal Articles
Subjects: Principals,Ethics,Administrator Behavior,Teacher Surveys,Teacher Attitudes,Likert Scales,Organizational Climate,Gender Differences,Tenure,Age Differences,Teacher Administrator Relationship,Leadership Styles,Predictor Variables,Elementary Secondary Education,Foreign Countries,Educational Environment,Questionnaires,Statistical Analysis

The aim of this study was to determine the relationship between school principals' ethical leadership behaviour and positive climate practices. Research sample consisted of 383 teachers working at schools affiliated to the Ministry of National Education in 2014-2015 academic year. This research was designed according to the relational model. Data was collected by using &quot;Ethical leadership&quot; and &quot;Organizational climate&quot; scales. The results of the research suggested that according to their perceptions, teachers respond to the ethical leadership levels of the school principals at the level of &quot;I disagree&quot; and to the positive climate practices at the level of &quot;I partially agree&quot;. It has also been established that female teachers found principals' ethical leadership levels and positive climate practices higher than male teachers. The principals' ethical leadership behaviours and positive climate practices did not show a significant difference in teachers' seniority, age and years working with principal. A high level of significant positive relationship was found between the school principals' ethical leadership levels and positive climate practices. In conclusion, it may be important for positive climate practice at school to raise the levels of ethical leadership behaviour of school principals. This may influence both the academic and social achievement of the students and behaviour of the teachers.
The Utility of the Metacognitive Awareness Inventory for Teachers among In-Service Teachers
Author: Kallio, Heli
Date: 2017-00-00
Type: Journal Articles
Subjects: Metacognition,Measures (Individuals),Vocational Education Teachers,Structural Equation Models,Factor Analysis,Goodness of Fit,Test Reliability,Foreign Countries,Secondary School Teachers

The purpose of the present study is to explore the utility of the compressed version of the Metacognitive Awareness Inventory for Teachers (MAIT-18) among in-service teachers. Knowledge of teachers' awareness of metacognition is required to support students' self-regulation, with the aim of establishing modern learning methods and life-long learning. The participants in this study were teachers (N = 208) from different sectors of vocational education. The data has been analysed using structural equation modelling. The Confirmatory Factor Analysis indicated good/acceptable model fit and convergence of each factor. Moreover, alpha scores of the inventory signify that the inventory is internally consistent. These findings reveal the utility of the MAIT-18 in measuring the Metacognitive Awareness of in-service teachers. Now, that the utility of the inventory has been examined among in-service teachers, comparative studies between in-service teachers and teacher trainees as well as longitudinal studies are prospective.
Why Teach Science with an Interdisciplinary Approach: History, Trends, and Conceptual Frameworks
Author: You, Hye Sun
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Instruction,Interdisciplinary Approach,Educational History,Educational Trends,Elementary Secondary Education,Natural Sciences,Science Curriculum,Integrated Curriculum,National Standards,Academic Standards,Learning Theories

This study aims to describe the history of interdisciplinary education and the current trends and to elucidate the conceptual framework and values that support interdisciplinary science teaching. Many science educators have perceived the necessity for a crucial paradigm shift towards interdisciplinary learning as shown in science standards. Interdisciplinary learning in science is characterized as a perspective that integrates two or more disciplines into coherent connections to enable students to make relevant connections and generate meaningful associations. There is no question that the complexity of the natural system and its corresponding scientific problems necessitate interdisciplinary understanding informed by multiple disciplinary backgrounds. The best way to learn and perceive natural phenomena of the real world in science should be based on an effective interdisciplinary teaching. To support the underlying rationale for interdisciplinary teaching, the present study proposes theoretical approaches on how integrated knowledge of teachers affects their interdisciplinary teaching practices and student learning. This research further emphasizes a need for appropriate professional development programs that can foster the interdisciplinary understanding across various science disciplines.
A Study of Students' Loneliness Levels and Their Attachment Styles
Author: Sahin Kiralp, F. Sülen
Date: 2017-07-00
Type: Journal Articles
Subjects: Psychological Patterns,Attachment Behavior,Gender Differences,Social Class,Place of Residence,Socioeconomic Influences,Parent Background,Friendship,Sibling Relationship,Psychological Needs,Questionnaires,Predictor Variables,College Students,Foreign Countries,Depression (Psychology),Measures (Individuals),Statistical Analysis

The purpose of this study was to examine the relationship between loneliness levels and attachment styles of university students. In this research, it was investigated whether the attachment styles differed in terms of variables such as gender, class, place of stay, socio-economic level of their family, parental education levels, counterpart friendship relations, number of siblings, whether to receive psychological help or not. This research was conducted as a relational search. A total of 247 university students selected randomly formed the sample of the research. The results of the research can be summarized as follows; Loneliness levels of those who perceive the socioeconomic status as low and those who didn't get psychological help are found to be higher. Male students and students who get psychological help have higher scores on secure attachment. According to the results of the research there's a low negative correlation between the loneliness levels of students and dismissing attachment style, a low positive correlation between the loneliness level and preoccupied attachment style, and a low negative correlation between the loneliness level and secure attachment style.
Basic School Skills Inventory-3: Validity and Reliability Study
Author: Yildiz, F. Ülkü
Date: 2017-07-00
Type: Journal Articles
Subjects: Basic Skills,Measures (Individuals),Test Validity,Test Reliability,Foreign Countries,Mathematics Skills,Student Behavior,Daily Living Skills,Preschool Children,Nursery Schools,Public Schools,Private Schools,Construct Validity,Content Validity,Factor Analysis,Correlation

The purpose of this study is to perform the validity-reliability analysis of the three subtests of Basic School Skills Inventory 3--Mathematics, Classroom Behavior and Daily Life skills--and do its adaptation for four to six year-old Turkish children. The sample of the study included 595 four to six year-old Turkish children attending public and private schools. The schools were selected from among the central towns of the province Konya based on random sampling method considering the social-economic conditions. For the reliability of the subtests of the Basic School Skills Inventory--that's Mathematics, Classroom Behavior and Daily Life and Skills--analyses were made to determine the internal consistency (Cronbach's Alpha), split-test reliability and test-retest reliability coefficient. The validity of the inventory was measured using construct, content and concurrent validity. The results showed that the Basic School Skills Inventory--Mathematics, Daily Life and Classroom Behavior Skills--was a reliable and valid instrument for Turkish children aged four to six years.