ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Popular Productions in the Development of Counselor Candidates&apos; Preventive Competencies: 13 Reasons Why
Author: Esen, Erol
Date: 2020-00-00
Type: Journal Articles
Subjects: Mass Media Use,Counselor Training,Prevention,Competence,Intervention,Foreign Countries,Undergraduate Students,Suicide,Television Viewing,Prediction,Student Attitudes,Counselor Attitudes,Individual Development,Bullying,Behavior Problems

The aim of this study is to examine the views of the counselor candidates about preventive interventions and problem behaviors, and the use of popular productions in increasing competencies related to preventive interventions in the context of &quot;13 Reasons Why&quot; series. The participants of this study are senior students of Guidance and Counseling undergraduate program in Turkey. In this research, purposeful sampling method was used, and 30 students who attended the &quot;School Based Preventive Guidance and Counseling&quot; course and followed at least ten episodes of the &quot;13 Reasons Why&quot; series' first season were participants. Phenomenological design which is a qualitative research methods was used in the study. The findings point out four themes; risk and protective factors, awareness of suicide, preventive interventions, and professional-personal development. The findings of the study were discussed in the light of the literature.
Using Remap RT (Reading -- Concept Mapping -- Reciprocal Teaching) Learning Model to Improve Low-Ability Students&apos; Achievement in Biology
Author: Zubaidah, Siti
Date: 2020-00-00
Type: Journal Articles
Subjects: Concept Mapping,Scientific Concepts,Science Instruction,Teaching Methods,Biology,Science Achievement,Grade 10,Academic Ability,Essay Tests,Comparative Analysis,Instructional Effectiveness,High School Students,Conventional Instruction,Reading Ability,Foreign Countries

The main aim of this study was to investigate the effects of the Remap RT (Reading -- Concept Mapping -- Reciprocal Teaching) learning model on low-ability students' achievement in biology. This quasi-experimental research made use of a pre-test-post-test non-equivalent control group design. The population of this research was 125 tenth-grade students from the Natural Science classes aged around 16 years old. Four classes were randomly selected as the samples, and they were divided into two groups: two classes belonged to the high ability classes, and the other two were categorised into the low ability groups. The students' achievement was measured using an essay test. The results of the test were analysed using ANCOVA. The findings indicated that: (1) students who learned using Remap RT had better academic achievement in biology than students who learned using a conventional method; (2) students with high academic ability had better academic achievement than students with low academic achievement; and (3) low-ability students who learned using Remap RT and high-ability students who learned using a conventional method had equal academic achievement. The results of the research suggest that Remap RT was effective in improving low-ability students' achievement in biology.
Using Text Commentary Method in Reading Education
Author: Karagöl, Efecan
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Comprehension,Documentation,Turkish,Reading Skills,Reading Achievement,Achievement Gains,Achievement Tests,Secondary School Students,Foreign Countries,International Assessment,Reading Strategies,Poetry,Middle School Students

Reading skills are important in terms of listening, creating comprehension as well as supporting narrative skills (speaking and writing). There are various strategies, methods and techniques related to reading in the literature. Although it is not common today, text commentary method was common in the past. Text commentary method is described as the skills of comprehension and expression of comprehension. The purpose of this study is to explore how the text commentary method can be used in reading education. In alignment with this purpose, studies related to text commentary method were examined to identify the levels involved in text annotation. The identified levels were then compared to the reading gains in the Turkish Language Teaching Program published in 2018 and to the PISA reading skill area levels. It was concluded that text commentary method is a suitable method to improve reading skills. Text commentary method can be used in reading studies which is part of Turkish language education.
An Insight on Needs Analysis towards the Development of Animated Infographic Module in Arabic Grammar Learning
Author: Abdul Hamid, Mohd Fauzi
Date: 2020-00-00
Type: Journal Articles
Subjects: Semitic Languages,Grammar,Student Attitudes,Second Language Learning,Second Language Instruction,Visual Aids,Cognitive Style,Textbooks,Course Descriptions,Teaching Methods,Undergraduate Students,Syntax,Needs Assessment,Animation,Feedback (Response),Instructional Innovation,Foreign Countries

Arabic grammar learning - which uses textbooks with lengthy details can be translated into creative and innovative forms through the application of technology advancement. Animated infographics is one of the many technological applications aimed to innovate learning information or content into simple, interesting, and easy to understand materials. This study gathered students' perspectives in relation to their needs on form - hence, developing a module for animated infographics in Arabic grammar learning. This research employed Design and Development Research (DDR) methodology and approaches. It involved need analysis data where the first phase used a questionnaire on the use of learning material, issues regarding learning approaches, tendencies to use innovation, and needs of using animated infographics. The questionnaires were distributed conveniently to 248 undergraduate students studying Bachelor of Arabic Language Studies, who took a course entitled 'Ibn Aqil' Syntatical Texts. Quantitative data was then analyzed using Statistical Package for Social Science (SPSS) application to retrieve percentage, mean and standard deviations. Findings revealed a high need to develop a module for animated infographics in the Arabic grammar learning based on students' opinions after taking the course. Innovative technological application on the syllabus of textbook learning, particularly the complex Arabic grammar was much needed in order to enable comprehension and provide focus.
An Investigation into How Parental Literacy Experiences Are Reflected in Literacy Tendencies and Experiences of Preservice Teachers
Author: Tavsanli, Ömer Faruk
Date: 2020-00-00
Type: Journal Articles
Subjects: Literacy Education,Preservice Teachers,Parent Influence,Elementary School Curriculum,Reading Instruction,Family Environment,Parent Attitudes,Student Attitudes,Reading Attitudes,Experience,Literacy,World Views,Family Relationship

This study was undertaken to examine how parental literacy experiences were reflected in the literacy tendencies and experiences of preservice teachers. It is known that in order to offer an effective teacher education, it is necessary to know preservice teachers by analyzing their literacy practices originating from their parents and take into account their tendencies about how to develop reading skills of primary school children. The research presented here was a phenomenological study implemented with six senior preservice teachers of elementary education and their parents. The data of the study were collected through interviews with the preservice teachers and their parents and through observation notes. According to the results of the study, the preservice teachers' literacy experiences reflected their parents' characteristics, including parental literacy perceptions, literacy approaches developed by the parents for the preservice teachers, personal literacy experiences, general past experiences, number of literate people in the family, parental professional experiences, parental worldviews, and verbal communication within the family.
How Do You Know Me? How Do You Look at Me? A Study on Teachers&apos; Ways of Getting to Know Their Students
Author: Calp, Sükran
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Elementary School Teachers,Elementary School Students,Academic Achievement,Grades (Scholastic),Student Characteristics,Student Needs,Foreign Countries,Student Interests,Family Characteristics,Student Attitudes,Student Behavior,Interpersonal Relationship,Assignments,Imagination

Getting to know someone is to know what characteristics that person has. Teachers who know their students well and are aware of their individual differences can create quality educational environments designed according to their interests, abilities, needs and characteristics. This study focuses on ways that teachers frequently use to get to know their students. The aim of the study is to reveal what factors primary school teachers consider in order to get to know their students and how they evaluate their students. Participants consist of 307 primary school teachers working in primary schools in Turkey. The teachers were asked what ways they used to get to know their students and what they paid attention to about their students. Content analysis was used to determine the presence of certain words, themes, or concepts within qualitative data, and appropriate codes and categories were created. Our results demonstrated that the teachers mostly looked at the academic performance, especially the students' past and present grades, to get to know the students, and that teachers neglected the way of looking at student's imagination, needs, wishes and expectations.
Causative Verbs and Event Segmentation in Ewe
Author: Larnyo, Phillips Kofi Atsu
Date: 2020-00-00
Type: Journal Articles
Subjects: Verbs,African Languages,Classification,Attribution Theory,Syntax,Semantics,Intonation,Language Usage,Language Classification

This paper seeks to outline and describe the features of Ewe causative verbs and how they encode causative events. It explores the sub-lexical analysis of verbs' meanings since they form the basis of the classification of causal relations that allow us to explore the different imports between (sub-)events and how these events are structured, and how the participants in the events are related to the description of the event itself. It acknowledges that establishing causal connections between events and their participants is one of the principal means by which we structure our experience of our social and physical environment. Previous typological studies have focused on event segmentation into syntactic and intonational units as well as motion events. This study is descriptive in nature and focuses on causative verbs and their relational analysis with the causative events they construe. Two types of linguistic data are employed in this paper: textual and introspective. This paper identifies that just as English and other languages do, causation is at the heart of the majority of semantic analyses of verbs' meaning relevant to argument realization to involve the causal structure of the events they encode.
Determination of the STEM Career Interests of Middle School Students
Author: Dönmez, Ismail
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Science Careers,Science Interests,Middle School Students,Early Adolescents,Public Schools,Urban Schools,Gender Differences,Instructional Program Divisions,Self Efficacy,Goal Orientation,Expectation,Context Effect,Foreign Countries

The aim of this research is to determine the middle school students' interest in STEM (Science, Technology, Engineering and Mathematics) field. Descriptive survey model, which is one of the quantitative researches, was used. A scale named &quot;The Development of the STEM Career Interest Survey (STEM-CIS)&quot; was applied to the middle school students who were studying in public schools in two different central districts of Ankara. 271 (51.7%) female and 253 (48.3%) male student attended to the research. The reliability coefficient of this questionnaire was calculated as 0.902. The findings show that self-efficacy, personal goals, expectation of results, interest in science, contextual support and individual inputs are effective in STEM career interests of middle school students. STEM career interest has been found to be disproportionate to gender, but it is proportional to class level. In order for students to develop their career plans, the content which is specific to the STEM fields can be combined with the course content itself.
An Investigation of the Effect of Students&apos; Academic Achievement and Science Process Skills Application Together with Cooperative Learning Model and the Modeling Based Teaching Method in Teaching Science Courses
Author: Zorlu, Yusuf
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Achievement,Science Process Skills,Thinking Skills,Skill Development,Cooperative Learning,Schemata (Cognition),Teaching Methods,Instructional Effectiveness,Science Instruction,Scientific Concepts,Secondary School Students,Public Schools,Grade 6,Grade 7,Early Adolescents,Foreign Countries

The aim of this study was to investigate the effects of the applying the cooperative learning model and the modeling based teaching method together in teaching the subjects &quot;Matter and Heat&quot; and &quot;The Particle Structure and Properties of Matter&quot; on students' academic achievement and science process skills. A quasi-experimental design with a pretest-posttest comparative group was used. In the sixth grade, the learning together (LT) method was applied with control group, the learning together and modeling-based teaching methods (LT-MBT) together was applied with the study group. In the seventh grade, the group investigation (GI) method was applied with the control group, and group investigation and modeling based teaching methods (GI-MBT) together was applied with study group. 72 sixth-grade students and 64 seventh-grade students of a public secondary school took part in the research. Data was collected for prior knowledge tests, module tests, academic achievement tests, science process skills, the cooperative learning view scale, and the method views form. According to the results obtained, students applying the GI-MBT method in seventh grade learned better and showed greater improvement in their science process skills than students in other group. Students applying LT-MBT methods in sixth grade were better than students applying the LT method in the module tests. According to the results obtained, it can be said that the modeling based teaching method made positive contributions to the cooperative learning model. It should be applied together with MBT with different methods of cooperative learning model in science education.
The Relation between Teachers&apos; Positive Behavior Support and Language Support
Author: Cunningham, Jennifer E.
Date: 2020-11-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Language Acquisition,Teacher Student Relationship,Preschool Education,Scores,Rating Scales,Predictor Variables,Classroom Environment

The goal of this study was to extend what is known about factors that contribute to the language-learning environment in early childhood classrooms. Two primary research questions were addressed: (a) Are measures of teacher use of classroom-wide positive behavior intervention and support (PBIS) strategies associated with the quality of teacher language support? and (b) Do teachers who receive program-wide training in PBIS strategies differ in their language interactions with children in their classrooms compared with a control group? Findings were mixed and provide preliminary support for the hypothesis that a positive relationship exists between PBIS strategies and the language-learning environment of preschool classrooms. Teachers' scores on a measure of PBIS strategies were a significant predictor of global ratings of language support. However, teachers who were enrolled in the program-wide PBIS training group did not score significantly higher than teachers in a control group at posttest.
Bidirectional Associations between Preschool Classroom Behavior and Language and Literacy Skills
Author: Cashiola, Elizabeth B.
Date: 2020-11-00
Type: Journal Articles
Subjects: Student Behavior,Preschool Children,Preschool Education,Early Intervention,Behavior Problems,Language Skills,Literacy,Vocabulary Development,Listening Comprehension,Correlation,Low Income Students,Student Characteristics,Physical Activity Level

Potential bidirectional associations between preschool classroom overactive (or externalizing) and underactive (or internalizing) behaviors and language and literacy skills (i.e., vocabulary and listening comprehension) were examined in a sample of children enrolled in Head Start (N = 297). Cross-lagged panel designs using structural equation modeling (SEM) were conducted using data gathered through teacher ratings and direct assessments developed for use in preschool programs serving diverse populations of young children. Significant associations varied by type of behavior and language and literacy skill. Higher overactive behavior in the fall was associated with lower listening comprehension skills in the spring, whereas higher underactive behavior in the fall was associated with lower vocabulary skills in the spring. In addition, lower listening comprehension skills in the fall were associated with higher levels of underactive behavior in the spring. Implications for future research, policy, and practice are discussed.
Codeswitching in Group Work in EFL Classes
Author: Kemaloglu-Er, Elif
Date: 2020-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Second Language Learning,Second Language Instruction,English (Second Language),Native Language,Language Usage,Group Dynamics,Student Attitudes,Task Analysis,Emotional Response,Language Proficiency,Language Fluency,Classroom Communication,Teaching Methods,State Universities,College Students,Foreign Countries

Codeswitching is reported to be a common feature of group work in EFL classes, particularly those with learners sharing the same native language. On the other hand, there is little research on codeswitching in group work in EFL contexts. This study aims to investigate the reasons why codeswitching is employed in EFL group work interactions among learners who share the same native language. The data were collected via observations of group work processes and open-ended questionnaires given to the students and thematically analysed. According to the findings, codeswitching in group work served mainly four types of purposes: i) search for equivalence, ii) meaning clarification, iii) following task procedure and iv) emotional expression. The task type being a spontaneous speaking task or an outcome production task and the students' being in an on-record or off-record mode also affected the extent of codeswitching. Another finding was that the instructor's use of L1 in the classroom might derive students to switch codes. The students reported that they switched from English to their native language particularly due to their lack of proficiency and the fact that they found L1 communication a convenient way of expressing their concerns and emotions. Codeswitching was found to be a builder of solidarity and a means of achieving task targets as well as interactional fluency, implying that it can serve pedagogically useful purposes in group work in EFL classes.
Considerations on the New Curriculum of English Language Teaching Programmes
Author: Saka, F. Özlem
Date: 2020-00-00
Type: Journal Articles
Subjects: Curriculum Development,English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Educational Change,Higher Education,Practicums,Course Content,Teacher Education Programs,Pedagogical Content Knowledge,Teaching Methods,Program Evaluation,Language Teachers,Foreign Countries

The curricula of all departments in the faculty of education have been designed by Higher Education Council unlike the curricula of other faculties in Turkish higher education. After the regulation in 2006, all faculties of education throughout Turkey carried out the curricula until the new changes in 2018. It is the same for English Language Teaching departments. In 2018 Higher Education Council changed the curricula and new programmes were sent to be applied in the 2018-2019 academic year. The most striking change is that there are optional course pools under the titles of special field education, pedagogical knowledge and general knowledge. Compared to the programme in 2006, total class hours are decreased but the numbers of courses are increased. School Practice course based on mostly observation in real atmosphere is replaced with a new 6- hour practicum course called Teaching Practice I. It is certain that the efficiency of the programme will be shown when it has been carried out completely. However, it is possible to evaluate the new programme, by examining and comparing it with the former one. This study compares the new programme and the former one in terms of the numbers, class hours, the ratio in the programme, ECTS credits and contents of the courses that belong to the field education, pedagogical knowledge and general knowledge. As a result, it has been proposed that the new programme will not meet the needs of qualified teacher training especially in terms of special field knowledge and field education.
Systemic Functional Linguistics-Legal Genres and Their Configurations in the Islamic Law and Jurisprudence Textbooks at a University in Indonesia
Author: Pramoolsook, Issra
Date: 2020-00-00
Type: Journal Articles
Subjects: Law Students,Law Schools,Interdisciplinary Approach,Islam,English for Special Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Textbooks,Linguistics,Language Proficiency,Reading Comprehension,Literary Genres,Persuasive Discourse,Language Patterns,Content Analysis,History,Reading Instruction,Teaching Methods,Legal Education (Professions)

The great importance of textbooks in the English language in the academic, pedagogic, and scientific world is uncontested. Acquiring holistic knowledge of legal transdisciplinary is of great importance to Islamic law students in Indonesia. Nevertheless, English reading proficiency of Indonesian students is problematic. The present research was to identify the genre types and unfold them through what patterns the genres are mostly structured. Data of the study were one Islamic law textbook and one jurisprudence textbook used as teaching resources and required reading at Universitas Islam Negeri Sumatera Utara, Indonesia. Based on the five main Systemic functional linguistics-based genre frameworks for the analysis, findings from the Islamic law textbook showed 18 genre types including three proposed ones under four genre families of which History genres are the most frequent ones followed by Explanation, Report, and Argument genres. On the other hand, 16 genre types including three new ones belonging to four genre families were identified in the jurisprudence in which Report genres are the most frequent ones followed by Argument, Explanation, and History genres. The commonalities and discrepancies of the findings between the two legal textbooks are assumed to be the logical results of the ideological differences and the resource aspects from which the legal discipline is oriented. The findings of the study would be useful to design teaching of reading legal English texts that can facilitate students which is unfortunately neglected by both English and law teachers.