ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Media Literacy Competencies and Critical Reading Self-Efficacy Perceptions of Prospective Teachers of Turkish
Author: Kaplan, Kadir
Date: 2021-00-00
Type: Journal Articles
Subjects: Media Literacy,Critical Reading,Self Efficacy,Preservice Teachers,Student Attitudes,Teacher Competencies,Turkish,Correlation,Gender Differences

21st century people inevitably need to critically take the content offered to them by the media they are in contact with. This situation requires individuals to have some competencies in terms of both media literacy and critical reading. In this study, the relationship between media literacy competencies and critical reading self-efficacy perceptions of teacher candidates of Turkish language was examined. New Media Literacy Scale for University Students and Critical Reading Self-Efficacy Scale were used as data collection tools. 445 participants studying at 14 different state universities in Turkey, participated voluntarily in the study. Statistical software program was used to analyze the data. Findings derived from the research illustrated that there was a positive significant relationship between the media literacy competencies of Turkish teacher candidates and their critical reading self-efficacy perceptions. No significant relationship between the media literacy competencies and critical reading self-efficacy perceptions of Turkish teacher candidates was observed in terms of gender. The media literacy competencies and critical reading self-efficacy perceptions of Turkish teacher candidates differ in favour of the participants studying in the upper category compared to the participants studying at middle and lower category universities.
The Adaptation of Student Engagement Scale in Higher Education (HES)
Author: Kürtül, Necmettin
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,College Students,Foreign Countries,Test Construction,Measures (Individuals),Factor Analysis

The aim of this study is to adapt the Student Engagement Scale into Turkish higher education context. The scale has two previous versions whose aims are to determine the level of engagement of students studying at different universities (American-Canadian &amp; Australian-New Zealand). Both scales provide significant benefits related to the quality of higher education regarding both students' achievement high-quality learning outcomes and the development of universities regarding various aspects. In the current study, the scale called the Turkish Higher Education Student Engagement Scale (HES) was adapted from the Australasian version called SES2 so that the quality in higher education in Turkey can be achieved in a similar fashion. During the adaptation process, two data sets obtained from totally 526 students studying at a state university in Turkey were used. The first data set was used for both the explanatory factor analysis (EFA) and confirmatory factor analysis (CFA), respectively. The second data set was used for another CFA to prove its validity on the second dataset. It reveals that the scale has a structure of seven sub-factors, which is different from the previous versions. The scale provides valuable information regarding the determination of students' level of engagement in higher education in both western countries and Turkey.
Postgraduate Students&apos; Perceptions of Research Self-Efficacy and Critical Thinking Disposition and Their Impact on Academic Creativity: Case of Mersin University
Author: Komsu, Ufuk Cem
Date: 2021-10-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Self Efficacy,Research Skills,Scientific Research,Thinking Skills,Critical Thinking,Correlation,Creativity,Foreign Countries

Postgraduate education plays a key role in assessing the welfare level of today's societies and in the process of creating labor in line with the social development needs of developing countries. The structure of this educational process requires graduates to be individuals that possess scientific research competencies, critical thinking skills who can create original academic studies. In this study, it was aimed to determine the self-efficacy, critical thinking dispositions and academic creativity of postgraduate students and to investigate their effects on academic creativity and; descriptive and relational survey model were used. Due to the factor analysis' findings, the sub-dimensions of both the Critical Thinking Disposition Scale and the Academic Creativity Scale differed, and the research hypotheses were arranged according to these new sub-dimensions. According to the findings, while the research self-efficacy of the students had a high impact on their academic creativity, it was found that the engagement sub-dimension of critical thinking dispositions could affect the investigative creativity. These results showed the role of research techniques education in postgraduate studies. In addition, the complex and multifactorial structure of the phenomenon of creativity has validated itself at the academic level, but new research is needed on how academic creativity is affected by different factors.
Requirements and Satisfaction Levels of Turkish Migrants for Participation in the BAP Program: Example of Germany
Author: Çelen, Yeliz
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Barriers,Access to Education,Student Attitudes,Secondary Schools,High Schools,Open Education,Student Characteristics,Student Satisfaction,Postsecondary Education,Academic Aspiration,Program Effectiveness

Turkish immigrants who have been to Germany since 1961 have experienced many problems due to different reasons such as not recognizing the destination country, not knowing the mother tongue of the country, and xenophobia during the process of their integration into the region. One of the problems experienced by immigrants is that they cannot get the desired or sufficient education. It is seen that the rigid and selective structure of the German education system plays a role in the integration of Turkish youth into social life and educational processes in Germany rather than their individual or group characteristics. In addition, although the young population of Germany does not increase, the rapid increase of the Turkish population in Germany plays an important role and determines the policies regarding the education system applied to the Turks. In this context, it bears any reason or unfinished education programs for people who want to get more qualified educational development and implementation of Turkey's importance in countries such as Germany. Republic of Turkey, Anadolu University, carried out in cooperation with the Ministry of National Education Curriculum in Western Europe is one of these applications. In this study, it was tried to determine the reasons and satisfaction levels of Turkish students who benefit from this program in Germany to participate in the BAP program. In this context, a questionnaire was applied to the students and a meeting was held with the BAP managers. The survey was applied to a group of 100 BAP students studying in Germany, and the working group consisting of administrators consisted of 10 people who actively communicate with BAP students. In the study, qualitative and quantitative data analysis methods were used together, and the reasons for the participation of the students in the BAP program were grouped personally and socially.
Impact of a Counseling Program Based on Social Emotional Learning toward Reducing Math Anxiety in Middle School Students
Author: Kamour, Mimas
Date: 2021-00-00
Type: Journal Articles
Subjects: Counseling Services,School Counseling,Social Emotional Learning,Mathematics Anxiety,Middle School Students,Foreign Countries,Grade 7,Grade 8,Private Schools,Program Effectiveness,Gender Differences

This study investigated the impact of a counseling program based on social emotional learning in reducing math anxiety in middle school students. The sample consisted of 207 males and females from 7th and 8th grade students deliberately selected from Jordanian private schools, and randomly distributed equally into two groups: the experimental group (which was taught by the counseling program) and the control group (which was taught by the traditional method). To achieve the goals of the study, the researchers prepared math anxiety tests that had been verified for validity and reliability. The results of the study showed the superiority of the experimental group in reducing math anxiety, and that there were no differences between average scales of males and females in math anxiety. In light of the results of the study, the researchers recommend the use of a counseling program based on social emotional learning, to reduce math anxiety among middle school students.
Investigating Parents&apos; and Teachers&apos; Views on Teaching English in Preschool Period
Author: Köksal, Onur
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Preschool Education,Preschool Teachers,Teacher Attitudes,Parent Attitudes,Age Differences,Teaching Experience,Educational Attainment,Foreign Countries,Public Schools,Private Schools,Income,Program Effectiveness

The present research presents a review of the related literature on the importance of English in the preschool period and investigates the opinions of teachers in public and private preschool institutions in Konya and the parents who send their children to these institutions. In the present study quantitative research design was adopted. The participants were composed of 80 parents and 22 teachers who were selected randomly on voluntary basis from 11 different pre-schools in Selçuklu, Konya in the 2018-2019 school year. The data were collected via two questionnaires developed by the researcher in order to investigate the views of parents and teachers about English teaching in pre-school education institutions. The results revealed that older parents and teachers had less positive opinions related to the necessity of teaching English. Teachers with longer experience also had less positive opinions about the importance of teaching English. Regardless of the educational degrees they hold, preschool teachers and parents considered pre-school English teaching as a necessary subject. Preschool teachers stated that pre-school English teaching was necessary regardless of the institution.
Metacognitive Awareness and Skills of ELT Students Regarding the &quot;Structure of English&quot; Course
Author: Su-Bergil, Ayfer
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Undergraduate Students,State Universities,Measures (Individuals),Student Attitudes,Foreign Countries,Course Descriptions,Knowledge Level,Gender Differences

In this study, the metacognitive awareness, and skills of English Language Teaching Department (ELT) students regarding their course achievement of the structure of English is aimed to be investigated specifically. For this purpose, the participants were composed of the 1st grade ELT students at a state university taking the course of Structure of English in the spring semester of 2018-2019 academic year in Turkey. Hence, both the metacognitive awareness and skills of 1st grade ELT department students and to what extent they convey their metacognitive awareness and skills to the structure of English course are taken into consideration among the research questions of this study. In data collection procedure, 52-item Metacognitive Awareness Inventory (MAI) consisting of two facets named as knowledge about cognition with three sub-sections and regulation of cognition with 5 sub-sections, and 30-item Metacognitive Skills Scale (MSS) were used. With the collected data, the relation of cognitive awareness and skills with the achievement of the structure of English course were investigated. In data analysis part of the method, both qualitative and quantitative research methods were applied to the data. The results showed that the metacognitive awareness and skills of ELT department student studying at one of the state university in Turkey differ from each other and have effects on the achievement of the structure of English course which is one of the courses they need to take during their faculty education. Thus, metacognitive awareness and skills should be taken into consideration in ELT departments since they provide as pre-conditions for course achievement of teacher candidates and equip them better for their future teaching career, which requires intellectual development as well.
The Relationships among Prospective Teachers&apos; Teacher Efficacy with Their Levels of Academic Motivation, Academic Procrastination, and Anxiety about the Public Personnel Selection Examination (PPSE) = Ögretmen adaylarinin ögretmen yetkinlikleri ile akademik güdülenme, akademik erteleme, Kamu Personel Seçme Sinavi (KPSS) kaygi düzeyleri arasindaki iliski
Author: Saracaloglu, Asuman Seda
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Motivation,Time Management,Test Anxiety,Predictor Variables,Foreign Countries,Self Concept Measures,Self Efficacy,Learning Motivation,Measures (Individuals),Licensing Examinations (Professions)

The purpose of this study was to determine the relationships among the prospective teachers' teacher efficacy and their level of academic motivation, anxiety of PPSE academic procrastination levels. The research was designed as correlational survey method. The sample of the research was composed of 187 prospective teachers. According to the results of the study, there was a low and positive correlation between teacher efficacy and academic procrastination behaviors and also moderate and positive correlation with academic motivation levels of the prospective teachers. In addition, teacher candidates' academic procrastination behaviors, academic motivations and PPSE concerns explained 22% of the teacher efficacy of candidates. [This study was presented at the 5th International Congress on Curriculum and Instruction held in Mugla, Turkey between 26-28 October 2017 as an oral presentation.]
Examination of Stress Levels of Parents with Preschool Children in Terms of Different Variables
Author: Sancili, Semanur
Date: 2021-00-00
Type: Journal Articles
Subjects: Stress Variables,Parents,Preschool Children,Parent Background,Parent Attitudes,Foreign Countries,Individual Differences

The study aimed to examine the relationship between the stress levels of parents with preschool children and the variables of the parents' gender, age, education level, perceived income level, number of children and age of the child. The study was carried out via relational scanning model. The participants of the study were selected using easy sampling method, and consisted of 307 volunteer parents with children between the ages of 4-6. The data were collected online via the Participation Acceptance Form, General Information Form both of which were developed by the researchers, and Parental Stress Scale developed by Kaymak Özmen ve Özmen (2012) in 2020-2021 school year. The data obtained were analyzed using the SPSS 25 statistical package program, and utilizing the tests such as ANOVA, Mann Whitney U Test, and Kruskal Wallis H Test. The results revealed that there was no relationship between the stress level of the parents and the parents' gender, age, education level, perceived income level, the number of children they have, but there was a relationship between the parental stress level and the age of the children. Various recommendations have been made regarding these results.
Foundations of Linguistics and Identity in L2 Teaching and Learning: Agency through Linguistic Enrichment, Differentiated Instruction, and Teacher Identity
Author: Petray, Marnie Jo
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Professional Identity,Linguistics,Introductory Courses,Grammar,Pedagogical Content Knowledge,Teaching Methods,Individualized Instruction,Masters Programs,English Language Learners,Creoles,Academic Language,Writing Instruction,Latin Americans,Scaffolding (Teaching Technique),Language Variation,Academic Achievement,STEM Education,Urban Schools,Practicums,Teacher Attitudes,Teacher Education Programs,English (Second Language),Teacher Certification,Immigrants,Nonstandard Dialects,Undergraduate Students

Language, procedure, and identity are L2 teaching/learning essentials that may promote agency and stimulate synergies among knowledge, practice, and reflection (Diaz Maggioli, 2014; Duff, 2012). This meta-report presents three studies that collectively advance agency and endorse linguistic foundations as enrichment, differentiated instruction as engagement, and teacher identity as empowerment. All of these theoretical constructs are key to successful L2 teaching and acquisition. Study 1 quantitatively reports on introductory linguistics' presence or absence in 114 master's programs at 54 US institutions. Findings suggest that linguistics' curricular presence is inconsistent and training for optimal impact in the L2 classroom is lacking. Given the discipline's fundamental role in teachers' understanding of language development, grammatical structures, and sociolinguistic contexts (Lucas, Villegas, &amp; Freedson-Gonzalez, 2008), such lapses offer insufficient pedagogic tools and impair the ability to address English learners' (ELs) needs. Study 2 profiles differentiated instruction in integrated classrooms to develop Caribbean Creole ELs' academic writing and language skills. Findings demonstrate that scaffolding academic language and linguistic interventions within pedagogical frameworks with socially-conscious strategies benefit ELs (Salvatori &amp; Donahue, 2012). This study argues differentiated instruction is essential to L2 formal register acquisition and academic success, particularly for urban STEM students. Study 3 qualitatively investigates the use of reflective practices by urban STEM teachers completing an additional ESL Endorsement. Drawing from a combined perspective of identity-in-discourse (Fairclough, 2003) and identity-in-practice (Varghese, Morgan, Johnston, &amp; Johnson, 2005), the study explores how reflective practices embedded in a field experience/practicum impact the professional identity of in-service STEM teachers.
Gifted Students&apos; Decisions and Justifications on a Socio-Scientific Dilemma Related to the COVID-19 Pandemic
Author: Akin, Esra Zaim
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Academically Gifted,Health Behavior,Immunization Programs,Fear,Decision Making,Risk,Science and Society,Grade 6,Grade 7,Grade 8,Grade 9,Gender Differences,Death,Beliefs,Safety,Foreign Countries

The study focuses on the socio-scientific dilemma which arises in the context of the COVID-19 pandemic and is frequently voiced in the society and media: &quot;Should we get a COVID-19 vaccine or not?&quot; The study group of the study were selected via holistic single case study design, one of the qualitative research methods, is comprised of gifted students (n:32). As a result of the study, it was determined that the students made positive and negative decisions regarding getting vaccinated, and some of them stated that they would decide to get vaccinated or postpone the decision depending on whether some criteria would be met. The justifications proposed by the students making a positive decision include protection against the virus, fear of being infected and increasing number of deaths while the students making a negative decision gave justifications including not trusting the WHO (World Health Organization) and the vaccines produced by other countries, wanting to develop immunity through natural ways and believing that free vaccine is dangerous. Some of the students stating that they would decide depending on whether the criteria would be met emphasized some criteria such as the vaccine's being tried and approved, development of the vaccine in their own country and its content's being harmless.
Speech Acts as Means of Argumentation in Bank&apos;s Annual Reports
Author: Al-Hindawi, Fareed Hameed
Date: 2018-09-00
Type: Journal Articles
Subjects: Speech Acts,Banking,Pragmatics,Persuasive Discourse,Linguistic Theory,Annual Reports,Authors,Finance Occupations,Corporations,Cooperation,Financial Audits,Discourse Analysis

Argumentation is the process of changing others point of view and convincing them to do something or to think in a certain way. Different rhetoricians, like Toulmin (1958) and Aristotle (1984), define argumentation as merits of persuading or an attempt to give justifications. Giving that arguing can convince others to &quot;do&quot; or &quot;think&quot; in a certain way puts argumentation within the domain of the speech act theory. The current work aims at shedding light on argumentation from a speech act perspective, particularly in professional genre as banks annual reports. Precisely, the paper attempts to answer the question: &quot;How are speech acts used in banks annual reports to convince clients, shareholders, and companies to collaborate with the bank?&quot; A model of analysis is developed to identify the pragmatic techniques of arguing used by ARs (Annual Reports) writers to convince their readers. The data used in this paper consist of four bank's ARs for the financial years of 2014 and 2015.
Teaching Writing to Non-Native Speakers: First Language Composing v/s Second Language Composing
Author: Almutairi, Norah Dhawi
Date: 2018-09-00
Type: Journal Articles
Subjects: Writing Instruction,Writing (Composition),Writing Skills,Writing Processes,Native Speakers,Native Language,Brainstorming,Teaching Methods,English (Second Language),Second Language Learning

The study aimed to evaluate teaching techniques for non-native speakers in terms of first language composing v/s second language composing. The study holds significance since it discusses different aspects of writing, including deep examination of composing process. The study was conducted among skilled and unskilled L2 writers. The results of the study showed that L1 and L2 writers devoted most of their time to generate ideas that display recursiveness in their composing processes. Results also depicted that brainstorming techniques can be approached in different forms, which can also be a good individual strategy that can be used by the students. Pedagogic recommendations need to be based on accurate and practical theories. Results has depicted that time planning and quality of L2 texts among students are positively affected from translating thoughts. Regarding pedagogical implications, the study has postulated that these techniques should be adapted by L2 students.