ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Social Media Usage Levels among Students at School of Physical Education and Sport in Some Variables
Author: Dinçer, Nevzat
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Mass Media Use,College Students,Physical Education,Gender Differences,Foreign Countries

The purpose of the research was to analyze the social media usage levels of the students at School of Physical Education and Sport in Batman University in terms of some variables. The research group consisted of total 262 students including 164 female students and 98 male students who have studied at School of Physical Education and Sport in Batman University during the spring term of the academic year 2017-2018 and participated in the research voluntarily. The research data were collected with &quot;The Scale of Social Media Usage Level&quot; developed by Toraman (2013). The scale is a five-point likert scale with 19 statements and one dimension. In estimation of total points from the social media usage level scale, the values were registered as &quot;19-44&quot; Elementary Level, &quot;45-70&quot; Medium Level, and &quot;71-95&quot; Advanced Level presented by Toraman (2013). As a result of the research, it was clear that the social media usage levels of the students at School of Physical Education and Sport were at medium levels, there were not significant differences between the students' gender, social media usage reasons and social media usage levels, there were significant differences between the students' social media usage duration, social media subscription and social media usage levels.
The Rights and Responsibilities of Parents According to the Views of Teachers
Author: Kiral, Bilgen
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Parent Responsibility,Civil Rights,Elementary School Students,Advantaged,Socioeconomic Status,Phenomenology,Parent Teacher Cooperation,Academic Achievement,Enrollment,Nutrition,Clothing,School Uniforms,Homework,Parent Participation,Parent Child Relationship,Foreign Countries

The research was carried out to determine the rights and responsibilities of parents, whether they were treated accordingly, the reasons of not complying the responsibilities, and whether they were treated accordingly in the event that there was a specific legal text regarding the rights and responsibilities. The research was conducted in a primary school in 2018-2019 academic year in Efeler in Aydin where the children of the parents with high socio-economic status studied. 8 voluntary classroom teachers participated in the study. Phenomenology approach, one of the qualitative research designs, was used in the research. The data of the research was collected by face-to-face interviews with a semi-structured interview form. The most frequently repeated rights were; meeting the classroom teacher and the parents, receiving information about the achievement of their children, transferring them to another school and enrolling them in the school. The most frequently repeated responsibilities of parents regarding their children were; nutrition, dressing, providing their clothes and school uniforms, following their homework/lessons, helping their homework at home, directing them to social activities and acquiring self-care skills. The teachers thought that all the parents in their school already knew and claimed their rights. However, half of the parents regularly fulfilled their responsibilities. The reasons for not fulfilling their responsibilities were divided into two categories as parental characteristics and educational reasons. At the end of the research, such suggestions were made as preparing a specific legal text with sanction power that included the rights and responsibilities of parents.
Investigation of Social Support Perception and Self-Esteem as Predictors of Psychological Resilience of Parents Who Have Children with Special Educational Needs
Author: Karaman, Erkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Parents,Resilience (Psychology),Social Support Groups,Self Esteem,Parent Attitudes,Special Education,Children,Foreign Countries

This study was conducted to examine the perceived social support and self-esteem as predictors of the psychological resilience of the parents who have children with special educational needs. This study aimed to reveal the relationship between the psychological resilience of the parents who had children with special educational needs and the level of social support they perceived and their self-esteem levels. This research is a correlation study in relational screening model. 235 parents (205 females and 30 males) participated in this study. Personal Information Form, Resilience Scale for Adults, Aricak Self-Esteem Scale and Revised Parental Social Support Scale were used as data collection instruments. In the evaluation of the data number, percentage, mean and standard deviation were used as descriptive statistical methods. The t-test was used to compare quantitative continuous data between two independent groups, and one way Anova test was used to compare quantitative continuous data between more than two independent groups. Scheffe test was used as a complementary post-hoc analysis to determine the differences after the Anova test. According to the research results, there is a significant relationship between psychological resilience, perceived social support and self-esteem. Perceived social support and self-esteem variables predicted the psychological resilience. The results of the research were discussed in the relevant literature.
Differences between Task, Exercise, and Drill in L2 Education: A Systems-Thinking Perspective
Author: Sabah, Somayyeh
Date: 2018-12-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Language Usage,Goal Orientation,Task Analysis,Teaching Methods,Systems Approach,Comparative Analysis,Drills (Practice),Definitions,Communicative Competence (Languages)

The present study considered the definitions of and differences between the concepts of task, exercise, and drill in the related literature on L2 practices. The concept of task has been commonly differentiated from the exercise and drill with respect to certain criteria. Task is, in the main, meaning-based, goal-oriented, and purposeful with a nonlinguistic and communicative outcome. Based on Long (2016), task demands the L2 use in the real world. Also, as said by Swales (1990), tasks are more relatable to the genre than the other two language practices. Moreover, the task performance endows L2 learners with higher degrees of freedom than the accomplishment of the exercise and drilling, respectively. Furthermore, this study examined and supported a systems-thinking perspective on task-based language teaching (TBLT) (Finch, 2001). However, considering the task phase as a complex system seems to be still under debate and thus needs more research and analysis.
Exploring Research Methods in Language Learning-Teaching Studies
Author: Nimehchisalem, Vahid
Date: 2018-12-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Research Methodology,Decision Making,English (Second Language),Applied Linguistics

Research methods offer authentic ways to elicit useful data based on which informed decisions can be made. With respect to their design and data collection or analysis, research methods are traditionally divided into qualitative and quantitative types, each with its strengths and weaknesses. In response to new theories and technological developments, new methods have evolved as extensions of qualitative or quantitative methods or as combinations of the two with promising features. This article presents an overview of the common methods used in language learning-teaching research.
Language Learning Approaches: Unity in Diversity
Author: Koondhar, Mansoor
Date: 2018-12-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Audiolingual Methods,Communicative Competence (Languages),Teaching Methods,Educational Theories,Linguistic Theory,Criticism,Listening Skills,Speech Communication

This is a conceptual paper based on the existing literature related to three famous language learning theories; Audio-lingual Method, Communicative method and the hypotheses of Stephen D. Krashen. These three schools of thought are not usually seen as similar or it is not common to find much literature regarding these theories having any common traits. The individual criticism on each of these theories focuses on many of their individual aspects but not on similarities among these three. The researchers however, after studying these theories closely, have been able to extract some striking similarities in spite of all the commonly known differences. The aim of this paper is to invite more focus and more research on similarities shared by these apparently independent schools of thought and consequently exploit the maximum fruits of these powerful theories. The findings suggest that the multiple similarities among the three schools of thought under study can jointly be named as one very vividly common trait: stress on the communicative skills involving listening and speaking to be the key towards successful language learning.
The Effects of Problem Solving, Project-Based Learning, Linguistic Intelligence and Critical Thinking on the Students&apos; Report Writing
Author: Yusri
Date: 2018-12-00
Type: Journal Articles
Subjects: Critical Thinking,Problem Solving,Language Aptitude,Intelligence,Student Projects,Teaching Methods,Active Learning,Writing (Composition),Student Attitudes,Comparative Analysis,Reports,English (Second Language),Second Language Learning,Second Language Instruction,College Students

The aim of this research is to know the effects of problem solving, project based learning, linguistic intelligence and critical thinking on the students' report writing. Linguistic intelligence, critical thinking and report writing tests are used to collect the data. Two-factor ANOVA at 0.05 significance level are applied statistically. The findings of this research showed that (1) The students' report writing skill taught through problem solving was higher than those who were taught through project based learning. (2) There were interactions among problem solving, project based learning, linguistic intelligence and critical thinking on the students' report writing. (3) The students' report writing who were taught through problem solving and having high linguistic intelligence and high critical thinking is higher than those who were taught through project based learning and having high linguistic intelligence and high critical thinking (4) The students' report writing skill who were taught through problem solving and having low linguistic intelligence and low critical thinking is lower than those who were taught through project based learning and having low linguistic intelligence and low critical thinking.
The Relationship between Daily Lifestyle and Anthropometric Parameters in Secondary School Student
Author: Güllü, Esin
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Students,Life Style,Males,Physical Activity Level,Body Composition,Foreign Countries

The aim of this study was to investigate the relationship between daily lifestyle and anthropometric parameters in secondary school boys, aged 10-12 years. The study included 128 male students in secondary school, healthy and voluntarily. Anthropometric and metabolic parameters of the participants were measured before the study. The daily step counts (STEP) were measured by SenseWear® Armband for 6-day without physical education classes. To determine whether the students had active or inactive daily lifestyle habits, STEP values were assigned to three different levels according to the classification of Craig et al. (2013): passive group (PG), normal group (NG), and active group (AG). One-way ANOVA, multiple comparison, and Pearson correlation coefficient tests were used. P&lt;0.05 was considered significant in all tests. In multiple comparison tests, some anthropometric parameters and STEP averages were significant in favor of AG (p&lt;0.05). There were moderate (r=-0.60) or high (r=0.81) linear relationships between STEP averages and mean values of the anthropometric features (p&lt;0.01). It was concluded that the anthropometric parameters and daily step count of male secondary school students have a significant effect on daily lifestyle habits.
The Use of Project-Based Learning Focusing on Drama to Promote Speaking Skills of EFL Learners
Author: Sirisrimangkorn, Lawarn
Date: 2018-12-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Drama,Teaching Methods,Speech Communication,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Educational Benefits

This study focuses on the use of project-based learning focusing on drama to promote the speaking skills of EFL learners. It also aims to investigate how the use of project-based learning focusing on drama is beneficial to learners' speaking skills. The participants of this study were EFL learners majoring in English who were enrolled in Learning English through Drama course. The data of the current study was collected quantitatively and qualitatively. Both quantitative and qualitative data analysis revealed that learners' speaking skills were improved as a result of the use of project-based learning focusing on drama. Moreover, the principles of project-based learning and drama are advantageous for learners' language learning and speaking skills. Hence, the use of project-based learning focusing on drama is recommended for promoting speaking skills and affective factors. The present study also highlights the advantages of using project-based learning focusing on drama as an effective teaching method as it provides learners with opportunities to speak English and is seen as an enjoyable way for learners to learn a foreign language. Finally, the study recommends the use of project-based learning focusing on drama in the language classroom as it provides learners with opportunities to speak a foreign language in a communicative context.
Accessibility to Schooling on Small Islands: An Exploratory Study of Local Options and Opportunities on Kangaroo Island, South Australia
Author: Teasdale, G. R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Decision Making,Parent Attitudes,Grandparents,Student Attitudes,Academic Achievement,Employment Opportunities,Educational Attitudes,Values,Security (Psychology),Success,Family Relationship,Global Approach,Vocational Education,Higher Education,Geographic Location

Families living on small islands face limited options for the school education of their children. This exploratory study on Kangaroo Island, South Australia, considers some of the issues they face and the choices they make. It is based on informal, semi-structured interviews with parents, grandparents and children. Results show that all informants want students to be successful at school, gaining the life-skills, knowledge, and maturity to succeed in vocational or university education, and obtaining satisfying employment. While some believe that schooling on the Island is inadequate for achieving these goals, they also recognize the unique benefits of living on the Island. They, therefore, want the best of both worlds: education that equips their children for success in a global world, along with a deep grounding in local values, including the interdependence that exists within and between extended families, and the sense of security and belonging their children gain from family and community networks. Most families we interviewed believe they have been able to achieve a functional syncretism between the global and the local, albeit in a variety of different ways.
A Situated Political Economy of Knowledge: Critical Social Sciences in Tanzania and Ecuador
Author: Cielo, Cristina
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Relations,Universities,Developing Nations,Government School Relationship,Educational Policy,Politics of Education,Economic Factors,Social Science Research,Neoliberalism

This article focuses on the policies by which social sciences that analyse unequal international relations are both shaped and diminished in the provincial universities of two developing countries. We examine key moments in the development and limitation of critical social sciences in Tanzania and Ecuador. In both these places, important perspectives on international political and economic structures emerged that attended to their situated socio-cultural and epistemological dimensions. In the context of Tanzania's strong state-university relations, state policies of higher education limited critical political economic approaches through their market submission. Within Ecuador's historically antagonistic state-university relations, such limitations are enacted through homogenizing regulations. Based on archival research and interviews at each site, our comparison of the domestication of critical knowledge production in these two provincial universities in the global south allows us to understand how national policies limit possibilities for the social sciences to scrutinize the political economies that shape them. [Note: The title of this paper on the publisher's website is &quot;The Political Economy of Critical Knowledge: Producing and Limiting Endogenous Social Sciences in Tanzania and Ecuador.&quot;]
Bilingual Use of Translanguaging: Chinese Student Satisfaction in a Transnational Business Degree in English
Author: Troedson, David Andrew
Date: 2018-00-00
Type: Journal Articles
Subjects: Bilingualism,Code Switching (Language),Sense of Community,Teaching Methods,Learning Processes,Second Language Instruction,Second Language Learning,Skill Development,Partnerships in Education,English (Second Language),Intercultural Communication,Business Administration Education,International Education,Language Usage,Chinese,Course Content,Teacher Role,Student Attitudes,Educational Experience,College Students,Foreign Countries

Studies of student satisfaction in higher education settings highlight the contribution of teaching, learning and assessment, institutional status, and the personal factors of self-efficacy, preparedness, and sense of community. Transnational partnership research has identified that similar student satisfaction factors are experienced by mainland Chinese students enrolled in English-language degrees. However, there are certain challenges related to foreign language skill development, intercultural exchange, and lack of local contextualization. This paper provides insights into the interplay among satisfaction factors in the transnational context of an Australian-China higher education partnership for Chinese students studying a Business degree in their home country. In addition, the paper highlights the value added to the student experience by the expeditious use of local Chinese exemplars and translanguaging across the two languages to explain the more complex concepts presented in the course content. In so doing, the paper sheds some light on the role of local, native speaking staff in the teaching and learning process and their contribution to student satisfaction, a known retention benefit to higher education institutions.
Dimensions of Digital Divide and Relationships with Social Factors: A Study of Greek Pre-Service Teachers
Author: Bikos, Konstantinos
Date: 2018-00-00
Type: Journal Articles
Subjects: Technological Literacy,Access to Computers,Computer Use,Social Influences,Preservice Teachers,Information Technology,Foreign Countries,Questionnaires

In this paper the dimensions of digital divide (DD) are explored among Greek pre-service teachers. The participants (N=309) were asked to complete an instrument with questions about their access and use of Information and Communication Technologies (ICT). Data were analysed by Principal Component Analysis (PCA); Six dimensions were extracted: Entertainment Activities at the University (EAU), Entertainment Activities at Home (EAH), Knowledge &amp; Skills (K&amp;S), Academic Work at the University (AWU), Academic Work at Home (AWH) and Sources of Learning (SL). The above dimensions measured by the factor scores calculated by PCA were used as depended variables and the effects of independent variables, such as gender, age, residency, parents' residency, type and location of school and parents' education were explored via a general linear model (GLM). The analysis showed that age, school location, mother's education and the university department were significantly correlated with DD. Moreover, a two-step cluster analysis based on the extracted dimensions of DD revealed four groups/clusters of students, which have distinct behavioural profiles associated with their access and use of digital technologies. The implications of the findings are discussed.
Explicitly Linking Simulated with Real Experiments for Conceptual Understanding of Floating/Sinking Phenomena
Author: Zoupidis, Anastasios
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Simulation,Science Experiments,Science Instruction,Concept Formation,Scientific Concepts,Scaffolding (Teaching Technique),Elementary School Science,Elementary School Students,Grade 5,Direct Instruction,Instructional Effectiveness,Computer Uses in Education

In the present paper, we have examined the impact of explicit linkage between simulated (i.e., virtual) and real (i.e., physical) experimental settings in order to scaffold conceptual understanding, in the case of floating and sinking (F/S) phenomena explanations. This research is part of a research-based curriculum project and has been implemented evolutionarily. The first implementation took place in a science classroom of 12 fifth graders while the refined second that emphasized explicitly linking students' explanations of real with simulated F/S phenomena took place in two science classrooms of 41 fifth graders in total. We report and discuss the results of five research tasks included in a questionnaire developed to record students' explanations concerning F/S phenomena. Findings showed that explicit instruction linking simulated and real activities of F/S phenomena was beneficial for students even as long as seven months after the intervention.
Placement Quality Has a Greater Impact on Employability than Placement Structure or Duration
Author: Smith, Calvin
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Employment,Student Placement,Job Placement,Work Experience Programs,Employment Potential,Curriculum Design,Predictor Variables,Practicums

This paper addresses the question of the relative importance of work-integrated learning placement quality, structure (whether part-time or full-time), and duration (in weeks), for producing employability outcomes. Additionally, we explore whether the quality of those placements is more, less, or equally important than the structure and duration. Drawing on responses to questions in a survey from 2,313 participants, 1,316 of whom had no placement experience and 997 of whom had had a placement experience, as part of their university studies, we tested a series of related hypotheses. After controlling for prior work-experience, results show that the quality of the placement experience is a greater predictor of a variety of employability outcomes than either structure of the placement experience or its duration. Findings will inform curriculum designers, practicum supervisors, and those interested in the outcomes of higher education.