ethanporcaro/eric-fulltext-meta huggingface dataset:
Parenting Practices Scale: Its Validity and Reliability for Parents of School-Aged Children
Author: Kahraman, Hanife
Date: 2017-06-00
Type: Journal Articles
Subjects: Child Rearing,Parenting Styles,Factor Structure,Factor Analysis,Test Validity,Test Reliability,Elementary School Students,Foreign Countries,Questionnaires,Parent Surveys,Likert Scales,Test Construction,Parent Child Relationship,Problem Solving,Family Environment,Mothers,Fathers,Parent Background,Educational Attainment,Affective Behavior,Statistical Analysis

Parenting practices are a field in psychology in which numerous studies have been carried out. In western countries, attempts to define the concept operationally have led to the emergence of many scales claiming to test the concept. This study aims at developing a scale to evaluate the parenting practices of parents with schoolchildren and at carrying out the validity and reliability tests of the scale in question. In the study, 511 parents with schoolchildren between the ages of 6-13 participated. The initial scale consisted of 84 items. Explanatory factor analysis was applied in order to analyze the construct validity and factor structure of the scale, whereas principle component analysis and the varimax rotation technique were used as the factoring technique. Following analysis, 32 items were removed from the scale. The final version of the scale consists of six components (sub-dimensions) and 52 items that explain 40.1% of the variance. Afterwards, second-order confirmatory factor analysis was applied, and model data fit was observed to be high. Cronbach alpha values of the scales' sub-dimensions were found to be between .65 and .79. Criterion validity of the scale was also tested during the study. To this end, the Parenting Practices Scale (PPS) and Parental Acceptance-Rejection Questionnaire (PARQ) were used. The correlation between sub-dimensions and total score was analyzed in the study, in which 168 parents participated in total. The findings support the criterion validity of the scale. Moreover, the results prove that the developed scale has the ability to validly test existing differences among parents' parenting practices and the psychological structures leading to them.
A New Problem-Posing Approach Based on Problem-Solving Strategy: Analyzing Pre-Service Primary School Teachers' Performance
Author: Kiliç, Çigdem
Date: 2017-06-00
Type: Journal Articles
Subjects: Problem Solving,Preservice Teacher Education,Preservice Teachers,Elementary School Curriculum,Questioning Techniques,Educational Strategies,Qualitative Research,Statistical Analysis,Interviews,Word Problems (Mathematics),Mathematics Activities,Mathematical Aptitude,Pedagogical Content Knowledge,Teaching Skills,Foreign Countries

This study examined pre-service primary school teachers' performance in posing problems that require knowledge of problem-solving strategies. Quantitative and qualitative methods were combined. The 120 participants were asked to pose a problem that could be solved by using the find-a-pattern a particular problem-solving strategy. After that, task-based interviews were conducted with 5 of the 120 participants who had answered in different ways. The data obtained were analyzed using semantic, descriptive, and content analysis methods. It was determined that 55% of the participants could pose a word problem that can be solved using the desired strategy. The other participants displayed three forms of difficulty: some posed problems that required an irrelevant strategy, some were unable to offer any answer, and some suggested problems that involved simply finding a general rule of a pattern. Because of the many pedagogical benefits associated with problem posing, pre-service teachers should be educated in problem-solving strategies and problem and types so that they can apply problem-posing skills effectively in primary schools.
The Effects of Task-Induced Involvement Load on Word Learning and Confidence Judgments Mediated by Knowledge and Regulation of Cognition
Author: Teng, Feng
Date: 2017-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Majors (Students),Metacognition,Questionnaires,Pretests Posttests,Statistical Analysis,English (Second Language),Second Language Learning

The relationships between knowledge and regulation of cognition and how they interact to mediate the effects of task-induced involvement load on word learning and confidence judgments were investigated. The participants were 77 undergraduate English majors. They were required to complete a checklist on metacognition. Subsequently, they were assigned to complete three tasks with varying degree of involvement load. They were then required to rate their confidence in learning and using the target words. Pre- and post-study vocabulary tests were administered to measure improvement in word learning. According to the checklist on metacognition, the learners were assigned to four different ability groups. The results showed that knowledge of cognition is a good predictor of the confidence judgments, in the same way that regulation of cognition is a good predictor of the confidence judgments. In terms of learners' actual word learning performance, task-induced involvement load is mediated significantly by the regulatory competence but not by the knowledge of cognition. There is a discrepancy between learners' self-assessment and actual performance. Relevant educational implications are discussed.
Effect of Peer Tutoring on Students' Academic Performance in Economics in Ilorin South, Nigeria
Author: AbdulRaheem, Yusuf
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Teaching,Academic Achievement,Tutoring,Gender Differences,Secondary School Students,Multiple Choice Tests,Experimental Groups,Control Groups,Conventional Instruction,Scores,Performance Tests,Hypothesis Testing,Quasiexperimental Design,Pretests Posttests,Program Effectiveness,Statistical Analysis,Economics Education

Peer tutoring has generated a great deal of scholarly interest in the field of education. It is viewed as an essential instructional strategy for inclusive education because it constitutes one of the strongholds of cooperative learning. This study examines the effect of peer tutoring and the moderating effect of gender on the academic performance of economics students in Ilorin-South Local Government of Kwara State, Nigeria. Two intact classes in two different secondary schools were selected for this study. The experimental (peer tutoring) group had a population of 40 students while the control (conventional instruction) group had a population of 38 students. A 50-item multiple-choice objective test titled Economics Performance Test (EPT) was used to measure academic performance. Students in the peer tutoring group obtained higher EPT scores than students in the conventional instruction group. This effect was not moderated by gender. We recommend that teachers adopt peer tutoring instructional strategies in the classroom so as to develop students' generic skills.
University Student Ambassadors Bring Languages Back to Their High School Peers
Author: Bissoonauth-Bedford, Anu
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,High School Students,Second Language Learning,French,German,Italian,Japanese,Mandarin Chinese,Foreign Countries,Interaction,Peer Teaching,Questionnaires,Student Surveys,Semi Structured Interviews,Mixed Methods Research,College School Cooperation,Workshops

There is a general recognition that learning of foreign languages is in decline in Australia. This paper uses the social constructivist theory as a conceptual framework to report on a project where university language students supported their high school peers in the learning of their specialist language in New South Wales, Australia. The project involved 15 university students from the University of Wollongong and over 100 high school students engaged in the study of five foreign languages (French, German, Italian, Japanese, and Mandarin) in four local schools. The first section gives the aims and rationale of the study; the second describes the methodology and data collection; and the third section discusses the results and evaluation of the project by the students involved in the study. Preliminary results show that both cohorts of students benefitted from the study in different ways. It was the direct interaction between both groups that allowed more advanced students to assist their younger peers and to reflect on their own language learning in the process. The conclusion discusses implications for widening access to foreign language education in Australia and bridging the gap between tertiary and secondary sectors.
Relative Effectiveness of Computer-Supported Jigsaw II, STAD and TAI Cooperative Learning Strategies on Performance, Attitude, and Retention of Secondary School Students in Physics
Author: Gambari, Amosa Isiaka
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Computer Assisted Instruction,Educational Technology,Technology Uses in Education,Student Attitudes,Secondary School Students,Physics,Science Instruction,Foreign Countries,Teamwork,Individualized Instruction,Achievement Tests,Attitude Measures,Statistical Analysis,Academic Achievement,Academic Persistence,Pretests Posttests,Control Groups,Experimental Groups,Quasiexperimental Design

This study investigated the relative effectiveness of computer-supported cooperative learning strategies on the performance, attitudes, and retention of secondary school students in physics. A purposive sampling technique was used to select four senior secondary schools from Minna, Nigeria. The students were allocated to one of four groups: Students Team Achievement Division (STAD), Jigsaw II, Team-Assisted Individualisation (TAI), or Individualised Computer Instruction (ICI). Computer-Assisted Learning Package (CALP) on physics was used as the treatment instrument and the Physics Achievement Test (PAT) and Physics Attitude Scale (PAS) were used as outcome measures. Analysis of Covariance and the Scheffe post-hoc test were used for data analysis. Some significant differences were found in the performance and attitudes of the groups, though cooperative learning strategies did not improve retention compared to ICI. These findings support the integration of computer-supported cooperative instructional strategies in secondary school classrooms.
Online Pre-Departure Peer Learning: What Are the Transition Benefits for Chinese Students?
Author: Miao, Lili
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Adjustment,Acculturation,Readiness,Peer Teaching,Peer Influence,International Programs,Computer Mediated Communication,Cultural Awareness,College Students,Student Surveys,Interaction,English (Second Language),Integrated Learning Systems,Learner Engagement,Mentors,Educational Technology,Technology Uses in Education,Transitional Programs,Journal Writing,Program Effectiveness,Mixed Methods Research

The transition into academic life for Chinese students coming to Australia can be difficult as they navigate different cultural, social, and educational norms. As a group of two academics from Australia and one from China, we were interested in exploring ways students from China could best be supported prior to leaving their country in readiness for academic life in Australia. As an international partnership, we examined transition issues for Chinese students by focussing on building students' peer learning partnerships, prior to their departure from China to Australia. Chinese students in China were paired up with students in Australia for a weekly online session via Skype discussing culture and university-related topics. In order to direct the conversations, weekly questions were developed for each session. Students and staff had access to a learning management platform to share information and exchange ideas. The impact on both Australian and Chinese students was measured qualitatively through thematic analysis of student Skype conversations, reflections, and open-ended survey questions, and quantitatively through multiple choice survey questions. The main finding for this paper, which focuses on the quantitative data, was that this pre-departure interaction alerted Chinese students in China to their English language limitations and motivated them to do further English language learning prior to and once they had arrived in Australia. The quantitative data also pointed to the kinds of information which students wanted to know prior to coming to Australia which in some cases was different from what had been anticipated by the researchers.
&quot;Conversation Leading to Progress&quot;: Student Perceptions of Peer Tutors' Contribution to Enhancing Creativity and Collaboration in a First Year Design Studio
Author: Zamberlan, Lisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Action Research,Peer Teaching,Tutoring,Design,College Students,Program Effectiveness,Focus Groups,Student Attitudes,Student Role,Classroom Environment,Communities of Practice,Learner Engagement,Coding,Cooperation,Access to Education,Creativity,Productivity,Student Satisfaction,Foreign Countries,Qualitative Research,Statistical Analysis

This paper reports on an action research project involving the redesign, implementation and evaluation of a peer tutor program in a first year design studio in higher education. The effectiveness of the revised program, particularly its capacity to support learning for commencing students in the environment of a creative studio, is examined through focus groups with first year students and third year peer tutors. The study suggests that peer tutors play a pivotal role in the studio that is different from, but complementary to, the role of the studio tutor. When employed purposefully, peer tutors can make a significant contribution to the development of a positive studio culture and the enhancement of a collaborative community of practice, and amplify students' engagement with iterative processes of design learning. Results are discussed in relation to current theories about what constitutes a successful peer tutor program, growing evidence of the unique role played by peer tutors in design and other practice-based disciplines, and the potential contribution of peer tutors to the development of creative skills valued in 21st century design practice.
Fellow Language Learners as Producers of Knowledge and Understandings: A Case of a Tertiary Japanese Linguistics Course
Author: Minagawa, Harumi
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Japanese,Linguistics,Cooperative Learning,Comprehension,Television,Scripts,Sociolinguistics,Peer Influence,Teaching Methods,Foreign Countries,College Students,Reports,Student Attitudes,Knowledge Level,Language Proficiency

This paper reports students' experiences of a coursework task in a Japanese linguistics course that embraces certain aspects of collaborative learning--aspects that are not practised widely in Japanese language learning situations. These involve the students looking at themselves as well as their fellow students as producers of knowledge and understandings rather than simply developing learners of a foreign language. The task asked students to examine language use in a TV drama script in light of sociolinguistic norms described in the Japanese linguistics literature. The task had two phases and was designed so that it was not possible to complete the second phase without using a peer's findings from the first phase. Using their peers' findings as a &quot;previous study&quot; gave students an opportunity to take a critical interest in the work of their peers as a crucial step in achieving their own academic outcomes. This paper discusses students' experiences of this task in relation to particular benefits of the collaborative mode of learning that have been reported in the literature, such as positive interdependence, widening one's point of view, and developing awareness that knowledge is a social construct that can be challenged. It also discusses the assessment design of the learning task, which allowed students to be assessed on their individual learning outcomes while requiring their peers' support in completing their work.
Predictors of Language Gains among School-Age Children with Language Impairment in the Public Schools
Author: Justice, Laura M.
Date: 2017-06-00
Type: Journal Articles
Subjects: Language Impairments,Kindergarten,Grade 1,Elementary School Students,Student Characteristics,Language Skills,Predictor Variables,Speech Language Pathology,Multiple Regression Analysis,Phonological Awareness,Vocabulary,Student Behavior,Nonverbal Communication,Age Differences,Language Tests,Intelligence Tests,Cognitive Ability,Cognitive Tests,Interpersonal Competence,Questionnaires,Public Schools,Pretests Posttests,Statistical Analysis

Purpose: This study aimed to identify child-level characteristics that predict gains in language skills for children with language impairment who were receiving therapy within the public schools. The therapy provided represented business-as-usual speech/language treatment provided by speech-language pathologists in the public schools. Method: The sample included 272 kindergartners and first-graders with language impairment who participated in a larger study titled &quot;Speech-Therapy Experiences in the Public Schools.&quot; Multilevel regression analyses were applied to examine the extent to which select child-level characteristics, including age, nonverbal cognition, memory, phonological awareness, vocabulary, behavior problems, and self-regulation, predicted children's language gains over an academic year. Pratt indices were computed to establish the relative importance of the predictors of interest. Results: Phonological awareness and vocabulary skill related to greater gains in language skills, and together they accounted for nearly 70% of the explained variance, or 10% of total variance at child level. Externalizing behavior, nonverbal cognition, and age were also potentially important predictors of language gains. Conclusions: This study significantly advances our understanding of the characteristics of children that may contribute to their language gains while receiving therapy in the public schools. Researchers can explore how these characteristics may serve to moderate treatment outcomes, whereas clinicians can assess how these characteristics may factor into understanding treatment responses.
Paraeducator Training Materials to Facilitate Inclusive Education: Initial Field-Test Data
Author: Giangreco, Michael F.
Date: 2011-03-00
Type: Journal Articles
Subjects: Special Education,Instructional Materials,Educational Resources,Feedback (Response),Inclusion,Paraprofessional School Personnel,Elementary Secondary Education,Statistical Analysis,Multiple Choice Tests,Pretests Posttests,Participant Satisfaction,Capacity Building,Inservice Education,Delivery Systems,College Faculty,Likert Scales

This study presents initial field-test evaluation feedback on training materials designed to help prepare paraeducators to assist in the provision of special education in inclusive schools. Feedback was collected from 213 paraeducators who participated in the course, &quot;Paraeducator Entry-Level Training for Supporting Students with Disabilities,&quot; 105 who participated in the course, &quot;Supporting Students with Challenging Behaviors: A Paraeducator Curriculum,&quot; and the 23 instructors who taught a combined total of 20 sections of these courses in a variety of formats (e.g., face-to-face, interactive TV, intensive summer institute). Findings indicated that paraeducators gained new knowledge, perspectives, and skills that had direct application in their work. Both paraeducators and course instructors rated the materials favorably and provided feedback to improve them. Implications are offered for infusing paraeducator content into school-based staff development as well as training programs for prospective special and general education teachers. [Reprinted from &quot;Rural Special Education Quarterly&quot; v22 n1 Spr 2003.]
Identity Construction and Reversal Conceptual Transfer among Iranian EFL Learners
Author: Gholaminejad, Razieh
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Concept,English (Second Language),Second Language Learning,Student Attitudes,Foreign Countries,Qualitative Research,Second Language Instruction,Questionnaires,Undergraduate Students,Interviews,Private Schools,Ethnography,Native Language,Transfer of Training

This article draws on a qualitative study which seeks to explore whether Iranian English as a foreign language learners experience any reversal conceptual transfer and whether they construct two identities as a result of learning a foreign language. The findings from the open-ended questionnaires distributed among 65 undergraduates at the University of Isfahan as well as 45 interviews conducted in a private language school reveal that most of the participants feel they have partly experienced reversal conceptual transfer. However, most of them claimed not to have constructed a new foreign language identity in English, while those who did had a more positive attitude towards their English identity.
Reading Comprehension Course through a Genre-Oriented Approach at a School in Colombia
Author: Rodríguez Sánchez, Andrés
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Strategies,Action Research,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Course Descriptions,Teaching Methods,Metacognition,Sociocultural Patterns,Grade 10,High School Students,Questionnaires,Needs Assessment,Student Attitudes,Literary Genres

This paper reports on an action-research study aimed at identifying the problems and needs of a specific group of tenth graders at a school in Colombia in relation to their reading comprehension in English in order to design, partially implement, and evaluate a genre-oriented syllabus. Findings show that the explicit instruction of metacognitive strategies helped students become more efficient readers, as well as the fact that the exposure and analysis of genres developed a better comprehension of different kinds of texts, making these students aware of the structure and patterns of the texts they were reading as they approached them with reading strategies that were appropriate for each genre and stage.
Standardized Test Results: An Opportunity for English Program Improvement
Author: Jiménez, Maureyra
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Standardized Tests,Interviews,Documentation,Content Analysis,Observation,Surveys,Program Effectiveness,Engineering Education,College Students,Foreign Countries,English (Second Language),Second Language Instruction,Scores,Language Skills,Context Effect,Learning Activities,Teaching Methods,Language Usage,Spanish Speaking

This case study explores the relationship between the results obtained by a group of Industrial Engineering students on a national standardized English test and the impact these results had on language program improvement. The instruments used were interviews, document analysis, observations, surveys, and test results analysis. Findings indicate that the program has some weaknesses in terms of number of hours of instruction, methodology, and assessment practices that affect the program content and the students' expected performance. Recommendations relate to setting up a plan of action to make the program enhance students' performance in English, bearing in mind that the goal is not the students' preparation for the test but the development of language skills.