ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of School Type on EFL Teachers&apos; Burnout: The Case in Turkey
Author: Kimsesiz, Fatma
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Institutional Characteristics,English Teachers,Second Language Instruction,English (Second Language),Elementary School Teachers,Teacher Burnout,Measures (Individuals),Fatigue (Biology),Teacher Motivation

Teachers are the leaders of education; their energy contributes to the learning and teaching process. In foreign language classrooms, one of the essentials of effective teaching is having highly motivated teachers. Thus, their job satisfaction and energy have a great impact on language teaching process. However, affecting teachers emotionally, physically, and psychologically, burnout may decrease the performance of the teachers and may have a negative influence on their approach towards the students or workplace during the process. The aim of this study was to examine the burnout levels of English as a Foreign Language teachers in Turkish context and to investigate any effect of school type on burnout levels when age and experience were controlled. The participants included 74 teachers of EFL teaching in public schools. The participants were asked to fill a scale, which included demographics and burnout levels on three aspects as &quot;Emotional Exhaustion,&quot; &quot;Depersonalization,&quot; and reduced &quot;Personal Accomplishment&quot; in Maslach Burnout Inventory (1981). Primarily, the findings indicated that EFL teachers commonly showed high levels of burnout. Moreover, it was revealed that as a school type, primary school had a significant effect on in three sub-dimensions of teachers' burnout levels. In consideration of the literature and findings, results are discussed and implications are provided in terms of burnout and young learners.
Methodological Guidance Paper: High-Quality Meta-Analysis in a Systematic Review
Author: Pigott, Terri D.
Date: 2020-02-00
Type: Journal Articles
Subjects: Meta Analysis,Literature Reviews,Best Practices,Effect Size,Educational Research,Data Interpretation,Methods

This methodological guidance article discusses the elements of a high-quality meta-analysis that is conducted within the context of a systematic review. Meta-analysis, a set of statistical techniques for synthesizing the results of multiple studies, is used when the guiding research question focuses on a quantitative summary of study results. In this guidance article, we discuss the systematic review methods that support high-quality meta-analyses and outline best practice meta-analysis methods for describing the distribution of effect sizes in a set of eligible studies. We also provide suggestions for transparently reporting the methods and results of meta-analyses to influence practice and policy. Given the increasing use of meta-analysis for important policy decisions, the methods and results of meta-analysis should be both transparent and reproducible.
The Effects of Task-Induced Involvement Load and Input Modality on Incidental Vocabulary Learning
Author: Kivrak, Cansu
Date: 2019-00-00
Type: Journal Articles
Subjects: Incidental Learning,Vocabulary,Second Language Learning,English (Second Language),Linguistic Input,Learning Modalities,Receptive Language,Expressive Language,Learner Engagement,Undergraduate Students,Foreign Countries

Knowing enough vocabulary is crucial for second language learners to comprehend and produce the language. Therefore, a substantial bulk of research has aimed at finding the most effective ways to acquire new words. The Task-induced Involvement Load Hypothesis (Laufer &amp; Hulstijn, 2001) states that vocabulary tasks are efficient when they induce higher learner involvement. The present study investigated how tasks with the same involvement load but different input modalities (written vs. audiovisual) affect vocabulary learning at different proficiency levels. 236 Turkish (lower- or upper-intermediate) EFL learners performed six vocabulary tasks with three involvement loads and two types of input. Four tasks included gap filling or sentence writing with eight target words after reading a text or watching a video, while two tasks involved reading or video comprehension only. Productive and receptive word knowledge was tested through vocabulary post-tests which required the target form or meaning. Data were obtained by counting the percentage/number of the correct forms and meanings. The results showed that for receptive word knowledge, sentence writing (higher involvement load) was more effective than gap filling (lower involvement load) for both levels regardless of input type, but the audiovisual input fostered more knowledge among the upper-intermediate learners. As for productive word knowledge, the pairing of gap filling with the written input and sentence writing with the audiovisual input was more effective for both levels. While these findings partially confirm the predictions for receptive word knowledge, they also highlight the role that input modality plays in productive word knowledge.
The Examination of the Relationship between the Speech Anxiety and Speaking Skill Attitudes of Middle School Students and the Opinions of Teachers on Speech Anxiety
Author: Teksan, Keziban
Date: 2019-00-00
Type: Journal Articles
Subjects: Anxiety,Public Speaking,Speech Communication,Middle School Students,Correlation,Student Attitudes,Teacher Attitudes,Middle School Teachers,Early Adolescents,Self Esteem,Foreign Countries,Gender Differences,Knowledge Level,Reading Habits,Instructional Program Divisions,Family Environment,Classroom Environment

In this study, the relationship between the speech anxiety and speaking skill attitudes of middle school students and the reasons for students' speech anxiety, the conditions in which speech anxiety is observed, and the solutions of teachers were scrutinized. In the research, mixed method was used since it allows more in-depth examination. In this method, the sequential explanatory design was used. The first stage of the study was conducted with 546 middle school students in order to determine the relationship between the speech anxiety and speaking skill attitudes of middle school students. The second stage of the study was conducted with 20 teachers working in the same school that students are studying in order to determine the conditions that speech anxiety is observed, the reasons of these conditions, and the activities that teachers perform in order to eliminate speech anxiety with the opinions of teachers. The data collection tools of the study consist of personal information form, speech anxiety scale, speaking skill attitudes scale and interview form. In the analysis of the data, the IBM SPSS and MAXQDA 12 programs were used. According to the results of the study, there was a negative significant relationship between the speech anxiety and speaking skill attitudes of the students. Furthermore, teachers stated that they observe speech anxiety in students when they are speaking in front of a group, the reasons of speech anxiety are mostly the fear of being mocked and lack of self-confidence and that they create more appropriate speech subjects and anxiety environments in order to eliminate speech anxiety.
Sankofa Scale Validation: Culturally Relevant Pedagogy, Racial Identity, Academic Confidence, and Success
Author: Talpade, Medha
Date: 2020-01-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Racial Identification,Academic Achievement,Self Efficacy,Teaching Methods,Student Attitudes,Construct Validity,Black Colleges,Grade Point Average,African American Students,Undergraduate Students,African Culture

The 'Sankofa' scale was constructed on the basis of perceptions of students about culturally relevant teaching and learning methods. This study established the construct validity of the scale. Participants (n = 171) who were students from a historically black university, reported their agreement regarding the presence and importance of teaching strategies on a Likert-type scale. 'Relevance' of the teaching strategy was computed based on the multiplicative function of the reported presence and importance. Results of a factor analyses identified 8 factors which students deemed relevant to their learning. To establish construct validity, variables such as racial identity, academic confidence, and academic success were included on the survey. The following measures were used to assess racial identity and academic confidence, the Black Identity Development Scale, and the Academic Confidence scale. Academic success was defined as the student grade point average (GPA). Results indicated significant relationships between specific items on the Sankofa scale, specific subscales on the racial identity scale, as well as academic confidence and GPA. These results will enable educators to be responsive to the needs of the diverse student body. Establishing the scale's construct validity is important to help guide academicians in the realm of scholarly teaching and learning.
Using Smartphones for Formative Assessment in the Flipped Classroom
Author: Onodipe, Grace
Date: 2020-01-00
Type: Journal Articles
Subjects: Homework,Video Technology,Technology Uses in Education,Educational Technology,Formative Evaluation,Student Evaluation,Evaluation Methods,Teaching Methods,Learner Engagement,Audience Response Systems,Peer Teaching,Student Attitudes,Program Effectiveness,College Students

Flipped classrooms are by design highly interactive. As a result, formative assessment is a necessary component of the flipped classroom. Professors need to be able to assess students' in the class, use this assessment information to inform classroom activities in real time and personalize learning for their students. One way to integrate formative assessment in the flipped class is with the use of smartphones. This paper describes strategies used to effectively incorporate smartphones into the classroom to enhance teaching and learning. Examples of innovative teaching practices to improve student understanding and performance using a classroom response system app are provided. Ways to capitalize on the benefits and minimize distractions from smartphone use are discussed. Data from exit surveys administered to assess students' perception of mobile technology effectiveness in the classroom are also reported. Results suggest that using this technology enhances student understanding of course concepts. Using the strategies outlined in this paper, professors will gain insight into students' understanding of course materials and these insights could be used to guide current and future lesson plans.
The Effect of Randomized versus Nonrandomized Data on Accounting Students&apos; Academic Performance
Author: Park, Taewoo
Date: 2020-01-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Academic Achievement,Undergraduate Students,Problem Solving,Spreadsheets,Data Analysis,Instructional Effectiveness,College Instruction,Student Projects,Skill Development

The purpose of this study is to examine the effect of randomized versus nonrandomized data using an Excel case study project to measure students' academic performance. Specifically, the study examines whether randomized data strengthens students' analytical, problem-solving, and Excel skills while manipulating and analyzing accounting data. The participants in the study are 149 undergraduate accounting students enrolled in four intermediate accounting courses over two semesters and taught by the same professor. The students are partitioned into randomized and nonrandomized groups and complete The Case of the Grizzly Sports Highlighted, Inc.: analyzing accounting data using Excel. Students assume the role of an external accountant hired to analyze, record and adjust financial data stored in Excel spreadsheets to prepare year-end financial reports in accordance with generally accepted accounting principles (GAAP). The t-test results show significant differences between the randomized versus nonrandomized groups. Students in the randomized group spent more hours completing the project, scored higher on the post-assignment Excel quiz, had a better understanding of accounting as a whole system versus a set of unconnected parts, and experienced greater satisfaction completing the project. Students in the nonrandomized group scored higher on analyzing the data and spending less time completing the project. The implications of this study can benefit accounting faculty to better prepare accounting graduates with the required skills to enter the competitive 21st century workforce.
Should Notes Be Permitted during Testing?
Author: Corcoran, Charles P.
Date: 2020-01-00
Type: Journal Articles
Subjects: Notetaking,Testing,Test Anxiety,Stress Management,Preferences,Scores,Knowledge Level,Learning,College Students,Outcomes of Education

Student preference for use of notes during test-taking, and performance outcomes with and without notes, is documented. While alleviating testing anxiety, usage of notes does little to affect testing outcomes, either positively or negatively. This study, undertaken across four semesters, both with and without use of a note sheet, finds no significant difference in learning outcomes. For those reluctant to embrace note usage during testing, this research dispels the notion that notes hinder learning. Yet for supporters of allowing notes, no improvement in learning outcomes is evident. In summary, the benefits of reduced stress and a strong student preference for notes suggests it to be a worthy, if not altogether meaningful, practice.
Evaluating Fidelity of Implementation for a Powerful Learning Environment Classroom Intervention
Author: Irvine, Jeff
Date: 2020-01-00
Type: Journal Articles
Subjects: Fidelity,Program Implementation,Intervention,Secondary School Mathematics,Mathematics Instruction,Grade 10,Foreign Countries,Educational Environment,Educational Strategies

Powerful learning environments (PLEs) are based on a social constructivist theory of learning, providing a stimulating, resource-rich and inquiry-supportive environment for student self-regulated learning. Fidelity of implementation (FOI) for such PLEs is dependent on several factors, the most critical factor being the teacher's belief system, philosophy of education, and dominant teaching style. This paper examines a classroom intervention implemented in Ontario, Canada grade 10 mathematics classrooms, using theoretical frameworks to first qualify the intervention as a PLE and then evaluate FOI, identifying the critical factors on which fidelity of implementation depend.
Are Universities Ready to Recognize Open Online Learning?
Author: Tereseviciene, Margarita
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Online Courses,Teaching Methods,Distance Education,Access to Education,Open Educational Resources,Large Group Instruction,Higher Education,Colleges,Barriers,Teacher Competencies,Technology Integration,Quality Assurance,Stakeholders,Networks,Evaluation,Credentials,Readiness

Fast development of technologies, changing needs of digital learners and other aspects of the digital era have had a major impact on universities and their learning management procedures. Access to information online, possibilities of open online learning and need to manage one's time lead to the changed profile of today's students and their need to recognize their prior knowledge or skills. This brings a challenge for universities to adapt their procedures of prior learning recognition. This research aims at identifying requirements for universities to recognize open online learning (OOL), focusing on the qualitative analysis of insights and experiences of experts who are knowledgeable and experienced in the field of OOL. Although OOL recognition procedures tend to be similar as in the recognition of other types of learning, the universities face external challenges, coming from labour market, as well as reserved, if not negative, attitudes towards openness and lack of trust in OOL by traditional universities, thus distinguishing the OOL recognition process as being far from accepted practices. The research findings highlight several prospective requirements for universities set to recognize OOL.
Measuring Student Engagement Perceptions in University Level Business Finance Courses
Author: Boozer, Benjamin B., Jr.
Date: 2020-01-00
Type: Journal Articles
Subjects: Learner Engagement,Business Administration Education,Instructional Effectiveness,Undergraduate Students,Courseware,Homework,Feedback (Response),Positive Attitudes,Problem Solving,Critical Thinking,Academic Language,Relevance (Education),Young Adults

This research addresses university student perceptions of a digital learning platform, such as MindTap by Cengage Learning, and how the technology affects student engagement within finance courses. Areas of impact and features of the product were surveyed via a Likert scale of effectiveness. As expected, perceptions were generally positive across most categories measured. Students expressed higher perceived effectiveness of homework and problem-solving areas but were less likely to agree that the product improved learning outcomes. This disconnect raises questions about the relationship between the perception of such interactive tools and actual outcomes. To the extent that students are engaged in the way that they learn would be expected to produce increased learning outcomes. Further research is suggested to measure perceptions and actual observations.
Children with Hearing Loss Health-Related Quality of Life and Parental Perceptions
Author: de la Rosa, Olga María Alegre
Date: 2020-00-00
Type: Journal Articles
Subjects: Children,Elementary School Students,Hearing Impairments,Quality of Life,Parent Attitudes,Assistive Technology,Parent Background,Age,Socioeconomic Status,Social Development,Emotional Development,Well Being,Foreign Countries

This study aimed to evaluate two objectives: first, the health-related quality of life (HRQoL) and socio-demographic characteristics of children with cochlear implants (CIs) or hearing aids (HAs) on the Kid-KINDL[superscript R] _children_7-13 questionnaire, and second to analyze parental background factors and the perceptions of their children with CIs or HAs on the Kid_Kiddo-KINDL[superscript R] _Parents_ 7-17 questionnaire. The data consisted of 89 children with CIs and 63 children with HAs and their 89 parents, respectively. The characteristics of children and the parental factors included demographic and audiological variables. Student's &quot;t&quot;-test and one-way ANOVA were used to analyze the two objectives. Children with CIs exhibited a perception of better HRQoL in comparison with children with HAs. Among other differences, children with CIs or HAs and their parents were significantly distinct in the variable &quot;Setting&quot; (&quot;t&quot; = 2.921, p &lt; 0.010). Moreover, parents of children with CIs or HAs were significantly different among them in some background factors (i.e., age, socioeconomic status, and learning). Children with CIs and their parents demonstrated a perception of better HRQoL than children with HAs and their parents. These findings added to the existing knowledge about the benefits of CIs for children with hearing loss. Parents of children with CIs noted the significance of social and emotional development as a marker of well-being in their children's lives.
Sense of Professional Agency in ELT Practicum: Comparison of Polish, Portuguese, and Turkish Contexts
Author: Yakisik, Burçak Yilmaz
Date: 2019-00-00
Type: Journal Articles
Subjects: English Teachers,Practicums,Professional Identity,Foreign Countries,Context Effect,Comparative Education,Self Efficacy,Preservice Teachers,Elementary Schools,Secondary Schools,Reflective Teaching,Teacher Collaboration,Mentors

Teacher agency is a concept that defines a teacher's commitments and capabilities of making decisions and taking actions which result in a change in the community of teaching (Husu &amp; Toom, 2010; Pietarinen, Pyhälto &amp; Soini, 2016). Since practicum teaching is the first place where teacher trainees enhance both theoretical and practical teaching experiences, it plays a crucial role in shaping teacher trainees' professional agency. Putting emphasis on the practicum teaching and different instructional backgrounds, this study aims to describe English language teacher trainees' sense of professional agency in practicum in Poland, Portugal, and Turkey. In addition, it attempts to compare three practicum settings in terms of the professional agency. The main findings of the study show that teacher trainees have a sense of professional agency in three countries but their level of agency varies. Considering the dynamics of agency, it can be stated that teacher trainees feel more agentic in reflection. Turkish and Portuguese practicum contexts show similarities in the components of reflection and positive interdependence; however, three countries significantly differ in the sense of professional agency from a holistic perspective.
Quantifying the Personal Factor of FTF in an Online World
Author: Slaydon, James
Date: 2020-01-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Teacher Student Relationship,Conventional Instruction,Undergraduate Students,Graduate Students,Student Attitudes,Teaching Methods,Interaction,Educational Quality,Teacher Effectiveness

Online Students miss out on experiences that face-to-face classes offer which allows the connection between them with faculty and other students. Regardless, online education appears to be the darling of higher education leadership likely because it represented nearly three quarters of all enrollment increases last year. However, there is a gap in research regarding the human factor probably due to lack of measurability of the subject. The primary objective of this paper is to measure how the separation of teacher and student in online courses influences the student's perception of the quality of instruction. To measure students' perception, a survey based upon six statements was given to both face-to-face (FTF) and online as well as undergraduate and graduate. In every case, there was a significant difference in the means between online students and FTF students (both FTF and online undergraduate students plus FTF and online graduate students). This difference plainly favored FTF instruction for both undergraduate and graduate students. Additionally, of the six statements, the data demonstrated that instructor availability is the primary missing factor in online courses.
Revisiting the Explicit Learning of Vocabulary of Chinese EFL Learners
Author: Wang, Chen
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Associative Learning,Undergraduate Students,Majors (Students),Teaching Methods

This study intends to find out how the retention of new vocabulary items could be affected by the item type (collocations versus single words), association strength between collocates and the collocate-node relationship. 101 Chinese EFL learners encountered the new items in paired-associate format. Participants were assigned to three groups: learning two types of collocations with high association strength, learning two types of collocations with low association strength, and learning new items in single words. The results show that learning new items in collocations yielded better retention of receptive and productive knowledge of meaning than in single words. Collocations with greater association strength also led to better retention of meaning. Different item types and associate strength has little effect on the retention of form.