ethanporcaro/eric-fulltext-meta huggingface dataset:
Testing the Bidirectional Relationship between Reading and Writing Skills
Author: Yildirim, Ozen
Date: 2020-06-00
Type: Journal Articles
Subjects: Reading Writing Relationship,Writing Skills,Grade 5,Elementary School Students,Foreign Countries,Reading Comprehension,Gender Differences,Socioeconomic Status,Vocabulary Development,Cognitive Processes,International Assessment,Achievement Tests,Scores

Reading and writing have an essential place in the social life of individuals as well as in school learning. In this study, bidirectional relationships between reading and writing skills have been examined after gender and socio-economic level of students have been controlled. The participants in this study were 240 fifth-grade students from 10 primary schools in four different districts of Ankara in Turkey. A text was chosen to evaluate students' comprehension and writing skills, and an achivement test that includes questions relating to the text was developed. Analytic and holistic rubrics were used to evaluate the students' reading and writing skills. Hierarchial multiple linear regression analysis was conducted to reveal the bidirectional relationship between reading and writing skills. The results indicated that reading and writing skills are important predictors of each other andsupport the possibility of a bidirectional relationship between two variables. One possible explanation for this is that reading and writing skills influence each other. Researchers, practitioners, and parents may need to target both reading and writing skills to best help poor readers become proficient.
The Literary Works of François Fénelon on the Achievement of Child Well-Being
Author: Ioannou, Aikaterini X.
Date: 2020-00-00
Type: Journal Articles
Subjects: Well Being,Children,Moral Values,Moral Development,Literature,Equal Education,Social Behavior,Citizenship Education,Womens Education,Females,Childrens Rights

The French Archbishop of Cambrai and pedagogue François Fénelon (1651-1715), was the tutor of the grandson of Louis XIV. Based on his classical education, he wrote the pedagogical books &quot;Education of Girls&quot; and &quot;The Adventures of Telemachus,&quot; &quot;The Son of Ulysses.&quot; This paper seeks to examine, according to the historical method of analysis, how the moral value and didactic spirit of these literary pieces influenced the European philosophical and pedagogical thinking, they contributed to the cultivation of moral values among young people and they are classical references for the achievement of children's well-being. Being both priest and pedagogue, Fénelon considered that education is key to welfare and he encouraged the cultivation of moral virtue. His contribution to the philosophy of education is worthwhile, since, in his book &quot;Education of Girls,&quot; he suggested the need to educate all children, irrespective of gender or social status, in order to obtain the best possible social behavior and to cultivate good characters. Moreover, he put forward his arguments for educating girls and he achieved to make their education a social need. In &quot;The Adventures of Telemachus,&quot; &quot;The Son of Ulysses&quot; Fénelon prepared an action plan to help the Duke of Burgundy and throne successor get the moral training that a prince ought to take according to his beliefs. He codified instructions that would affect the personality and behavior of the prince, teaching him the devaluation of human weaknesses in order to lead him to higher spiritual level. Although Fénelon wrote this book for his student, it was welcomed throughout Europe. He promoted humanitarian education as a means of prosperity, when education was not institutionalized and children did not have recognized rights yet. The aim of this presentation is to show that Fénelon's ideas on education and moral cultivation of children contribute to their welfare; ideas which are still valid.
Construing Professional Knowledge of Secondary School Teachers of Mathematics: A Historical Perspective
Author: Matos, José Manuel
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational History,Pedagogical Content Knowledge,Foreign Countries,Secondary School Mathematics,College Entrance Examinations,Admission Criteria,Preservice Teachers,Schools of Education,Teacher Education Curriculum,Teaching Methods,Theses

The purpose of this text is to map knowledge conveyed at the discipline of Methodology of Mathematical Sciences at Escola Normal Superior of Coimbra that began functioning in 1912 until 1930. Firstly, requirements for admission to the school are addressed; secondly, a description of the first year disciplines, the pedagogical practice of the second year, and the final exam is included; and thirdly, the discipline General Methodology of Mathematical Sciences in the ENS of Coimbra will be addressed through an account of its teachers and its didactical procedures.
Knowledge to Teach and Knowledge for Teaching in Teacher Education Research
Author: da Costa, David Antonio
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational History,Teacher Education,Arithmetic,Mathematics Instruction,Teaching Methods,Foreign Countries,Early Childhood Education,Pedagogical Content Knowledge

The article aims to present an excerpt from the research that investigates knowledge to teach arithmetic in practical classes in teacher training courses. More precisely, we are looking for traces of prescriptions of practices at a knowledge systematization level that we seek to objectify in a set of articles from the journal &quot;A Eschola Publica&quot; (1893-1894 and 1896-1897), which later became the book &quot;A Eschola Publica: ensaio de Pedagogia Prática,&quot; published in 1895 by Typographia Paulista. In the late 19th century and early 20th century, Normal Schools in Brazil had attached to them, what was called a Model School, which was designed to disseminate teaching practices aligned with the renewal of the pedagogical methods and constituted the training model for teachers who taught mathematics in early childhood education. In theoretical and methodological terms, this research is based on Certeau's writing ofthe history (2010) and Chartier's cultural history (1990), considering Chervel's history of the disciplines (1990) and Julia' school environment (2001). The analysis is based on the studies of the Swiss Research Group on Social History of Education (ERHISE), which focused on socio-historical research on teacher education. For Hofstetter &amp; Valente (2017), the objectified knowledge is that which is given to us as natural and necessary, usually imposed by a group that starts to say the same thing, establishing a consensus. The analysis of two articles from &quot;A Eschola Publica&quot; shows that knowledge for teaching is structured and incorporates the current pedagogical vacancies in articulation with the knowledge to teach.
Time War: Paul Virilio and the Potential Educational Impacts of Real-Time Strategy Videogames
Author: Waddington, David I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Games,Influence of Technology,Learning Processes,Educational Benefits,Criticism,Educational Games

This essay explores the possibility that a particular type of video game--real-time strategy games--could have worrisome educational impacts. In order to make this case, I will develop a theoretical framework originally advanced by French social critic Paul Virilio. In two key texts, Speed and Politics (1977) and &quot;The Aesthetics of Disappearance&quot; (1984), Virilio maintains that society is becoming &quot;dromocratic&quot;--determined by and obsessed with speed. Extending Virilio's analysis, I will argue that the frenetic, ruthless environment of real-time strategy games may promote an accelerated, hypermodern way of thinking about the world that focuses unduly on efficiency.
Critical Activities in the Spanish Classroom: A Qualitative Study
Author: Moreno-López, Isabel
Date: 2015-01-00
Type: Journal Articles
Subjects: Integrated Activities,Integrated Curriculum,Spanish,Critical Theory,Teaching Methods,Critical Thinking,Learning Activities,Second Language Instruction,Cultural Awareness,Social Values,Reflection,Undergraduate Students,Extracurricular Activities,Second Language Learning

The goal of this study is to analyze the implication of integrating activities driven from critical pedagogy into the curriculum of a Spanish language classroom using a critical ethnographic research methodology. The activities used in this course were out-of-class activities, multicultural activities, analyses of written and visual texts (textbooks and mass media analyses), mini-ethnographic projects, and personal journals in English. My guiding hypothesis is that using activities driven from critical pedagogy early in language instruction helps to build a cohesive speech community, challenges the participants' cultural values, and guarantees the relevance of the course content. The fieldwork for this study was conducted in a 4-credit second semester of a two-semester Intermediate Spanish sequence. Data were collected through participant observation and the review of primary documents (students assignments). Findings show that relating the course content to students' realities and analyzing mainstream interpretations of culture facilitated the development of critical thinking skills, helped deepen students' understanding of the target groups, and encouraged students to identify their own cultural values and believes. Data suggests that a cohesive speech community aids reserved students establish their voices within the learning community.
Critical Cultural Awareness in the Foreign Language Classroom
Author: Nugent, Kristen
Date: 2015-01-00
Type: Journal Articles
Subjects: Cultural Awareness,Second Language Learning,Second Language Instruction,Language Proficiency,Intercultural Communication,Teaching Methods,Correlation,Critical Thinking,Secondary School Students,College Students,Communicative Competence (Languages),Thinking Skills,Language Teachers

Preparing learners to interact appropriately and effectively while participating in intercultural relationships is a key component of foreign language curricula. The notion of critical cultural awareness, which is embedded within the framework of intercultural communicative competence, encourages language educators to craft learning opportunities that guide learners in observing clear connections between classroom lessons and real-world issues while exercising critical thinking skills throughout the process. Although research by Byram (1997, 2012) has demonstrated the importance of critical cultural awareness, few studies have illustrated how critical cultural awareness can be developed in a classroom setting while working to achieve language proficiency. This paper summarizes the literature on critical cultural awareness and presents practical lessons for secondary- and university-level foreign language classrooms, thus enabling students to gain cultural and linguistic knowledge at the same time.
A Comparative Study of Beliefs among Elementary- and Intermediate-Level Students at a Historically Black University
Author: Charle Poza, María Isabel
Date: 2015-09-00
Type: Journal Articles
Subjects: Comparative Analysis,Black Colleges,Second Language Learning,African American Students,Introductory Courses,Advanced Courses,Spanish,Undergraduate Students,Student Motivation,Student Attitudes

This investigation compared the beliefs about foreign language (FL) learning held by African American students enrolled in elementary courses with those enrolled at the intermediate level. The following research question was addressed: Do African American students at the elementary level have significantly different beliefs from students at the intermediate level? The participants were students enrolled in first- and second-year Spanish courses at a Historically Black College/University (HBCU). The Beliefs about Language Learning Inventory (BALLI) was used for data collection. Elementary-level students' responses were compared to those of the intermediate-level students by independent samples t-tests conducted on the items of the scale. Results showed that level of instruction had significant effects on student views about FL learning. More specifically, second-year students had a higher level of integrative motivation as they placed more value on study abroad; having native instructors, acquaintances, and friends; and practicing with other FL learners. They also exhibited a higher level of instrumental motivation, being more aware than their elementary-level peers of the career benefits of FL study. Finally, second-year students expressed a higher concern for accuracy as well as a preference for early error correction and they were less willing to take risks with the FL. Research and teaching implications are discussed.
Opinion Exchange in French Conversational Interaction
Author: Knutson, Elizabeth M.
Date: 2015-01-00
Type: Journal Articles
Subjects: Native Speakers,French,Interpersonal Communication,Opinions,Debate,Persuasive Discourse,Discourse Analysis,Standard Spoken Usage,Second Language Instruction

This qualitative study is an analysis of the interactional environment of opinion exchange, based on a corpus of seven informal conversations between native speakers of French recorded in 2010. While previous research has highlighted a predilection for diverging views in French conversation, the data here reveal considerable mitigation in the expression of opinions and disagreement. The frequent use of impersonal expressions in the data is also analyzed and contrasted to textbook presentations of opinion exchange. The purpose of the study is to increase awareness among both instructors and learners of the role of expressing and responding to opinions in French conversational interaction, and to offer suggestions on how to integrate this dimension of real-world talk into classroom teaching.
Media Literacy at All Levels: Making the Humanities More Inclusive
Author: Hoecherl-Alden, Gisela
Date: 2014-09-00
Type: Journal Articles
Subjects: Media Literacy,Humanities,Language Teachers,Second Language Instruction,Elementary Secondary Education,Higher Education,Teaching Methods,Cognitive Style,Technology Uses in Education,Student Centered Learning

The decline of the humanities, combined with the arrival of students focused on science, technology, engineering, and mathematics (STEM), represent an opportunity for the development of innovative approaches to teaching languages and literatures. Expanding the instructional focus from traditional humanities students, who are naturally more text-focused, to address the needs of more application-oriented STEM learners ensures that language instructors prepare all students to become analytical and critical consumers and producers of digital media. Training students to question motives both in their own and authentic media messages and to justify their own interpretations results in more sophisticated second language (L2) communication. Even where institutional structures impede comprehensive curriculum reform, individual instructors can integrate media literacy training into their own classes. This article demonstrates ways of reaching and retaining larger numbers of students at all levels--if necessary, one course at a time.
Examining of Internal Consistency Coefficients in Mixed-Format Tests in Different Simulation Conditions
Author: Gurdil Ege, Hatice
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Format,Simulation,Test Reliability,Sample Size,Test Items,Item Analysis,Scores,Responses

Purpose: The present study aims to evaluate how the reliabilities computed using a, Stratified a, Angoff-Feldt, and Feldt-Raju estimators may differ when sample size (500, 1000, and 2000) and item type ratio of dichotomous to polytomous items (2:1; 1:1, 1:2) included in the scale are varied. Research Methods: In this study, Cronbach's a, Stratified a, Angoff-Feldt, and Feldt-Raju reliability coefficients were estimated on simulated datasets Received: 12 Mar. 2019 Received in revised form: 24 Feb. 2020 Accepted: 19 May. 2020 DOI: 10.14689/ejer.2020.87.5 Keywords mixed format test, reliability, stratified a, angoff-feldt, feldt-raju (sample sizes 500, 1000, 2000) and the number of dichotomous versus polytomous item ratios (2:1, 1:1, 1:2). Findings: In the simulation conditions of this research, in all sample size conditions, estimated Angoff-Feldt, and Feldt-Raju reliability coefficients were higher when the number of dichotomous items in the item-type ratio was higher than that of polytomous items. This was also the case for the estimated a and Stratified a reliability coefficients when the item-type ratio was reversed. While all different reliability estimators gave similar results in the large samples (n=1000), there were some differences in reliability estimates depending on the itemtype ratio in the small samples (n=500). Implications for Research and Practice: In the light of the findings and conclusions obtained in this study, it may be advisable to use a and Stratified a for mixed-type scales when the number of polytomously scored items in the scale is higher than that of the dichotomously scored items. On the other hand, the coefficients Angoff-Feldt and Feldt-Raju are recommended when the number of items scored dichotomously is higher.
&quot;My Students Won&apos;t Participate!&quot;: Promoting Communication in Language Classrooms
Author: Ewald, Jennifer D.
Date: 2014-01-00
Type: Journal Articles
Subjects: Student Participation,Classroom Communication,Student Attitudes,Anxiety,Language Proficiency,Self Efficacy,Native Language,Discussion (Teaching Technique),Undergraduate Students,Second Language Learning

This investigation was motivated by frustration that language teachers report over some students' failure to participate in class. Research (Delaney, 2012) suggests that students' level of involvement often does not reach teachers' expectations. Grounded in previous work that emphasizes the importance of understanding the student voice, this study reports the views of 439 university language students about class participation. Though many claimed to participate in their various language classes, their questionnaire responses provided numerous reasons to explain moments when they do not: language learning anxiety, lack of second language (L2) understanding, feelings of inferiority as language learners,, and prohibition of the use of the first language (L1). Their responses also offered teachers thoughtful suggestions to encourage students to participate more in class. This investigation points to several pedagogical implications, notably the necessity of teachers explicitly addressing issues of class participation with their own students.
Beliefs about Assessment and Language Learning: Findings from Arabic Instructors and Students
Author: Nier, Victoria C.
Date: 2014-01-00
Type: Journal Articles
Subjects: Semitic Languages,Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Student Attitudes,Learning Experience,Student Evaluation,Evaluation Methods,Student Motivation,Language Proficiency,College Students,College Faculty

Much attention has been devoted to the positive effects that instructor understanding of the principles and practices of sound assessment can have on learning outcomes and measurement of these outcomes. However, less has been written about the potential benefits of increasing students' understanding of assessment. This paper describes exploratory focus group research conducted with students and instructors of Arabic as part of a project to develop an oral proficiency assessment training resource for this audience. Focus group discussions in response to broad questions eliciting needs and desires for such a resource showed areas of mismatch and areas of overlap between instructors and students regarding beliefs about assessment and language learning. In the context of research on student motivation and the importance of assessment in the learning process, findings suggest that promoting understanding of assessment among language students could support and clarify language learning goals, and thus improve students' overall assessment and learning experiences.
Assessing Intercultural Competence Growth Using Direct and Indirect Measures
Author: Uribe, Daniel
Date: 2014-01-00
Type: Journal Articles
Subjects: Cultural Awareness,Second Language Learning,Second Language Instruction,Student Improvement,Military Schools,Universities,Military Training,Student Evaluation,Measures (Individuals),Skill Development,Student Characteristics,Institutional Mission,Intercultural Communication,Racial Differences,Ethnic Groups,Religious Cultural Groups,Scores,Undergraduate Students

The purpose of this study is to explore and assess the improvement in intercultural competence of USAF Academy cadets using indirect measures (e.g., questions in end-of-course critiques and institutional surveys) and a direct measure--specifically the Intercultural Development Inventory (IDI). Data gathered from several groups of subjects at different academic levels were evaluated to see if certain variables were facilitating intercultural competence growth. Initial findings suggest that language study and time spent abroad in target language countries assist students in gaining intercultural competence.
Examination of Exercise Addiction Levels of Physical Education Teacher Candidates According to Some Variables
Author: Esmer, Ozan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Physical Education,Gender Differences,Addictive Behavior,Academic Achievement,Correlation,Teacher Education Programs,Physical Education Teachers,Scores,Foreign Countries,Universities,Measures (Individuals),Exercise,Undergraduate Students,Student Attitudes

The aim of this study is to examine the levels of exercise addiction of students studying in Physical Education Teaching Program according to gender and academic success variable. The research group consists of 50 students studying in the first class of Mardin Artuklu University, School of Physical Education and Sports, Physical Education Teaching Program in the 2019-2020 academic year. &quot;Exercise Addiction Scale&quot; was used as a data collection tool. The academic success levels of the students are taken from the university's automation system. It was determined that more than half of the participants (%52,0) were addicted to exercise. The addiction scores of male students were higher than female students. A low negative correlation was found between gender and exercise addiction scores. A low level of positive correlation was found between academic success and exercise addiction. As a result; A positive, albeit low, relationship was found between academic success and exercise addiction.