ethanporcaro/eric-fulltext-meta huggingface dataset:
Implicit and Explicit Pragmatic Learning Strategies: Their Factorial Structure and Relationship with Speech Act Knowledge
Author: Tajeddin, Zia
Date: 2021-11-00
Type: Journal Articles
Subjects: Pragmatics,Second Language Learning,Second Language Instruction,English (Second Language),Speech Acts,Learning Strategies,Undergraduate Students,Majors (Students),Language Tests,Correlation,Foreign Countries,Measures (Individuals),Student Attitudes

Research into second language (L2) pragmatics has addressed a number of learner variables likely to implicate in speech act knowledge. Subscribing to the same line of research, the present study addressed the development and validation of a pragmatic learning strategy inventory (PRALSI), and the relationship between English as a foreign language (EFL) learners' pragmatic learning strategy (PLS) use and their speech act knowledge. A total of 245 Iranian English-major undergraduates, ranging in age from 19 to 31, participated in PRALSI's validation study. Of these, 117 further participated in the second phase of the study to unearth the relationship between PLS use and speech act knowledge, measured through a 24-item written discourse completion test (WDCT). Principal component analysis confirmed the 3-factor structure of PRALSI, comprising implicit, inductive explicit, and deductive explicit strategies. The inventory contains 41 strategies for the learning of three main aspects of pragmatic competence: speech acts, implicature, and conversational routines. Two one-way ANOVAs also showed strategy use, particularly the use of explicit strategies, to be positively correlated with speech act knowledge. The findings reveal the implications of the implicit/explicit learning dichotomy for pragmatic development and strategy use, and the potentially greater advantage explicit strategies offer for pragmatic knowledge.
The Relation between Future Time Perspective, Online Learning Self-Efficacy and Lifelong Learning Tendency: A Mediation Analysis
Author: Karakis, Özlem
Date: 2022-00-00
Type: Journal Articles
Subjects: Futures (of Society),Time Perspective,Electronic Learning,Self Efficacy,Lifelong Learning,College Students,Gender Differences,Predictor Variables

This study aimed to determine whether lifelong learning tendency played a significant mediating role in the relationship between university students' future time perspective and online learning self-efficacy levels. It was structured in descriptive and relational survey models. 729 university students participated in the study. Online Learning Self-Efficacy Scale, Lifelong Learning Tendencies Scale, Future Time Perspective Scale and Personal Information Questionnaire were used as data collection tools. Results of the data demonstrated that university students' lifelong learning tendencies played a significant mediating role in the relationship between their online learning self-efficacy and future time perspectives. Furthermore, it was determined that the future time perspective had a moderate and positive effect on the online learning self-efficacy through lifelong learning tendency. Moreover, that the students' online learning self-efficacy score means were high and lifelong learning tendencies scores were low, and about three quarters of the students had short-term future time perspective were found. In the study, it was determined that the average of male students' lifelong learning tendency scores was higher than the average of female students, and there was no statistically significant difference between the averages of female and male students in terms of online learning self-efficacy and future time perspective total score averages. In the study, there was also no statistically significant difference between the averages of students with different education status in terms of online learning self-efficacy, future time perspective and lifelong learning tendencies.
The Relationship between Young Adults&apos; Interpersonal Competences and Purposes for Using Social Media
Author: Özcan, Kemal
Date: 2022-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Social Media,Use Studies,Young Adults,Gender Differences,Age Differences,Foreign Countries,Interpersonal Relationship

This study aimed to examine the relationship between young adult individuals' interpersonal competencies and their social media usage purposes. In addition, within the scope of the research, interpersonal competence levels of young adults, the applications they use in social media, and the differentiation of the time they spent on social media and their usage purposes according to demographic variables such as gender and age were tried to be explained. The sample of the study consists of 411 young adults aged 18-35 living in Erzincan in 2020. Interpersonal Competence and Social Media Network Usage Scales were used as data collection tools. As a result of the research, it was observed that the interpersonal competence levels of the participants showed a tendency to the upper intermediate level and interpersonal competence levels of males were found higher than females. No significant difference was found according to age. It was revealed that the increase in the duration of using social media affects interpersonal competence in different ways. In social media, it was determined that social sharing and communication-based applications (Instagram, YouTube, Facebook and Twitter) are preferred more by individuals. In addition, it was revealed that young people use social media for research, cooperation, entertainment and content sharing respectively. It was also revealed that while the purpose and duration of daily use of social media do not differ significantly by gender, there are significant differences according to age. It was concluded that interpersonal competence and the purpose of using social media affect each other positively.
Investigating Distance Education Experiences of Social Studies Teachers during the COVID-19 Pandemic Period: A Phenomenological Analysis
Author: Palaza, Tevfik
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Teaching Experience,Social Studies,COVID-19,Pandemics,Foreign Countries,Electronic Learning,Teacher Attitudes,Reflection

The purpose of this research is to investigate how social studies teachers were engaged in distance education and training activities during the COVID-19 pandemic. The study employed phenomenology design under qualitative research methods. The participants were selected using criterion sampling under purposive sampling methods and included 15 social studies teachers (9 males and 6 females) working in Mamak and Sincan districts of Ankara in the 2021-2022 academic year. Data were gathered via a semi-structured interview form developed by the researcher based on the relevant literature and expert opinions. The data were analyzed via content analysis. The results revealed that the technological problems had an important place among the experiences of the teachers and that the most important reason for students' inability to access distance education activities was their low socio-economic level.
Investigating Teacher Candidates&apos; Levels of Teacher Readiness and Usage of 21st Century Skills
Author: Koç, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Career Readiness,21st Century Skills,Foreign Countries,Gender Differences,Educational Environment

Having 21st century skills, exhibiting effective classroom management, being able to use educational technologies, establishing interdisciplinary relations, making process-oriented measurement and evaluation, presenting values education with activities and using modern teaching techniques are now inevitable for efficiency in education. This research is based on the results of a series of training activities and workshops for teacher candidates within the scope of the &quot;Future Teachers Project&quot;. The research, in which the quantitative method was applied, was conducted with 174 teacher candidates studying in different departments of universities in the Turkish Republic of Northern Cyprus in 2021. As a data collection tool in the research, the &quot;Readiness to Be a Teacher Scale&quot; and the &quot;21st Century Learner Skills Usage Scale&quot; was used. The application of the research was carried out twice -pretest and posttest- at the beginning of the project and at the end of the project. In the study, it was determined that the education and activities applied outside of formal education increased the teacher candidates' readiness for teaching and their 21st century learner skills. Particularly, it was observed that teacher candidates who participated in such a project for the first time, made significant improvements in their &quot;environment designing the teaching process&quot; and &quot;collaboration and flexibility skills&quot; skills. In the context of these results, it can be suggested that teacher candidates participate in activities that will improve themselves in different dimensions of the teaching profession in addition to the formation courses they take at the university.
Language Planning and English as a Foreign Language in the Democratic Republic of Congo: A Scoping Review
Author: Wetshokodi, Merveille Otshudi
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Planning,Second Language Learning,Second Language Instruction,English (Second Language),National Curriculum,Foreign Countries,Language Attitudes,Secondary School Students,Required Courses,Foreign Policy,Teacher Education Programs,Language Teachers,Budgets,French,African Languages

The aim of this scoping review is to investigate the language policy's ideological basis which mandates the learning of English as a foreign language in secondary schools all over the Democratic Republic of Congo (DRC). It also aims to reveal the current state of affairs with regard to English as a foreign language in the Congolese curriculum. Using the approach proposed by Arksey and O'Malley (2005), several published articles, books, journals and dissertations were consulted for our scoping review. Spanning a period between 1960 to 2020, the main focus was on educational language planning and policies in the DRC. After analyzing the selected publications, the results indicated that until today there is no language institution to regulate linguistic practices and teaching. The DRC's state-owned schools still use the old national curriculum, which was left by the Belgian colonizers with some modifications. Foreign language teacher education and production of academic materials need to be integrated in the budget planning and implementation processes to accompany the policy regarding the teaching of English language at secondary schools. There is also an expressed need for a language institution engaged in research and training of different languages such as French, English and recognized national languages.
Professional and Practical Considerations for the Program Evaluation Dissertation
Author: Varga, Mary Alice
Date: 2022-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Program Evaluation,Teaching Methods,Doctoral Programs

This essay discusses the emergence of the program evaluation dissertation in our doctoral program as the preferred dissertation in practice (DiP) option. We also outline important considerations that must be reviewed with students when considering this approach. Our students are professional educational leaders in the settings where they conduct their dissertation research, emphasizing the importance of our doctoral faculty in addressing the potential implications of blending dissertation research with professional practice. Using the utilization-focused evaluation approach as a framework, we address professional and practical considerations to ensure effective evaluation designs to examine a specific problem of practice. These considerations include the student's relationship to the program being evaluated, the impact on their professional position, support for the evaluation, access to data collection, potential consent concerns, and the utilization of findings. We conclude with additional ethical considerations to be considered when supporting program evaluation dissertation work.
Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature
Author: Bjorn, Genevive A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing (Composition),Reading Research,Reading Strategies,Critical Reading,Reading Skills,Doctoral Students,Reading Writing Relationship,Documentation,Cooperation,Educational Technology,Technology Uses in Education,Writing Skills,Foreign Countries,Primary Sources

Synthesizing academic literature into new knowledge through writing is a core skill that doctoral students engaged in research must learn. However, developing efficacy in synthesis skills as an academic writer is a culturally and cognitively demanding process that occurs over many years, requires abstraction, and draws upon critical reading skills. Doctoral reading is an invisible part of training, despite large reading loads in doctoral coursework. Further, reading, writing, and researching skills are co-constructed at the doctoral level as previously described by Kwan (2008). The purpose of this essay is to describe how the primary author used her experience as an EdD student, science teacher, and writer to develop a method that addresses doctoral reading challenges. The novel method described here combines categorical reading strategies with social collaborative annotation (SCA). This method centers on active, categorial reading to deconstruct arguments in the primary literature by identifying claim, evidence, reasoning, implications, and context (CERIC), which can serve as a critical reading pedagogy in existing courses, reading clubs, and seminars. Combining CERIC with SCA tools--ranging from homemade variations of Google Suite to purposeful annotation software, such as Hypothes.is.--can support an efficient doctoral reading process. This essay illustrates several worked examples and explores how this process supports retrieval, engagement, collaboration, inclusion, and community, particularly in online learning environments. Significant implications of this work are to make hidden reading expectations explicit and transform professor-centered transmission models of learning to student-centered sociocultural models of learning. The essay proposes next steps for testing the approach's effectiveness in online doctoral learning.
Reframing the Problem of Practice: Transitions in Baylor University&apos;s Ed.D. in Learning and Organizational Change Program
Author: Blevins, Brooke E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Descriptions,Organizational Change,Educational Practices,Program Development,Doctoral Programs,Education Majors,Communities of Practice,Online Courses,Doctoral Dissertations,College Faculty,Teacher Student Relationship,Doctoral Students,Distance Education,Instructional Leadership,Kindergarten,Elementary Secondary Education,Videoconferencing,Professional Education

This article reports on the program changes that emerged from the Baylor University Ed.D. in Learning and Organizational Change program development team as we engaged as a community of practice in the organizational change process to reframe our conceptualization of the Problem of Practice dissertation. This process led to logical implications for the program course offerings and student support systems. The following article, therefore, traces these changes as they emanate out from the Problem of Practice dissertation reconfiguration, into the course sequence, and finally the student support systems. This article concludes by offering the perspective gained about this work as we engaged in the same organizational change process through which we guide our students.
Taking Action: The Dissertation in Practice at Northeastern University
Author: Ewell, Sara
Date: 2022-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Curriculum Development,Curriculum Implementation,Action Research,Social Justice,Doctoral Programs

This essay describes the development and implementation of the redesigned Doctor of Education program at Northeastern University. In our new model, students implement and evaluate the effectiveness of their change work while enrolled in our program. Our intent in moving from a traditional model to our alternative model was to focus on providing students the opportunity to create systemic, justice-oriented change guided by our faculty. The program now uses action research as its signature pedagogy and an alternative format for the Dissertation in Practice. We developed the alternative format for the Dissertation in Practice to privilege participants' voices and to focus on the results of our students' initiatives. This essay discusses the challenges and successes experienced in the creation and implementation of an alternative model for the Doctor of Education degree.
The Group-Based Dissertation in Practice: A Journey Worth Taking
Author: Hamilton, William
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Doctoral Dissertations,Teaching Methods,Doctoral Students,Group Dynamics,Models,Group Activities,Group Structure

This personal reflective essay explores a group Dissertation in Practice (DiP) model and process used in a localized Doctor of Education program. It describes and recommends this team-based DiP approach as an innovation that prepares practitioners to tackle complex problems of practice by focusing on a process centered around group dynamics that requires collaboration, advanced dialectical activity, engagement of stakeholders, and application of solutions to localized problems of practice. The framework of the exploration is based on accepted theories of small group development. Implications of this DiP approach include providing doctoral students collaborative problem-solving skills and professional capacity building. Ultimately, the model enables doctoral students, as future educators and leaders, to transform an environment predicated on teaching and learning in isolation to one of a highly functioning, effective team-based professional practice.
Using Mentor Texts to Develop Disciplinary Literacy of Scholarly Practitioners through Dissertations in Practice
Author: Markos, Amy
Date: 2022-00-00
Type: Journal Articles
Subjects: Content Area Reading,Content Area Writing,Scaffolding (Teaching Technique),Situated Learning,Doctoral Students,Doctoral Dissertations,Communities of Practice

In this essay, we described how we use mentor texts (MTs) to foster students' disciplinary literacy--reading, writing, thinking, and performing abilities in an area related to their problem of practice. We did this by carefully creating scaffolded learning experiences affording them with multiple, situated learning opportunities over time that allow students to move to central roles as scholarly practitioners where they now contribute in meaningful ways to disciplinary-based literacy. In this process, students were transformed from being readers of MTs where they were consuming the MTs for content to being producers, writers, of MTs that influenced others. This transformation was couched in Wenger's Community of Practice framework. We provided a detailed presentation of how we implement the MT process throughout the EdD program. We discussed challenges and next steps and concluded with questions readers might consider as they contemplate whether using MTs might be beneficial to students in their programs.
Systemic Intelligence Predictors of Cognitive Flexibility and Cognitive Holding Power among University Students
Author: Alzubi, Emad Mohamad
Date: 2022-00-00
Type: Journal Articles
Subjects: Intelligence,Predictor Variables,Cognitive Ability,College Students,Foreign Countries

This study aimed to investigate the role of systemic intelligence factors in explaining cognitive flexibility and cognitive holding power among university students using measures of the aforementioned phenomena. A random sample of (519) students participated in this research, and it was found that factors relating to systemic intelligence could predict cognitive flexibility and cognitive holding power. The elements of systemic intelligence that were most adept at explaining cognitive flexibility were systemic action through positive engagement and active response, while systemic perception was the most explanatory factor in terms of cognitive holding power. The study concluded that systemic intelligence, which has perceptual, cognitive, social and behavioural facets, contributes to student performance in learning settings; consequently, it is recommended that the role of systemic intelligence should be analysed by linking elements of this form of intelligence with the different variables and integrating systemic thinking skills into different learning activities.
Technology for Teaching Regional Economic Relationships Based on the Updated Content of Education
Author: Seraliyev, Asset
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Technology Uses in Education,Economics Education,Student Attitudes,Gender Differences,Foreign Countries,Time on Task,Distance Education

The aim of this study is to determine the technology of teaching regional economic relationships based on the updated educational content to university students and to determine it. The research was conducted in the fall semester of 2021-2022; the study with the participation of 274 university students was conducted in a screening model. In the study, 4 weeks of updated education was provided to university students. In order to collect data, the 'Updated Education and Teaching Technologies' measurement tool, developed by the researchers, was used in the study. The scale used in the research was delivered and collected by the online method to university students. The analysis of the data was carried out using the SPSS programme; frequency analysis was carried out using the t-test, and the results obtained were added to the study accompanied by tables. As a result of the research, it was concluded that the teaching technologies of university students were learned and their updated educational status was good and the values were high.
Teachers&apos; Professional Development through the Education Practicum: A Proposal for University-School Collaboration
Author: Muñoz-Martínez, Yolanda
Date: 2022-00-00
Type: Journal Articles
Subjects: College School Cooperation,Preservice Teacher Education,Student Teaching,Practicums,Student Teachers,Teacher Educators,Preschool Teachers,Elementary School Teachers,Inclusion,Faculty Development,Foreign Countries,Theory Practice Relationship,Teacher Student Relationship,Cooperative Learning,Satisfaction

In this article we present the results of an investigation carried out in the 2019/2020 academic year whose objective was to understand how an inclusive and reflective practicum model can improve in teaching professional development as well as initial teacher training, in which the university, teaching practice students and school teachers all actively participated. For this investigation we have carried out a case study in which 2 schools of infant and primary education participated. This included a total of 9 teachers, 5 students of Primary Education Teaching and 2 research professors from the University. The data of the 3 discussion groups that were carried out with all the participants were analysed like so the practicum summaries of the students. The main results show the importance of schools with inclusive methodologies favour initial teacher training to have the theory-practice connection along with the improvement of personal and professional development.