ethanporcaro/eric-fulltext-meta huggingface dataset:
Adaptation of Traditional Children&apos;s Games to Social Studies Course: STEM Course Design for Teachers
Author: Orak, Seval
Date: 2020-00-00
Type: Journal Articles
Subjects: Games,Game Based Learning,Cultural Maintenance,Social Studies,STEM Education,Interdisciplinary Approach,Instructional Design,Instructional Effectiveness,Teacher Attitudes,Elementary School Teachers,Children,Skill Development,Thinking Skills,21st Century Skills,Interpersonal Competence,Transfer of Training,Foreign Countries

One of the greatest goals of the 21st century is the acquisition of high-level skills through the STEM course designs to provide skill-assisted transformation in learning processes. The purpose of this research; The aim of this course is to examine the views of teachers about STEM course designs supported by traditional Turkish games adapted to primary school social studies course. Each teacher who participated in the research was able to videotape all his practices and fill out the observation forms. Through the obtained data, it was shared with the teachers whether the achievements of the course were realized or not. After these practices, the opinions of the teachers towards the research were obtained through a semi-structured interview form. Descriptive analysis technique was applied on the collected data. According to the findings obtained at the end of the study, it was stated by the participants that their students developed a significant sense in cognitive, affective and psychomotor aspects.
An Examination on Mistakes of Case Suffixes&apos; Usage in Written Expression of Foreigners Learning Turkish
Author: Altuntas Gürsoy, Ilke
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Second Language Instruction,Suffixes,Error Patterns,Grammar,Written Language,College Students,Writing (Composition)

While improving a learner's language skills during native language and foreign language teaching, the learner should also be taught language rules. Language rules can be taught via grammar topics. One of the grammar topics is case suffixes. Not using any or none of these affixions causes a break in the semantic connection between words and a disruption in sentence structure. Case suffixes are topics to be emphasised on and require attention and elaboration while teaching foreigners Turkish because of their effect on spoken and written expressions with their semantic connection providing function. The aim of the study is to examine the mistakes done by foreigners learning Turkish in case suffixes (nominative, locative, ablative, dative and accusative). The study is qualitative. The data were collected via document review and the data resource was selected via the purposeful sampling method. The data resource for the study consists of written expression papers of a total of 69 learners. As a result of examining the papers, it was determined that there were mistakes with regard to case suffixes in the written expressions of the learners from each level, and most mistakes were done in the accusative case and fewer mistakes were done in the ablative case.
Exploring Thai EFL Learners&apos; Attitudes toward the Use of Mobile Applications for Language Learning
Author: Thedpitak, Aekkaphon
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Student Attitudes,College Freshmen,Language Proficiency,Program Effectiveness

Mobile applications in smartphones have been used pervasively for various purposes, including language learning enhancement. Therefore, this study attempted to examine Thai EFL (English as a foreign language) learners' attitudes toward their use of mobile applications for language learning and to investigate significant differences regarding their attitudes in terms of their language proficiency levels. This study also sought to explore the extent to which mobile applications were used to support language learning. To determine the attitudes, a total of 175 first-year university students were asked to complete the questionnaire adapted from the Mobile Learning Perception Scale (MLPS) proposed by Uzunboylu and O¨zdamli (2011). The obtained data was analyzed using descriptive and inferential statistics. Based on the findings, students showed overall positive attitudes toward the use of mobile applications to support their language learning. The findings also revealed there were no statistically significant differences between students' attitudes according to their language proficiency levels.
Determination of Cyber Security Ensuring Behaviours of Pre-Service Teachers
Author: Karagozlu, Damla
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Computer Security,Information Security,Student Behavior,Internet,Risk Management,Foreign Countries,Privacy,Computer Use

As cyber security attack rates increase, so do cyber security concerns. Cyber security is the collection of tools, policies, security concepts, security measures, risk management approaches, actions, education, applications, security and technologies that can be used in order to protect the cyber environment and user rights. The aim of this study is to determine the behaviours of pre-service teachers as this study's objective is to determine the behaviours of pre-service teachers regarding cyber security. This study is designed according to the quantitative research method and the Personal Cyber Security Ensuring Scale has been used. 144 pre-service teachers of two different universities who took up instructional technologies and material design courses in the 2019-2020 spring semester participated in the study. It has been observed that the participants frequently took measures when they noticed unreliable people and situations in the internet environment but took occasional measures in terms of not leaving any trace, taking precautions and protecting personal privacy.
Implementing EFL Extensive Reading for Thai Vocational Students
Author: Singkum, Runyarut
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocational English (Second Language),Second Language Learning,Second Language Instruction,Reading Strategies,Reading Comprehension,Reading Motivation,Vocational Education,College Students,Late Adolescents,Public Colleges,Reading Interests,Foreign Countries

This study investigated the implementation of EFL [English as a foreign language] Extensive Reading tasks and materials for Thai vocational students over ten weeks. Fifty-one students took the Test of English for International Communication (TOEIC) reading test before and after the implementation. Quantitative data were collected through the TOEIC reading test and extensive reading motivation questionnaire. The TOEIC reading test was used to investigate students' reading while the extensive reading motivation questionnaire was used to explore their motivation towards EFL Extensive Reading. Qualitative data were derived from the open-ended questions as part of the extensive reading motivation questionnaire. The results showed significant reading improvement and students reported positive motivation for the implementation of EFL Extensive Reading tasks and materials. Students reported their extrinsic academic compliance at the highest and extrinsic excel to read at the lowest. The study recommended that extensive reading tended to be an effective reading approach to improve reading comprehension, and that it should be integrated into teaching EFL reading for vocational students.
&apos;The Ties That Bind&apos;: Indonesian Female Academic Leaders&apos; Agency and Constraints in Higher Education
Author: Arquisola, Maria Jacinta
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Women Administrators,Higher Education,Females,Equal Opportunities (Jobs),Power Structure,Social Influences,Sex Role,Gender Bias,Barriers,Leadership Styles,Self Efficacy,Professional Identity,Social Status

Indonesia has achieved equal parity in access to education, income, and career opportunities. Yet in many parts of the country, female academic leaders are still highly under-represented in top academic boards. This study examines how fourteen (14) Indonesian female higher education academic leaders (FALs) enact identity salience and agency in performing their duties, while experiencing social control schemas or 'triple binds'--exigencies of gender roles, unequal power-plays due to social status and positions, and lack of organizational resources and capital in higher education--in Indonesia, one of the world's emerging economies still consolidating democracy and building necessary social, fiscal, and physical infrastructures. Taken as a whole, the study found the 'triple binds' as aggregate constraints for female leadership progression, driving female academic leaders to resist and rise above this discursive struggle and confrontation through sense-making, assertiveness, depth of conviction, a take-charge attitude, and the use of other tactical strategies like networking with key gatekeepers to obtain the resources they need. The study presents a framework of the triple binds that university leaders can use to assess constraints to academic leadership.
Process-Oriented Guided-Inquiry Learning in Saudi Secondary School Chemistry Instruction
Author: Alghamdi, Amani Khalaf. H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Science,Science Instruction,Chemistry,Student Attitudes,Teaching Methods,Grade 10,Student Centered Learning,Conventional Instruction,Instructional Effectiveness,Learner Engagement,Gender Differences,Inquiry,Cultural Differences,Constructivism (Learning),Teacher Education

Students' perceptions of the Process-Oriented Guided Inquiry Learning (POGIL) approach in Saudi Arabian public secondary school chemistry classes was investigated. The sample comprised 189 Grade 10 students (male and female) from four schools in the northern and southern regions. Student-centered (POGIL) and teacher-focused chemistry teaching approaches were applied using the same instructional materials to randomly selected gendered experimental and control groups over a four-week period in winter 2018. Results from analyzing &quot;What is Happening in This Class?&quot; (WIHIC) data revealed that POGIL helped students more actively engage in the classroom thus enabling them to perceive their chemistry learning experience as positive and academically effective. POGIL also improved students' affective traits such as cohesiveness and personal relevance. There were no gendered differences in overall WIHIC scores. Results suggest that (a) POGIL mitigates the impact of borrowing education curricula and policies from Western countries and (b) Saudi pre-service and inservice teachers should receive POGIL training because POGIL works in the Saudi educational context.
Indonesian EFL Students&apos; Voices on Online Learning during COVID-19 through Appraisal Analysis
Author: Pasaribu, Truly Almendo
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Distance Education,Electronic Learning,Educational Technology,School Closing,Student Attitudes,English (Second Language),Second Language Instruction,Foreign Countries,College Students,Blended Learning

During the COVID-19 pandemic, the closure of universities and colleges has caused teachers and students to alter technology enhanced courses and blended courses to a fully online learning following the call for practicing social distancing. Since adjustment to online learning requires much effort from both the teachers and the students, getting in-depth insights from the students' voices during this pandemic through scrutinizing their reflections is important. This study aimed at investigating the attitudinal resources in reflections on online courses during COVID-19 by EFL students in Indonesia. This qualitative research employed a content analysis method to scrutinize 261 expressions. The data gathered from the students' reflections were analyzed through the Appraisal framework (Martin &amp; White, 2005), which captured the linguistic evidence of various attitudinal resources in expressing feelings and opinions found in their reflections. The linguistic resources reflect that the students experience this exceptional situation personally which also leads to the development of their autonomy and engagement. This study also discusses some implications to consider in maximizing the potential of online learning.
Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy
Author: Yimer, Sirak Tsegaye
Date: 2020-00-00
Type: Journal Articles
Subjects: Stimulation,Knowledge Level,Active Learning,Learning Strategies,Technology Integration,Courseware,Mathematics Instruction,Calculus,Cooperative Learning,Mathematical Concepts,Concept Formation,Undergraduate Students,Student Attitudes,Public Colleges,Foreign Countries

The purpose of the study was to explore whether learners' conceptual knowledge (CK) or procedural knowledge (PK) understanding of calculus using the stimulus of active technology-based learning strategy better influence their content knowledge (COK) development. The quantitative methods were used in a quasi-experimental design. CK, PK and COK achievement scores were sources used for data collected from 150 samples. Data analysis employed descriptive statistics conducting an independent samples t-test and a Two-Way ANOVA for repeated measures. The findings reveal that the use of the active learning interventions that heavily borrows and utilizes technology substantially stimulated experimental group (EG) to immensely raise their CK attainment as compared to PK development. The COK understanding was also significantly enhanced as a result of EG learners outperformed on CK. Consequently, the researcher suggests professional development for educators empowering them with such knowledge and skills involved in the active jigsaw co-operative method and GeoGebra learning strategy (JCLGS) that will influence classroom practices. This influence will then translate to learners' interests and positive attitudes towards calculus.
Determining Children&apos;s Primary School Readiness Level
Author: Bay, Yalçin
Date: 2020-12-00
Type: Journal Articles
Subjects: Elementary School Students,School Readiness,Maturity (Individuals),Learning Readiness,Student Characteristics,Foreign Countries,Measures (Individuals),Preschool Education,Educational Background,Age Differences,Mothers,Employed Parents,Gender Differences,Fathers,Higher Education,Educational Attainment,Psychomotor Skills,Cognitive Development

This study aimed to determine the primary school students' readiness for school and analyze it according to some socio-demographic characteristics. Readiness can be defined as having the necessary precondition behaviors and reaching the desired maturity level for the child to be able to learn and develop. The level of readiness of the child is important in achieving the desired goals in education. In the study, the school readiness levels of the first grade primary school students were determined and examined regarding to their personal characteristics. The conducted research contributes to the related literature in the aspect of introducing how ready children in Turkey, which has a different education system and culture, are for school in the beginning stages of primary school. The research was conducted in general survey model, one of the quantitative research methods. 402 students attending the first grade of primary school in Eskisehir province participated in the study. The &quot;Primary School Readiness Scale&quot; (Canbulat &amp; Kiriktas, 2016) used in the study was filled out by the teachers for each participating student. The children's school readiness levels were examined in the cognitive, affective, psychomotor and self-care skills sub-dimensions of the scale. Descriptive statistics were calculated in the analysis of data, Confirmatory Factor Analysis (CFA) was performed; Mann Whitney U and Kruskal Wallis H test, ANOVA, Scheffe Post-Hoc tests were used. As a result of the research, it was found that primary school readiness levels of the following students' groups were significantly higher (p &lt;0.05): the students who had preschool education compared to the students who had not; the students who are 72-84 months old compared to the students who are 60-72 months old; the students whose mothers' education level are high compared to the students whose mothers have lower education and the students whose fathers are working compared to the students whose fathers are not working. Also, significant differences were found in primary school readiness level of some subgroups in the following dimension: girls are significantly more ready in affective dimension; the readiness of the students whose mother is working is higher in cognitive dimension; and students whose father had a university education and more are more ready in cognitive, affective and psychomotor dimensions (p &lt;0.05). The results obtained from the research were discussed in line with the related literature.
Perceptions of the Role of a Charter Superintendent by Charter Board Members and Principals
Author: Gawlik, Marytza A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Superintendents,Administrator Role,Charter Schools,Principals,Administrator Attitudes,Instructional Leadership,Boards of Education,School Districts,Educational Policy,Institutional Autonomy,Leadership Styles,Elementary Secondary Education

In this article, we extend and complement previous studies on self-descriptions of superintendents' administrative work by examining the influential role of a relatively new actor in charter schools: the charter school district superintendent. In particular, we examine the influence of a charter district superintendent's leadership on organizational factors such as mission, principal decision-making and school board involvement through interviews with the principals and board members in the district to identify how a charter school district superintendent exhibits leadership within an emerging context in the public school landscape. We use a qualitative case study approach to examine one charter school district superintendent and the perceptions of charter principals and charter school board members concerning his role and responsibility as a leader in the charter district. Three major themes emerged from the data: the superintendent's role in the mission of an autonomous district; superintendent as an instructional leader; and the superintendent as a policy entrepreneur. The superintendent's mission of the charter school district to operate as an autonomous entity, paved the way for the influence of the charter superintendent to employ and articulate instructional leadership strategies in his district, and spurred the superintendent toward action as a policy entrepreneur, establishing an LEA for his charter school district. The findings demonstrate that the superintendent has a significant, dynamic effect on the organizational mission and goals of the charter school district as well as influence on building principals and board members as the leader of the district.
Upgrading Downsizing: Ethics and Personnel Reductions in Declining Organizations
Author: Walker, Keith D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Ethics,Job Layoff,Organizational Change,Decision Making,Change Strategies,Superintendents,Empathy,Integrity,School Restructuring

Decline and downsizing often create organizational conditions that are tension-filled, problematic, disruptive, and prone to unethical behaviour. It is common for educational organizations to face discontinuity of services and reduction of personnel; therefore, it is important to understand the relationship between declining organizations and the ethical behaviour of educational leaders under these circumstances. In this article, we provide a general description of organizational decline, typical responses to such decline, and highlight the phenomenon of personnel downsizing, with particular attention to the Canadian education context. We offer descriptions of various in situ strategies from several Canadian educational superintendents to illustrate implications for how we might better understand personnel reductions in relation to ethics. We conclude with suggestions concerning ways we might upgrade downsizing with wise judgment and ethical decision-making.
Investigating Teachers&apos; Understanding of Mathematical Practices and Mathematics Teaching Practices Using a Vignette Activity Sequence in a Professional Development Setting
Author: Shelton, Ryann N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Inservice Teacher Education,Mathematics Teachers,Teacher Attitudes,Misconceptions,Educational Practices,Middle School Teachers,High School Teachers,Mathematics Instruction,Instructional Improvement,Vignettes,Teacher Improvement

We investigated teachers' understanding of the Mathematical Practices (MPs; National Governors Association Center for Best Practices &amp; the Council of Chief State School Officers, 2010) and the Mathematics Teachers Practices (MTPs; NCTM, 2014) using a Vignette Activity Sequence within a professional development setting with our Professional Development School (PDS) partners. Although results revealed misconceptions or incomplete understandings participants had about the MPs and MTPs, teachers made connections to their own practice. By highlighting how mathematics teachers at the middle and high school levels view the practices in relation to their classrooms, we were able to target areas to support high-quality teaching and learning of mathematics for future professional development with our PDS partners. This has important implications for mathematics instructional specialists, coaches, and professional development instructors working with teachers and their understanding of the MPs and MTPs.
Partnership with a PDS Middle School and University Provides Support with Growth, Service, and Innovation through Reduced Tuition Courses
Author: Booth, Alexandria
Date: 2020-00-00
Type: Journal Articles
Subjects: College School Cooperation,Faculty Development,Middle School Teachers,Professional Development Schools,Active Learning,Student Projects

This paper outlines the logistics and discusses the benefits of the Professional Development School (PDS) partnership between Sandhills Middle School (SMS) in Lexington School District Four and the University of South Carolina (USC). Through this partnership as well as the University of South Carolina's Center for Excellence, teachers at Sandhills Middle are given opportunities to take graduate level courses to obtain their Project-Based Learning (PBL) Endorsement and additional credits. These opportunities for professional development align with the National Association for Professional Development Schools (NAPDS) Nine Essentials (2008). This PDS partnership benefits not only individual teachers and students but Sandhills Middle as a whole, and as a result, teachers, especially new teachers, are provided with the support they need. By fostering continuous professional development as outlined in Essential 3 as well as innovate, reflective teaching practices as outlined in Essential 4, teachers at Sandhills Middle School are able to achieve their core values of growth, service, and innovation, placing students at the forefront of their learning and decisions.