ethanporcaro/eric-fulltext-meta huggingface dataset:
Review of Studies Focused on Bilingualism
Author: Sönmez, Hülya
Date: 2019-00-00
Type: Journal Articles
Subjects: Bilingualism,Research Methodology,Sample Size,Models,Bilingual Education,Meta Analysis,Cognitive Processes,Secondary School Students,Immigrants,Language Minorities,Foreign Countries,Nationalism,Public Policy,Second Language Learning,Language of Instruction,Databases,Language Skills,Short Term Memory,Teaching Methods,Learning Processes

The purpose of this study is to determine the purpose, scope, research model, data collection tool, data analysis method and sample size of the studies on bilingualism. According to the general screening model, the documents collected were analyzed. In the first step, in order to determine the focus and scope, the objectives of the sample studies were examined based on the descriptive analysis. In the second step, research model, data collection tools, data analysis methods, and the number of participants of the studies were examined. Thus, the scope of the studies was determined. For this purpose, research models, data collection tools, data analysis methods and the number of participants were examined. Based on the conclusions of this part, it was determined that the experimental and descriptive models were frequently used in sample the studies.
Validity and Reliability Study of the Attitude Scale towards Second Foreign Language Learning
Author: Çetin, Saban
Date: 2019-00-00
Type: Journal Articles
Subjects: Reliability,Second Language Instruction,Second Language Learning,Student Attitudes,Attitude Measures,Construct Validity,Factor Analysis,Item Analysis,Teacher Education Programs,Psychometrics,Positive Attitudes,Language Attitudes,Foreign Countries,College Students,Language Teachers

In this study it is aimed to develop a measurement tool to determine the attitudes of foreign language teacher candidates towards a second foreign language. The item pool was prepared by literature review and teacher candidates' views and finalized by taking expert opinions. The 61 item preliminary form was applied to 504 teacher candidates studying in different grades of Foreign Language Teaching Departments of Gazi University Gazi Faculty of Education in 2018-2019 academic year Spring semester. Analyses towards determining the psychometric features of the scale were made on the data set obtained from the application. The data set was applied first Exploratory Factor Analysis (EFA) for construct validity and then Confirmatory Factor Analysis (CFA). The exploratory and confirmatory analyses were made on two groups by dividing the total student number into two. EFA was conducted on the first group (n[subscript 1]=252) whereas CFA was conducted on the second group (n[subscript 2]=252). At the end of exploratory factor analysis, the scale was observed to consist of 43 items and 3 subdimensions. The sub-dimensions were named according to the judgments the scale items reflected as &quot;positive belief towards learning a second foreign language&quot;, &quot;resistance to learning a second foreign language&quot; and &quot;attaching importance to learning a second foreign language&quot;. The three factor structure about the scale explains the 49.72% of the total variance. At the end of the reliability analysis Cronbach alpha reliability coefficient for the overall scale is 0.95, for sub-dimensions respectively as 0.95 and 0.90 and 0.76. The model fit indices for the scale at the end of the confirmatory factor analysis are determined as RMSEA, 0.076; x[superscript 2]/df=2.4; SRMR=0.81; NFI=0.94; NNFI=0.96; IFI=96; CFI=0.96; RFI=94. Values obtained from confirmatory factor analysis are in acceptable reference range and shows that 3 factor scale construct is validated.
An Investigation of Pre-Service English Teachers&apos; Level of Technopedagogical Content Knowledge
Author: Atar, Cihat
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,English Teachers,Pedagogical Content Knowledge,Technological Literacy,Foreign Countries,Gender Differences,Ethics,Internet,Time Management,Knowledge Level,Social Networks,Instructional Program Divisions,Computer Use

The purpose of this study is to identify pre-service English teachers' technopedagogic content knowledge competence levels. The Technological Pedagogical Content Knowledge Model (TPACK) is unique in comparison to other technology-based models in that it incorporates content knowledge as well in addition to technological competences. The participants are 182 pre-service English teachers that study in Istanbul and Sakarya, Turkey. The data was collected via Technological Pedagogical Content Knowledge Scale (TPACK-Deep) that was developed by Kabakçi Yurdakul, Odabasi, Kiliçer, Çoklar, Birinci and Kurt (2012). The data was analyzed through SPSS and the variables grade, gender, daily amount of time spent on the internet and social media were considered in addition to identifying participants' competence levels. The findings demonstrated that the participants had a high level of TPACK model in general and also in the three dimensions except for merely the Ethics dimension in which they had a medium level of competence. Out of the variables, none of them was observed to have a significant effect in the TPACK model in a general, but gender and daily amount of time spent on the internet were observed to have a significant effect on the Design dimension. The analysis offers insights into pre-service teachers' competence into technology use, content knowledge, pedagogical knowledge and their integration. The findings are expected to contribute to pre-service teacher training and the successful integration of technology into content knowledge for pedagogic purposes.
A Qualitative Inquiry into the Application of 9th Grade EFL Program in Terms of the CEFR
Author: Yüce, Erkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 9,Second Language Instruction,Second Language Learning,English (Second Language),Standards,Program Evaluation,Language Proficiency,Program Implementation,Instructional Materials

Current study investigated applicability of the 9th Grade EFL Program with regard to proficiency descriptors and educational principles of the Common European Framework of Reference for Languages (CEFR). Qualitative inquiry was followed by adopting a phenomenological approach to conduct the study. The data were collected through document analyses, face-to-face interviews, and teacher and students observations regarding classroom instructions. Descriptive analysis was administered to analyze the data obtained from the document analyses, interviews, and observations. The results showed that the EFL program corresponds to students' language levels and needs, while teachers come across problems due to course materials and insufficient class hours during implementations. Besides the participant teachers reported problems in terms of seminars and in-service training activities.
Is It Really Difficult to Produce Correct th (/ð / and /?/) Sounds in English for EFL Learners? A Case Study in Northern Cyprus
Author: Ercan, Halil
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pronunciation,Pronunciation Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Interference (Language),College Students,Difficulty Level,Teaching Methods,Phonetics

This study investigated how th (/ð / and /?/) sounds could be improved if opportunities were provided to EFL learners in the Final International University in Kyrenia, the Turkish Republic of Northern Cyprus. Twelve preparatory students were worked with and the data were gathered through interviews and a pronunciation test. The aim of the test was to reveal development and correct pronunciation of th (/ð / and /?/) sounds by the participants. The performances of twelve participants were video-recorded to be listened and analysed. Two independent native raters listened to the recordings and rated the problematic sounds as correct or incorrect. After data collection, Microsoft Excel was used to calculate the coded and analysed data, and SPSS (Version 20) was used to find the percentages and the frequencies of the data. The results of the study indicated that language learners could acquire and improve their pronunciation if they feel motivated and were provided with natural opportunities in society. Further, the researchers believe that findings could be useful for both students and language teachers in Northern Cyprus.
Academic Governance and Leadership in Vietnam: Trends and Challenges
Author: Salmi, Jamil
Date: 2019-00-00
Type: Journal Articles
Subjects: Governance,Educational Policy,Educational Change,Foreign Countries,Accountability,Participative Decision Making,College Faculty,Institutional Autonomy,Academic Freedom,Public Colleges,Partnerships in Education,Global Approach,College Administration,Privatization,Leadership Effectiveness

This paper provides a review of academic governance and leadership in Vietnam at both the national and institutional levels, focusing more on the public sector. It also provides an analysis of new policy developments aimed at achieving higher education reform. There have been significant changes over the last three decades regarding governance structures and mechanisms in higher education Vietnam. These changes have been in response to the need for more decentralization and greater consistency with international practices. Increased autonomy for public higher education institutions has been one major achievement. More attention is needed, though, regarding accountability mechanisms. The role of the academic community in higher education leadership also needs to be strengthened by providing more fully for participation by academic staff members in university decision-making process. The privatization of higher education has contributed substantially to higher education development in Vietnam, but the private sector continues to be a focus for ongoing debate because of a perceived need for more improvements.
Solutions for New Chinese Teachers&apos; Quitting
Author: Yu, Lei
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Faculty Mobility,Faculty Workload,Expectation,Self Efficacy,Leadership Effectiveness,Teacher Collaboration,Job Satisfaction,Teacher Administrator Relationship,School Culture,Teacher Burnout,Feedback (Response),Principals

This paper is focused on the issue of new Chinese teachers' attrition and some resolutions. Chinese novice teachers' leaving results from professional and personal factors, among which the excessive workloads caused by the current curriculum reform and new teachers' lack of self-efficacy, together with unrealistic career expectations, are the pushing factors. Building a cooperative and supportive environment is an effective way to solve that issue, wherein collaborative partnership and supportive leadership have a positive effect on new Chinese teachers' intention to stay in the career. Sufficient academic and emotional support from colleagues and school leaders empowers new Chinese teachers to overcome the challenges during the early years of their career.
Peer Support: A Collaborative Approach to Teacher Improvement
Author: White, Lynn
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Peer Relationship,Mentors,Elementary School Teachers,High School Teachers,Teaching Methods,Teacher Burnout,Stress Variables,Foreign Countries,Teacher Improvement,Teaching Experience,Program Descriptions,Program Effectiveness,Attitude Change,Time Management,Teacher Attitudes,Reflection,Sustainability

Many teachers today struggle to meet the differentiated needs in their classrooms. Mentorship programs are often available to teachers in the first five years of teaching, but after the initial induction process there is little support for teachers. In the past, when teachers were identified as struggling in the classroom, they were evaluated through the supervisory process by their administrators. With a collaborative mentor to guide and support them, would teachers have the ability to improve and sustain that growth? This study of the Peer Support Program in elementary and high schools in Surrey, British Columbia, had 31 participants: 19 female and 12 male teachers between the ages of 26 and 50, with 1-25 years of teaching experience. This mixed methods research incorporated an online survey with all participants and five one-on-one interviews to answer the following research question: &quot;In what ways do teachers, identified as struggling, experience professional growth as a result of participating in a Peer Support Program?&quot; Of the teachers who participated in the study, 85% rated the Peer Support Program as above average for effectiveness, and would recommend the program to colleagues. Teachers reported sustainable improvement to their teaching practice after participating in the Peer Support Program. Providing a collaborative program such as the Peer Support Program is one viable option to support teachers in improving their teaching practice and reducing teacher stress and burnout.
An Evaluation of Refugees&apos; Access to Higher Education: Case of Turkey and Istanbul University
Author: Atesok, Zeynep Ozde
Date: 2019-00-00
Type: Journal Articles
Subjects: Refugees,Land Settlement,Access to Education,Higher Education,Educational Policy,Educational Practices,Case Studies,Foreign Countries,Universities,Educational Resources,Legal Problems,Barriers,Second Language Learning,Prior Learning,Educational Background,Information Sources,Guidance,Credentials

This article underlines the challenges refugees experience in accessing higher education in both first-asylum and resettlement countries. It focuses specifically on Turkey's higher education system, and the policies and practices in place to respond to the educational requirements of Syrian refugees. Our analysis reveals that accommodating the influx of Syrian higher education students into the Turkish system presents a huge challenge for policy makers and higher education institutions. The case study conducted at Istanbul University further emphasizes the common barriers that refugees face when trying to access higher education in host countries -- financial hardship, language issues, non-recognition of prior learning and a lack of information or guidance. Restrictive regulations and legal precarity, on the other hand, tend to be less of a challenge when it comes to accessing higher education. Our findings support that central regulating body's immediate action and its commitment to provide higher education for refugees are crucial to prevent a short-term crisis. However, we also argue that despite the flexibility introduced for refugees in the legal and regulatory framework, implementation depends on institutional policies and practices that are mainly constrained by their capacity and resources.
Inclusion for All: Bridging the Gap between What We Know and What We Do
Author: Sloik, Megan
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Access to Education,Educational Practices,Best Practices,Students with Disabilities,Inservice Teacher Education,Educational Finance,Team Teaching,Special Education,Foreign Countries

Classroom teachers are responsible for creating inclusive classrooms wherein every learner has the opportunity to succeed. Challenges include insufficient training and education in the areas of student exceptionalities, changing funding models and potential budget cuts, and effective coteaching. Steps must be taken to bridge the gap between what is known to be best classroom practice, and what is actually taking place. Collaboration with teachers and administrators to address these challenges seems to be the most important role of today's resource teacher.
Response to Intervention: Reading and Reading Disabilities
Author: Rock, Allyson
Date: 2018-00-00
Type: Journal Articles
Subjects: Response to Intervention,Reading Difficulties,At Risk Students,Disability Identification,Reading Instruction,Individualized Instruction,Small Group Instruction,Elementary School Students,Secondary School Students,Outcomes of Education

Reading is a skill that is required in a variety of settings. It is a skill that begins developing early in children's school years and continues to develop well into their adult lives. Unfortunately, many children struggle to become successful readers with only basic classroom instruction. Therefore, it is imperative that schools use a three-tiered Response to Intervention approach to target children who have, or are at risk of having, a reading disability. Response to Intervention has proven to be successful in providing much-needed targeted interventions so that students of all ages can become proficient readers.
Understanding Self-Regulation in Education
Author: Etkin, Jordana
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Management,Learning Disabilities,Metacognition,Classroom Environment,Students with Disabilities,Teacher Responsibility,Stress Management,Classroom Techniques,Models,Children,Foreign Countries,Student Development

Self-regulation is a process referring to the knowledge and awareness of one's own ability to learn. Recent studies focus on self-regulation in the classroom environment, because it is recognized as an important component of student academic achievement. Exploring factors such as the five-domain model, learning disabilities, mindfulness, and the classroom and its connection to self-regulation, provides a greater understanding of how best to support students with these challenges. The ultimate goal of educators is to create lifelong learners; therefore, it is the responsibility of teachers to provide strategies that will contribute to student success.
Current Trends and Tensions in Outdoor Education
Author: Sabet, Michelle
Date: 2018-00-00
Type: Journal Articles
Subjects: Outdoor Education,Educational Trends,Educational Benefits,Environmental Education,Indigenous Knowledge,Place Based Education,Ethnocentrism

This article explores some of the benefits of outdoor education and examines some of the historical approaches taken to outdoor education, with an emphasis on current trends in the field. Specifically, fostering environmental stewardship through connections to the outdoors, incorporating Indigenous perspectives into practice, and place-based education are discussed. Natural links between these trends are explored, and areas of possible tension between these approaches are examined.
Educational Change: A View from the Bottom Up
Author: Carlyon, Tracey
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Change,Success,Elementary School Teachers,Teacher Attitudes,Change Strategies,Educational Practices,Instructional Program Divisions,School Culture,Organizational Communication,Teacher Administrator Relationship,Leadership,Foreign Countries

Despite the availability of an abundant amount of guiding literature, only about 30% of planned educational changes are successful. Clearly there is something essential missing from our understanding of how to successfully lead educational change. A review of the literature provides an awareness that success is far more likely if the leader pays as much attention to the needs of those who are bringing about the change as they do to the elements of the planned change strategy. Arguably, however, this still maintains a top-down perspective of the change process. Hence the departure point of this article is its presentation of a change process from the perspective of those explicitly affected--that is, a view from the 'bottom up'. Specifically, this article presents and discusses both quantitative and qualitative data from research conducted in Aotearoa New Zealand involving primary school teachers who changed the class levels in which they taught. It seeks to provide a unique contribution to the development of successful educational change strategies by presenting the teachers' views about the most effective leadership practices during times of change.
A Cautionary Tale: What Are the Signs Telling Us? Curriculum versus Standards Reflected in Schools Planning
Author: Fisher, Anthony
Date: 2014-00-00
Type: Journal Articles
Subjects: Curriculum Development,Academic Standards,Foreign Countries,National Standards,National Curriculum,Teaching Methods,Elementary Schools,Intermediate Grades,Charter Schools,School Community Relationship

The revised New Zealand Curriculum (NZC) was introduced in 2007 and seen as an opportunity for schools and communities to work together to provide a curriculum that reflected local needs. The NZC identifies learning areas providing students with the foundation on which they can develop and later specialise. It would be expected that this broad base would be reflected in schools' Charters and Strategic or Annual Plans. A small-scale initial investigation reviewing documentation for 2012 of 16 schools was undertaken. The resulting review identified that the schools' plans focussed primarily on National Standards. There was limited identification of specific Learning Areas other than Literacy and Numeracy in regards to school targets, professional development, budget or school priorities. This review suggests that predictions of the implementation of National Standards in New Zealand schools narrowing the school curriculum is, indeed, becoming a reality.
A Study of the Effects of Mindfulness in Five Primary Schools in New Zealand
Author: Rix, Grant
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Relaxation Training,Metacognition,Attention Control,Stress Management,Program Effectiveness,Well Being,Indigenous Knowledge,Indigenous Populations,Pacific Islanders,Outcomes of Education,Learner Engagement,Interpersonal Competence,Elementary School Teachers

This study investigated the effects of an eight-week mindfulness in schools programme delivered in five primary schools in New Zealand. The participants included 126 students ranging in age from 6-11 years old and six classroom teachers. The programme was developed by one of our researchers (Rix) to align with The New Zealand Curriculum (Ministry of Education, 2007) and with a bi-cultural focus in mind. A Maori model of hauora (holistic well-being), Te Whare Tapa Wha, was incorporated as a key element of the programme. Te Whare Tapa Wha describes a Maori perspective on health and well-being which suggests that the house (whare) and its parts are viewed as a metaphor for different aspects of one's health such that if one part of a house (or one's health) is not in order, then there will be an effect of the other parts of the house (an individual's health). Thus, physical health, spiritual health, family health and mental health are all interconnected for a person's well-being, which is also a critical aspect of mindfulness. Classroom teachers were asked to complete fortnightly journal entries as part of a qualitative analysis of the effectiveness of the programme. A follow-up survey was completed three months after the last mindfulness class to assess any potential long term effects. Findings suggest that the programme may be efficacious for increasing calm, reduced stress, and improved focus and attention. In addition, results indicated enhanced self-awareness, and the development of positive relationships. A number of these outcomes were observed in both students and classroom teachers. These findings suggest that mindfulness practice can make a strong contribution to the key competencies outlined in the New Zealand curriculum. The design of the programme, findings of the study, and future recommendations for implementing mindfulness practice in New Zealand schools are discussed.