ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Enhancing Efficiency and Reducing Anxiety in the Class during the Assessment
Author: Demollari, Bajram
Date: 2018-00-00
Type: Journal Articles
Subjects: Anxiety,Evaluation Methods,Student Evaluation,Language of Instruction,Gender Differences,Student Motivation,Age Differences,Academic Achievement,Foreign Countries,Study Skills,Teacher Attitudes,Language Tests,Hypothesis Testing,High School Students,Questionnaires,English (Second Language),Second Language Instruction

Through this work we suppose to find the relationship between enhancing the efficiency and the circumstance of anxiety in the classroom during the evaluation by the teachers in the Republic of Kosovo, particularly focused in the region of Prizren. For this study we have researched various approach theories and practices that are close to the topic of investigating. We have researched the characteristics of evaluation and efficiency of anxiety that appear to students in the Republic of Kosovo; considering that the language of instruction varies from different cultures and contexts of individual and educational students, such as gender, motivation, styles and lessons, years of learning, skills and achievements. The study deals with the strategies used to teach English at high school students, examines the relationship between language learning and anxiety.
Information Technology and Transcription of Reading Materials for the Visually Impaired Persons in Nigeria
Author: Nkiko, Christopher
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Phonetic Transcription,Transcripts (Written Records),Visual Impairments,Blindness,Reading Materials,Media Adaptation,Assistive Technology,Questionnaires,Interviews,Correlation,Data Analysis,Hypothesis Testing,Use Studies

Studies have shown inadequate reading materials for the visually impaired in Nigeria. Information technology has greatly advanced the provision of information to the visually impaired in other industrialized climes. This study investigated the extent of application of information technology to the transcription of reading materials for the visually impaired in Nigeria. The study adopted survey research design of the ex-post facto to select 470 personnel as respondents. A questionnaire titled Information Technology Use Scale (a = 0.74), and Interview Schedule (a = 0.75), were used. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation. The findings indicate that information technology in transcription was low and a significant positive relationship between application of information technology and transcription of information materials (r = 0.62: p&lt;0.05). The study recommended among others that Multi-National Corporations should be sensitized to extend their Corporate Social Responsibility (CSR) activities to help in procuring modern information technology devices and software to enhance transcription.
Reading Performance Profile of Children with Dyslexia in Primary and Secondary School Students
Author: Balci, Emine
Date: 2018-00-00
Type: Journal Articles
Subjects: Dyslexia,Elementary School Students,Secondary School Students,Reading Achievement,Profiles,Reading Skills,Reading Fluency,Phonology,Spelling,Alphabets,Foreign Countries

The purpose of the present research was to provide information to the community about the reading subskill profiles of children with dyslexia in primary and secondary school students. 175 children (aged 7-15 yrs) were examined on a varied set of phonological coding, spelling and fluent reading tasks. For this purpose, students' fluent reading were determined using The Informal Reading Inventory. The student's letter recognition and phonetics were measured by the alphabet test. The syllable test was used to measure the learner's ability to read syllables. Results have shown that most of the dyslexic students have the spelling problem (35%) and fluent reading problem (51%). The proportion of students who can only learn letters (5%) and students who never learn to read (7%) is very small. Results revealed that dyslexic students do not have any significant problems in the phonological coding process but these students at each grade level have problems especially in spelling and fluent reading processes.
Opinions of Physical Education Teachers on the Concept of Sportsmanship
Author: Koç, Yakup
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Teacher Attitudes,Sportsmanship,Qualitative Research,Semi Structured Interviews,Knowledge Level,Teacher Education Programs,Educational Quality,Student Behavior

The purpose of this study is to evaluate the opinions of physical education teachers on the concept of sportsmanship. This study, which has been based on the qualitative research paradigm, involves opinions of 13 physical education teachers (9 males and 4 females) which serve in public schools of Turkey and which have been specified through a critical incident sampling. A &quot;semi-structured interview form&quot; which has been developed using a literature review and expert opinions has been used to collect data. The descriptive analysis technique was used in analyzing the obtained data. Results of the study showed that physical education teachers have different views on the sportsmanship concept. Although physical education teachers stated their opinions on requirement of activities towards enhancing the awareness with regard to the sportsmanship concept in schools they work in, it was determined that they performed few activities pertaining to sportsmanship. However, it was seen that the current physical education course programs do not provide teachers with sufficient information regarding the sportsmanship education and that teachers desire to have education on the sportsmanship concept during in-service training activities. Furthermore, the involved teachers think that quality of the current university education in terms of the sportsmanship concept should be improved. In conclusion, in order to enhance the quality of physical education teachers with regard to the sportsmanship concept, particularly faculties of education are recommended to include compulsory courses containing both the theory and practice on sportsmanship and researchers are recommended to develop sample activities and practice guiding physical education teachers.
The Emphasis of Inquiry Instructional Strategies: Impact on Preservice Teachers&apos; Mathematics Efficacy
Author: Althauser, Krista L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Mathematics Instruction,Preservice Teachers,Teacher Effectiveness,Elementary School Teachers,Elementary School Mathematics,Methods Courses,Self Efficacy,Interviews,Experiential Learning,Manipulative Materials,Teaching Methods,Surveys,Attitude Measures,Constructivism (Learning),Participant Observation,Qualitative Research,Pretests Posttests

Using a Mixed Methods approach, this study investigated changes in levels of self-efficacy among elementary preservice teachers following a semester course on teaching elementary students' mathematics. Participants in this study included 347 preservice elementary teachers at a mid-size regional university who had just completed an elementary mathematics methods course. The data were collected from several semester groups. The instruments used were the Mathematics Teaching Efficacy Beliefs Instrument, interview data, and observation data collected during the clinical experience. The focus of this study was to compare the changes in teacher self-efficacy following a methods course that emphasized hands-on mathematics instruction with manipulatives by means of the 5E instructional format. The results of the paired-samples t-test indicated that there was a significant difference in the preservice elementary teachers' self-efficacy for teaching mathematics after engaging in the elementary methods course. Preservice teachers reported that their understanding of various instructional practices changed significantly from a &quot;tell, show, and do&quot; model to an approach utilizing interactive and engaging activities. They also reported that their attitude toward mathematics had improved significantly and that there had been a direct impact on their confidence for teaching mathematics as a result of the structure of the elementary math methods course.
Accidental Composition: How the Ph.D. Machine Fails Our Students
Author: Vance, Lash K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Writing Teachers,College Faculty,Freshman Composition,Teacher Education,Faculty Development

Imagine spending six or more years diligently training in a particular subject to only apply for a job in an unrelated field. Most everything you know will never be used; your education remains for your own edification, locked in a dusty wardrobe of the mind. Add to this a lack of awareness of how to do your new job. This is the picture of the modern-day college composition teacher. Newly printed Ph.D.s (and sometimes Masters) apply for positions for freshmen composition with very little pedagogical training, background, or awareness of the task. For them, composition is a backup plan in the event that their preferred occupation (usually as professor in the humanities) does not pan out. Students in freshmen composition series across the United States end up paying the price for the limited pedagogical preparation that many teachers have had. These students should not have to wait five or ten years before experience teaches these instructors how to be excellent in their craft. This is a silent institutional problem of massive proportions that can--and should--be fixed. This article offers tangible solutions to the issues involved in the lack of pedagogical training of our newly minted Ph.D. students.
A Theoretical Perspective on the Case Study Method
Author: Çakmak, Zafer
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Theories,Case Studies,Case Method (Teaching Technique),Problem Solving,Educational Benefits

Ensuring that students reach the determined goals of the courses at the desired level is one of the primary goals of teaching. In order to achieve this purpose, educators use a variety of teaching strategies and methods, and teaching materials appropriate to the content and the subject of the courses in the teaching process. As a matter of fact, it is known that the methods and materials that appeal to different sense organs of the students influence the learning process positively. In addition, the use of various teaching methods, techniques and materials in the teaching process both attract students' attention and save the lesson from boredom, which affects the learning positively. In the process of teaching students sometimes have problems using their theoretical knowledge in real life situations. In this context, various teaching methods are also used for the practicalization of theoretical knowledge in the teaching processes. The case study method is one of the effective methods to achieve this purpose, because the case study method is a teaching method that enables students to acquire the knowledge and skills to deal with the problem they are working on and to produce information-based solutions in real life situations similar to the situations they are working with. In this study, the literature related to the case study method was examined and the application of the method, its history, application types, points to be considered in the application process, advantages of using the method in the teaching process and its limitations and teaching techniques to be used with the method are explained.
Differentiated Instruction in a Calculus Curriculum for College Students in Taiwan
Author: Chen, Jing-Hua
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Individualized Instruction,Mathematics Instruction,College Mathematics,Calculus,College Freshmen,Experimental Groups,Control Groups,Quasiexperimental Design,Conventional Instruction,Comparative Analysis,Mathematics Achievement,Pretests Posttests,Questionnaires,Student Attitudes,Student Interests,Student Motivation,Teacher Role,Statistical Analysis

Objectives: To explore differentiated instruction within a calculus curriculum. For college students to learn concentration, motivation and the impact of academic achievement; explore the attitudes and ideas of students on differentiated instruction within a calculus curriculum; build up the diversity of mathematics education within varied educational settings. Participants: Sample data were collected from freshman students of the Army Academy: total sample = 60, experimental and control group each had 30. Methods: Quasi-experimental design. Study tested whether differentiated instruction would enhance calculus instruction, compared with a traditional teaching method. Results: As hypothesized, results showed a significant difference in calculus achievement between experimental and control groups. Conclusions: Results supported the effectiveness of differentiated instruction on calculus curriculum. Finally, depending on the research results, the researcher provided practical suggestions for the educational research.
Should We Flip the Social Studies Classrooms? The Opinions of Social Studies Teacher Candidates on Flipped Classroom
Author: Erdogan, Erdi
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Studies,Teaching Methods,Educational Technology,Technology Uses in Education,Preservice Teachers,Student Attitudes,Preservice Teacher Education,Homework,Video Technology,Phenomenology,Semi Structured Interviews,Program Effectiveness,Teacher Competencies,Technological Literacy,Qualitative Research,Foreign Countries

The technology revolution continues to profoundly influence the educational process. Thus, the traditional teaching process is changing and education which is individualized with technology supported teaching processes comes to the forefront. One of the concrete indicators is the flipped classroom model. The purpose of this study is to determine the opinions of the teacher candidates who continue the undergraduate program of social studies education towards the flipped classroom model and its usability in social studies course. Phenomenology which is one of patterns of the qualitative research approach was used as the individual perceptions of the students were examined in the study. Purposeful sampling method was used in the determining the study group of the research and nine teacher candidates were included in the study with criteria sampling. The data were collected with a semi-structured interview form. Content analysis method was used in the analysis of research data. As a result, teacher candidates have a positive attitude towards technology-supported teaching processes and stated that the use of flipped classroom model in social studies course would solve many problems like time management and absence of in-class practices. Moreover, it has been stated that prospective teachers are not equipped enough to implement this model, and problems may arise due to supervision during the application phase. Finally, teacher candidates stated they wanted to use the flipped classroom model in the teaching process, but that a certain experience has to be provided first.
Technological Development and Its Impact on Student Reception of a Campus Radio
Author: Mohamed, Shafizan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Radio,Internet,Student Attitudes,College Students,Technology Uses in Education,Educational Technology,Qualitative Research,Questionnaires,Student Surveys,Longitudinal Studies,Hypothesis Testing,Usability,Use Studies,Statistical Analysis

In 2011, a study was conducted to look at students' reception of IIUM.FM, a newly launched online campus radio. Using the Technological Acceptance Model (TAM), the study found that factors such as perceived ease of use, perceived usefulness, and attitude highly influenced audience reception of the online radio. In 2016, a corresponding study, closely based on the original 2011 study was conducted to chart and identify how technological changes and developments have further affected the radio listeners today and whether the factors that determined listenership in 2011 still apply in 2016. The study employed a quantitative research design using the survey method and the questionnaire as the research instrument. A total of 238 respondents were sampled for 2011 and 271 respondents for 2016. Results from the comparisons done between the two studies identified the impact of technological change on the campus radio and offered recommendations and suggestions to the University's relevant authorities for further improvement.
The Effect of Chorus Education in Disadvantageous Groups on the Process of General Education--Cultural Awareness and Socializing: The Sample of Gypsy Children
Author: Gül, Gülnihal
Date: 2018-00-00
Type: Journal Articles
Subjects: Minority Group Children,Social Bias,Music Education,Singing,Grade 4,Elementary School Students,Cultural Awareness,Socialization,Program Effectiveness,Foreign Countries,Qualitative Research,Video Technology,Observation,Attendance,Interviews,Teacher Attitudes,Principals,Administrator Attitudes,Communication Skills

Many reasons such as social exclusion, economic insufficiency, and prejudice make it difficult for Gypsy children to reach qualified education and cause their expectations for the future to be minimized. Yet, it is considered that the property of &quot;inclination to music,&quot; linked especially with Gypsies, will positively affect the motivations of Gypsy children for the school and their academic achievement and thus music education and chorus education performed in this context will make considerable contributions to the education process of the children. In this context, with a pilot classroom selected from the 4th grades in a primary school all of whose students consist of Gypsy children, chorus education studies have been carried out for an academic year. In accordance with the results obtained from the research, it has been reached the end of the fact that chorus education studies have made positive contributions to the general education, cultural awareness and socialization process of Gypsy children included in the disadvantageous groups and presenting Gypsy children with the opportunities that they can turn the music permanently present in their daily lives into an advantage in educational terms is quite important.
Nuestros Hijos van a la Universidad [Our Sons and Daughters Are Going to College]: Latina Parents&apos; Perceptions and Experiences Related to Building College Readiness, College Knowledge, and College Access for Their Children--A Qualitative Analysis
Author: Chlup, Dominique T.
Date: 2018-01-00
Type: Journal Articles
Subjects: Focus Groups,Hispanic Americans,Mothers,Parent Attitudes,Qualitative Research,Grounded Theory,Access to Information,College Readiness,Access to Education,Knowledge Level,Barriers,College Attendance,College Bound Students,First Generation College Students,Social Capital,Mixed Methods Research,High School Students,Postsecondary Education,Family School Relationship,Cultural Influences,Family Influence,Community

Data from a focus group of nine Latina parents, specifically mothers from a South Texas border region known as the Rio Grande Valley, were analyzed using a qualitative methodology. Grounded in the theory of social capital, the purpose of the study was to understand the perceptions and experiences of Latina parents related to accessing information and resources to aid their students in enrolling in postsecondary institutions. The study was an exploratory, descriptive, and qualitative one that used a naturalistic paradigm. Findings showed that Latina parents perceived gaining information and resources related to increasing their understanding of college readiness, college knowledge, and college access as challenging. In addition, findings indicate that despite challenges, the mothers did receive support along the way. As parents, they want to get their students not only to the college door but through the college door, declaring that their children will go to college. They recognize there are keys to helping guarantee access to college, and it is these keys that these mothers seek. Such findings are important because the national portrait of college enrollment and attainment of college degrees shows continuing inequalities based on class, race/ethnicity, and income, especially for Latina/o first-generation students. Yet, few studies have considered the perceptions and experiences of Latina/o parents related to accessing information and resources to support their students when preparing for, applying to, and enrolling in postsecondary institutions. [For the full text grantee submission, see ED577330.]
Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students
Author: Hamilton, Rashea
Date: 2018-01-00
Type: Journal Articles
Subjects: Academically Gifted,Poverty,Talent Identification,Low Income Students,School District Wealth,Reading Achievement,Mathematics Achievement,Disadvantaged Schools,Hierarchical Linear Modeling,Elementary School Students,Probability,Regression (Statistics),Elementary Schools,Statistical Analysis

Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression models. Students of poverty are generally less likely to be identified for gifted services, even after controlling for prior math and reading achievement. Furthermore, school poverty predicts the percentage of gifted students identified in a school. Within districts, even after controlling for reading and math scores, the poorer schools in a district have lower identification rates. Whereas students of poverty are generally less likely to be identified for gifted services, poor students in poor schools are even less likely to be identified as gifted.
Early Opportunities to Strengthen Academic Readiness: Effects of Summer Learning on Mathematics Achievement
Author: Little, Catherine A.
Date: 2018-01-00
Type: Journal Articles
Subjects: Readiness,Summer Programs,Mathematics Achievement,Low Income Students,Hierarchical Linear Modeling,Disadvantaged Youth,Disproportionate Representation,Minority Group Students,Experimental Groups,Control Groups,Primary Education,Kindergarten,Grade 1,Grade 2,Eligibility,Lunch Programs,Gifted,Talent,Early Intervention,Measures (Individuals),Poverty,Referral,Mathematics Curriculum,Mathematics Instruction,Student Participation

Students who come from low-income backgrounds tend to be underidentified and underserved in gifted education. Early interventions with learners of high potential from underserved groups, including exposure to challenging curriculum and summer opportunities, are important for nurturing these students' talents and preparing them for advanced learning opportunities in later school years. Project SPARK, based on the Young Scholars model, focuses on recognizing and responding to high-potential learners from underserved populations in the early grades. In this study, we examined the effects on mathematics achievement of participation in a summer program as part of Project SPARK in schools with substantial populations of students in poverty, as demonstrated by percentage of students eligible for free or reduced lunch. We examined summer program effects on achievement for the sample overall and specifically for students from low-income backgrounds. Students who participated in the summer program made moderately larger mathematics achievement gains than students who did not participate, with Cohen's d-type effect sizes of 0.92. Students who qualified for free or reduced lunch saw similar gains over the summer if they participated in the summer program, indicating that the summer program experience was supportive for students across a range of income backgrounds.