ethanporcaro/eric-fulltext-meta huggingface dataset:
The Teachers' Views on Soroban Abacus Training
Author: Altiparmak, Kemal
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Arithmetic,Mathematics Instruction,Mathematics Teachers,Teacher Attitudes,Manipulative Materials,Teaching Methods,Mental Computation,Problem Solving,Young Children,Preadolescents,Training,Creative Thinking,Mathematics Skills,Mathematical Concepts,Learner Engagement,Statistical Analysis,Interviews,Mathematics Achievement,Elementary School Students,Elementary School Mathematics,Grade 2,Grade 3,Grade 4,Success

Soroban abacus training is called as mental arithmetic training in our country. It is known for mental arithmetic to increase the ability of four mode operations. Besides this, how is the situation for the students which are having Soroban abacus training in the terms of problem solving abilities, creativity, development of concepts, attraction towards mathematics, success in other lessons and their social relations with their peers? In order to find an answer to this question, this work studies the answers provided from the teachers of 14 students those are having mental arithmetic training which are aged between 7 and 12. In order to reach these students, the snow ball method which is a kind of improbable sampling methods had been used. In this study for the students which are having Soroban abacus training are observed for the effect of Soroban abacus training for their problem solving abilities, creativity levels, understanding of the concepts, their attraction towards mathematics lesson, their success status for the lessons other than mathematics and their social relations with their peers. For the areas mentioned above, the answers and comments from mathematics and form teachers of the 14 students that are having Soroban Abacus training are collected. Descriptive analysis had been conducted for the results obtained from these interviews. As a result, relying on the reviews and comments obtained from the teachers, it can be said that the students which are having Soroban abacus training are performing better than their peers in terms of the areas mentioned above. [Paper presented at the International Conference on Education in Mathematics, Science &amp; Technology (ICEMST) (2015).]
The Effect of Calculator Use on College Students' Mathematical Performance
Author: Boyle, Robert W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Calculators,Technology Uses in Education,Educational Technology,Mathematics Achievement,College Readiness,Comparative Analysis,Predictor Variables,Student Characteristics,Randomized Controlled Trials,Undergraduate Students,Mathematics Skills,Arithmetic,Likert Scales,Conventional Instruction,Error Patterns,Word Problems (Mathematics),Questionnaires,Multivariate Analysis,Statistical Analysis

This experiment tested the effect that calculator use had on 200 randomly assigned college students' mathematical performance. The purposes of the current experiment were twofold: to measure the level of mathematical preparation of current college students, and to test whether calculators improve mathematical performance in such students as it does in precollege students. There was a significant difference in math performance between the two groups, with the calculator group outperforming the no-calculator group. The dozen demographic variables measured did not significantly predict performance. The improved mathematical improvement may not be due to calculators being easy but rather to the effect of learning experiences. Classroom policies concerning the use of calculators need to be evaluated and possibly changed.
The Turkish Aorist and Progressive: Present Tense, Future Tense, or What?
Author: Kanik, Mehmet
Date: 2015-00-00
Type: Journal Articles
Subjects: Turkish,Grammar,Morphemes,Material Development,Teaching Methods,Speech Communication,Computational Linguistics,Computer Software,Verbs

This paper investigates the uses of the aorist and the progressive tenses in spoken Turkish and the extent to which they are used interchangeably. Demo version of Spoken Turkish Corpus was analyzed using EXMARaLDA software. The tokens were divided into the categories of uses. Results indicate that there were a total of 206 tokens of the aorist and 628 occurrence of progressive tense. Assumptions and commitments are the most common uses and they account for the 56% of the uses of the aorist. These functions have indefinite future meaning. Three functions of the progressive, namely progressive (event), progressive (state) and repetitive/habitual, on the other hand, account for 96% of all its uses. Of these, repetitive/habitual is used 19.26% of the times. When interchangeable functions are considered, analysis revealed that 76% of them are expressed in the progressive tense. Results have implications for curriculum and materials development and teaching practices.
Teachers of Turkish Grammar in the Eyes of High School Students
Author: Erten, Ismail Hakki
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Grammar,Student Attitudes,High School Students,Interaction,Figurative Language,Secondary School Teachers,Teacher Characteristics,Teacher Role,Student Role,Classroom Techniques,Student Surveys,Qualitative Research

This study sought to understand how students in Turkish grammar classes at three state high schools in Turkey perceive their teachers and the classroom interaction. A total of 142 students were asked to form metaphorical expressions to describe their teachers. A total of 124 metaphors were produced, an examination of which revealed that almost half of the students had fairly negative perceptions of their teachers. Teachers were also described to render roles of a teacher centred/fronted position. With metaphors mostly denoting passive roles for students and control oriented classroom management strategies for teachers, this study concludes that it may be conductive if teachers could revise their classroom management strategies.
The Impact of Language Play-Oriented Tasks with Planned Focus on Form on Iranian EFL Learners' Accuracy in Controlled Writings
Author: Gholami, Javad
Date: 2015-00-00
Type: Journal Articles
Subjects: Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Play,Learning Activities,Pretests Posttests,Pragmatics,Syntax,Audio Equipment,Language Usage,Task Analysis,Semantics,Teaching Methods,Females,High School Students,Statistical Analysis,Reliability,Qualitative Research

Language play and its effects on second language learning have been addressed by many scholars in recent years with instances of language play being identified both inside and outside the classroom. However, only a few have integrated language play with classroom tasks, and they just sufficed to the qualitative analyses of the learners' interactions. The present study investigated the possible effect of language play-oriented tasks with planned focus on form on Iranian EFL learners' accuracy in controlled writings. Employing a pretest-posttest design, the participants of the study were introduced to a series of meaningful tasks focusing on particular linguistic features. The tasks were accompanied by language play types such as semantic play, creation of imaginary scenarios, oral narrative play, syntactic play, pragmatic play, linguistic play and verbal dueling during a 12-week adult English class in a private language school. Field notes were taken as well as occasional audio recordings of the instances of tasks and episodes manifesting the given treatment. The findings demonstrated the supremacy of playful tasks over non-playful language learning activities with the items in playful tasks being recalled better. The present study calls for integration of playful language tasks along with planned focus on form in EFL classes and provides EFL teachers with a good set of such tasks to create an enjoying and relaxing atmosphere in their classes.
Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools
Author: Ghavifekr, Simin
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Technology Uses in Education,Technology Integration,Foreign Countries,Teacher Attitudes,Teacher Surveys,Questionnaires,Secondary School Teachers,Statistical Analysis,Faculty Development,Nonparametric Statistics

Integration of Information, Communication, and Technology (ICT) will assist teachers to the global requirement to replace traditional teaching methods with a technology-based teaching and learning tools and facilities. In Malaysia, ICT is considered as one of the main elements in transforming the country to the future development. The Ministry of Education, through the latest Education Blue print (2013-2025), insights the importance of technology-based teaching and learning into the schools' national curriculum. This study aims to analyze teachers' perceptions on effectiveness of ICT integration to support teaching and learning process in classroom. A survey questionnaire was distributed randomly to the total of 101 teachers from 10 public secondary schools in Kuala Lumpur, Malaysia. The data for this quantitative research were analyzed for both descriptive and inferential statistic using SPSS (version 21) software. The results indicate that ICT integration has a great effectiveness for both teachers and the students. Findings indicate that teachers' well-equipped preparation with ICT tools and facilities is one the main factors in success of technology-based teaching and learning. It was also found that professional development training programs for teachers also played a key role in enhancing students' quality learning. For the future studies, there is a need for consideration of other aspects of ICT integration especially from management point of view in regard to strategic planning and policy making.
To What Extent Do Educated British Users of English Accept Certain Established Norms in Selected Non-British Inner Circle and Outer Circle Englishes?
Author: Sykes, Abdel Halim
Date: 2015-00-00
Type: Journal Articles
Subjects: Language Variation,English (Second Language),Second Language Learning,Language Attitudes,Language Role,Standard Spoken Usage,Questionnaires,Native Speakers,Foreign Countries

Drawing on work that has attempted to describe and codify features of World Englishes, this study sought to address the question of whether certain established norms common to several varieties of English would be accepted by educated British users of English. The findings revealed that the respondents did not accept most of the selected norms. Only three items were acceptable to the majority of respondents. There was no significant difference in the responses of male and female respondents, and there was insufficient evidence to determine whether being a user of more than one language was a factor in the degree of acceptance. Whilst the lack of acceptance of non-British English norms does not imply deficiency in other Englishes, it does have implications for the identification of norms and standards that are commonly acceptable across all varieties of English. It could be argued that only those norms and standards that are commonly accepted provide the foundation of English as an International Language.
Intrinsic Difficulties in Learning Common Greek-Originated English Words: The Case of Pluralization
Author: Kavakli, Nurdan
Date: 2016-00-00
Type: Journal Articles
Subjects: Greek,Morphemes,English (Second Language),Second Language Learning,Morphology (Languages),Diachronic Linguistics,Etymology,Mythology,Semantics,Pragmatics,Difficulty Level,Lexicology,Lexicography

Knowing the origin of a language helps us to determine the historical background of that language. As language itself is such a system of a society that is continuously evolving as that aforementioned society learns and technologically develops along with its roots or origins. Like many other languages, English is also a language that has roots or origins in many different languages. In this sense, the English language, rooted as Anglo-Saxon, is known to derive most of its words from the Latin and Greek languages by whose modern cultures, it is assumed to be affected most. In this study, this derivation of words and the intrinsic difficulties probable to occur for English as a Foreign Language learners (hereafter EFLs) with a special interest upon the case of pluralization are scrutinized. That is why it is enlightened by the author of this paper within the scope of the historical background, the etymology of the English language within a linguistic perspective. As a result, the most common and confusing plural forms of Greek-originated English words, and some curing methods are defined.
Investigation of Pre-Service English Language Teachers' Cognitive Structures about Some Key Concepts in Approaches and Methods in Language Teaching Course through Word Association Test
Author: Ersanli, Ceylan Yangin
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,English (Second Language),Second Language Instruction,Language Teachers,Cognitive Structures,Associative Learning,Reading Tests,Concept Mapping,Teaching Methods,Learning Processes,Misconceptions,College Students,Word Frequency,Sentences,Content Analysis,Student Evaluation,Constructivism (Learning)

This study aims to map the cognitive structure of pre-service English language (EL) teachers about three key concepts related to approaches and methods in language teaching so as to discover their learning process and misconceptions. The study involves both qualitative and quantitative data. The researcher administrated a Word Association Test (WAT) to 68 sophomore pre-service English language teachers attending teacher training program in two state universities in Turkey. Data obtained from key concepts and associated words were recorded in frequency tables. Concept maps that presented the cognitive structures of the pre-service EL teachers were drawn. The sentences written by the pre-service EL teachers about each key concept were analysed and categorized. The findings appear to indicate that pre-service EL teachers failed to learn the key concepts effectively. Some misconceptions related to the key concepts were detected both in concept maps and sentences. The results suggest that WATs as an alternative assessment technique should be used for in-depth evaluation of learning.
Turkish and Native English Academic Writers' Use of Lexical Bundles
Author: Öztürk, Yusuf
Date: 2016-00-00
Type: Journal Articles
Subjects: Turkish,Phrase Structure,Graduate Students,Academic Discourse,English,Intellectual Disciplines,Computer Software,Computational Linguistics,Second Language Learning,Doctoral Dissertations,Masters Theses,Statistical Analysis,Verbs,Research Reports,Discourse Analysis,Writing (Composition),Statistical Significance

Lexical bundles such as &quot;on the other hand&quot; and &quot;as a result of&quot; are extremely common and important in academic discourse. The appropriate use of lexical bundles typical of a specific academic discipline is important for writers and the absence of such bundles may not sound fluent and native-like. Recent studies (e.g. Adel &amp; Erman, 2012; Chen &amp; Baker, 2010) have revealed that non-native writers produce not only fewer types of lexical bundles, but also less varied ones. Furthermore, they also overuse a restricted number of bundles in their writing. Focusing on this issue, this study aimed to investigate Turkish and native English postgraduate students' and native scholars' use of lexical bundles in a specific academic discipline, that is foreign language teaching, in terms of frequency, functions and structures. For this aim, a corpus of 150 texts was collected containing Turkish and native English students' MA and PhD theses along with native scholars' published research articles. Four-word lexical bundles were identified using WordSmith Tools 6. The results revealed that Turkish postgraduate students used far more lexical bundles in their texts compared to both native students and scholars. However, there was a redundancy in Turkish students' texts when the token frequencies were examined, meaning that Turkish students overused most of the lexical bundles. On the other hand, statistical analysis of the bundle lists revealed that Turkish postgraduate students employed different bundles from their native peers and scholars. Finally, the structural and functional categories of the lexical bundles did not show any statistically significant differences across the research sub-corpora.
Non-Mathematics Students' Reasoning in Calculus Tasks
Author: Jukic Matic, Ljerka
Date: 2015-00-00
Type: Journal Articles
Subjects: Calculus,College Mathematics,Mathematical Logic,College Students,Creative Thinking,Knowledge Level,Foreign Countries,Interviews,Video Technology,Nonmajors

This paper investigates the reasoning of first year non-mathematics students in non-routine calculus tasks. The students in this study were accustomed to imitative reasoning from their primary and secondary education. In order to move from imitative reasoning toward more creative reasoning, non-routine tasks were implemented as an explicit part of the students' calculus course. We examined the reasoning of six students in the middle of the calculus course and at the end of the course. The analyzed data showed that the students' reasoning differed in the middle of the course and after having passed the course, in terms of having more characteristics of creative reasoning. In addition, we found several negative met-befores and met-afters affecting the students' knowledge and interfering with their reasoning.
Findings from TIMSS 2007: What Drives Utilization of Inquiry-Based Science Instruction?
Author: Kuzhabekova, Aliya
Date: 2015-00-00
Type: Journal Articles
Subjects: Achievement Tests,Elementary Secondary Education,Foreign Countries,Mathematics Achievement,International Assessment,Mathematics Tests,Science Tests,Science Achievement,Inquiry,Science Instruction,Teaching Methods,Hierarchical Linear Modeling,Statistical Analysis,Correlation,Comparative Education,Predictor Variables,Teacher Characteristics,Teaching Experience,Educational Attainment,Class Size

Prior research has shown that greatest student achievement in sciences is attributed to &quot;inquiry-based instructional approach&quot;, in which the goal of science teaching is nurturing attitudes and skills necessary for independent quest for scientific knowledge. While prior research has clearly demonstrated positive instructional effects of inquiry-based approach, there is little understanding of what factors determine utilization of the instructional methodology in classrooms. This study uses hierarchal-linear statistical analysis to explore the effect of some teacher, school and country-level factors that might determine utilization of inquiry-based approach around the world. Country level data for the study came from RAND's ranking of countries in terms of their science and technology capacity and the GDP data by the International Monetary Fund. Teacher and school level data were obtained from the international database for Trends in International Mathematics and Science Study 2007. Based on the results of intraclass correlation analysis, the study revealed that most of the variability is determined at the school level and, in addition, some slight variability is explained by differences among countries. The exploratory analysis was able to identify potential predictors at the individual level. None of the explored predictors at the school and country level were significant.
Effect of Ethnochemistry Practices on Secondary School Students' Attitude towards Chemistry
Author: Singh, Indra Sen
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Chemistry,Pretests Posttests,Quasiexperimental Design,Grade 11,Randomized Controlled Trials,Secondary School Science,Scores,Social Influences,Cultural Influences,Foreign Countries,Questionnaires

The main purpose of the study was to find out the effect of ethnochemistry practices on secondary school students' attitude towards Chemistry. The design of the study was pre-test post-test control group quasiexperimental design. Two grade 11 intact classes were assigned into experimental and control groups randomly. The total sample size comprised 113 students. To assess attitude of the student towards Chemistry, a chemistry attitude questionnaire was used. An independent samples t-test at an alpha (a) = 0.05 was conducted to analyze the results of the pre-test and post-test scores. There was a statistically significant difference in the post-test attitude scores for control (M=74.71, SD=13.90) and experimental (M=83.36, S=14.68) groups; t (111) = -3.22, p = 0.002. Therefore, incorporating ethnochemistry practices in teaching chemistry was found to have a positive effect on enhancing secondary school students' attitude towards Chemistry.
Champion or Chump: Using a Book-Length Case Study to Evaluate a Mythical Principal
Author: Pace, Nicholas J.
Date: 2013-03-00
Type: Journal Articles
Subjects: Principals,Case Studies,Administrator Education,Administrator Behavior,Ethics,Case Method (Teaching Technique),Educational Administration,Training Methods,Performance Based Assessment,Administrator Evaluation,Preservice Teacher Education

This study examined how 130 participants enrolled in the University of Northern Iowa (UNI) principalship program completed a standards-based evaluation after reading a book-length case study of a mythical principal. Application of the Iowa Standards for School Leaders (ISSL), which mirror the Interstate School Leadership Licensure Consortium (ISLLC) and Educational Leadership Constituency Council (ELCC) standards reveal widespread agreement on the principal's performance related to vision, instruction, management, collaboration and politics. However, participants were distinctly split as to the mythical principal's ethics. The authors discuss potential responses to literature that identify many programs as weak and inadequate by providing more authentic and rigorous experiences around ethics and other practical issues for preservice principals.