ethanporcaro/eric-fulltext-meta huggingface dataset:
Variation Sets in Child-Directed and Child Speech: A Case Study in Turkish
Author: Inci-Kavak, Vildan
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Variation,Turkish,Longitudinal Studies,Speech Communication,Native Speakers,Parent Child Relationship,Child Language,Video Technology,Comparative Analysis,Language Acquisition,Infants,Mothers,Play,Food,Leisure Time,Linguistic Competence,Foreign Countries

This study analyses variation sets in a sample of child-directed speech (CDS) in Turkish in terms of their structure and effect on child speech. The term &quot;variation set&quot; was first introduced to describe the sequences of repetitions, in which the intention behind expressions stays the same throughout the whole conversation while the form shows constant variation. This occurs in various ways such as lexical substitution, rephrasing and so on. This study attempts to investigate the speech of a child aged 1;8 in various conversations with a Turkish native speaker parent who engages in daily activities with her son. As a longitudinal study, the data was collected through video recordings for a period of three months covering the child's developmental stages from the age 1;8 to 1;10. The videos were recorded by the mother on a regular basis during day-time activities in play, meal and leisure times each week. Initially, the recorded data was transcribed and variation sets were identified. Later, they were analysed by looking at their structure and functions in the speech. Finally, the findings were compared with each other (in three sets) for the changes in frequency, structure and functions between the ages of 1;8 to 1;10. The data provide ample evidence on how variation sets in CDS are modified for a successful interaction without a communication breakdown in line with the child's linguistic competence.
Models and Modelling: Science Teachers&apos; Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum
Author: Nielsen, Sanne Schnell
Date: 2021-00-00
Type: Journal Articles
Subjects: Models,Science Teachers,Teacher Attitudes,Secondary School Science,Curriculum Development,Curriculum Implementation,Competency Based Education,Alignment (Education),Learner Engagement,Active Learning,Inquiry,Foreign Countries

As part of curriculum reforms, models and modelling (MoMo) are playing an increasingly prominent role in science education. Through a questionnaire study, this paper investigates lower secondary school teachers' (n = 246) perceived practices of, rationales behind, and possibilities for working with MoMo in the context of the revised science curriculum. Our findings suggest that: (1) teachers prioritize the subject-specific knowledge embedded in models over and above the modelling process and meta-knowledge; (2) teachers prioritize engaging students in MoMo activities for descriptive rather than predictive purposes; (3) the process of designing, evaluating and revising models based on students' own inquiry only plays a minor role in teachers' practice and; (4) a content-heavy curriculum and multiple-choice exam are counterproductive to teachers' efforts to implement a more competence-oriented approach to MoMo. Our study also sheds light on, and discusses implications for, how to enhance teachers' possibilities of teaching for modelling-competence.
The Effect of Proof Format on Reading Comprehension of Geometry Proof: The Case of Indonesian Prospective Mathematics Teachers
Author: Anwar, Lathiful
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Geometry,Pretests Posttests,Comparative Analysis,Validity,Mathematical Logic,Foreign Countries,Secondary School Teachers,Mathematics Tests,Concept Formation,Teacher Education Programs

This study aims to investigate the effects of the use of multiple geometry proof formats on Indonesian students' reading comprehension of geometry proof (RCGP). Four classes of prospective secondary mathematics teachers (N=125), aged 18 to 19 years, participated in this quasi-experimental study. While the experimental group was instructed in three proof formats (paragraph, two-column and flow-chart proof), the control group was instructed in only the two-column proof format. Similar pre- and post-tests, based on Yang and Lin's (2008) RCGP test, were administered to both groups. N-Gain scores were used to determine the improvement of both groups. The N-Gain scores showed significantly more improvement of students' RCGP in the experimental group. More detailed analysis indicated that the use of multiple proof formats supports the students' understanding of the facets of logical status of statements and the critical ideas in the proof. This study shows the benefits of offering multiple proof formats to support prospective mathematics teachers' RCGP.
Preschool Children&apos;s Reasoning about Sound from an Inferential-Representational Approach
Author: Gallegos-Cázares, Leticia
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Logical Thinking,Acoustics,Rural Schools,Inferences,Thinking Skills,Science Education,Scientific Concepts,Concept Formation,Preschool Education

The purpose of this article is to present an analysis to identify the reasoning processes and representations that preschool students develop about sound based on the inferential-representational approach. Participants were 18 preschool students between the ages of four and five attending three rural schools located in the Sierra Norte of Puebla, Mexico. Data were obtained through a 14 question semi-structured interview. From children's answers to the formulated questions, an inferential analysis method was applied to identify intentionality, representation elements, sign-material expressions, representations, inferences, and coordination rules in students' constructions. The results show that children build a basic set of epistemic tools to give meaning to their interpretations and can use them as surrogate reasoning to make inferences. This research constitutes the first approximation toward the understanding of preschool children's reasoning forms with an inferential-representational approach and constitutes a new approach that puts forward new referents to analyze students of different ages. We consider that the described results and analysis have implications on science education at this educational level.
The Relationship between Language Learning Strategies and Academic Self-Concept
Author: Biyikl, Cemal
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Second Language Learning,Learning Strategies,Academic Ability,Verbal Ability,Self Efficacy,Scores,Memorization,Recall (Psychology),High School Students,Measures (Individuals),Foreign Countries

The aim of this study was to determine the relationship between language learning strategies of secondary school students and the concept of academic self. The study was carried out with 522 students enrolled in an Anatolian high school in the central district of Ankara. In the study, Personal and Academic Self-Concept Inventory (PASCI), which was developed by Fleming and Whalen (1984), and the Turkish version of Strategy Inventory of Language Learning (SILL), which was developed by Oxford (1990) and adapted into Turkish by Cesur &amp; Fer (2007), were used. Canonical correlation analysis was used in the study. As a result of the study, it was concluded that the scores obtained in certain sub-dimensions of language learning strategies were predicted by the scores obtained in some of the academic self-concept sub-dimensions; however, the effect of the scores concerning some sub-dimensions remained at low levels. In the study, the relationship between the strategies in the language learning strategies sub-dimension and the academic self-concept subdimensions was explained through two canonical variables for the 9th, 10th, and 11th Grades. Based on this result, it could be argued that the increase in scores obtained from academic self-concept led to an increase in scores obtained from language learning strategies. In addition, it was concluded that the best predictors in explaining memory strategies were academic and verbal skills; post-cognitive strategies had low power to predict language learning strategies; and, social anxiety and family acceptance dimensions had low powers in predicting academic self-concept perception.
Methodology to Evaluate Economic Viability Plans and Digitalization Strategies in Private Social Education Centers
Author: Reier Forradellas, Ricardo Francisco
Date: 2021-00-00
Type: Journal Articles
Subjects: Private Schools,Educational Finance,Sustainability,Foreign Countries,Fiscal Capacity,Educational Innovation,Technology Uses in Education,Early Childhood Education,Elementary Secondary Education

The Spanish educational system is characterized by the coexistence of three different models of production and provision of education: public, subsidized and private. Within the privately-owned centers not under the subsidized system, private schools of a social nature stand out. These schools, whose main source of financing comes from the fees paid by the students' families, must implement financial strategies that guarantee their economic viability and allow them to develop their educational project. In a highly competitive environment, the implementation of sound financial strategies and the development of educational innovation policies are critical to ensure their survival. In this context, this study analyzes a methodological proposal that can contribute to guide this strategic policy based on two fundamental pillars: the financial viability of the center and educational innovation through the application of new technologies and innovative teaching strategies. To this end, the case method has been used as the main methodology, obtaining results that considerably improve student satisfaction and that represent economic improvements of more than €100,000 per year. From these results it has been possible to identify different possible scenarios that can condition the financial viability of the educational center, the dropout rate and the academic performance of the students.
An Approach for Being Able to Use the Options of Calculating Inter-Coder Reliability Manually and through Software in Qualitative Research of Education and Training in Sports
Author: Sevilmis, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Interrater Reliability,Qualitative Research,Educational Research,Physical Education,Athletics,Computer Software,Computation

Reliability that can be proved by numeric indicators in quantitative studies has become a very discussible issue. The reason for this is to be thought that in qualitative researches, reliability is not based on positive perspective and those forming reliability criteria is difficult. However, for testing the reliability of a qualitative study or raising it to the top level, some ways are used. The objective of this study is to introduce an approach to be able to use the options of inter-coder reliability calculating manually and through software in qualitative researches of education and training in sports. This research was conducted by document review method. In this context, how inter-coder reliability in qualitative researches will be formulated, how it will be calculated in software dimension, and the dimensions of inter-coder agreement, code frequency in document, code overlapping rate of segment level, and revealing code frequency were discussed. In the study, document analysis technique among qualitative research designs and in analyses content analysis method were used. The study results revealed with the examples that inter-coder reliability could be calculated in the various ways and that percentage flexibility could differ in every formula. Also, the options of inter-coder agreement were calculated by means of software, and it was identified that each option used had a different flexibility. This study, in terms of its originality, drawing the existing reliability from related to qualitative study from the framework of inter-coder agreement, suggests a synthesis of contemporary viewpoints. It is considered that in inter-coder qualitative studies, especially in sports education and training studies, will guide to the relevant researchers.
An Overview of Writing Rubrics in Doctoral Dissertations in Turkey
Author: Ari, Gökhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Doctoral Dissertations,Foreign Countries,Student Evaluation,Test Validity,Test Reliability,Evaluation Criteria

Writing rubrics have been used in doctoral dissertations in Turkey to assess student writing for nearly twenty years. This study aims to determine which features are assessed in the rubrics used in doctoral dissertations. Twenty-five rubrics were selected to determine the analysis of validity and reliability, rubric dimensions, features of criterion descriptions, and performance levels. The results showed that researchers did not attach much importance to the validity of rubrics, and some studies provided insufficient information about reliability. Rubrics typically have three and five performance levels. As a result of the content analysis based on the descriptions, nine categories (genre-oriented content, organization, style, presentation, mechanics, vocabulary, sentences, textuality, process) and 104 features were identified. The frequency of these features was 567. According to the emerging categorization in the present study, we observed that the rubrics used in doctoral dissertations were similar to the criteria in the 6 +1 Trait Writing Model. However, the descriptions were found to be more straightforward and concise. The features in the rubrics were similar to one another yet differed depending on the purpose, type, and length of descriptions. Some of the rubrics had descriptions that were ill-suited to the nature of the rubric. The results were discussed, presenting recommendations.
The Influence of Politics in Hong Kong&apos;s Education System 23 Years after Its Handover from the United Kingdom to China
Author: Ho, Wai-Chung
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Social Change,Curriculum Development,Nationalism,Self Concept,Foreign Policy,Educational History,Political Influences,Political Attitudes,Cultural Influences,Censorship,Foreign Countries,Politics of Education,Elementary Secondary Education,Educational Policy,Language Planning,Sino Tibetan Languages,Mandarin Chinese,Language Role,Language Attitudes

This article examines how politics has shaped Hong Kong's education system and the curriculum 23 years after the British handover of Hong Kong to China. Particularly, through the concept of nationalism, the article examines how the education system is being shaped. The article is intended to provide international readers with a perspective of the political and socio-educational dynamics at play in Hong Kong. The central question at issue is: how has political culture and identity been promoted in school education under the framework of &quot;One Country, Two Systems&quot; after the transfer of Hong Kong sovereignty from Britain to China? Two areas--the censorship of curriculum materials and the politicization of nationalism-- particularly reflect the influence of power relationships, and the historical and societal pressures on the formation of students' identity in school education.
A Study of the Life Studies Curricula Implemented since the Foundation of the Republic in Terms of Children&apos;s Rights
Author: Togrulca, Harika Sükriye
Date: 2021-00-00
Type: Journal Articles
Subjects: Childrens Rights,Civil Rights,Child Safety,Child Development,Participation,International Law,Social Studies,Primary Education,National Curriculum,Curriculum Implementation,Educational History,Foreign Countries,Treaties,Young Children

This study aims to examine the Life Studies Curricula which have been adopted since the proclamation of the Republic in terms of children's rights. The 1936, 1948, 1968, 1998, 2009, 2015, and 2018 curricula were examined for this purpose. The study was designed in accordance with the scanning model. The data was collected and analyzed through document review. A form prepared using the Convention on the Rights of the Child obtained from UNICEF's official website and the study conducted by Uluç (2008) was used as the data collection tool. The data was analyzed with the descriptive analysis method, and the outcomes/objectives in the curricula were evaluated based on the prepared form. The study revealed that children's rights were included most in the 2009 curriculum and least in the 1936 curriculum. When all of the curricula were examined, it was found that the curricula included participation rights most and development rights least.
The Keynote-as-Storied-Discussion: A Pacific Departure
Author: Sanga, Kabini
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Conferences (Gatherings),Speeches,Geographic Regions,Experiential Learning,Administrator Attitudes,Leadership,Teaching Methods,Innovation,Story Telling,Communicable Diseases,Grief,Foreign Countries,Pacific Islanders,Teacher Attitudes

It is a rare event when senior scholars and actors in a field come together; more so when that takes place in the company of new and emerging scholars. Even rarer are such occasions in the Oceania region, where distance can mediate against key players coming together in time and space. When the stars align, the opportunity must be seized. This article portrays aspects of an event when, due to otherwise unfortunate circumstances, three senior Pacific educators, scholars, and leaders offered glimpses of their experiential learning and leadership by presenting a storied discussion of leadership. The account given here discusses ideas derived from that storying. It is an examination of the form used to enact the educators' pedagogical purpose; keynote-as-storied-discussion. This innovative way of delivering a keynote leverages the intersectional value of the tone-setting intent of a keynote, the emotional and experiential layering of storying, the pedagogical potential of woven narrative strands, and the discursive exchange of ideas.
A Study on the Turkish Adaptation, Validity, and Reliability of Two Versions of Triangular Love Scale
Author: Soyer, Müzeyyen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Measures (Individuals),Likert Scales,Psychometrics,Construct Validity,Test Reliability,Factor Analysis,Intimacy,Interpersonal Relationship,College Students

This study aims to adapt Sternberg Triangular Love Scale (STLS) and its revised form of Sternberg Triangular Love Scale-Modified (STLS-M) to Turkish, analyze the validity and reliability of the scales, and assess the psychometric equivalence (measurement invariance) of two scales across groups. The study included two sample groups compromising of 408 (284 females, 124 male) university students who were involved in a romantic relationship and 632 (372 females, 260 male) university students who were not involved in a romantic relationship; the students were enrolled in various faculties of a public university in Turkey. Confirmatory factor analysis was used to examine the construct validity of the two scales. The result of the analyses showed that both the STLS and STLS-M constituted three factors that are called &quot;intimacy&quot;, &quot;passion&quot;, and &quot;commitment&quot;. The Cronbach's alpha coefficients of the factors for the STLS were 0.91 for intimacy, 0.88 for passion, and 0.93 for commitment. The reliability coefficients for the STLS-M were also 0.88, 0.83, and 0.89 respectively. Consequently, the findings of the study exhibited that both the STLS and STLS-M had a similar construct, indicating very good psychometric properties, and met the criteria for measurement invariance.
Cultural Heritage in Social Studies Curriculum and Cultural Heritage Awareness of Middle School Students
Author: Kafadar, Tugba
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Background,Heritage Education,Historic Sites,Social Studies,Middle School Students,Student Attitudes,Instructional Program Divisions,Folk Culture,Oral Tradition,Handicrafts,Food,Values,Cultural Awareness,Cultural Maintenance,Foreign Countries

The present study aimed to determine the cultural heritage elements in the social studies course curriculum in Turkey and the awareness of the middle school students about cultural heritage. In the study, the case study approach, a qualitative research design, was adopted. The study group was assigned with criterion sampling method, a purposive sampling approach. The study findings demonstrated that the cultural heritage elements were prominent in 4th grade and 5th grade curricula, respectively, and the least prominent in 6th and 7th grade curricula based on the social studies course curriculum achievements in Turkey. The middle school students associated cultural heritage with historical buildings the most in the physical historical heritage category and customs and traditions in the non-physical historical heritage category. Students mostly considered mosques as physical cultural heritage elements, followed by palaces, towers, castles, madrasahs, bridges, historical buildings, historical places, fountains, and customs and traditions, traditional dishes, oral traditions, performance arts, and crafts as non-physical cultural heritage elements. Students mostly reported that cultural heritage was important since it was inherited from ancestors, it allows us to learn the past events, it reflects us, not to forget the old times, it is our culture, it is our history, for the perpetuity of our state, to learn about past lessons, and they stated that the cultural heritage should be preserved by state protection, followed by allowing it to live on, raising awareness, claiming it as a heritage, remembering, warning, and punishment, respectively.
From STEAM to CHEER: A Case Study of Design Education Development in Taiwan
Author: Lin, Chinlon
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Developing Nations,Educational Change,Economic Development,Design,Futures (of Society),STEM Education,Art Education,Secondary School Students,Teaching Methods,Public Sector,Private Sector,Higher Education,Educational Development,Cooperation,Empathy,Altruism,Ecology,Gender Differences,Interdisciplinary Approach,Local Issues

The purpose of this study is to provide other developing countries in the region a reference on the successful design education reformation in Taiwan. The study first reviews Taiwan's economic and design development to show their interconnection with local culture and the global market. Next, the study explores Taiwan's design education development which transforms from adopting STEM (science, technology, engineering, mathematics) to STEAM (science, technology, engineering, art, mathematics) in secondary school, and understands how it overcomes challenges by the help of both public and private sectors. Last, a conceptual framework is proposed to present and study Taiwan's design education development. The result from case studies validates that STEAM can reach SAD (science, arts, and design) in higher education and CHEER (collaboration, humanity, empathy, ecology, and renaissance) in design practice. Therefore, the result and implications provided by this study can serve as a reference for other countries in the region who share similar cultural and socioeconomic development and future goals as Taiwan.