ethanporcaro/eric-fulltext-meta huggingface dataset:
Thematic Content Analysis of Studies Using Generalizability Theory
Author: Teker, Gülsen Tasdelen
Date: 2019-00-00
Type: Journal Articles
Subjects: Generalizability Theory,Content Analysis,Foreign Countries,Education,Reliability,Scores,Error of Measurement,Computer Software

One of the important theories in education and psychology is Generalizability (G) Theory and various properties distinguish it from the other measurement theories. To better understand methodological trends of G theory, a thematic content analysis was conducted. This study analyzes the studies using generalizability theory in the field of education in Turkey by using the method of thematic content analysis. It reviews 60 studies, including 31 articles and 29 theses published from 2004 to 2017. The selected studies underwent thematic content analysis using parameters including tagged information, aim, G Theory type, number of facets used in the study, the Turkish word for &quot;facet,&quot; object of measurement, sample size, design type, mixed-design availability, shared results of G and D studies, computer programs, method of calculating negative variance, availability of fixed facets, and design balance. The data were interpreted on the basis of frequencies; both table and figures are included in the study. According to the results, there is an increase in the number of studies conducted by using G theory by years. Of these, many compare theories; most of them applying univariate G Theory and consider two-faceted measurement situations. While a small subset of studies features mixed design, a large group features crossed design, with individuals as the object of measurement. The computer program most commonly used in analyses is EduG. The majority of studies use balanced design. Recommendations are provided accordingly with the results.
For Students, Online Success Requires New Strategies and Habits
Author: Healey, David
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Learning,Academic Achievement,Learning Strategies,Study Habits,Online Courses,Best Practices,Educational Environment

Online learning continues to grow and expand as students, especially adult learners, discover the advantages of a flexible learning environment that suits their busy lives. For students, success in online classes often requires brushing up on dormant academic skills and adopting new approaches to time management. Some students may find that without the right approach and setting some ground rules for themselves that include scheduling study time, the freedom offered by online learning can be overwhelming if not properly managed. For instructors, it is important to remind students of these best practices as often as possible and to create a constant presence in the online classroom.
Recast Seen through Multiple Intelligences&apos; Lens
Author: Hajikhani, Fatemeh
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multiple Intelligences,Second Language Learning,English (Second Language),Feedback (Response),Predictor Variables,Second Language Instruction,Instructional Effectiveness,Error Correction

There has been a host of research on recast so far, despite which it is still controversial if it is any effective. The main argument against recasts is that they often go unnoticed by students due to their implicit nature. It is hypothesized in the light of the theory of Multiple Intelligences (MI) that certain intelligences might affect the noticeability of recasts. Therefore, this paper aimed to find if certain intelligences help learners notice recasts. To fulfill this, 121 pre-intermediate EFL learners in 9 different classes were selected using convenience sampling. A questionnaire was used to measure their MI. Moreover, they were observed for 104 hours for the occurrence of recast and uptake using a checklist. For data analysis, multiple regression was used to find out if any components of MI were significant predictors of recasts' success in leading to uptake. The results indicated that musical, visual, and verbal intelligence significantly predicted whether recasts will be perceived by students as corrective feedback. Therefore, it was concluded that it is essential to build MI into the picture when evaluating the efficacy of recasts on the grounds that students with certain dominant intelligence benefit from subtle clues which in turn help them notice recasts.
Bridging the Gap: A Study on the Relationship between Mindset and Foreign Language Anxiety
Author: Altunel, Irem
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Second Language Learning,Second Language Instruction,English (Second Language),Anxiety,Likert Scales,Measures (Individuals),Communication (Thought Transfer),Foreign Countries,Student Attitudes,College Students,Test Anxiety,Private Colleges

This study aimed to investigate the relationship between mindset and foreign language anxiety (FLA) of EFL learners at both a private and a state university in Turkey. Quantitative methods were used and two Likert-scales, Foreign Language Classroom Anxiety Scale (FLCAS) and Dweck's Mindset Instrument (DMI) were administered to collect a set of data. Turkish versions of both scales were used during this phase. As well as foreign language anxiety, its three sub-dimensions, which are communication apprehension, test anxiety, and fear of negative evaluation, were also taken account. The study was conducted at the preparatory school of Gazi University and Atilim University, with a total of 203 participants. The findings revealed that there was no statistically significant correlation between mindset and foreign language anxiety. Moreover, EFL learners' foreign language anxiety was found at a moderate level, and it was also explored that they mostly adopted a growth mindset rather than a fixed mindset.
Cognitive Level Profile at the Tenth Grade of Senior High School Students in Mathematics Problem Solving on Three Variables of Linear Equation System Material
Author: Yumniyati, Khisna
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Grade 10,Metacognition,Mathematics Skills,Problem Solving,Cognitive Ability

Problem-solving is a significant skill in facing the 21st century. Students have different levels of problem-solving. The levels that explain individual abilities in solving mathematics problems are called as cognitive level. It consists of three levels; cognition, metacognition, and epistemic cognition. The cognitive level influences the individual in understanding the problem and deciding the right strategies to solve it. The material used to obtain the data is three variables linear equation system, by involving two high ability students at the tenth grade from one of the state senior high schools in Pati. This research employs a qualitative method in which the data are collected through task-based interview and time triangulation is applied to validate the data. The results reveal that at the cognition level, students with high ability have an understanding related to conceptual and procedural knowledge, but the ability of students in factual knowledge is low, especially in terminology skill; at the metacognition level, the students are able to write down each strategy in each method, but it is not detailed; while at the epistemic cognition level, they are able to explain the weaknesses of a method, but they have not been able to provide a solution to overcome its weaknesses.
Determination of Educational Needs of Technology and Design Courses in Secondary School Students
Author: Özden, Celalettin
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Needs,Secondary School Students,Technology Education,Design,Public Schools,Foreign Countries,Needs Assessment,Information Technology,Technological Literacy,Expectation,Student Attitudes

Parallel to the overwhelming development of information and technology in today's world, changing work and living conditions have caused changes in the educational needs of both society and the individuals. This study aimed at determining the educational needs for technology and design courses of today's students who grow with technology and the digital world. The participants in this study in which a mixed method was used were the 7th year students studying in state secondary schools of TRNC (Turkish Republic of North Cyprus) in the 2016-2017 academic year. In the qualitative dimension, the students were assigned to write a composition and in the quantitative dimension, a needs analysis questionnaire was implemented. The data were analyzed through content analysis, arithmetic averages, and standard deviation. The priority in this research was to determine the students' expectations towards technology and design course and according to these expectations, their educational needs were categorized. At the end of the research, the needs for technology and design course were determined in three different categories: general needs, needs for design, and needs for information technologies. [This work was presented as a paper at the International Conference on Interdisciplinary Educational Reflections Conference at Near East University in Nicosia, 29-30 March 2019.]
Expectations of Pre-Service Primary Teachers towards a Book about Teaching of Mathematics on Primary Education
Author: Dogan, Zeynep Dogan
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching Methods,Case Studies,Content Analysis,Student Attitudes,Mathematics Instruction,Elementary School Teachers,Teacher Education Programs,Writing (Composition),Undergraduate Students,Pedagogical Content Knowledge,Textbooks,Academic Language,Mathematical Concepts,Misconceptions,Foreign Countries

The purpose of this research is to determine the expectation of pre-service primary teachers for teaching of mathematics book. The study was conducted with 41 pre-service teachers. The research was defined as a case study from descriptive qualitative research designs. Pre-service teachers were asked about the qualities they thought of a book of teaching of mathematics to be prepared for primary school 1th-4th grades should have, and a text expressing their thoughts was made them write. The collected data were analyzed by the content analysis method. According to the results, pre-service teachers expect that teaching of mathematics book meets the needs both during their undergraduate education and throughout their teaching life. They stated that the language of the book should be removed as far as possible from the academic language. Also, regarding the mathematical content of the book, it is stated that the practices must be rich in terms of activities, instead of complicated mathematical notations, there should be expressions that can be easily understood, the clearest explanation of mathematical concepts should be included in the book. They also pointed out the book including what might be the misconceptions about mathematical concepts or what might be the misconceptions about the topic would be useful for them in the point of what they should pay attention to when teaching them. They also stated that there should be a lot of material samples for teaching each subject about mathematical content.
Gamification Based Assessment: A Test Anxiety Reduction through Game Elements in Quizizz Platform
Author: Pitoyo, Muhammad Dafit
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Anxiety,Computer Oriented Programs,Educational Games,Game Based Learning,Student Attitudes,Preferences,Second Language Learning,English (Second Language),Foreign Countries,Computer Games,Computer Assisted Testing,Formative Evaluation

Test anxiety always makes students afraid of doing the test because they probably think that they will fail. To overcome the problem, the teacher then used gamification based assessment. Furthermore, the study investigates the category of students test anxiety, students' attitudes toward Quizizz and the students' preference toward the elements of game in Quizizz. This study is a case study which the data were collected by using observation, interview, and questionnaires. The participants of this study were 14 students in an English course in Solo. The sampling used by the researcher was purposive sampling. The results of this study showed the category of students test anxiety considered moderately high, the students' attitude toward Quizizz in reducing test anxiety also considered high (M=3.94) and the kinds of elements of game which students prefer most were Points (M=4.357), Test report (M=3.929), Leader board (M=3.714), Time restriction (M=3.357), Profile (M=3.429) and Meme (M=3.357). The implication of this study is Quizizz successfully reduce test anxiety because of the use of game elements in that application. Thus, it is a good option for teachers to use Quizizz on the exam.
Psychometric Properties of the Perceived ICT Literacy Scale among Turkish University Students
Author: Uzun, Ahmet Murat
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychometrics,Foreign Countries,Information Technology,Technological Literacy,Information Literacy,Undergraduate Students,Test Validity,Test Reliability,Young Adults,Measures (Individuals)

This study aims to assess the psychometric properties of the 17-item 3-factors perceived ICT literacy scale in a sample of Turkish undergraduate students. Previous research on measuring ICT literacy mostly focused on the technical competence dimension of the ICT use. The current scale not only considers the technical literacy but it also evaluates the information literacy. The scale consists of three factors, each of which refers to one dimension of the Information and Communication Technology (ICT). Data were collected from 284 undergraduate students educated at different departments. Confirmatory Factor Analysis (CFA) using maximum likelihood estimation procedure was applied to test the psychometric properties of the scale. Results of the CFA indicated that the scale showed acceptable levels of validity. Considering the reliability values, all the subscales and the scale as a whole showed adequate reliability values. The limitations of the scale were discussed and some implications were suggested.
Why Aren&apos;t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations among Classroom Placement, Learner Outcomes, and Other Factors
Author: Agran, Martin
Date: 2020-03-00
Type: Journal Articles
Subjects: Student Placement,Severe Disabilities,Students with Disabilities,Inclusion,Decision Making,Barriers,Outcomes of Education,Student Needs,Influences,Educational Change,Federal Programs,Educational Legislation,Federal Legislation,Equal Education

Placement decisions for students with severe disabilities have often been based less on the students' unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with inclusive practices for students with severe disabilities, this article examines the foregoing factors to better understand how they affect placement decisions and to identify barriers to implementing at a national level more inclusive placements. The article also addresses systems change solutions, and several new federally funded initiatives that could contribute to authentic changes in placement practices. [For the grantee submission, see ED598980.]
Using Student Generated Questions to Foster Twenty-First Century Learning: International Collaboration in Uganda
Author: Spencer, Amelia
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Cooperation,Questioning Techniques,Student Role,21st Century Skills,Program Effectiveness,Professional Development,Learner Engagement,Student Centered Learning,College School Cooperation,Team Teaching,Preservice Teachers,Elementary School Teachers,English (Second Language),Children,Early Adolescents,Oral Language,Rural Schools,Low Income Students

Teacher-questioning has been acknowledged as critical in teaching and learning. A less researched topic is the ability for students to develop their own questions to deepen understanding. Student questions are important for engagement and to stimulate the understanding of new information. Traditionally, Ugandan teachers rarely instruct in ways that facilitate student questioning. The purpose of this study was to examine the effect of teacher professional development on the ability of Ugandan students to ask meaningful questions. Professional development focused on promoting student questioning and students were assessed using a formative language assessment. Findings indicate that teachers can teach students to ask meaningful questions.
Socialization through (Online) Design: Moving into Online Critical Spaces of Learning
Author: Odo, Dennis Murphy
Date: 2017-00-00
Type: Journal Articles
Subjects: Socialization,Critical Literacy,Professional Development,Internet,Seminars,Web Based Instruction,Teaching Methods,Communities of Practice,Asynchronous Communication,Computer Mediated Communication,Synchronous Communication,Open Educational Resources,Computer Software,Community Attitudes

This research investigates the social and socialization practices within an online professional development web seminar. The aim of this study was to identify the kinds of social and community building practices that occur in online professional development webinars by exploring how communication tools such as chat are used for community building and socializing purposes. Data was comprised of all electronically generated web seminar (&quot;webinar&quot;), written chat comment transcripts that were automatically generated during this series of webinars. Data were analyzed inductively and recursively using the constant comparative method. Findings revealed that the Online Web Seminars in Literacy project (oWSL) built community through moderators and participants greeting, assisting, and offering one another support. Moreover, social practices found within and across seminars included social talk, thoughtful debate, and the formation of nested affinity groups. This research revealed that this online professional development webinar provided a space where social practices like creating a sense of community through mutual support and engaging in productive disagreement among participants can stimulate informative critical dialogue that webinar organizers can draw upon to form dynamic and productive online professional development communities.
Application of Meta-Cognitive Strategy Instruction in Listening Comprehension to the Level III Student Teachers
Author: Whitehead, Evangelin
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Listening Comprehension,Comparative Analysis,Student Teachers,Language Proficiency,Teaching Methods,Textbooks,Pretests Posttests,Learning Strategies,Cognitive Style,English (Second Language),Language Teachers,Second Language Learning,Second Language Instruction,Teacher Education Programs

This study investigated the impact of meta-cognitive strategy instruction on the listening comprehension of level III student-teachers. Sixty-eight student participants were selected whose listening proficiency was at the average to below average level. The selected students were randomly assigned to experimental and control groups. The experimental group (n=34) received the meta-cognitive strategy instruction but the control group (n=34) received no meta-cognitive instruction. Listening comprehension modules of their course books were utilized to test the listening skills of the participants in both groups before and after the treatment. The results of tests revealed that the experimental group significantly outperformed the control group on the post-test. The pedagogical implications of the study are discussed as well.
Making Sense of Divides and Disconnects in a Preservice Teacher Education Program
Author: Goodnough, Karen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Practicums,Field Experience Programs,College School Cooperation,Outcomes of Education,Peer Evaluation,Self Evaluation (Individuals),Theory Practice Relationship,Undergraduate Students,Preservice Teachers

This study's purpose was to make sense of divides and disconnects in a teacher education program that included university-based courses combined with school-based field experiences. The study took place in Québec, Canada, which has the longest practicum of all provinces and programs designed to develop professional autonomy and competency. Data collection relied on documents, interviews, surveys, and focus groups with 44 preservice teachers along with field supervisors and instructors. Analysis relied on cultural historical activity theory and its principle of contradictions. Findings revealed that contradictions resulted in unintended and unfavourable outcomes such as teacher candidates feeling unprepared and untouched by the program. Resolution of contradictions may be realized through expansion of the division of labour to include more peer and self-assessment and through expansion of tools to support boundary crossing between theory, practice, schools, and university.
Examining the Organization of a Second Grade Classroom: An Action Research Analysis Using Human Resource and Structural Frames
Author: Capraro, Karen
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 2,Human Resources,Laboratory Schools,Elementary School Teachers,Power Structure,Teacher Role,Elementary School Students,Student Role,Democratic Values

This paper presents an examination and analysis of the restructuring of the organization of a second grade classroom housed in a laboratory school setting. During the 2014-2015 academic year, the traditional power structure of teacher as ultimate authority with students positioned as subordinates was explored. Using action research and the application of frame theory the organizational structure of the second grade classroom is considered using human resource and structural frames.
SNAP® for Schools: Impact on Internalizing Symptoms
Author: Walker, Kirstie L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Cognitive Restructuring,Behavior Modification,Behavior Problems,Prevention,Program Descriptions,Elementary School Students,Grade 3,Grade 4,Program Implementation,Symptoms (Individual Disorders),Anxiety,Measures (Individuals),Program Effectiveness,Therapy,Identification,Emotional Disturbances,Foreign Countries,Self Control

Stop Now And Plan (SNAP®) is an empirically supported cognitive behavioural program for children identified as presenting with externalizing problems. The purpose of this investigation was to examine the implementation of the SNAP® for Schools program as a universal prevention program for children not identified as presenting with internalizing or externalizing problems, specifically, whether the program would lead to reductions in emotion dysregulation, anxiety, intolerance of uncertainty, and anxiety sensitivity. It was hypothesized that the SNAP® for Schools program would reduce emotion dysregulation and internalizing constructs in nonidentified, school-aged children. The sample consisted of elementary school children in Grades 3 and 4. Participating children completed a battery of symptom measures one week pre- (n = 65) and post-SNAP® (n = 57) as well as one month after (n = 54) completing SNAP® in their classrooms. For children who scored in the upper 10% on the measure total and/or subscale scores, reductions in emotion dysregulation, anxiety, and anxiety sensitivity were observed. Findings contribute to a better understanding of the effectiveness of SNAP® for reducing emotion dysregulation and internalizing symptoms in children with elevated internalizing symptoms and emotion dysregulation. Limitations and future directions are discussed.