ethanporcaro/eric-fulltext-meta huggingface dataset:
The Levels of Classroom and Pre-School Teachers&apos; Metacognitive Awareness
Author: Bulut, Ilhami
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Preschool Teachers,Elementary School Teachers,Gender Differences,Status

The goal of this study is to specify the metacognitive awareness levels of the classroom and pre-school teachers. Metacognitive awareness of teachers has been an important research subject in educational literature. However, current research on this topic is limited. Therefore, there is more need for this kind of research and this reality makes the current research more important. Data were collected using &quot;Metacognitive Awareness Inventory (MAI)&quot; which was developed by Schraw and Dennison [1] translated into Turkish by Akin, Arabaci &amp; Cetin [2]. The participants were 396 teachers in the primary school and pre-schools of Diyarbakir in the 2018-2019 academic year. Data were analyzed in terms of branch, gender and seniority variables. In analysing data, t-test, one-way analysis of variance (ANOVA) and Scheffe tests were used. Results showed the levels of the classroom and pre-school teachers' awareness was high. It was also found that the branch and gender variables were effective on teachers' metacognitive awareness levels, while the seniority variable was not. It is necessary to develop learning strategies to improve teachers' metacognitive awareness.
The Prediction of Success of TEOG in the History of Revolution and Kemalism Course at the Stage of Transition from TEOG to LGS
Author: Sari, Ibrahim
Date: 2018-00-00
Type: Journal Articles
Subjects: Prediction,Success,Foreign Countries,Conflict,Ideology,Academic Achievement,Secondary School Students,History Instruction,Grade 8,Scores

This research was conducted in order to predict the success of TEOG in the History of Revolution and Kemalism course. This research conducted with quantitative research method was carried out on the data of 477 students attending in 5 different secondary schools and 18 classrooms in these state schools affiliated to Kütahya Provincial National Education Directorate. The data of the study consisted of the fall and spring semester written exam success scores in 8th grade Revolution History and Kemalism Course and the success scores of TEOG I and II in the same course in the 2016-2017 academic year. In the analysis of the data, firstly, the correlational analysis was applied and then regression analysis was performed. As a result of the research, it was determined that the first written exam of the Revolutionary History and Kemalism course announced about 59% of the variance in the TEOG I success scores. Another conclusion reached was that the first written exam in the spring semester of the Turkish Revolution History and Kemalism course accounted for approximately 65% of the variance in the TEOG II success scores. In addition, TEOG I and Revolution History and Kemalism course, the first written exam in the spring semester variables were found to explain approximately 77% of the variance in TEOG II success scores. Based on the results of the research, discussions and suggestions were made.
Using Voice Thread to Enhance Speaking Accuracy: A Case Study of Iranian EFL Learners
Author: Ebadi, Saman
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Web Sites,Accuracy,Oral Language,Sentences,Literature,College Freshmen,Control Groups,Experimental Groups,Diaries,Student Attitudes,Writing (Composition),Computer Assisted Instruction,Teaching Methods,Case Studies

The present study investigated the possible contribution of Voice Thread (VT) website to the Iranian EFL learners' speaking accuracy in terms of using correct form of hypothetical conditional sentences. Moreover, the language learners' perception of the website was also explored. To this end, 18 English literature freshmen from a state university in Iran were recruited for the study. The participants were randomly assigned to control (n=9) and experimental groups (n=9). The control group performed merely face-to-face tasks while the experimental group conducted face-to-face and asynchronous online speaking tasks using VT website. The results of the mixed methods study revealed that both groups enhanced their speaking accuracy and the experimental group failed to outperform the control group. Furthermore, the findings of a semi-structured interview, which were corroborated by those of dairy writing, indicated that even though the experimental group appreciated the significance of the website, they assumed that it could not cater to their needs. The findings of the study encourage teachers and researchers alike to pay due attention to learners' perception of their learning experience in general and their experience with Computer Assisted Language Learning (CALL) in particular.
The Effects of Summer Sports School Basketball Training on Respiratory Functions of Female Students
Author: Orhan, Serdar
Date: 2018-00-00
Type: Journal Articles
Subjects: Females,Summer Programs,Adolescents,Team Sports,Training,Athletics,Intervals,Body Height,Body Weight,Body Composition,Foreign Countries,Exercise Physiology

A total of 60 female students voluntarily participated in this study in which the exercise-dependent changes in the respiratory functions of female students in the age group of 12-16 who participate in basketball training sessions of summer sports school are analysed. 30 female students participated in summer sports school basketball training group constituted the experimental group and 30 female students in the same age group who did not participate in basketball training formed the control group. The experimental group was applied an interval training program specific to basketball 5 days a week in 12 weeks. The control group was not applied any training program at all. Some physical measurements (age, height, weight) and spirometry measurements (FVC, FVC%, FEV[subscript 1], FEV[subscript 1]%, FEV[subscript 1]/FVC%, PEF, PEF%, FEF[subscript 25/75], FEF[subscript 25/75]%) were recorded as preliminary and post-tests in the research. Paired Simple t-test and Wilcoxon were used in intra-group analyses of data obtained and Mann-Whitney U test was used for the intergroup comparisons. While significant difference can be established in the height, FVC, FVC%, FEV[subscript 1], FEV[subscript 1]% and FEV[subscript 1]/FVC% values of experimental group and height values of the control group compared to the time before the training; height, weight, FVC, FVC%, FEV[subscript 1], PEF, FEF[subscript 25/75] and FEV[subscript 1]/FVC% values of the experimental group have significantly differed from the control group. In conclusion, it can be stated that interval training programs specific to basketball and applied to the female students in summer sports school have positive effects on the respiratory functions and they can contribute to both physical and lung development of individuals.
The Roles of Possible Selves in Iranian EFL Learners&apos; L2 Learning Motivation
Author: Mousavi, Hamid
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Learning Motivation,Self Concept,Comparative Analysis,Majors (Students),Learning Theories,College Students,Student Attitudes,Gender Differences

Motivation as one of the most important areas in language learning has been extensively investigated based on various models and theories. Recent motivational theories on L2 learning emphasized the importance of the possible 'selves' in motivating learners. This paper analyzes and compares the two constructs of Ought-to L2 self and Ideal L2 self in Iran EFL context, considering Dörnyei's (2009) L2 Motivational Self System as the main theoretical framework. Participants in this study are 216 B.A. senior students majoring in English. A questionnaire comprising seven motivational dimensions was used as the data collection device. Analysis of the results revealed that although both of these constructs are significant and may overlap, Ought-to L2 self construct mainly mediates for explaining Iranian EFL learners' motivation. Therefore, language learning motivation in unique context of Iran is greatly affected by extrinsic factors.
Effect of Situated Learning Model on Critical Problem Solving Skills among Higher Secondary Pupils
Author: D' Souza, Dorothy A. C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,Problem Solving,Context Effect,Experiential Learning,Teaching Methods,Decision Making,Critical Thinking,Foreign Countries,Intelligence Tests

Situated Learning takes place in the social and physical context within which it will be used. In this model, the pupil is &quot;situated&quot; in the learning experience and knowledge acquisition becomes a part of their learning activity. From their experiences pupils &quot;construct&quot; their own knowledge in various learning situations. The success of situated learning experiences depends upon social interaction and kinesthetic activity. Critical Problem Solving Skill is an intellectual process wherein one skillfully conceptualizes, applies, analyses, synthesises, and evaluates knowledge that was constructed through observation, experience, reflection, reasoning, and communication in order to solve a problem. The present study revealed that Situated Learning Model is significantly more effective than Conventional Method with respect to levels of Intelligence of Secondary School pupils and levels of Intelligence have significant effect in enhancing Critical Problem Solving Skills among pupils of Higher Secondary School.
Awareness about Teachers Eligibility Test (TET) among Pupil-Teachers
Author: Parua, Ramesh Kumar
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Entrance Examinations,Student Teachers,Bachelors Degrees,Student Surveys,Student Teacher Attitudes,Teacher Effectiveness,Preservice Teachers,Preservice Teacher Education,Rural Urban Differences

The purpose of this study is to find out the awareness about Teacher Eligibility Test (TET) among pupil-teachers. A sample of 200 pupil-teachers randomly selected pursing B.Ed. degrees in B.Ed colleges in the eastern region of India participated in this study. The study used a survey design. An awareness about TET scale was used to collect data from pupil-teachers. The result of the study indicated that the students belonging to urban areas are more aware about TET than the rural areas students. Further, the prospective teachers of science stream had more awareness about TET. So, it is suggested that the required resources and facilities should be provided to the pupil-teachers during their training to get knowledge and awareness about Teacher Eligibility Test.
The Big Five Personality Traits and Narcissism as the Predictors of Anxiety and Confidence before Archery Class Final Exam
Author: Dal, Nihal
Date: 2018-00-00
Type: Journal Articles
Subjects: Personality Traits,College Students,Athletes,Athletics,Anxiety,Self Esteem,Correlation,Physical Education Teachers,Preservice Teachers,Foreign Countries

In the present study I investigated whether the big five personality traits together with narcissism may have ability to predict the anxiety and self-confidence in physical education teacher candidates immediately before archery course final exam. The sample consisted of 52 college student athletes ranging in age from 20 to 24. Participants first completed the measures of the Big Five personality traits and narcissism measures. Then, their anxiety and self-confidence levels were measured via 100 mm visual analogue (VAS) scale immediately before the archery practical final exam. Results indicated that among the Big Five personality traits only agreeableness and openness to experience was positively correlated to anxiety. On the other hand, narcissism was negatively correlated to anxiety and positively correlated to self-confidence. In two regression analyses in a stepwise fashion, it was tested whether the model consisting of the Big Five personality traits and narcissistic personality trait may have ability to predict pre-exam anxiety and self-confidence. Results of the regression analysis demonstrated that final model containing solely narcissism may explain significant amount of variation in both anxiety and self-confidence. Overall, findings observed in the present study indicated that teacher candidates high on narcissism may have lower level of anxiety and higher level of self-confidence before a practical academic examination.
Study of Academician Leadership Type and Innovational Approach
Author: Zengin, Serkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Leadership,Leadership Styles,Innovation,Gender Differences,Marital Status,Athletics,Academic Rank (Professional),Administrator Responsibility

The purpose of this study is to examine whether there is any difference in the leadership and innovation approaches of the academicians who teach in different fields in terms of gender, if doing sports, title, seniority, administrative duty and marital status variables. The information form developed by the researcher in this research and the Leadership Styles and Innovation Approach inventory developed by Eysenck and Eysenck in 1975 and adapted to Turkish by Bayram in 2013 were used. The sample of the study consists of 232 male and 33 female academicians from Mustafa Kemal University working in different branches of education selected by using random sampling method. Non-parametric analysis methods have been preferred because of the distributions of the obtained data. Participants' gender, marital status, regular sports activities, academic title, administrative duties and occupational seniority were found to have significant differences in terms of scale sub-dimensions in terms of all demographic values. When looking at the correlation values of the study, it is also found that there are significant relationships among the sub-dimensions.
Integrated Approach -- A Tool to Enhance English Speaking Skills
Author: Devi, G. Kalpana
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Skills,Receptive Language,Expressive Language,Vocabulary Development,Grammar,Cultural Influences,Social Status,Economic Factors,Interpersonal Communication,Teaching Methods,Learning Activities,Integrated Activities

Learning English language is important as mother tongue in the case of second language learners because of its widen opportunities in one's professional and academic areas. Getting command in English language needs special practice and training in the case of second language learners where they are exposed continuously to their mother tongue. To enhance language skills, learners need to give equal priority to learn four language skills which are productive skills and receptive skills like speaking and writing respectively reading and listening. It is not possible to practice these skills in isolation. Learning a language is interlinked with both, getting command in these four language skills, vocabulary, and grammar. Apart from the above, it is also interlinked with other factors like exposure, societal status, economic, and cultural background of the learner. In the four language skills, speaking is the premier medium in the process of human communication. Most of the communication either face to face or telephonic conversation takes place through speaking. The aim of this paper is to enhance English Speaking Skills through Integrated Approach.
Investigation of Pedagogical Content Knowledge of Turkish Foreign Language Teacher Candidates Oriented Instructional Strategies
Author: Aydin, Murat
Date: 2018-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Language Teachers,Foreign Countries,Educational Strategies,Turkish,Preservice Teachers,Second Language Instruction,Teaching Methods

The aim of this study is to determine the pedagogical content knowledge of Turkish teacher candidates for instructional strategies while teaching Turkish as a foreign language. One of the theories that are based on educating prospective teachers in a qualified and equipped manner is pedagogical content knowledge. In this study, the instructional strategies that one of the pedagogical content knowledge components and the pedagogical content knowledge of the teacher candidates were examined and how much they can apply the information, methods, techniques and strategies they have. The sample of this research, which is one of the qualitative research methods, consists of 47 senior class teacher candidates in Amasya University Turkish Language Department. In the study &quot;Teaching Turkish as a Foreign Language Instructional Strategies Knowledge Test&quot; was used as a data collection tool that developed by the researcher. Knowledge test consisting of six open-ended questions for cognitive process steps and the implementation step; a total of six experts, including four field experts and two assessment experts were consulted. The data of the study was carried out by descriptive analysis method to evaluate pedagogical content knowledge. According to the results of the study, it was determined that the teacher candidates have not difficulty in the questions about determining the teaching methods, techniques and student errors. However, they have difficulty in the applications to eliminate student errors.
Learners&apos; and Instructors&apos; Views on Technology Supported Engineering Education: Initial Outcomes in a Cross-Cultural Study Sample
Author: Sarsar, Firat
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Electronic Learning,Foreign Countries,Engineering Education,Information Technology,Teacher Surveys,Student Surveys,Technology Integration,Educational Technology,Computer Uses in Education

This exploratory and cross-cultural mixed method study aimed to understand the perspectives of learners and instructors in engineering education on mobile learning and information and communication technology (ICT) tools in different countries. A total of 197 participants attended the survey for understanding perspectives of mobile learning in engineering education: 54 participants from Belgium, 36 participants from the Netherlands, 41 participants from Spain and 66 participants from Turkey, respectively. Data was collected via (i) surveys, (ii) open-ended questionnaires, and (iii) semi-structured focus group interviews, respectively. The results showed that most of the learners preferred to use a mobile education application in their native language. The learners mentioned that they preferred to learn by videos and audios; similarly, according to the instructors' data, most of the instructors preferred to teach with videos as their favorite learning tool. However, using educational technological tools is limited by instructors' lack of experience. It is very important to overcome the fear related to using new technologies in the classroom and increase the readiness of using educational tools by integrating them into their courses effectively. It is strongly recommended that digital learning materials collected in a virtual environment should be accessible to instructors and learners.
Effect of the Mobbing Perceptions of Physical Education and Sports Teachers on the Organizational Commitment Levels
Author: Vural, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Foreign Countries,Teacher Attitudes,Athletics,Correlation,Teacher Persistence,Violence,Work Environment,Psychological Patterns,Stress Variables,Ethics,Antisocial Behavior

This research is conducted for the purpose of determining the effect of mobbing perceptions of physical education and sports teachers on the organizational commitments within the province Agri and its counties. In the research, a method for descriptive survey and relational survey intended to find out the present state, was used. The group of the research was consisted of total 248 physical education and sports teachers working in the different schools located at the province Agri and its counties in 2017-2018 education period. Organizational commitment scale of 18 items developed by Meyer and Allen (1991) and adapted into Turkish by Baysal and Paksoy (1999), &quot;Negative Acts Questionnaire&quot; Scale (NAQ) developed by Einarsen and Raknes (1997) and adapted into Turkish by Cemaloglu (2007) and personal information form developed by the researcher were used for the research data. It was utilized from the Spearman Correlation (r) coefficient technique for finding out the correlation between the negative acts questionnaire scale (mobbing) and organizational commitment dimensions of teachers who participated into the research. The effect between the dependent and independent variables of the research was tested by the regression analysis. At the end of the research, it was found that there is a high-level of positive relation between the general organizational commitments and organizational commitment sub-dimensions of the physical education and sports teachers. It was concluded that the mobbing perceptions affected the organizational commitment levels significantly. The negative acts affect the organization commitment negatively at low level and changes occurred in the commitment is explained at about 6% rate. It was seen that the negative acts had a negative effect on the organizational commitment and it was found that mobbing practice affected the teachers' commitment to their schools negatively.
Shifting Gears: Re-Framing the International Discussion about Inclusive Education
Author: Jackson, Lewis
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Access to Education,Special Schools,Global Approach,Comparative Education,Foreign Countries,Elementary Secondary Education,Ability Grouping,Regular and Special Education Relationship,Equal Education,Models

Kauffman, Felder, Ahrbeck, Badar, and Schneiders (this issue) call for a more temperate approach to inclusion, arguing against its use in educating &quot;all&quot; students with disabilities. We argue in response that the issue should not be framed as &quot;inclusion versus non-inclusion,&quot; asserting that our field would benefit by examining the alternatives that actually exist across the globe for educating children with and without disabilities. We first provide four concepts that are central to understanding how education is conceptualized and practiced on a global scale: (a) education for all (EFA), interpreted as nations valuing an educated citizenry; (b) primary and secondary education, discussed to make clear real differences in how these two periods of schooling are handled across nations; (c) tracking, the worldwide practice of ability grouping that affects the education of all students; and (d) comprehensive local schools, regionally centralized facilities educating all children, which offer the potential for greater equity. We follow the latter with five schooling &quot;models&quot; that represent the major educational options worldwide: (a) the selective schools model, which controls educational access, often with academic criteria; (b) the separate schools model, which tracks students into different facilities; (c) the tracked schools model, which stratifies students within the same facility; (d) the multi-tiered schools model, which starts with general education settings and curriculum, then provides interventions or programs as needed; and (e) the equity schools model, which uses general education settings and curriculum, providing supports as needed. We conclude with four points: (a) neither resource scarcity nor presumed limitations in general education capacity should preclude inclusive education; (b) the comprehensive local school provides a good base for enhancing equity in educational opportunity for students with and without disabilities; (c) special education is tracking, seriously impacting equity; and (d) inclusive schooling provides the best approach to EFA in the long run.