ethanporcaro/eric-fulltext-meta huggingface dataset:
Instructors' Attitudes towards English-Medium Instruction in Turkey
Author: Kiliçkaya, Ferit
Date: 2006-11-00
Type: Tests/Questionnaires
Subjects: Language of Instruction,Turkish,English (Second Language),Second Language Learning,Student Participation,Higher Education,Foreign Countries,Teacher Surveys,Native Language,College Faculty,Teacher Attitudes,Questionnaires,Language Proficiency,Educational Resources,College Students,Validity,Statistical Analysis

This paper reports on the results of a small-scale survey of the attitudes of instructors of non-language subjects towards the use of English as a medium of instruction in Turkish universities, where Turkish is the native language of the great majority of the students. The sample of this study consisted of 100 instructors at the universities in Ankara in Turkey. The results of the questionnaire, in general, show that Turkish instructors are more favorable to the idea of adopting Turkish as an instructional medium rather than English. They agree that instruction in Turkish can promote student learning better. However, the instructors have a wide range of concerns related to the Turkish-medium instruction as well as the English-medium instruction in higher education such as the resources provided in Turkish and English, the proficiency level of students and student participation in class.
The Effect of Note-Taking on University Students' Listening Comprehension of Lectures
Author: Kiliçkaya, Ferit
Date: 2009-01-00
Type: Journal Articles
Subjects: Notetaking,Listening Comprehension,Lecture Method,Undergraduate Students,English (Second Language),College Second Language Programs,Control Groups,Experimental Groups,Statistical Analysis,Comparative Testing,Student Attitudes,Quasiexperimental Design,Pretests Posttests,Questionnaires,Instructional Effectiveness,Teaching Methods,Foreign Countries

The study investigated the effect of note-taking on comprehension of lectures by 44 undergraduate EFL students who are in the first year of their undergraduate level in the Department of Foreign Language Education in Middle East Technical University. The participants were divided into two groups, namely experimental and control groups. The experimental group practiced listening to lectures being allowed to take notes while the control group practiced listening to the same lectures without being allowed to take notes. The scores obtained by these two groups were statistically analyzed. The results showed that participants being allowed to take notes significantly did better than the those not allowed to take notes.
Literature Courses in EFL Curriculum: Pre-Service Language Teachers' Perceptions
Author: Çirakli, Mustafa Zeki
Date: 2011-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Critical Reading,Literature,Preservice Teachers,Language Teachers,Student Attitudes,Qualitative Research,Statistical Analysis,Educational Objectives,Validity,Language Skills,Skill Development,Likert Scales,Measures (Individuals),Foreign Countries

This study is designed to explore how literature lessons are perceived by pre-service English language teaching (ELT) students and discusses the findings in terms of student perceptions and educational objectives. The participants were 30 Turkish EFL senior students. Both quantitative and qualitative measures were used to collect data in order to validate the findings. The results showed that pre-service teachers highly valued the literature courses. The participants, however, recommended that the literature courses should not be restricted to the canonic texts and aim to develop linguistic abilities through critical literary readings and cultural interpretative efforts.
Authentic Materials and Cultural Content in EFL Classrooms
Author: Kiliçkaya, Ferit
Date: 2004-07-00
Type: Reports - Evaluative
Subjects: Instructional Materials,Course Content,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Cultural Awareness,Foreign Countries

This paper aims to answer the questions of when and how authentic materials should be used in EFL classrooms, and how cultural content may be included in the curriculum. To address these questions, the paper is organized in two parts. In the first part, the definition of authentic materials is given. Then advantages and disadvantages of the use of authentic materials are discussed. In the second part, the definition of culture is given and then, why and how cultural content should be used is discussed.
The Impact of CALL Instruction on English Language Teachers' Use of Technology in Language Teaching
Author: Kiliçkaya, Ferit
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Computer Assisted Instruction,Undergraduate Study,Private Schools,Public Schools,Lesson Plans,Microteaching,Questionnaires,Instructional Materials,Teaching Methods,Universities,Foreign Countries,Technology Integration,Preservice Teachers,Teacher Education,Elective Courses,Interviews

This study investigates the impact of CALL training on in-service language teachers' use of CALL-based activities in their classrooms. The participants included 35 pre-service English as a Foreign Language (EFL) teachers who took an undergraduate-level elective CALL course (FLE318) offered during the 2008-2009 academic year in the Department of Foreign Language Education at Middle East Technical University and 25 of these participants who started teaching English during the Fall semester in the academic year 2009-2010 at several private and state institutions. The journals kept by the participants during and after the training, the lesson plans of micro and macro teaching, the questionnaires given to the participants to determine their perceived computer knowledge, the interview sessions held with the participants' on their practices showed that the training provided to the participants helped them infuse a variety of CALL-based materials and tools into their classroom practices.
CAEP Challenges for a Mid-South U.S. College Teacher Education Program
Author: Moffett, David W.
Date: 2016-11-03
Type: Speeches/Meeting Papers
Subjects: Teacher Education Programs,Accreditation (Institutions),Case Studies,Test Validity,Test Reliability,Quality Assurance,Construct Validity,Program Evaluation,Data Collection,Data Analysis,Portfolios (Background Materials),Electronic Publishing,College School Cooperation,Student Recruitment,Partnerships in Education,Standards,Comparative Analysis,Faculty Workload,Student Teaching,Elementary Secondary Education

What are the challenges faced by a mid-south liberal arts college teacher education program, in its attempt to successfully meet the new Council for the Accreditation of Educator Preparation (CAEP) accreditation requirements? The Investigator studied the Educator Program Provider (EPP) during academic year 2015-2016. The challenges faced by the EPP are chronicled in case study form. The program is one of the first in the United States preparing for the new national teacher education accreditation, as well as being one of the first of two in its state to experience the new accreditation process and requirements. The Investigator shares discussions and analyses, describing the challenges of assessment validity and reliability, reconfiguring program assessments, data collection and analysis, electronic portfolios, clinical experiences, P-12 school partnerships, college wide recruiting efforts, state partnerships, and quality assurance system revisions. The five new CAEP Standards, and their components, are compared and contrasted across, and within, topics. Discussion follows regarding new regulations regarding state rankings of teacher education programs, and entrepreneurial academies being readied to take the place of programs that close or fail. The case study can be useful for other teacher education programs, in their contemplations about how best to prepare for the challenges of CAEP accreditation.
Education and Happiness in Ancient Asian Wisdom: Reflections from Indian &amp; Chinese Classics
Author: Lee, Jeong-Kyu
Date: 2016-11-10
Type: Information Analyses
Subjects: Educational Principles,Asian Culture,Indians,Asians,Classics (Literature),Content Analysis,Metacognition,Psychological Patterns,Spiritual Development,Religious Factors,Religion,Cross Cultural Studies,Educational Objectives,Well Being,Educational Practices,Educational Theories,Moral Values,Philosophy

The purpose of this study is to explore not only the principles and aims of education, but also the concepts and principles of happiness in ancient Asian wisdom, especially Indian and Chinese classics as well as religious sutras. In order to investigate this article systematically, three research questions are addressed: First, what are educational principles and aims of the Upanishads and the Brahma-Sutras vs. the Analects and the Mencius? Second, what are happiness concepts and principles of Bhagavad Gita vs. Tao Te Ching? Last, what are significant similarities and differences of education and happiness appeared in ancient Indian and Chinese classics? To defend the above three research questions, the researcher utilizes a descriptive content analysis method, with a cross cultural approach. One of findings of this study is: the Gita provides happiness concepts spiritual, religious, and pragmatic, while the Tao Te Ching offers happiness ones naturalistic, ethical, and metaphysical. Based on the research results of the study, the author suggests that the principles and concepts of happiness as well as the principles and aims of education may seem to impart the useful resources and valuable theories of happiness or well-being education to contemporary educational practitioners and theorists in order to establish the sound morals of individuals, societies, and nations. For future research, it is recommended that the study be broadly undertaken to investigate the merits of educational, philosophical, and religious thought in the classics of both worlds.
Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?
Author: Seethaler, Pamela M.
Date: 2016-12-00
Type: Reports - Research
Subjects: Grade 1,Elementary School Students,Limited English Speaking,Mathematics Instruction,Mathematics Tests,Student Evaluation,Evaluation Methods,Word Problems (Mathematics),Vocabulary Development,Predictor Variables,Regression (Statistics),Logical Thinking,Response to Intervention,Screening Tests,Student Needs,Achievement Tests,Intelligence Tests

The purpose of this study was to assess the added value of dynamic assessment (DA) beyond more conventional static measures for predicting individual differences in year-end 1st-grade calculation (CA) and word-problem (WP) performance, as a function of limited English proficiency (LEP) status. At the start of 1st grade, students (129 LEP; 163 non-LEP) were assessed on a brief static mathematics test, an extended static mathematics test, static tests of domain-general abilities associated with CAs and WPs (vocabulary; reasoning), and DA. Near end of 1st grade, they were assessed on CA and WP. Regression analyses indicated that the value of the predictor depends on the predicted outcome and LEP status. In predicting CAs, the extended mathematics test and DA uniquely explained variance for LEP children, with stronger predictive value for the extended mathematics test; for non-LEP children, the extended mathematics test was the only significant predictor. However, in predicting WPs, only DA and vocabulary were uniquely predictive for LEP children, with stronger value for DA; for non-LEP children, the extended mathematics test and DA were comparably uniquely predictive. Neither the brief static mathematics test nor reasoning was significant in predicting either outcome. The potential value of a gated screening process, using an extended mathematics assessment to predict CAs and using DA to predict WPs, is discussed.
Pursuing Innovation: How Can Educational Choice Transform K-12 Education in the U.S.?
Author: Wolf, Patrick J.
Date: 2016-04-00
Type: Reports - Research
Subjects: School Choice,Elementary Secondary Education,Educational Change,Competition,Educational Assessment,Educational Indicators,Institutional Characteristics,Trend Analysis,Educational Trends,Educational Improvement,Outcomes of Education,Productivity,Residential Schools,Public Schools,Home Schooling,Charter Schools,Private Schools,Academic Achievement,School Support,Best Practices,Educational Innovation,National Competency Tests

This report summarizes the state of competition in American K-12 education. It pays particular attention to the prevalence and market penetration of charter schools, private school vouchers, and tax-credit scholarships as market reforms. The effect of added institutional competition from charters, vouchers, and tax-credit scholarships on the performance of district schools and education funding is examined using a survey of the high-quality research on that topic. These summaries and analyses suggest that growing educational competition from charter schools, vouchers, and tax-credit scholarship programs holds the promise of improving the productivity of district schools, subject to the effective design of school choice policies. Seven research questions are addressed: (1) What is the general state of K-12 education in the U.S. as of 2012-13?; (2) How much organizational competition exists in K-12 education, and what distinctive forms does it take?; (3) Is overall competition in K-12 education increasing and, if so, at what rate?; (4) Which forms of organizational competition are most likely to generate pressures for K-12 educational improvement and why?; (5) What are the intermediate effects of organizational competition on educational outcomes?; (6) What are the effects of organizational competition on education productivity?; and (7) What policy design elements appear to maximize the efficacy and productivity of competition-based education reforms? Educational competition is having a positive effect on public schooling in the U.S. Given improvements in the design and scope of that competition, the future benefits to be realized could be quite impressive. The following is appended: Sources for Table 3. Contains notes.
Privatization and Access: The Chilean Higher Education Experiment and Its Discontents. Research and Occasional Paper Series: CSHE.11.15
Author: González, Cristina
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: Privatization,Access to Education,Tuition,Educational History,Higher Education,Foreign Countries,Activism,Student Attitudes,Educational Finance,Educational Change,Social Change,Institutional Autonomy,Democracy,Authoritarianism

President Barack Obama recently announced a proposal to eliminate tuition charges at community colleges so that everyone can easily complete the first two years of a university education. At the same time, the administration is creating new regulations to curb the worst abuses of for-profit universities. This suggests that the country has reached a turning point regarding access to higher education. There is a practical limit to privatization, and the countries that have privatized their higher education systems most aggressively, such is the case of the United States, are now reaching it. One country where the increase in university tuition has reached the limit of what the public will tolerate is Chile, where the most deliberate and comprehensive university privatization experiment in the world was carried out and where the most intense student protests calling for greater access have occurred, bringing this issue to the forefront of the nation's political discourse. Indeed, President Michelle Bachelet has recently promised to make higher education free of charge. This essay examines the recent history of Chilean universities and current debates regarding tuition and inequality that reflect a similar discussion in the US regarding whether higher education is a public or private good, and who should pay for it. A bibliography is included.
The ABCs of School Choice: The Comprehensive Guide to Every Private School Choice Program in America. 2016 Edition
Author: Friedman Foundation for Educational Choice
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: School Choice,Guides,Private Schools,Definitions,Program Descriptions,Statistical Data,School Statistics,Educational Opportunities,Educational Vouchers,Tax Credits,Profiles,State Programs,State Legislation,Scholarship,Disabilities,Special Needs Students,Elementary Secondary Education

&quot;The ABCs of School Choice&quot; is a comprehensive, data-rich guide to every private school choice program in America. The 2016 edition of &quot;The ABCs of School Choice&quot; is the best yet, not just because of the new look and the fantastic growth in the number of school choice programs, but also because it is now paired with a searchable database on the Friedman Foundation for Educational Choice's website at www.edchoice.org/dashboard. The goal is for readers to use the information in &quot;The ABCs of School Choice&quot; and the website to compare and contrast educational choice programs and make informed decisions on how to best empower parents and students. Following a preface by Robert C. Enlow, the President and CEO of the Friedman Foundation for Educational Choice, this report provides the following: (1) definitions of the four types of educational choice programs; (2) statistics for every program in the United States; and (3) past data in older editions.
Colorado K-12 &amp; School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 26
Author: DiPerna, Paul
Date: 2015-12-00
Type: Reports - Research
Subjects: Elementary Secondary Education,School Choice,Public Opinion,Knowledge Level,Interviews,Academic Achievement,Educational Finance,Institutional Characteristics,Educational Vouchers,Money Management,Tax Credits,Scholarships,Public Schools,Private Schools,Charter Schools,Rating Scales,Surveys

The purpose of the &quot;Colorado K-12 &amp; School Choice Survey&quot; is to measure public opinion on, and in some cases awareness or knowledge of, a range of K-12 education topics and school choice reforms. A total of 601 telephone interviews were completed from August 29 to September 16, 2015, with questions on the direction of K-12 education, statewide performance, education spending, grades and preferences for different types of schools, charter schools, school vouchers, education savings accounts, and tax-credit scholarships. The organization of this paper has three sections. The first section describes key findings and presents charts for additional context. The second section details the survey's methodology, summarizes response statistics, and provides additional technical information on call dispositions for landline and cell phone interviews and weighting. The third section lists the survey questions and results, allowing the reader to follow the survey interview as it was conducted with respect to item wording and ordering.
Exploring Arkansas's Private Education Sector. School Survey Series #6
Author: Catt, Andrew D.
Date: 2016-08-00
Type: Reports - Research
Subjects: Private Schools,Surveys,Enrollment Trends,School Choice,Educational Vouchers,Educational Policy,Geographic Location,Disabilities,Money Management,Student Financial Aid,Institutional Characteristics,Student Characteristics,Elementary Secondary Education,Standards,Tuition,Fees,Achievement Tests

This report synthesizes information about Arkansas's private schools from two separate surveys conducted by the Friedman Foundation and the U.S. Department of Education (USDOE). If the Friedman Foundation survey data are representative of the state's private schools, then Arkansas's private schools have enough empty seats to increase current private school enrollment (19,756 students) by approximately 47 percent. Thus, total enrollment capacity could be reasonably estimated to exceed 29,200 seats, including those currently filled by students. The data are clear. Arkansas private schools are prepared to take on more students, but how willing are they to participate in private school choice programs, such as vouchers and education savings accounts (ESAs)? When it comes to such programs, 51 percent of respondent Arkansas private schools are familiar with vouchers, and 67 percent said they would or probably would participate in a voucher program. One quarter of respondent schools were familiar with Arkansas's first and only voucher program to date, the Succeed Scholarship Program for Students with Disabilities, and 37 percent said they would or probably would participate in the program. One in four respondent private schools had heard of ESA policies, and 48 percent said they would or probably would participate in an ESA program. Appended are: (1) Response Rates Using AAPOR RR2; (2) PSS Respondent K-Terminal Schools.
2016 Schooling in America Survey: Public Opinion on K-12 Education and School Choice. Polling Paper #28
Author: DiPerna, Paul
Date: 2016-10-00
Type: Reports - Research
Subjects: Public Opinion,Elementary Secondary Education,School Choice,School Policy,Knowledge Level,Familiarity,Preferences,Educational Change,Institutional Characteristics,Educational Finance,Expenditures,Educational Trends,Educational Assessment,Educational Indicators,Standardized Tests,Grades (Scholastic),Charter Schools,Educational Vouchers,Tax Credits,Scholarships,Educational Experience,National Surveys,Interviews

The purpose of the Schooling in America Survey is to measure public opinion on, and in some cases awareness or knowledge of, a range of K-12 education topics and school choice policies. The annual snapshots consider the perceived direction of American K-12 education; views on education spending; grades and preferences for different types of schools; standardized testing; and school choice topics, such as charter schools, vouchers, education savings accounts, and tax-credit scholarships. The 2016 survey included two sets of questions with a special focus on actions parents have taken to support their child's K-12 education. The organization of this report has four main sections. The first, second, and third sections describe key findings and presents charts for additional context: (1) broad K-12 education issues and school type preferences; (2) school choice policies and reforms; and (3) parents' schooling experiences. The fourth section details the survey's methodology, summarizes response statistics, and provides additional technical information on call dispositions for landline and cell phone interviews and weighting.
EFL Teachers' Formal Assessment Practices Based on Exam Papers
Author: Kiliçkaya, Ferit
Date: 2016-10-06
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Qualitative Research,Content Analysis,Test Items,Language Skills,Feedback (Response),Second Language Instruction,Preferences,Test Format,Secondary School Curriculum,Educational Practices,English Teachers,Foreign Countries

This study reports initial findings from a small-scale qualitative study aimed at gaining insights into English language teachers' assessment practices in Turkey by examining the formal exam papers. Based on the technique of content analysis, formal exam papers were analyzed in terms of assessment items, language skills tested as well as the feedback provided to the students. The findings indicate that traditional ways of assessment such as multiple-choice and gap filling are the most preferred assessment items. The results also indicate that listening and speaking appear to be the ignored skills on the examinations.