ethanporcaro/eric-fulltext-meta huggingface dataset:
Using the Delphi Technique and Focus-Group Interviews to Determine Item Bias on the Mathematics Section of the Level Determination Exam for 2012
Author: Yildirim, Halime
Date: 2018-04-00
Type: Journal Articles
Subjects: Delphi Technique,Test Bias,Test Items,Mathematics Education,Tests,Foreign Countries,Interviews,Focus Groups,Gender Differences,Private Schools,Grade 8

The aim of this study is to determine whether items from the mathematics section of the 2012 Level Determination Exam indicate item bias according to gender and school type. In particular, the process of item bias has been determined using the Delphi technique and focus group interviews. A two-stage mixed method research has been used for the study. While the first stage consists of identifying items that display differential item functioning (DIF) according to gender and school type, the second stage consists of determining the sources of DIF using the Delphi technique and examining through a focus-group interview which DIF sources lead to item bias. Mantel-Haenszel and logistic regression methods have been used for DIF analysis. While two items with significant DIF were detected according to gender, five items in favor of private schools were detected according to school type. In the process of item bias, the reasons why items display DIF have been determined using the Delphi technique, and 22 DIF sources were agreed upon. Finally, an expert panel was made to examine whether the DIF sources are grounds for item bias or not. According to the panel of experts, one item according to gender and two items according to the school type have been determined to show bias.
Supporting EFL Learners&apos; Reflective Practices through Systemic Functional Linguistic Praxis: A Longitudinal Case Study
Author: Zhang, Xiaodong
Date: 2018-04-00
Type: Journal Articles
Subjects: Linguistics,English (Second Language),Second Language Learning,Teaching Methods,Reflection,Discourse Analysis,Case Studies,Expository Writing,Persuasive Discourse,Writing Skills,Foreign Countries,Interpersonal Communication,College Students,Second Language Instruction,Reading Skills,Learning Processes,Diaries,Student Attitudes

This study reports how teaching using a systemic functional linguistics (SFL)-based appraisal system impacted English-as- a-foreign-language (EFL) students' reflective practices with text deconstruction and construction. Through qualitative content and discourse analyses of three focal EFL students'reading and writing performance, interviews, and reflection journals collected from two writing classrooms (expository and argumentative writing) in a Chinese university over one academic year, this case study shows that students transformed into reflective learners who could understand and critically deconstruct and construct the relationships among context, interpersonal meaning, and linguistic resources in reading and writing, although their development proceeded in a tortuous process, with writing being slower than reading. Despite this complexity, the study illustrates the malleability of using an SFL-based appraisal system in guiding EFL students to be reflective learners.
School Administrators as Legitimation Agents: Linking Perceived Organizational Legitimacy and Legitimation Strategies
Author: Fidan, Tuncer
Date: 2018-04-00
Type: Journal Articles
Subjects: School Administration,Political Influences,School Policy,Educational Practices,Administrator Role,Prediction,Administrator Attitudes,Teacher Attitudes,Leadership Styles,Correlation,Moral Values,Organizational Culture,Strategic Planning,Institutional Characteristics,Elementary Secondary Education,Foreign Countries

Schools operate in an environment heavily influenced by institutional and political factors. While standardizing effects of strict legal regulations and the public education system impose certain structural and professional limitations on schools, political pressures from various interest groups may create gaps between rules and school practices. It can be suggested that school administrators can benefit from these gaps to legitimize school level practices. In this study, we examined the effects of proactive, protective and reactive legitimation strategies used by administrators on legitimacy perceptions of internal stakeholders. Using a prediction research design, the study was conducted with 365 administrators and 426 teachers working in 94 schools. The researchers developed a &quot;Perceived Organizational Legitimacy Scale&quot; and a &quot;Legitimacy Management Strategies Scale&quot; to gather data. Findings showed that proactive and protective strategies had positive effects on all types of legitimacy perceptions whereas reactive strategies had positive effects only on taken-for-grantedness. Moreover, reactive strategies mostly had negative effects on pragmatic legitimacy and comprehensibility, but no significant relationship was found between these strategies and moral legitimacy.
Mobbing in Higher Education: Descriptive and Inductive Case Narrative Analyses of Mobber Behavior, Mobbee Responses, and Witness Support
Author: Minibas-Poussard, Jale
Date: 2018-04-00
Type: Journal Articles
Subjects: Antisocial Behavior,Higher Education,Bullying,Foreign Countries,Bias,Social Support Groups,Work Environment,Victims,College Faculty,Teacher Behavior,Responses,Gender Differences,Case Studies

Previous studies investigated relationships between mobbing and increased workplace and interpersonal conflict at institutional settings, social-economic-cultural variables of the work environment, and job content, along with the economic and health outcomes of mobbing. Our mixed method research particularly focuses on mobbing in both public and private higher education institutions in the light of two consecutive studies in Turkey: a descriptive quantitative research based on survey data (N = 481) followed by a deeper qualitative analysis of case narratives collected from a smaller sample (N = 19). Exploring the interrelations between mobbing/mobber behavior, mobbee responses, and witness support based on multi-criteria frameworks of mobbing, our study revealed the superior level of mobbing at public settings compared to private, and the prevalence of affiliation related to mobbing. The analysis of case narratives revealed how favoritism, personal hostility, differences in political/religious thoughts were the main causes of mobbing while most of the mobbing came from superiors. Narratives also confirmed the descriptive study on witness support since we observed it playing an overall significant role in the mobbing behavior, mobbee responses and the work environment.
Keep Calm and Be Happy: A Mixed Method Study from Character Strengths to Well-Being
Author: Demirci, Ibrahim
Date: 2018-04-00
Type: Journal Articles
Subjects: Psychological Patterns,Well Being,Ethics,Trust (Psychology),Life Satisfaction,Grounded Theory,Structural Equation Models,Young Adults,Adults,Older Adults,Positive Attitudes,Negative Attitudes,Spiritual Development,Interpersonal Relationship,Health,Economic Factors,Prosocial Behavior,Helping Relationship,Personality Traits,Values,Cultural Awareness,Foreign Countries

The purpose of this study is to investigate the characteristics and sources of a peaceful and happy life. The research usesthe sequential exploratory design from the mixed research designs. The grounded theory design has been used in the qualitative part of the study. In-depth interviews were performed in the qualitative section with 26 participants between the ages of 21 and 82. The structural equation model has been used in the quantitative section of the study. A total of 900 participants (548 women) between the ages of 18 and 75 (M = 30.46, SD = 12.94) form the sample of the study. According to the findings from the qualitative stage of the research, peaceful and happy living means having comfort and positive feelings and not having negative feelings. In spite of peace and happiness being related to each other and intertwined, peace is understood to be more permanent, prioritized, and significant compared to happiness. Sufficiency in relationships and trust, personal virtues, social virtues, acceptance, spirituality, developmental strength of problems, optimism, nature, health and economics, as well as activities and superficial solutions constitute the sources of peace and happiness. The quantitative stage of the research has found peace and happiness to positively correlate with the characteristics of tolerance, helpfulness, beliefs and spirituality, responsibility, purposefulness, worthiness, trust, and reliability. Relationships among the variables have been tested using different structural equation models. The research results are considered to contribute to the literature on positive psychology and its applications.
Development and Validation of the Foreign Language Learning Effort Scale for Turkish Tertiary-Level Students
Author: Karabiyik, Ceyhun
Date: 2018-04-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Learning Motivation,Foreign Countries,College Students,Factor Analysis,Construct Validity,Measures (Individuals),Student Attitudes,English (Second Language)

Current research indicates learning effort to be an important determinant of success in learning, yet the field of education lacks an adequate scale for quantifying foreign language learning effort. The Foreign Language Learning Effort Scale (FLLES) has been developed to measure the effort levels of tertiary-level foreign language learners. Data was collected from students learning English at various public and foundation universities in Ankara in Turkey. An item-pool was initially created and expert opinion was taken to ensure content validity. Next, exploratory factor analysis was carried out over 628 students, which yielded a 4-factor model that was then tested for construct validity and verified using confirmatory factor analyses over both the pilot sample and an independent sample consisting of 701 participants. The internal consistency and reliability coefficients for FLLES and its dimensions were calculated for both the pilot and replication samples. In addition, a test-retest reliability analysis was carried out over 64 students. The scale was further assessed for predictive, convergent, and discriminant validities. The results of the research show the FLLES to be a valid and reliable instrument consisting of 17 items and four dimensions.
Analyzing Process of Problem Solving with Group via Statistical Discourse Analysis
Author: Toraman, Çetin
Date: 2018-04-00
Type: Journal Articles
Subjects: Problem Solving,Discourse Analysis,High School Students,Peer Relationship,Grade 10,Cognitive Ability,Scoring Rubrics,Physics,Science Achievement,Gender Differences,Peer Acceptance,Family Income,Creativity,Video Technology,Group Dynamics,Foreign Countries

The aim of this research is to examine the effects of various variables (cognitive flexibility, school achievement, physics course success, gender, popularity, family income level) and communication that occur between students in the problem solving process of the high school students. The research, which was designed according to the mixed research approach, was carried out with 80 tenth grade students determined by high school education and purposive sampling. It is given in research; the problem form was obtained by cognitive flexibility scale and observations, the discourses obtained from the observations were coded, and the data obtained from the other variables were categorized. Problem solving situation is coded with rubric in accordance with ordinal variable. Data is analyzed by modelling with multi-level sequential logistic regression and sequential logistic regression analysis. Findings showed that obtaining a creative solution to the problem is related to the success of the physics course related to solution of the problem rather than the general academic achievement, it is related to cognitive flexibility level, gender, family income level. The higher the level of cognitive flexibility and the level of family income, the higher likelihood of reaching creative solutions. The probability of women reaching creative solution is lower than men. The number of discourses and rudely disagreeing discourses in schools with low achievement levels are higher than those of successful schools. While presenting suggestions that are modelled as descriptive in reaching creative solutions, discourse of ignorance is meaningful variable; approval, politely disagreeing, rudely disagreeing are not meaningful variables.
Adaptation of the &quot;Incredible Years Child Training Program&quot; and Investigation of the Effectiveness of the Program
Author: Bayrak, Hatice Uysal
Date: 2018-04-00
Type: Journal Articles
Subjects: Program Evaluation,Program Effectiveness,Behavior Problems,Interpersonal Competence,Problem Solving,Preschool Children,Early Childhood Education,Child Development,Pretests Posttests,Scores,Foreign Countries,Experimental Groups,Control Groups

The purpose of this research is to examine the effect of the &quot;Incredible Years (IY) Child Training Program&quot; on behavioral problems, social competence, and social problem-solving skills. The research was performed using a pretest-posttest experimental design with a control group to determine the effects of the IY program on the level of behavioral problems among children. The study group comprised children aged 48--66 months, attending early childhood education institutions affiliated with the Ministry of National Education (MoNE) in Ankara, recruited through a staged sampling method. To collect data, the study used a personal information form, the Social Competence and Behavior Evaluation (SCBE) scale, the Child Behavior Assessment (CBA) scale and the Wally Social Problem Solving (WSPS) test. The pretest and posttest scores for the experimental and control groups on the SCBE and CBA scales, and the WSPS scale, as well as the permanence measures, were analyzed using the Friedman test and the Wilcoxon signed rank test. Moreover, for the post hoc test statistics, Bonferroni correction was applied to the comparison test to determine the significance of differences between the groups. Following the experimental study covering 18 sessions, significant differences were determined in the scores for behavioral problems and social problem-solving between children who had and had not participated in the program. When the permanence measurements were examined, significant differences were determined in the social problem-solving scores between the experimental groups and control groups
Student Views on the Maintenance of Peace Education in Glocal Second Language Setting
Author: Tulgar, Aysegül Takkaç
Date: 2018-00-00
Type: Journal Articles
Subjects: Peace,Teaching Methods,Student Attitudes,Second Language Learning,Second Language Instruction,Case Studies,Cultural Background,Cultural Differences,Learning Processes,Content Analysis,Cultural Awareness,Peer Relationship,Empathy,Instructional Materials,Consciousness Raising,Foreign Students,Foreign Countries

Peace has been an indispensable notion in the lives of mankind ever since the existence of community life. Having such a significant place in human life, peace has turned into a concept with relevance almost in every aspect of life and language education is not an exception. Though peace education has been covered in an increasing number of studies in foreign language education, there is a further need for studies on peace education in second language learning settings. Therefore, this qualitative case study, from a glocal perspective, is intended to examine the views of 12 learners of Turkish as a second language with different cultural backgrounds regarding the maintenance of peace education in their language learning process in the glocal setting. The data were collected through open-ended questions. The results of the content analysis revealed that the participants appreciated available chances of observing and experiencing the target culture and other cultures presented by their friends. They were also glad to be able to introduce their cultural peculiarities to the local people and other friends. The available opportunities were contributory since they encouraged the participants to develop empathy and understanding, promoting their conceptions of peace. In addition, the content of language materials was considered useful and contributory in raising awareness for peace.
The Evaluation of Instructors&apos; Views on the Use of Semiotics in English Classrooms
Author: Altay, Ismail Firat
Date: 2018-00-00
Type: Journal Articles
Subjects: Semiotics,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Nonverbal Communication,Language Teachers,Teaching Styles,Preferences,Clothing,Teaching Methods,College Preparation,Positive Attitudes,Academic Achievement,Student Motivation,Foreign Countries,College Students

Semiotics is the scientific field dealing with the meaning making process via signs and symbols. This study primarily aims at investigating the opinions and preferences of English instructors about the usage of semiotic elements such as mimics, gestures, body movements, posture, eye contact, and clothing in language teaching classrooms. Instructors' awareness of the unspoken interaction in the class, to what extent they are using the semiotic elements in their teaching style, whether they find these elements useful or not are among the aims of this study. Further aims include determining whether or not language instructors need training about the effective use of non-verbal communication and which semiotic elements they may need special training in. In the data collection process, a questionnaire involving 20 items in a Likert scale format is completed by 40 English instructors, who are currently working in a university preparatory school. The results of the study reveal English instructors' positive beliefs about the effective use of semiotic elements in their teaching and the powerful effect of successful non-verbal communication to boost student achievement and motivation. Additionally, having previous training on non-verbal communication use is found to be influential on instructors' belief, which is interpreted as a need for training about the conscious use of semiotic elements in language teaching. Based on these findings, some pedagogical recommendations are proposed for further research.
The Effect of Genre-Based Instruction on Foreign Language Writing Anxiety among Pre-Service English Teachers
Author: Uzun, Kutay
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Writing Apprehension,English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Literary Genres,Student Attitudes,Undergraduate Students,Measurement,Comparative Analysis,Psychology,Teaching Methods,Teacher Education Programs,Foreign Countries

The present study aimed to find out if Genre-Based Writing Instruction had an effect on pre-service English teachers' foreign language writing anxiety levels. The research setting was a compulsory English Literature course in an English Language Teaching (ELT) department, in which a writing module adopting a Genre-Based Approach was integrated with the aim of teaching the literary analysis essay as a genre. The participants of the study were 78 2nd year undergraduate students of ELT who were taking the course. The study employed an Embedded Mixed Methods Design and writing anxiety was measured by means of the Second Language Writing Anxiety Inventory (Cheng, 2004). 3 measurements before (Week 1), during (Week 7) and after (Week 12) the intervention were taken from the participants for comparisons. The perceptions of the participants were also sought for by means of interview sessions. The perceptions of the participants were also sought for by means of interview sessions. Since the quantitative data was found to have been both normally distributed and spherical, a One-Way Repeated Measures of ANOVA was administered to reveal if there was any change in the writing anxiety levels of the participants. Pairwise comparisons were made by means of the Bonferroni Post Hoc criterion. The findings showed that the Genre-Based writing module may have had an effect on the writing anxiety levels of the participants and Genre-Based Writing Instruction can be an effective tool to promote positive psychology among pre-service English teachers.
Revisiting Innovations in ELT through Online Classes: An Evaluation of the Approaches of 10 Minute School
Author: Karim, Abdul
Date: 2019-01-00
Type: Journal Articles
Subjects: Online Courses,English (Second Language),Second Language Learning,Second Language Instruction,Content Analysis,Social Media,Computer Assisted Instruction,Teaching Methods,Cognitive Ability,Program Descriptions,Learning Processes,Learning Theories,Schemata (Cognition),Indo European Languages,Bilingual Education,Foreign Countries,Grammar

The ubiquity with regard to technology and availability of social media offered an unorthodox avenue to impart education. Concerning language teaching and learning, the meticulous use of such online platforms has been overtly observed. They become didactic concerning the issue that typical classrooms often exert gaps in terms of students' learning. 10 Minute School, a platform to infuse language teaching and learning through Facebook live classes, undertakes the responsibility to bridge the gaps yielded from traditional English language classroom in an EFL context. The aim of the current study was to carry out a subtle analysis concerning the design of this online learning program in relation to Cognitive Load Theory (CLT) and its implication to e-learning. The study adopted the deductive method of content analysis. The themes have been shaped based on the teaching contents of 10 Minute School. The findings suggested that the approach undertaken by 10 Minute School for its online teaching and learning was instrumental to students' quick learning.
The Development of Forms of Negation in the Acquisition of Turkish
Author: Kavak, Vildan Inci
Date: 2018-00-00
Type: Journal Articles
Subjects: Turkish,Toddlers,Parent Child Relationship,Language Acquisition,Databases,Daughters,Speech Communication,Child Language,Communication Strategies,Language Usage,Morphemes,Grammar,Foreign Countries

This study scrutinizes the development of negation in Turkish by analyzing of a monolingual Turkish-speaking child's speech between 28 to 32 months. The developmental progress of negative forms in parent-child exchanges is explained and presented with examples featuring a girl and her parents. The data has been obtained from the CHILDES database and is divided into three sets based on the age of the child: 2;4, 2;6 and 2;8. First, the paper attempted to outline how negation is formed in Turkish and analyzed the data to find patterns of negation to trace the development of negation in the child's speech. It aimed to prove how the child gradually expands her ability to use negative forms by using different communicative strategies over a five-month period. To facilitate this expansion, the child uses some strategies such as variety sets, multiple negative forms in collaboration, giving reasons and results in the speech. The child is identified to have acquired the forms of negation and strategies for a successful communication in a clear developmental sequence. The data reveals that the expansion goes from easy to linguistically and cognitively more challenging forms. The child acquires and uses free forms such as yok (not existent) initially, but later she can also produce more complex utterances such as orada hiçkimse yok (There isn't anyone there). Therefore, this study presents evidence for the existence of developmental expansion of each form to make negation, but there is no evidence of clear-cut stages going successively and following each other in a systematic order. Thus, the analysis proves that negation develops by expanding on the previous knowledge and the forms are used interconnectedly, so they mostly overlap.