ethanporcaro/eric-fulltext-meta huggingface dataset:
Playing Digital Game Motivations of University Students
Author: Turgut, Murat
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Games,Student Motivation,College Students,Play,Gender Differences,Age Differences,Departments,Income,Instructional Program Divisions,Foreign Countries,Young Adults

Digital gaming involves all kinds of activities, both individually and as a team, in an online or offline environment through an electronic device. It is stated that the age of playing digital games has decreased to 5-6 years. The aim of this study is to investigate the motivation of students in different faculties of Kastamonu University to play digital games according to gender, age, faculty, class, income and frequency of playing. The research is a descriptive research conducted with quantitative research method. A total of 400 students participated from Kastamonu University in Turkey. In the research, digital game playing motivation scale developed by Munusturlar and Munusturlar (2018) was used as a measurement tool. In the study, the normal distribution of the data was determined by kurtosis and skewness values, and parametric analysis methods One-Way Anova and Independent T test were used. The motivation of the participants to play digital games was determined at medium and high levels. According to the results, differences were found according to the variables of gender, department, age, class and income status. According to a study of men playing digital games motivation levels are higher than women. In addition, participants with better financial status are more motivated to play digital games. In addition, older participants have higher motivation to play digital games.
What Is &quot;Gender Expression&quot;? How a New and Nebulous Human Rights Construct Is Taking Shape in Ontario School Board Policy Documents
Author: Airton, Lee
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Civil Rights,Sexual Identity,Elementary Secondary Education,Social Bias,Social Justice,Educational Policy,LGBTQ People,Educational Legislation,Public Schools,State Legislation,Athletics,Field Trips

In 2002, jurisdictions across Canada began adding two new protected grounds to their human rights laws: gender identity and/or gender expression. Gender identity protections generally apply only to transgender people, whereas gender expression protections &quot;may apply&quot; to all Canadians in places like K-12 schools. However, it remains legally unclear what kind of action, utterance, or pattern constitutes gender expression discrimination, and who can access related protections. In search of clarification, this article explores how the meaning of gender expression is being constructed within policy documents (N = 206) authored at the level of Ontario's English public secular school boards.
Not Your Mother&apos;s School Library
Author: Toran, Melanie A.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Libraries,LGBTQ People,Educational Environment,Social Bias,Inclusion,Student Diversity,Library Role,Librarians,Space Utilization,Library Services,Student Needs

School libraries are places where people seek solace--not just by burying their heads in books to see themselves in the characters or to look up information on a topic they can't bring themselves to ask friends, but as a safe haven, or third space, from those who have prejudices based on one's sexuality. The lesbian, gay, bisexual, transgender, and questioning (LGBTQ) community want the same resources, services, and sources as other people, just without the prejudices. They want a place that is a diverse and inclusive environment. This environment should be a place of solace and support. School libraries of today are not your mother's school library. In 2018, the American Association of School Librarians (AASL) released the National School Library Standards to provide school librarians with guidance and structure on how to best tailor their school library space to the needs of their learners. The standards contain five levels, one level being Domains. The four Domains are Think, Create, Share, and Grow. The Domains detail the school librarian's role in engaging learners and leaders to support the learning community. In this article, this author looks at how the Domains in the AASL Standards make school libraries a safer place.
Tour Guide Simulation: A Task-Based Learning Activity to Enhance Young Thai Learners&apos; English
Author: Kanoksilapatham, Budsaba
Date: 2019-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Task Analysis,Simulation,Speech Communication,Grade 4,Elementary School Students,Linguistic Input,Error Correction,Feedback (Response),Student Attitudes,Teaching Methods,Instructional Effectiveness,Tourism,Guides

Purpose: This study aimed to explore the effects of task-based language teaching (TBLT) with a tour guide simulation as a focused activity on young Thai learners' English speaking skills and their attitudes towards the instruction. Methodology: Based on a three-phase framework (i.e., pre-task, during-task, and post-task), TBLT was implemented with a Grade 4 class for a period of eleven weeks. Initially, a set of English lessons developed based on the context of local tourist attractions was implemented at the pre-task stage. In the second stage, a simulated tour guide task was used to assess learners' ability to turn the language input into practical and authentic use of spoken English. Subsequently, corrective feedback on each student's performance was provided, and their attitudes towards the instruction were examined at the last stage. Findings: The students were able to satisfactorily complete the tour guide task in English, indicating the potential of the task as a device to strengthen their speaking skills. Moreover, they generally had a favourable attitude towards the instruction. Significance: These findings are significant for both school teachers and curriculum designers. In addition to confirming the effectiveness of TBLT, this study highlights the promising use of context specific-based lessons and class activities as an avenue for young learners to practice speaking English in a context relevant to them.
Transnational English Teachers in Central Mexico: Constructing a Professional Identity
Author: Hernandez, Isaac Frausto
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,Migration,Professional Identity,Student Teachers,Preservice Teachers,Public Colleges,English (Second Language),Student Development,Career Choice,Biculturalism,Mexicans,Young Adults,Experience,Self Concept,Language Proficiency

This article aims to highlight how those who have migrated between both Mexico and the United States, and whom will be referred to as transnationals, arrive to an understanding of their professional identity developing as English teachers throughout central Mexico. A qualitative approach was selected to explore the lived epistemologies of the participants and the construction and reconstruction of their professional identity through phenomenology. The data suggests that the past migrating experiences of the participants play a crucial role in how they are viewed within their English teaching practice.
Social Presence Techniques and Strategies in a Blended Course: Student Satisfaction and Suggestions
Author: Izmirli, Serkan
Date: 2019-12-00
Type: Journal Articles
Subjects: Blended Learning,Student Attitudes,Phenomenology,Undergraduate Students,State Universities,Management Systems,Teaching Methods,Feedback (Response),Teacher Student Relationship,Foreign Countries,Content Analysis,Course Evaluation,Class Size,Humor,College Faculty,Computer Mediated Communication,Videoconferencing

The purpose of this study was to determine student satisfaction and suggestions for social presence techniques and strategies in a blended course. Phenomenological research design was used in the study. Participants of this study were 22 senior undergraduate students at a public university in Turkey. A blended course was offered to students, including both face-to-face and online elements. An online course, including techniques for establishing social presence, was designed and developed in the Moodle learning management system (LMS). Techniques and strategies used in the study included course orientation videos, audio-visual meetings, providing frequent and detailed feedback, limiting class size, using sense of humor, using emoticons, addressing students by name, sharing personal stories and experiences, expressing agreement or disagreement, asking questions and inviting responses, and giving greetings. Students attended the course, which lasted a term. After the course, a form with open-ended questions was administered to the 22 students. A focus group interview was then performed with seven student volunteers. In the analysis of this qualitative data, descriptive and content analysis techniques were used. According to the findings, students were highly satisfied with the course. Students had positive opinions for each online course design technique and participant strategy. They thought that &quot;providing frequent and detailed feedback&quot; and &quot;asking questions and inviting responses&quot; were the strategies that contributed most to establish social presence.
Code Switching Beliefs of Learners of Turkish as a Foreign Language: A Scale Development Study
Author: Akkaya, Ahmet
Date: 2019-12-00
Type: Journal Articles
Subjects: Turkish,Code Switching (Language),Student Attitudes,Second Language Learning,Second Language Instruction,Foreign Countries,Factor Analysis,Undergraduate Students,Family Environment,Social Environment,Attitude Measures,Foreign Students,Native Language

The aim of this study is to develop a scale related to code switching beliefs of learners of Turkish as a foreign language (TFL). The 38-item &quot;Code Switching Beliefs of the Learners of Turkish as a Foreign Language Scale&quot; was piloted with 301 students who were learning C1-level Turkish at Harran University TÖMER (Turkish Language Center) and Istanbul Aydin University TÖMER. Based on the data obtained, an exploratory and confirmatory factor analysis was conducted and the finalized 17- item scale comprised the subdimensions of &quot;code switchingin the learning-teaching process,&quot; &quot;code switching by frequency,&quot; &quot;code switching by reasons&quot; and &quot;code switching in the family and social environment.&quot; The total variance explained by this scale was calculated as 49.393% and the internal consistency value was 0.77. Thus, a functional scale is thought to have been developed to serve the purpose of the study.
The Practice of Technological Pedagogical Content Knowledge of Teacher Educators in Education Colleges in Myanmar
Author: Thinzarkyaw, Win
Date: 2020-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Teacher Educators,Teacher Education Programs,Teacher Attitudes,Teaching Experience,Gender Differences,Academic Rank (Professional),Teaching Methods,Educational Practices,Foreign Countries,Academic Degrees

The purpose of this study was to investigate the practice of technological pedagogical content knowledge (TPACK) of teacher educators (N=108) in three Education Colleges in Myanmar. A quantitative survey research design focusing on a set of questionnaire was used. The results showed that there were no significant differences in the TPACK-based practices of teacher educators in terms of their Education College, experience, degree, rank, department and gender. However, significant differences were unearthed in their practices of technological knowledge according to their experience and degree. Besides, by their ranks, significant differences were found in the practice of technological and content knowledge.
Teaching and Learning Experiences with Enhanced Books in Engineering Math and Science Courses
Author: Adiguzel, Tufan
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,Science Education,Books,Electronic Publishing,Introductory Courses,Technology Integration,Blended Learning,Textbooks,Foreign Countries,Undergraduate Students,College Faculty,Student Attitudes,Teacher Attitudes,Learner Engagement,Cheating,Curriculum Implementation

This study focuses on understanding the implementation of three interactive digital products in the first-year foundational courses (General Chemistry, Physics I &amp; II, Calculus I &amp; II) at the Faculty of Engineering, and the perceptions of teaching and learning experiences with those products. The data were gathered from the instructors, students and Distance Education Unit Coordinator through in-depth interview of purposeful sample of the academics, student online survey and product platform usage data. The study reveals the nuances of the institutional change prompted by the initiatives for advancing teaching and learning through the integration of technology. The study findings are discussed through themes that address the benefits of integrating digital products as well as challenges experienced by the instructors, students, and by the institution during this period of transition to digital technologies. The findings assisted in identifying the related set of recommended actions for improving the implementation of digital products and strengthening their integration into academic programs.
ICT in EFL Teaching and Learning: A Systematic Literature Review
Author: Sabiri, Kashif Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Information Technology,Barriers,Technology Integration,Teacher Attitudes,Pedagogical Content Knowledge,Educational Benefits,Preservice Teachers,Self Efficacy,Foreign Countries,Student Attitudes,Language Teachers,Teacher Education Programs

This literature review focuses the research conducted on Information and Communication Technology in English as a Foreign Language Teaching and Learning. It reviews various aspects of ICT integration, ICT tools, barriers and challenges to ICT integration, teachers' perceptions and views about ICT and advantages and benefits of ICT integration in education. The factors effecting pre-service and in-service teachers and student teachers' perceptions, views and confidence about ICT integration are also discussed and analyzed. This review further discusses the gaps in the studies and establishes a theoretical background for further studies specifically in Oman.
Professional Ethics in Performance and Educational Technology
Author: Guney, Zafer
Date: 2019-12-00
Type: Journal Articles
Subjects: Ethics,Educational Technology,Technology Uses in Education,Definitions,Instructional Design,Educational Environment,Educational Philosophy,College Students,College Faculty,Theories,Standards

The purpose of the study is to discuss approaches for developing professional ethics in educational technology (ET) based on definitions of educational technology and performances in the field of instructional design and technology (IDT). We will do in several stages, first, we will review historical definitions of educational-instructional technology and discussions for ET field. Then, we will discuss each of definition of ET as previous concepts, focusing attention for rules to primary concepts and contents presented in each definition. In the paper, we discuss the professional ethics strategies and steps from past to present that a project design teams should follow the strategies and rules for designing learning environments in education, industry, business and army based on philosophy of educational technology and professional ethics in performance with ID models by using newest technologies in society. The process compares both understanding global ethics strategies and considerations for research and product design by ID Models. The steps include understanding words in educational technology practice concept, psychological and instructional trends in instructional design (ID) as well as educational technology movement and using professional ethics rules for conducting multimedia projects in last decays. At the end of the study, conceptions of educational technology will be discussing as a last definition of educational technology. In addition to professional ethical standards in performance in the field, we will present the relationships between educational technology and application problems for creating instructional materials in society. All steps and standards in professional ethics based on AECT's code and philosophical approaches in the field will be given at the end of paper.
An Evaluation of the Use of Fingernail in Classical Guitar Training According to the Expert Opinions
Author: Can, Umit Kubilay
Date: 2019-12-00
Type: Journal Articles
Subjects: Human Body,Music Education,Classical Music,Musical Instruments,Expertise,Health Behavior,Music Techniques,Foreign Countries

The aim of this study is to evaluate the use of fingernail in classical guitar training considering expert opinions. The study questions have been generated under three categories; the length, structure, shape and use of fingernail, fingernail care and products; and fingernail problems and solutions. This study is a qualitative study based on the descriptive approach. The study group consists of 27 experts in the field of guitar training. The data of the study has been collected by using structured interview form with 17 questions created by the researchers. Tables of opinions, frequencies and percentages have been generated through the evaluations of the expert opinions. As a result of the study, it has been understood that there are shared and different point of views upon the use of fingernail in classical guitar training. Experts' recommendations for the use of quotes, most of the experts suggest that various nail nutrients (vitamins, almond oil, olive oil, glycerin, nail hardener, nail polish, galleon, lemon juice) should be used, nails should be cared for every day and artificial nails for nail breaks before the event. In addition, when looking at the suggestions for the solution of problems experienced in the use of fingernails, most of the experts think that the problems related to the nails of the students are mostly due to breakage and structural problems due to inability to extend the nails. It is recommended to use lemon juice, almond oil glycerin according to the weight gain idea as a solution suggestion.
An Analysis of College and Career Readiness Emphasis in ESSA State Accountability Plans
Author: Hackmann, Donald G.
Date: 2019-12-16
Type: Journal Articles
Subjects: College Readiness,Career Readiness,Statewide Planning,Elementary Secondary Education,Educational Legislation,Federal Legislation,Accountability,Equal Education,Minority Group Students,Disproportionate Representation,Access to Education,Academic Achievement,Public Schools

This study examined the extent and manner in which college and career readiness (CCR) is emphasized in Every Student Succeeds Act (ESSA) state accountability plans. We analyzed 52 plans (50 states, DC, Puerto Rico) using frameworks developed by Cook-Harvey, Darling-Hammond, Lam, Mercer, and Roc (2016) and Dowd and Bensimon (2015). Findings disclose significant variation, with CCR featuring prominently in some plans and receiving cursory mention in others. Most states identified CCR components as part of their school quality or student success indicators but few used ESSA to restructure their state initiatives to address persistent inequities. Even states making CCR a central feature typically applied color-blind approaches, addressing CCR for all students rather than developing CCR plans to address inequitable outcomes for student subgroups.
A Meta-Analysis Study on Job Satisfaction of Class and Branch Teachers
Author: Dagli, Emine
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Job Satisfaction,Teacher Attitudes,Elementary School Teachers,Research Reports,Geographic Regions,Teacher Characteristics,Classroom Environment

The purpose of this study is to identify the effect size of classroom and branch teachers' opinions related to the teachers' job satisfaction levels. Additionally, the effect size of the studies examining the job satisfaction levels of the teachers was examined according to the moderator variables. Studies, between the years 2000-2018, that include standard deviation, average, sample number data, which examines the job satisfaction levels of teachers according to the branch variable are in the scope of this research. Research is a meta-analysis method used, and master's thesis and doctoral dissertations scanned for Google Scholar database and Council of Higher Education National Thesis Center and peer-reviewed articles published in scientific journals related to the job satisfaction levels of teachers in Turkey were identified. According to the selection criteria, 19 studies were included in the study. The sample of the study consists of 9300 teachers, 4210 males and 5090 females. In the study, random effects model was used to analyze the data. The result of the research shows that the branch has a significant but low effect on job satisfaction in favor of classroom teachers. When the studies included in the scope of the meta-analysis are classified according to the publication type and their effect sizes are examined, there is a significant difference in favor of the article type. Additionally, it was determined that there was no significant difference according to the place where it was done, when it was done, and the job satisfaction scale type used.
Keeping Language in Mind: An Exploratory Study of English Learners&apos; Performance on Three Language and Literacy Assessments
Author: Keh, Melissa Latham
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Testing,Scores,Language Tests,Native Language,Literacy,Language Skills,Comparative Analysis,Reading Tests,Intelligence Tests,Verbal Ability,Vocabulary,Language Proficiency,Phonology,Vocabulary Skills,English Language Learners,Spelling,Syntax,Testing Accommodations,High School Students,Suburban Schools,Course Content,Knowledge Level

Assessing English learners (ELs) in US schools is challenging because many widely used assessments have not been designed with ELs in mind. Yet if teachers are sensitive to how ELs may perform differently from native speakers on such assessments, these assessments reveal useful information about ELs' language and literacy skills. This mixed-method study compared adolescent ELs' performance on the Qualitative Reading Inventory-5 (QRI-5), Peabody Picture Vocabulary Test-4 (PPVT-4), and Words Their Way Elementary Spelling Inventory (ESI) to existing data from English-proficient examinees' performance to explore how ELs' performance may differ. The observed differences suggest that linguistic aspects of the QRI-5, PPVT-4, and ESI, including syntax, phonology, orthography, and especially vocabulary, played a role in ELs' performance and indicate that ELs may benefit from linguistic modification or first-language support during test administration. The process used in this analysis also demonstrates how teachers can examine test data alongside test scores as they interpret ELs' results.