ethanporcaro/eric-fulltext-meta huggingface dataset:
Medical Terms Borrowed from Arabic to Turkish: An Assessment of Phonetic Changes and Semantic Relationships
Author: Çilek, Ersin
Date: 2021-00-00
Type: Journal Articles
Subjects: Linguistic Borrowing,Turkish,Semitic Languages,Languages for Special Purposes,Translation,Medicine,Phonetics,Semantics,Vocabulary,Islam,Pronunciation,Second Languages,Language Usage,Language Research

Information transfer occurs between societies for various reasons, mostly political and social relations such as migration, war and trade. Instead of giving a name to the innovations learned during this transfer, sometimes the source language's words are borrowed in the target language. Language is one of the most critical factors influenced by Turkish-Arab relations, which have a history of nearly fourteen centuries. During this period, word translations occurred in many fields, from Turkish to Arabic and from Arabic to Turkish. One of these fields is medicine, where the Arabic language has been dominant for a long time in Islamic civilization. It is seen that many Arabic medical terms are used in Turkish, as they have been influenced by the works and practices of many medical scholars in the Arab world. In this study, medical words that passed from Arabic to Turkish were determined. These words were examined in terms of phonetic events and semantic, and the effect of Arabic on Turkish medical terminology was revealed.
Investigation of the Objectives in the Turkish Course Curriculum in Terms of Including Critical Thinking Skills
Author: Özdemir, Banu
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Content Analysis,Turkish,Language Skills,Elementary Secondary Education,Educational Objectives,Scoring Rubrics,Psychomotor Skills,Affective Behavior,Teaching Methods,Foreign Countries,National Curriculum

The purpose of the current study is to investigate the objectives in the Turkish Course curriculum in terms of including critical thinking skills. The study was conducted by using the basic qualitative design. The document analysis method was employed to collect data. The data were analyzed through the content analysis technique. The document examined within the context of the current study was the Turkish Course curriculum (1-8 grades) updated by the Board of Education and Discipline in 2019. In the current study, a total of 289 objectives addressed under the headings of listening, speaking, reading and writing skills in the 5th, 6th, 7th and 8th grades were focused on. In the analysis of the collected data, &quot;The Form of Classification of Learning Objectives in terms of Category and Level&quot; developed by Yesilpinar-Uyar, Tunca and Alkin-Sahin (2017) and &quot;The Rubric for Evaluating the Critical Thinking Skill Level of Learning Objectives&quot; were used. As a result of the analysis, it was determined that the learning objectives of the Turkish course curriculum are intensified in the cognitive domain while the number of learning objectives from affective and psychomotor domains is relatively lower and that the level of inclusion of critical thinking skills in the objectives is medium or lower. In light of the findings of the current study, it can be suggested that regulations can be made in objectives to include more objectives from affective and psychomotor domains and to put greater emphasis on critical thinking skills.
How Does Teach for America Engage Its Alumni Politically? A Case Study in Detroit
Author: Singer, Jeremy
Date: 2021-02-22
Type: Journal Articles
Subjects: National Programs,Alternative Teacher Certification,Alumni,Political Attitudes,Politics of Education,Political Influences,Educational Policy,Advocacy,Educational History

We describe the alumni engagement efforts by Teach For America (TFA) in Detroit as a case study of the specific ways that the organization works to influence its alumni's involvement in educational politics and disposition towards particular types of educational reform. During the 2019-20 school year, TFA Detroit facilitated a series of &quot;policy workshops&quot; for its alumni, intended to inspire TFA corps members and alumni to engage in political and policy advocacy. Combining field notes and other artifacts from the policy workshops with a social network analysis of the featured participants and central organizations, we show that TFA Detroit drew upon its local, state, and national policy networks to construct workshops that in turn would politically mobilize alumni to support their networks' preferred city and state policies and reforms.
Pluralistic Approaches to Languages and Cultures: Scale Development Study
Author: Özdemir, Atilla
Date: 2021-00-00
Type: Journal Articles
Subjects: Validity,Reliability,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Likert Scales,State Universities,Foreign Countries,Multilingualism,Cultural Pluralism,Knowledge Level,Guidelines,Item Analysis,Preservice Teachers,Student Attitudes,Attitude Measures,Cultural Awareness,Knowledge Base for Teaching

This article is a scale development study aimed at developing valid and reliable scales to understand English language teachers' knowledge about and attitudes towards plurilingualism and interculturalism. It is a descriptive survey model of quantitative research. During the scale development phase, literature review was conducted to develop the item pool. Then, 81 items were adapted from The Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA). The draft scale was applied to 349 pre-service English teachers who are third and fourth year university students from five state universities in Turkey. As a result of these analyses, a knowledge scale consisting of 20 items with three factors and an attitude scale with 14 items including three factors were obtained. The reliability of the Plurilingual and Intercultural Knowledge Scale (PIKS) is 0.829, and the reliability of the Plurilingual and Intercultural Attitude Scale (PIAS) is 0.874. Based on the performed analyses, the 5 points Likert-type PIKS and PIAS were developed.
The Dynamicity of the Perceptive Verb &quot;Look&quot;: A Cognitive Linguistics Study
Author: Prayudha, P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Verbs,Psycholinguistics,Language Processing,Correlation,Schemata (Cognition),Semantics,Phrase Structure,Language Research,English,Dictionaries,Computational Linguistics

Perceptive verbs have important function, especially in Cognitive Linguistics perspective, because these verbs are directly related to real experience. Cognitive linguistics focuses on the study of the relationship between language, mind, and socio-physical experience. Thus, this paper discusses how the lexical semantic characteristics particularly the dynamicity or &quot;aktionsarten&quot; of the verb &quot;look.&quot; The verb &quot;look&quot; itself consists agentive and perceptive verb class. The dynamicity of agentive and the perceptive verb &quot;look&quot; were analyzed using distributional method combined with several techniques. Most of the verb &quot;look&quot; constructions appear as phrasal verbs. At least, there are 17 phrasal verbs with &quot;look&quot; as the root and the constructions consist of at least 20 different meanings. The dynamicity test is also applicated for the phrasal verbs. The results of the research show unique lexical characteristics of the perceptive verb &quot;look&quot; and it influence the meaning as well as the construction of the verb. The relationship between lexical characteristic with its construction shows the schema of cognition processing language.
Grammatical Morphemes, Conceptual Structures and Semantic Representation
Author: Silué, Djibril Nanourgo
Date: 2021-00-00
Type: Journal Articles
Subjects: Grammar,Morphemes,Syntax,Nouns,Semantics,Concept Formation,Contrastive Linguistics,Language Research,Linguistic Theory,African Languages

This paper takes issue with the view of conceptual structures as autonomous syntactic structures generated by syntactic formation rules. Instead, it adopts the position developed by Croft and Cruse (2004), in showing that linguistic knowledge -- knowledge of meaning and form -- is basically conceptual structure. In fact the, fundamental problem posed by the rules-based approach is that conceptual structures are treated as purely formal and devoid of any meaning. If we consider grammatical morphemes to be part of the conceptual structures of language, this position would hardly be applicable. As the instruments of thought, the meaning attached to grammatical morphemes is highly abstract and must be reconstructed based on attested uses. In line with the position adopted, the paper provides an explanation through the analysis of the uses of the -s morpheme and the -ø morpheme in English as well as the noun-class morpheme -m in Tagbana, about the fact that grammatical morphemes cannot be treated as abstract symbols devoid of intrinsic meaning. In fact the syntactic configurations which characterize the notions of plurality expressed by these morphemes evidence the types of conceptualization attached to them. The semantic representations denoted by these morphemes are, then, proven to be basically conceptual.
How Do Jordanians Express Their Birthday Wishes on Facebook? A Sociolinguistic Study
Author: Banikalef, Ala'Eddin Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Mediated Communication,Social Media,Interpersonal Communication,Semitic Languages,Language Usage,Sociolinguistics,Cultural Influences

This study aims to examine the speech act of congratulations in the Arabic language on the occasion of 'birthday' among young Arab Jordanians who use Facebook to share social life with each other. The data collected is 855 birthday congratulation notes posted by 100 Jordanian Facebook users. The convenience sampling is being used as research methodology through which there are four main categories emerged from the data analysis, namely, Arabic Illocutionary Force Indicating Device' (AIFID), Emotional Statements', (ES), Religious Expressions (RE), and Quotations and Poetic Verses (QPV). Findings revealed that the Jordanian linguistic behaviour and pragmatic norms were profoundly rooted in the social values and religious norms of the Jordanian online speech community. The study concludes with a discussion of important directions for future research, such as examining gender differences in expressing birthday wishes.
Use of Euphemisms in Youth Language
Author: Yildiz, Funda Uzdu
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Usage,Turkish,College Students,Interpersonal Communication,Death,Sanitary Facilities,Body Weight,Figurative Language,Context Effect,Comparative Analysis,Pragmatics,Classification,Foreign Countries

This study aims at describing in detail how university students in Turkey use euphemisms in their daily language usage. The description of the euphemisms in the study was made according to the linguistic formations of euphemisms defined by Warren and accepted in the literature. The euphemisms used by the participants were determined by asking them questions in the most basic contexts that were selected considering the examples given in the definitions of euphemism. These contexts included going to the toilet, giving news of someone's death, and gaining weight. In the study conducted with 383 participants Metonyms were the most frequently employed method in the context of going to the toilet and the use of loan words; metaphors was the most preferred method in the context of giving news of someone's death; and implications were the choice of communication in the case of weight gain. In the case of implications, the use of &quot;I&quot; language was particularly remarkable. The more frequent use of implications for forming euphemisms based on the context compared to other methods shows that a pragmatic formation method is used more frequently for forming euphemisms in Turkish. In the study, it was determined that &quot;-(y)I kaybetmek&quot; (lose someone) was the most commonly used euphemism in the context of death in youth language. In addition, the use of &quot;rhetorical questions&quot; and expressions such as &quot;like&quot; and &quot;as&quot; were observed as euphemism-formation techniques in youth language in Turkish, though they are not found in Warren's classification.
In Search of Keeping Good Teachers: Mediators of Teacher Commitment to the Profession
Author: Eginli, Ilknur
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Self Efficacy,Teacher Persistence,Teacher Motivation,Work Attitudes,Work Environment,Teaching (Occupation),Correlation,Public School Teachers,Elementary School Teachers,Secondary School Teachers,Principals,Administrator Behavior,Teacher Administrator Relationship,Leadership Effectiveness,Graduate Students,Job Satisfaction

To better understand teacher retention, the thrust of the study was to investigate the relationships among principal support, teacher efficacy, collective efficacy and practicing teachers' commitment to the profession. This study was designed to test the mediating role of teacher and collective efficacy beliefs on teacher commitment facilitating three mediation models. Data come from 260 public school teachers in the Washington DC area, aged between 20 and 69, who completed three questionnaires through which a predictive and mediation model of teacher commitment was tested. Teacher efficacy and collective efficacy beliefs were hypothesized to mediate the relations between the principal support and teachers' commitment to teaching profession. Mediation regression modelling was used to test and validate these three models across the sample of K-12 teachers. Teacher collective efficacy beliefs were found to be partially mediated the relationship between principal support and teacher commitment to teaching profession whereas general teacher efficacy and personal teacher efficacy did not mediate the relationship between principal support and teachers' commitment to the profession of teaching. The measures in this study can be used to guide professional development and measure how successful attempts are to increase teacher commitment.
Treatment Techniques of Disordered Sibilants in Arabic: A Descriptive-Analytical Study
Author: Hussein, Ibtisam
Date: 2021-00-00
Type: Journal Articles
Subjects: Patients,Speech Therapy,Semitic Languages,Pronunciation Instruction,Allied Health Personnel,Speech Communication,Auditory Perception,Cognitive Ability,Language Processing,Outcomes of Treatment,Phonetics,Syllables,Speech Impairments,Age Differences

This paper addresses the techniques of treating patients with functional disorders of pronouncing sibilants in Arabic. The sounds under question are /s/, /z/, /?/. The main disorders that are studied here are: substitution and distortion. A descriptive analytical approach was followed; patients from different ages of functional pronunciation disorders of sibilants were observed. The researchers collected data from a questionnaire which was distributed to 46 speech therapists. The questionnaire focused on the techniques these therapists use with patients who have sibilant production disorders. The research first reviews the techniques used to treat the /s/ sound as a main sibilant and then builds on these techniques to treat /z/ and /?/ sounds. The research found that the treatment techniques depend on the type and form of the speech disorder, and the transitional arrangement for treating hissing sounds in Arabic starts with treating /s/ which is the easiest to pronounce -- then /z/ and finally /?/. The findings also emphasize that while treating the patient, it is important to increase his/her mental and auditory awareness of the problem. Finally, it was found that the number of treatment sessions varies according to the patient's motivation and ability to correct the sound after hearing it, in addition to his/her follow-up treatment outside the treatment sessions.
Mechatronics: Experiential Learning and the Stimulation of Thinking Skills
Author: Habib, Maki K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Experiential Learning,Thinking Skills,Engineering Education,Teaching Methods,Instructional Effectiveness,Student Projects,Active Learning,Creative Thinking,Critical Thinking,Foreign Countries,Interdisciplinary Approach,Learning Activities,Electronics

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student's engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.
Assessing and Benchmarking Learning Outcomes of Robotics-Enabled STEM Education
Author: Rahman, S. M. Mizanoor
Date: 2021-00-00
Type: Journal Articles
Subjects: Robotics,STEM Education,Outcomes of Education,Benchmarking,Evaluation Criteria,Experiential Learning,Knowledge Level,Student Improvement,Grade 6,Grade 7,Grade 8,Middle School Students,Middle School Teachers,Mathematics Instruction,Science Instruction

Experienced middle school mathematics and science teachers were recruited for a pilot study. The teachers separately responded to a survey related to determining expected learning outcomes based on their traditional teaching, classroom experiences and observations, and self-brainstorming. The teachers then received training on how to design, develop, and implement robotics-enabled lessons under a design-based research approach for experiential learning, and taught robotics-enabled lessons to a selected student population in classroom settings. The teachers then responded to the survey for the robotics-enabled teaching. For each case (traditional and robotics-enabled), the survey responses were analyzed, and a set of expected learning outcomes of math and science lessons was derived separately. The thematic analysis results showed that the expected learning outcomes for the robotics-enabled lessons were not only related to the educational gains (content knowledge) observed in traditional teaching, but also to the improvements in the behavioral, social, scientific, cognitive, and intellectual aptitudes of the students. Then, a set of metrics and methods were proposed for assessing the learning outcomes separately. To validate the assessment metrics and methods, teachers from different schools taught two selected robotics-enabled lessons (one math, one science) to same grade students, and separately assessed the learning outcomes of each student using the proposed metrics and methods. The learning outcomes were then compared and benchmarked between schools and subjects. The results of a user study with the teachers showed user acceptance, effectiveness, and suitability of the assessment metrics and methods. The proposed scheme of assessing learning outcomes can be used to assess and justify the benefits and advantages of robotics-enabled STEM education, benchmark the outcomes, help improve teaching preparations, motivate decision-makers to confer on robotics-enabled STEM education and curricula development, and promote robotics-enabled STEM education.
Twice-Exceptional Students: Review of Implications for Special and Inclusive Education
Author: Gierczyk, Marcin
Date: 2021-00-00
Type: Journal Articles
Subjects: Gifted Disabled,Students with Disabilities,Gifted Education,Special Education,Inclusion,Educational Research,Research Methodology,Teacher Attitudes,Student Experience,Teacher Education,Knowledge Level,Instructional Effectiveness,Foreign Countries,Elementary Secondary Education,Educational Cooperation

The purpose of this article is to review recent literature on twice-exceptional students and consider implications for their education in the context of the trend towards increased inclusive education for students with disabilities. The review focused on teachers' experiences and perceptions and the school experiences of twice-exceptional students. Fifteen articles were reviewed, published between 2000 and 2020, selected according to a systematic protocol from two widely used online databases. Findings indicated that the implications that need to be considered were the importance of teacher preparation, the need for a continuum of special education interventions, the need for collaboration with parents and specialists, and teachers needing to focus on developing strengths as much as remediating difficulties. It was concluded that twice-exceptional students can be taught effectively in inclusive education settings as long as they are able to access appropriate strategies and programs from the fields of special education and gifted education.
Teaching during COVID-19: The Decisions Made in Teaching
Author: Lepp, Liina
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Emergency Programs,Distance Education,Science Teachers,Goal Orientation,Access to Computers,Internet,Video Technology,Educational Technology,Technological Literacy,Interaction,Student Motivation,Teaching Load,Well Being,Decision Making,Elementary Secondary Education,Foreign Countries

The emergency caused by COVID-19 and the transition to distance learning has made teachers face novel decision-making situations. As the teachers' pedagogical decisions have an impact on the students' learning experience, the aim of this study was to describe and explain what influenced the teachers' teaching-related decisions and how these decisions were reflected in the teaching process during distance learning. The study was based on semi-structured interviews with 16 Estonian basic school science teachers. The data were analyzed using qualitative thematic analysis. The results show that teachers' teaching-related decisions were influenced by factors that were related to the existence of digital tools as well as to the ability to use them purposefully in the home settings of teachers and students. Teachers' teaching decisions were mostly motivated by short-term goals, such as maintaining students' social interaction and supporting student motivation. The desire of teachers to keep students' and teachers' own workload affordable was also considered as a factor influencing teachers' teaching-related decisions. According to the interviews, the switch of focus to workload and well-being and valuing socialization and student motivation over subject matter competences seems to be unique for this new situation.