ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between the Attitudes and Self Efficacy Levels of Pre-Service Primary Teacher&apos;s on the Initial Reading and Writing
Author: Tunçer, Berfu Kizilaslan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Self Efficacy,Teaching Methods,Correlation,Student Attitudes,Teacher Education Programs,Instructional Program Divisions,Grade Point Average,Foreign Countries,Elementary School Teachers,Factor Analysis,Reading Instruction,Writing Instruction

This study was aimed to determine the relationship between the attitudes of primary pre-service teachers regarding the initial reading writing teaching course and the self-efficacy perceptions of the initial reading writing teaching. The universe of the research is pre-service teachers studying at Çanakkale Onsekiz Mart University Primary Education Department in the spring semester of 2018-2019 academic year. The sampling of this research carried out in the relational screening model was determined by simple random sampling method. The results of the study show that the pre-service teachers' attitudes towards the initial reading writing teaching course are at a high level and their self-efficacy perceptions about teaching reading writing is high. In addition, it was determined that the pre-service teachers' self-efficacy perceptions regarding the teaching of reading writing differ according to the grade levels and grade point average and their attitudes towards the teaching of reading writing teaching did not differ according to these variables. It has been determined that there is no significant relationship between the attitudes of primary pre-service teachers towards the initial reading writing teaching course and the self-efficacy perceptions of the initial reading writing teaching.
Views of Pre-Service Primary School Teachers about the Integration of Children&apos;s Literature in Mathematics Teaching
Author: Can, Derya
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Instruction,Childrens Literature,Student Experience,Teaching Methods,Reading Material Selection,Foreign Countries,Curriculum Enrichment,Curriculum Implementation,Instructional Effectiveness

This study aims to examine the views of preservice primary school teachers about the integration of children's literature in mathematics teaching. The views of the participants were collected before and after the use of a course outline based on the integration of mathematics with children's literature. The study had a qualitative research design, and the opinions of the preservice teachers were evaluated extensively through the case study. The data were obtained through mathematics lesson plans and open-ended questionnaires developed about children's literature. The items in the first form were concerned with the experiences of the pre-service teachers about the integration of children's literature in mathematics, their views on the selection process of children's books, and their expectations and evaluations regarding the practice. The second form was aimed to share their experiences following the implementation and to get their opinions about the teaching process which reflected the relationship between children's literature and mathematics. According to the findings, the views of the participants are grouped into the following four dimensions: book selection criteria and process, pedagogical effect, integration process, possible barriers, and limitations. It is found that the participants have difficulty in choosing children's books that provide opportunities for learning mathematics to the children. Following the implementation, they emphasized the pedagogical benefits of the practice such as increasing children's motivation and interests in learning mathematics. During the integration process, they mostly made use of the context of the books. Some of them employed books to teach mathematical concepts and skills. However, the books were mostly used to get attraction, make courses more fun, and increase student motivation. To use children's books as an effective tool to support conceptual understanding in the mathematics teaching process, pre-service and in-service teachers should be provided with necessary training and experience.
21st Century Skills: The Predictive Role of Attitudes Regarding STEM Education and Problem-Based Learning
Author: Akcanca, Nur
Date: 2020-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Predictor Variables,Student Attitudes,STEM Education,Problem Based Learning,Preservice Teachers,Preschool Teachers

The objective of this research is to determine the predictive situation of the proficiency perceptions of preschool teacher candidates' attitudes regarding STEM Education and Problem-Based Learning (PBL) towards 21st century skills. Within the scope of this objective, correlational survey design, one of the quantitative research methods, was used. The sample of the research consisted of a total of 284 teacher candidates studying in the Department of Preschool Education. In order to measure the 21st century skills of the teacher candidates according to their own perspective, the '21st Century Skills and Competences Scale' was used. To measure the attitudes of the teacher candidates towards STEM education, the 'STEM Education Attitude Scale' was used. In addition, the 'Problem-Based Learning Attitude Scale' was employed to identify the candidates' attitudes towards problem-based learning. Standard multiple linear regression analysis was performed while analyzing the data. As a result of the research, it was observed that the attitudes of the preschool teacher candidates regarding STEM education and PBL had a moderate and meaningful relationship with their proficiency perceptions towards 21st century skills. Additionally, it was found out that the candidates' attitudes towards STEM education and PBL explained 20% of their proficiency perceptions towards 21st century skills. In the light of the results obtained from the research, in order for preschool teacher candidates and teachers to design appropriate and qualified learning environments, it is suggested that they can be compared with enriched teaching practices that will be supported with different and innovative approaches, such as STEM and PBL, and structured in the focus of developing 21st century skills.
Effects of Second Language on Motion Event Lexicalization: Comparison of Bilingual and Monolingual Children&apos;s Frog Story Narratives
Author: Aktan-Erciyes, Asli
Date: 2020-00-00
Type: Journal Articles
Subjects: Native Language,Bilingualism,Turkish,Verbs,English (Second Language),Second Language Learning,Motion,Monolingualism,Picture Books,Narration,Oral Language,Age Differences,Comparative Analysis,Contrastive Linguistics,Elementary School Students,Intelligence Tests,Verbal Ability,Vocabulary,Expressive Language,Receptive Language,Foreign Countries

This study investigates how children lexicalize motion event patterns in their first and second languages, L1- Turkish and L2-English. English is a satellite-framed language that conflates motion with manner expressed in the main verb and path in a non-verbal element, whereas Turkish is a verb-framed language that conflates motion with path in the main verb and expresses manner in a subordinated verb. We asked whether: (1) learning a second language had an effect on children's event descriptions in their first language; and (2) the effects were bidirectional. One-hundred-and-twelve 5- and 7-year-old monolingual (L1-Turkish) and bilingual (L1-Turkish; L2-English) children participated. Participants produced narratives for wordless picture book, &quot;Frog, where are you?&quot; Six scenes of the book were selected for coding purposes as they represented motion events: (1) Frog's exit from the jar; (2) Dog's fall from the window; (3) Gopher popping out of the hole; (4) Owl's exit from a nest; (5) Boy and dog falling down; and (6) Boy and dog landing in a pond. For L1 descriptions, 5-year-old bilinguals used more manner-only and less path-only descriptions than monolinguals; no difference was found for 7-year-olds. For L2 descriptions, bilingual children used less Manner-only and more Path-only expressions in their L2 narratives. compared to L1 narratives. These findings suggest that for 5-year-olds, exposure to second language had an impact on how motion events are encoded. Results inform us about the early interactions between L1 and L2 in motion event lexicalization.
Foreign Language Learning Effort Levels of Students in English for Specific Purposes
Author: Özer, Selda
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English for Special Purposes,Vocational English (Second Language),Tourism,State Universities,College Students,Measures (Individuals),Gender Differences,Age Differences,Compliance (Psychology),Foreign Countries,Student Motivation,Student Attitudes

The study aims to investigate foreign language learning effort levels of students in English for Specific Purposes. In the study, quantitative research and survey method were applied. 385 students studying at a faculty of tourism and taking vocational English course at a state university in Turkey participated in the study voluntarily. Foreign Language Learning Effort Scale (FLLES) was used to collect data. At the end of the study, the students' level of non-compliance was at &quot;never&quot; level, their procedural, focal and overall effort levels were at &quot;often&quot; level and their substantive effort level was at &quot;sometimes&quot; level. While there was no significant difference in noncompliance and overall effort levels of the students, there was a significant difference in their procedural, substantive and focal effort levels in terms of their gender and age. There was no significant difference in noncompliance, procedural, substantive and overall effort levels of the students but there was a significant difference in their focal effort levels in terms of their education type. There was not a significant difference in noncompliance, procedural and substantive effort levels of the students; however, there was a significant difference in their focal and overall language learning effort levels in terms of their department. There was a significant difference in non-compliance, procedural, substantive, focal and overall language learning effort levels of the students in terms of their achievement.
Investigation of Smartphone Addiction Levels of Turkish Pre-Service Teachers with Regards to Various Variables
Author: Geçgel, Hulusi
Date: 2020-00-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Addictive Behavior,Social Media,Internet,Preservice Teachers,Public Colleges,Gender Differences,Age Differences,Socioeconomic Status,Parent Background,Place of Residence,Grade Point Average,Reading Habits,Time Management,Correlation,Foreign Countries

This research aims to determine the smartphone addiction levels of Turkish pre-service teachers. In this study, a relational screening model, which is one of the quantitative research methods, was used. The study group consists of 178 pre-service teachers studying at a State University in the West of Turkey. Smartphone Addiction Scale adapted to Turkish by Demirci, Orhan, Demirdas, Akpinar and Sert (2014) were used in the research. Data analysis in the research was done through the SPSS 25 package program. Descriptive statistical analysis, t-test and ANOVA statistical analysis and correlation analysis were performed on the data obtained in the study. When the findings obtained from the research are examined, it is seen that the pre-service Turkish Teacher candidates use their smart phones more than they planned; female pre-service teachers' have higher smartphone addiction levels than male pre-service teachers'. There is a significant difference between pre-service teachers' smartphone addiction levels and their gender, age, economic status, place where they spend most of their lives, education level of parents, parental professions, grade averages, class levels, the number of books they read, and the time they spend on social media and the Internet.
&quot;There&apos;s Only One Pot of Money It Can Come From&quot;: A Corpus-Based Analysis of the International Baccalaureate in Canada&apos;s Provinces
Author: Fitzgerald, Saira
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Advanced Placement Programs,Discourse Analysis,Language Usage,Beliefs,Values,Educational Finance,Costs,Educational Policy,Public Opinion,Word Frequency,Geographic Regions,Language Patterns

This study has a dual purpose: (1) to show how computer-assisted discourse analysis of a 1.5-million-word specialized corpus can uncover patterns of language use that provide insights into the beliefs and values of a particular social group, making possible a &quot;new way of looking at old puzzles&quot; (Stubbs, 2010); and (2) to examine how the International Baccalaureate (IB) is represented in the Canadian provincial context. Although keywords reveal lexical differences in how the IB is represented in each province, in-depth contextual analysis indicates a similarity of concerns, particularly with regard to funding and cost of IB programs.
The Effect of Cognitive Load Associated with Instructional Formats and Types of Presentation on Second Language Reading Comprehension Performance
Author: Genc, Hümeyra
Date: 2013-10-00
Type: Journal Articles
Subjects: Cognitive Ability,Instructional Design,Teaching Methods,Reading Comprehension,Second Language Learning,Second Language Instruction,Reading Tests,Preservice Teachers,English (Second Language),Comparative Analysis,Reading Processes,Computer Assisted Instruction,College Freshmen,Foreign Countries,Language Teachers,Teacher Education Programs

The effectiveness of instructional designs has been examined in several recent educational studies. Instructional design, both traditional and technology-based, can sometimes overload a learner's cognitive effort and thus negatively influence learning performance. The same learning material can induce different amounts of memory load as a result of differences in the instructional design used for its presentation. The present study aims to investigate the cognitive load effects of instructional formats (split-attention and integrated formats) and text presentation types (paper-based and online) on students' second language reading comprehension performance. In a split-attention format, comprehension questions were placed at the end of the reading text, while in an integrated format, comprehension questions were physically integrated into relevant paragraphs of the reading text. The quantitative data was collected through reading comprehension tests from forty pre-service teachers in an English Language Teaching department. The result of this post-test-only experimental design study showed that there was no statistically significant difference across the four groups, Online Reading-Split Attention Format; Online Reading-Integrated Format; Paper-based Reading Split Attention Format; and Paper-based Reading Integrated Format, in terms of students' second language reading comprehension (L2) reading comprehension scores. On the other hand, the result showed that there was a statistically significant difference in L2 comprehension between participants who read online text and those who read paper-based text.
From Gallipoli to Independence: Turkish and Australian Students&apos; Perspectives
Author: Sharp, Heather
Date: 2020-00-00
Type: Journal Articles
Subjects: War,Teaching Methods,Cross Cultural Studies,High School Students,Student Attitudes,Foreign Countries,Course Content,Nationalism,History,History Instruction,Emotional Response,Folk Culture

Given the broad public appeal of WWI commemorations and in consideration of their inclusion in school curriculum, the question is raised of how do Turkish and Australian students view the importance and ways of commemorating the Gallipoli campaign? This comparative study, the first of its kind approaches this current gap in understanding how high school students view this historical event. The focus of this paper is to report on research conducted in Australian and Turkish high schools during the centenary years of WWI commemorations. 185 high school students agreed to participate and share their perspectives on commemorating Gallipoli and to respond to a series of five sources provided to them as part of the research activity. How students responded to the sources and engaged with questions of commemoration is detailed throughout this paper.
Global Citizenship: From the Lens of the Education Faculty Instructors
Author: Baysal, Seda
Date: 2020-00-00
Type: Journal Articles
Subjects: Content Analysis,Global Approach,College Faculty,Teacher Attitudes,Validity,Citizenship,Phenomenology,Teacher Education Programs,Social Values,Civil Rights,Preservice Teachers,Consciousness Raising,Barriers,Foreign Countries

Study objective: This research attempts to reveal the education faculty instructors' views on the concept of global citizenship. Method: The research utilized a phenomenological design, one of the qualitative research designs. The participants of the research consisted of seven education faculty instructors who work at a higher institution in Turkey during the 2019-2020 academic year and who were selected by the convenience sampling method. This research employed a semi-structured interview method. Thus, a semi-structured individual interview form was prepared by the researchers as a data collection tool. The first part of the form includes questions related to the participants' demographic information and the second part holds five questions regarding their views on global citizenship. The open-ended questions were prepared in line with the research questions by taking into consideration the relevant literature and two experts' opinions to ensure scope validity. Content analysis was used during data analysis. Result: Research findings revealed that the instructors mostly focus on &quot;values and attitudes&quot; dimension of the global citizenship including respect for differences and values, sense of belonging, tolerance, concern for global issues, dedication to equal rights and sensitivity to global issues. Besides, all instructors were found to express that global citizenship is a must for pre-service teachers for both themselves and their professional life. All participants were identified to do practices in different ways by intermingling the issue of global citizenship with their course during the educational process to raise their students' awareness towards global citizenship, and they mostly faced student-based challenges during the practices. The instructors mostly recommended that seminars should be organized in advance to raise both students' and instructors' awareness.
Tales for Teaching German: Examining Student-Centered Activities in Terms of Students&apos; Willingness to Participate in the Classroom
Author: Genç, Nurcihan Sönmez
Date: 2020-00-00
Type: Journal Articles
Subjects: German,Second Language Learning,Second Language Instruction,Instructional Effectiveness,Student Centered Learning,Student Participation,Student Attitudes,Creative Activities,Visual Aids,High School Students,Adolescents,Grade 11,Foreign Countries

The goal of this study is to determine the willingness for participation and opinions of the high school students who learn German as a foreign language in the context of the student-centered activities carried out within the scope of a student-centered teaching approach lasting four weeks. The sample of the study consists of 20 students who continue their 11th grade education in a secondary school in Çankaya, Ankara in the spring term of the 2019- 2020 academic year. The research was conducted with a mixed research method. As data collection tools, a questionnaire was used to determine the effect of student-centered activities on students' active willingness for course participation and a course evaluation form was used to determine students' opinions and views on the applied activities. Descriptive statistics were used in the analysis of quantitative data obtained from the questionnaire and course evaluation forms, and inductive content analysis was utilized in the analysis of qualitative data. As a consequence of the evaluation, it has been detected that student-centered activities, in which visual materials and creative work styles are used, contribute to the increase of the students' willingness to participate. Furthermore, it has been observed that these students shared the view that such activities were effective and useful for foreign language learning processes.
Teachers&apos; Perceptions of the Role of Parental Involvement in Teaching English to Young Learners
Author: Kalayci, Gülce
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Parent Participation,Foreign Countries,Language Teachers,English (Second Language),Second Language Learning,Parent Role,Elementary School Students,Second Language Instruction,Parent Teacher Cooperation

The role that parents' involvement play in young learners' English learning process has been investigated in various contexts from different perspectives. This study aims to explore English language teachers' perceptions about the role of parental involvement in young learners' English language learning process. For this purpose, data were collected through a questionnaire which has 5 open-ended questions. The questionnaire was sent to 25 English language teachers working at three different private primary schools in Ankara. The collected data are then analyzed by adopting inductive content analysis. Five themes emerged based on the answers provided by the teachers which include: &quot;(1) factors influencing students' achievement; (2) significance of parental involvement; (3) parents' way of involvement in English language teaching/learning process; (4) strategies that parents use to encourage parental involvement; and (5) teachers' need for further training on parental involvement.&quot; The results indicate that the teachers are aware of the importance of parental involvement, yet they do not use any specific strategy to foster parental involvement. Also, teachers view themselves as the lead and main figures in young learners' English language development whereas they regard the parents only as one of the factors that assist young learners in learning English.