ethanporcaro/eric-fulltext-meta huggingface dataset:
R-D-L Me This: A Simple Semi-Directed Learning Approach to Teaching First Year Physics Students
Author: Mears, M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Science,Physics,Learning Strategies,Science Instruction,Teaching Methods,Instructional Effectiveness,Educational Benefits

Students often enter physics courses at higher education with a background experience of &quot;spoon fed&quot; learning yet academic staff expect students to engage in self-directed learning. The Revise, Do, Learn method presented here provides a first intermediary step between &quot;spoon fed&quot; and independent learning. A small to moderate positive effect (d = 0.38) was found between subsequent cohorts that, when considered with the minimal time and effort required to implement the method, provides an easy win for improving student learning.
Exploring Student Perceptions of Health and Infection: An Interactive Staff and Student Partnership Scheme
Author: Abdul Yekeen, A.F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Undergraduate Students,Knowledge Level,Risk,Life Style,Health,Immunization Programs,Nutrition,Physical Activity Level,Sleep,Well Being,Foreign Countries,Eating Habits,Drinking,Smoking,Communicable Diseases,Health Behavior,Hygiene,Racial Differences,Ethnicity,Obesity,Mental Health

Personal health &amp; wellbeing are rated more highly in those with higher educational qualifications than those without, and good health &amp; wellbeing are likely to impact upon student attendance and hence attainment at university. It is important to understand factors which may affect perceived health and wellbeing from a student perspective in order to develop university-specific campaigns to correct misinformation. In addition, multidisciplinary working is characteristic in the post-graduation world, but is difficult to truly replicate within formal university teaching. This project had two aims. First, through a crossdisciplinary staff-student collaboration, to explore student perceptions of health and wellbeing in Kingston University. Second, to enable students from a range of disciplines to work in active partnership with each other and with academic staff. A quiz was completed by almost 300 undergraduate students. Results from this and focus group discussions demonstrated reasonable knowledge of a range of lifestyle risk factors affecting health, but misinformation about the safety of vaccines and the importance of nutrition, activity and adequate sleep for maximising health, wellbeing and thus, potentially, university attainment. Future work is planned with Kingston University undergraduate students to address identified misconceptions. Student partners highly rated the opportunity for active learning, partnership working with staff and being part of a cross-disciplinary project team.
School Integration: How It Can Promote Social Cohesion and Combat Racism
Author: Kahlenberg, Richard D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Racial Integration,School Desegregation,Public Schools,Democracy,Racial Bias,School Role,Educational History,United States History,Minority Group Students,White Students,Desegregation Litigation,Student Diversity,Consciousness Raising,Social Justice,Social Development,Emotional Development,Racial Relations,Friendship,Classroom Environment

Public schools have always been meant to provide all children with the skills and knowledge to become successful participants in the economy. But currently, a second important purpose of public education has become more salient: to promote social cohesion in a diverse and fractured democracy. As ugly and naked racism in America is further unveiled, how can schools be a tool for combating racism and promoting unity? Ideas on a way forward can be found in the Supreme Court's landmark 1954 decision in Brown v. Board of Education. The court was explicit in describing the damage that school segregation inflicted on children of color. Less discussed, both in the court opinion and in public discourse, is the body of research that outlines the educational and moral damage that segregation inflicts on white children. This article argues why racial and socioeconomic school integration has proven to be one of the most powerful strategies known to educators to improve the lives of students and reduce national division.
Interactive Statistics: Can We Use Experience from a Large Diverse Student Cohort to Provide Professional Development for a Wider Population?
Author: Hilliam, Rachel
Date: 2017-00-00
Type: Journal Articles
Subjects: Statistics,Learning Modules,Mathematics Education,Open Universities,Foreign Countries,College Mathematics,Introductory Courses,Online Courses,Educational Technology,Technology Uses in Education,Educational Resources,Feedback (Response),College Students

Statistics pervades everyone's lives, whether it is through media coverage, reading reports, weighing up internal risks or evaluating decisions. Most managers are swamped by endless targets, dashboards and spreadsheets, but few organisations have enough employees with statistical skills to support the requirement for evidence based decision making. The need to equip today's workforce to deal with the increased amount of data is imperative. The shortage of mathematics and statistics teachers is also likely to increase as the Government aims by 2020 to provide all post 16 students with continued mathematical education until the age of 18. At The Open University we have devised a highly successful first level statistics module which is simultaneously studied by students across a range of different disciplines, many of whom encounter statistics at some point in their qualification. This has been achieved by using topics which are of interest to everyone rather than being discipline specific. The module has produced some impressive results particularly when analysing the progress of different cohorts of students, not just from varying disciplines, but also across a broad spectrum of students with differing backgrounds. It is thought that by adapting these techniques it is possible to produce high quality statistics provision to be widely used as professional career development for employees.
Generic Teacher Competencies and the English Language Teacher Education Program in Turkey
Author: Kartal, Galip
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Competencies,English (Second Language),Second Language Learning,Second Language Instruction,Communication Skills,Foreign Countries,Outcomes of Education,Language Teachers,Teacher Education Programs,Teacher Educators,Teacher Attitudes,Program Evaluation,Teaching Skills,Guidelines,Teaching Methods,Instructional Program Divisions,Trend Analysis,Language Tests,Admission Criteria,College Admission,Theory Practice Relationship,Program Descriptions

This study investigates the influence of the pre-2018 English Language Teacher Education (ELTE) program outcomes in the attainment of the generic competencies for teaching profession with a specific focus on professional skills. It collects the views of EFL teacher trainers and trainees to evaluate the extent to which these competencies have been achieved. It also presents the preliminary reviews of the trainers on the new ELTE program recently constituted. To this end, the study employs a questionnaire and retrospective interviews with trainees and trainers. The findings of the questionnaires and interviews reveal various views on whether the ELTE program complies with the competencies defined by MoNE. The findings also suggest the 7T framework to be considered in the design of the ELTE programs. The framework includes integrating theory and practice, talking to stakeholders, training the trainers, training for age and level appropriate teaching, teaching both the ideal and real classroom situations, tracking the developments and trends, and teaching and testing communicative skills. The study also argues that entry and exit requirements of the program should be reviewed in accordance with the outcomes as referred in generic competencies. Finally, the study explores the implications for stakeholders of the ELTE program.
Instructor-Initiated Suggestions in Office Hour Discourse: Emphasis on Modality
Author: Çiftçi, Hatime
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Faculty,Teacher Student Relationship,Interaction,Scheduling,Academic Advising,Interpersonal Communication,Discourse Analysis,Foreign Nationals,Intercultural Communication

From a discourse analytic approach, this study examines suggestion-response episodes in office hour interactions. The theoretical framework of relational work broadly informs the study. A total of thirty-eight office hour interactions constitute the primary data source, and the participants are 3 international instructors and their 34 Turkish students at two universities in the northwest of Turkey. The analysis demonstrates that the co-constructed suggestion-response episodes yield a large amount of instructor-initiated suggestions. Modality (modals and semi-modals) is crucial in instructor-initiated suggestions functioning especially to fulfill their institutional role as support provider in such office hour interactions. A closer analysis of the episodes also reveals that the international instructors fulfill a variety of functions (e.g., providing alternative ways as a solution; emphasizing expectations or requirements for assignments tasks and projects; expressing outcomes of a future action; suggesting a future action, etc.) while making suggestions with modals and semi-modals. Adopting a discourse analytic perspective, this study might pave the way for prospective research endeavors specifically in intercultural communication.
Reading as a Single Construct: A Process-Oriented Study
Author: Kahraman, Hasibe
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Reading Processes,Reading Comprehension,Reading Tests,Eye Movements,Cognitive Processes,Computer Assisted Testing,Reading Strategies,Information Seeking,Second Language Learning,English (Second Language),Language Tests

The divisibility of the reading has led many researchers to examine whether reading construct is a unitary skill that cannot be divided into separate sub-skills, or it is composed of underlying components. In these studies, however, participants have generally been located in a product-oriented testing environment where their actual reading behaviors could only be observed or interpreted by the researcher through participants' reading time measures or think aloud protocols. Therefore, this study fills this gap by offering an opportunity to track moment-to-moment cognitive processes of reading construct through two eye-tracking technologies (i.e., Tobii Studio Eye Tracker T120 and Tobii Glasses Eye Tracking System) both on computer and paper tests, reducing the amount of errors brought by the researcher and environmental factors to investigate the nature of L2 reading. To this end, eight undergraduate students in English Language Teaching department at a major state university in Turkey responded to a reading comprehension test both on computer and paper. Results indicated that despite formal and explicit training on the use of expeditious sub-skills of reading for two semesters, participants did not employ these operations, rejecting a multi-divisible view of L2 reading construct. The results are discussed within the framework of language teaching and assessment.
Contextual Factors That Enhance and Impair Directed Motivational Currents in Instructed L2 Classroom Settings
Author: Sak, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Context Effect,Second Language Learning,Second Language Instruction,English (Second Language),Content Analysis,Student Attitudes,Foreign Countries,Learning Motivation,Construct Validity,Databases,Private Colleges,Classroom Environment,Language Tests,Teaching Methods,College Students,Language of Instruction,Independent Study

There is a growing interest in research on Directed Motivational Currents (DMC) that describes highly robust motivational surges in second/foreign language learning (L2). However, little is known about the validity of DMC as a construct in the Turkish EFL context. Besides, despite the alleged pedagogical significance of the construct, it still remains unexplored whether and to what extent the contextual factors in L2 classroom settings exert influence on DMC-type motivation. Against this background, the current study set out to meet two primary objectives: (1) to examine the contextual factors that affect learners' DMC-induced motivational trajectory either positively or negatively in L2 classrooms; (2) to provide further evidence on the validity of DMC model. To this end, the study utilized a database of four weeks of interview data collected from 2 focal EFL (English as a foreign language) learners, each studying in a different language classroom in a private university in Turkey. In total, 8 interviews were conducted. The interview data were examined using qualitative content analysis and thematic analysis.The findings show that DMC experience is enhanced and impaired by a wide range of micro-level factors in the classroom which could be examined under two main themes: classroom climate and exam pressure. Overall, the findings not only add to literature on the validity of DMC, but also offer implications for how to facilitate the pedagogical use of DMC-type motivation in language classrooms.
English Teachers&apos; Perceptions Regarding Their Profession
Author: Deniz Ertasoglu, Leyla
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,English Teachers,Teacher Attitudes,Professional Identity,Teaching (Occupation),Value Judgment,Teaching Conditions,Career Choice,Social Attitudes,Foreign Countries

In successful education systems, teachers' professional performance plays a great role. Moreover, the quality of teaching is closely related to teachers' perceptions of their profession. In this respect, this study aims to present a comprehensive picture of English teachers' perceptions of their profession, their perceived self-value, their perceived value by others and teachers' career motivations and (dis)contentment factors. Accordingly, 123 English teachers working in state or private schools in Bursa participated in this study, and both qualitative and quantitative data were collected through a scale designed by the researchers. The results displayed that English teachers have positive perceptions of their professional status even though the majority feel unhappy with their working conditions. Nearly half of the participants chose to be an English teacher because of social utility values, and they seem content with their career choice. However, they seem to suffer from a status deficit owing to the undervaluing of their profession by society. In this case, the present study may have implications for policy makers who aim to improve the quality of education by considering the teachers' undeniable role in learning processes.
Comparison of Decision Trees Used in Data Mining = Veri madenciliginde kullanilan karar agaçlarinin karsilastirilmasi
Author: Aksu, Gökhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Data Analysis,Decision Support Systems,Visual Aids,College Students,Classification,Scientific Literacy,Foreign Countries,Achievement Tests,Secondary School Students,International Assessment,Mathematics

The purpose of this study is to compare decision trees obtained by data mining algorithms used in various areas in recent years according to different criteria. In the study, similar and different aspects of the decision trees obtained by different methods for classifying the students as successful and unsuccessful in terms of science literacy were revealed with the help of 12 independent variables included in the PISA 2015 student survey. Data collected across Turkey, from a total of 5895 students in the age group of 15, were analyzed in Java-based Weka software, which has an open source code. As a result of the analysis, it was found that the most successful algorithms in terms of correct classification rate were respectively Logistic Model, Hoeffding Tree, J.48, REPTree and Random Tree. In addition, regarding the decision trees obtained by different learning algorithms, variables that have been effective in the classification were found to be different. According to the results, it was concluded that independent variables found to be effective in the classification of the students for the decision trees obtained by different algorithms differed from each other and it was suggested to report the finding of more than one algorithm instead of those of only one algorithm.
A Study on Turkish EFL Teachers&apos; Perspectives on Using Drama to Develop Students&apos; Speaking Skills in the EFL Classroom
Author: Hismanoglu, Murat
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English Teachers,English (Second Language),Second Language Instruction,Drama,Teaching Methods,Teacher Attitudes,Instructional Effectiveness,Language Skills,Knowledge Base for Teaching,Speech Communication,Elementary Secondary Education

The purpose of the present study was to investigate K-12 EFL teachers' perspectives and knowledge on the use and effectiveness of drama to develop students' speaking skills. To achieve this purpose, 42 EFL teachers from different state secondary schools of a city located in the west part of Turkey participated in this study. The questionnaire designed by Dal (2017) was used in this study by the researchers with some minor modifications to it. The findings of this study displayed that Turkish K-12 EFL teachers generally revealed high levels of cognizance of the impact of using drama to develop students' speaking skills. The findings also indicated that although EFL teachers generally had high levels of cognizance of the benefits of using drama to develop students' speaking skills, they generally had moderate levels of knowledge of using drama to develop students' speaking skills. Furthermore, as opposed to our expectations, the findings of this study indicated that EFL teachers generally exhibited low levels of cognizance of the prominence of drama in developing students' speaking skills. Lastly, the results of this study revealed that EFL teachers taking drama education in their department had higher levels of perspectives than those not taking drama education in their department with respect to the use of drama as a technique for improving students' speaking skills.
Early Separations: Dropout from Online and Face-to-Face Counseling = Erken ayriliklar: Çevrimiçi ve yüz yüze psikolojik danismayi yarida birakma
Author: Buyruk Genç, Arzu
Date: 2019-00-00
Type: Journal Articles
Subjects: Counseling,Dropouts,College Students,Client Characteristics (Human Services),Dropout Characteristics,Foreign Countries

In this study, dropout from counseling sessions were investigated in order to examine the underlying causes of dropout. Forty-five university students who applied for counseling but dropped out after the preliminary interview or after any of the sessions participated in the study. The data of the research were collected by Counseling Dropout Survey that was developed by researchers. In this study, frequency distribution and percentages were calculated. Content analysis was used in the analysis of quantitative data. At the end of the study, mostly indicated reasons of dropout were busy schedule in university or at work, decrease in motivation and their belief that the methods used in the counseling would not help their improvement. It has also been found that the clients who drop out particularly after the first or second session have a negative attitude towards counseling process in general.
Higher Education Psychology Teacher of the Year: Finalist Case Study 2019
Author: Skipper, Yvonne
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Psychology,Teaching Methods,Teacher Effectiveness,Feedback (Response),Student Motivation,Intervention,Writing (Composition),Student Development,Self Efficacy,Writing Workshops

Encouraging students to 'believe that they can achieve' is a central element to teaching. The belief that it is one's efforts and techniques, rather than one's innate abilities which lead to success has a positive impact on learning behaviours. As such, Yvonne Skipper strives to promote this malleable view of intelligence (or growth mindset) in her students via her teaching practices. In this article, Skipper outlines how she uses feedback, a growth mindset intervention and a literacy intervention to achieve this.
Analysing Prospective Teachers&apos; Self-Efficacy Belief, Teaching Motivation and Attitudes towards Teaching from the Perspective of Several Variables = Ögretmen adaylarinin ögretmen öz yeterlik inanci, ögretme motivasyonu ve ögretmenlik meslegine yönelik tutumlarinin çesitli degiskenler açisindan incelenmesi
Author: Gök, Bilge
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Teaching (Occupation),Foreign Countries,Motivation,Student Attitudes,Course Selection (Students),Occupational Aspiration,Correlation

This study aims to analyse prospective teachers' self-efficacy beliefs, teaching motivation, and attitudes towards teaching from the aspect of a number of variables. The research data were collected through &quot;Teachers' Sense of Self-efficacy Scale&quot;, &quot;Motivation to Teach Scale&quot;, &quot;Attitude Scale of Teaching Profession&quot;. The study group was composed of 543 undergraduate students and taking teaching formation courses. Consequently, it was found that the prospective teachers who had chosen the department of study or graduation voluntarily had higher self-efficacy, motivation and attitudes than those who had not chosen the department voluntarily. The difference was found significant for both independent variables, but the interaction effect of the independent variables was not found significant for the dependent variables considered in this study. In addition to that, on examining the correlations between variables, it was found that the highest correlation was between intrinsic motivation and attitudes whereas the lowest correlation was between self-efficacy and motivation. The regression analysis performed indicated that attitudes had significant effects on self-efficacy and motivation. The findings suggested that such factors as attitudes, self-efficacy, and motivation should be taken into consideration in teacher training, and that other variables thought to have significant effects on teaching profession should also be analysed in studies to be conducted in the future.