ethanporcaro/eric-fulltext-meta huggingface dataset:
Who Is the Most Effective Agent When Giving Indirect Written Corrective Feedback?
Author: Bostanci, Hanife Bensen
Date: 2018-00-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Second Language Learning,Second Language Instruction,English (Second Language),College Students,Private Colleges,Peer Evaluation,Teacher Student Relationship,Teaching Methods,Writing (Composition),Gender Differences,Preservice Teachers,Language Teachers,Writing Improvement,Cooperative Learning,Foreign Countries

Purpose: Who is the most effective agent when giving indirect written corrective feedback (IWCF) to English as a foreign language (EFL)? The answer is ambiguous, and factors such as gender have been neglected. For these reasons, this study attempts to reveal the most effective agent when giving IWCF and seeks to highlight the impact of gender when receiving IWCF from different agents. Method: A quasi-experimental study was carried out in which the participants were three classes of EFL learners studying at a private university's preparatory school. One of the classes was named class A, which only recieved instructor IWCF, another class B, which only recieved peer IWCF, and the last class C, which only recieved collaborative IWCF for a five-week period. Each group produced five written texts regarding the same topic each week at the same time. The data, or the participants' texts, were analyzed quantitatively. Findings: It was revealed that class C--who received only collaborative IWCF--significantly improved their writing skills compared to the other classes that received teacher and peer IWCF. In terms of gender, it was revealed that the male participants performed better than the female participants in class A, and the female participants in classes B and C produced better written texts compared to the male participants. Implications for Research and Practice: Pre-service and in-service teachers should provide IWCF to their EFL learners collaboratively, and they should consider the gender factor. It is suggested that future research focuses on other factors (i.e. age, proficiency). It is also suggested that researchers focus on the other type of feedback, namely direct written corrective feedback.
Gaps between Acquired and Required Teacher Education Graduate Attributes: Does Accreditation Influence in Pakistan?
Author: Buzdar, Muhammad Ayub
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education,Accreditation (Institutions),Foreign Countries,Teacher Education Programs,College Graduates,Masters Programs,Questionnaires,Comparative Analysis,Student Attitudes,Student Characteristics,Student Development

Purpose: The major purpose of the present study was to identify the gaps between acquired and required graduate attributes of pass out graduates of teacher education programs in Pakistan and investigate the influence of program accreditation on these gaps. Research Method: A quantitative research method was used to achieve the research objectives. 160 graduates of the accredited and nonaccredited master level teacher education programs associated with 24 different universities in Punjab and Islamabad Capital Territory participated in the study. A questionnaire based on national professional standards for teachers (NPSTs) in Pakistan was developed to collect the data. Findings: The study demonstrates that the participants' acquired attributes do not match the required attributes of their job. The gaps between acquired and required graduates' attributes are comparatively smaller among the graduates of accredited programs. The study supports the positive effects of accreditation on the output of teacher education programs. Implications for Research and Practice: The findings of this study strengthen the idea that a well framed accreditation mechanism positively influences the products of professional programs. Further research may be conducted on making teacher education accreditation programs more effective in Pakistan with respect to the graduate attributes.
Psychology of Poverty: Attitude Change via Service-Learning
Author: Caswell, T. Andrew
Date: 2018-01-00
Type: Journal Articles
Subjects: Poverty,Student Attitudes,College Students,Service Learning,Outcomes of Education,Attitude Change,Urban Areas,Empathy,Curriculum

The goal of the current study was to test the effectiveness of service-learning on attitudes toward poverty. Students enrolled in a senior level capstone course at a liberal arts college completed a standard measure of poverty attitudes at the beginning and the end of the semester, during which, they completed thirty hours of community service at agencies serving the urban poor. The participants showed significant increases in sympathetic attitudes on three of six dimensions of attitudes toward poverty. These findings suggest that the combination of traditional academic study and personal exposure to poverty and the poor may produce changes in attitudes toward poverty.
Changing Attitudes toward Older Adults through Bachelor of Social Work Service-Learning Projects
Author: Whitekiller, Virginia
Date: 2018-01-00
Type: Journal Articles
Subjects: Service Learning,Undergraduate Students,Student Attitudes,Social Work,Older Adults,Attitude Change,Gerontology,Social Exchange Theory,Aging (Individuals),Semantic Differential,Evidence Based Practice

This evidence-based pedagogical approach encompasses service-learning projects via the lens of social exchange theory in working with older adults. The study's purpose was to examine if bachelor of social work students' attitudes changed positively after the completion of service learning projects that involved educational presentations for older adult audiences. Pre- and post-tests were administered to 90 students which indicated a statistically significant positive increase in measured attitudes. The process for the presentation projects is detailed and outlined as well as instructional advice and lessons learned regarding pedagogical intervention.
From Pennies to Praxis: A Service Learning Model for Pre Service Teacher Candidates
Author: Williams, Ereka R.
Date: 2018-01-00
Type: Journal Articles
Subjects: Service Learning,Models,Preservice Teachers,Praxis,Economics Education,Student Attitudes,Self Efficacy,Transformative Learning,Elementary Education,Social Studies,Outcomes of Education

This article captures a service learning initiative that blends an existing national program designed to teach economic principles to K-12 students with elementary education teacher candidates enrolled in a social studies methods course. The initiative gives candidates the hands-on experience of teaching national and state objectives in the area of economics, supplies the volunteer base the organization needs to sustain its local program, and gives local elementary schools an additional resource in the area of economics. Candidates' reactions, the arrangement and the lessons learned are shared. Findings suggest that teacher candidates develop positive dispositions toward service learning, develop beginning pedagogical practices of efficacy, and reinforce their decision to teach.
Addressing Minority Student Achievement through Service Learning in a Culturally Relevant Context
Author: Owens, Julian D.
Date: 2018-01-00
Type: Journal Articles
Subjects: Minority Group Students,Academic Achievement,Service Learning,Culturally Relevant Education,At Risk Students,Action Research,Enrichment Activities,Summer Programs,Urban Youth,Middle School Students,African American Students,After School Programs,Music,Social Media,Comparative Analysis,White Students,Popular Culture,Parents,Administrators,School Personnel,Adolescents

Research on recreational media use among youth indicates young people of color who spend more time with media may also be at higher risk for school disengagement and low personal contentment compared to their white peers. This puts these students in a position to be even more influenced by the themes and messages that abound in pop culture, particularly music and social media. ME: MIM is a multisensory, interdisciplinary, integrated approach to teaching and learning that uses music multimedia to engage students in individual and group activities and lessons that reinforces competencies aligned with positive youth development. Song lyrics, sound recordings and music videos are used as &quot;text&quot; to facilitate deconstruction and discussion of the themes and messages in music and the context. Students also discuss the influence of these themes and messages on their attitudes, beliefs, and choices as it relates to their cultural group identity and individual behavior both in and out of school. ME: MIMM has been facilitated through the Challenging Horizons Program (CHP), an evidence-based, after-school and summer service-learning program for academically and behaviorally challenged students. This study examined key stakeholders' (i.e., parents/guardians, program staff members, and school administrators) perceptions of feasibility and acceptability of ME: MIM.
Curriculum Development Study for Teacher Education Supporting Critical Thinking
Author: Unlu, Sahika
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum Development,Teacher Education,Critical Thinking,Foreign Countries,Elementary School Teachers,Reflection,Needs Assessment,Educational Objectives,Educational Assessment,Learning Experience,Teaching Methods

Purpose: The existence of teachers who think critically and reflect this in their profession is an attribute that should not be abandoned in the process of generating a free, critical thinking, and democratic society. Teachers are the most important role models students have in shaping their behavior in all environments. Therefore, it is necessary for teachers to possess the skills of the new era, and the continuity and support of their professional development is fundamental. One of the foremost objectives of the education programs in Turkey is providing students with critical thinking ability. However, a teacher education program intended to support critical thinking in teachers, the executors of the program, is not available. The purpose of this study is to develop an educational program intended for primary education teachers that supports critical thinking and makes reflective evaluations. Research Methods: This research used the &quot;Taba-Tyler Model,&quot; a curriculum development model. This research method was selected because a new education program is designed in this study. Findings: In the &quot;Draft Supporting Critical Thinking Curriculum&quot; that was formed as a result of the research, 12 objectives are presented under five themes (open-mindedness, questioning of the accuracy and reliability of information, reason-evidence seeking, openness, asking high-level questions). The application of the draft requires 15 hours. As a result of the reflective evaluation, the objectives and content of the draft program were found to be relevant regarding the learning experiences and the purposes of assessment and evaluation were consistent within themselves. Implications for Research and Practice: It is proposed that &quot;Supporting Critical Thinking Curriculum&quot; be developed for teachers working at different levels of education, because critical thinking education is a process that involves all levels of education.
Evaluation of the Problems Encountered in Public Education Centers
Author: Yazar, Taha
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Education,Lifelong Learning,Adult Education,Semi Structured Interviews,Teacher Attitudes,Instructional Materials,Barriers,Attendance,Student Behavior,Teaching Conditions,Educational Needs

Purpose: Public Education Centers are important educational institutions where the knowledge and skills that the adults need are gained. The purpose of this research is to determine the problems encountered in Public Education Centers. Research Methods: A qualitative research method has been used in this research. The working group of the study is composed of 20 teachers, 46 qualified instructors and 45 trainees who attended courses in Diyarbakir Public Education Centers during the 2016-2017 academic year. The data of the study were collected by a semi-structured interview technique among the interview technique types. Descriptive and content analysis techniques were used in the analysis of the data obtained from the interview. Findings: According to research findings, the teachers, the qualified instructors and the trainees stated that they had problems due to a &quot;material shortage&quot; in Public Education Centers in general. It was observed that the teachers faced problems related to trainees who registered for the courses but did not come to class regularly and a lack of guidance services. The fact that the qualified instructors are required to work for additional tuition fees without a permanent staff position and that they have problems in finding trainees for courses are among the problems mentioned in the research findings. Implications for Research and Practice: The findings of the research show that there is a material shortage in Public Education Centers. The budget allocated to the Public Education Centers needs to be increased to meet the materials needed in the courses.
The Effect of Digital Texts on Primary Students&apos; Comprehension, Fluency, and Attitude
Author: Kaman, Safak
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Grade 4,Reading Attitudes,Reading Comprehension,Reading Fluency,Elementary School Students,Mixed Methods Research,Comparative Analysis,Electronic Publishing,Foreign Countries,Reading Tests,Pretests Posttests

Purpose: In today's world, the rapid spread of technology affects educational life. It has become common place in many countries to read digital texts on tablet computers, preferred for their portability, and long charging times; projects are done to improve educational quality in many countries. However, research is limited about how reading digital texts affects reading skills of primary students. The aim of this study is to investigate the effect of digital text readings on reading comprehension, reading fluency, and reading attitude of 4th grade students. Research Methods: The mixed method, in which quantitative and qualitative research methods are used together, has been employed in the research. The reading levels of 75 students attending 4th grade in four primary schools were determined by pre-test, and the 30 students with the lowest scores were selected. An experimental and a control group were formed by randomly assigning the students to one of the two groups. Each group contained 15 students. Findings: The quantitative findings showed that the use of digital texts had influence on improving fluency and reducing reading mistakes, while it did not affect students' reading attitudes and its effect on comprehension lasted a short time. According to qualitative findings, students were eager and excited. Implication for Research and Practice: If educational environments are inevitably influenced by technological devices, it becomes crucial to use technological devices in a planned and appropriate manner. We suggest that teachers also apply reading activities with digital texts to improve the reading achievement of primary students.
Investigation of School Effects on Student Achievement in Primary Education Using Value-Added Assessment
Author: Koc, Filiz
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Reputation,Value Added Models,Metropolitan Areas,Elementary School Students,Foreign Countries,School Effectiveness,Achievement Tests,Achievement Gains,Exit Examinations,Institutional Evaluation

Purpose: The purpose of this study is to assess the contribution of primary schools within the metropolitan municipality of the province of Ankara, Turkey to the achievement outcomes of 7th grade students using the results of the end of year Level Determination Exam. Research Methods: Carried out using a casual comparative study framework, the population of this study consists of the primary schools in the province of Ankara. The sample includes the 24 primary schools whose students have attended to the same school in both the 2007-2008 and 2008-2009 educational years within the territorial jurisdiction of the metropolitan municipality of the capital of Turkey. The value-added effects of the schools in the sample on the student growth are assessed using a simple fixed-effect model. Moreover, in order to determine whether or not there exists a statistically significant relationship between the rankings of the schools according to average student achievement levels and the rankings according to the value-added effects on student growth, Kendall tau rank correlation coefficients are calculated. Findings: The results of this study indicate that there are significant inconsistencies between the rankings of the schools according to their value-added effects on student improvement and the rankings according to the average student achievement, the latter being the method frequently used to assess the performance of the schools in Turkey. Moreover, the results demonstrate that the value-added effects of the schools on student improvement differ drastically from subject to subject. Implications for Research and Practice: It is expected that this research will lead to a more balanced evaluation of schools particularly given the likely emergence of more data over the years. In addition, this is the first value-added assessment study carried out in Turkey. It points out that the way Turkish schools are assessed is problematic and suggests that value-added methods should be considered in evaluating the effects of schools.
Service-Learning through Marketing Research Class Projects
Author: Neese, William T.
Date: 2013-04-00
Type: Journal Articles
Subjects: Service Learning,Research Projects,Business Administration Education,Learning Activities,Higher Education,College Students,Class Activities,Marketing

One goal for higher education that should be taken very seriously is the development of students who learn the value of being productive members of their communities by contributing pro bono expertise to those with a need, but without the expertise or resources necessary to accomplish the task(s) on their own. In an effort to enhance their images, many modern organizations reward employees for such community service. One very promising area for service-learning activity is through marketing research class projects. This manuscript first provides an overview of service-learning including a conceptual framework, and then supports that introduction with examples.
Empowering Community Partners: A Case Study Motivating Environmentally Sustainable Behavioral Changes in Latino Migrant Agricultural Families
Author: Thomson, J. Ivy Harvey
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Hispanic Americans,Migrant Workers,Sustainability,Outreach Programs,Social Change,Spanish Speaking,Undergraduate Students,Service Learning,Hispanic American Students,Behavior Change,Environmental Education,Organizations (Groups),Preschool Education,Disadvantaged Youth,Outcomes of Education

Environmental sustainability outreach programs can benefit significantly by connecting to and fostering change within the Spanish speaking community. This article demonstrates a case study in which the authors partnered with a local Latino organization through an undergraduate service learning project. The goals were to incorporate environmentally sustainable behaviors both with young Latino students in school and with their families at the household level.
An Introduction to Sustainability Service-Learning Course for the Creation of Sustainable Citizens to Engage Wicked Problems
Author: Van Meter, Kimberly
Date: 2012-05-00
Type: Journal Articles
Subjects: Sustainability,Service Learning,Undergraduate Students,Dialogs (Language),Teaching Methods,Introductory Courses,Democracy,Course Descriptions,Course Content,Student Government,Local Government,Meetings,Social Change,Outcomes of Education,Course Evaluation

The current era of American discourse and dialogue is increasingly characterized as becoming less civilized. This lack of civility, whether real or perceived, negatively impacts our ability as a society to address our most wicked problems. The vast majority of students pursuing undergraduate degrees today seem blissfully unaware of the problems that surround them on their campuses and in their communities. For this study, an introductory sustainability service-learning course was developed that exposed students to community dialogues while simultaneously teaching effective dialoguing skills. Desired course outcomes include increasing student awareness of wicked problems and better equipping students to engage in conversations centered on the problems. The introductory sustainability service-learning course viewed dialoguing as a community need that can be effectively met by all undergraduate students even if they are new to the community. We explored the notion of democracy as an &quot;organized&quot; partner suitable for service-learning courses with enrollments of approximately 75 students. Examples of community dialogues and student academic work relating to these dialogues to a deeper understanding of course content are presented and discussed. A framework for evaluating and assessing the course is outlined and community contribution metrics and reciprocity indicators are discussed.
International Trade Service-Learning Attitudes and Engagement in a Large Class Setting
Author: Copeland, Lauren
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,International Trade,Student Projects,Active Learning,Pretests Posttests,Student Attitudes,Outcomes of Education,Educational Benefits,Large Group Instruction,Class Size,Student Characteristics,Attitude Measures,Business Administration Education,Undergraduate Students

The purpose of this research is to better understand the attitudes towards service-learning and course engagement of students in a service learning project based course in a larger class size.. This research incorporates a better understanding and exploration of how a larger class can affect the attitudes and engagement of students in service learning. Qualitative and quantitative measures better help to understand the full impact of service learning in such a large classroom setting (60 students). Pre and posttest as well as qualitative analysis was conducted to understand the variances between the start and end of the semester with the treatment of service learning between. The findings and dissemination of this research can help to aid educators and community partners on the benefits and challenges that occur during larger setting service-learning based projects.