ethanporcaro/eric-fulltext-meta huggingface dataset:
Corpus to Enhance Verbal Complements among Low English Proficiency Thai Learners
Author: Suriyapee, Passaraporn
Date: 2022-00-00
Type: Journal Articles
Subjects: Computational Linguistics,English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Foreign Countries,Language Proficiency,Teaching Methods,Instructional Effectiveness,Positive Attitudes,Morphemes,Verbs,Secondary School Students,Thai,Language of Instruction,Student Attitudes,Student Placement,Language Tests

This study investigated how the corpus-based teaching approach could enhance L2 acquisition of English infinitive and gerund complements among low English proficiency young Thai learners of English. The students were divided into two groups of 32. One group learned English verbal complements through the corpus approach while the other did through the traditional approach. Data were collected through a pretest, a posttest, and an interview. The pretest results revealed low scores on English verbal complements in both groups and, based on a T-test, there was no significant difference regarding their English verbal complement knowledge. After the treatment, both groups could perform significantly better, p &lt; 0.01. Both teaching approaches were found to have merit. However, the experimental group achieved significantly higher posttest scores ([X-bar] = 7.69) than the control group ([X-bar] = 4.06), p &lt; 0.01, indicating that the corpus approach is more effective than the traditional one. Moreover, the interview data corroborated the statistical results in that the experimental group had positive attitudes towards the corpus approach. This research has implications for both SLA and pedagogy.
Digital Game-Based Learning (DGBL): The Voice of EFL University Students and Teachers
Author: Umamah, Atik
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Games,Game Based Learning,Student Attitudes,English (Second Language),College Students,College Faculty,Teacher Attitudes,Second Language Learning,Foreign Countries

Digital games have been integrated into the teaching and learning process along with the immense use of digital games by student gamers. This adoption is to facilitate students with a more interesting and exciting classroom atmosphere. This study was conducted in an attempt to describe the voice of EFL university students regarding the integration of digital game-based learning (DGBL) and to examine the difference in their perception based on gender and interest. Besides, teachers' voice was explored to better capture the two-sided perspectives. A total of 86 second-year English students responded to an open-ended questionnaire on gamification acceptance. Four English students and four English teachers were invited to have an in-depth interview to elicit further information about the extent to which they agree or disagree with the incorporation of DGBL. The quantitative data were analyzed using descriptive statistics and an independent sample t-test, while content analysis was applied to analyze the qualitative data. The quantitative data analysis indicated that EFL students positively perceived the implementation of DGBL in terms of perceived ease of use. Regarding gender, male and female students were not different in their perception, while a significant difference in perception was derived from students' interest in playing digital games. The content analysis implied that EFL students and teachers had similar perceptions regarding the advantages, the challenges, and the criteria of good digital games for learning.
Effect of STEM Designed Activities on Academic Achievement of 7th Grade Elementary School Students in Force and Energy Unit
Author: Sayilgan, Ercan
Date: 2022-02-00
Type: Journal Articles
Subjects: STEM Education,Academic Achievement,Instructional Effectiveness,Grade 7,Elementary School Students,Physics,Learning Activities,Gender Differences

The purpose of this study was to examine the effect of STEM designed activities on academic achievement of 7th grade elementary school students in work and energy unit. For that purpose, four STEM activities were chosen to be implemented in the work and energy unit. Semi-experimental research design was utilized for the research. Two different classrooms were chosen randomly as control and STEM group. 19 students were in the control group and 21 students in the STEM group. Both classrooms were instructed by the same teacher with the same instruction time. The only difference between the groups was the STEM integrated activities. Initial analyzes revealed that there was no statistically significant difference between the groups in terms of academic knowledge level prior the study. After implementing the STEM activities for the STEM group, statistical analyzes revealed that there was a statistical positive difference in favor of the STEM group. After a month, posttest was administered to STEM group in order to determine the retention level of the students. Analyzes revealed that there was no statistically significant difference between control group and STEM group. Analyzes revealed that there was no statistically significant difference between boys and girls in STEM group. It was concluded by the study that in the long-term STEM integrated curricula would benefit elementary science students and would decrease the gender gap in STEM related areas.
Evaluation of Skill-Based Questions According to Science Education Teachers in Turkey
Author: Yüzüak, Ahmet Volkan
Date: 2022-02-00
Type: Journal Articles
Subjects: Science Education,Science Teachers,Teacher Attitudes,Admission (School),High School Students,Teacher Workshops,Faculty Development,Thinking Skills,Teaching Methods,Textbooks,Questioning Techniques,High Stakes Tests,Phenomenology,Content Analysis,Educational Change,Test Preparation,Foreign Countries

This study aimed to determine science teachers' opinions about the skills-based questions (SBQs) used in Turkey's high school's entrance exam. In this study, the phenomenology method was used. The study consisted of 15 participants working as science teachers with at least 5 years of professional experience in public schools in different provinces during the 2020-2021 academic years. The study data were collected through the semi-structured interview form prepared by the study's researchers. The form included three questions related to the participants' demographics and another 12 on SBQ. Content analysis was used by help of MAXQDA 20 to analyze the data. The study findings revealed that SBQ and lectures in textbooks were incompatible and books still offered traditional-type questions. Remarkably, science education is the most appropriate course to create SBQ. The teaching methods used in lectures should be associated with high-level thinking skills. Teachers need workshops related to SBQ. Therefore, this study has proposed that textbook contents be revised, and teachers be informed accordingly.
Arts-Based Research in Precarious Pedagogy-Making Experiences
Author: Liao, Christine
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Research,Film Study,Dance Education,Social Justice,Visual Arts,Poetry,Video Technology,Performance,Emotional Response,Barriers,Undergraduate Students,High School Students,Graduate Students,Middle School Students

Framing through the concept of precarity, we share our arts-based research on the experiences of creating a collaborative performance-making project focused on connecting students from different education levels, to create a film-dance integrated performance to advocate for social justice issues in education. We, as instructors and researchers, embarked on an arts-based research journey creating sketches, poems, videos, and a dance performance to analyze and represent our research findings. Our performance from the performative inquiry shows our understanding of the collaboration project through the same art form we required our students to utilize: film and dance-integrated arts performance.
Indigenous Pedagogies: Weaving Communities of Wonder
Author: Elke, Ramona
Date: 2022-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Indigenous Populations,Teaching Methods,Ceremonies,Sleep,Handicrafts,Music,Cultural Influences,Culturally Relevant Education,Foreign Countries

Indigenous metissage weaves together life writing, poems, scholarship, and images, as a way of sharing strands of my experience of how, while not innovative to us, Indigenous research methods and transformative, participatory pedagogies, such as dreaming, ceremony, making, and drumming, offer suggestions around ways in which to create communities of learning which are inviting for all learners. This is particularly so when we work in arts-based practices, approaches, and paradigms. These transformative Indigenous pedagogies have become the sites of rich, healing conversations with myself, with the land and waters, with my Ancestors, and All My Relations.
Creating the Conditions for Free Time in the Debt Economy: On Stealing Time in and through Education
Author: Wozniak, Jason
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Experience,Leisure Time,Debt (Financial),Economic Factors,Educational Theories,Intellectual Development

Philosophical discussions about leisure time often take place on an abstract level. But leisure time does not exist a priori to lived experience in concreate situations. Its existence, or the lack thereof, is often predicated on the material conditions of daily life. In this article the very real conditions of indebted life are the starting point for theoretical considerations on leisure time and education, and how education may or may not be an experience of leisure. Philosophers of education often leap to the emancipatory potential of conceptualizing education as a form of free time, before, or without, addressing the negations that stand in the way of this ideal becoming a reality. Conceptualizing education experience or schools as sites of leisure within the debt economy without first taking into consideration the ways in which debt negates leisure time leads to the production of education theories that only materialize into education realities on rare occasions. Thus, a central claim here is that education philosophers and practitioners must acknowledge the ways in which educational experiences are themselves conditioned, though not overdetermined, by the contemporary &quot;debt economy.&quot; Building on, with adaptations, theories of scholé, I aim to show the reader that despite the ways in which educational experience is shaped by debt, educational experience can suspend debt's temporal force, providing momentary but much needed temporal respite from indebted life.
On Workified Education and the Possibility of Leisure
Author: Zipory, Oded
Date: 2022-00-00
Type: Journal Articles
Subjects: Leisure Time,Educational Philosophy,Religious Factors,Foreign Countries,History,Moral Values,Work Attitudes,Definitions,Work Ethic

The article is concerned with the difficulty of providing leisure today with a positive definition that goes beyond merely being a negation of work. I argue that the vague boundaries between work and leisure play into the hands of work -- a highly praised activity that is dominant in today's society. I argue that in such a situation, education as leisure and as good in itself is hard to conceive and sustain. First, I present the concept of leisure in ancient Greece (scholé) as time dedicated to autotelic activities -- activities taken for their own good -- a definition that remains paradigmatic despite its later impossibility. I then show that once work has transformed from hated to bearable to eventually understood as good from a moral perspective, the concept of leisure has also changed -- so much so that its positive definition is no longer available to us. After showing how education is affected by the diffusion of the boundaries between work and leisure, I suggest three possible ways to counter this process: (1) focusing on leisure as resistance to the dominance of work, (2) appealing to the deep connection between leisure and religious worship, and (3) a radical rejection of the concept of &quot;leisurely work&quot; or any other kind of work that is presumed good in itself.
The Organizational Power Applied by School Principals and Its Effect on Teachers&apos; Perception of Power Distance
Author: Ziblim, Lukman
Date: 2022-09-00
Type: Journal Articles
Subjects: Power Structure,Principals,Teacher Attitudes,Teacher Administrator Relationship,Foreign Countries,Preferences,Predictor Variables,Elementary School Teachers,Secondary School Teachers,Social Distance

The aim of this research is to examine the relationship between the power types used by school principals and the power distance perceptions of teachers. The population is composed of the teachers in Mugla (Turkey) and Tamale (Ghana). The sample is made up of 384 teachers from Mugla and 407 teachers from Tamale. The data used in this research were collected using Power Type Scale and Power Distance Scale, both of which were developed in schools. In the analysis of the data, descriptive statistics were used in determining teachers' views of the power types used by school principals and the teachers' power distance perceptions. T-test was used in determining the differences in opinions and perceptions regarding the power types and power distance according to the demographic variables considered in this study. In the statistical analysis made; 0.5 was chosen as the significant value. According to the findings of the research, Mugla and Tamale principals exhibited the same order of preference in the power types they employ. Mugla principals and Tamale principals used reward power and legitimate power respectively at statistically significant levels. Regarding power distance, Tamale teachers' perceptions in all the dimensions of power distance were higher than Mugla teachers' perceptions at statistically significant levels. In both Mugla and Tamale samples, power types used by principals were found to be very good predictors of teachers' power distance perceptions.
Research Trends on the Use of Augmented Reality Technology in Teaching English as a Foreign Language
Author: Takkaç Tulgar, Aysegül
Date: 2022-09-00
Type: Journal Articles
Subjects: Technology Uses in Education,Computer Simulation,Educational Technology,Second Language Instruction,English (Second Language),Bibliometrics,Content Analysis,Educational Research,Instructional Effectiveness,Electronic Learning,Early Childhood Education,Game Based Learning,Authors,Publications,Academic Achievement,Learning Motivation,Research Design,Questionnaires,Achievement Tests,Data Collection,Sampling,Statistical Analysis,Correlation

The main aim of this research is to display research trends in studies on augmented reality (AR) in teaching English as a foreign language by using bibliometric mapping and content analysis. For this purpose, 64 studies in total published up to 2019 were accessed for bibliometric analysis. In addition, 49 articles published between 2007 and 2019 were reached for content analysis. The bibliometric mapping results indicated that related studies mostly focused on the effectiveness of mobile and ubiquitous learning. In addition, early childhood education, mobile learning, and gamification have become the focus of recent research. While Thorne, Azuma and Squire are the mostly cited authors in this field, Computers &amp; Education, Educational Technology &amp; Society, British Journal of Educational Technology and Computers in Human Behavior are among the journals cited most. Content analysis results revealed that academic achievement and motivation were the most commonly examined variables in the studies. These results revealed that most of the studies were grounded on quantitative research designs, especially experimental designs. Questionnaires and achievement tests were the most used data collection tools. While purposive sampling was the most preferred sampling method, there was an increase in the adoption of random sampling in 2011. Finally, descriptive statistics, T-tests, ANOVA-ANCOVA, and correlation analysis were mostly performed quantitative analysis methods, and content analysis was mostly used in qualitative analysis.
Preservice Middle School Mathematics Teachers&apos; Development of Flexibility and Strategy Use by Geometric Thinking in Dynamic Geometry Environments
Author: Uygun, Tugba
Date: 2022-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Middle School Teachers,Mathematics Teachers,Mathematics Instruction,Teaching Methods,Geometry,Problem Solving,Mathematics Skills,Mathematical Logic,Thinking Skills,Scores,Computer Software,Geometric Concepts

The current study, aimed to examine the development of flexibility and strategy use through instructional sequence encouraging the preservice middle school mathematics teachers' geometric thinking and problem-solving performance on dynamic geometry environment. Mixed-method research design was used in the study. The study was conducted with 46 preservice middle school mathematics teachers selected by criterion sampling strategy. The data were collected through the tests including open-ended and multiple-choice questions. In the quantitative part of the study, it was attempted to identify whether the tasks affect problem solving skills and geometric thinking. The said individuals participated in six-week instructional sequence designed by the tasks of geometric constructions performed by GeoGebra. For the qualitative part, document analysis technique was used in order to illustrate the ways of this effect in detail and illustrate the development of flexibility and strategy use. It was observed that tasks by DGE improved the preservice middle school mathematics teachers' scores of problem-solving and geometric thinking. Also, they solved the problems by representing the properties of higher thinking levels than the levels they had before participating in the instructional sequence enacted by GeoGebra. It is believed that this could encourage the improvement of their flexibility and strategy use.
An Examination of the Relation between In-Service Preschool Teachers and Preschool Teacher Candidates&apos; Levels of Nomophobia and FoMO
Author: Idil, Önder
Date: 2022-09-00
Type: Journal Articles
Subjects: Preschool Teachers,Preservice Teachers,Handheld Devices,Fear,Teacher Attitudes,Student Attitudes,Social Media,Addictive Behavior,Anxiety,Internet,Computer Mediated Communication,Foreign Countries,Teacher Characteristics,Student Characteristics

The purpose of this study was to assess in-service preschool teachers' and preschool teacher candidates' levels of Nomophobia (NO MObile PHone phOBIA) and FoMO (Fear of Missing Out). This study is a quantitative one in its nature, and rests on the correlational survey design from descriptive research models. We recruited a total of 310 participants in the study group. We collected data through the Nomophobia Questionnaire and the FOMO Scale. We found that both the in-service preschool teachers and the preschool teacher candidates had severe levels of nomophobia and moderate levels of FoMO. The in-service preschool teachers' nomophobia scores did not differ significantly by age groups, but there was a statistically significant difference in their FoMO scores among age groups. Moreover, there were statistically significant differences between the in-service preschool teachers and the preschool teacher candidates' nomophobia and FoMO scores. Accordingly, the preschool teacher candidates had higher mean scores in their nomophobia and FoMO levels when compared with the in-service ones. Based on these findings, new inquiries about/into teachers' nomophobia and FoMO levels should be done to be able to make comparisons. Further, it could give fruitful results to recruit teachers from different branches. Another suggestion is to test teachers' nomophobia and FoMO levels in terms of demographics, particularly respecting gender and marital status as well as culture so that the justifications could be made about the results.
The Effects of Group Mentoring on Teachers&apos; Classroom Activities: An Instrumental Case Study
Author: Saglam Arslan, Aysegul
Date: 2022-09-00
Type: Journal Articles
Subjects: Faculty Development,Mentors,Inservice Teacher Education,Science Teachers,Chemistry,Foreign Countries,High School Teachers,Classroom Techniques,Learning Activities,Cooperative Learning

As the technologies in the field of education are becoming more and more sophisticated, continuous professional development for teachers is gaining increasing importance. Therefore, teachers need to improve themselves to grow more competent professionally, to adapt to innovations in their field and to be aware of their competencies throughout their professional careers. A support for professional development can be given to teachers through in-service training programs or mentoring practices. This study aims to improve chemistry teachers' adaptation to the renewed curriculum with a group mentoring program and to determine the effects of this program on professional development of teachers by individually and as a group. The study group consists of four (three males, one female) chemistry teachers working in the central districts of the province of Trabzon in Turkey. A Course Evaluation Form developed by the researchers was used to examine the effect of the teachers' mentoring support experiences on their classroom practices. Each teacher was observed before, during and after the mentoring. Every one of the classroom teaching practices was video-recorded. The video recordings were analyzed according to the themes and codes in the course evaluation form. The findings show that there is a change in teachers' in-class practices before, during and after the mentoring, and while this change shows continuous improvement in some cases, it is variable or stationary in some others.
Effect of Item Parameter Drift in Mixed Format Common Items on Test Equating
Author: Uysal, Ibrahim
Date: 2022-09-00
Type: Journal Articles
Subjects: Test Items,Test Format,Item Response Theory,Equated Scores,Monte Carlo Methods,Test Length,Sample Size,Multiple Choice Tests,Essay Tests,Testing Problems

The aim of the study was to examine the common items in the mixed format (e.g., multiple-choices and essay items) contain parameter drifts in the test equating processes performed with the common item nonequivalent groups design. In this study, which was carried out using Monte Carlo simulation with a fully crossed design, the factors of test length (30 and 50), sample size (1000 and 3000), common item ratio (30 and 40%), ratio of items with item parameter drift (IPD) in common items (20 and 30%), location of common items in tests (at the beginning, randomly distributed, and at the end) and IPD size in multiple-choice items (low [0.2] and high [1.0]) were studied. Four test forms were created, and two test forms do not contain parameter drifts. After the parameter drift was performed on the first of the other two test forms, the parameter drift was again performed on the second test form. Test equating results were compared using the root mean squared error (RMSE) value. As a result of the research, ratio of items with IPD in common items, IPD size in multiple-choice items, common item ratio, sample size and test length on equating errors were found to be significant.