ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Studies Teacher Candidates&apos; Views about Information Technologies and Material Used in Social Studies Lesson
Author: Oran, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Preservice Teachers,Student Attitudes,Educational Technology,Technology Uses in Education,Instructional Materials,Teaching Methods

The research was prepared in order to reveal the opinions of social studies teacher candidates on the use of information technologies and materials in social studies lessons. The study group of the research consists of teacher candidates studying in the department of social studies teaching at Cukurova University in Turkey. The research was prepared in accordance with phenomenology, one of the qualitative research designs. A structured interview form, which was previously created by taking expert opinion, was used to collect data. There are 5 questions that complement each other in the interview form. The data obtained from the interview form were subjected to content analysis. The reliability of the study was calculated as 95.5% according to the reliability formula of Miles and Huberman (1994). It was concluded that the prospective teachers who participated in the research supported the use of information technologies in the social studies course. It was seen that the tools in the classroom environment as technology and material were expressed by the majority of the participants.
Investigation of Sports Participation Motivations of Physical Education and Sports School Students
Author: Yildirim, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletics,Physical Education,College Students,Student Characteristics,Gender Differences,Age Differences,Intellectual Disciplines,Student Participation,Student Motivation,Team Sports

The purpose of this study is to determine the sport participate motivation of the students who are attending physical education and sports college and to compare them according to the demographic variables. The universe of the research is composed of 480 students who are studying different programs in Bozok University Physical Education and Sports School in 2017-2018 academic year. The sample of the research consists of 180 students who are determined using random sampling technique. As a data collection tool in the research, personal information form and Gill et al. (1983) and Oyar et al. (2001) used the Sport Participation Motivation Scale, adapted to the Turkish population. The data were transferred to the SPSS 18 package program for analysis. Frequency and percentage analyzes, t test, Anova analysis and post hoc tests were used in the statistical analysis of the data. As a result of the analyzes performed, statistically significant differences were determined between the motivations of physical education and sports college students to participate in sports according to the variables of gender, age, department of education and sports branch (p &lt; 0.05). It was determined that male students have higher motivation to participate in sports than female students. Students between the ages of 18-22 have a higher motivation to participate in sports than students between the ages of 23-27. Physical education and sports teaching department students were found to have higher motivation to participate in sports than the students of the coaching education department and the sports management department. Students who are engaged in team sports have higher motivation to participate in sports than students who are engaged in individual sports.
An Empirical Study on the Effect of Instruction on Metacognitive Strategies on EFL Reading Comprehension: The Case of Foundation-Level Students in Oman
Author: Al-Kiyumi, Omaima
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Reading Strategies,Reading Comprehension,Student Attitudes,Reading Instruction,Instructional Effectiveness,Reading Skills,Teaching Methods,College Freshmen,English (Second Language),Second Language Instruction

The current quasi-experimental study investigated the effect of metacognitive reading strategies on the reading comprehension and attitudes of Omani EFL foundation-level students. The sample of the study included two intact classes (N=45) and was selected based on the students' results in the midterm reading comprehension exam and their responses to the metacognitive strategies survey (MARSI). One class functioned as the experimental group, which received instruction relating to the metacognitive reading strategies. The other class was the control group which received conventional reading instruction. Two instruments were used to collect data: a pre-post reading comprehension test to measure the students' performance in reading and an attitude questionnaire to investigate their attitudes towards metacognitive reading strategies use. The results of the study revealed that there was a statistically significant difference between the learners' reading comprehension in the experimental group and the control group in favor of the experimental group as a result of metacognitive reading strategies instruction. Results also showed that students in the experimental group held positive attitudes towards using metacognitive reading strategies use. In the light of these findings, implications and recommendations for practice were put forward.
The Interaction between Socioeconomic Status and Preschool Education on Academic Achievement of Elementary School Students
Author: Fateel, Moosa Jaafar
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Education,Socioeconomic Status,Correlation,Academic Achievement,Elementary School Students,Interaction,Foreign Countries,Grade 1,Grade 2,Grade 3,Grade Point Average

Preschool education may help increase the academic achievement of school-age students. Still, for a segment in society, this is not feasible and children are not admitted into preschool due to parents' socioeconomic status. The purpose of this study was to measure the interaction between socioeconomic status and preschool education on students' academic achievement in Bahraini government elementary schools. The study adopted a quantitive approach. The sample was 402 girls and boys in grades 1 through 6. The results showed that students who had preschool education had better academic achievement than those who did not. There were no significant differences in students' later academic achievement with reference to socioeconomic status, and there was no interaction between preschool education and socioeconomic status on academic achievement. It was recommended that policymakers should encourage the private and public sectors to invest in preschool education, to conduct further research on the impact of socio-economic status on academic achievement at different school levels and to expand the dimensions of SES to include parents' skills and marital relationships and their impact on children's achievement.
Assessment and Evaluation on Text Readability in Reading Test Instrument Development for BIPA-1 to BIPA-3
Author: Rahmawati, Laili Etika
Date: 2021-07-00
Type: Journal Articles
Subjects: Reading Tests,Readability,Reading Achievement,Test Construction,Credibility,Correlation,Indonesian,Reading Ability,Cloze Procedure,Foreign Students,College Students,Difficulty Level,Scores,Readability Formulas,Foreign Countries

Nowadays, text readability is of great importance. Simple but very often ignored, readability statistics can provide information about the level of difficulty of the readability of particular documents and increase an evaluator's credibility. Hence, this research aims to examine the readability index of the test instrument for BIPA (Bahasa Indonesia Untuk Penutur Asing), evaluate the student's reading ability, and analyze the relevance readability index and cloze test result. The study was carried out through an experiment involving 21 international students in several Muhammadiyah Universities. The students were provided with three sets of reading instruments from BIPA-1 to BIPA-3. Data analysis was carried out with correlation analysis. The result showed that the reading instrument difficulty was at a fairly easy to moderate level. Gunning Fog score and Automated Readability Index were the most relevant tool to the student's test achievement. This research implies the importance of test instrument evaluation. Assessment of the readability of the text is vital in the process of developing an appropriate test instrument.
Assessing Preschool Teachers&apos; Challenges and Needs for Creativity in STEM Education
Author: Amran, Muhammad Syawal
Date: 2021-07-00
Type: Journal Articles
Subjects: Preschool Teachers,Barriers,Creativity,STEM Education,Creative Teaching,Foreign Countries,Integrated Activities

Creativity in teaching is important in order to ensure children are engaged in learning Science, Technology, Engineering and Mathematics (STEM). However, previous research has claimed creativity in learning STEM for children is not adequately supported by teacher in classroom due to the lack of preparation, content knowledge and skills. This study aims to assess the needs and challenges of promoting creativity in STEM education. In this study, preschool teachers (n= 22) were interviewed as they are the key informants who are involved in STEM education. The semi-structured interviews were analysed using qualitative content analysis and were qualitatively coded. Results illustrate that there are several distinctive themes identified as described by the participants when discussing the needs and challenges of implementing integrated creativity skill in STEM education as well as the support that would be most helpful in overcoming them. The results highlighted a huge gap between creativity knowledge and the implementation of creativity in STEM education. Participants also provided specific support needed to integrate creativity in STEM education. Preliminary findings suggest that many teachers are interested in integrating creativity skills in STEM education. This research sheds light on the needs and challenges for professional pre-school teachers by providing them pedagogical module as well as professional training to promote creativity in teaching STEM.
The Opinions of Preschool Teachers Regarding the Values of Turkish Children and Syrian Refugee Children
Author: Yilmaz, Ayse Duran
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Teacher Attitudes,Refugees,Preschool Children,Student Behavior,Interpersonal Relationship,Responsibility,Cooperation,Friendship,Helping Relationship,Self Control

The purpose of the study is to determine the opinions of preschool teachers regarding the values of Turkish children and Syrian refugee children. Phenomenology design, one of the qualitative research methods, was used in this study. The study group of the research consisted of twenty-four pre-school teachers working in different cities, namely Adiyaman, Kilis, Sanliurfa, Gaziantep, and Hatay, where refugees live intensely. Purposeful sampling method was used to determine the participants of the study. The data of the study were obtained by using semi-structured interview form. The analysis of the data of the research was made by deductive content analysis. The findings of this research reveal that Turkish children and Syrian children generally show similarities behaviors according to the values of respect, responsibility, cooperation, friendship, and helpfulness. In addition, it has been stated that Turkish children and Syrian children display negative behaviors according to the values of self-control and tolerance.
VR-Technology in Teaching: Opportunities and Challenges
Author: Graeske, Caroline
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Teaching Methods,Technology Uses in Education,Secondary School Students,Student Motivation,Student Attitudes,Teacher Attitudes,Technological Literacy,Foreign Countries,Secondary School Teachers,Pedagogical Content Knowledge,Game Based Learning

Use of virtual reality (VR) to teach in upper-secondary schools has become more common during recent years. This article discusses the implementation and testing of VR to teach Swedish in upper-secondary school, a pilot study carried out during the 2020/2021. The purpose of this study is to investigate how VR can be used to teach Swedish, what possibilities and challenges arise from using VR as a learning resource. The method used was inspired by action-based research, where teachers and researchers together, in a symmetrical and complementary approach, explore and evaluate an action. Central theoretical perspectives were TPACK-competences and design principles for gamified learning. The results indicate that students' motivation increases by possibilities to co-create, co-design and customize their own learning, where the students solve problems and consider and reflect on their own learning. Both students and teachers point out didactical potentials and explain that VR technology offers many opportunities, but cannot exist on its own. It must function in accordance with the curriculum and regulatory documents of the educational institution.
The Mediating Role of Self-Directed Learning Readiness in the Relationship between Teaching-Learning Conceptions and Lifelong Learning Tendencies
Author: Karatas, Kasim
Date: 2021-06-00
Type: Journal Articles
Subjects: Self Management,Learning Readiness,Correlation,Lifelong Learning,Undergraduate Students,Preservice Teachers,Preservice Teacher Education,Constructivism (Learning),Student Centered Learning,21st Century Skills,Foreign Countries,Independent Study

In this study, the mediating role of readiness for self-directed learning in the relationship between pre-service teachers' teaching-learning approach and lifelong learning skills was examined. The study group consisted of 800 pre-service teachers studying in different universities in Turkey. Data were collected with three different scales. The analysis of the data was carried out using structural equation modelling. According to the findings obtained and the results of the mediation analysis, it is clear that the readiness of self-directed learning in the relationship between constructivist teaching-learning, which is one of the learning teaching approaches, and lifelong learning tendencies has a full mediating role. However, there was no significant relationship between traditional teaching-learning approach and lifelong learning tendencies and readiness for self-directed learning. As a result, the type of learning-teaching approach affects readiness for self-directed learning and therefore lifelong learning tendencies.
A New Image of Preschool Institutions in Slovenia: Conceptual, Systemic and Curricular Backgrounds
Author: Umek, Ljubica Marjanovic
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Equal Education,Comparative Education,Educational Quality,Child Development,Preschool Curriculum,Efficiency,Educational Indicators,Educational Improvement,Educational Change,Child Care Centers,Preschool Children

Until their conceptual, systemic and substantive reform in the 1990s, preschool institutions in Slovenia were recognised predominantly as care institutions, on the one hand, and as &quot;preparatory institutions&quot; for school or pre-primary school, on the other. This paper presents an analysis of preschool education in Slovenia based on theoretical starting points, international comparative analyses of quality indicators for preschool education and curricular documents, as well as the results of Slovenian and foreign empirical research on early child development and learning. The analysis was conducted from the viewpoint of conceptual, systemic and curricular solutions. In particular, we emphasise the need to update the &quot;Curriculum for Preschool&quot; and resolve any professional dilemmas related to the efficiency and equity of preschool. In conclusion, we specifically highlight certain possibilities for improvements in Slovenian preschool education.
Admission Test Analysis of Pre-Service Math-Science Teacher Based on Its Related Factors
Author: Qadar, Riskan
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,College Entrance Examinations,Mathematics Teachers,Science Teachers,Logical Thinking,Cognitive Development,Gender Differences,Interviews,Foreign Countries

The admission test of pre-service teachers uses a knowledge test that has not explored the non-cognitive factors. This study is focused on considering the basic abilities, logical thinking abilities, gender, level of cognitive development and the type of pre-service teacher programme. Moreover, other factors, such as motivation, role of life experiences and verification of logical thinking test result (TOLT), were also contemplated. This study applied TOLT to 281 pre-service math-science teachers from four different programmes. This study also developed a multiple mini interview modification with expert screening methods that have validity, reliability and homogeneity parameters based on Aiken's criteria. Our study provides an alternative to reformulate the selection test that combines paper-based tests with interviews as an admission test for preservice teacher candidates. Our results also illustrate how gender and cognitive development affect the basic abilities based on their programme. Furthermore, admission tests should have balanced cognitive and non-cognitive factors.
Assessing the Functioning of Government Schools as Learning Organizations
Author: Alharbi, Gasem Aail
Date: 2021-00-00
Type: Journal Articles
Subjects: Public Schools,Organizational Learning,Teacher Attitudes,Public School Teachers,Foreign Countries,Principals,Administrator Attitudes,Barriers,School Administration

The present study examined teachers' perceptions of school leaders' practices towards employing the characteristics of Learning Organisations in public education schools. The research used a mixed-method research design, implying that the study conflated quantitative and qualitative data to achieve aims. Moreover, the study used simple random sampling to recruit the participants, enhancing the validity and reliability of the gathered data. Data was collected through a learning school questionnaire (LSQ) administered to two hundred and forty-seven school leaders and two hundred and twenty-one school teachers selected from the selected region's government schools. Findings showed the criticality of school leadership in enforcing and sustaining learning organisations. Also, some impediments to creating Learning Organisations were centralisation, the low level of administrative support in educational departments, and the ineffectiveness of organisational education training programs, which require financial, administrative, and training stimulation to develop schools. School actors can implement the recommendations included in this research to remodel their educational systems as Learning Organisations.
Clause-Sensitivity of Inflectional Morphology in L2 English
Author: Shuhama, Yuji
Date: 2021-07-00
Type: Journal Articles
Subjects: Scores,Phrase Structure,Morphology (Languages),Verbs,Second Language Learning,Second Language Instruction,English (Second Language),Linguistic Theory,Grammar,Syntax,Morphemes,Undergraduate Students,Decision Making,Task Analysis,Foreign Countries,Essays,Text Structure,Transfer of Training,Writing (Composition),Interference (Language),Multiple Choice Tests,Rating Scales,Guidelines

The Interface Hypothesis (Sorace, 2000) developed in line with the Minimalist theory of grammar (Chomsky, 1995 et seq.) supports the view of L2 acquisition that syntactic properties are acquired early while the acquisition of interface properties is delayed. One of the interface properties is inflectional morphology on English verbs, which involves subject-verb agreement at the syntax-morphology interface. Previous studies have revealed that for learners of L2 English, acquiring third person singular &quot;-s&quot; is harder than regular past &quot;-ed&quot; due to the absence of meaningless morphemes in L1. However, one question has been disregarded: Where in a clause are these morphemes inserted more successfully? Given that subordinate clauses are more complex than main clauses, this study examines the clause-sensitivity of L2 inflectional morphology. 44 Japanese university students learning English as L2 were asked to complete a grammaticality judgment test and write an essay about a specified topic. The learners' inflection pattern was surveyed through the test scores and text analysis of the essays. Results show that &quot;-s&quot; tends to be omitted regardless of clause types, but &quot;-ed&quot; is omitted more frequently in complement clauses than main clauses. These are due to negative L1 transfer on L2 inflectional morphology and our findings imply the importance of clauses as meaningful units in L2 grammar instructions.
Effectiveness of Quizizz in Interactive Teaching and Learning Malay Grammar
Author: Munuyand, Thulasirani A/P
Date: 2021-07-00
Type: Journal Articles
Subjects: Language Tests,Indonesian Languages,Grammar,Teaching Methods,Second Language Learning,Second Language Instruction,Dravidian Languages,Native Language,Formative Evaluation,Computer Assisted Testing,Learning Processes,Elementary School Students,Grade 4,Computer Games,Student Attitudes,Computer Software

For teaching and learning Malay language grammar, there are many types of online assessment tools and applications have been developed in Malaysia. One such application is Quizizz, a game-based online quiz that facilitates teaching and learning. The purpose of this research is to measure the effectiveness of Quizizz application to teach and learn Malay grammar. We have used descriptive questionnaire research design, and chosen 130 students from Tamil schools by following the simple random sampling strategy. We have explored the effectiveness of Quizizz application as a formative quizzing tool for teaching and learning Malay grammar in year-four Tamil school students from 15 Tamil schools in Manjung district. The results showed that it was imperative to use Quizizz as a formative assessment tool to learn and teach Malay grammar to Tamil students. Students also responded positively to the use of Quizizz in the classroom through survey questionnaire results. At the end, we conclude that it is important for teachers to consider using fun and entertainment technology quizzing tools to teach Malay grammar.