ethanporcaro/eric-fulltext-meta huggingface dataset:
English Vocabulary Exposure in South African Township Schools: Pitfalls and Opportunities
Author: Stoffelsma, Lieke
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Oral Language,Foreign Countries,Grade 3,Elementary School Students,Reading Materials,Slums,Word Frequency,Books,Computational Linguistics,Reading Fluency,Incidental Learning,Reading Aloud to Others,Word Lists,Teacher Student Relationship,Teaching Methods

Background: This small-scale study investigated English vocabulary exposure from graded readers and teacher talk in Grade 3 classrooms in poorly resourced township schools in South Africa. Vocabulary is one of the key building blocks for becoming a fluent reader. Most words are learnt through incidental exposure to oral or written language. Objectives: This study is a first attempt to investigate opportunities for incidental vocabulary exposure in poorly resourced classrooms in South Africa. Method: A corpus linguistics approach was used to analyse a written corpus of 57 143 tokens and a spoken corpus of 12 242 tokens. Results: The study showed that there are vast differences between levels of written and spoken vocabulary in the classrooms and that the role for oral vocabulary exposure in classrooms is restricted. Spoken vocabulary registered above the K-3 word frequency level largely came from teachers' read alouds of print materials. Conclusion: The study findings show that even in contexts where print exposure is limited, oral language cannot compensate for the richness of written vocabulary. Situational constraints, such as lack of books, negatively influenced the effective use of graded readers. Opportunities for incidental vocabulary learning, as well as implications for policy and further research, are discussed.
Evaluation of Syrian Students&apos; Dictation Texts (A2 Level)
Author: Özçakmak, Hüseyin
Date: 2019-00-00
Type: Journal Articles
Subjects: Oral Language,College Students,Foreign Students,Writing Skills,Semitic Languages,Turkish,Teaching Methods,Foreign Countries,Second Language Learning,Second Language Instruction,Native Language,Writing Processes,Skill Development

The study aiming to evaluate dictation texts of A2 level Syrian students is carried out with 19 students learning Turkish in university, 7 female and 12 male, whose age range between 20-24. In this qualitative pattern study, dictation papers written by students were considered as data collection tool. The book of Forsa from Omer Seyfettin was utilized in the study. Texts dictated by the researcher were written down by the students and resulting research data was analyzed in various aspects. In the study lasting 4 weeks; on 1st week a text of 117 words consisting of 3 paragraphs, on 2nd week a text of 121 words consisting of 4 paragraphs, on 3rd week a text of 92 words consisting of 2 paragraphs and on 4th week a text of 152 words consisting of 3 paragraphs was worked on. To minimize the mistakes, resarch data was inspected twice. In the end of the study, it was found that students were completing dictation practices with an increasing pace, the amount of correct words written by the students was higher than expected, dictation practice accelerated students' writing swiftness and students developed their writing skills. Also in the research, it was observed that students fell short of writing Arabic-rooted words in dictation texts, on the contrary to the expectations.
Analyzing Predictive Role of Pre-Service Teachers&apos; Occupational Anxiety Level on Positive Emotions
Author: Ihtiyaroglu, Neslin
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Preservice Teachers,Anxiety,Self Efficacy,Scores,Measures (Individuals),Licensing Examinations (Professions),Socioeconomic Influences,Altruism,Test Anxiety,Predictor Variables,Job Performance,Teacher Student Relationship,Emotional Response,Positive Attitudes,Foreign Countries

The objective of this study is to examine the predictive role of pre-service teachers' professional anxiety on positive emotions. The relational screening model was adopted in the study. 484 pre-service teachers were selected from the Faculty of Education in Kirikkale University with stratified sampling method for sample. Occupational Anxiety Scale and Dispositional Positive Emotion Scales were applied to sample group. Correlation and multiple regression analysis were used to analyze the data. Correlation analysis revealed that the relations between contentment and occupational exam centered anxiety and socio-economic centered anxiety have the highest scores, whereas the relations between compassion and socio-economic centered anxiety and school management centered anxiety have the lowest scores. Results of multiple regression analysis indicated that occupational exam centered anxiety and socio-economic centered anxiety are significant predictors of positive emotions but job oriented anxiety, interaction with students centered anxiety, colleagues and students' parents centered anxiety, self-development centered anxiety, adaptation self-development centered anxiety and school management centered anxiety isn't a predictor for positive emotions. Suggestions for decreasing the pre-service teachers' occupational anxiety level were presented at the end of the study.
A Case Study on Preservice Primary School Teachers&apos; Flower Care at School within the Scope of Community Service Practices Course
Author: Dogan, Zeynep
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Plants (Botany),Student Attitudes,Environmental Education,Conservation (Environment),Elementary School Teachers,Horticulture,Foreign Countries

The aim of this study is to present the details of a practice that is carried out within the scope of Community Service Practices Course from a scientific perspective. And also to investigate the views of the pre-service teachers related to the topic. Research design is determined as a case study method. For the data collection, interview method was used from qualitative data collection methods. The sample is composed of 8 pre-service primary school teachers. Within the relevant course, a potted flower to be determined by the pre-service teachers was planted in a pot in a suitable place in the faculty, and the students were given the task of undertaking all kinds of care for the flower during the semester. Semi-structured interviews with the pre-service teachers were held at the end of the term and their opinions were taken. According to the results, all of the pre-service teachers find the implementation useful and important for their teaching career. They stated that they got information about flower care, they gained awareness and they were impressed affectively.
The Metaphors of Candidate Philosophy Group Teacher Regarding the Concept of &apos;Mind&apos;
Author: Duman, Ekrem Ziya
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Figurative Language,Phenomenology,Student Attitudes,Preservice Teachers,Teacher Education Programs,Philosophy,Cognitive Processes

The purpose of the current study was to determine what the metaphors of the candidate philosophy group teachers regarding the concept of mind are and understand the related metaphors by means of gathering the metaphors expressed under certain categories. Phenomenology, one of the qualitative research designs, was used in the current study. The working group was made up of the students having pedagogical formation at Gazi University in the academic year of 2017-2018 and the last year students studying Philosophy Group Teaching at Gazi University. In this sense, the study was applied to total 85 people. Qualitative data collection techniques were used in the research. Data collection tool was applied to the participants by the researchers. In this sense, 62 valid metaphors were produced out of 85 candidate teachers. The metaphors produced were gathered under 10 categories, which are mind as a guide, mind as a basic element, mind as suitability for the purpose, mind as a working and developing structure, mind as a storage, mind as showing the reality, mind as an illuminator, mind as a valuable competence, mind as a limitless competence and the unclassified. In the order of metaphors produced mostly by the candidate philosophy group teachers participating the research, mind as a guide was in the first place at the rate of 17.3%. Mind as a basic element was in the second category with a rate of 16% and it was followed by mind as suitability for the purpose and mind as a working and developing structure with a rate of 12%.
A Qualitative Research on the Difficulties and Failures about Probability Concepts of High School Students
Author: Memnun, Dilek Sezgin
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Grade 12,Probability,Grade 11,Mathematical Concepts,Problem Solving,Abstract Reasoning,Mathematics Instruction,Difficulty Level,Foreign Countries

This research aimed to examine the difficulties and failures of eleventh-grade students regarding probability concepts. With this aim, ten different open-ended probability problems were asked to the 142 eleventh-grade students. Each of these problems requires using different basic probability concepts. It is qualitative research, and the data gathered in this study were analyzed using by descriptive analysis method. The findings indicated that many of these students had difficulties in solving probability problems and failed to apply different probability concepts to these problems. Notably, it was stated that many students had difficulties in finding all the probabilities without any missing in these problems. Besides, it is essential to develop reasoning skills since the students usually used trial-and-error method and prediction to solve probability problems.
Analysis on Loneliness Levels of Students in Summer School of Physical Education and Sports School
Author: Ozdayi, Nahit
Date: 2019-00-00
Type: Journal Articles
Subjects: Summer Programs,Psychological Patterns,Affective Measures,Physical Education,Team Sports,College Students,Student Attitudes,Reliability,Comparative Analysis,Departments,Foreign Countries,Gender Differences,Age Differences,Leisure Time,Place of Residence

The purpose of this study is to analyze the loneliness levels of students studying in 2017-2018 summer school of Balikesir University School of Physical Education and Sports by some demographic characteristics. This is a descriptive study. The research population is composed of 865 students studying in 2017-2018 summer school of Balikesir University School of Physical Education and Sports and the sample is composed of randomly selected 348 students. &quot;UCLA Loneliness Scale&quot; adapted into Turkish by Demir (1989) was applied in the study. The overall reliability of the loneliness scale was found to be a = 0.74. Kolmogorov Smirnov test was evaluated for the conformity of UCLA Loneliness Scale to the normal distribution in data analysis. Since all data were observed not to be normally distributed, Mann Whitney U and Kruskal Wallis tests ranked among the non-parametric tests were performed to compare the loneliness levels. All analyses were performed with SPSS v17.0 (SPSS Science, Chicago, IL, USA). In conclusion, it has been determined that the loneliness levels of the participants are high (51.07%), there is no statistically significant difference by the variables of sex, age, adequate leisure time, recreation and the place of residence while significant differences have been observed by the variables of department, branch and grade.
Analysis on Sportspersonship Orientations of Students Studying in Faculty of Sports Sciences/School of Physical Education and Sports
Author: Karatas, Özgür
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Sports,College Students,Physical Education,Universities,Student Attitudes,Reliability,Validity,Gender Differences,Age Differences,Self Concept,Foreign Countries,Ethics,Personality Traits,Athletics

The purpose of this study is to analyze the sportspersonship orientations of students studying in the faculty of sports sciences/school of physical education and sports by different variables. The population of this descriptive research is composed of the students studying in faculty of sports sciences/school of physical education and sports in six different universities while the sample is composed of 949 students studying in different grades and departments. As the data collection tool, personal information questionnaire and &quot;Multidimensional Sportspersonship Orientation Scale-MSOS&quot; developed by Vallerand et al. (1997) of which reliability and validity of Turkish version was ensured by Sezen-Balçikanli (2010) were used. The scale comprises of four subdimensions and 20 questions. The reliability coefficient of the multidimensional sportspersonship orientation scale was found to be (0.89). Data were analyzed in statistical package program. In the analysis of the study, arithmetic mean, standard deviation, independent samples t test and one way variance analysis were used. It has been determined in the study that the multidimensional sportspersonship orientation of students is high. It has also been ascertained that there are significant difference in the variables of sex, age and the grade studied in terms of the multidimensional sportspersonship orientation of students (p&lt;0.05). However, no significant difference was observed in the variables of the university studied and doing sports (p&gt;0.05). It has been concluded that the variables of university studied and doing sports aren't effective on sportspersonship orientation of students while the variables of sex, age and the grade studied are effective on sportspersonship orientation of students.
An Investigation into the Logic Textbooks Written in Accordance with the 2009 Logic Curriculum
Author: Duman, Ekrem Ziya
Date: 2019-00-00
Type: Journal Articles
Subjects: Textbook Preparation,Logical Thinking,Teaching Methods,Curriculum Development,Constructivism (Learning),Textbook Evaluation,Bibliographies,Outcomes of Education,Student Evaluation,Illustrations,Taxonomy,Philosophy,Foreign Countries

Textbooks have attained an essential position with the student-centered approach. Accordingly, curricula are developed based largely on constructivist approach. Since textbooks are prepared in accordance with the curriculum, they are therefore constructivist approach-oriented. As a result, textbooks are the reflection of the curriculum. The mistakes in textbooks can directly affect learning in a negative manner. Additionally, the visuals, reading texts, preparation and evaluation questions in textbooks should be on a par with the outcomes in the curriculum in regard to level and structure. In this study, three of the textbooks written in accordance with the 2009 logic course curriculum were examined in terms of physical features, distribution by units, their congruence to the curriculum, language and expression, scientific content, print-typesettingorthography, reading texts, preparation and evaluation questions, and bibliography. From this aspect, this study is qualitative. Document review method was adopted in this study. It was discovered that the evaluation questions in the textbooks framed to measure the outcomes were under the outcome levels. To exemplify, the questions taxonomically at the evaluation level were found to be corresponding to the knowledge and comprehension levels, it was further explored that most errors were detected in the elements of print-typesetting-orthography.
Informational Evaluation &amp; Social Comparison: A Winning Pair for Course Discussion Design
Author: Javadi, Elahe
Date: 2019-02-00
Type: Journal Articles
Subjects: Feedback (Response),Computer Mediated Communication,Goal Orientation,Concept Formation,Innovation,Creative Thinking,Motivation,Experimental Groups,Control Groups,Undergraduate Students,Interpersonal Communication

Upward and downward social comparison mechanisms may positively affect student performance in course-related work. However, research is not conclusive about whether the negative effects that can also be caused by comparison outweigh the benefits. In this research project, we combined social comparison with detailed informational feedback on a specific performance goal in online discussions. The performance goal was tied to the extent to which student posts and comments exhibited integration of different dimensions of the discussion topic. The social comparison mechanism was based on de-identified discussion transcripts that included the score of each post or comment. Supplemental informational feedback was provided by the instructor in the form of goal-specific annotations on the transcript that clearly explained why each post/comment had received a given score. In this paper, we report on a field experiment that spanned over four semesters, completed in twelve course sections, each involving two online discussions. The treatment courses implemented the 'winning pair' mechanism, which is a combination of informational evaluation and social comparison in online discussion. Comparisons on quality and quantity of student interactions at individual, dyad, and course levels are discussed in detail. We propose that winning-pair could be an effective mechanism advancing quality in creativity-intensive non-mechanical course-related assignments.
Interim Awardee Outcomes after Four Years of a STEM Scholarship Program
Author: Sorkin, Sylvia
Date: 2019-02-00
Type: Journal Articles
Subjects: Undergraduate Students,STEM Education,Scholarships,Community Colleges,Spatial Ability,Mentors,Workshops,Time to Degree,Outcomes of Education,Gender Differences,Transfer Rates (College),Internship Programs,Student Placement,Bachelors Degrees,Minority Group Students,Majors (Students)

This paper describes the results of a four-year follow-up of need-based scholarship awardees at a community college as they made progress toward their goal of associate's degrees and/or bachelor's degrees in Science, Technology, Engineering, and Mathematics (STEM) fields. From 2014 through 2018, through National Science Foundation funding, need-based scholarships were offered for full-time STEM students with a minimum grade point average, and U.S. citizenship, or status as permanent resident alien or refugee alien. Spatial skills testing and practice, faculty mentoring, and a monthly luncheon workshop series with information on career and transfer were used to increase associate's and bachelor's degree attainment or transfer in STEM fields. Outcomes of these efforts are described, including spatial skills attainment and practice, and time elapsed from initial enrollment in the community college to subsequent bachelor's degree attainment. Outcomes by gender, race/ethnicity, and initial mathematics placement of awardees are also provided.
Educational Leadership Simulations: Learning Lessons from behind the Curtain of Educational Leadership
Author: DeJong, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Simulation,Graduate Students,Course Objectives,Teaching Methods,Leadership Training,Administrator Education,Principals,Superintendents,Self Esteem,Administrator Attitudes,Critical Thinking,Thinking Skills,Student Attitudes,School Administration

Simulations have long been used for military and medical training. More recently educational simulations have evolved for training teachers and for gaming used as a tool to engage students in learning. Only recently have educational simulations been available to train school leaders who have increased demands on them to lead schools and to improve test scores. Educational leaders must be versed in a variety of managerial and instructional skills that are supremely difficult to develop in any degree or certification program. The researchers in this study used educational simulations to support graduate instruction in two different principal and superintendent preparation programs. Participants were surveyed after participating in four or more educational simulations. The study uncovered a unanimously positive perception from participants regarding their preparedness for leadership and ability to meet graduate course objectives utilizing the educational simulations. Overall, the participants reported increased confidence to handle real-life situations after engaging in the simulations, more engagement in graduate courses and a deeper perspective to think critically about issues they will be presented with in the field. Data from participants in the study provide real insights to principal preparation programs, aspiring school leaders, and districts interested in further training their current leaders.
Simulation for Network Education: Transferring Networking Skills between Simulated to Physical Environments
Author: Marquardson, Jim
Date: 2019-02-00
Type: Journal Articles
Subjects: Computer Simulation,Teaching Methods,Transfer of Training,Introductory Courses,Computer Networks,Physical Environment,Instructional Effectiveness,College Students,Computer Science Education,Student Attitudes,Courseware,Active Learning,Self Efficacy,Retention (Psychology),Outcomes of Education

Simulated environments can provide a convenient, effective way to teach skills. Simulations have been used for decades to teach skills such as piloting aircraft. As technology has improved, it has become feasible to simulate many other tasks. Recent advances in virtual and augmented reality provide new avenues for expanding training using simulations. Going forward, it is imperative that we understand how skills are transferred from simulated environments to physical environments. The current research investigated network simulation training in an introductory computer networking course. Students completed networking exercises in a simulated network environment using Cisco Packet Tracer then subsequently completed exercises using physical Cisco routers and switches. Data from the study indicates that simulations are effective tools to teach computer networking principles but may not necessarily eliminate the need for students to learn using physical networking equipment. Student perceptions of simulation realism explained a large portion of the variance in skill transference between the simulated and physical environments. Practical advice for instructors teaching networking using simulated and physical environments is given.