ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing Pre-Service English Language Teachers for Classroom Realities: Strengthening Their Competence in Instructional Materials
Author: Tekir, Serpil
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Effectiveness,Teacher Attitudes,Instructional Materials,Elementary School Teachers,Secondary School Teachers,Kindergarten,Public School Teachers,Foreign Countries,Classroom Techniques,Teacher Education Programs,College School Cooperation,Pedagogical Content Knowledge,Literacy,Content Analysis,Student Attitudes

Purpose: English as Foreign Language (EFL) teachers tend to demonstrate low literacy levels in instructional materials and feel unprepared to use materials effectively. To better prepare pre-service EFL teachers for real classrooms that they will teach upon graduation, current K-12 teachers can provide significant insights into the needed competences of prospective teachers. With this purpose, the study aimed to investigate the competences in utilizing instructional materials needed by EFL teachers to become effective teachers to teach at the context of K-12 public schools. Research Method: The study used qualitative research methods. Data were collected through semi-structured interviews from 19 veteran EFL teachers teaching at K-12 public schools in Ankara. In order to gain a wide range of teacher perspectives on the knowledge and skill requirements for instructional materials, a maximum variation sampling technique was used. Data were subjected to content analysis. Findings: The results suggested that pre-service EFL teachers need to be competent in using a wide range of instructional materials (i.e., printed, visual, authentic, technological, web-based and self-produced) and material related areas (i.e., adaptation, selection, use and design) to use materials for different purposes (i.e., motivational, instructional, classroom management, for general or overall improvement of students and learnability) under some challenging conditions that may affect their utilization of instructional materials. Implications for Research and Practice: In case that the expected competences are adequately addressed at teacher-education programs, the disconnection between the universities and school environment could be solved and pre-service EFL teachers would feel ready and competent to teach upon graduation from teacher education programs.
Spiritual Leaders for Building Trust in the School Context
Author: Terzi, Ragip
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Styles,Spiritual Development,Organizational Culture,Trust (Psychology),Altruism,Religious Factors,Correlation,Teacher Administrator Relationship

Purpose: The purpose of this study was to analyze the impact of spiritual leadership on organizational trust and examine the relationship between both concepts. Research Method: A multiple regression analysis was carried out using the data collected through spiritual leadership and organizational trust scales from 343 teachers. Findings: The result of the study revealed that the dimensions of spiritual leadership have varying relationships with organizational trust, which is significantly predicted by altruistic love, hope/faith, and organizational commitment. Implications for Research and Practice: Leaders' role in enabling trust is a priority as they mainly decide and lead the value system of the organizations. Leaders in school contexts fulfill key roles in sustaining and developing organizational trust as they establish and support core values and truly accept members in schools. Spirituality is one of the concepts, which has been thought to have effects on trust in the organization.
Supervision and Peer Supervision in Online Setting: Experiences of Psychological Counselors
Author: Amanvermez, Yagmur
Date: 2020-00-00
Type: Journal Articles
Subjects: Counselor Attitudes,Feedback (Response),Supervisor Supervisee Relationship,Professional Development,Negative Attitudes,Counselor Training,Peer Evaluation,Graduate Students,Foreign Countries,Counselor Client Relationship,Undergraduate Students,Videoconferencing,Computer Mediated Communication,Counselor Educators,Supervision,Synchronous Communication

Purpose: Psychological counseling, supervision, peer supervision, and consultation in the online setting have become widespread. This study aimed to examine the experiences and opinions of psychological counselors regarding online supervision and peer supervision. Research Methods: This qualitative study included six psychological counselors as participants. The data of the study were collected using semi-structured individual interviews and a focus group interview. Written documents and transcriptions of voice recordings were analyzed based on thematic analysis. Findings: The results of the study related to the supervision experiences of psychological counselors yielded the following themes: role of the supervisor, supervision process, feedback from the supervisor, and the number of psychological counselors and clients. Similarly, themes related to experiences of psychological counselors in peer supervision were as follows: effects of the peers, professional development, and negative perceptions about peer supervision. The opinions of psychological counselors regarding online supervision and peer supervision yielded two themes: the strengths and the drawbacks of the online environment. Implications for Research and Practice: Online supervision can be useful for psychological counselors. However, it is crucial for future studies to investigate the experiences of psychological counselors with diverse characteristics to gain a deeper understanding. Mixed-method studies related to online supervision and peer supervision are recommended for more detailed information. Moreover, online supervision can be provided for psychological counselors-in-training and for professionals aiming to pursue career development.
The Role of Charismatic Leader in School Culture
Author: Ozgenel, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership Styles,Principals,School Culture,Success,Predictor Variables,Leadership Effectiveness,Administrator Characteristics

Purpose: This study aims to investigate the level at which the charismatic leadership style of school principals perceived by teachers predicts the school culture. Research Method: The correlational model, a quantitative research model, was conducted. In this study, 490 teachers participated in Uskudar, Istanbul. The School Culture Scale (Terzi, 2005) and the Charismatic Leadership Scale (Conger &amp; Kanungo, 1994) were used to measure the teacher's perception of the charismatic leadership and school culture. Correlation analysis was performed to identify the relationship between the charismatic leadership style and the school culture perceived by the teachers. Regression analysis was performed to determine whether the charismatic leadership style was a predictor of school culture. Findings: The findings obtained after the analyses showed that there was a significant positive relationship between the charismatic leadership and the success culture, support culture, mission culture, and bureaucratic culture and that the charismatic leadership style was a predictor of, respectively, the success culture, support culture, mission culture, and bureaucratic culture. The charismatic leadership explains 29% of the total variance in mission culture, 35% of the total variance in support culture, 36% of the total variance in success culture and 5% of the total variance in bureaucratic culture. Implications for Research and Practice: The charismatic leadership role of school principals in shaping the school culture should be emphasized. It may be suggested that charismatic leaders who manage the school culture effectively can be successful.
Analyzing the Dimensionality of Academic Motivation Scale Based on the Item Response Theory Models
Author: Kula Kartal, Seval
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Motivation,Measures (Individuals),Item Response Theory,College Students,Foreign Countries,Goodness of Fit

Purpose: This study aims to investigate the dimensionality of the Academic Motivation Scale items by depending on the graded response model, the generalized graded unfolding model, the bifactor model and the DIMTEST. Research Methods: The Academic Motivation Scale was implemented on 1858 students who were studying at Ankara University. The fit of models was examined based on the general, person and item level model data fit statistics that were produced by the models. Findings: It was found out that the bifactor model provided the most consistent results with the theoretical foundation underlying the items. The findings revealed that the generalized graded unfolding model and the bifactor model enabled better results than the graded response model concerning to the general model data fit. About item fit statistics, the models that provided the best fit were the bifactor model, the generalized graded unfolding model and the graded response model, respectively. The index values obtained based on the bifactor model also brought out the existence of a strong general dimension on which the scale items could be ordered. The results of DIMTEST analysis also supported that the scale items are multidimensional. Implications for Research and Practice: Researchers are recommended to estimate item parameters both on the general dimension and subscales of the Academic Motivation Scale by utilizing the bifactor model to obtain more reliable and valid item parameter estimations. In future studies, researchers can compare the models about dimensionality and monotonicity assumptions based on scales developed to measure different affective traits.
Determining the Graphical Literacy Levels of the 8th Grade Students
Author: Ozmen, Zeynep Medine
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Grade 8,Knowledge Level,Graphs,Visual Literacy,Statistical Analysis,Data Interpretation,Drafting,Comprehension,Reading Skills,Interpretive Skills,Middle School Mathematics,Foreign Countries

Purpose: Previous research focused on graphical skills of the students, which remains a gap that exists, and there has not been comprehensive research on students' graphical literacy abilities. The present study aims to picture graphical literacy levels of the 8th grade students concerning the &quot;reading,&quot; &quot;interpreting,&quot; &quot;drawing,&quot; &quot;comparing&quot; and &quot;evaluating&quot; aspects. Method: Participants in this study consisted of 46 students at 8th-grade from two different middle school levels. The data were collected by graphical literacy test. Findings: The findings showed that student's scores of the graphical literacy skill were low. Students had challenge at comparing two graphs, determining suitable context or graph type and realizing errors in the graphs. These results suggest that students are unable to fulfill advanced levels of the graph comprehension as read between and beyond the data. Implications for Research and Practice: There is need to design the learning environment through these aspects to raise students as graphically literate. To achieve this, of course, graphical literacy level of teachers and quality of instructional activities are important. For future, graphical literacy levels of the teachers should be determined, necessary arrangements should be considered to raise teachers equipped with graphical literacy.
Elementary School Students&apos; Informal Reasoning and Its&apos; Quality Regarding Socio-Scientific Issues
Author: Ozden, Muhammet
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Logical Thinking,Science and Society,Thinking Skills,Scientific Literacy,Decision Making,Problem Solving,Foreign Countries,Science Achievement,Vignettes,Student Attitudes,Psychological Patterns,Social Problems,Persuasive Discourse

Purpose: Since developing science literacy is a primary objective of science education and socio-scientific (SSI) decision-making is an important aspect of science literacy, it is valuable to explore how students structure their decisions related to SSIs, and how they discuss and solve SSIs. The aim of present study was to examine elementary school students' informal reasoning patterns related to SSIs, and the quality of these patterns. Research Methods: In the study, I employed basic qualitative design. To recruit the participants, I used typical case sampling to determine the schools and then I employed critical case sampling to select these participants. I gathered the data through semi-structured interviews and employed thematic analysis in the data analysis process. Findings: The findings revealed that the participants used logical, emotional and intuitive informal reasoning patterns to solve socio-scientific issues. However, a notable result of the study is that the least used reasoning pattern was logical reasoning while the most frequently used pattern was intuitive reasoning. Furthermore, it was found that the participants were engaged mostly in low-quality reasoning. Implications for Research and Practice: The results of the study revealed that individuals use not only logic, but also emotions and intuition while looking for an answer for SSIs. Therefore, it is important for science educators to consider value-laden science teaching.
A Retrospective Study: According to Online News, the Victims, Perpetrators and Characteristics of Sexual Abuse at Schools
Author: Kocturk, Nilufer
Date: 2020-00-00
Type: Journal Articles
Subjects: Sexual Abuse,Child Abuse,Incidence,Victims of Crime,Criminals,Educational Environment,Teachers,Principals,Assistant Principals,Peer Relationship,Employees,School Personnel,Self Disclosure (Individuals),Verbal Communication,Pornography,Computer Mediated Communication,Video Technology,Violence,Foreign Countries

Purpose: This study aims to investigate the characteristics of the children exposed to sexual abuse (SA) in the school environment. Research Methods: In this study, the online news which was between 01.01.2014 and 31.03.2018 was screened retrospectively through archive research method. Then, the news was analyzed using content analysis. In this context, qualitative research model was used. Findings: The number of victims varied between 1 and 100 in each incident, 39.3% of the incidents include only one victim; the perpetrators committed abuse once in 13.5% of the SA incidents while they did it more than once. The findings showed that 95.5% of the SA incidents included physical contact, 27.6% included verbal abuse, 6.4% included exposure to pornographic content and 5.8% included exhibitionism. In addition, at least 14.7% of the incidents included cyber SA, 9.2% included video recording, 12.6% included threat and 3.7% included physical violence. 60.7% of perpetrators were teachers, 14.7% were principals or vice-principals, 12.3% were peers or higher grade students, 9.2% were school staff other than teachers and administrators and 3.1% were outsiders, such as school bus drivers. The tactics of the perpetrators were examined according to whether they were teachers and peer, it was found out that perpetrators were exhibited different tactics. The students respectively disclosed SA to family members, counselors, school management or a friend. Implications for Research and Practice: Based on the findings, training aimed to prevent SA may be organized at school for students, teachers, other school staff and parents on a regular basis.
The Role of Parents&apos; Empathic Tendencies in Children Value Acquisition
Author: Yakupogullari, Ayse
Date: 2020-00-00
Type: Journal Articles
Subjects: Parent Role,Empathy,Parent Child Relationship,Kindergarten,Young Children,Foreign Countries,Correlation,Sharing Behavior,Ethics,Mothers,Fathers,Predictor Variables,Values Education,Social Values,Moral Values

Purpose: The present study aims to reveal the predictive role of parents' empathic tendencies in children value acquisition. Research Methods: We conducted a relational survey study, including 170 children aged 60-72 months, 85 of whom were girls and 85 were boys, who were attending the kindergarten school in Malatya City, and their parents. The Pre-school Values Scale Student Form, Empathy Tendency Scale and Sociodemographic Information Form were used to collect data. Findings: Results indicated that there was a significant positive correlation between value of children and parent's empathic tendencies. As empathic and sympathetic tendencies of parents increased, the children's respect, honesty, responsibility, cooperation, friendship and sharing scores increased. The findings showed that the values which had the highest average score were sharing, respect and honesty among the study group. Although the mean total empathy level of the mothers was higher than the fathers', it was found that father empathy level was positively related with the child value levels, suggesting that the fathers had important role in child value education. Implications for Research and Practice: Parent training can be organized to increase the empathy skills of the families. Besides, different studies can be carried out to examine the factors affecting children's value acquisition.
Simile and Metaphor Interpretation in Children
Author: Song, Yusi
Date: 2020-00-00
Type: Journal Articles
Subjects: Figurative Language,Comparative Analysis,Language Usage,Linguistic Theory,Language Processing,Adults,Children

Metaphors and similes have been treated as the same comparable types of figurative speech since Aristotle. In early theories, metaphors are interpreted as corresponding similes by paraphrasing. Based on this theoretical framework, some experimental studies interpret simile understanding as evidence for metaphor understanding. However, according to Relevance Theory, similes are interpreted as comparisons, whereas metaphors are interpreted as categorization statements. Therefore, only metaphor reveals metaphor interpretation. In other words, studies cannot use simile interpretation as evidence for metaphor interpretation ability in children. Simile should be easier to understand for children since they exclude an &quot;ad hoc concept&quot; construction as in metaphor understanding. This study seeks evidence showing children's better performance in simile interpretation than that in metaphor interpretation, thus supporting Relevance Theory. For the Relevance Theory account, whether the experiments use similes or metaphors as testing materials is of considerable significance, whereas for comparison account, it is not. By review and re-interpretation of the empirical studies, we find that few early studies expose &quot;real metaphor&quot; understanding in children. Most experimental results indicate that simile interpretation is easier than metaphor interpretation for children. We consider comparison theory and the Relevance Theory as complementary strategies in metaphor interpretation.
Use of Metadiscourse in the Persuasive Writing of Nigerian Undergraduates
Author: Korau, Shehu Muhammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Persuasive Discourse,Writing (Composition),Academic Language,English (Second Language),Language Patterns,Writing Skills,Essays,Correlation

Persuasive writing is a very important prerequisite for undergraduates in their academic life endeavour. For the students to effectively compose good persuasive writing, they need to understand and employ metadiscourse appropriately in their writing. However, a large number of Nigerian undergraduates face lots of challenges in using metadiscourse in their writing. Therefore, this study investigated the use of metadiscourse in the persuasive writing of Nigerian undergraduates, by examining the relationship between the frequency of metadiscourse used and the persuasive writing quality. The participants of the study are second-year students of English in one of the Nigerian Universities. The data used in the study were collected through the participants' written persuasive essays. The essays were analyzed by highlighting all the metadiscourse used in the texts. The findings indicate that the participants' persuasive essays have a low deployment of metadiscourse which also correlates with their persuasive writing quality. It was observed that almost all the metadiscourse markers were underutilized by the participants such as endophoric markers, evidential, code glosses, hedges and self-mention. Some other metadiscourse were left out in some of the participants' persuasive essays. The study highlights some benefits of the use of metadiscourse and some implications that would improve the teaching and learning of metadiscourse, particularly in the Nigerian setting.
A Study on Metacognitive Strategy Use in Listening Comprehension by Vocational College Students
Author: Cao, Zhaowen
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Learning Strategies,Listening Comprehension,Vocational Education,College Students,Second Language Learning,English (Second Language),Listening Comprehension Tests,Incidence,Gender Differences,Scores,Language Proficiency

Metacognitive strategies concerning general skills, through which learners manage, direct, regulate and guide their learning. For several decades, researchers have recognized the importance of Metacognitive strategy use for successful English listening comprehension. Most of the previous studies of metacognitive strategies use in China have been carried out among undergraduates, but few focus on that of vocational college students. Therefore, it is necessary to carry out investigation into metacognitive strategies use in English listening comprehension among vocational college students so as to give vocational college English teachers pedagogical implications on how to train their students and facilitate their teaching. The aim of the present study is to make a tentative investigation into the metacognitive strategies use in the listening comprehension among vocational college students. The subjects in the present study consist of one hundred and thirty nine vocational college students in the Jiangxi Blue Sky College. And three instruments were involved in the present study. They are questionnaire, listening comprehension test and interviews. The present research has yielded the following findings: 1. Based upon the results, the frequency of students' metacognitive strategy use frequency is relatively low, and there is a rather large discrepancy among students ' use of metacognitive strategies in listening. 2. The analysis shows that females employ metacognitive strategies more often than males' students. There is significant difference in the use of planning strategies, monitoring strategies, self-evaluation strategies and self-regulation strategies, and the most significant difference is shown in monitoring strategies.3. From the results, it is found that the higher score the students get, the more frequently they use the strategies. Especially to the monitoring strategies, there is significant difference between the high score and low score students.4. With regard to the relationship between the employment of metacognitive listening strategies and listening comprehension ability, analysis shows that there is a positive relationship between metacognitive strategies and listening comprehension ability. The more frequently they apply the metacognitive listening strategies, the stronger their listening comprehension ability will be.