ethanporcaro/eric-fulltext-meta huggingface dataset:
Found in Translation: How Brokering Practices Support International Students&apos; Learning
Author: Lee, Sherrie
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Foreign Students,Academic Achievement,Translation,College Students,Semi Structured Interviews,Foreign Countries,Peer Relationship,Informal Education,Academic Support Services,Second Language Learning

Research on international students for whom English is an additional language (EAL) tend to focus on their lack of language proficiency and active participation in the classroom. However, examining their informal learning practices such as brokering provides an opportunity to understand how international EAL students respond to academic demands on their own terms. This article reports on first-year international university students' informal help-seeking interactions with brokers, many of whom who were able to bridge both language and knowledge gaps. Language brokering, literacy brokering, and resource brokering are highlighted as different types of brokering which deal with different aspects of academic learning. Among the range of brokering practices, peer brokering stands out as an important form of academic support. Thus, educators and administrators alike should consider enhancing opportunities for international students to build social connections with potential brokers.
A Systematic Literature Review of 21st Century Skills and Competencies in Primary Education
Author: Chalkiadaki, Areti
Date: 2018-07-00
Type: Journal Articles
Subjects: Literature Reviews,Skill Analysis,Trend Analysis,Elementary Education,Citation Analysis,Minimum Competencies,Journal Articles,Interpersonal Competence,Information Skills,Media Literacy,Educational Needs

The current literature review the discussion of 21st century skills in the context of primary education. A sample of texts satisfying the predetermined inclusion criteria was analyzed (n = 40), with the aims of synthesizing the proposed frameworks that are most cited by authors interested in 21st century skills and competencies in primary education (n = 6) and the dimensions of the skills and competencies mostly emphasized and researched in the particular context, according to the literature review research questions. The results showed a particular interest in skills and competences related to the conditions of the information and communications technology development, globalization and the need for innovation. However, a need for research focusing specifically in the context of primary education was recognized.
Applying Interventionist and Interactionist Approaches to Dynamic Assessment for L2 Listening Comprehension
Author: Barabadi, Elyas
Date: 2018-07-00
Type: Journal Articles
Subjects: Intervention,Interaction,Listening Comprehension,Listening Comprehension Tests,Second Language Learning,English (Second Language),Junior High School Students,Grade 9,Computer Assisted Testing,Scores,Cues,Test Validity,Foreign Countries,Test Construction,Test Content,Statistical Analysis

The current study reports the results of a project aimed at assessing L2 listening comprehension by drawing on two approaches to dynamic assessment: interventionist and interactionist. The former approach was actualized by providing two graduated hints which were fixed and standardized for all test takers while the latter was actualized by asking test takers to enter into dialogue with the tester to receive more flexible mediation. By taking into account how much mediation (how many hints) each test taker uses, the computerized listening test automatically provides three scores: traditional score, dynamic score, and learning potential score. 91 grade nine students at Iranian junior high schools took the computerized dynamic test. The findings of the study indicated that while having validity, the test could improve test takers' listening comprehension ability. Moreover, the test made it possible to obtain information regarding test takers' potentiality for learning which goes beyond and over their initial performance level. The pattern of mediation use by test takers across different test items indicated that more challenging listening questions are in need of more flexible and open-ended mediation. Using three scores for each test taker, language teachers can more effectively tailor their instruction to their learners' needs.
Uncovering the Relation between CK and PCK: An Investigation of Preservice Elementary Mathematics Teachers&apos; Algebra Teaching Knowledge
Author: Güler, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Knowledge Level,Algebra,Item Response Theory,Achievement Tests,Mathematics Tests,Scores,Comparative Analysis

This article discuss the algebra teaching knowledge of preservice elementary mathematics teachers in the context of CK and PCK as well as the relationship between them. The study was conducted with 101 preservice teachers sampled from a state university in Turkey. Rasch analysis was used to interpret the data. The results revealed that preservice teachers performed at mid-level for both CK and PCK tests. It was also found that there was a significant correlation between the CK and PCK test scores. Weaknesses of the preservice teachers in terms of knowledge of the learner component of PCK, in comparison with presentation of content, were identified.
A Summative Evaluation of &apos;Prospect 1&apos;: Employing the ARCS Model
Author: Zohoorian, Zahra
Date: 2018-07-00
Type: Journal Articles
Subjects: Textbooks,Second Language Instruction,Textbook Evaluation,Summative Evaluation,Junior High Schools,Surveys,Interviews,Student Attitudes,Student Satisfaction,Teacher Attitudes,Foreign Countries,English (Second Language),Mixed Methods Research,Questionnaires,Likert Scales

In spite of the existence of several educational resources in the field of language teaching as well as the quick growth of advanced technologies, educational textbooks still play a major role. This explains the significance of designing and evaluating textbooks in countries where language instruction is highly textbook-oriented. The present paper reports the results of a summative evaluation of the textbook 'Prospect 1' which is employed across the nation for zero beginners at junior high school. To this aim, the motivational design of the book was evaluated using Keller's ARCS model recognized as one of the most effective models. Based on the analysis of the survey and interview data it was observed that in general the students' motivation for this book is desirable. The findings also indicated that this book is more effective in the Confidence area followed by Relevance. On the contrary, it was found out that the students' Satisfaction and most of all Attention were not desirable. The findings of this study verified in general that this book has a suitable motivational design. However, it is suggested that the related amendments for improving the desirability for the Satisfaction and Attention areas be implemented.
Adding To, Not Taking Away: Mathematics and Music in the Primary Classroom
Author: Perger, Pamela
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Music Education,Music Activities,Mathematics Activities,Foreign Countries,Elementary School Mathematics,Integrated Curriculum,Elementary School Students,Mathematics,Repetition,Mathematical Concepts,Computation,Algebra,Teaching Methods

This article explores the curriculum integration of two learning areas: mathematics and music. We review the literature around effective integration and describe what integration might look like within a primary classroom. Integrating learning areas provide students with the opportunity to encounter key ideas/concepts in a variety of contexts. Students are able to utilise their knowledge and strength in one area to support their learning in another. As students make connections across learning areas there is an opportunity for them to develop a deeper understanding of the underlying concepts. We draw on our shared knowledge of our respective fields, music and mathematics education to offer an example of what a planned learning experience might look like. A plan that explores the concepts of pattern while maintaining the integrity of the learning in both music and mathematics.
Differentiated Instruction: Understanding and Applying Interactive Strategies to Meet the Needs of All the Students
Author: Ismajli, Hatixhe
Date: 2018-07-00
Type: Journal Articles
Subjects: Individualized Instruction,Program Implementation,Questionnaires,Educational Strategies,Statistical Analysis,Structured Interviews,Comparative Analysis,Parent Attitudes,Teacher Surveys,Student Surveys,Academic Ability,Student Needs,Knowledge Base for Teaching,Fidelity,Elementary Education,Foreign Countries

Due to the importance of applying differentiated instruction to meet the student needs, this study was conducted to make a descriptive analysis of the influence of interactive strategies on understanding the knowledge based on the abilities and the needs of each learner. Another aim was to describe the level of implementation of differentiated instruction by the teachers based on the content, process and product for each student. The participants in the research were 200 students, 30 teachers, and 30 parents from public and non-public schools. The research tools utilized in the data collection process were questionnaires for teachers and for learners, and the interview with parents. Through descriptive analysis, research findings showed that the understanding and implementation of differentiated instruction in primary schools is not at the right level and that the differences between public and non-public schools are far less visible. Teachers pay more attention to the product and less the content and the differentiated learning process. Parents are also willing to collaborate with the school for this new way of instruction. Although professional development initiatives through trainings in Kosovo have commenced, much is left to be done in order to enable teachers to understand, adopt, and successfully implement differentiated instruction in their classrooms.
Being a Deaf and a Teacher: Exploring the Experiences of Deaf Teachers in Inclusive Classrooms
Author: Hankebo, Teketel Agafari
Date: 2018-07-00
Type: Journal Articles
Subjects: Deafness,Teaching Experience,Inclusion,Qualitative Research,Phenomenology,Semi Structured Interviews,Check Lists,Classroom Observation Techniques,Sign Language,Nonverbal Communication,Classroom Techniques,Classroom Communication,Elementary School Teachers,Foreign Countries,Observation

Teaching is a unique and challenging undertaking. Not many can become effective and dedicated teachers. Being a deaf teacher and meeting diverse needs of learners in an inclusive setting also will exacerbate the dilemmas as it calls for multisensory communication and reciprocal interaction with learners. This study focuses on exploring mode of communication and teaching experience and perceptions of deaf teachers in teaching in an inclusive classrooms. Seven deaf-teachers from two primary government schools were selected for the study, using availability sampling technique. Qualitative design was used followed by interpretive phenomenological approach. Semi-structured interview questions and observation checklist were used to collect the data. Sign language interpreters were made use of for the interview. The study revealed that deaf teachers used demonstration, gestures and sign language as modes of communication for the whole class as most of the students lacked sign language skills. The study discovered that though deaf teachers have positive perception for their career, they lacked appropriate pedagogical skills. It also appears that deaf teachers are highly inconvenienced by communication barriers and poor interaction, lack of technology usage, and lack of sign language interpreters. From this study one can surmise that deaf teachers are overlooked within their professional practices.
Improving the Competence of Diagrammatic and Argumentative Representation in Physics through Android-Based Mobile Learning Application
Author: Liliarti, Nina
Date: 2018-07-00
Type: Journal Articles
Subjects: Physics,Persuasive Discourse,Visual Aids,High School Students,Control Groups,Experimental Groups,Pretests Posttests,Achievement Gains,Essay Tests,Technology Uses in Education,Statistical Analysis,Electronic Learning,Courseware,Competency Based Education,Teaching Methods,Instructional Effectiveness,Foreign Countries

The research aimed to produce an Android-based learning media with local cultural content in the form of the othok-othok toy ship to improve the competence of diagrammatic and argumentative representation in Physics. 4D methods were used with a control and an experimental class in the first grade of a Senior High School. The learning media development began with a prior analysis, followed by an initial product design, judgment by experts and practitioners, and finally the restricted, and field testing. The media feasibility instrument was validated by experts and physics teachers. A test instrument of an essay-type was first validated by experts and an empirical test to 100 other students participating as test takers on condition that they had already studied the material. The data collection technique was through tests, N-Gain and MANOVA were used to analyse data. The research results indicated that the Android-based learning media with local content in the form of the othok-othok toy ship are able to improve the competence of diagrammatic and argumentative representation in physics learning. The media is applicable to use as physics learning media both inside and outside the classroom.
Critical Thinking Disposition: Students Skeptic in Dealing with Ill-Logical Mathematics Problem
Author: Nugroho, Purna Bayu
Date: 2018-07-00
Type: Journal Articles
Subjects: Critical Thinking,Mathematical Logic,Mathematics Instruction,Problem Solving,Observation,Interviews,Decision Making,Reflection,Thinking Skills,Middle School Students,Foreign Countries,Mathematics Tests,Qualitative Research

One characteristic of a person having a critical thinking disposition is engaging in the activity with reflective skepticism. Skeptical attitudes can encourage a person to reflect so as to produce a correct conclusion and make the right decision. This article aims to determine: (1) the cause of students skeptic in dealing with illlogical mathematics problem and (2) the phase involved in skeptic and decision making on ill-logical mathematics problem. This research is a qualitative research with explorative descriptive research type. The subject of this study consisted of two students who were skeptical of ill-logical mathematics problem. The data were collected through a test, direct observation, and interview. The results of data collection were analyzed through data reduction stage, data presentation and conclusion of findings. The results of this study indicate that: (1) there are two causes of skepticism: (a) the presence of cognitive conflict and (b) the presence of two conflicting outcomes; (2) the phases involved in skepticism and decision making on the Ill-logical Mathematics problem from stimulus, skeptic, reflective, and decision making.
School Self Evaluation Model Suggestion
Author: Sahin, Seyma
Date: 2018-07-00
Type: Journal Articles
Subjects: Models,Educational Practices,Qualitative Research,Literature Reviews,Content Analysis,Evaluation Methods,Self Evaluation (Groups),Measurement Objectives,Schools

This research aims to create a School Self Evaluation Model which will enable schools to evaluate their own educational practices. Qualitative research method is adopted in the research. Research data were collected through literature review and document analysis. Opinions about the usefulness and consistency of the developed model in respect to literature review and document analysis are taken from four experts on educational sciences. In this study, descriptive document analysis method is used in the analysis of data. In the light of the information obtained from the literature, the two main categories and five sub-categories that will form the basis of the document analysis have been predetermined. Then, 16 documents considered suitable for use creating a model of the end-result of the literature review have been read in the context of these categories and the obtained data is divided into these two basic categories and five sub-categories and it is summarized. A holistic image was tried to obtain by supporting the obtained data with the existing literature and School Self Evaluation Model is created.
Development and Validation of an Integrated Assessment for Measuring Critical Thinking and Chemical Literacy in Chemical Equilibrium
Author: Sadhu, Satyu
Date: 2018-07-00
Type: Journal Articles
Subjects: Critical Thinking,Item Response Theory,Chemistry,Construct Validity,Expertise,Scientific Literacy,Foreign Countries,Grade 12,High School Students,Secondary School Science,Test Items,Factor Analysis,Models,Thinking Skills,Integrated Activities,Difficulty Level,Correlation,Test Construction,Measures (Individuals)

Although the development of critical thinking and chemical literacy is a major goal of science education, the adequate emphasis has not been given to the measurement of both skills. This study reports the development and validation of an integrated assessment instrument to measure students' critical thinking skill and chemical literacy together in chemical equilibrium. The development of the framework in this study was implemented based on 4-D model. The stage of development begins with define, design, develop, and disseminate. The initial integrated assessment consisted of 37 open-ended two-tier multiple-choice question items. The preliminary version of the integrated assessment was initially piloted on review with experts and the paper-pencil test was administered to a group of students. The data were analyzed using Item Response Theory (IRT). Analysis factor was involved to find out the construct validity and strengthen the finding of content validity with the experts. In additionally, PCM 1-PL model was conducted to examine the quality of parameter estimates of the test items. The findings of the content validity, construct validity and quality of the items, overall suggest that the integrated assessment has relatively high validity and reliability and can be used for measuring the 13 integrated skills can be measured in chemical equilibrium.
The Effects of Cooperative Learning on Mathematics Achievement in Turkey: A Meta-Analysis Study
Author: Turgut, Sedat
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Mathematics Achievement,Meta Analysis,Effect Size,Educational Attainment,Program Implementation,Units of Study,Time Factors (Learning),Teaching Methods,Predictor Variables,Correlation,Statistical Analysis,Literature Reviews

In this research, the effects of cooperative learning on mathematics achievement in Turkey were examined by meta-analysis method. For this purpose, the average effect size value and the average effect size values of the moderator variables (cooperative learning technique, education level, learning domain and implementation period) were calculated. MetaWin and Comprehensive Meta-Analysis (CMA) statistical programs were used for the analysis. Based on the inclusion criteria, 59 effect size values for 47 studies were calculated. Hedges's g coefficient was used when the effect sizes were calculated and the confidence level was accepted as 95%. The average effect size value was 0,840 with 0,077 standard error which was calculated by the random-effects model. As a result, the effects of cooperative learning on mathematics achievement is moderate and positive.
The Effect of Online Cooperative Learning on Students&apos; Writing Skills and Attitudes through Telegram Application
Author: Aghajani, Mojtaba
Date: 2018-07-00
Type: Journal Articles
Subjects: Cooperative Learning,Writing Skills,Online Courses,Student Attitudes,Conventional Instruction,Electronic Learning,Intermode Differences,Pretests Posttests,Questionnaires,Vocabulary Skills,Achievement Gains,English (Second Language),Social Networks,Control Groups,Experimental Groups,Semi Structured Interviews,Writing Achievement,Foreign Countries,Statistical Analysis

The widespread of mobile devices bring a huge potential to e-leaning in terms of pervasiveness, ubiquity, personalization, and flexibility. In this study, a total of 70 university ESP learners were involved. Telegram, as the treatment in this study was compared to a conventional method; face-to-face in the cooperative writing activities. First of all a pre-test was administered to all students and based on the preliminary results; students were divided into Telegram and face-to-face Cooperative writing groups. After using both approaches, a post-test was given to participants. Then, a questionnaire was given to the students in order to investigate the effect of Telegram on the attitudes of ESP vocabularies and expressions by the ESP learners. The data were then analysed using independent t-test and paired sample t-test. From the findings, it was found that participants in Telegram Cooperative writing groups displayed slightly higher scores compared to face-to-face Cooperative writing groups. However, the differences between Telegram and face-to-face Cooperative writing groups were not significant in the post-test writing scores. When comparison was made within each group, this study found that there were significant differences for overall writing performance, content, organization, vocabulary, language use and mechanics. The results also indicated that the students had positive attitudes toward using telegram Cooperative learning.
The Effect of Pre-Service Mathematics Teachers&apos; Beliefs about Mathematics Teaching-Learning on Their Mathematics Teaching Anxiety
Author: Peker, Murat
Date: 2018-07-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Mathematics Instruction,Preservice Teachers,Preservice Teacher Education,Student Teacher Attitudes,Beliefs,Correlation,Student Surveys,Structural Equation Models,Pedagogical Content Knowledge,Secondary School Mathematics,Likert Scales,Predictor Variables,Foreign Countries,Secondary School Teachers,Mathematics Teachers

This study aims to investigate the presence and the level of the effect of preservice mathematics teachers' beliefs about mathematics teaching and learning on mathematics teaching anxiety. The predictive correlational survey model was utilized in this study. We used mathematics-related beliefs scale and mathematics teaching anxiety scale in the study to collect the data. The data were analysed using structural equation model. The results of the study demonstrated that traditional beliefs did not affect the sub-factors of the mathematics teaching-related anxiety scale. On the other hand, the results showed that constructivist beliefs directly negatively affect anxiety about self-confidence regarding mathematics teaching and anxiety about mathematics teaching attitude. Another finding was that constructivist beliefs directly affect anxiety about content knowledge regarding mathematics teaching and also negatively affect this anxiety through anxiety about self-confidence. Similarly, constructivist beliefs directly affect the anxiety about pedagogical content knowledge regarding mathematics teaching, while also affecting this anxiety negatively through anxiety about mathematics teaching attitude. When the variance rates of the final model were evaluated, constructivist beliefs, anxiety about self-confidence regarding mathematics teaching, anxiety about mathematics teaching attitude and anxiety about content knowledge can account for 63% of the variance in anxiety about pedagogical content knowledge.