ethanporcaro/eric-fulltext-meta huggingface dataset:
Lexical Collocational Instruction in EAP Writing via COCA
Author: Liontas, John I.
Date: 2023-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Teaching Methods,Phrase Structure,Computational Linguistics,North American English,Writing Improvement,Foreign Students,Language Usage,Academic Language,Research Papers (Students),Pragmatics,Correlation,Identification,Writing Evaluation,Language Tests,Vocabulary Skills,Lesson Plans,Writing Tests,Writing Instruction,Graduate Students,State Universities,Language Variation,English (Second Language)

This study investigated the efficacy of explicit lexical collocation instruction via the Corpus of Contemporary American English (COCA). To improve competence in lexical collocation and writing performance and to examine whether collocational competence and writing performance have a linear interrelation, 16 international English for Academic Purposes students received training on the use of the COCA interface. They were asked to first analyze the lexical collocations used in an academic paper, then search COCA for collocations to see how they are used pragmatically, and, finally, write an academic research paper on their own. A dependent t-test measured significant differences in performance, and the Pearson product-moment correlation coefficient identified the strength of the correlation between lexical competence and writing performance and their association with each other, respectively. The results showed that when students are given explicit instruction on how to utilize COCA to identify lexical collocations and their use in various contexts, both their lexical collocational competence and writing performance improves and, furthermore, these improvements correlate with each other. Implications for teaching lexical collocation are also discussed.
Exploring the Students&apos; Attitudes towards E-Learning at Territory Level: A Focus on Türkiye
Author: Uyar, Ahmet
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Electronic Learning,Positive Attitudes,Males,Internet,Access to Computers,Family Environment,Prior Learning,Access to Education,Access to Information,Teacher Student Relationship,Interaction,Equal Education,Knowledge Level,Sex

This study aims to examine the attitudes of university students towards e-learning. An explanatory mixed-method design was used in the study, which combines both quantitative and qualitative methods. The quantitative dimension of the study included 930 students studying at Hatay Mustafa Kemal University, while 34 students participated in the qualitative dimension. &quot;Attitude Scale towards E-learning&quot; and &quot;Semi-Structured Interview Form&quot; were used as data collection tools in the study. Descriptive statistics such as arithmetic mean, standard deviation, min and max, as well as independent sample t-test and ANOVA test were used in the analysis of quantitative data. In the analysis of qualitative data, content analysis was used. The findings showed that students had high level of attitude towards e-learning. It was found that male students, students who had prior e-learning experience, home internet access, personal computers, and studying in technical fields had higher attitude towards e-learning. Students stated the strengths of e-learning as providing access from anywhere, ease of access, providing easy access to information, being accessible at any time, enabling to revise the lessons, and providing access to a wide range of information, Students identified the weaknesses of e-learning as poor teacher-student interaction, inequalities opportunities, students' and educators' lack of knowledge. Students identified the problems encountered during the e-learning process as network connection loss, lack of equipment, and lack of internet access. In terms of the development of e-learning, students suggested that equipment support should be provided, internet access should be provided for everyone, training on e-learning should be given, and infrastructure inadequacies should be addressed.
What Makes Classroom Observation Feedback Useful? The Perceptions of Secondary Math and English Teachers
Author: Frasier, Amanda Slaten
Date: 2022-12-00
Type: Journal Articles
Subjects: Observation,Feedback (Response),Secondary School Teachers,Mathematics Teachers,English Teachers,Teacher Attitudes,Teacher Evaluation

Teachers (n=14) at four high schools in North Carolina were interviewed about their perspectives of evaluation policy at two time points during the 2016-2017 school year. This study specifically examined statements teachers made about feedback from observations using de-identified interview transcripts. Teachers discussed feedback from formal observations along with other sources of informal observational feedback (e.g., coaches, peers). Overall, teachers described useful feedback as that which provided actionable recommendations informed by the observer's knowledge of three domains: the classroom context (as aided by the frequency and timing of observations), subject area, and pedagogy. Teachers also identified two aspects of formal evaluation that interfered with feedback: breadth of the observational standards and use as a growth measure.
Online History Courses Conducted during the COVID-19 Pandemic in Turkey: A Process Evaluation from the Perspective of High School Students
Author: Turan, Refik
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,History Instruction,COVID-19,Pandemics,Distance Education,School Closing,High School Students,Student Attitudes,Videoconferencing,Student Behavior,Teaching Methods,Instructional Materials,Student Evaluation

The aim of this research is to evaluate the online history courses conducted in the emergency remote teaching process in Turkey from the perspective of high school students. The study group was composed of 193 high school students from different types of high schools in Aksaray province of Turkey. In the study, the case study method, one of the qualitative research methods, was used. The data were collected using a personal information form and a semi-structured interview form developed by the researchers. Within the framework of the research, the obtained data were analyzed via content analysis. The codes, themes, frequencies and direct quotations from the participant's views were expressed and evaluated. The results of the research showed that in the emergency remote teaching process, online history lessons were mainly carried out through the Educational Information Network (EBA) and ZOOM digital platforms, the microphones of the students were usually turned on and the cameras were kept closed during the online lessons, the teachers mostly used the conventional lecturing method, and utilized the teaching materials such as maps, various visuals and videos. It was also revealed that students were mostly assigned for answering questions, watching videos and preparing for the subjects, and students' success was mostly assessed and evaluated through exams, class participation and performance assignments.
Pre-Service Mathematics Teachers&apos; Abstraction of Rotational Symmetry
Author: Savas, Gülsade
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Skills,Geometric Concepts,Piagetian Theory,Abstract Reasoning,Reflection,Constructivism (Learning),Knowledge Level,Authentic Learning,Foreign Countries

This study investigates first-year undergraduate students of Primary Education Mathematics Teacher Education's knowledge and understanding of rotational symmetry in geometric shapes. Three students participated in this study, which was designed within the framework of a one-to-one teaching experiment (a qualitative research method) in the fall semester of the 2020-2021 academic year. A total of four one-toone clinical interviews were conducted with the students once a week for an average of one hour and fifteen minutes each. Researchers recorded the sessions with a video camera and kept a log of observations. The data were analyzed and interpreted using continuous analysis and retrospective analysis. Each abstraction type and level of rotational symmetry was assigned indicators based on the results. According to the results, a student at Piaget's experimental abstraction level related to rotational symmetry before the teaching experiment reached the third level of reflective abstraction. Another student at experimental abstraction reached the level of reflective abstraction at level 2; the student who was not at any level reached the level of reflective abstraction at level 1. Students can undertake reflective abstraction by improving their knowledge and understanding of rotational symmetry by using daily life examples and making rotational symmetric drawings in the classroom. Consequently, daily life examples should be used more often in geometry lessons and students should be encouraged to draw more. Additionally, it was suggested that new research be conducted to support student abstraction based on Piaget's reflective abstraction theory.
A Constellation Model for Mentoring Undergraduates during COVID-19
Author: Vandermaas-Peeler, Maureen
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Mentors,Models,Educational Practices,COVID-19,Pandemics,College Faculty,Peer Relationship,School Community Relationship,School Personnel,Attitudes,Change,Program Effectiveness

Conceptualizing mentoring beyond a traditional one-to-one mentor-mentee model, we utilized a constellation framework with collaborative co-mentoring among faculty, staff, near-peers, and community partners. We conducted a multi-method study to examine faculty, staff, and students' perceptions of mentoring relationships, and we focus in this article on participants' perceptions of how the global pandemic changed their mentoring relationships. Analyses of the study's surveys and interviews yielded four primary themes: (1) scaffolded, developmental programming and a diverse set of mentors in an interconnected constellation positively impacts students' and mentors' experiences during unexpected challenges like a pandemic; (2) skilled mentoring requires a dynamic, individualized balance of instrumental, psychosocial, and reciprocal mentoring practices, taking into account unique aspects of students' identities; (3) reduction of in-person relational mentoring was associated with significant challenges, but occasionally offset by opportunities; and (4) gaps exist in the campus ecosystem, especially for students with minoritized identities and students who are not participants in cohorted programs. A case study of a multi-year, experientially rich, and academically rigorous program highlights the potential of collaborative, interconnected, globally oriented mentoring constellations to support students' personal, academic, and professional development, particularly when mentors were agile and adapted to new contexts. Challenges incurred in implementing a constellation model for undergraduate mentoring included scalability and capacity, particularly during the pandemic and when forming new relationships.
Adjusting Class Policies amid a Pandemic: How Lessons Learned during COVID-19 Can Help Faculty Prepare for Other Institution-Wide Crises
Author: Holtzman, Mellisa
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Policy,COVID-19,Pandemics,College Faculty,Classroom Techniques,Assignments,Attendance,Academic Achievement,Teacher Attitudes,Teaching Experience

Research consistently suggests that student learning is maximized when faculty balance stringency and leniency in their classroom policies. However, the COVID-19 crisis raised an important question: In the face of a wide-scale crisis, should faculty instead adopt forgiving policies? This study uses interview data with 43 university faculty across the United States to examine policy adjustments made in response to COVID-19, as well as the impact faculty felt those adjustments had on course learning objectives. Results suggest that even amid a widescale crisis, balancing leniency and stringency offers benefits to both students and instructors. Implications for future crisis-response and crisis-preparedness are also discussed.
The Story of the Hatter and the Agile Methods Course: Gamification and Game Thinking in Education
Author: Hellberg, Ann-Sofie
Date: 2023-00-00
Type: Journal Articles
Subjects: Higher Education,Course Content,Instructional Design,Gamification,Educational Games,Cognitive Processes,Educational Environment,Motivation,Theories,Educational Change

This is the story of a course in higher education that, over a period of ten years, went from being one of the most popular courses, among both students and teachers, to becoming one of the more problematic. Students and teachers felt that the course had many problems that needed to be addressed. For the course round of 2022, the decision was taken to redesign the course using gamification. Research on gamification in education is widespread and many have studied its effectiveness, with varying results. Most of the existing studies have a narrow view of gamification, which both limits its potential and is a risk for counterproductivity. Gamification in education requires careful planning and a game-thinking approach to the design of the learning environment. In this paper, I show how this can be done and what the outcomes may be. In the work, I draw upon motivation theory and gamification literature. Empirical insights are gained through analysing the course over the years and the outcome of the redesign. In this analysis, I make use of course evaluations, the results of a Kahoot quiz and student feedback. The contribution to research and practice is to show how courses can be redesigned into a gamified design that is good for both the students and the teachers.
Turning Challenges into Opportunities during the Pandemic: Remote Collaborative Reflection Model for Teacher Educators
Author: Elmas, Belgin
Date: 2023-00-00
Type: Journal Articles
Subjects: Distance Education,COVID-19,Pandemics,Teacher Educators,Reflective Teaching,Faculty Development,Models,Teacher Collaboration,Problem Solving,Collegiality,Interpersonal Competence,Social Isolation,Well Being,Participative Decision Making,Meetings,Expectation,Foreign Countries

Emergency remote teaching has accelerated the search for alternative professional development practices that could meet the immediate needs of the teachers and be effectively implemented in times of the COVID-19 pandemic. This research aims to present the Remote Collaborative Reflection (RCR) Model a group of teacher educators (TEs) developed in a collaborative reflective endeavor originating from their own professional needs during emergency remote teaching in the fall term of 2020-2021. It also reveals TE's reflections on the RCR Model in developing and implementing the RCR consisting of several iterative steps. Findings revealed that the TEs reflected on their perceived cognitive, interpersonal, and intrapersonal gains from the RCR highlighting the challenges they faced while carrying out the model. Although the RCR was developed during the pandemic when social distancing was the norm, we believe it might also fit the face-to-face mode of professional development depending on the situational circumstances and needs of practitioners.
&quot;A Group of People to Lean on and Learn From&quot;: Graduate Teaching Assistant Experiences in a Pedagogy-Focused Community of Practice
Author: Camarao, Joy
Date: 2023-00-00
Type: Journal Articles
Subjects: Graduate Students,Teaching Assistants,Student Experience,Communities of Practice,STEM Education,Facilitators (Individuals),Reflective Teaching,Professional Autonomy,Self Esteem,Security (Psychology),Minicourses,Power Structure,Teaching Methods

Graduate teaching assistants (GTAs) influence undergraduate STEM students' learning and experience because they teach most lab sections across STEM disciplines. Despite GTAs' central role in lab teaching, their training is often focused on policies and expectations, rather than teaching effectively. In this study, we took a community of practice (CoP) approach to learning and facilitated a semester-long, pedagogy-focused CoP to address the lack of pedagogical development and support for GTAs. Our purpose was to collect, describe, and develop our understanding of the experiences of GTAs participating in our CoP while teaching reformed undergraduate exercise physiology labs. CoP members completed an asynchronous, SoTL-informed micro-course focused on evidence-informed teaching practices and active student learning support, which was then debriefed at the first CoP meeting. Each subsequent weekly meeting featured 30 minutes of CoP members reflecting on, discussing, and helping each other improve their teaching practices. At the end of the semester, we conducted semistructured interviews with GTAs to learn about their experiences in the CoP and teaching. We found reflecting on and talking about their teaching was a novel experience for GTAs. They also described implementing teaching practices that were new to them, exercising autonomy, developing confidence, approaching teaching philosophies, and their experiences with psychological safety. Our findings suggest facilitating weekly reflection on teaching in a CoP can provide GTAs with opportunities to develop their teaching practices in meaningful, practical, and (sometimes!) enjoyable ways.
Students&apos; Views on the Nature of Science in an Interdisciplinary First-Year Science Program: Content Analysis of a Weekly Reflection Activity
Author: Bett, Nolan N.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Student Attitudes,Interdisciplinary Approach,College Science,Science Education,Scientific Principles,First Year Seminars,Program Evaluation,Reflection,Critical Thinking

A primary aim of science education is to teach students how to interpret and engage with scientific information. To do so effectively requires an adequate understanding of the nature of science (NOS)--in other words, what science is and how it works. There is a long history of evidence to suggest that many undergraduate students struggle to properly understand NOS. While the specific factors contributing to misinformed views on NOS may be difficult to tease apart, the way in which students learn about science at the undergraduate level is a significant contributor. We implemented a reflection activity in a unique first-year program at a large Canadian university in order to promote student learning of NOS. Through the students' reflections, we identified how certain pedagogical approaches, many of which deviate from traditional teaching methods used throughout undergraduate science education, can positively impact student comprehension of NOS. Our experiences support the use of reflective practices in promoting critical thinking and the development of more nuanced student views of NOS.
Insights into Cognitive Processes Operating during Classroom Learning
Author: Shaw, Neil
Date: 2023-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Brain Hemisphere Functions,High School Students,Short Term Memory,Recall (Psychology),Attention,Inhibition,Problem Solving,Puzzles,Difficulty Level,Grade 10,Student Characteristics

Attention-based learning tasks of modern classrooms require processing of information in working memory. Not much is known about the cognitive processes operating during these tasks. To gain an understanding of the processes that support cognitive functions like learning, we have monitored the activity of the brain waves emanating from the frontal lobes region of a group of high school students working on a series of conceptually-linked tasks using a commercially available electroencephalographic (EEG) headband. Analysis of the EEG recordings revealed an increase in the relative power of gamma and beta as students worked through the tasks, suggesting that they were adding items in the working memory, retaining them, retrieving and reading them out for either use in the tasks or disposal. Remarkably, a decrease in alpha activity indicated that students seem to be attenuating the inhibition of distracting images retrieved from memory to make a larger pool of words available for solving the word puzzle. Such cognitive processing probably increased the load in the working memory as indicated by reduction in theta activity. Lastly, the students increased wakeful attention and alertness by lowering the delta activity. These results provide new insights into the cognitive functions operating during attention-based classroom learning tasks.
Investigating Turkish Teachers&apos; Views and Practices on Writing Instruction in Secondary Schools: A Mixed-Methods Study
Author: Kansizoglu, Hasan Basri
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,Teacher Attitudes,Secondary School Teachers,Evidence Based Practice,Barriers,Teacher Competencies,Writing Skills,Teacher Education Programs,Program Effectiveness,Writing Difficulties,Student Needs,Teacher Role,Teacher Effectiveness,Teacher Characteristics,Student Characteristics,Secondary School Students,Turkish

This mixed-method study examines problems, practices, and suggestions associated with writing education in Turkish language courses. The study involved 96 Turkish teachers working in secondary schools. Using the responses from teachers, the results of the survey were presented on the basis of dimensions such as teachers' competencies in teaching writing, students' habits and competencies in writing, and teacher education programs' adequacy. Additionally, the study examined the additional support teachers provide to students with writing difficulties and the evidence-based practices they employ. This study found Turkish teachers participating in the study to have poor writing practices. The teaching of writing was problematic on several levels, including teacher training and student and teacher competence. Furthermore, teachers reported that secondary school writing instruction was unrelated to teacher training. It was also reported that students often lacked writing habits and had below-average writing skills. Despite the importance of evidence-based practices in effective writing instruction, teachers were deficient in providing additional support to students with writing difficulties. Last but not least, teachers' self-efficacy in evidence-based writing was not influenced by gender, educational background, school location, age, or years of teaching experience. The results point to the necessity of continuous improvement in writing education.