ethanporcaro/eric-fulltext-meta huggingface dataset:
Development Model for Competency Improvement and National Vocational Qualification Support Frames in Automotive Technology
Author: Nurtanto, Muhammad
Date: 2020-03-00
Type: Journal Articles
Subjects: Auto Mechanics,Motor Vehicles,Skilled Occupations,Vocational Education,Engines,Models,Employees,Competence,Test Construction

BNSP technical competence gets high legality on the side of the industry, while not all test participants can acquire it. Until now, studies that discuss relevant competency test models on automotive engine technology are still limited, not specific or even non-existent. The objective of this research is to produce a Competency Test Model for Engine Tune Up-System Injection and determine the characteristics after the model is applied. The subject of development consists of assesses (vocational education graduates, workers and educators), experts, and assessors from related Professional Certification Institutions (LSP). Instrument validation was conducted through expert judgment and feasibility trials. Reliability tests were performed using alpha and interrater coefficient analysis. The results of the test analysis include (1) competency test model assessment using the CBA approach; (2) competency dimension elements in instruments development are in the form of TS, TMS, CMS, EMS, and JRES; and (3) the characteristics of competency assessment include equipment verification of adequacy, avoiding impartiality, meeting requirements, transparent and accountable, and able to produce recommendations as &quot;competent&quot; and &quot;non-competent&quot;. The obtained findings showed that the developed competency test model could be used as a reference for use in vocational education.
Preservice Turkish Language Teachers&apos; Attitudes toward Anatolian Dialects
Author: Seref, Izzet
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Language Teachers,Turkish,Dialects,Pronunciation,Language Attitudes,Student Characteristics,Gender Differences,Oral Language

This study aimed to reveal preservice Turkish Language teachers' attitudes toward the use of Anatolian dialects in education in terms of their genders and years at university. The participants of the study are 201 preservice teachers who are 1st, 2nd, 3rd and 4th-year students studying at Turkish Language Teaching undergraduate program at Tokat Gaziosmanpasa University in the 2017-2018 academic year. The study is a correlational survey employing a descriptive research method. The data of the study were collected employing a scale named Attitude Scale Toward Anatolian Dialects. Using SPSS 22.0, t-Test for independent samples and One-Way ANOVA for independent samples were employed to analyze the data. As a result of the study, it is found out that there is a significant difference between the attitudes toward Anatolian dialects in favor of males; and being only between 2nd and 4th-year students, there is a significant difference between the attitudes in favor of 2nd-year students.
Students&apos; Perception of the Application of Cooperative Problem-Solving Method and Its Effect on Mathematics Performance: The Case of Secondary Schools in Awi-Zone, Ethiopia
Author: Ahmed, Adem
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Cooperative Learning,Problem Solving,Mathematics Achievement,Foreign Countries,High School Students,Instructional Effectiveness,Grade 11,Critical Thinking,Interpersonal Competence

This study focuses on high school students' perceptions of cooperative problem-solving learning in mathematics classrooms. Case study was chosen as a research design in this study. Participants of this study were grade 11 students of Dangila preparatory high school in Awi-zone, Ethiopia. The number of participants was 105. The data were collected using Structured Likert scale questionnaire consisting of 15 (fifteen) questions that focus on cooperative problem-solving learning and an unstructured interview. The quantitative data were analyzed using one sample t-test whereas the qualitative one was analyzed using narration on the basis of themes created as per the basic questions of this research. The results of this research showed that students had positive responses toward the implementation of cooperative problem-solving learning. The quantitative data revealed that cooperative problem-solving learning has great effect on students' learning and consequently on their mathematics performance. The qualitative data disclosed the generics skills of students and helped teachers to understand students' perceptions of their experience gained from the learning activities. Besides, it was found that students were familiar with group activities in mathematics classroom. To sum up, cooperative problem-solving learning is a good approach for the students to learn mathematics easily and perform better than before. On the basis of the findings, the researchers have forwarded relevant recommendations.
The Impact of Anger Management Training on Anger, Aggression and Problem-Solving Skills of Primary School Students
Author: Serin, Nergüz Bulut
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Self Control,Aggression,Problem Solving,Skill Development,Cognitive Restructuring,Behavior Modification,Elementary School Students,Foreign Countries,Program Effectiveness

The purpose of this study was to determine the effect of the group anger management training program on the anger, aggression and problem-solving skills of adolescents. The research is a semi-experimental study based on a pre-test-post-test model with a control group. The study consisted of a total of 36 students, 18 of which were in the experimental group and 18 of which were in the control group. &quot;Anger Inventory for Children&quot;, &quot;Aggression Scale&quot; and &quot;Problem Solving Inventory for Children&quot; were used as data collection tools. In terms of the data analysis, the suitability of the data for normal distributions was determined by the one-sample Kolmogorov-Smirnov test, &quot;t-test&quot; was used for the significance of the difference between the score points of the groups and As a result of the research, the students learnt the appropriate expression methods by better understanding the concept of anger. It has been observed that the cognitive-behavioral approach used in the implemented curriculum reduces the anger and aggressive behaviors in favor of male students.
Effects of Engaging Students in a Remedial Reading Course
Author: Rey, Victoria M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,Remedial Reading,Remedial Programs,Academic Achievement,Postsecondary Education,College Faculty,Student Attitudes,Teaching Methods,News Media,Public Speaking,Reading Comprehension,Writing Skills,Writing Assignments,College Students,Skill Development,Attitude Change

Every year, millions of new college students come academically underprepared. They lack the necessary skills to perform at the college level. Postsecondary institutions address this problem with extensive remedial programs (Chen, 2016). One of these remedial programs is reading. In several postsecondary institutions, students are required to pass a remedial reading course in order to take some credit bearing courses. Victoria Rey teaches a remedial reading course. In the beginning of the term, some students show a negative attitude toward attending this course for different reasons. These include the belief that the result of the reading placement test is inaccurate, feeling of being stigmatized for having to attend a remedial course (Rey &amp; Karstadt, 2006), and the frustration for not getting college credits and paying tuition for attending this course (Bettinger &amp; Long, 2007 &amp; Bailey, Jeong, &amp; Cho, 2010). In spite of these situations, students have to take and pass this remedial course. In this article Rey describes how students recognize their strengths and needs relating to reading by applying different reading skills in various activities such as sharing news articles; writing journal reports on an informational text that is related to any college course that they take during the term, an inspirational story, and a novel or a short story; and working cooperatively with others in forming arguments. These activities also enable them to think critically and to use appropriate strategies to better understand what they read.
The Relationship between Emotional Intelligence, Self-Directed Learning Readiness and Achievement
Author: Koç, Serdar Engin
Date: 2019-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Readiness,Independent Study,Correlation,Academic Achievement,Predictor Variables,Gender Differences,Grade Point Average,Foreign Countries,College Students

The aim of this study is to understand the influence of emotional intelligence and self-directed learning readiness on achievement and the influence of emotional intelligence on self-directed learning readiness of students who are in their first or second-year education in a private university in Ankara. The scales used are self-directed learning readiness scale and Schutte et al.'s (2001) emotional intelligence. SPSS version 20 is used by the researcher to carry out correlation and regression analysis to reach conclusions about the research questions. It is found that emotional intelligence and self-directed learning readiness are strongly correlated. Also, emotional intelligence predicts self-directed learning readiness with very little support from gender. However, there is no relation found between self-directed learning and GPA as well as emotional intelligence and GPA. Participants' being from different departments does not have an influence on GPA.
The Evaluation of Language Teaching Program Applied in the School of Foreign Languages
Author: Genç, Gülten
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Teacher Education Programs,Student Attitudes,Program Descriptions,Program Effectiveness

English language teaching is one of the most crucial issues in the field of education in the world as well as in Turkey. There has been a growing need for adequate English language education programs at schools in Turkey. Preparatory classes of the School of Foreign Languages which offers students a full one year of English education try to fulfil this need regarding the students' needs and wishes into consideration in order to teach English successfully. This study focused on the evaluation of the effectiveness of language teaching program applied in the preparatory classes by the school of Foreign Languages of a state university in Turkey through the perspectives of the students studying English for a year. 270 students attending the preparatory school participated in the study. The data were gathered through a self-reported student questionnaire and were analyzed descriptively through SPSS 20. The results of the study demonstrated that the language teaching program in the preparatory classes of the School served for its purpose not fully but partially. The findings of the study indicated significant implications in relation to the strengths and weaknesses of the program. It would give some clues to the administration to understand the effectiveness of the Program.
The Relevance of Prior Learning in Teacher Education Admissions Processes
Author: Hirschkorn, Mark
Date: 2017-00-00
Type: Journal Articles
Subjects: Prior Learning,Preservice Teachers,Preservice Teacher Education,College Admission,Cognitive Processes,Constructivism (Learning),Student Attitudes,Pedagogical Content Knowledge,College Applicants,Admission Criteria

In this paper, we argue that teacher education admissions processes would benefit from attending more to prospective teacher candidates' cognitive frames. We begin with the introduction of a three-stage heuristic for describing teacher education. We then review the literature about constructivist notions of prior learning and teacher education program admissions processes. These processes, we argue, fail to adequately account for candidates' preconceptions about teaching and learning, which affect their beliefs and understanding. Virtually none of the admissions processes we examined explicitly attempts to map the cognitive frames of applicants to uncover the structure of their ideas about teaching and learning. Teacher education institutions might best concentrate upon candidates' cognitive frames within two core areas: subject area content knowledge and pedagogical knowledge. These two areas have the greatest potential to influence candidates' future cognitive frameworks, understandings, and points of reference.
Mobile Application Use in Technology-Ehanced DCTs
Author: Rockey, Catherine
Date: 2020-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Task Analysis,Speech Acts,Teaching Methods,Spanish,Second Language Learning,Vignettes,Native Speakers,Video Technology,Nonverbal Communication,Pragmatics,Second Language Instruction,Advanced Courses,North American English,Computer Software,Social Distance,College Students

In response to calls for improving the quality of DCTs as data-gathering instruments, this study investigates the effectiveness of technology-enhanced discourse completion tasks (TE-DCTs) as a method for eliciting nonverbal speaker data. We used a mobile application to administer four TE-DCTs to native speakers (L1) and intermediate and advanced second-language (L2) speakers of Spanish. Each TE-DCT contained two scenarios with the goal of capturing nonverbal devices used in the speech act of attention-getting (i.e., devices used to draw the interlocutor's attention). The written description of each DCT scenario was supplemented with a short video clip to provide participants with nonverbal factors such as distance to interlocutor, bodily stance, and orientation of interlocutors. To capture nonverbal cues as part of the participant responses, the participant video recorded their oral responses to each scenario. The mobile application used was successful in capturing a variety of attention-getting elements, including nonverbal devices, in the majority of both L1 and L2 participant responses for all DCT scenarios. Drawing on this data, we argue for the use of mobile applications as an ecologically valid way to measure one type of pragmatic ability. In addition, we advocate their integration into L2 pedagogical practice.
Researching Identity and L2 Pragmatics in Digital Stories: A Relational Account
Author: García-Pastor, María Dolores
Date: 2020-00-00
Type: Journal Articles
Subjects: Pragmatics,Second Language Learning,Personal Autonomy,Second Language Instruction,English (Second Language),College Students,Self Concept,Semiotics,Personal Narratives,Decision Making,Student Attitudes,Conflict,Computational Linguistics,Foreign Countries,Teaching Methods

This study explores college EFL learners' construction of identity through the analysis of their pragmatic choices in digital stories, in which they narrated their relationship with another person they had helped in the past. More specifically, such choices were examined following Relational Dialectics Theory in learners' enactments of &quot;connection&quot; with and &quot;autonomy&quot; from this person. A specific view of identity in language education, the notion of &quot;relational work&quot; in (im)politeness research, and a social semiotic framework were also employed in data analysis. Learners' pragmatic choices ranged from the selection of the topic of their narratives according to types of social bonds, to the use of specific semiotic resources to build identities in conflict episodes of their stories (i.e., positive identities for themselves and positive and negative identities for their relational partners). The construction of these identities paralleled relational parties' convergent and divergent moves towards connection and autonomy, revealing their relational work. Learners used different semiotic resources in resolution episodes, which enabled them to craft positive identities for themselves as experts, teachers, and learners as well as position their relational partner as a competent agent and shape the connection-autonomy dialectic as &quot;superiority-equality&quot;.
Testing the Waters: Developing Interlanguage Pragmatics through Exploration, Experimentation, and Participation in Online Communities
Author: Yeh, Ellen
Date: 2020-00-00
Type: Journal Articles
Subjects: Interlanguage,Pragmatics,Second Language Learning,Second Language Instruction,Social Media,Communities of Practice,College Students,English (Second Language),Computer Mediated Communication,Student Attitudes,Discussion,Intercultural Communication,Best Practices,Metalinguistics,Web Sites,Foreign Students

This study presents an innovative approach to developing interlanguage pragmatics (ILP) by training students to engage in online participatory cultures and analyzing their participation through the lens of communities of practice. Participants were university-level English language learners studying in the United States who were trained on the basic layout and practices of a social news and discussion site (Reddit), then assigned weekly postings within forums based on their individual interests. Social media engagement metrics (upvotes and responses) were used to measure and observe the quantity and quality of online interaction, and post-task questionnaires and follow-up interviews investigated learner perceptions about the language and cyberpragmatics in the online communities they encountered. Quantitative results show that participants struggled to achieve high levels of interaction with other users, but qualitative results indicate a wide range of potential benefits for ILP exploration and development. The findings and implications of this study contribute towards best practices in developing strategies for ILP in online spaces and cyberpragmatic awareness among language learners, enabling them to reach higher levels of participation in online communities.
The Scales for Acceptance, Usability, and Satisfaction for Web-Based Monitoring and Support Systems
Author: Hamutoglu, Nazire Burçin
Date: 2019-00-00
Type: Journal Articles
Subjects: Usability,Internship Programs,Information Systems,Specialists,Validity,Comparative Analysis,Factor Analysis,Evaluation Methods,College Seniors,Information Technology,Teacher Education Programs,Teaching Methods,Foreign Countries,Pedagogical Content Knowledge,Technological Literacy

The purpose of this study is to develop three scales to assess some features of a web-based monitoring and support system for internship processes of trainees which was named Monitoring and Support System (SIDES). These scales are: &quot;SIDES Satisfaction Scale&quot;, &quot;SIDES Acceptance Scale&quot;, and &quot;SIDES Usability Scale&quot;. We developed these scales as an assessment model within the scope of a project. In development phases, the scopes and the names of the scales were formed by results of the literature review. Satisfaction, acceptance and usability scales have item pools with 6, 17 and 27 questions respectively. The scales were submitted to 10 field experts for taking opinions for validity. After taking expert opinions, the scales were applied to 56 senior students who used the SIDES in an experimental condition in an academic term within the scope of the teaching practice classes in Sakarya University Computer and Instructional Technologies Teaching Bachelor Program. To examine the construct validity of the scales, the Exploratory Factor Analyses was used. Cronbach's Alpha internal consistency coefficients were calculated for internal consistency reliabilities. As a result of the analyses, one-factor, 6-item &quot;SIDES Satisfaction Scale&quot;; 3-factor, 14-item &quot;SIDES Acceptance Scale&quot; and 3-factor, 19-item &quot;SIDES Usability Scale&quot; were developed. These scales may be used or considered as examples for examining the effectiveness of webbased monitoring and support systems.
The Relationship between Reflective Thinking Skills and Academic Achievement in Mathematics in Fourth-Grade Primary School Students
Author: Deringöl, Yasemin
Date: 2019-00-00
Type: Journal Articles
Subjects: Reflection,Thinking Skills,Mathematics Achievement,Grade 4,Elementary School Students,Foreign Countries,Gender Differences

This study was conducted with the aim of determining the relationship between reflective thinking skills and academic success in mathematics in fourth-grade primary school students. The data were collected using the &quot;Reflective Thinking Skills Scale&quot; developed by Demirbas (2012), and the &quot;Personal Information Form&quot; developed by the researcher. The data that were collected in this study which was conducted as a screening model were analyzed with SPSS 16. In the study, it was found that the reflective thinking skills of the fourth-grade primary students were high, the female students had higher reflective thinking levels than the male students, and there was a positive relationship between the reflective thinking skills of the students and their success in mathematics and academics.
Critical Friendship and Inter-Faculty Collaborative Inquiry: Teacher Education and Nursing Education
Author: Tagoonaden, Karen
Date: 2018-00-00
Type: Journal Articles
Subjects: Friendship,Inquiry,Nursing Education,Communities of Practice,Teacher Educators,Faculty Development,Cooperation,Trust (Psychology),Reflection,Self Efficacy,Caring

This paper explores how three researchers utilize critical friendship to systematically examine the nuanced roles of Teacher Education and Nursing Education practices in a community of inquiry. An ancillary theme investigates sustainable structures for supporting the professional learning of teacher and nursing educators. Respectively from two faculties on one campus, university educators came together in September 2015 to form the Critical Friendship in Nursing and Education (CFiNe) community of inquiry. Data collection includes research notes, teaching notes, journaling, and monthly meetings. This community of inquiry has the potential to provide the foundations of critically infused professional development paradigms promoting interdisciplinary and collaborative stances in higher education.
Task Closings in L2 Text-Chat Interactions: A Study of L2 Interactional Competence
Author: Abe, Makoto
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Language Proficiency,Computer Mediated Communication,Interpersonal Competence,English (Second Language),Foreign Countries,Task Analysis,Discourse Analysis,College Students,Group Discussion,Teaching Methods,Telecommunications,Handheld Devices

Employing a CA-inspired methodological approach, this study investigates L2 learners' interactional competence for dyadic interaction via text chat. Fifty-three dyads of Japanese learners of English at three proficiency levels (high, mid, and low) participated in this study, where they worked on three discussion tasks in L2 English. The data were 97 participant-generated task closings, which were analyzed in terms of linguistic repertoire and sequence organizations of terminal exchanges between participants in a dyad, and summons-answer sequences between participants and the researcher. The data showed that the participants recurrently implemented a sequence of soliciting and providing an agreement on the idea for task accomplishment to signal a forthcoming closing of task talk. The findings indicated that more proficient learners produced more extended sequences in conducting closing rituals. Some high-proficiency learners explicitly mentioned, or interacted with, the researcher, a third party, to initiate task closing or reformulate crossed messages in closing the talk. These findings provide insights into online L2 interactional competence in text-based CMC media.