ethanporcaro/eric-fulltext-meta huggingface dataset:
The Receiving End: Namibian Educators&apos; Perceptions of International Student Exchange from the Global North
Author: Klein, Jørgen
Date: 2020-00-00
Type: Journal Articles
Subjects: International Educational Exchange,Preservice Teachers,Partnerships in Education,Practicums,Cultural Awareness,Cultural Differences,Educational Background,Foreign Countries,Postcolonialism,International Cooperation,Student Attitudes,Elementary Secondary Education,Case Studies,Classroom Techniques,Discipline,Behavior Change,Attitude Change,Outcomes of Education,Teacher Attitudes,Teacher Education Programs,Educational Policy,Foreign Policy,Program Descriptions

This article explores Namibian cooperating partners' perceptions of receiving pre-service teachers on international practicums. The article focuses on what they perceive as the main benefits and challenges of receiving the pre-service teachers and the potential for developing intercultural competence and global awareness through such arrangements. The Namibian partners were mostly positive about the Norwegian pre-service teachers, although there were also challenges related to differences in cultural and educational backgrounds. The findings are discussed in light of postcolonial theory. The article concludes that a stronger focus on the school and its place in the local community may make the travelling pre-service teachers more capable of understanding the local realities, and thus open to more nuanced dialogue and learning.
The Effect of Parenting Patterns and Empathy Behavior on Youth Prosocial
Author: Syahril
Date: 2020-07-00
Type: Journal Articles
Subjects: Parenting Styles,Parent Child Relationship,Empathy,Prosocial Behavior,Correlation,Junior High School Students,Early Adolescents,Foreign Countries,Adolescent Development,Attention,Discipline,Psychological Needs

This study aims to find an effect between parenting and empathy for adolescent prosocial behavior. The type of research used throughout this study is ex post facto, researchers tried to take the effect of the dependent variable and examine it retrospectively to establish causes, relationships, associations, or their meanings. In this study, researchers cannot manipulate variables. Researchers only describe what happens to independent variables and looks for information about causal relationships from events. There were 60 respondents selected from class VII of Junior High School, which consisted of 30 men and 30 women, aged 13-14 years. The technique of collecting data uses a questionnaire developed by researchers. The questionnaire was derived from authoritative parenting questionnaires, empathy questionnaires, and prosocial behavior questionnaires. The technique used in the analysis is multiple regression analysis techniques. The results showed that there was a relationship between authoritative parenting and empathy together towards prosocial behavior of 25.1%, while 74.9% were determined by other variables. Authoritative parenting and four positive correlations with adolescent prosocial behavior because children who get attention, discipline, sincere affection from parents and family will have good social behavior.
Revitilizing the Ontario Public Education System for Young English Language Learners
Author: Ryan, Thomas
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Education,Educational Change,English (Second Language),Second Language Learning,Elementary School Students,Elementary School Teachers,Teacher Student Relationship,Teacher Attitudes,Faculty Development,Federal Regulation,Student Needs,Second Language Instruction,Instructional Effectiveness,Policy Formation

Herein we argue that teachers who work to foster their ability to teach English language learners effectively need to learn about their students. Although Ontario (Canada) educators have demonstrated that English language learners' cultural knowledge and language abilities can be mobilized within the classroom as important tools and resources for learning the systematic development of language policy at the school level is crucial for extending innovative practices and attitudes into schools across the province. Such policy should reflect the demographic trends and recent research literature that recommends teachers must be informed and able to assess and evaluate English proficiency since this can disguise and hinder students from communicating the information they know. Teachers, therefore, must be diligent and perceptive to accurately measure and record information that the student does know. Given this stance we present a review of the perspectives and attitudes of Ontario Elementary school teachers towards skills, abilities, and training for teaching young English language learners. We introduce current themes and facts prevalent in the OMOE [Ontario Ministry of Education] literature pertaining to effective ELL education and professional development for teachers to implement and foster English acquisition and student success.
Professional Development Gains for Mentors in a Mentoring Program: A Case Study
Author: Kalipci, Muge
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Mentors,Experienced Teachers,Beginning Teachers,Language Teachers,Second Language Instruction,Teacher Improvement,Reflective Teaching,Teacher Motivation

In the most general sense, mentoring is defined as the assistance more experienced teachers give to less experienced, generally novice teachers. Teacher mentoring programs have been long believed to assist novice teachers professionally in several ways. However, not much is known about how mentors perceive their experience within mentoring in relation to their own professional development. This research, in that respect, attempts to examine the contributions mentoring processes provide mentors with; specifically elaborating on common ways these teachers believe to have grown professionally. This case study, which covers the second semester of the 2015-2016 academic year, was conducted with 17 mentors working within In-service Support program in the School of Foreign Languages at Erciyes University in Kayseri, Turkey. In order to explore the participants' professional development gains as a result of their mentoring experience, semi-structured interviews that allow open-ended responses were used in the collection of data. The interviews with the participants, 17 mentors, were audio-recorded and transcribed. The data were analyzed through content analysis. Qualitative data of the study showed that mentoring acted as a way of professional development for mentors and led towards these mentor teachers' reviewing their existing teaching beliefs and values, reflecting on their own teaching, experiencing a sense of renewal and increased enthusiasm in the profession.
Using the Mother Tongue in Foreign-Language Learning: Secondary School Students in Kazakhstan
Author: Beisenbayeva, Lyazzat
Date: 2020-07-00
Type: Journal Articles
Subjects: Second Language Instruction,Language of Instruction,Native Language,Secondary School Students,Russian,English (Second Language),Student Attitudes,Student Motivation,Self Esteem

One of the notable behaviours of individuals during the teaching of foreign languages is the use of the first language as an integral part of the learning-teaching process. This situation can also negatively affect the learning of a foreign language. The aim of this study is to determine the reasons why secondary-school students in Kazakhstan feel the need to use their first language (Kazakh or Russian) in foreign language classes where they are studying English. The research, based on the general screening model, was conducted in Astana, the capital of Kazakhstan, in three middle schools with a group of 296 11th grade students. The data was obtained by using an attitude scale consisting of four factors which was developed by Ocak, Kuru and Ozchalishan (2010).The scale factor-loads varied between 0.35-0.85; and reliability was found to be Alpha=0.71. According to the findings, students avoid the use of the foreign languages they study; have motivation problems; have a fear of being criticized by teachers; have a fear of being teased by classmates; tease their friends; and don't believe in themselves enough. It is therefore necessary to take measures to increase the self-confidence of students; and a more English-speaking environment should be established.
Perceptions of ELT Students on Their Listening and Note Taking Skills
Author: Ipek, Hülya
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Skill Development,Listening Skills,Notetaking,Self Evaluation (Individuals),Listening Comprehension,College Freshmen,Public Colleges,Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Teacher Education,Lecture Method

Note taking is regarded as an academic skill necessary to pursue ones academic studies. Note taking while listening to lectures is a challenging activity for non-native speakers studying in a foreign language. It is advised that non-native students should be trained in listening and Note taking which will help them to improve their listening comprehension and Note taking skills. This study aimed to investigate first year English Language Teaching (ELT) students' perceptions on their progress in listening and Note taking. It was conducted with 61 Freshman ELT students. Data were collected through a questionnaire comprised of a 3 point Likert scale with 8 items including aspects such as using abbreviations and symbols, noting down only important information, and organizing main ideas and details. 1 open ended question was also used in the questionnaire to support the quantitative data. According to the results, students expressed the most progress in writing down important words, separating and recognizing main ideas, and using abbreviations and symbols.
Teaching EFL Vocabulary to Young Digital Natives through Online Games: A Study with Turkish 5th Grade EFL Learners
Author: Utku, Özlem
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Computer Games,Educational Technology,Technology Uses in Education,Vocabulary Development,Grade 5,English (Second Language),Second Language Instruction,Instructional Effectiveness,Student Motivation,Conventional Instruction,Visual Aids

The current study aimed to examine the effect of online vocabulary games on teaching new words to young learners of EFL. For this aim, 46 Turkish 5th grade EFL students in a state school were assigned into control and experimental groups. Both groups studied 22 words in 6 instructional sessions conducted in 6 subsequent weeks in the second semester of 2016-2017 academic year. Throughout this period, the data were collected via recognition-production tests and semi-structured interviews. The results of the recognition and production tests showed that experimental group outperformed the control group in terms of vocabulary gains. The results of the semi-structured interviews also supported the quantitative results indicating that online vocabulary games increased students' motivation. Additionally, it was observed that young learners were amused by digital games and were willing to learn more via them.
The Effects of Singing in English on the Speech Fluency of Turkish Teenagers Learning English as a Foreign Language
Author: Gürsoy, Esim
Date: 2018-00-00
Type: Journal Articles
Subjects: Singing,English (Second Language),Second Language Learning,Foreign Countries,Language Fluency,High School Students,Second Language Instruction,Oral Language

Singing has been suggested to have a positive influence on the speech fluency of people with various neurological disorders, such as stuttering, aphasia, and autism. Again, research demonstrates the benefits of singing as a teaching method, through which many aspects of language can be taught or improved, such as grammar, vocabulary, pronunciation. However, there are not any studies as to the effects of singing on the speech fluency of people with no neurological speech disorders. Thus the study aims at investigating any possible influences of singing on the speech fluency of Turkish EFL teenagers. The study was carried out with 10 high-school students (control n=6, experimental n=4) studying at a private school in Turkey. Demographic information of the participants were collected via a questionnaire. To identify the utterance fluency, audio recordings of the participants' speech production were collected. The speech samples were produced subsequent to watching short film clips after the participants in the study group were given two songs each week for 5 weeks. The results of the study demonstrate that none of the three measures of fluency showed any significant differences between or within the groups, suggesting that singing does not necessarily have positive influences on speech fluency.
Lexical and Grammatical Units in Intercultural-Based English Materials for Elementary School
Author: Sabilah, Fardini
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Grammar,Indonesian,Language Proficiency,Student Characteristics,Cognitive Style,Contrastive Linguistics,Foreign Countries,Vocabulary Development

This current study focused on the development of intercultural-based English instructional activities for elementary school students. Lingual forms manifested in lexical and grammatical units were perceived to capsulate various components of English subject in elementary school. The formulation of intercultural-based lingual forms is pivotal particularly as the basis in developing intercultural instruction so as to equip students with the skills to interact and communicate in English actively and efficiently. Intercultural instructional activities in elementary school is to be departed from students' characteristics, learning needs, proficiency levels, and learning styles. The designed instructional activities were expected to initiate students' English knowledge contextually. Descriptive qualitative design was employed. The variables were English instructional materials for Grade IV, V, and VI. The subjects were 2 English teachers. By means of observation and interview, this study has collected 55 data in the forms of lexical and grammatical units in intercultural-based English instructional activities. The lexical units included cultures, social or foreign values of English, some aspects not existing in Indonesian cultures or shared aspects existing in both cultures but of different lexical items translated from English. The grammatical units belonging to intercultural-based instructional activities were markers on different sentence constructions between English and Bahasa.
Beyond a Game: Peer Education to Separate Football and Violence
Author: Ekmekci, Perihan Elif
Date: 2018-00-00
Type: Journal Articles
Subjects: Team Sports,Cultural Influences,Violence,Training,Prevention,Peer Teaching,Program Effectiveness,Foreign Countries,Individual Characteristics

Football, one of the sports with roots in history, has been associated with violence and tragedy in various countries. Several studies have tried to understand the nature and structure of hooliganism and its common cross-national characteristics, severity, and causes. Although existing literature suggests a variety of strategies to prevent violence in football, it is widely accepted that there must be grassroots movements and self-awareness, besides these measures, to reduce cases of aggression in football. This study, which was awarded the Fair Play prize in 2014 by the Turkish Olympic Committee, focuses on training fans using the peer education methodology. The young fans of Besiktas Football Club implemented a peer education program and conducted an online survey to assess its effectiveness and understand the participants' perceptions and reflections regarding the causes of and methods to prevent football hooliganism. The results suggest that the training program was effective and that it should be disseminated to reach all other associations to achieve results that are more positive.
Empirical Analysis of Diagramatic Representation Test Instruments Using Partial Credit Model in Realizing Learning Outcomes
Author: Warsono
Date: 2020-06-00
Type: Journal Articles
Subjects: High School Students,Problem Solving,Visual Aids,Scoring,Models,Item Response Theory,Physics,Science Instruction,Test Construction,Test Validity,Goodness of Fit,Test Reliability,Test Items

The study was conducted to analyze the items about the ability of high school students diagram representation and obtain Item Curve Characteristic. Grid test instruments are compiled based on competencies and indicators of diagram representation which are then used to compile items. The test instrument consisted of five items and was validated by measurement experts, physics education experts, material experts and practitioners. The validated instrument was piloted in 296 students from three schools in Batang Regency, Central Java. Politomous data were analyzed using the QUEST program for classical analysis and Item Response Theory for modern analysis based on Partial Credit Model using PARSCALE program. The results of item test data analysis showed that the whole item was fit with Partial Credit Model. Reliability of the test instrument is based on internal consistency of 0.66 and the level of difficulty of the items is in the range 0.84 to 1.10. The information function and Standard Error Measurement show that test items are developed reliably to measure the ability of students' diagrams with the medium category, namely -1.2 &lt; ? &lt; +2.2 logit.
Analysing National Development Plans in Turkey Regarding Teacher Training and Employment
Author: Ünsal, Serkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Teacher Shortage,Teacher Student Ratio,Teacher Qualifications,Planning,Role of Education,Economic Development,Employment,Elementary Secondary Education,Teacher Distribution

This research is motivated to investigate five-year national development plans (NPDs) prepared in Turkey between 1963 and 2013 with regard to teacher training and employment. The data were elicited from the plans in concern, and qualitatively analysed through content analysis. The overall findings demonstrated that the related decisions were made with a focus on three purposes: (i) to meet teacher shortage, (ii) to reduce the number of students per teacher, and (iii) to balance the distribution of teachers nationwide. The reasons why most of the decisions could not be successfully implemented might be listed as political instability, decisions taken without sufficient preparation, and inadequacy of efforts to implement NDPs. Even though certain decisions were taken considering teacher qualifications and competencies into account, quantitative concerns caused procrastination in their implementation. The study concludes with some practical implications for decision makers on the preparation and implementation of NDPs with respect to teacher training and employment.
Comparing Inclusive Education in Turkey and Argentina
Author: Kahya, Orhan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Inclusion,Developing Nations,Students with Disabilities,Learning Problems,Equal Education,Disadvantaged,Educational Research,Special Education,Elementary Secondary Education,Educational Policy,Higher Education,Preschool Education,Mainstreaming,Social Justice

Comparative Education is a discipline that helps to identify the similarities and differences between two or more education systems in different cultures and countries, and which puts forward useful suggestions about the ways to educate people (Türkoglu, 1985). Ever since the Salamanca Statement (UNESCO, 1994), inclusive education has taken considerable steps globally. In this sense, governments have taken action to apply educational policies in order to eliminate students' disadvantages arising from gender, disability, culture, ethnicity, socioeconomic background, etc. The purpose of this paper is to compare inclusive education in Turkey and Argentina utilizing Bereday's (1964) comparative education model. Comparing inclusive education in Turkey and Argentina not only contributes to a better understanding of the inclusive education implications in these two developing countries, but it also helps in defining problems and proposing solutions. While inclusive education policies in Turkey focus on disabled students and students with learning difficulties, in Argentina they focus on disadvantaged groups in order to provide educational equality.
Factors That Facilitate or Limit the Incorporation of Emerging Technologies in the Classroom
Author: Sosa Neira, Edgar Andrés
Date: 2018-00-00
Type: Journal Articles
Subjects: Technology Integration,Technology Uses in Education,Foreign Countries,Teacher Attitudes,Teacher Motivation,Technological Literacy,Educational Policy,Barriers

This study explores the perceptions of the teachers from the District Education Secretariat (Bogotá-Colombia) on the factors that facilitate or limit the incorporation of Emerging Technologies in the classroom. The sample used for this research was based on 241 teachers from different educational institutions. The data were collected through an anonymous survey with quantitative and qualitative questions. Open and axial coding was used to identify the different factors in contextual levels, such as microsystem, mesosystem, exosystem and macrosystem. It was found that sociodemographic variables do not influence the incorporation of technology in the classroom, in addition, there are three necessary and basic conditions for teachers to begin to incorporate technology in the classroom: motivation, infrastructure and information and communication technologies skills, but for any processes to be successful the teacher must be aware of what he is doing but any attempt to incorporate technology will fail. On the other hand, government entities must be responsible to generate policies or strategies in order to improve infrastructure, as well as design training plans according to the needs of each teacher and each institution.
Effectiveness of Process Oriented Guided Inquiry Learning with Peer Feedback on Achieving Students&apos; Mathematical Reasoning Capabilities
Author: Kartono
Date: 2020-07-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Active Learning,Inquiry,Peer Evaluation,Feedback (Response),Mathematical Logic,Junior High School Students,Grade 7,Self Management,Mathematics Achievement,Cooperative Learning,Formative Evaluation,Teacher Guidance,Foreign Countries,Thinking Skills

Mathematical reasoning ability is the ability to think logically to get a conclusion. This study aims to analyzing the effectiveness of Process Oriented Guided Inquiry Learning (POGIL) with Peer Feedback towards the students' achievement of mathematical reasoning abilities. The population in this study were 7th-grade students in one junior high school in Semarang in the academic year 2018/2019. This research is quantitative research. Sampling is done using random sampling techniques. The results showed that (1) the average mathematical reasoning ability of students in POGIL with Peer Feedback was more than or equal to the minimum specified completeness criteria, namely 65, (2) the proportion of students who reached 65 in POGIL with Peer Feedback more than or equal to 75%, (3) the average mathematical reasoning ability of students in POGIL with Peer Feedback is more than the average mathematical reasoning ability of students in Discovery Learning, and (4) the proportion of students who achieve grades 65 in POGIL with Peer Feedback is more than the proportion of students who reach 65 in Discovery Learning, (5) self-regulated learning of mathematics affects 30% of students' mathematical reasoning abilities.