ethanporcaro/eric-fulltext-meta huggingface dataset:
Use of Vocabulary Learning Strategies in Turkish as a Foreign Language Context
Author: Kocaman, Orhan
Date: 2018-00-00
Type: Journal Articles
Subjects: Turkish,Second Language Learning,Vocabulary Development,Learning Strategies,Second Language Instruction,College Students,Foreign Students,Foreign Countries,Language Proficiency,Memory,Gender Differences,Metacognition,Assertiveness

Since the 15th century, when the Turkish language initiated its adventure as a taught foreign language, we have come a long way. In a parallel way, with the increasing demand of Turkish as a Foreign Language (TFL), Turkish language pedagogy has been continuing to improve adjusting to the new trends in language teaching in the world. The ultimate aim of learning a language is that effective communication cannot be actualised without knowledge of substantial vocabulary. Vocabulary learning and teaching, from a 'grammaticalized lexis (Lewis, 1993)' perspective, forms a crucial part of foreign language development, and thus, Vocabulary Learning Strategies (VLS) - rooted in cognitive and psycholinguistic research paradigms - are of utmost importance (Lewis, 1993; Nyikos and Fan, 2007). With all these in mind, this study aims to investigate the vocabulary learning strategies employed by 155 international students studying Turkish preparatory year programme at the Turkish Language Learning Centre (TÖMER) of a state university in Turkey. Descriptive results reveal that lower proficiency groups (A1 and A2) employ VLS strategies more than B2 level group does. Memory, Affective and Social Strategies are found to be the most frequently used strategies. One-way ANOVA results reveal that there is a statistically significant difference among proficiency levels of the participants. With respect to gender, t-test results show a difference for one type of strategy employed. The results are discussed in terms of significance and association with previous research. In the end, suggestions and implications are given for stakeholders of learning and teaching TFL.
&quot;Watch It, Do It, Teach It&quot;: Technology and Early Childhood Field Experiences
Author: Alexander, Curby
Date: 2014-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Early Childhood Education,Teacher Education Programs,Preservice Teachers,Developmentally Appropriate Practices,Young Children,Technology Integration,Technological Literacy,Observation,Experiential Learning,Student Teaching,Inservice Teacher Education,Vignettes,Video Technology

This article presents the WDT Framework, which consists of three levels of integrating field-based technology experiences into early childhood education coursework. Early childhood teacher education programs have historically utilized field experiences for the purpose of helping pre-service teachers build their understanding of developmentally appropriate practice, yet technology integration is not typically included within this context. The majority of teacher education programs rely on one stand-alone technology integration course to prepare pre-service teachers to use technology in their teaching, which is known to have minimal impact on their willingness and ability to use technology in subsequent teaching experiences in the early childhood classroom. In response to this disparity, the authors propose three levels of immersion with technology for pre-service early childhood teachers: watching, doing, and teaching (WDT). Each approach to the technology-infused field experience is discussed, as well as lessons learned and conditions for success necessary for effective implementation in an early childhood teacher education sequence.
A Comparison of Mothers Upbringing Methods Based on Adolescents Intelligence Groups (High-Intelligence, Low-Intelligence and Normal)
Author: Barati, Fakhr Alsadat
Date: 2018-00-00
Type: Journal Articles
Subjects: Mothers,Child Rearing,Parenting Styles,Adolescents,Intelligence Quotient,Foreign Countries,Authoritarianism,Personal Autonomy

This research has been designed to compare mothers upbringing methods based on adolescents intelligence groups; high-intelligence, low-intelligence and normal. To this purpose, 194 individuals were chosen from among male and female students of ages 14 and 15 from the city of Ghaenat from southern Khorasan province within the educational year of 2015, by the simple-random method in high-intelligence schools, by the census method in low-intelligence schools and by the multi-stage cluster sampling method in normal schools. The tools employed include the Bamrind questionnaire on upbringing methods. Pierson's codependence coefficient and multi-variant variance analysis have been used for data analysis. Results indicated that the difference is significant between intelligence groups regarding tyrannical and logical potency and no significant difference in upbringing methods based on freedom. There is positive and significant difference between mothers of children belonging to high and low-intelligence groups regarding authoritarian and logical potency, and mothers of children belonging to the normal and low-intelligence groups. There's no significant difference between other intelligence groups and upbringing methods.
Integration of Structured Cooperative Learning in Mathematics Classrooms
Author: Hossain, Md. Anowar
Date: 2018-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Mathematics Education,Teaching Methods,Mathematics Achievement,Secondary School Mathematics,Secondary School Students,Foreign Countries,Instructional Effectiveness,Outcomes of Education

Cooperative learning model played a dynamic role in improving students' achievement in mathematics. The purpose of this research study was to compare the effects of three instructional methods on students' mathematics achievement and attitudes toward mathematics among secondary students in Natore, Bangladesh. These instructional methods were used to teach students in three experimental groups such as group 1 with structured cooperative learning, group 2 with unstructured cooperative learning and group 3 with conventional teaching. 105 students took part in the experiment and completed pre-test and post-test of mathematics achievement and attitudes toward mathematics. The statistical analysis such as ANOVA, MANOVA and post hoc pairwise comparison were used to analyze the data. The results showed a significant effect of structured cooperative learning on mathematics achievement and attitudes toward mathematics. The findings revealed that the structured cooperative students outperformed the unstructured cooperative and conventional students on mathematics achievement due to structured form of cooperative learning integration. Therefore, structured cooperative learning can successfully be implemented to promote students' achievement in mathematics.
Predictors of Self-Esteem in Physical Education: Self-Determination Perspective
Author: Karaday, Emre
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Predictor Variables,Self Esteem,Physical Education,Self Determination,Psychological Needs,Well Being,Adolescents,High School Students,Student Motivation,Personal Autonomy,Competence,Student Satisfaction,Student Needs,Need Gratification

This study aimed to explore the relationship between basic psychological needs, motivational regulations, and self-esteem in Turkish high school physical education environment. Nine hundred and fifty seven high school students (505 girls, 452 boys) were applied the questionnaire pack in physical education lessons. Students' general self-esteem, basic psychological needs and motivational regulations toward physical education were assessed. Hierarchical multiple regression analysis results revealed that Turkish high school students' autonomy, competence, and relatedness need satisfaction in physical education positively predicted students' global self-esteem. Physical education teachers were recommended to consider creating need supportive lesson environment for adolescents to enhance their optimal psychological functioning and well-being.
Is Reward a Punishment? From Reward Addiction to Sensitivity to Punishment
Author: Aypay, Ayse
Date: 2018-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Rewards,Punishment,High School Students,Test Construction,Test Validity,Test Reliability,Measurement Techniques,Foreign Countries,Reinforcement,Expectation

This study introduces the topics of reward addiction and sensitivity to punishment in academic contexts to the literature. This study was designed firstly to develop reliable and valid measurement tools that can measure high school students' reward addiction and sensitivity to punishment in academic contexts, and secondly to test the structural equation model formed to identify the relationships between reward addiction and sensitivity to punishment. The participants of the study were a total of 506 high school students. Exploratory and confirmatory factor analyses showed that the developed measurement tools were valid and reliable. According to the structural equation model formed between the variables of reward addiction and sensitivity to punishment, the reward addiction variable significantly and positively affected sensitivity to punishment. The findings of this study inform both parents and educators with a new perspective about the possible negative results of using punishment and rewards in academic context.
Chinese Students&apos; Cultural and Behavioural Differences among Domestic and Internationally Oriented Educational Institutions
Author: Haarms, Ron
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Differences,Class Activities,Student Participation,Asians,Global Approach,High School Students,Correlation,Classroom Communication,Retention (Psychology),Student Behavior,Classroom Environment,Student Attitudes,Foreign Countries,International Education,Study Abroad,Student Characteristics,International Schools,Class Size,Teacher Attitudes

Research has found a link between active student participation in the classroom and memory retention. Participation can encompass many aspects, including asking questions in class and partaking in classroom activities. Extensive studies have been conducted on Chinese students concerning their overall involvement in class. When compared to their Western counterparts, Chinese students are often regarded as silent passive learners (i.e. not active), hence negatively affecting their ability to learn in the classroom environment. The changeability of education together with ongoing globalization has led to an increase in Chinese students going abroad. As a result, there has been an increase in demand for international high schools and other educational training centres that prepare Chinese students for tertiary education in the West. This research investigates classroom behaviours and face values of students attending a Chinese international high school and compares them with students attending a conventional Chinese public high school. A MANOVA is used to assess these differences based on a questionnaire submitted to 349 students from Taiyuan, Shanxi province in China. Results show that students following an international program ask more questions in class, but no difference is found in regards to the Chinese cultural value of face. Subsequently, auxiliary qualitative research was performed to clarify quantitative outcomes. These outcomes showed that efforts to save face, academic pressure, classroom environment, and pre-existing individual factors contribute to this found difference.
Oral History Attitude Scale (OHAS) Validity and Reliability Study
Author: Saglam, Halil Ibrahim
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Oral History,Attitude Measures,Likert Scales,Test Construction,Construct Validity,Test Reliability,Factor Structure,Factor Analysis,Goodness of Fit,Elementary School Students

The purpose of this study is to develop a valid and reliable Oral History Attitude Scale. The 25-item trial form created under the supervision of an expert opinion was applied to 714 elementary school third and fourth grade students, 345 female and 369 male students in Sakarya province. Then the obtained data were analyzed. As a result of the Explicit Factor Analysis (EFA), a structure consisting of two dimensions, which are named &quot;individual&quot; and &quot;social&quot;, and a total of 15 items have been found out. It has been determined that the model's goodness of fit indexes is quite high. Validation Factor Analysis also confirms EFA results. It was determined that the reliability coefficient of the scale was 0.76, the split-half half reliability was 0.74, the test-retest reliability coefficient was 0.91, and all the differences between the averages of the 27% upper and lower groups were significant. In the study, it was concluded that the scale can be perfectly used as a valid and reliable instrument in research to determine the attitudes of primary school students towards oral history.
Beliefs of District Administrators Regarding Student Technology Use
Author: Wizer, David R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Beliefs,Administrators,Administrator Attitudes,School Districts,Technology Uses in Education,Technology Integration,Public Schools,Leadership Effectiveness,Principals

The purpose of this study was to determine the beliefs and priorities of district wide leaders regarding technology use. Twenty-three district technology and curriculum leaders representing 83.3% of the districts statewide expressed their priorities and beliefs by responding to a multi-part online survey. In one area of the survey leaders were asked their projections, specifically to project student technology use. The results indicate that across 70% of the items, significant increases were noted when comparing leaders' beliefs about recent student technology use to 2007 estimates of student technology use. This study, which emphasizes comparisons of state data, may serve as a model for other states' examinations of local student technology use.
Influence of Peer Groups to the Self-Esteem of Lampung and Javanese Students
Author: Mujiyati, Mujiyati
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Relationship,Peer Groups,Peer Influence,Adolescents,Secondary School Students,Self Esteem,Identification (Psychology)

The importance of peer relationships among teenagers makes them form peer groups. Peer groups are children or adolescents with the same age or maturity level. Peer interactions of the same age play a unique role among adolescents. The purpose of this study is to see the effect of peer groups on the self-esteem of Lampung and Java students. The research method used ex-post facto research with 40 research students of Grade XI SMK Negeri Talangpadang Lampung Lesson Year 2016/2017 consisting of 20 students of Lampung tribe and 20 students of Java tribe. The instrument used is a questionnaire of peer groups and self-esteem questionnaires. Data analysis technique used is a parametric statistic with regression analysis. The results showed that there is a significant influence among peer groups on student self-esteem. Peer groups contributed 34.9% of students' self-esteem, while the remaining 65.1% were influenced by other factors.
A Measure of Pre-Teachers&apos; Self-Regulated Learning Strategies on Industry 4.0 &amp; 107 Curriculum Reform
Author: Chou, Chun-Mei
Date: 2018-00-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Factor Analysis,Measures (Individuals),Educational Change,Curriculum Development,Preservice Teachers,Validity,Reliability,Correlation,Student Attitudes,Foreign Countries

This study describes the development and validation of self-regulated learning strategies scale, a 30-item scale that measures pre-teachers self-regulated learning strategies toward Industry 4.0 &amp; 107 Curriculum Reform. A total of 476 pre-teachers completed the questionnaire. A pilot study (n= 120) was examined factorial validity and reliability of questionnaire and study objects (n= 356) used confirmatory factor analysis. The Self-regulated learning strategies Measure (SLSM) has three-factor model (Environmental Orientation, Behavioral Orientation and Process Orientation Self-regulation) was fit using maximum likelihood estimation (MLE). The self-regulated learning strategies scale could be useful for understanding the ways in which teachers think about self-regulation learning issues and could be used to investigate the relationship between other variables. The applications of the SLSM were discussed.
Views, Perceptions and Recommendations of Nursing Students with Regard to a Screen-Based Computer Simulation: A Qualitative Study
Author: Edeer, Aylin Durmaz
Date: 2018-00-00
Type: Journal Articles
Subjects: Nursing Students,Student Attitudes,Undergraduate Students,Computer Simulation,Teaching Methods,Educational Technology,Technology Uses in Education,Self Esteem,Decision Making,Experiential Learning,Nursing Education,Foreign Countries

Educational methods should be continuously evaluated. In this study, the views, perceptions and recommendations of undergraduate nursing students with regard to a screen-based computer simulation are defined. This was a qualitative research study. Two focus group interviews were conducted. The students said that the simulation was beneficial for practice, improved their self-confidence and decision-making, and decreased the number of mistakes made. Although the students were satisfied with this method of education, they said that this simulation alone was not sufficient. They stated that it should be supported by practice in the skills laboratory to avoid doing harm to the patient in a real-world situation.
Characteristics of Kindergarten Teacher in the Information and Communication Technologies Environment: A Path Analysis
Author: Magen-Nagar, Noga
Date: 2013-00-00
Type: Journal Articles
Subjects: Kindergarten,Preschool Teachers,Educational Technology,Technology Uses in Education,Teacher Attitudes,Technological Literacy,Internet,Web Sites,Computer Attitudes,Foreign Countries,Knowledge Level

This study examines the extent to which kindergarten teachers' attitudes towards the ICT affects their skills and as a result the level of assimilating ICT in their teaching. The study involved 141 teachers, who responded to anonymous self-reporting online questionnaires. The path analysis test (SEM) results indicate that the attitudes of the kindergarten teachers towards ICT have a positive impact on the levels of skill needed for utilizing computers for internet use and for managing personal knowledge. In addition, it was found that the higher the level of the teachers' internet and communication skill was, the more they used internet websites of specialized content. However, as the level of using Office applications was higher, teachers used less internet websites of specialized content. This study concludes that positive attitudes of teachers towards the internet and computer literacy have crucial influence on the effective implementation of computer usage in the kindergarten.
Innovation and Web 2.0 in Business Education: Student Usage, Experiences With, and Interest in Adopting Web 2.0 Tools
Author: Yaoyuneyong, Gallayanee
Date: 2013-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Educational Technology,Technology Uses in Education,Business Administration Education,Technological Literacy,Technology Integration,Innovation,Familiarity,Student Experience,Student Interests,Gender Differences,Intellectual Disciplines,College Students,Student Attitudes,Social Media

Companies currently utilize Web 2.0 applications to improve and shorten supplier transactions, to generate customer interaction and connections, and to enable employees to increase their knowledge, apply their creativity, and innovate. Thus, business educators must prepare students to engage in a technological society; especially graduate students aiming for managerial or executive positions. To help students adapt and compete in the professional world, business educators have begun to integrate Web 2.0 applications into instruction; however, for efficacy, instructors should consider students' current knowledge of and use of Web 2.0 technologies, as well as their perceptions. Therefore, this study investigates associations between students' innovativeness, their familiarity and experiences with Web 2.0 technologies, and their interest in adopting Web 2.0 tools for use in education.
Exploring Undergraduate Students&apos; Skills, Level of Comfort, and Perceived Benefit of Using Technology for Learning
Author: Song, Liyan
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Technological Literacy,Educational Technology,Technology Uses in Education,Teaching Methods,Intellectual Disciplines,Incidence,Preservice Teacher Education

Today's undergraduate students are unique for having grown up in a digital society. An emerging body of empirical research has attempted to understand how young people use technology in the academic context. Our research involved 111 students enrolled in 7 courses in the College of Education at a Mid-Atlantic university, and sought to understand college students' comfort level with, and the perceived benefits of, a variety of technologies for their academic study. Results indicated a significant relationship between the perceived benefit of a particular technology, and college/discipline, skill level, and frequency of use. Implications for the design of technology-supported learning opportunities in preservice teacher education are discussed.
Children&apos;s Emotional Geographies of Well-Being: The Cultural Constitution of Belonging(s) in the Context of Migration and Digital Technologies
Author: Fegter, Susann
Date: 2019-04-00
Type: Journal Articles
Subjects: Well Being,Information Technology,Immigration,Heuristics,Discourse Analysis,Cultural Influences,Children,Emotional Experience,Human Geography,Recreational Facilities,Foreign Countries,Gender Differences,Age Differences,Social Status,Self Concept,Migrants,Family Environment

&quot;My most special place is my home(land) country [&quot;Heimatland&quot;], because there I always feel so comfortable.&quot; The spatial dimension of children´s well-being has been receiving more attention in child well-being research recently. Empirical studies show for example the effects of the built and natural environments on children´s objective and subjective well-being or the subjective meanings that children attach to the concept of well-being in respect to place and space. What is not well understood so far is the cultural dimension of these phenomena and understandings. The aim of this paper is therefore to outline a cultural analytical approach to the spatial constitution of well-being and to provide analytical heuristics to reconstruct the spatial constitution of well-being as a cultural construct in discursive practices that children take part in. The paper also provides an empirical example that illustrates this heuristic approach and shows how belonging(s) are constituted as a spatial construct beyond local and national territories. The paper ends with a summary of how the findings and the cultural approach might inform child well-being research and the spatial (re)constitution of well-being in the context of migration and digital technologies.