ethanporcaro/eric-fulltext-meta huggingface dataset:
School Victimization in Adolescents: A 3-Step Latent Profile Analysis
Author: Mindrila, Diana
Date: 2018-00-00
Type: Journal Articles
Subjects: Adolescents,Victims,Bullying,Computer Mediated Communication,Fear,Student Behavior,Behavior Modification,Weapons,Probability,Aggression,Peer Relationship,Intervention,Coping,Psychological Patterns,Mental Health,Well Being,Educational Environment

The study aimed to develop a typology of victimization based on the extent to which students experienced face-to-face (traditional) victimization and/or cyber-victimization and, consequently, manifested fear and avoidance. The sample consisted of 497 adolescents (ages 12- 18) who took the 2011 School Crime Supplement of the National Crime Victimization Survey and had at least one cyber-victimization experience. Latent profile analysis (LPA) with a 3-step estimation procedure was employed, using school behavior management as a covariate and weapon carrying as a distal outcome. LPA yielded three latent profiles: (a) Average (N=441), (b) Traditional &amp; Cyber-Victims (N=33), and (c) Traditional Victims (N=23). As behavior management effectiveness increased, the likelihood of being assigned to groups with higher victimization levels decreased. Further, the Average group was 57.6% less likely to carry a weapon than the Traditional &amp; Cyber-Victims group. The probability of carrying weapons did not differ significantly between the two groups with severe levels of victimization.
Exploring Preschool-Age Children&apos;s Ability to Write Letters
Author: Guo, Ying
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Children,Emergent Literacy,Alphabets,Phonological Awareness,Writing Skills,Phoneme Grapheme Correspondence,Age Differences,Children,Surveys,Longitudinal Studies

The purpose of this study was to examine the letter-writing ability of preschool children aged 3-5 years and the relationship between early literacy skills (i.e., alphabet knowledge, phonological awareness, and name writing) and letter-writing ability. Thirty-six children were individually assessed on letter writing and early literacy skills thought to be important for letter writing success: letter-name knowledge, letter-sound knowledge, beginning sound awareness, and name writing (i.e., writing names using letters or letter-like forms). Results showed that preschool children demonstrated substantial abilities to write upper-case and lower-case letters and children's age was significantly associated with letter-writing ability. Children's lower-case letter-name knowledge, letter-sound knowledge, and name writing were significantly related to letter writing comprised of upper-case and lower-case letter writing. Letter-sound knowledge and name writing significantly predicted upper-case letter writing and only letter-sound knowledge significantly predicted lower-case letter writing.
The Effect of Digital Concept Maps in Online Learning Environments on Students&apos; Success and Disorientation
Author: Aydogdu, Seyhmus
Date: 2019-00-00
Type: Journal Articles
Subjects: Concept Mapping,Computer Uses in Education,Navigation (Information Systems),Electronic Learning,Success,Orientation,Web Sites,College Students,Hypermedia

Concept and knowledge maps are used often in learning process as two dimensional learning materials. These maps are important in comprehending concepts of a subject and relationships between these concepts. Nowadays, concept maps can be used beyond student drawings as digital navigation tools in real life. The aim of this study is to investigate the impact of the use of digital concept maps as navigation tools in online learning environments on student success and disorientation. There are two subdimensions of the navigation tool: the concept map and the content tree. The achievement test designed by the researcher in order to determine success of the student is used in the research. To evaluate the level of the student's disorientation, the disorientation scale and navigation data were used in hypermedia. Web navigation data were recorded in the database, while participants were doing their weekly tasks, and NeedlemanWunsch algorithm was used to determine the level of disorientation. As a result of the study, the success of students in both groups has a significant increase positively. Besides, students who used websites with a content tree are more successful than students who used websites with concept maps. There is not a significant difference in the perception of disorientation between groups according to the navigation tool that they used. Nevertheless, according to the results of analyses that are made with using web navigation data, it is seen that there is a difference in disorientation of students, considering the number of subjects or concepts in the navigation tool, the content of the task that has been given etc. Lastly, suggestions about what to pay attention to while using concept maps or concept maps in online learning sites have been given.
How Do Third Grade Students Read the Clock?
Author: Gürefe, Nejla
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 3,Elementary School Mathematics,Arithmetic,Number Concepts,Time,Fractions

Students require knowledge of fraction, arithmetic and integer to tell the time. The purpose of the current study is to discover the conceptual knowledge related to hours, how the students read the clock and use half and quarter concepts to read the time in Turkey. A qualitative research method with a case study approach was used for this research. The participants of the study consisted of 12 students studying at the third grade of a public school located in the west of Turkey. The data of the study were collected through semi-structured interviews. A form consisted nine questions was used in the interviews. The data were then analysed using content analysis. As the result of analysis, it was determined that the students used fraction knowledge, number of minute and absolute time while telling the time, but mostly for fraction knowledge and some students could not associate the knowledge in the subject of the fractions with the reading the clock. [This study was presented as an oral presentation at International Congress on Science and Education (ICSE-2018), Turkey.]
An Examination of Relationship between English Teachers&apos; Job Satisfaction and Key Competences for Lifelong Learning
Author: Yenen, Emin Tamer
Date: 2019-01-00
Type: Journal Articles
Subjects: Job Satisfaction,Language Teachers,English (Second Language),Teacher Attitudes,Lifelong Learning,Teacher Competencies,Institutional Characteristics,Gender Differences,Academic Rank (Professional),Correlation,Foreign Countries,Elementary School Teachers,Secondary School Teachers

The new trends, teaching methods and techniques in education have greatly altered the traditional understanding of how teachers can learn and teach. These changes force teachers to be in constant development and gain new proficiency. Besides that, today's political developments and social conditions also lead to positive or negative changes in the teachers' view on their profession. This paper examined the relationship between English teachers' job satisfaction and lifelong learning competences. The participants of this research were 306 English teachers, who work in a province located in the eastern region of Turkey in the spring semester of 2016/2017 academic year. In the research, Mann-Whitney U test was used in the analysis of gender variable, and Kruskal Wallis H test was used to compare the English teachers' opinions in the groups of occupational seniority and types of the schools they work in. Spearman's Rank Correlation Coefficient analysis was conducted to determine the relationship between scores from job satisfaction scale and key competences for lifelong learning scores, and finally simple linear regression analysis was used to determine whether the teachers' job satisfaction is a meaningful predictor of key competences for lifelong learning. The results showed English teachers' job satisfaction and key competences for lifelong learning were high, and the English teachers' job satisfaction and key competences for lifelong learning levels did not differ significantly according to gender, occupational seniority, and type of school they work in. The research found that there is a positive, moderate and significant relationship between job satisfaction and key competences for lifelong learning, and job satisfaction is not a significant predictor of lifelong learning competences.
Development of Instrument in Assessing Students&apos; Science Manipulative Skills
Author: Fadzil, Hidayah Mohd
Date: 2019-01-00
Type: Journal Articles
Subjects: Science Process Skills,Secondary School Students,Secondary School Science,Student Evaluation,Material Development,Resource Materials,Foreign Countries,Hands on Science

Manipulative skills and abilities include skills in the handling and manipulation of materials and apparatus in the context of scientific investigation. Science teachers appeared to be struggling with the mode of assessment in making authentic evaluation of manipulative skills in laboratory. One of the contributing factors is due to lack of instrument developed to assess these skills. This paper explains the development of resource guide in assessing students' manipulative skills at secondary school. This study employed qualitative research methodology. The development of a resource guide in assessing students' manipulative skills involved three phases: (i) analysis, (ii) design and development, and (iii) implementation and evaluation. The evaluation of this guide has been conducted qualitatively with 40 science teachers. Findings show that the development of this resource guide is advantageous and beneficial to facilitate teachers in determining students' manipulative skills competency during practical work so that students can be more prepared for the implementation of the upcoming science practical examination. The findings may contribute towards enriching research on assessment of manipulative skills at secondary school level. Science educators, either pre-service or in-service, may use resource guide to improve their instruction during practical work.
Saudi University Students Views, Perceptions, and Future Intentions towards E-Books
Author: Oyaid, Afnan
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Electronic Publishing,Books,Electronic Learning,Educational Technology,Computer Software,College Students,Foreign Countries

While observing the rapid growth in the field of e-learning, the present research aims to provide an experiential insight into the use of e-books, documenting its benefits, issues and future prospects. For this purpose, the researchers used their own eBook &quot;Education Technology: Foundations and Applications&quot; as the research instrument and evaluate the perceptions, feelings, and views of the education technology course students in Saudi University, in order to understand the importance of using eBooks for educational purposes. The eBook was designed as an interactive app which was provided to 27 students who purchased it using a gift voucher. They were asked to study from the provided eBook throughout the semester. At the end of their semester, a discussion group was held. The discussion group concludes that almost all of the students found the use of eBook for an educational purpose quite beneficial as they believe it is much cheaper, portable and easily accessible from any place and at any point in time. Some of the participants may have found issues with the usage such as no copy paste options, etc.; however, the majority of them intended to use eBooks in future if the characteristics and features of the eBooks are same as this book.
Feedback on Grammatical Accuracy: Comparing Perceptions and Practices on the Teachers&apos; and Learners&apos; Parts
Author: Nazarloo, Fahimeh Ashja
Date: 2018-10-00
Type: Journal Articles
Subjects: Feedback (Response),Grammar,Accuracy,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Language Fluency,Teacher Attitudes,Student Attitudes,Textbooks,Error Correction,Comparative Analysis,Communicative Competence (Languages),Language Teachers

An advantage of the communication-based instruction in an EFL situation is prioritizing fluency and meaning negotiation though of course at the cost of accuracy. Researchers have, therefore, found feedback on the learners' erroneous utterances quite appealing so that form can be attended to against the wider backdrop of meaning-focused involvement in communication. This present study qualitatively and quantitatively sought to investigate the teachers' and intermediate learners' perceptions as well as the teachers' practices concerning &quot;corrective feedback types&quot;, sources of feedback&quot;, and &quot;types of grammatical errors&quot; that occur and need to be attended to during the classroom conversations. The study was conducted in two private language institutes in Tabriz, Eastern Azerbaijan Province, Iran. The instructional materials were &quot;Top Notch&quot; course books. For the purpose of the study, 6 teachers and 60 EFL learners were focused on. First, the classes of 6 teachers were observed. Then, the teachers and learners completed a questionnaire on corrective feedback. The results indicated that learners showed strong agreement toward using explicit feedback. On the contrary, teachers usually neglected the learners' grammatical errors at the classroom to maintain the flow of interaction. Another important finding about sources of feedback was that teachers and learners preferred teacher correction to peer correction or self-correction. Finally, both teachers and learners expressed strong agreement about feedback on serious grammatical errors during conversation though the former tended to agree more with the feedback on less serious and frequent grammatically erroneous utterances.
A Structural Model for Relationship between Web Pedagogic Content Knowledge and Technology Acceptance of Preservice Teachers
Author: Mazman Akar, Sacide Güzin
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Adoption (Ideas),Technology Uses in Education,Technological Literacy,Internet,Models,Foreign Countries,Undergraduate Students

The purpose of this study is to test the structural relationship between web pedagogic content knowledge and technology acceptance of preservice teachers. 235 preservice teachers from different programmes participated to study; a 4- year Bachelor of Education and a Pedagogic Formation Certificate Program. Data were collected by a questionnaire which comprised of three sections, 1) demographic characteristics, 2) Teacher Technology Acceptance Measure (TTAM) and 3) Technological Pedagogical Content Knowledge-Web (TPCK-W) Survey. Technology acceptance of teachers comprised of 6 subscales, while Web pedagogic content knowledge comprised of 5 subscales. The structural model was tested by structural equation modeling. The results showed that model was in a good fit. TPCK-W was found to be significantly determined by T-TAM. T-TAM explained the 76% of the variance of TPCK-W.
Integrating Teaching Models to Enhance EFL Students&apos; Interpersonal Communication Skill and Creativity
Author: Lubis, Nazriani
Date: 2018-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Class Activities,Student Projects,Active Learning,Interpersonal Communication,Factor Analysis,Creativity,Muslims,Experiential Learning,Interpersonal Competence,Foreign Countries

This research aims to investigate the effectiveness of integrating project-based learning and experiential learning models toward students' interpersonal communication skill and creativity particularly in using English. This research was conducted by applying quantitative research method with factorial design 2X2 ANOVA The subjects were English as a Foreign Language (EFL) students in English Department of Universitas Muslim Nusantara (UMN) Al Washliyah Medan, Indonesia.The instrument was a questionnaire with Likert scale and used to measure each formulated indicator. The data were analyzed by using multivariate ANOVA (MANOVA) The finding of the research showed that project-based learning and experiential learning models had a significant effect on students' interpersonal communication skill and creativity. Moreover, interaction was found between communication skill and creativity of students taught by implementing the models. It indicated that ELT classroom activities will be more creative integrating these teaching models. It allows EFL learners to explore knowledge and information independently and to use English as natural as they can either in speaking or writing.
Secondary English Language Teacher Capacity: Insights from Bangladesh
Author: Nur, Shakila
Date: 2018-10-00
Type: Journal Articles
Subjects: Secondary School Teachers,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Case Studies,Teacher Attitudes,Administrator Attitudes,Teacher Educators,Teacher Recruitment,Teacher Education

Like other developing, non-English speaking countries in Asia, Bangladesh has shown a phenomenal attention towards English education through the school curriculum. The attention is demonstrated by revisiting and revising pertinent curriculum, personnel, materials, methods, and assessment policies of English education. This paper, within an exploratory, qualitative case study paradigm offers a modest, interpretive inquiry into secondary English teacher capacity, in terms of their recruitment, training and class performance. The data were collected from semistructured interviews with secondary English teachers, school principals and teacher trainers, and classroom observations of secondary English teachers. The findings identified a set of generic issues around secondary English teacher capacity. These included inadequate provision of teachers, stigmatised practice of teacher recruitment, limited attention to teacher training and their impacts on the overall quality of English education. Reflecting upon the findings, the paper concludes with a set of recommendations for secondary English personnel policy and practice, which could be a point of reference for Bangladesh and beyond.
A Study of Digital Nativeness and Digital Productivity: Data from EFL and ESL Contexts
Author: Bakla, Arif
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Correlation,Student Attitudes,Information Technology,Age Differences,Technology Uses in Education,Technological Literacy,Teaching Methods,Comparative Analysis,Productivity,Undergraduate Students,Foreign Countries,Gender Differences,Telecommunications,Handheld Devices,Internet,Audio Equipment,Computer Use,Laptop Computers,Ownership,Cross Cultural Studies

It is often argued that current generations use digital technologies in different ways than older ones do. In response to the need for research on how younger generations use new technologies, this paper surveys identifiable patterns of technology use in EFL (English as a foreign language) and ESL (English as a second language) learners in daily and academic contexts, with a focus on digital productivity. To collect data, 97 EFL learners and 30 ESL learners were given a survey developed by the researcher. The survey was validated using verbal probing as a cognitive validation strategy. The data were analysed using SPSS 18.0 through descriptive statistics, Welch--Satterthwaite test and correlation coefficients. The results revealed that while access to technology is not a significant issue in both contexts. However, although ESL students are better at using technologies in daily life, they are no different from EFL students with respect to producing content for learning. The data also indicated that both EFL and ESL learners produced content using only well-established digital tools, and there is some individual variation within both cohort of students. The findings imply that it could be useful to introduce new technologies into educational context both at individual and instructional levels.
Development and Evaluation of Multiframes Video Recorded Experiments as Self-Learning Materials for Electricity Topic
Author: Yahya, Razak Abd Samad
Date: 2019-00-00
Type: Journal Articles
Subjects: Video Technology,Science Experiments,Independent Study,Energy,Physics,Secondary School Science,Secondary School Students,Science Achievement,Student Attitudes,Foreign Countries,Educational Technology,Technology Uses in Education,Science Instruction,Instructional Effectiveness

The purpose of this study is to develop and evaluate Multi-frames Video Recorded Experiments (MFVREs) as self-learning materials for Electricity topic of the Malaysian Form Five Physics curriculum. The development of MFVREs consisted of eight steps; selecting topic, selecting related experiments, preparing apparatus and materials for experiments, testing experiments, setting up recording apparatus, recording experiments, editing MFVREs and testing MFVREs. The MFVREs comprised of four subtopics; electric field and charge flow, relationship between current and potential difference, series and parallel circuits and electromotive force and internal resistance. The compatibilities of MFVREs as selflearning materials were evaluated from their effectiveness's towards students' achievement and students' perceptions towards MFVREs. The samples of this study consisted of 40 Form Five students of a secondary school in Slim River and they were equally and randomly divided into the experiment and control groups. The experiment group used MFVREs as self-learning materials together with a printed module while the control group used only the printed module. The findings showed that there was a significant difference in achievements between control and experiment groups and students of experiment group showed positive perceptions towards the design and content of MFVREs. Therefore, MFVREs are effective as self-learning materials to improve students' achievements in learning Physics.
Online Game Addiction among Turkish Adolescents: The Effect of Internet Parenting Style
Author: Özgur, Hasan
Date: 2019-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Parenting Styles,Adolescent Development,Computer Games,Secondary School Students,High School Students,Parent Child Relationship,Gender Differences,Affective Behavior,Family Environment,Parent Background,Educational Attainment,Socioeconomic Status,Mothers,Fathers,Foreign Countries

Parenting styles, which are known to have a significant impact on the development of adolescents, also play an important role in the use of the child's internet and accompanying technologies. One of these effects is the actions and behaviors of the adolescent in the technology-rich environments. In this context, the research was conducted to determine the effect of internet parenting style on online game addiction of adolescents. The study is a descriptive research and was designed as a correlational survey method. The sample group was formed by 1336 adolescents consisting of secondary and high school students. Research findings revealed that parents' internet styles were mostly considered as being laissez-faire and followed by authoritative, authoritarian and permissive parental styles respectively, and that 14.22% of adolescents had high levels of disruptions due to their online game habits and that the difference in gender context was in favor of men. Another finding of the study is that adolescents living in households with a high parental warmth, authoritative and authoritarian internet parenting style had lower levels of online game dependency than in other households with parents in other styles. While the differences between age of adolescents and education level of father and online game addiction were not found significant in the study, the differences between maternal education level, socio-economic level and playing time were turned up as significant.