ethanporcaro/eric-fulltext-meta huggingface dataset:
Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers
Author: Ates, Ozlem
Date: 2018-00-00
Type: Journal Articles
Subjects: Physics,Science Teachers,Observation,Check Lists,Models,Learning Processes,Foreign Countries,Case Studies,Constructivism (Learning),Preservice Teachers,Student Attitudes,Profiles,Classification,Semi Structured Interviews,Teacher Qualifications,Teaching Styles,Lesson Plans,Teacher Education,Qualitative Research

This study aims to explain the extent to which prospective physics teachers' views and practices are consistent with the constructivist framework. A case study design was employed as the research approach. The study was conducted with 11 prospective physics teachers attending a state university in Turkey. Data was collected through semi-structured interviews, observation notes and lesson plans. The interview guide consisted of questions which allowed the interviewer to probe participants' views of constructivism based on 5E learning model. Such questions as &quot;how do you plan your teaching?&quot; (introducing new topics, continuing the lecture, types of questions to ask, evaluating students' understanding etc.) were included in the interview. Following the analysis of the interview data, participants' profiles were classified into three categories: traditional, transition and constructivist under the dimensions &quot;beginning of a lesson,&quot; &quot;learning process,&quot; &quot;learning environment&quot; and &quot;assessment.&quot; Observations were carried out using an observation checklist consisting of 24 items based on 5E learning model. Another checklist developed by the researchers was used to evaluate participants' teaching qualifications. Interview results showed that seven participants had transitional, three had constructivist and one had traditional views. However, none of the participants were observed to exhibit constructivist teaching styles. Moreover, observation and interview results were consistent only for six participants, indicating that almost half of the participants had difficulty putting their views into practice.
Non-Native English Teachers&apos; Beliefs on Grammar Instruction
Author: Önalan, Okan
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Grammar,Schemata (Cognition),Likert Scales,Questionnaires,Teaching Methods,Language Proficiency,Educational Attainment,Graduate Study,Teacher Surveys,Teacher Characteristics,Teacher Education,Factor Analysis,Statistical Analysis

Research on teacher cognition, which mainly focuses on identifying what teachers think, know and believe, is essential to understanding teachers' cognitive framework as it relates to the instructional choices they make. The aim of this study is to find out the beliefs of non-native speaker teachers of English on grammar instruction and to explain how those reported beliefs are influenced by particular demographic factors. 75 non-native speaker teachers of English participated in the study. Data was collected by a 5-Likert type questionnaire with 15 items that addressed a range of key issues in grammar instruction, particularly direct (explicit) or indirect (integrated) grammar instruction. The study has provided a number of valuable insights, particularly in relation to teachers' beliefs about grammar instruction. The representation of grammar instruction that arises from participant teachers' responses in this study is one characterized by systematic explicit grammar teaching with regular opportunities for grammar practice, not in isolation but in relation to skills-oriented work. Moreover, teachers with higher English proficiency levels and higher degrees (master's/doctorate) showed stronger belief towards teaching grammar indirectly. Teachers of adult learners showed a higher tendency towards direct grammar teaching. Non-native speaker teachers preferred to use more indirect grammar instruction as they progressed academically and proficiency-wise, but they implemented more direct grammar teaching as the ages and level of their students increased.
Analysis of Docudrama Techniques and Negotiating One&apos;s Identity in David Edgar&apos;s &quot;Pentecost&quot;
Author: Al Sharadgeh, Samer Ziyad
Date: 2018-00-00
Type: Journal Articles
Subjects: Refugees,Religious Factors,Playwriting,Documentaries,Drama,Films,Religion,Foreign Countries,Self Concept,Criticism,Role of Religion

Edgar manages to invert the subordinate function of generally accepted objective indicators of membership of a particular national group--language, religion, common history, and territory--into the essential mode of imperative distinction shaping the unique national identity. In other words, it is the fresco and the value assigned to it that defines and consigns meaning to Catholic or Orthodox denomination, the refugees, and their hostages in Pentecost, not vice versa. The fact that it is only after they learn about the hypothetically enormous estimated value of the painting that Fr Petr Karolyi and Fr Sergei Bojovic fervently announce the fresco (as well as the abandoned church where it was discovered) as belonging to their particular denomination, which enunciates that each of the national constituents in their lack of distinctive features suffers from processes similar to the major redesigning and reconstruction of the sense of identity in the nation.
Students&apos; Perception of Peer Review in an EFL Classroom
Author: Harutyunyan, Liliya
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Peer Evaluation,English (Second Language),Second Language Learning,Second Language Instruction,Sociocultural Patterns,College Students,Foreign Countries,Academic Discourse,Writing Instruction,Critical Thinking,Cooperative Learning,Revision (Written Composition),Teaching Methods,Questionnaires,Educational Benefits,Writing Evaluation,Worksheets,Experimental Groups,Control Groups,Observation

Even though there is plenty of published information about the advantages of peer review, little can be found on what the beneficiaries (i.e. the students) feel about this method and what they might expect from it. In this paper, we present an analysis of the perceptions of 44 students at one of the largest universities in Ecuador, who had just undertaken a course in academic writing which used peer revision as the main tool for improving final essay compositions. The results show that participants of the groups who followed a peer revision approach do believe that they benefited from this method. This conclusion was reached after analysing students' answers to a questionnaire which comprised closed option (multiple choice) questions as well as open-ended responses on the same three aspects pertaining to the impact of peer review: critical thinking, collaborative work and composition quality. This research is based on Vygotsky's socio-cultural approach; it also supports and broadens previous investigations on this topic giving a more detailed and deep-rooted perspective, as participants who have used this methodology comment on its benefits and/or flaws.
Turkish Metalinguistic Awareness Scale: A Validity and Reliability Study
Author: Varisoglu, Behice
Date: 2018-00-00
Type: Journal Articles
Subjects: Metalinguistics,Test Validity,Test Reliability,Turkish,Preservice Teacher Education,Preservice Teachers,Likert Scales,Test Construction,Factor Analysis,Factor Structure,Foreign Countries,Statistical Analysis

The aim of this study is to develop a useful, valid and reliable measurement tool that will help teacher candidates determine their Turkish metalinguistic awareness. During the development of the scale, a pool of items was created by scanning the relevant literature and examining other awareness scales. The materials prepared were re-examined according to the opinions of two lecturers working in the field of Turkish language education and two working in educational science and a draft scale was prepared. The items in the draft scale were evaluated by pre-application, items with a weak measurement relation were removed from the scale and the scale was prepared for factor analysis. The scale, designed as a 5-point Likert type scale, was applied to a total of 480 students. The a value of the scale formulated by factor analysis (Principal Component Analysis) was found to be 0.87. As a result of the analyses made, it was determined that the scale had 6 sub-factors and factor loadings ranging from 0.499 to 0.841 were found in these factors. These findings show that the scale can be used to determine Turkish metalinguistic awareness and is a valid and reliable measurement tool.
The Study of Body Image, Self-Esteem and Sexual Satisfaction of College Students in Southern Taiwan
Author: Lin, Hsiu-Chou
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sexuality,Life Satisfaction,Gender Differences,Self Esteem,Self Concept Measures,College Students,Questionnaires,Student Characteristics,Statistical Analysis,Correlation,Multiple Regression Analysis,Student Attitudes

The purpose of the study is to assess the relationship between sexual satisfaction and gender, perception of body image, and level of self-esteem in college students in southern Taiwan. This study conducted questionnaires completed by 637 college students in southern Taiwan. The questionnaire consisted of four sections: the Personal Background Survey, the Multidimensional Body-Self Relations Questionnaire, the Rosenberg Self-esteem Scale, and the Sexual Satisfaction Inventory. Statistical analysis used in the study included descriptive statistical, t-test, Pearson correlation, and stepwise multiple regression. Major findings of this study are as follows: 1. In perception of body image, level of self-esteem and sexual satisfaction are between medium and high in college students in southern Taiwan. 2. Evaluation of appearance and body satisfaction in male was significantly higher than female; orientation of appearance in female was significantly higher than male and sexual satisfaction in male was significantly higher than female. There was no significant difference between male and female in self-esteem. 3. The positive relationships were found to be significant in college students in southern Taiwan between perception of body image and self-esteem, perception of body image and sexual satisfaction, and self-esteem and sexual satisfaction. 4. Gender, perception of body image, and self-esteem were the main predictors for sexual satisfaction in college students in southern Taiwan. The researcher sincerely hopes that this study can provide the consulters in colleges some ideas in regards to students' body image, self-esteem, and sexual satisfaction, which in turn can help them resolve students' sex problems in the future.
The Relationship between Hidden Curriculum Perception and University Life Quality in Sports Education
Author: Özdemir, Nurgül
Date: 2018-00-00
Type: Journal Articles
Subjects: Hidden Curriculum,Quality of Life,Physical Education,Student Attitudes,Statistical Analysis,Likert Scales,Correlation,Student School Relationship,Student Surveys,College Students,Foreign Countries

The hidden programme defines the informal part of an educational programme, that's to say, the unwritten aspect the boundaries of which are not clearly define. The hidden programme is also the neglected part of the educational programme. The thing that determines the quality of university education is the academic and social life opportunities offered to students, as well as the social, economic and cultural qualities of the students. One of the important implications of the hidden programme can be observed on university life quality. It is aimed in this study to determine the views of the students on hidden curriculum and university life quality in sports education and to reveal whether there is a relationship between the students' hidden curriculum perceptions and university life quality they perceive. In order to determine hidden programme perceptions of the students, Hidden Programme Scale (r.88) developed by Arslan and Akbulut (4); so as to determine the university life quality levels, University Life Quality Scale (r.90)developed by Doganay and Sari (13) was used in the study. Besides, a personal information form developed by the researcher was also used in the research. The study group of the study was composed of 159 university students, 67 of whom were female and 92 of whom were male, studying at School of Physical Education and Sports. The data was analyzed using SPSS 21.00 statistical package programme. In the analysis of the data, descriptive statistics, independent group t-test, one-way ANOVA, simple correlation statistical techniques were used. As a result of the research, it can be said that hidden curriculum perceptions of the students can be regarded as moderate level (x: 3.15; I am neutral). It is seen that the mean score of hidden curriculum perception is the lowest at learning teaching process sub-dimension (x: 2.83; almost I am neutral). As another result of the research, it is seen that the university life quality level of the students was at moderate level (x: 3.15, I am neutral). In the research, it is seen that there is a moderate level, positive, significant relationship between hidden curriculum perceptions of the students and their university life quality perceptions.
Effects of Perceived Social Support and Psychological Resilience on Social Media Addiction among University Students
Author: Bilgin, Okan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Support Groups,Resilience (Psychology),Social Media,Addictive Behavior,College Students,Likert Scales,Predictor Variables,Social Networks,Data Analysis

This research investigated the effects of perceived social support and psychological resilience on social media addiction among university students. The research group was composed of 503 university students. The ages of participant students varied between 17 and 31 years old. 340 (67.6%) of the participants are female and 163 (32.4%) of them are male. The Personal Information Form, Perceived Social Support Scale, Psychological Resilience Scale, and Social Media Addiction Scale were used as data collection instruments. The data obtained were analyzed with the Pearson's correlation and hierarchic regression. Negative relationship was observed between perceived social support and social media addiction and between psychological resilience and social media addiction. Furthermore, it was found that perceived social support significantly predicted the subscale of perceived social support from friends and psychological resilience was a significantly predictor of social media addiction. The findings were discussed in the light of the related literature.
Evaluation of Human Rights, Citizenship and Democracy Course by Teacher&apos;s Vision
Author: Sahan, Gülsün
Date: 2018-00-00
Type: Journal Articles
Subjects: Civil Rights,Citizenship,Democracy,Teacher Attitudes,Phenomenology,Qualitative Research,Elementary School Curriculum,Educational Change,Teaching Methods,Information Sources,Curriculum Implementation,Administrator Attitudes,Foreign Countries

Human Rights, Citizenship and Democracy Course draws attention to with topics such as human rights, effective citizenship. In terms of content, it has an important place in contemporary education concept. It is thought that the Human Rights, Citizenship and Democracy course will benefit the social structure because of its content and the outputs that can be obtained at the end of the teaching process. The purpose of this research is to examination the opinions of teachers on the fourth class Human Rights, Citizenship and Democracy course. For this purpose, phenomenology from qualitative research methods were used in the study. As a result of the research, it was found that teachers had positive opinions about Human Rights, Citizenship and Democracy lesson. The results obtained include statements that administrators should have support for this course and the course should not be graded.
Digital Reading Disposition Scale: A Study of Validity and Reliability
Author: Bulut, Berker
Date: 2018-00-00
Type: Journal Articles
Subjects: Test Reliability,Test Validity,Reading Habits,Reading Attitudes,Electronic Learning,Undergraduate Students,Preservice Teacher Education,Factor Analysis,Factor Structure,Pretests Posttests,Likert Scales,Item Analysis,Student Teacher Attitudes,Foreign Countries,Statistical Analysis

In this study, &quot;a Digital Reading Disposition Scale&quot; was developed to determine undergraduate pre-service teacher students' dispositions towards digital reading, opposed to a preference for printed reading material. Initially, a 20-items trial version of the scale was administered to a total sample of N = 301 undergraduate pre-service teacher students in order to establish validity of the scale. According to the results of the Exploratory Factor Analysis (EFA) of the data collected by means of the 20-item trial form, it was revealed that only 12 items of the scale had a one-factor loading, which explained 65.58% of the total variance. Fit index values, derived from a Confirmatory Factor Analysis (CFA), confirmed the one-factor structure of the 12-items scale as a valid model. A satisfactory Cronbach-Alpha internal consistency coefficient of 0.952, as well as satisfactory test-retest reliability coefficient (Pearson correlation coefficient of 0.92) reapplied to n = 98 pre-service teacher students three weeks after the first administration of the scale, provide evidence of the high reliability and consistent measurement of the scale over time. Furthermore, as part of an item analysis, adjusted item-total correlation of each item was calculated, and t-values for upper and lower 27% groups are reported to be significant (p&lt;0.001) for the 12 items of the scale. Accordingly, satisfactory validity and reliability indices are established for the &quot;Digital Reading Disposition Scale&quot; for the study sample in this investigation disposition.
Advanced Learners&apos; Foreign Language-Related Emotions across the Four Skills
Author: Piniel, Katalin
Date: 2018-00-00
Type: Journal Articles
Subjects: Advanced Students,Second Language Learning,Second Language Instruction,Language Skills,Guidelines,Content Analysis,Individual Differences,Role,Emotional Experience,Databases,Coding,Anxiety,Communication (Thought Transfer),English (Second Language),Majors (Students),Language Usage,Context Effect,Native Language,Hungarian,Writing (Composition),Qualitative Research,Undergraduate Students,Foreign Countries,Statistical Analysis

Individual differences researchers have recently begun to investigate the concept of emotions and their role in language learning (MacIntyre, Gregersen, &amp; Mercer, 2016). Our aim is to report on a project exploring English majors' feelings related to their use of foreign languages. Using a qualitative research design, participants were asked to write a paragraph in their mother tongue (Hungarian) describing their emotional experiences in connection with foreign languages and one of the four language skills. Our database comprised altogether 166 paragraphs from 31 male and 135 female students, with 43 texts on listening, 35 on speaking, 47 on reading, and 41 on writing. With the help of content analytical techniques, the texts were divided into thematic units and coded by the two authors. A framework of academically-relevant emotions (Pekrun, 2014) was used to guide our initial coding and the categories were modified where it was felt necessary. Results indicate that the two emotions most frequently experienced by English majors are predominantly related to enjoyment and language anxiety, and these emotions vary not only according to the skill involved but also depending on the context of language use (in class or outside class).
Examine of Mobbing via Humour Styles of Lecturers at Schools of Physical Education and Sport
Author: Cengiz, Recep
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Physical Education,College Athletics,Lecture Method,Humor,Bullying,Antisocial Behavior,Rating Scales,Statistical Analysis,Teaching Styles,Prosocial Behavior,Age Groups,Age Differences,Gender Differences

The aim of the study was to examine the mobbing via humour of the lecturers at Schools of Physical Education and Sport. The sample of the study consisted of 470 lecturers dutied at those schools. In order to analyze the lecturers' perception levels about mobbing via humour behaviours, the &quot;Scale of Humour Behaviours&quot; was used. T-test and One Way ANOVA were used to determine whether the lecturers' humour styles differ or not according to independent variables. The data showed that the lowest average point was in the group aged 22-32 on average rather than the other age groups in the sub-dimension of Rejecting and Sarcastic Humour Styles (p&lt;0.05). As a result, the relevant lecturers in the low age group were more interested in positive humour styles such as affirmative social humour although they were exposed to rejecting and sarcastic humour styles from time to time. When the lecturers have social humour styles and use these humours in a positive way, they will contribute to run more properly and to make more constructive decisions in favour of students in the process of having terminal behaviours which is a reason for having universities.
Comparison of Repeated Sprint Ability of Amateur Football Players According to Age and Playing Positions
Author: Can, Ibrahim
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Late Adolescents,Athletes,Athletics,Ability,Team Sports,Comparative Analysis,Physical Fitness,Tests,Statistical Analysis,Time,Statistical Significance,Fatigue (Biology),Age Differences

The purpose of this study is to compare the repeated sprint ability of amateur footbal players according to age and playing positions. For this purpose, 174 young amateur soccer players (age: 17.2 ± 1.8 years, height: 175.8 ± 7.5 cm, weight: 67.0 ± 9.8 kg) struggling in different playing positions participated voluntarily to the study. The players divided into six categories as goalkeepers (n: 16; age: 17.4 ± 1.4 years, height: 181.9 ± 6.1 cm, weight: 77.4 ± 9.8 kg), central defenders (n: 30; age: 16.9 ± 1.9 years, height: 179.3 ± 8.2 weight: 69.5 ± 11.2 kg), full-backs (n: 34; age: 17.3 ± 1.9 years, height: 174.9 ± 5.9 cm, weight: 66.6 ± 7.8 kg), central midfielders (n: 36; age: 17.9 ± 1,6 years; height: 174.3 ± 7.1 cm; weight: 67.1 ± 9.3 kg), wide midfielders (n: 30; age: 16.8 ± 1.6 years, height: 171.5 ± 5.1 cm, weight: 60.8 ± 7.4 kg) and forwards (n: 28; age: 16.6 ± 1.9 years, height: 175.9 ± 8.3 cm, weight: 65.6 ± 8.0 kg). In the study, a repeated sprint test was used to determine the repeated sprint ability of the football players, with an in field 34.2 meter long sprint run and a 25 second rest period after each run. In evaluating the data; descriptive statistics, one-way ANOVA and Kruskal-Wallis tests were used. According to the analysis results; the best test time (BTT), mean test time (MTT), and total test time (TTT) values in the repeated sprint test showed a statistically significant difference according to playing positions and age factor (p&lt;0.05); On the other hand, fatigue index (FI) value showed a statistically significant difference according to playing positions (p&lt;.05), but it didn't show any significant difference according to age (p&gt;0.05). As a result, it can be argued that repeated sprint ability differs according to age and playing positions.