ethanporcaro/eric-fulltext-meta huggingface dataset:
Addressing the Adolescent Literacy Crisis: From District Design to Campus Implementation
Author: Brabham, Beth
Date: 2019-00-00
Type: Journal Articles
Subjects: Literacy Education,School Districts,Reading Skills,Teaching Methods,English Instruction,Secondary School Students,Reading Motivation,Reading Achievement,English Teachers,Reading Teachers,College School Cooperation,Student Teachers,Instructional Leadership,Best Practices,Reflective Teaching,Communities of Practice,Evidence Based Practice,Thinking Skills,Skill Development,Language Arts,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,National Competency Tests,Adolescent Literature

Our district reading data at the secondary level has remained stagnant over the last decade with respect to grade-level reading ability. We knew we wanted to find a way to engage students in reading and strengthen their literacy skills. In response to this, we sought to examine if we were hindering literacy development through our instructional practices, as well as what literacy elements were missing in the English and reading classrooms on our secondary campuses. Through a year-long book study, all English and reading teachers, university student teachers, campus leaders and university supervisors read the book, met during PLCs to discuss the book, and agreed upon implementation of best practices from the book so that all were working towards the same goal, with the same approach. Recognizing the power behind reflective practices through the reading of a research-based literacy approach gave teachers a unified desire to change what needed to change and to teach in a way that promoted student thinking, listening, speaking, reading and writing across our secondary campuses.
An Investigation of Teacher Candidates&apos; Professionalism and the Effectiveness of Direct Instruction
Author: Hughes, Crystal D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Professionalism,Outcomes of Education,Direct Instruction,Knowledge Level,Ethics

The most recent generation of graduates, known as millennials -- those born between the years of 1981 and 1996 -- are entering the workforce and the teaching profession. A recent publication indicated that millennials now comprise approximately 50% of the workforce, and they will make up 75% by the year 2030 (Emmons, 2018). As millennials enter the work force, there have been conflicts due to generational differences and a lack of professionalism in the workplace (Pew Research Center, 2015). Because teachers interact with students, parents, colleagues and administrators on a daily basis, they must act in a professional manner at all times. Educator Preparation Programs have become aware of the conflicts between generations, particularly in regard to the lack of professionalism, and have implemented professional standards for their candidates to uphold while in the program and out in the field (CCSSO, 2013). The main purpose of this study was to collect data to review the impact that specific courses geared toward professionalism in the workplace had on teacher candidates in an educator preparation program. As such, data was collected through candidate self-evaluation and instructor input.
Using Reflective Practices to Explore Postgraduate Students Self-Directed Learning Readiness in Mobile Learning Platform and Task-Centered Activity
Author: Thiagraj, Malini
Date: 2021-04-00
Type: Journal Articles
Subjects: Reflection,Graduate Students,Self Management,Self Efficacy,Learning Readiness,Electronic Learning,Blended Learning,Online Courses,Open Education,Electronic Publishing,Public Colleges,Foreign Countries

The purpose of this study is to explore postgraduate students' self-directed learning (SDL) readiness using Mobile learning (M-learning) in Massive Open Online Courses (MOOCs) as a platform and task-centred activity. Reflective practice is used to measure students SDL readiness. This study is qualitative in nature. The research employed thematic analysis method, which involved systematic coding processes, entailing coding, finding categories and themes. Hence, 34 postgraduate students from a public university were selected via a purposive sampling method. They were initially introduced to M-learning course content in FutureLearn (MOOCs) platform, followed by reflective practices. Pre-reflective practices happened before students were enlisted into the M-learning process, During-reflective process in FutureLearn platform and Post-reflective upon completion of the task-centered activity. The findings revealed that most of these students were not sure of their own readiness to take on SDL in the M-learning platform during the pre-reflective stage. However, most of them were able to monitor their own readiness at the During-reflective process. Subsequently, they made progress in adopting and self-evaluating their own performance by completing the task-centered activity successfully. Therefore, the contribution of this study is on constructing reflective practices based on three different stages. Hence, the reflective approach practice has given students insight on their own learning capabilities and readiness for SDL in the mobile platform.
Teachers&apos; Technology Integration and Distance Learning Adoption amidst the COVID-19 Crisis: A Reflection for the Optimistic Future
Author: Rahmadi, Imam Fitri
Date: 2021-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Technology Integration,Educational Technology,Technology Uses in Education,Distance Education,School Closing,Technological Literacy,Pedagogical Content Knowledge,Teacher Characteristics,Elementary Secondary Education,Institutional Characteristics,Computer Mediated Communication,Teaching Methods,Foreign Countries

All of a sudden, teachers and students around the globe have to deal with distance learning amidst the coronavirus disease 2019 (COVID-19) crisis. It is becoming increasingly important to understand teachers' technology integration and distance learning adoption after a sudden implementation of the working-from-home policy as a precaution towards the further transmission of the virus. The present study examines the issues particularly regarding the used technologies, the process of distance learning, and the teachers' distance learning adoption levels. This study was conducted using an online survey involving 572 teachers in Indonesia. The results reveal that teachers tend to use devices and applications for remote instruction that already they used for daily life, and global applications are more likely chosen by teachers for managing virtual classrooms rather than the local ones. The teachers stand on an enhancement level of technology integration thus yet integrate technology as a transformation of learning. Most teachers have immediately prepared for teaching remotely when the working-from-home policy has been implemented so that they can be categorised as early adopters of distance learning. Teachers' agility in adopting distance learning during the crisis raises an optimistic signal to effectively adapt and adopt remote instruction to formal school environments in the future. Since the current study has only examined teachers in one country regardless of teaching subjects and school levels, a cross-national study on a specific subject and school level is needed in the next study.
Evaluation of the 2017 Updated Secondary School English Curriculum of Turkey by Means of Theory-Practice Link
Author: Aksoy, Erdem
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Curriculum,Curriculum Evaluation,Second Language Instruction,English (Second Language),National Curriculum,Language Teachers,Teacher Attitudes,Theory Practice Relationship,Educational Policy,Curriculum Implementation

This study evaluates the 2017 updated secondary school English curriculum of Turkey with the frame of Stake's (1967) congruence-contingency model. The study employed a mixed-methods research design. In this regard, triangulation was employed to provide data diversity. Four different data gathering tools were used: document analysis, interviews, structured questionnaires and in-class observations. The questionnaire data were gathered from 96 English language teachers, working in various cities of Turkey, and the interviews were conducted with seven English language teachers working at a public school in Ankara. In addition, classroom observations were conducted at four different classes in the same school. The findings of the study indicated that teachers considered the updated curriculum suitable and effective. However, in-class observations displayed that there are important gaps in bridging theory and practice. Thus, if there is a huge gap between what was intended and what was carried out, then first, an English as a foreign language education policy document should be prepared, and a unique foreign language-teaching ecosystem to include all stakeholders should be targeted.
Prospective Mathematics Teachers&apos; Critical Thinking Processes about Scientific Research: Newspaper Article Example
Author: Kus, Mehtap
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,College Seniors,Public Colleges,Middle School Mathematics,Statistics Education,Probability,Generalization,Critical Thinking,Thinking Skills,News Reporting,Scientific Research,Information Literacy,Foreign Countries

This study aimed to explore how prospective middle school mathematics teachers think critically about a newspaper article that reported the findings of a statistical research. Participants of the study were four fourth-year students enrolled at the mathematics teacher education program of a public university. To investigate the research question of the study, case study method was employed. In-depth semi-structured interviews were done to examine participants' critical thinking processes. The findings of the study indicated that prospective mathematics teachers made use of a variety of critical thinking processes (comprehending, making connections, inferring ideas, critiquing, and self-reflecting) and provided clues about the interrelated nature of these processes. This study would shed light on the characterization of critical thinking in the context of statistical literacy by suggesting a blended framework. It also suggests the design of the tasks including media articles to promote both statistical literacy and critical thinking in statistics education courses for prospective mathematics teachers. [This study was presented at the Ninth Congress of the European Society for Research in Mathematics Education (CERME 9).]
Evaluating Turkish Science Curriculum with PISA Scientific Literacy Framework
Author: Cansiz, Nurcan
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Education,Science Curriculum,Scientific Literacy,Science Process Skills,Scientific Attitudes,Knowledge Level,Context Effect,Educational Objectives,Curriculum Development,Foreign Countries,Achievement Tests,International Assessment,Middle School Students,Elementary School Students

Any society needs more scientifically literate citizens even if they do not follow a career in science. In the 2015 PISA assessment, Turkey ranked 34th among 35 OECD countries based on science literacy scores. The relatively unsuccessful results of Turkey from international level examinations like PISA has necessitated the questioning of various components of science education. One of these components is surely the science curriculum. Being aware of this, we investigated the primary and middle school Turkish science curriculum for the balance of science literacy aspects based on the PISA 2015 science literacy framework. This framework defines scientific literacy under four aspects, namely contexts, knowledge, competencies, and attitudes. The results revealed that the Turkish science curriculum does not adequately reflect all dimensions of science literacy and is dominated by the pure knowledge of the content of science. The curriculum developers should consider these two points in future curriculum revisions to increase our success in international examinations like PISA and to help raise scientifically literate students.
Satisfaction of Open Education Students about the Learning Materials of Mathematics
Author: Mahir, Nevin
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Student Satisfaction,College Students,Mathematics Instruction,Open Education,Instructional Materials,Textbooks,Electronic Publishing,Electronic Learning,Computer Assisted Testing,Seminars,Conventional Instruction,Educational Technology,History,Television,Student Characteristics

Changes and developments that take place in technology also cause changes in education and learning. In defining the sufficiency, appropriacy and sustainability of new student services, knowing about the student satisfaction levels carry an imporant role. For this purpose, this study aimed to find about the student satisfaction level regarding the education services provided for Mathematics I class in the Open Education system at Anadolu University, Turkiye. In this study, student satisfaction levels regarding the learning materials such as printed Mathematics I course book, e-book, e-seminars, e-exam, e-learning, face-to-face learning, all of which are presented to the students for Mathematics I class are examined. In order to determine the student satisfaction level regarding the education services provided for Mathematics I class in the Open Education system; a questionnaire was given to the Mathematics class students who take the class in six different cities. Based on the data gathered, the highest satisfaction level of the students is face-to-face learning whereas the lowest one is the television programmes.
Impact of Quality Antecedents on Satisfaction toward MOOC
Author: Albelbisi, Nour Awni
Date: 2021-04-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Student Satisfaction,Undergraduate Students,Foreign Countries,Influences,Intention,Educational Quality,Program Effectiveness,Difficulty Level,Access to Information,Guidelines

Literature emphasized the importance of quality antecedents on the successful implementation of MOOCs. However, rare studies are available on how to examine the quality antecedents in the MOOC context. Thus, the objective of this study is to assess the impact of quality antecedents on satisfaction toward MOOC. This study is mainly quantitative, adopted the D&amp;M IS Success Model to examine the relationships between quality antecedents (i.e. system quality, information quality, service quality) and satisfaction toward MOOC. An online survey method was used to collect data from 1000 undergraduate students from five universities in Malaysia; 622 questionnaires were returned for a response rate of 62.2 percent. The questionnaire comprised of two parts. Part1 collected the demographic data, part2 elicited data related to satisfaction and quality antecedents. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. The results partially supported the effect of the quality antecedents on learner satisfaction toward MOOC. There was full support for the relationship between system quality and learner satisfaction toward MOOC. The findings provided by the study have significant practical and theoretical implications about the implementation of MOOC successfully.
Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?
Author: Gubbins, E. Jean
Date: 2021-04-00
Type: Journal Articles
Subjects: Talent Identification,Academically Gifted,Gifted Education,Program Design,Elementary Education,Grade 3,Grade 4,Grade 5,Alignment (Education),Intervention,Planning,Student Needs,Mathematics Instruction,Reading Instruction,Language Arts,School Districts,Educational Practices,Curriculum,Delivery Systems,Teaching Methods

The importance of alignment between identification processes and program design is widely noted in gifted and talented education literature. We analyzed publicly available district gifted program plans (Grades 3-5) from two states to examine the extent to which district identification practices matched intervention strategies. Our team developed a coding scheme matrix with 133 items for State 1 (n = 115) and State 2 (n = 178). The results of this study indicated that, at least in terms of planning, districts in the two states we examined appeared to be aligning identification and programming practices to meet the needs of gifted students identified in mathematics and/or reading/English language arts. In State 1, at least 60% of the districts reported the following intervention strategies in mathematics and reading/English language arts: faster pace of coverage, regular grade-level standards, in-depth coverage, preassessment, above grade-level standards, and expanded grade-level standards. In contrast, State 2 districts reported faster pace of coverage; however, with less commonly utilized interventions, subject-matter identification significantly influenced their usage. Differentiation was the primary learning environment strategy utilized by districts in both states.
Comparison of Factor Retention Methods on Binary Data: A Simulation Study
Author: Kiliç, Abdullah Faruk
Date: 2019-00-00
Type: Journal Articles
Subjects: Simulation,Factor Structure,Sample Size,Test Length,Correlation,Factor Analysis

In this study, the purpose is to compare factor retention methods under simulation conditions. For this purpose, simulations conditions with a number of factors (1, 2 [simple]), sample sizes (250, 1.000, and 3.000), number of items (20, 30), average factor loading (0.50, 0.70), and correlation matrix (Pearson Product Moment [PPM] and Tetrachoric) were investigated. For each condition, 1.000 replications were conducted. Under the scope of this research, performances of the Parallel Analysis, Minimum Average Partial, DETECT, Optimal Coordinate, and Acceleration Factor methods were compared by means of the percentage of correct estimates, and mean difference values. The results of this study indicated that MAP analysis, as applied to both tetrachoric and PPM correlation matrices, demonstrated the best performance. PA showed a good performance with the PPM correlation matrix, however, in smaller samples, the performance of the tetrachoric correlation matrix decreased. The Acceleration Factor method proposed one factor for all simulation conditions. For unidimensional constructs, the DETECT method was affected by both the sample size and average factor loading. [This study was presented at the 6th International Conference on Education, Zagreb, Croatia.]
First Words Fast: An Innovative, Compact, and Powerful Early Reading Curriculum
Author: Spidell, Tammie F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Programs,Beginning Reading,Preschool Children,Kindergarten,Grade 1,Elementary School Students,Phonics,Sight Method,Word Recognition,Associative Learning,Sight Vocabulary,Word Lists,Interaction,Teaching Methods,Foreign Countries

In a test-driven educational environment, teachers see a great need for more engaging resources that produce the literacy results needed for students to thrive academically. In 2015, The National Assessment of Educational Progress reported that only 36% of fourth graders scored at or above the Proficient level of reading. This statistic was concerning because reading is an essential skill and has been shown to correlate with overall academic success. First Words Fast (FWF), an innovative reading program for beginning readers, provides a research-based curriculum that teaches sounds and sight words systematically and joyfully. The purpose of this paper was to provide an overview of FWF, which aims to provide a solid foundation of early reading skills among students in pre-kindergarten, kindergarten, and first grade.
Implications of Between-School Tracking for Turkish Students
Author: Niehues, Wenke
Date: 2019-00-00
Type: Journal Articles
Subjects: Performance Factors,Academic Achievement,Achievement Gap,Student Characteristics,Institutional Characteristics,Educational Environment,Vocational Education,Middle School Students,High School Students,Adolescents,Track System (Education),Socioeconomic Background,Parent Attitudes,Mathematics Achievement,Learner Engagement,Student Motivation,Self Efficacy,Achievement Tests,Foreign Countries,International Assessment

Previous multilevel analyses for Turkey show that performance differences of students vary more between schools than within schools. These school-disparities might be associated with Turkey's tracking system and related differences in student body and learning environments of school tracks. Since it is not known how Turkey's low-performing vocational, low-performing academic, and high-performing academic school tracks differ regarding students' family background, motivational and behavioral engagement of students, and schools' learning environments, we analyzed the PISA 2012 data to examine these differences. Results indicate that Turkish students which attend high-performing academic schools are more likely to have higher socio-economic status, display higher confidence in their math ability, are less engaged during class and are exposed to a richer learning environment than students attending low-performing academic schools. Policy implications of each finding are discussed in detail.
Effectiveness of Virtual vs. Non-Virtual Teaching in Improving Reading Comprehension of Iranian Undergraduate EFL Students
Author: Akbari, Javad
Date: 2021-04-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Virtual Classrooms,Electronic Learning,Distance Education,Web Based Instruction,Blended Learning,Synchronous Communication,Reading Comprehension,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Foreign Countries

Virtual learning, in particular, has been defined as any system of education and instruction that brings together participants who are separated by geographical distances or time. Notably, in virtual learning environment interactive telecommunications systems are utilized to connect learners, resources, and instructors. Accordingly, the present study sought to investigate the significant effect of virtual teaching on improving reading comprehension of undergraduate EFL university students. To this end, from the population of students majoring in English translation, at Islamic Azad University, Isfahan, Iran, one control group, one virtual class, and one blended group were selected, each consisting of thirty participants. Subsequently, the virtual group was exposed to web-based technologies throughout the entire term while the students in the control group were taught through traditional method. Moreover, the instructor in the blended group used both traditional and innovative methods. The results of the t- test revealed that the group which was taught through web-based technologies during the term progressed substantially in comparison with the other two groups. Moreover, there appeared to be a significant difference between the pretest and posttest in the virtual group. Evidently, the results of the present study may have practical implications for EFL teachers, online instructors, distance education programmers, materials developers, and syllable designers.