ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Teachers&apos; Problem Solving Skills and Curiosity Levels
Author: Aldan Karademir, Cigdem
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Problem Solving,Personality Traits,Foreign Countries,Gender Differences,Majors (Students),College Freshmen,College Seniors

The aim of the study is to examine the pre-service teachers' problem solving skills and curiosity levels according to different variables and to determine whether there is a relationship between them. The research was designed as a descriptive study in the survey model. The sample of the study consists of 1st and 4th grade pre-service teachers in the departments of German, Science, English, Mathematics, Music, Pre-school, Painting, English, Mathematics, Turkish Language Teaching at a university in Turkey. &quot;Curiosity Scale&quot; adapted into Turkish by Demirel and Diker Coskun, &quot;Problem Solving Inventory&quot; adapted into Turkish by Sahin, Sahin and Heppner and &quot;Personal Information Form&quot; prepared by the researcher were used as data collection tools. In the analysis of the data obtained, SPSS-Windows 22.00 package program was used and descriptive statistics and parametric tests were applied in accordance with the sub-problems of the study. In addition, a correlation analysis was conducted to determine whether there was a relationship between pre-service teachers' problem solving skills and curiosity levels. Based on the findings, suggestions about the problem solving skills and curiosity levels of the prospective teachers were presented. [This study was presented at the 2nd International Symposium on Philosophy, Education, Arts and History of Science (3-7 May 2017) in Mugla Sitki Kocman University, Mugla, Turkey.]
Investigating the Visual Mathematics Literacy Self-Efficacy (VMLSE) Perceptions of Eighth Grade Students and Their Views on This Issue
Author: Celik, Halil Coskun
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Visual Literacy,Numeracy,Middle School Students,Grade 8,Foreign Countries,Student Attitudes,Gender Differences,Grades (Scholastic),Mathematics Achievement

The aim of this study was to investigate the VMLSE perception levels of eighth grade students and differentiations based on variables of gender, state of success, final grade and ability to relate mathematical concepts to daily life and examine their views on this issue. The exploratory design of mixed method, which includes both quantitative and qualitative methods, was used in the study. The survey method was used in the quantitative dimension of the study. In qualitative dimension, phenomenological design which is one of the qualitative research designs is used. The data obtained from the quantitative dimension by VMLSE perception scale were analyzed by t-test and one-way analysis of variance. The data obtained from the semi-structured interview form were analyzed by using the content analysis method for the qualitative dimension of the research. As a consequently, there was a significant difference in VMLSE perceptions based on the variables of final grade, finding one's self successful in the field of mathematics and ability to relate mathematical concepts; however, there was no significant difference based on gender. Additionally, it was found, the students had the idea that having VMLSE perception would affect mathematics success positively.
Creating Buy-In: Integrating IEP Core Curricula and TOEFL Prep
Author: Ahern, Jeri
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Tests,English (Second Language),Second Language Learning,Intensive Language Courses,College Admission,Teaching Methods,Test Preparation,Scores,Vocabulary,Reading Processes,Language Skills,Time Management,Writing Tests,Reading Tests

The Test of English as a Foreign Language (TOEFL) is the standard in the college admissions process, leading to the inclusion of preparation classes in Intensive English Program (IEP) curricula. But does preparing for the TOEFL in isolation yield optimal results for IEP college hopefuls? In this article, we will share information about the structure of the test as well as skills needed to perform successfully. In addition, we will offer teaching strategies and activities that we have found useful in increasing student buy-in, strengthening their test-taking abilities, and building their skills in order to increase their test scores. We believe that if we can better connect what we are teaching in our other intensive English classes to skills assessed on the TOEFL, it could lead to decreased resistance to particular activities.
Analysis of the Relationship between the Academic Self-Efficacy and Leisure Satisfaction Levels of University Students
Author: Yasartürk, Fatih
Date: 2019-03-00
Type: Journal Articles
Subjects: Self Efficacy,Leisure Time,Satisfaction,College Students,Foreign Countries,Gender Differences,Age Differences,Physical Education,Athletics,Correlation,Family Income,Skill Development

The aim of this study is to analyze the academic self-efficacy and leisure satisfaction levels of university students according to some variables and to determine the relationship between them. 1053 (642 male and 411 female) students from the Physical Education and Sports College of Bartin University participated in the study. A personal information form prepared by the researchers, the &quot;Academic Self-Efficacy Scale&quot; (ASES) developed by Owen &amp; Froman (1988) and adapted to Turkish by Ekici (2012) and the &quot;Leisure Satisfaction Scale (LSS)&quot; developed by Beard &amp; Ragheb (1980) and adapted to Turkish by Gökçe &amp; Orhan (2011) were used as data collection tools. Descriptive statistical methods, the t-Test, ANOVA and Pearson Correlation tests were used in the analysis of the data. In the findings of the study, it was found that there was a significant difference between the &quot;Social status&quot;, &quot;Cognitive Practices&quot;, &quot;Technical Skills&quot; and LSS &quot;Social&quot; subscales in terms of the &quot;gender&quot; variable (p?0.05), and the result was in favor of the female students. In the correlation test results, it was found that there was a significant relationship in the ASES subscale &quot;Technical Skills&quot; in terms of the &quot;age&quot; variable (p&lt;0.05), and the ability to perform technical skills increased as age increased. In addition, a significant relation was found between the LSS &quot;social&quot; subscale and the &quot;Family Income&quot; variable (p&lt;0.05). Consequently, no significant relationship was found between ASES and LSS subscales, while a significant relation was found between the age and family income variables. The reason for this can be considered that as the ages of university students increase, their orientation towards technical skills and their academic development is affected. In addition, it can be considered as the income level of university students increase, their activities such as socialization and participation in social activities are affected in a positive way and that consequently they get satisfaction.
An Evaluation of Students&apos; and Teachers&apos; Opinions about Enriched Libraries (Z-Libraries)
Author: Alver, Mehmet
Date: 2019-04-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Opinions,Foreign Countries,Elementary School Students,Middle School Students,High School Students,School Libraries

The purpose of this study is to evaluate Enriched libraries, established in schools in Turkey in the recent years. In particular, the study intended to investigate how relevant, effective, useful and functional Enriched libraries have been in real life, regarding students' and teachers' opinions. The research was conducted in line with the mixed model approach. In other words, both the quantitative and qualitative research methods were used in the research. Quantitative data was gathered from 469 students from one primary school, two secondary schools and two high schools with an enriched library in Giresun/Turkey in 2017-2018 academic year and the qualitative data was obtained from 18 teachers. Two types of data collection tools were used to collect quantitative and qualitative data in the study. Quantitative data of the research was collected from the students through the Z-Library Student Assessment Questionnaire developed by the researcher. The qualitative data of the study were collected from the teachers by the semi-structured interview form prepared by the researcher. Quantitative data of the study were analyzed using the SPSS statistical package program. In the analysis of the qualitative data descriptive analysis techniques were used to interpret the data. The results obtained from the analysis of quantitative and qualitative data were evaluated and interpreted together. According to the results of the survey, students and teachers think that they are appropriate, effective, functional and useful in compliance with the purpose of establishing Z-Library; they meet the expectations.
Beyond Teaching English: Embracing a Holistic Approach to Supporting English Learner Students and Their Families
Author: Wall, Carrie Giboney
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary Schools,Elementary School Students,English Language Learners,Student Needs,Hispanic Americans,Family Programs,Outreach Programs,Faculty Development,School Culture,Culturally Relevant Education,Holistic Approach,School Role,Trauma,Barriers,Success,Economically Disadvantaged

This study describes the ways 1 elementary school is attempting to address the needs of its English learner students and their families, the majority of whom are Latinx, through a multi-pronged approach that includes targeted academic instruction, the adoption of schoolwide values and behavioral expectations, a significant family-community outreach program, and teacher professional development in trauma-sensitive schooling and instruction. The authors share analyses and findings from data gathered through classroom and school event observations, separate focus groups of students and parents, interviews with key stakeholders, questionnaires from school personnel and parents, and publicly available school-level data. Implications for educators are shared with the goal of creating spaces and contexts where English learner students and their families succeed and indeed thrive.
Using Student Satisfaction Surveys for Program Improvement
Author: Ferris, Dana R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Student Surveys,Program Improvement,College Freshmen,Bilingual Students,English Language Learners,English for Academic Purposes,Program Evaluation,Educational Benefits

Research on teaching and learning in TESOL has incorporated student opinions and student voices in a variety of ways. However, it is relatively rare to see studies that query students after they have exited a language program and can reflect more objectively on their experiences. The survey described in this article was sent to university second language (L2) students who had completed a required English for Academic Purposes (EAP) program for 1st-year multilingual students 1 to 3 years earlier. Students were asked to evaluate their experiences with the EAP program in general, to comment on specific elements of the program that they had enjoyed or that they felt needed improvement, and to assess whether, in their opinion, the EAP classes had helped them succeed in subsequent writing classes (or classes that involved substantial writing). In this article, I describe the program, curricular features that were being evaluated, the survey responses (N = 355), and changes to the EAP program that are already under way as a result of the findings. I also discuss how the evaluation process we undertook can be valuable to other language and writing programs wishing to assess their own effectiveness.
&quot;J&apos;ai l&apos;impression que&quot;: Lexical Bundles in the Dialogues of Beginner French Textbooks
Author: Vandeweerd, Nathan
Date: 2018-00-00
Type: Journal Articles
Subjects: French,Textbooks,Phrase Structure,Word Order,Second Language Learning,Second Language Instruction,Teaching Methods,Native Speakers,Foreign Countries,Dialogs (Language)

Formulaic language is notoriously difficult for second language learners of French to master (Edmonds, 2014; Forsberg, 2010). Yet, no study has examined formulaic language in French textbooks despite the fact that in many contexts, textbooks represent a significant proportion of the input that learners receive. The current study addresses this gap. Using a distributional approach (as used in Biber, Conrad, &amp; Cortes, 2004), four-word lexical bundles were extracted from an oral corpus of French. The average number of lexical bundles in oral corpus utterances was compared to the average number of bundles in a corpus of A1-B1 level textbook dialogues. An independent samples &quot;t&quot; test showed that the average number of lexical bundles per 100,000 words was significantly higher in texts from the oral corpus than the textbook corpus. The average number of stance and referential lexical bundles was also revealed to be higher in the oral corpus. Implications for textbook design are discussed, such as increasing the amount of formulaic language in A2 level textbooks and incorporating more authentic language into textbooks.
Experiences versus Perceptions: Do Students Agree That They Have Been Bullied?
Author: Connell, Nadine M.
Date: 2019-04-00
Type: Journal Articles
Subjects: Student Experience,Student Attitudes,Bullying,Computer Mediated Communication,Victims,Grade 5,Grade 6,Grade 7,Grade 8,Adolescents

Each year, an estimated 30% of school children experience bullying by their classmates. While research has explored the prevalence of bullying, the causes of bullying, and the consequences of bullying, less attention has been focused on understanding how students define bullying experiences. Utilizing a school-based sample of students ranging from fifth to eighth grade, we examine the concordance between the experience of situations defined as &quot;bullying&quot; to the opinions of students as to whether they felt &quot;bullied.&quot; On average, one third of students report a mismatch between their victimization experiences and their perceptions of being bullied. Logistic regression analyses suggest that the characteristics of students who do not label victimization experiences as bullying differ based on the bullying behavior specified. We examine the students most likely to label bullying and victimization differently and suggest how these findings can be incorporated by school administrators and researchers to better understand how students experience bullying.
Perceived Social Support in Recreational Activity Participation: A Study on Students
Author: Gumus, Huseyin
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Social Support Groups,Recreational Activities,Peer Influence,Teacher Influence,Athletics,Staff Role,Geographic Location,Facilities,Gender Differences,Foreign Countries,Leisure Time

The purpose of this study is to examine university students' perceived social support level in recreational activity participation. 536 students who were selected from 3 different universities using convenience sampling participated in the study voluntarily. As data collection form; Perceived Social Support Scale (PSSS-R) and Preference Factors of Recreation Areas (PFRA) scale were used. For the analyses of the data; descriptive statistics, Independent Samples T Test used for two groups depending on the number of the variables and One Way ANOVA used for groups more than two were used. In order to find out which group demonstrated the difference found as a result of variance analyses, Tukey test -one of the multiple comparison tests- was used. In terms of recreational activity participation, the most effective factor in students' average scores of perceived social support scale was peer support (2.690±0.372) while the least effective factor was teacher support (2.033±0.535). Total average score was found to be 2.441±0.274. The most effective factor in students' average scores of Recreation Area Preference Agents Scale was sporting diversity (4.448±0.776) and staff (4.128±0.681) and these factors were followed by physical facilities (3.736±0.562), location (3.185±0.647) and activity diversity (3.074±0.586); respectively. Besides, there were significant differences in perceived social support levels of the study group in terms of gender and accommodation variables. It was concluded that the highest support for students' recreational activity participation came from their peers while the lowest support was obtained from teachers. It may be argued that students staying at public dormitories used recreational areas built by municipalities more than other students. It was identified that criterion that all the student groups put the biggest emphasis on while preferring recreation areas was sporting diversity offered by the recreation areas.
Is Listening All about One&apos;s Own Effort? A Comparison Study
Author: Yang, Fang-Ying
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Listening Comprehension,Teaching Methods,Comparative Analysis,Listening Comprehension Tests,Learning Strategies,Adult Students,Metacognition,News Reporting,Programming (Broadcast)

Sharing the same theoretical basis of extensive reading, &quot;extensive listening&quot; refers to learner exposure to a great deal of comprehensible spoken input. While the effectiveness of extensive reading has been widely acknowledged in many countries, empirical support of extensive listening is limited. This small-scale study adopted a mixed-method approach to compare the effects of teacher-guided listening instruction and extensive listening on EFL learners' listening comprehension and vocabulary acquisition. Twenty-six EFL adult learners were divided into 2 groups. One group received teacher-guided listening instruction (n = 14), whereas the other practiced extensive listening (n = 12). All participants were tested on listening comprehension and vocabulary knowledge before, immediately after, and 3 months after the training period; 4 of them were interviewed after the training. The quantitative findings suggested that both approaches are effective in enhancing EFL learners' listening comprehension and vocabulary acquisition. The interview data revealed that teacher-guided listening instruction is helpful but needs to be complemented by extensive individual listening practice. Based on the results, a new pedagogical model, which blends teacher-guided instruction and extensive listening practice, is proposed, and specific modifications tailored for ESL students are discussed.
Assessment of Processes and Resources for Knowledge of Skills of a Chemistry Laboratory at the Senior High School of Ternate Island
Author: Sugrah, Nurfatimah
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,High School Students,Laboratory Experiments,Science Laboratories,Secondary School Teachers,Laboratory Equipment,Secondary School Science,Observation,Accreditation (Institutions),Science Instruction

This article discusses the influence of learning support processes and resources in the knowledge of Chemical Laboratory skills of high school students in Ternate Island. The learning process of chemistry in high school especially on laboratory, related to time/schedule allocation, practical purpose and achievement indicator in skill area become the focus of discussion on this aspect. While the supporting resources of learning, more emphasized on aspects of facilities and infrastructure such as the availability of educators, laboratory buildings, tools and chemicals that are based on the value of accreditation Senior High School in Ternate Island. in this study using 3 methods of collecting data such as survey techniques in schools, interview with teachers in schools and tests students' lab skills. The results showed that the knowledge of high school students' lab skills on Ternate Island is getting higher in schools with better accreditation. Skill Knowledge of High School Students in Ternate Island is still in the low category on the glass organizing aspect at the laboratory.
A Study of Religious Education Course Books in Terms of Values Education: The Case of Turkey
Author: Izgar, Gökhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Religious Education,Values Education,Instructional Materials,Elementary School Students,Middle School Students,Ethical Instruction,Teaching Methods,Textbooks,Textbook Content

The purpose of this study is to investigate Elementary and Middle School Religious Culture and Ethics Coursebooks in terms of approaches, methods and techniques used in values education. The data of this study were obtained using the document review technique, which is one of the qualitative research data collection methods. The data in this study were obtained from the 4th, 5th, 6th, 7th and 8th grade Religious Culture and Ethics Course books that were chosen to be teaching materials by decisions of The Turkish Republic Ministry of National Education, Board of Education and Morality. The data that were obtained as a result of document review were analyzed using the &quot;Content Analysis&quot; technique. According to the findings of the study, it is seen that values were attempted to be given to the students in Religious Culture and Ethics Course Books predominantly on the basis of direct training approach. In addition, value clarification approach, which allows students to explore and choose values of their own choice, was also tried to be utilized. Attempts were made to teach the values predominantly through reading passages based on knowledge and limited number of activities.
Intermediary Role of Ways of Coping with Stress in the Relationship between Satisfaction with Life and Motivation
Author: Ates, Oznur Tulunay
Date: 2019-00-00
Type: Journal Articles
Subjects: Coping,Stress Management,Life Satisfaction,Student Motivation,College Students,Gender Differences,Correlation,Foreign Countries

The aim of this study is to test the theoretical model developed in relation to the intermediary role of ways of coping with stress in the relationship between satisfaction with life and motivation. The study was conducted with 568 university students; 112 female and 456 male students studying at Bartin University Faculty of Engineering. The study data was collected with Ways of Coping Scale, Adult Motivation Scale and Satisfaction with Life Scale. Descriptive statistics and correlations of the variables were examined to analyse the data. In addition, the model established for the relationships between ways of coping with stress, motivation and satisfaction with life was tested with Structural Equation Modelling (SEM). LISREL 9.30 and SPSS 24 programs were used for analyses. The results of the t-tests conducted indicate that ways of coping with stress, motivation and satisfaction with life do not vary significantly according to gender among university students. According to the correlation analysis and measurement model results; it is seen that there is a relationship between satisfaction with life, motivation and ways of coping with stress. It was seen that the structural model established in relation to the intermediary role of the ways of coping with stress variable in the relationship between satisfaction with life and motivation has good fit values and it was determined that ways of coping with stress have intermediary role in the model.