ethanporcaro/eric-fulltext-meta huggingface dataset:
Peer Collaboration of Six-Year Olds When Undertaking a Design Task
Author: Yliverronen, Virpi
Date: 2018-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Peer Relationship,Design,Foreign Countries,Sociocultural Patterns,Preschool Children,Interaction,Technology Education,Case Studies,Animals,Freehand Drawing

The purpose of this study was to explore six-year-old Finnish preschoolers' collaboration during a designing session, where they received a task to collaboratively design and sketch forest animals' nests. Peer interaction is a natural part of craft, design and technology education because the learning situation itself provides various possibilities for collaboration. Craft making is traditionally seen as an individual execution, where makers are producing their own craft products instead of collaboration and shared outcomes. During this intervention, an experience of a shared designing and making situation was provided for children. The article focuses particularly on children's verbal and embodied interactions, as well as children's social roles in their groups, depending on their ability to use language during the designing process. Children's activities were examined within Vygotsky's sociocultural framework for learning and classified using a micro-level analysis methodology for tracking children's collaboration and meaning making in designing. The results showed that six-year-old pre-schoolers succeeded in working collaboratively and they managed to solve the designing task with their peers, but embodied expressions also played a notable role in designing. Four types of roles, which children had in their peer groups, were found.
Ideas Worth Spreading?: TED&apos;s Rhetorical Position in College Composition
Author: Howard, Shannon
Date: 2017-00-00
Type: Journal Articles
Subjects: Video Technology,College English,Rhetoric,College Faculty,Critical Thinking,Thinking Skills,Instructional Innovation,College Freshmen,English Instruction,Surveys

Beginning in 1984 as an annual conference event, Technology, Entertainment and Design (TED)--a nonprofit organization based on forging new connections among technology, entertainment, and design--started as an invitation-only affair and then grew to have an online presence in the 2000s. At that time TED.com launched an audio and video podcast series that made possible &quot;a clearinghouse of free knowledge from the world's most inspired thinkers.&quot; People now share their favorite TED talks online via social networks and use them to enhance motivational training sessions with groups of employees or students. The organization, whose goal is &quot;to make great ideas accessible and to spark conversation,&quot; has gained an international audience with the talks also featured in over 100 languages (&quot;About&quot;). These talks, always eighteen minutes or shorter, claim to highlight some of the major thinkers of our time and make their central arguments short and portable to the public. At the author's institution, a regional university (approximate student population of 5,000) located in the Deep South, some instructors regularly use TED Talks in their writing pedagogy. Proof of this digital tool's influence may be seen in Facebook posts (especially in 2014-15, the year of this study) to the department's composition group--a private community reserved for questions and concerns about teaching. The author describes a microstudy that was conducted in which three instructors were interviewed who identified as TED enthusiasts. The department of composition teachers was surveyed about their practices involving TED. While the most seasoned instructor interviewed praised TED for its interdisciplinarity and its ability to generate critical thinking, others with less experience were honest about the videos functioning as a fun &quot;break&quot; from lecture or class. Consequently, this study examines the moments when tools of pedagogy indirectly become the heart of pedagogy and highlights how technology fads might generate a misleading impression of the writing process in general, particularly in the idea generating and brainstorming stages of writing. Additionally, by focusing on idea generation and brainstorming as elements in the writing culture of many composition classrooms, the author specifically calls into question the TED slogan's premise of &quot;ideas worth spreading&quot; and emphasizes the need to follow through on ideas rather than simply disseminate them.
Technical Writing and Literature in Dialogue in the Undergraduate English Classroom
Author: Forsa, Catherine Q.
Date: 2017-00-00
Type: Journal Articles
Subjects: College English,Technical Writing,Literature,Freshman Composition,Fundamental Concepts,Undergraduate Study,Units of Study,Transfer of Training,Reflection

Students often ask why technical writing and literature courses are in the same department. Many students also share that technical and professional communication (TPC) courses are new to them. They are more familiar with high school literature courses and first-year composition courses. And given these experiences, they are often unsure about why TPC is in an English department that studies Shakespeare or research essays. Often, students' attitudes toward studying English and writing changes quickly. They show new-found excitement as they discover connections between English courses, business or STEM courses, and internships. Many share that they would have benefitted from taking this type of course earlier in their studies. This experience led Catherine Forsa to consider an approach that emphasizes these connections earlier in students' academic careers with a first-year writing course (or equivalent early-career course) that studies TPC alongside literature. In the course described here, students read and write about medical documents, legal contracts, business letters, maps, and public reports in addition to poems and short stories. Students work to understand how and why texts are produced with special attention to genre and audience. The course has four units: (1) an introduction unit that sets up key concepts related to studying literature and TPC, (2) a literature-focused unit, (3) a TPC-focused unit, and (4) a capstone reflection unit that encourages students to consider the transfer of knowledge to other contexts.
No Teacher is an Island: Strategies for Enacting Multimodal Pedagogies
Author: Vance, Bremen
Date: 2017-00-00
Type: Journal Articles
Subjects: College English,Multiple Literacies,English Instruction,Professional Isolation,Professional Associations,Conferences (Gatherings),College Faculty,Writing Instruction,College Students

Breman Vance's paper, in keeping with the theme of the College English Association's 2017 conference, Islands, is focused on how teachers need to build bridges, explore new territory, and avoid professional isolation--especially in regard to modern, multimodal literacies, a source of unending questions and frustrations.
Determination of Prospective Chemistry Teachers&apos; Cognitive Structures and Misconceptions about Stereochemistry
Author: Durmaz, Mustafa
Date: 2018-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Organic Chemistry,Knowledge Level,Scientific Concepts,Case Studies,Misconceptions,Foreign Countries,Data Analysis,Undergraduate Students,Science Tests,Qualitative Research

The purpose of this study was to investigate the cognitive structures of chemistry teacher candidates about &quot;stereochemistry.&quot; A case study research method, one of the qualitative research patterns, was used in the study and the sample of study involved 28 prospective chemistry teachers who had taken Organic Chemistry I and II courses at Education Faculty of a middle Anatolian university. For the data collection, stereochemistry concept inventory comprising of 20 questions was used. In the analysis of data, students' responses in SCI were categorized. The detailed analysis of the results indicated that chemistry teacher candidates had some misconceptions concerning stereochemistry parallel to the literature. Based on these observations, some suggestions were presented for improving students' foundational understanding about stereochemistry.
Thoughts Behaviors of Parents on Motivating Their Children Aged 4-6 for Music
Author: Göncü, Ilknur Özal
Date: 2018-09-00
Type: Journal Articles
Subjects: Parent Child Relationship,Music,Music Education,Parent Influence,Parents,Motivation,Foreign Countries,Preschool Children,Mixed Methods Research,Music Activities,Questionnaires

The aim of this study is to identify the thoughts and behaviors of parents in motivating their children aged 4-6 for music, and for a hobby or profession related to music. While collecting the qualitative data for the study, literature review model has been used. For the collection of the quantitative data, on the other hand, a questionnaire has been applied to the parents of children. Collected data has been processed on SPSS and displayed in tables consisting of frequency (n) and percentage (%) values. Population of the research consists of the parents of children enrolled to the preschools affiliated to the official primary schools of Ministry of Education, located in the center of Ankara. The sample of the research, on the other hand, consists of 150 parents of children aged 4-6, who were enrolled to a total of 10 official preschool education institutions in the 2017-2018 school year, affiliated to the Ministry of Education and located in in the center of Ankara. The sample group has been determined through random sampling method. Findings of the study mainly reveal that; even though the parents encourage their children to listen to music, sing and engage in music most of the time, they do not want their children to choose a profession related to this field.
Is Listening Instruction Neglected Intentionally or Incidentally in Foreign Language Teaching Contexts?
Author: Çakir, Ismail
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Listening Skills,Teaching Methods,Learning Activities,Elementary School Teachers,Secondary School Teachers,Teacher Surveys,Teacher Attitudes,Foreign Countries,Listening Comprehension,Self Esteem,Statistical Analysis,Pronunciation,Textbooks,Personal Autonomy

This study aimed to explore whether foreign language learners would benefit from listening activities in the coursebooks, and to what extent foreign language instructors use the regarding activities. It is also intended in this study to determine the views of the teachers on the effectiveness of improving learners' listening skill through the listening activities. In this respect, 51 teachers based in elementary and high schools in the province of Kayseri, Turkey participated in the present study. The survey was administered to the participants and their views were received and analyzed using SPSS 20.0 statistics programme. The results indicate that the participants to a great extent agree that listening has a crucial role in developing learners' listening comprehension and pronouncing the target vocabulary correctly. The results also prove that learners benefit from the effective use of listening activities in the coursebooks, in developing self-esteem and learner autonomy.
The Effect of Science Teaching Enriched with Technological Applications on the Science Achievements of 7th Grade Students
Author: Yildirim, Halil Ibrahim
Date: 2018-09-00
Type: Journal Articles
Subjects: Science Instruction,Science Achievement,Grade 7,Elementary School Students,Elementary School Science,Elementary School Teachers,Foreign Countries,Quasiexperimental Design,Pretests Posttests,Control Groups,Experimental Groups,Achievement Tests,Science Teachers,Technology Uses in Education,Pedagogical Content Knowledge,Technological Literacy,Influence of Technology,Technology Integration,Statistical Analysis

This study aims to research the impacts of science teaching enriched with technological applications on the science course achievement levels of 7th grade students. 13 weeks long research was carried out with 7th grade students studying at a state secondary school in Turkey in 2016. In the study, quasi-experimental method, experimental design with the pretest-posttest control group was used. There were 83 students (control = 42, experiment = 41) in the study group. &quot;Science Achievement Test&quot; developed by the researchers was used as data collection tool. There are 28 multiple-choice, four-choice items in the achievement test covering subjects taught, and the KR 20 reliability coefficient is 0.78. &quot;Science Achievement Test&quot; was used as the pretest, posttest, and follow-up test. Teaching was carried out by the same science teacher in the science class in both the control and experiment groups. In the control group, student-centered learning approach suitable to the 2013 Science Course Curriculum was given to the students, and no experimental procedure was applied. In the experiment group, 2013 Science Course Curriculum was followed, and teaching was carried out with technology enriched science teaching applications. At the end of the research, it was found that the achievement levels of the experiment group with the technology enriched science teaching applications increased significantly and was higher at a meaningful level than the achievement of the control group students. According to this findings, it can be suggested that technology enriched teaching should also be used in science teaching to address individual differences by enriching teaching.
The Challenges Encountered in the Application of Kodaly Method in Turkey
Author: Türkmen, Emel Funda
Date: 2018-09-00
Type: Journal Articles
Subjects: Music,Music Education,Foreign Countries,Music Teachers,Teaching Methods,Singing,Children,Qualitative Research,Structured Interviews

Kodaly is a method used in many countries, particularly in Hungary. The method is based upon the introduction of singing and the applied aspect of music with children at early ages, by which they are ensured with a more qualified and permanent music education. This research focuses on possible actions to be taken in order to increase the quality of music education; as well as the opportunities offered by Kodaly method within this framework. With this in mind, the question &quot;What are the challenges encountered in the application of Kodaly method?&quot; is tried to be answered. The aim of this study is to point out the difficulties in the application of Kodaly Method, which is effectively applied in many countries, in Turkey and provide suggestions regarding its utilization. The study is based on descriptive methods and has been conducted by means of reviewing the relevant literature. Besides, opinions of an instructor using this method for five years have been consulted and several problems have been identified in line with these opinions. The research is considered significant in terms of identifying difficulties in the application of Kodaly Method in Turkey and suggesting solutions to them. It is also believed to shed light upon those who are willing to apply this method. In that sense, this study is believed to serve as a guideline in music education.
Peer Effects and Scholastic Achievement: Regression Discontinuity Estimates Using the Age Sorting Criterion in the Composition of Classrooms
Author: de Arruda Raposo, Isabel Pessoa
Date: 2018-09-00
Type: Journal Articles
Subjects: Peer Influence,Academic Achievement,Regression (Statistics),Foreign Countries,Computation,Age Groups,Grade 6,Elementary School Students,Student Surveys,Mathematics Instruction,Elementary School Mathematics,Mathematics Tests,Adolescents,Peer Relationship,Interviews,Age,School Entrance Age,Age Differences,Test Validity,Statistical Analysis

This paper evaluates the influence of the classmates' age on individual academic achievement. The identification strategy explores a mechanism for the division of classes based on age homogeneity, with cutoff value determined by the Brazilian law of age at school entry. Fuzzy regression discontinuity estimates a local average treatment effect of 2.34 standard deviations favorable to students assigned to class with older peers, in comparison to those allocated to classes with younger classmates. The empirical estimations use a unique educational dataset originated from the Brazilian Ministry of Education, which provides a large information set related to the student's scholar environment.
Perceptions of Postgraduate Students on Academic Writing Skills: A Metaphor Analysis Study
Author: Aydin, Gülnur
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Writing Skills,Academic Discourse,Figurative Language,Student Attitudes,Cloze Procedure,Correlation,Interviews,Classification,Statistical Analysis,Writing (Composition),Positive Attitudes,Writing Attitudes,Validity,Reliability,Student Characteristics,Foreign Countries

In this research, it was aimed to determine the perceptions of postgraduate students towards academic writing skills through metaphors. In this context, the study group is composed of postgraduate (master and doctorate) students studying at Adnan Menderes University, Faculty of Education in the 2017-2018 academic year. In this context, 100 graduate students were interviewed by appropriate sampling method; an academic writing form was applied to these postgraduate students. In the research, descriptive approach has been adopted. Participants were asked to complete the sentences of &quot;academic writing is like............; because............&quot;. The metaphors obtained from the research classified according to their similarities and differences with the descriptive analysis technique and then tabulated according to the frequency values separated by the categories. Then, the findings were interpreted. Accordingly, the metaphors associated with academic writing vary. The metaphorical perceptions are collected under 9 categories / themes. The categories include &quot;a long / challenging/difficult process&quot;, &quot;a process of producing / discovering new things&quot;, &quot;an action that requires composition / analysis-synthesis / interpretation skill&quot;, &quot;an action that requires expert support&quot;, &quot;a multi-threaded action&quot;, &quot;an action requires care in language and expression&quot;, &quot;an unpleasant action&quot;, an action that gives joy&quot; and &quot;other&quot; titles. Findings suggest upper academic level students with academic writing experience refer mostly positive attitude towards academic writing.
Walking through Different Paths: Academic Self-Efficacy and Academic Procrastination Behaviors of Pre-Service Teachers
Author: Özer, Zekiye
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Language Teachers,Self Efficacy,Time Management,Second Language Instruction,English (Second Language),Correlation,Gender Differences,Instructional Program Divisions,Likert Scales,Self Concept Measures,Statistical Analysis

The present study was conducted to scrutinize the relationship between academic procrastination behaviors and academic self-efficacy beliefs of pre-service English language teachers. The study also sought to explain whether gender and grade levels of the participants have an effect on their academic procrastination behaviors and academic self-efficacy beliefs. The sample of the study consisted of (N = 98) pre-service English language teachers studying at an English Language Teaching (ELT) program. The most obvious finding to emerge from this study was that there was strong negative correlation between academic self-efficacy levels and academic procrastination behaviors of participants. The research also showed that the factors such as gender and grade levels of students have no significant effect on participants' academic procrastination behaviors. However, it was found that these factors impact academic self-efficacy beliefs of candidate teachers.
The Effects of Teaching Practicum on EFL Pre-Service Teachers&apos; Concerns
Author: Arslan, Fadime Yalcin
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Knowledge Base for Teaching,Practicums,Personal Narratives,Student Attitudes,Teaching Methods,Methods Courses,Language Teachers,Teacher Education,Foreign Countries,Measures (Individuals),Attitude Change,Outcomes of Education,Mixed Methods Research,Factor Analysis,Preservice Teachers

This study aims to find out whether accumulating theoretical knowledge through methodology courses and experiencing real teaching practice during practicum may lead to any changes in EFL student-teachers' probable concerns about teaching. The study further attempts to define these changes, if any. To reach the aims of the study, data were collected by means of a scale developed on the basis of the student-teachers' concerns about teaching and teaching practice concerns sheets (TPCS), which they kept for a period of ten weeks. In order to bring more depth to the study, the data were triangulated by the student-teachers' narrative reflections. Results indicate a significant difference between student-teacher concerns at the beginning and the end of teaching practice. It appears that practicum provides student-teachers with a base for awareness on teaching related issues in real contexts. In addition to this hands-on experience, the findings also demonstrate that the knowledge base of student-teachers played an influential role in triggering the change in the nature of their concerns.
Technology and Foreign Language Anxiety: Implications for Practice and Future Research
Author: Aydin, Selami
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Anxiety,Second Language Instruction,Learning Processes,Educational Research,Communication (Thought Transfer),Indexes,Databases,Periodicals,Journal Articles,Educational Technology,Computer Assisted Instruction,Distance Education,Telecommunications,Handheld Devices,Computer Mediated Communication,Teaching Methods,Literature Reviews

It is evident that technology plays an important role in the foreign language teaching and learning processes, whereas foreign language anxiety (FLA) is one of the considerable affective variables that influence adversely the aforementioned processes. However, how the use of technology affects FLA levels has not been drawn attention among researchers. It should be also stated that the results of current studies on the issue have been mixed. Thus, this study presents a brief research synthesis on the issue to make practical recommendations for target groups and researchers to guide further research. The study concludes that while research results have not reached a consensus, the use of technology has a reducing effect on FLA in the scope of the results obtained from the studies reviewed. Finally, the study ends with practical recommendations for target groups and researchers.
Comparison of Mental Skills of Elite and Non-Elite Athletes
Author: Ercis, Sertaç
Date: 2018-04-00
Type: Journal Articles
Subjects: Athletes,Males,Team Sports,Questionnaires,Cognitive Ability,Goal Orientation,Self Esteem,Persistence,Stress Management,Self Control,Attention,Visualization,Competition,Executive Function,Comparative Analysis,Expertise

The main purpose of this research was to compare mental skills of elite and non-elite boys team athletes by Ottawa Questionnaire. The research study was a descriptive-applied one. The data collection instrument was a questionnaire based on Ottawa questionnaire that measured some mental skills factors. The subjects were 40 elite athletes and 40 non-elite athletes that they were randomly taken up of basketball, volleyball, handball and futsall sport tournaments. T independent test was applied in order to analyze the related data to compare the results at p&lt;0.05 level. The results indicated that the rate of Goal setting, self-confidence, Commitment, Stress reactions, Relaxation, Fear control, Activation, Focusing, Imagery, Competition planning, Mental practice and Refocusing skills is higher in elite athletic boy students in compare to non-elite ones.