ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of an SSI Program on Prospective Teachers&apos; Character and Values for Global Citizens
Author: Uzel, Nurcan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Biology,Science Teachers,Teacher Characteristics,Personality Traits,Pretests Posttests,Teacher Education Programs,Scores,Measures (Individuals),Empathy,Problem Solving,Perspective Taking,Foreign Countries,Global Approach,Citizenship,Environment,Comparative Analysis,Values Education

Raising global citizens has been included in education systems, especially in the 21st century objectives. In their education systems, countries have turned towards more global level objectives rather than local level objectives that only meet their own needs. The importance of the character and values expected from the global citizens to be raised has also increased. For this reason, in this study, it is aimed to investigate the change in the character and values of prospective biology teachers as global citizens who are trained with a Socioscientific Issues (SSI) program. The study used a one group pretest-posttest design. The study group of the research consists of 19 prospective biology teachers studying in the first year of a state university in Ankara. An SSI program was used to ensure the development of some desired character and values in the prospective teachers. Character and Values as Global Citizens Assessment (CVGCA) questionnaire was applied before and after SSI program. It has been determined that there is a significant difference between the scores of prospective biology teachers obtained from the CVGVA scale and its sub-dimensions before and after the SSI program. The findings of the study showed that SSI program improved prospective biological teachers' ecological worldview, socioscientific accountability, and social and moral compassion character and values. In addition, it was understood that the characteristics of prospective teachers such as empathy, taking action, producing solutions, and noticing different perspectives became evident.
Metaphoric Perceptions of the Teacher Candidates Regarding to the Concepts of Reinforcement, Hint, Feedback-Correction, Active Participation and Punishment Used in the Teaching-Learning Process
Author: Yarali, Dilek
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Figurative Language,Reinforcement,Prompting,Feedback (Response),Error Correction,Student Participation,Punishment,Learning Processes,Teaching Methods,Foreign Countries

The aim of this research is to determine the metaphoric perceptions of the teacher candidates regarding the concept of reinforcement, hint, feedback-correction, active participation and punishment used in the teaching-learning process. The study group of this research consisted of students of Education Faculty who studying at Kafkas University in the 2018-2019 academic year. A semi-structured interview form used to determine teacher candidates' perceptions of the concepts in the teaching-learning processes such as &quot;reinforcement, hint, feedback-correction, active participation and punishment&quot;. Content analysis was used for the data analysis in the research. As a result of the findings obtained from the research, it could be said the most metaphors produced by prospective teachers; metaphor of chocolate in the concept of reinforcement, metaphor of puzzle in the concept of hint, the most metaphors of easer in the concept of feedback-correction, the most metaphors of amusement park and game in the concept of active participation, the most metaphors of hot pepper in the concept of punishment.
What Helped Me Innovate: Identified Motivation Factors from Canadian Innovators&apos; Education Experiences
Author: Soleas, Eleftherios
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Innovation,Capacity Building,Motivation,Expectation,Access to Information,Learning Activities,Mentors,Modeling (Psychology),Direct Instruction,Creative Thinking,Problem Solving,Concept Formation,Critical Thinking,Systems Approach,Personal Autonomy,Informal Education,Conventional Instruction

Past innovation research has focused on business contexts and prodigy, leaving the insights of today's successful innovators in a range of fields overlooked in their utility to inform the education of our next generation of innovators. This mixed method study combined surveys (n = 500) and interviews (n = 30) of Canadian innovators to identify motivation factors that could be leveraged in formal and informal education to make innovation more likely in Canada. The findings point to methods of maximizing expectancies and values, while proactively mitigating the costs of innovating. Recommendations are made for teachers, mentors, and decision makers for better stoking the capacity to innovate through education.
The Enactment of Applied English: Does Caring Lead to Teaching to the Test?
Author: Merchant, Stefan
Date: 2020-00-00
Type: Journal Articles
Subjects: English Curriculum,Standardized Tests,Caring,Learning Motivation,Foreign Countries,Secondary School Teachers,Secondary School Students,Teacher Student Relationship,Well Being,Teacher Attitudes,Vignettes

Many school systems require students to pass one or more standardized examinations to graduate. This case study of three lower academic stream English classes in a single Ontario secondary school explored how the presence of a high-stakes standardized examination affected the enactment of the curriculum. Qualitative data were collected through a combination of teacher interviews, classroom observations, and teaching/learning artifacts. The findings of the inductive analysis suggest that the four teachers in the study cared deeply about the emotional well-being and scholastic success of their students; however, this caring sometimes manifested itself in less than ideal teaching practices, such as the use of external rewards, removal of student responsibility for learning, and teaching to the test. Seven strands are identified, each describing how caring is manifested within this teaching/learning context. Three vignettes describe actual classroom events which epitomise how caring was demonstrated by these teachers towards their students. While positioning teaching to the test as an act of caring is unusual, the evidence from this study suggests teachers do it because they believe it will benefit students' well-being and future outcomes. These findings suggest that for any high-stakes test, caring teachers may teach to the test and narrow the curriculum.
Understanding Roles and Relationships: Teachers&apos; Work in a Northern Ontario Remote First Nations Community
Author: Burleigh, Dawn
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,American Indian Education,Teacher Role,Teacher Student Relationship,Knowledge Base for Teaching,Teacher Attitudes,Educational Attitudes,Attitude Change,Educational Improvement,Culturally Relevant Education,Community Involvement,Elementary School Teachers,Secondary School Teachers

This article explores how teachers negotiate their roles and relationships in a Northern Ontario First Nations community. Through a case study approach, utilizing interviews and focus groups with 15 participants, I constructed four categories: (1) pedestal people, (2) educational transitioners, (3) relationship builders, and (4) community integrators, for the purpose of explaining the ways in which teachers navigate their roles and relationships in the community and the implications for their work as teachers. I argue that community integrators embody an understanding of Indigenous approaches, centralized in relational knowing and being, and model a practice most efficacious for Indigenous student success.
Better Together: Using MTSS as a Structure for Building School-Family Partnerships
Author: Weingarten, Zachary
Date: 2020-00-00
Type: Journal Articles
Subjects: Family School Relationship,Intervention,Elementary School Students,Family Involvement,Response to Intervention,Positive Behavior Supports,Academic Achievement,Special Education,Consciousness Raising,Communication (Thought Transfer),Data Interpretation

A large body of research suggests that families' engagement in their children's education is a crucial factor in promoting school success for children and youth. Family engagement in school is associated with improved academic achievement and reductions in social and behavioral problems. Research also suggests that collaboration between schools and families is an important support for students with learning and behavioral challenges, including students with disabilities. The importance of engaging families in their children's schooling is recognized in both general education and special education laws and policy initiatives. Schools in every state in the country are implementing some version of a multitiered system of support (MTSS) to improve outcomes for all students, including those with or at risk for disabilities. This article offers recommendations for educators to support family-school partnerships within the context of MTSS. These recommendations are based on family engagement research and the authors' experiences supporting schools throughout the country in implementing MTSS and intensive intervention through national technical assistance centers, and other federal, state, and local projects focused on implementation of tiered systems. The recommendations are intended to help educators partner with families to support students' learning and behavior and sustain these partnerships by aligning and embedding family engagement across the tiers of MTSS.
Teaching Languages in a Multicultural Setting: Perspectives of a Unique Cohort of Language Teachers--At the Victorian School of Languages
Author: Avara, Hayriye
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Learning,Second Language Instruction,Teacher Surveys,Teacher Attitudes,Cultural Pluralism,Multilingualism,Human Capital,Teacher Characteristics,Foreign Countries,Profiles,Language Usage,Language Minorities,Teaching Methods,English (Second Language)

Within Australia, the State of Victoria has the greatest ethnic diversity and the largest number of second languages used at home. It also has the highest rates of students participating in language learning at school. It is also home to the country's largest and oldest government school for second language learning -- the Victorian School of Languages (VSL) which teaches over 45 languages to approximately 16.000 students in 40 centres across the state. This paper develops a profile of the human capital of language teachers at the VSL and explores their views, which have until now been unexplored. It draws on an extensive anonymous survey of the VSL staff (mostly teachers) with over 552 responses. The results are both predictable and yet diverse. The findings show that the staff at the VSL are demographically a unique group, as they represent a rich gathering of cultural and linguistic diversity that is unlikely to be matched in any other institution in Australia. This paper presents the views of this exceptional cohort who work in a specialised environment that proudly holds the teaching of languages as its &quot;core business&quot;. The survey revealed that staff are highly enthusiastic and strongly believe in the role that their school is playing in nurturing multilingualism and multiculturalism in the state of Victoria. But it also showed their deep concerns about a number of current problems in the field of languages education in Australia. It also revealed that there is currently a fragmentation of opinion on the best label for languages as a curriculum area. This paper argues that the considerations of the staff at this specialist institution are highly developed and can therefore be seen as a beacon for the concerns of professionals in the field of languages education in other educational settings in Australia and overseas.
The Application of Syntactic Parsing Strategies during Real-Time L2 Sentence Comprehension: Evidence from Eye-Movement Recordings
Author: Uludag, Onur
Date: 2020-00-00
Type: Journal Articles
Subjects: Syntax,Comparative Analysis,Language Processing,Second Language Learning,Second Language Instruction,English (Second Language),Semantics,Pragmatics,Ambiguity (Semantics),Eye Movements,Turkish,Native Language,Phrase Structure,Information Sources,Language of Instruction,College Students,Form Classes (Languages),Language Tests,Language Proficiency

The study aims to investigate whether second language learners perform sentence processing based on syntactic or structure-based parsing strategies during real-time comprehension of constructions with syntactic ambiguities. To this end, the recordings of eye movements from Turkish learners of English and native English speakers as a control group are examined on temporarily ambiguous constructions including relative clause attachment ambiguities. The results indicate that processing decisions in first and second language are systematically driven by structure-based parsing strategies rather than being made randomly with an overreliance on semantic, pragmatic or other types of nonstructural information sources. These findings suggest that L2 learners are indeed capable of constructing and depending on abstract, hierarchically deep and detailed syntactic representations similar to those of native English speakers during the processing of sentences in real time.
The Impact of L1 Interference on Foreign Language Writing: A Contrastive Error Analysis
Author: Kazazoglu, Semin
Date: 2020-00-00
Type: Journal Articles
Subjects: Native Language,Interference (Language),Error Analysis (Language),Cultural Pluralism,Student Diversity,Second Language Learning,Second Language Instruction,English (Second Language),Grammar,Scores,Language Tests,Form Classes (Languages),Foreign Countries,Writing (Composition),Contrastive Linguistics,Turkish,Semitic Languages,Morphemes,Punctuation,Phrase Structure,Spelling,Language Usage,Transfer of Training,Writing Evaluation,Private Colleges,College Students

In today's world, educational contexts are getting increasingly multicultural. Although EFL (English as a Foreign Language) classes in Turkey were mostly composed of Turkish students a decade ago, today students from any part of the world are brought together within the frame of various student exchange programs. In Turkish EFL contexts, students coming from Middle Eastern countries make up a huge part of classes (Özer, 2016). The objective of the current study is to examine L1 negative interference errors of Turkish and Arabic EFL learners. Accordingly, 30 B1 (Intermediate) EFL students' written assignments were examined and divided into categories. Besides, this study makes a comparative analysis of Turkish and Arabic EFL learners' grammatical and lexical errors within the frame of L1 negative transfer. When the results of the Mann-Whitney U test are analyzed, it is understood that Turkish and Arabic students' grammatical interference exam scores differ statistically (p &lt;0.05). When the total amount of errors is analyzed, Turkish students' grammar errors (n=164) stem from, majority of which are articles, preposition and tense errors, respectively as 18.82%, 17.65% and 11.76 whilst Arabic students make a huge part of their errors (n=352) on capitalization, punctuation and tenses/articles, respectively as 16.19%, 15.06%, and 12.78%. In the frame of the lexical category, Turkish students performed 48 lexical errors, the majority of which are spelling and collocation errors. On the other hand, Arabic students committed 96 lexical errors in total, the majority of which are spelling errors (60.4%) while 15.5% of the errors are wrong word choice. In general, lexical errors were fewer than grammatical errors.
The Reflection of the First Foreign Language (English) by Utilizing Translanguaging Strategies in the Teaching of Second Foreign Language (German)
Author: Daghan-Aslan, Gülbin
Date: 2020-00-00
Type: Journal Articles
Subjects: Code Switching (Language),German,Second Language Learning,Second Language Instruction,Vocabulary Development,Syntax,Instructional Effectiveness,Grade 10,High School Students,Language Teachers,Teacher Attitudes,Language of Instruction,Teaching Methods,Language Usage,Check Lists,Foreign Countries,Multilingualism

The present study aims to identify translanguaging strategies and question the effectiveness of these strategies in foreign language classrooms. To this aim, a 10th grade German class was observed during fall and spring semesters of 2017-2018 academic year, and interviews before, during and after observation process were conducted with the German language teacher of the second foreign language classroom. Based on the studies of the City University of New York, to provide half of the instruction in English while the other half in the target language through translanguaging strategies is quite beneficial and fruitful for foreign language learning. Translanguaging as an emerging application is accepted as a part of both education and language equality. By challenging the rigid separation of foreign languages in the classroom, translanguaging strategies ensure that teachers employ a 50-50 model of first foreign language and target foreign language while teaching an additional foreign language. Findings of the current research showed that the teacher frequently prefers using vocabulary and syntax-based strategies in her second foreign language classroom, and the students generally responded to the use of these strategies and used them to participate activities and raise questions. Considering specifically the interview transcriptions, it was detected that the teacher uses translanguaging strategies undeliberately, but willingly, without any planning.
Indicators of Reading Comprehension: Example of Narrative Text and Open Ended Question
Author: Kusdemir, Yasemin
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Elementary School Students,Grade 4,Foreign Countries,Gender Differences,Story Reading,Preschool Education

Reading comprehension is a mental skill that requires establishing connections between the content of the text and the individual's prior knowledge. The purpose of the current study is to examine the reading comprehension levels of primary school fourth grade students based on their answers to open-ended questions about a narrative text in relation to different variables. The current study employing the descriptive survey model was conducted with the participation of 115 primary school fourth grade students from a city in the Central Anatolian Region of Turkey. An inventory consisted of 10 open-ended questions based on a narrative text was used to collect data. The level of reading comprehension of the students participating in the study was found to be in the stage of transition from the difficulty level to the instructional level and this level can be expressed as insufficient. Although the students' reading comprehension levels do not vary significantly according to the gender variable, girls' reading comprehension levels are higher than boys. Through open-ended questions, it is easy to observe how students structure their answers, how they manage the process of constructing the meaning of the text, and what they focus on in the text. In this way, strategy teaching and activity design can progress more concretely in order to improve students' meaning construction skills. In addition, it provides the teacher with a good opportunity to get acquainted with students whose understanding skills are at the instructional level, realize their approach to text and question, and provide individual support to the student. The results of the current study provide consistent and meaningful data for new research and educational practices in schools.
Middle School Students&apos; Environmental Attitudes and Informal Reasoning Regarding an Environmental Socioscientific Issue
Author: Atabey, Nejla
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Grade 8,Student Attitudes,Thinking Skills,Decision Making,Emotional Response,Intuition,Science and Society,Ecology,Conservation (Environment),Public Schools,Foreign Countries,Attitude Change

The purpose of the current study is to reveal students' environmental attitudes, their informal reasoning, and how their informal reasoning on a socioscientific issue changes depending on their environmental attitudes. The study participants were 104 eighth-grade students. A form consisting of a scenario and open-ended questions was used as data collection tools. During the analysis of the collected data, the descriptive analysis method and descriptive statistics were used. The findings revealed that the majority of the students had an anthropocentric attitude toward the socioscientific issue and largely presented rationalistic reasoning. Moreover, while the students with an anthropocentric attitude used rational reasoning more, students with an ecocentric attitude presented rationalistic, emotional, and rationalistic-emotional reasoning. Considering the findings of the current study, suggestions are made to develop students' emotional reasoning as well as rational reasoning by means of training students to have an ecocentric attitude.
Cross-Cultural Digital Information-Seeking Experiences: The Case of Saudi Arabian Female International Students
Author: Binsahl, Haifa
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Seeking,Arabs,Foreign Students,Females,Barriers,Gender Differences,Study Abroad,Cultural Differences,Internet,Student Attitudes,Information Needs,Information Sources,Language Proficiency,English (Second Language),Second Language Learning,Foreign Countries,College Students

The number of Saudi female international students (SFISs) pursuing higher degrees in Western countries has increased dramatically. Many are faced with unusual challenges, especially acting without a male's permission, interacting with males, and using an open, free Internet. This article proposes that SFISs experience a &quot;digital shift&quot; whereby their cultural, educational, and digital backgrounds impact their information-seeking behavior in Australia. The study used a qualitative interpretivist methodology, interviewing a diverse group of SFISs studying in Australia, to better understand this impact on their everyday information needs and use of information sources. Findings indicate that SFISs' imperfect online search skills, exacerbated by English language deficiency, increase their challenges. Recommendations for supporting SFISs are offered for institutions and service providers.