ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Self-Efficacy of High Achieving Students in Mexico
Author: Camelo-Lavadores, Ana Karen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,High School Students,Questionnaires,High Achievement,Gender Differences,Private Schools,Public Schools,Mathematics Achievement,Science Achievement,English (Second Language),Spanish,Student Surveys

The purpose of this study was to explore for differences in the academic self-efficacy of Mexican high school students. A gird questionnaire was administered to 1,460 students form private and public schools. As expected, high achieving students showed significantly higher academic self-efficacy that their peers. However, interesting gender differences were found. Whereas men had higher self-efficacy feelings towards Math, Sciences and English as a second language; women showed higher self-efficacy in Spanish language. Likewise, private school's students showed feelings of academic self-efficacy. Implications of findings for education practice and research are discussed.
Evaluation of Electronic Writing Experiences of Turkish Teacher Candidates at WATTPAD Environment
Author: Aytan, Talat
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Writing Achievement,Student Experience,Electronic Publishing,Structured Interviews,Student Surveys,Student Attitudes,Usability,Error Correction,Error Analysis (Language),Spelling,Time Factors (Learning),Feedback (Response),Plagiarism,Copyrights,Electronic Learning,Teaching Methods,Case Studies,Qualitative Research,Content Analysis

The purpose of this study is to analyze Turkish teacher candidates' electronic writing experiences at wattpad.com environment. The study group of this research consisted of 53 Turkish teacher candidates who were studying at a state university in Istanbul. Teacher candidates in the study group joined Wattpad.com and wrote at least one narrative text and informative text within a month. A structured interview form was used to receive the opinions of 15 teacher candidates who experienced writing in electronic environment. The data obtained using the interview form were subjected to content analysis. The electronic writing experiences of Turkish teacher candidates were interpreted in the framework of the themes which were formed on the basis of advantages and disadvantages. Prospective Turkish teachers evaluated the writing in electronic environment as advantageous in terms of legibility and spelling check, reader and writer interaction and visual appeal, time saving and convenience, affordability, quick feedback and constructive criticism, encouragement, archiving possibilities and socialization. On the other hand, they considered the writing in electronic environment as disadvantageous in terms of unreliability of virtual world, distractibility, severe criticisms, not comparable to handwriting, character limitation, health concerns, wording concerns, asociality, copyright and plagiarism concerns, using profanity.
The Significance of Including an Entrepreneurship Course in Engineering Programs
Author: Mosly, Ibrahim
Date: 2017-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Engineering Education,Curriculum Enrichment,Introductory Courses,Student Attitudes,Attitude Change,Integrated Curriculum,Questionnaires,Student Characteristics,Relevance (Education),College Students,Foreign Countries

This paper studied the significance of entrepreneurship education in engineering programs. It looked into its influence on engineering students' perception and willingness to change their future job direction. The study was performed at the College of Engineering-Rabigh Branch, of King Abdulaiziz University in Saudi Arabia. Entrepreneurship education was introduced in 2013 to all of the college's engineering programs in the form of an introductory course on entrepreneurship (IEN 481). This study reveals the importance of entrepreneurship education to engineering students, as the majority of study participants seek to establish their own business in the future. Moreover, 90% of the participants agreed that the IEN 481 course provided them with sufficient knowledge and skills required to establish their future businesses. In addition, the IEN 481 course changed the students' mindsets and increased their entrepreneurial awareness.
A Second Wind for the Philosophy of Education: The Application of William James&apos;s &quot;The Energies of Men&quot; to the Field of Philosophy of Education
Author: Novakowski, Julia T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Change,Progressive Education,Scholarship,Human Capital,Social Theories,Educational Theories,Theory Practice Relationship,Individual Development

In this essay, the author proposes that the field of Philosophy of Education is in search of its own second wind and can find guidance in the work and life of William James. This paper is meant to invite conversation on the challenges faced and provide potential solutions in the field. The goal is to find the &quot;cash-value&quot; of the field within the changing academic landscape through the concept of the second wind. In this paper the author suggests that in order for philosophers of education to find their second wind, they as a field must be willing to engage in more discussion and public intellectualism, as James had done throughout his life, and find the &quot;regenerative properties&quot; that exist in these processes that push us from the first wind to the second wind.
Students, Mobile Devices and Classrooms: A Comparison of US and Arab Undergraduate Students in A Middle Eastern University
Author: Mohammad Abu Taleb, Bibi Rahima
Date: 2017-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Undergraduate Students,Arabs,Foreign Countries,Student Attitudes,Educational Technology,Technology Uses in Education,Questionnaires,School Policy,Comparative Analysis,Cultural Differences,Cross Cultural Studies

The use of mobile devices in the university classroom is not limited to Western cultures. Rather universities in the Middle East, particularly in the Gulf Cooperation Countries (GCC) face similar problems regarding smartphone usage in classrooms. This study utilizes Tindell and Bohlander's (2012) survey to compare results regarding cell phones and text messaging in a small private US university to those in a Middle Eastern University located in a GCC country. The authors surveyed 300 randomly selected undergraduate students representing 26 majors located in seven different colleges to gain an understanding of their smartphones use in university classrooms. Comparison with US students demonstrates these students share a great deal of similarities although several findings indicate differences. To address the similarities and difference, the authors discuss globalization and relevant issues regarding the role culture plays in the use of this technology.
Mangling Expertise Using Post-Coding Analysis to Complexify Teacher Learning
Author: Mills, Tammy
Date: 2017-00-00
Type: Journal Articles
Subjects: Expertise,Teacher Education,Faculty Development,Literacy Education,Reading Difficulties,Qualitative Research,Case Studies,Reading Programs,Reading Achievement,Grade 1,Elementary School Students,Reading Instruction,Early Intervention,Coding,Data,Emergent Literacy

A recent movement in teacher education research encompasses working with and through theory. In response to the call from Jackson and Mazzei (2013) to use theory to think with data and use data to think with theory, the author hopes to portray the complexities of teacher learning by avoiding models of teacher learning and development that tend to reinforce positivist, linear conceptualizations of expertise. In this article, the author puts to work multiple concepts to produce a more complex reading of the transformation of teacher expertise. In particular, she uses post-coding analysis, and provide a diffractive reading of the entanglements within a mangle of practice. The purpose for this article is threefold. Primarily, the author revisits previously analyzed data from a veteran Reading Recovery (RR) teacher, Grace, in an attempt to understand the intra-action, or intertwined entanglements that materialize in relationship with/in each other. The author focused on smaller, meaningful, compelling situations that arose from her previous coding. In the study of RR teacher expertise, the author found that methodologies commonly used in qualitative research did not provide her with a way to consider the complexity related to the process of teacher learning. She conducted a qualitative case study aimed at understanding the expertise of RR teachers. In her first analysis of the data, she implemented the Model of Domain Learning (MDL) as a descriptive and analytic framework. The MDL offered a multi-stage, multidimensional lens with which to view cognitive and affective aspects of the development of expertise in teaching reading. However, the author found the MDL limited her ability to understand the intertwined elements related to development of teacher expertise. Thus, she engaged in a diffractive reading of the data and put other theories to work. Barad describes diffractive reading as the act of (re)turning to the data and attempting to understand it from different perspectives. To read her data diffractively, she turned to complex, non-linear thinking. Kohn (1996) suggests that everything, from the furniture, to the teachers' voice, to the climate within a classroom or school, influences learning experiences. To account for all these elements, human and non-human, that may influence teacher learning, the author engaged with the work of new materialists. New materialisms provided a different way to understand the complex, entangled, intra acting elements related to Grace's expertise.
Putting Complexity to Work to Think Differently about Transformative Pedagogies in Teacher Education
Author: Ovens, Alan
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Transformative Learning,Teacher Role,Citizenship Education,Reflection,Social Justice,Moral Values,Political Issues,Foreign Countries,Physical Education,Journal Writing,Photography,Focus Groups,Student Attitudes,Secondary School Teachers,Preservice Teacher Education

The complexity of teacher education is fascinating, illusive, and creative. While it is simultaneously difficult to grasp and conceptualize, complexity has real presence and effects, and needs to be managed and simplified for meanings to emerge. In this article the author uses a complexity-based approach to examine the multi-layered acts of professional learning and assessment that provide a means for enacting transformative pedagogies in teacher education programs. By transformative pedagogy, the author means an approach that aims to enable neophyte teachers to examine what educational, moral, and political commitments help guide their work as professional teachers, as well as encourage and engender critical citizenship, reflective thinking, social consciousness, and disposition for social justice.
Becoming a Minor Teacher
Author: Gorodetsky, Malka
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 2,Educational Environment,Affective Objectives,Learning Experience,Teaching Experience,Inservice Teacher Education,Elementary School Teachers,Masters Degrees,Classroom Techniques,Student Experience,Educational Practices

This article follows one year in the life of one of the authors of this article, Eto--the year she was a graduate student in the M.Ed. program and concurrently was teaching in a second grade elementary school. Addressing her subjective emergence along the intertwining experiences in two different contexts: it explores her conversations with her peers along the M.Ed studies and her day-to-day immersion with her classroom students in handling relational tensions, disputes and rage within the school. While presenting the story of Eto is not an attempt to provide an ultimate model of an ideal teacher, the authors do believe that her doubts and her continuous search for resolving relational issues among the students transmits educational concern along a different and a critical dimension in education. Eto's persistent involvement in attempts to promote relational fairness into classroom life reflects a potential of a singular voice to introduce &quot;noise&quot;--or &quot;disturbance&quot;--within the educational system.
Measuring and Predicting Graded Reader Difficulty
Author: Holster, Trevor A.
Date: 2017-10-00
Type: Journal Articles
Subjects: Basal Reading,Difficulty Level,Books,Surveys,Sentences,Word Frequency,Predictor Variables,Student Attitudes,Readability,Foreign Countries,College Students,English (Second Language)

This study used many-faceted Rasch measurement to investigate the difficulty of graded readers using a 3-item survey. Book difficulty was compared with Kyoto Level, Yomiyasusa Level, Lexile Level, book length, mean sentence length, and mean word frequency. Word frequency and Kyoto Level were found to be ineffective in predicting students' perceptions of book difficulty. Book length was found to be highly predictive of perceived book difficulty, with the Yomiyasusa Levels predicting 68% of variance, while the Lexile measure of mean sentence length was moderately predictive, with 40% of variance explained. These results show that current headword levelling of graded readers is ineffective and that publishers' book levels do not provide useful guidance in selection of books to read. It is therefore recommended that students use book length as their primary consideration in choosing books and that reading recommendations and purchasing decisions be based on Yomiyasusa Levels rather than publishers' levels.
Investigation of Pre-Service Science Teachers&apos; Attitudes towards Sustainable Environmental Education
Author: Keles, Özgül
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Education,Environmental Education,Sustainable Development,Student Teacher Attitudes,Predictor Variables,Qualitative Research,Student Surveys,Attitude Measures,Statistical Analysis,Incidence,Gender Differences,Likert Scales,Foreign Countries

The purpose of the current study is to investigate pre-service science teachers' sustainable environmental education attitudes and the factors affecting them in terms of some variables (gender and grade level). The study group of the current research is comprised of 154 pre-service teachers attending the Department of Science Education in the Faculty of Education of Aksaray University. The study employed the descriptive survey method, one of the qualitative research methods. As the data collection tool, &quot;The Sustainable Environmental Education Attitude Scale&quot; developed by Afacan and Demirci Güler (2011) was used in the study. The Cronbach alpha reliability of the scale was calculated to be a = 0.93. In the statistical analysis of the data, SPSS was used. In the analysis of the data, Independent Samples t-Test and One Way ANOVA were run. The analysis results revealed that sustainable environmental education attitudes frequency of the pre-service teachers is at the medium level. It was also found that the sustainable environmental education attitudes of the pre-service teachers do not vary significantly by gender; yet, they were found to be varying significantly depending on the grade level variable. It can be suggested that further research can attempt to determine the attitudes of pre-service teachers from different branches and to analyze different factors affecting sustainable environmental education attitude.
A Review of Literature: Plagiarism in the Papers of Turkish Context
Author: Gokmenoglu, Tuba
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Literature Reviews,Plagiarism,Context Effect,Content Analysis,Research Methodology,Legal Problems,Ethics,Teacher Attitudes,Student Attitudes

The present review attempted to address the direction of plagiarism literature in Turkish context. 15 studies conducted in Turkey on plagiarism were analyzed through content analysis. The context, purposes, methodological issues and results of researching plagiarism were categorized. The findings of this review indicated that although plagiarism's raising legal and ethical concerns is acknowledged by Turkish researchers, there are limited numbers of studies exploring the plagiarism perceptions, views, situations and reasons of Turkish graduate students and professors.
Prospects for Bilingual Education Curriculum in Turkey: A Mainstream Issue
Author: Ozfidan, Burhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingual Education,Mixed Methods Research,Surveys,Semi Structured Interviews,Questionnaires,Curriculum,Higher Education,Program Content,Social Attitudes

The goal of bilingual education is fostering academic achievement, assisting immigrant acculturation to a new community, enabling native speakers to learn a second language, conserving linguistic and cultural heritage of minority groups, and advancing national language resources. This study investigated how certain parameters such as the views and attitudes towards bilingual education and curriculum development may affect the development of a bilingual education curriculum in Turkey. This study is significant because it could pave the way for developing a bilingual education program in Turkey. This study used an explanatory sequential mixed method, conducted in two phases: a quantitative phase followed by a qualitative phase. For quantitative data collection, 140 participants responded the survey instrument. For qualitative data collection, 4 participants were interviewed. The results indicated that a bilingual education curriculum is necessary for the education system in Turkey because the population of minority peoples is quite large. Results also reflected that a bilingual education program in Turkey should focus on speaking, listening, writing, reading, and on the development of vocabulary. Universities should open language teacher training departments for teachers who are going to teach in two languages. Examining and implementing elements of bilingual education models from other countries could prove helpful in establishing an efficient bilingual education program in Turkey.
A Multilevel Comprehensive Assessment of International Accreditation for Business Programmes-Based on AMBA Accreditation of GDUFS
Author: Jiang, Yong
Date: 2017-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Business Administration Education,Information Systems,Evaluation Methods,Course Evaluation,Mathematical Models,Educational Indicators,Weighted Scores,Cluster Grouping,Foreign Countries,Delphi Technique

Traditional mathematical methods built around exactitude have limitations when applied to the processing of educational information, due to their uncertainty and imperfection. Alternative mathematical methods, such as grey system theory, have been widely applied in processing incomplete information systems and have proven effective in a number of fields. In this study, an assessment indicator system is developed, based on the MBA programme of Guangdong University of Foreign Studies (GDUFS), through statistics building on the initial indicators of the Association of MBA's assessment system for MBA programmes. The proposed system assesses the accredited indicators of the GDUFS' MBA programme using grey comprehensive evaluation methodology. The results accord with the actual situation, supporting the accuracy of the assessment model, research theory and methodology. In addition, this paper analyses and sorts degrees of satisfaction for programme indicators, with the adoption of the grey correlation analysis method, to provide a basis for decision-making.
Extensive Graded Reading with Engineering Students: Effects and Outcomes
Author: Hagley, Eric
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Engineering Education,Reading Instruction,Reading Habits,Student Evaluation,Reading Attitudes,Reading Tests,Student Surveys,Pretests Posttests,Reading Motivation,Second Language Learning,English (Second Language),Statistical Analysis,Reading Programs,Program Evaluation,Pilot Projects,Majors (Students),Evaluation Methods,Computer Assisted Testing,Language Tests

Extensive graded reading (EGR) was carried out with a cohort of 600 engineering students in a university in northern Japan. Pre-and post-surveys were conducted to discover changes in the general reading habits of students, their attitudes toward the assessment method and how goals changed over the course of study. The first survey was carried out in week 2 of the 15-week course and the second in week 13. An analysis of changes showed that EGR was generally well accepted, that students' perceptions of studying English seemed to improve, that students spent a little less time on recreational reading to compensate for the increases required in the EGR course and that most read considerably more running words than their initial goals. In addition, the results suggest that the short MoodleReader quiz format used for assessment was also generally well received by students. Implications for teachers using EGR are discussed.
Learning from Expository Text in L2 Reading: Memory for Causal Relations and L2 Reading Proficiency
Author: Hosoda, Masaya
Date: 2017-10-00
Type: Journal Articles
Subjects: Reading,English (Second Language),Memory,Reading Skills,Second Language Learning,Foreign Countries,Influences,Statistical Analysis,Qualitative Research,Problem Solving,College Students,Inferences

This study explored the relation between second-language (L2) readers' memory for causal relations and their learning outcomes from expository text. Japanese students of English as a foreign language (EFL) with high and low L2 reading proficiency read an expository text. They completed a causal question and a problem-solving test as measures of memory for causal relations and learning from the text, respectively. It was found that memory for causal relations contributed to text learning in high-proficiency readers, but not in low-proficiency readers. The quantitative and qualitative analysis of causal question answers revealed that low-proficiency readers recalled fewer causal relations and made more incorrect inferences than high-proficiency ones. Additionally, low proficiency readers tended to perform the problem solving using inappropriate causal sequences and irrelevant information. These findings suggest that low-proficiency readers struggled with processes at both text base and situation-model levels; consequently, they failed to learn causal relations in the text as knowledge.
Effects of Different Text Difficulty Levels on EFL Learners&apos; Foreign Language Reading Anxiety and Reading Comprehension
Author: Bahmani, Roghayeh
Date: 2017-10-00
Type: Journal Articles
Subjects: Difficulty Level,Reading Materials,English (Second Language),Second Language Instruction,Anxiety,Reading Comprehension,Reading Tests,Quasiexperimental Design,Foreign Countries,Questionnaires,Pretests Posttests,Statistical Analysis,Intervention,Communication (Thought Transfer),Likert Scales,Second Language Learning,Measures (Individuals)

This study aimed to examine the effects of different text difficulty levels on foreign language reading anxiety (FLRA) and reading comprehension of English as a Foreign Language (EFL) learners. To this end, 50 elementary EFL learners were selected from two intact classes (n = 25 each). Each class was assigned to a text difficulty level (i.e., &quot;i + 1&quot; and &quot;i - 1&quot;) in which the participants experienced extensive reading at different levels of difficulty for two semesters. A reading comprehension test and the Foreign Language Reading Anxiety Scale (FLRAS) were administered before and after the treatment. The results revealed that both text difficulty levels significantly improved the participants' reading comprehension. The findings also showed that, at the end of the study, the &quot;i + 1&quot; group's FLRA increased, while that of the &quot;i - 1&quot; group decreased.