ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of Private-Institute and Public-School English Teachers&apos; Motivation towards Teaching English in Iran
Author: Alipour, Shahram
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Motivation,Foreign Countries,Language Teachers,Private Schools,Public School Teachers

Teacher's motivation plays a key role in their career success. Recognising the factors which impede an ideal performance in teaching helps curriculum developers and instructional managers to resolve the issue as much as possible. This is not valueless to investigate and deploy possible solutions from which are being experienced in different types of instructional institutes. Therefore, to find the possible differences between the institution teachers and public-school teachers, the present study was initiated. It was also aimed to compare the motivation sources in their teaching context. So, English teachers' motivation was measured regarding their intrinsic and extrinsic motivation. The results suggest that there is a significant difference between two types of teachers. In fact, teachers in private institutions have more motivation than public-school teachers. The findings of present study indicate that education system, school managers and supervisors need to motivate teachers towards teaching English.
Monitoring of Teachers&apos; Views on Both CLIL and the Development of Pluriliteracies: A Longitudinal Qualitative Study
Author: San Isidro, Xabier
Date: 2019-00-00
Type: Journal Articles
Subjects: Course Content,Teaching Methods,Second Language Learning,Second Language Instruction,Language of Instruction,Educational Policy,Language Usage,Language Teachers,Teacher Collaboration,Code Switching (Language),Integrated Curriculum,Teacher Attitudes,Multilingualism,Multiple Literacies,Faculty Development,Foreign Countries,Longitudinal Studies,Spanish,Romance Languages,Social Sciences,English (Second Language)

In Content and Language Integrated Learning (CLIL), the design of a language policy at school level is not only bound up with the number of languages used for learning and the number of hours devoted to teaching those languages, but also with the fact that language becomes specialised in relation to the subject, which impacts on the methodology used. These are the reasons for both language teachers and subject teachers to work together in design and implementation; and for the teachers' use of a translanguaging-based approach to language learning (San Isidro, 2018). Previous research has dealt with teachers' opinions (Calvo &amp; San Isidro, 2012; Coonan, 2007; Infante et al., 2009; Pladevall-Ballester, 2015) on the difficulties of curriculum integration and its effects on both the different languages of instruction and the learning of content; or on the difficulties of language and content integration. However, methodology-oriented research on teachers' views and work in specific contexts is direly needed so as to gain a deep insight into the methodological commonalities that make CLIL what it is. Our qualitative study is focused on a two-year monitoring of teachers' (N=6) views on CLIL implementation in a rural multilingual setting in Galicia. The teachers were monitored by means of interviews held between 2012 and 2014. After being trained, they took part in a CLIL project based on curriculum integration with two different groups of students. The findings reported showed that 1) teachers' initial views on CLIL implementation turned more positive over the two years; 2) teachers believed that CLIL provides a very good framework for the development of pluriliteracies; 3) their views regarding content learning in CLIL turned more neutral in the course of the two years; and 4) teachers stressed the need for methodology-oriented training.
Effect of Learning Styles on Prospective Teachers&apos; Self-Regulated Learning Skills
Author: Dincol-Ozgur, Sinem
Date: 2018-00-00
Type: Journal Articles
Subjects: Cognitive Style,Learning Strategies,Chemistry,Science Teachers,Science Instruction,Preservice Teachers,Student Attitudes,Measures (Individuals),Metacognition,Foreign Countries

The aim of this study was to determine the learning styles of prospective chemistry and science teachers, and to examine the effects of different learning styles on their self-regulated learning skills. The survey method which is one of the quantitative research methods was used in this study. A total of 251 prospective chemistry and science teachers from the Departments of Chemistry and Science Education of three different public universities participated in the study. The Self-Regulated Learning Skills Scale was used to determine the self-regulated learning skills of the prospective teachers, and the 'Maggie McVay Lynch Learning Style Inventory' was used to determine the prospective teachers' learning styles. The results showed that 61.8% of prospective chemistry and science teachers had a visual learning style, followed by a moving or kinaesthetic learning style (19.9%) and an auditory learning style (18.3%). Furthermore, a statistically significant difference was determined in the prospective chemistry and science teachers' lack of self-directedness scores.
Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency?
Author: Hidayat, Riyan
Date: 2018-00-00
Type: Journal Articles
Subjects: Mastery Learning,Goal Orientation,Metacognition,Mathematical Models,Correlation,Mathematics Skills,Mathematics Instruction,Structural Equation Models,Learning Strategies,Mathematics Tests,Foreign Countries,College Students

Prior studies suggested close correlations among metacognition, mastery goal, and mathematical modelling competency. The present study examines the relationship between metacognition and mastery goal that may influence mathematical modelling competency. The current study employs 538 students of a mathematics education program; among these students, 483 (89.8%) are males and 55 (10.2%) are females, aged from 18 to 22 years old. The study follows a correlational research design to investigate and measure the degree of relationship among mathematical modelling competencies, mastery goal, and metacognition. Findings indicate that mastery goal positively affects mathematical modelling competency. SEM analysis indicates significant and positive influence of task- and self-approach goals on mathematical modelling competency, whereas task-avoidance goals are significantly and negatively related to mathematical modelling competency. By contrast, self-avoidance goals did not affect mathematical modelling competency. Task-approach goal is a positive partial mediator, task-avoidance goal is a negative partial mediator, self-approach goal is a positive full mediator, and self-avoidance goal is not a mediator between metacognition and mathematical modelling competency. In conclusion, metacognition positively affects the mathematical modelling competency of students, which is influenced by task-approach, task-avoidance, and self-approach goal but not self-avoidance goal.
Discovering Learning Style with Active Music Education Practices
Author: Aycan, Kivanc
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,Music Education,Teaching Methods,College Students,Visual Learning,Aural Learning,Kinesthetic Perception,Tactual Perception,Learning Modalities

This study was carried out to investigate the relation between active music education methods and learning style (LS) preferences of Erciyes University, Faculty of Fine Arts, music department students. The aim of the research is to discover primarily the LSs of participants. A test used with the participants that consisting of three categories and 20 questions, and identified with visual, auditory, kinesthetic, tactile LSs that they used online, were applied. A structured interview form has been implemented to understand the test data in depth. The results imply participants indicated that if active music education methods are applied, they will be more dominant and will teach more easily. Students who indicated that they were a system that affected LSs expressed a system of disciplined, prescriptive and active music education methods or individual examples in their immediate surroundings. Students who indicated that they did not have an affected system indicated the negative effects of their environment.
The Mediator Role of Spousal Self-Disclosure in the Relationship between Marital Satisfaction and Spousal Support
Author: Çag, Pinar
Date: 2018-00-00
Type: Journal Articles
Subjects: Spouses,Self Disclosure (Individuals),Correlation,Marital Satisfaction,Role,Interpersonal Relationship,Path Analysis,Intimacy,Foreign Countries

This study addresses the mediator role of spousal self-disclosure in the relationship between the spousal support and satisfaction with the marriage. For this purpose, data was collected from 549 married volunteers who lived in Ankara, had a wage-earning job, and who were at least high-school graduates. The married participants of the study were applied the data collection instruments of &quot;Marital Life Scale&quot;, &quot;Spousal Support Scale&quot; and &quot;Self-Disclosure to Spouse Scale&quot;. A relational screening model was used to study the relationship among the variables of spousal support, satisfaction with the marriage, and spousal self-disclosure. The mediator role of spousal self-disclosure in the relationship between spousal support and satisfaction with the marriage was tested by a structural equality model. The software LISREL 8.8 was used to test the model of the study. The relations among the variables were analyzed by path coefficients. Based on an examination of the path coefficients, the hypothesis that the mediator role of spousal self-disclosure in the relationship between the latent variable of spousal support and marital satisfaction is statistically significant was accepted. In sum, the mediation effect of the variables of spousal self-disclosure and the spousal support explain marital satisfaction. The findings of the study revealed that the variable of spousal self-disclosure has a full mediator role in the relationship between marital satisfaction and spousal support. As a result of these findings, it is fair to say that married couples who disclose themselves more deeply and sincerely to each other have a stronger and more effective perception of intimacy and support, thus married couples are able to display more flexible and appropriate behaviors to their spouse, improving the quality of their support with the advantages of self-disclosure. One can say that a healthy self-disclosure between the couples makes the social support that the spouses perceive from each other clear, fluent and fit for the needs, and increase their marital satisfaction. In this study, marital satisfaction was analyzed under a structural model with the variables of spousal support and spousal self-disclosure. Marital satisfaction may be examined with different variables that may be supported with theoretical grounds to plan new research.
The Relationship between Distributed Leadership and Family Involvement from Parents&apos; Perspective
Author: Erol, Yusuf Celal
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Parent Participation,Parent Attitudes,Secondary School Students,Positive Attitudes,Predictor Variables,Foreign Countries,Family School Relationship,Decision Making,School Administration

In this study, the relationship between distributed leadership and family involvement in schools from parents' perspective was examined. The study was carried out with 1,488 secondary school parents in the Elazig province, Turkey. The Parent Distributed Leadership Perception Scale and Parent Family Involvement Questionnaire were employed. According to the results obtained from the research, parents' level of involvement in the school, and their level of dealing with their children's education, increase simultaneously with their positive perceptions on distributed leadership in schools. Furthermore, it can be observed that the distributed leadership perception in schools was a significant predictor of family involvement. Future recommendations were developed for practitioners and researchers based on the results obtained from the research.
Pragmatic Markers Produced by Multilingual Speakers: Evidence from a CLIL Context
Author: Martinez, Ana Herraiz
Date: 2019-00-00
Type: Journal Articles
Subjects: Multilingualism,Pragmatics,Second Language Learning,Second Language Instruction,Oral Language,Decision Making,Spanish,Romance Languages,English (Second Language),Language of Instruction,Language Proficiency,Language Usage,Student Attitudes,Interpersonal Communication,Foreign Countries,Secondary School Students,Discourse Analysis,Native Language,Persuasive Discourse,Contrastive Linguistics,Course Content,Interdisciplinary Approach

The purpose of this study is to investigate the production of pragmatic markers (PMs) by multilingual students in a CLIL context. Previous studies have analyzed pragmatic competence in multilingual settings (e.g., Cenoz, 2003; Martín-Laguna &amp; Alcón-Soler, 2015; Portolés, 2015; Safont &amp; Portolés, 2016). However, to the best of our knowledge, no previous study has investigated the use of PMs across languages at the oral level in the multilingual classroom. As suggested by Nashaat-Sobhy (2017, p. 69), there is a need for studies that support or refute whether CLIL helps students communicate more appropriately. In an attempt to fill this gap, the overall aim of this research study is to explore how multilingual students use PMs across languages--namely Spanish, Catalan and English--in terms of frequency and type of PM. Participants were 19 Spanish students in an instructional context where three languages are in contact, namely English, Catalan and Spanish. They completed a language background questionnaire and comparable oral decision-making tasks carried out in pairs, one task in each of the target languages. The analysis explored the frequency and type of PMs (i.e. textual and interpersonal markers). Findings revealed significant differences in the frequency and type of both interpersonal and textual PMs across the three languages, shedding some light on the particular characteristics of the pragmatic competence of multilingual learners in a CLIL setting.
Escaping Mediocre-Quality, Low-Productivity, Low-Performance Traps at Universities in Developing Countries: A Human Capital-Based Structural Equation Model with System-Dynamics Simulations
Author: Kara, Ahmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Developing Nations,Universities,Human Capital,Structural Equation Models,Systems Approach,Educational Quality,Performance,Productivity,Research,Foreign Countries

This paper develops a human capital-based structural equation model to analyze the mediocre-quality, low-productivity, and low-performance levels characterizing large subsets of universities in developing countries. Using a structural equation model, we have first specified one particular way in which overall university performance might be related to human capital, social capital, and physical capital, which are in turn related to various indicators, including teaching-quality and research-productivity levels. The structural equation-based picture of these levels is then dynamically extended to obtain their trajectories over time. We have collected data to estimate the parameters of the human capital-based structural equation model, which then serves as a basis for the system dynamics simulations of teaching quality, research productivity, and overall performance over time. We have developed an optimally-formulated subsidy/reinvestment policy that helps create a self-reproducing process of quality/productivity/performance improvements within the university system. The policy is shown to facilitate these improvements, helping universities escape the mediocre-quality, low-productivity, low-performance traps that plague many universities in developing countries.
Meta-Analysis of School Leadership Effects on Student Achievement in USA and Turkey
Author: Uysal, Sengul
Date: 2018-00-00
Type: Journal Articles
Subjects: Meta Analysis,School Administration,Instructional Leadership,Cross Cultural Studies,Academic Achievement,Effect Size,Faculty Development,Administrator Effectiveness,Best Practices,Leadership Styles,Foreign Countries,Elementary Secondary Education

This research study aims to investigate the effects of school leadership on student achievement in USA and Turkey. The method of meta-analysis is used to calculate the effect size of school leadership on student achievement. Thirty-nine research studies were included in this study. However, several publications included in the research have examined more than one leadership approach. Due to this reason, the dataset used in 39 publications was determined as 68 in total. The results of the analyses performed with a random-effects model revealed that school leadership has a small but positive effect on student achievement in general. However, in Turkey, the effect size is at a modest level, while it is small in the USA. Considering the findings of the study, it can be proposed that professional development opportunities should be supported for the best practice of instructional leadership behaviours.
Investigating the Effect of Noticing on EFL Students&apos; Speaking Accuracy
Author: Navidinia, Hossein
Date: 2019-01-00
Type: Journal Articles
Subjects: Speech Communication,Experimental Groups,Control Groups,Accuracy,Error Analysis (Language),English (Second Language),Second Language Learning,Second Language Instruction,Conversational Language Courses,Pretests Posttests,Communicative Competence (Languages),Foreign Countries,Semantics,Grammar,Phonology,Learning Strategies

The present study aims at investigating the effect of noticing on English as a Foreign Language (EFL) students' speaking accuracy. For so doing, 32 Iranian EFL students were selected and randomly assigned to two conversation classes namely, control and experimental groups. Before the treatment both groups had a speaking pre-test. During 32 sessions of instruction, both classes were taught EFL conversation based on Communicative Language Teaching (CLT) approach. However, in the experimental group, in order to help learners notice the input more, the students were asked to record their authentic conversations, presentations, and dialogues in the class. Then, they were asked to transcribe their voices and identify their grammatical, phonological and lexico-semantic errors based on Keshavarz's (1999) Model of Error Analysis. Their teacher also checked their voice files and transcriptions in order to help them identify their errors. After the treatment both groups had a speaking post-test. Then, the number of speaking errors the two groups had in the pre-test and post-test were compared using ANCOVA. The results indicated that the EFL learners in the experimental group had a significantly lower number of speaking errors in the post-test compared with that of the control group which confirmed the positive effect of noticing on EFL students' speaking accuracy.
Primary School Students&apos; Mathematics Motivation and Anxieties
Author: Deringol, Yasemin
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Elementary School Students,Learning Motivation,Grade 4,Foreign Countries,Student Attitudes,Gender Differences,Mathematics Instruction

Mathematics is necessary to enable children to gain the knowledge and skills required for daily life, it teaches them how to solve a problem, enables them to gain ways of thinking and prepares them for the future. The prejudice developed towards mathematics affects the students' perceptions related to the mentioned course. The students' low motivation and high anxiety concerning mathematics are among the most important problems encountered. This research was conducted with students in the third and fourth grades in primary schools in Istanbul province to examine their mathematics motivation and anxieties. It was concluded that students' mathematics motivation was at a medium level and their mathematics anxieties were very low and there were no differences according to gender. Mathematics motivations among fourth grade students were higher than that of third grade students. It can be recommended that classroom teachers should prepare the environment in which they can introduce the entertaining world of mathematics to students.
An Evaluation of an Innovative In-Service Teacher Training Model in Turkey
Author: Öztürk, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inservice Teacher Education,Faculty Development,Teacher Attitudes,Teaching Methods,Inclusion,Experiential Learning,Teacher Collaboration,Program Effectiveness,Teacher Competencies,Teacher Characteristics,Disabilities,Elementary Secondary Education

A project, with the support of the UNICEF and the Ministry of National Education in Turkey (MoNE), was carried out to develop and implement an in-service teacher training programme aiming at changing participating teachers' perceptions and practices regarding inclusive education. Within scope of the programme, ten separate modules were developed, each of which focusing on developing teachers' skills in certain aspects of inclusive education. Within the project, an in-service teacher training model was developed to guide the design of the ten modules in terms of the process, content and materials utilized. The model encompasses hands-on and inspiring teaching methods, the teachers' collaboration and flexibility in terms of bringing the teachers' ideas and experiences to the process. For this study, of these modules, &quot;Teaching and Assessment&quot; was chosen to evaluate the effectiveness of the in-service teacher training model in terms of ensuring teacher change. The module aimed at developing the participating teachers' pedagogical skills in order for them to carry out differentiated instruction and formative assessment. Approximately eight thousand teachers were trained through the Teaching and Assessment Module across Turkey from September to November in 2018. Data for the present study was collected through focus group discussions (FGD). In total, four FGDs were held with randomly selected 27 teachers who participated in the Teaching and Assessment Module. Content analysis was performed in order to analyse the data obtained from the FGDs. According to the results of the study, it was found that although a &quot;one-shot&quot; in-service training approach was implemented, significant changes occurred both in the teachers' perceptions, awareness and practices regarding inclusive education. However, it was noted that certain factors such as the organization, in particular the place and time of training sessions could be improved. Furthermore, excessive use of worksheets and lack of subject specific examples were criticised by some FGD participants.