ethanporcaro/eric-fulltext-meta huggingface dataset:
University Students&apos; Cognitive Bias in the Context of Their Analytical Thinking Skills: A Reliability and Validity Study
Author: Baysal, Emine Akkas
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Thinking Skills,Test Reliability,Test Validity,Factor Analysis,Foreign Countries

This study aimed to develop a reliable and valid scale to reveal the cognitive biases of university students in context of analytical thinking skills. During scale development process, firstly, a 5-point Likert type scale pre-trial form consisting of 60 items was created. The pre-trial form was applied to 450 students in Afyon Kocatepe University. Both exploratory (EFA) and confirmatory factor analysis (CFA) were used. According to analyzes, the scale consists of 5 sub-dimensions and 25 items. In the exploratory factor analysis, it was seen that the items had a factor load of 0.55 to 0.81. It was determined as 51.818% of the variance value determined for the whole scale. CFA result X[superscript 2]=614; RMSEA=0.0540; SRMR=0.0540; CFI=0.885 and TLI=0.870 has reached acceptable compliance values with. Cronbach's alpha was calculated as 0.76. Approximately 30 days after developing the scale, test-retest reliability analysis was performed with 40 participants (r=0.869;p&lt;0.05). The findings show that a valid and reliable measurement tool has emerged. The scale was named as &quot;The Scale of Cognitive Bias in the Context of Analytical Thinking Skills&quot;.
The Hiring Preferences and Organizational Characteristics of Charter Schools: A Multiple Case Study Approach
Author: Hightower, Andromeda
Date: 2022-00-00
Type: Journal Articles
Subjects: Charter Schools,Personnel Selection,Organizational Culture,Teacher Persistence,Faculty Mobility,Teacher Recruitment,Employment Qualifications,Teacher Qualifications,Teacher Effectiveness,Data Use,Achievement Gap,Feedback (Response),Institutional Mission

Charter schools experience higher than average teacher turnover when compared with traditional public schools, with organizational characteristics cited as one contributing factor. This paper seeks to better understand organization characteristics by examining charter school recruitment. Through a multiple case study context, hiring materials produced by large, multi-school charter school networks across the U.S. were examined using content analysis and domain-taxonomic-componential analysis. Findings revealed that teaching content effectively and determining results from data were the most common elements between cases, while &quot;eliminate the gap&quot; missions and giving/receiving feedback were the most different. Future implications for hiring and retention are discussed.
The Case for Empathy as a Standard for Principal Certification
Author: Coppess, Brian
Date: 2022-00-00
Type: Journal Articles
Subjects: Empathy,Principals,Certification,Standards,Leadership,Cognitive Processes

Although empathy is cited as a favorable leadership disposition in research, school principals are typically unsure about the role of empathy while performing their duties. Through a review of literature, this paper discerns specific strategies that should diminish principals' confusion about empathy and lead to more empathic, inclusive school leaders and schools.
Using Cooperative Learning and the Flipped Classroom Model with Prospective Teachers to Increase Digital Literacy Self-Efficacy, Technopedagogical Education, and 21st-Century Skills Competence
Author: Aslan, Serkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Flipped Classroom,Preservice Teachers,Digital Literacy,Self Efficacy,21st Century Skills,Science Teachers,Technology Integration

The aim of this study was to investigate the effect of cooperative learning on the digital literacy self-efficacy, technopedagogical education competence, and 21st-century skills competence perceptions of prospective teachers based on the flipped classroom model. The research used an experimental pattern with pretest-posttest and a control group, which is one of the semi-experimental models. The participants were 68 prospective science teachers studying at the 2nd and 3rd grades at a public university in the 2019-2020 academic year. Three scales were used to develop the data collection tool for the study: a Digital Literacy Self-Efficacy Scale; a Technopedagogical Education Competence Scale, and a 21st-Century Skills Competence Perception Scale. The results showed that a cooperative learning model and a flipped classroom model were both significantly effective in developing the pre-service teachers' skills. However, this study showed that cooperative learning used in conjunction with the flipped classroom model was more effective than the cooperative learning model used alone. It is recommended that technology-based student-centered models be used in teacher training programs.
Generating Absorption in English as a Foreign Language Assessment through Directed Motivational Current Project Work
Author: Koné, Kadidja
Date: 2022-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Learner Engagement,Teaching Methods,Student Projects,Active Learning,Student Attitudes,Authentic Learning,Test Anxiety,Learning Motivation,Diaries,Journalism Education,Communications,Undergraduate Students,Foreign Countries,Evaluation Criteria

Intensive project work framed within a directed motivational current theory can transform an assessment into an engaging learning opportunity. Accordingly, a project built around the &quot;The BIG Issue&quot; framework variant was implemented in an English as a foreign language classroom to explore the purposeful generation of group-directed motivational current experiences. The study additionally examined the parameters that facilitated total absorption in the project. To reach these aims, learner diaries were used to collect qualitative data from five students working in small groups. A thematic analysis of the data revealed that the participants experienced purposefully generated group-directed motivational currents. They also indicated that certain features related to well-designed projects, such as authenticity and congruence, engendered an exceptional productivity that helped informants sustain their heightened, motivational drive until they achieved their project work goals. As a result, learners' test taking anxiety was maintained at an optimal level, which in turn fostered complete engagement in project work. The findings of the study not only provide empirical validity for the purposeful facilitation of group-directed motivational current experiences, but also suggest that language teachers can use these experiences as an alternative in second language assessment to increase learners' engagement and productivity.
Relationships among Traditional Gender Roles, Acceptance of External Influence and Self-Alienation: The Mediator Role of Internalized Sexism
Author: Bozkur, Binaz
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sex Role,Socialization,Females,Gender Bias,Undergraduate Students,Alienation,Student Attitudes

This study dealt with the relationships among the frequency of messages about traditional gender roles that women receive throughout their growing up processes, their acceptance of external influence and their self-alienation. In addition, it was examined whether the relationship between traditional gender roles and acceptance of external influence, and the relationship between traditional gender roles and self-alienation, are established through internalized sexism. The participants of the study were 443 women studying at the undergraduate level at various universities of Turkey. For the study, the Traditional Gender Roles Subscale of the Socialization of Gender Norms Scale, the Internalized Sexism Scale and the Authenticity Scale's dimensions of Acceptance of External Influence and Self-Alienation were used. The results revealed the full mediating role of internalized sexism in the relationship between the frequency of traditional gender role messages and acceptance of external influence and self-alienation. The results were discussed and interpreted within the framework of the relevant literature, and suggestions were presented for future studies.
ICT beyond the Language Classroom in Technologically Advanced and Advancing Countries: The Case of Japan and Iran
Author: Fathali, Somayeh
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Cultural Differences,Computer Use,English (Second Language),Student Attitudes,Second Language Learning,Computer Mediated Communication,Undergraduate Students

It is believed that there is a significant difference between the use of technology in technologically advanced and advancing countries, and the users in the former act far better with technology than the users in the latter. However, there is not enough report on how this usage differs in terms of the independent use of technology in a foreign language or for learning that language. Therefore, the present cross-cultural case study was conducted to compare and contrast the patterns of using technology in two Asian universities, one in Japan (a technologically advanced country) and another in Iran (a technologically advancing country). The participants were 248 Japanese and 235 Iranian students. The data were collected through an online questionnaire that gained information about students' use of technology in everyday life in their L1 (Japanese &amp; Persian) and in L2 (English), students' use of discipline-specific technology in English, and their attitudes toward the use of technology for language learning. The findings revealed that there is not a very significant difference between the patterns of using technology in Japan and Iran in both L1 and L2. The major difference was that the Japanese tended to use more information technologies in L1, while the Iranians leaned toward communication technologies. It was also found that Iranian students used technology in L2 more than the Japanese, especially in terms of communication technologies.
Self-Regulated Learning Strategies Used by Students to Prepare Mathematics Exams
Author: Biber, Belma Türker
Date: 2022-00-00
Type: Journal Articles
Subjects: Independent Study,Learning Strategies,Test Preparation,Mathematics Tests,Middle School Students,Grade 7,Mathematics Achievement,Grade Point Average,High Achievement,Low Achievement,Self Evaluation (Individuals),Help Seeking,Notetaking

This study aims to determine self-regulated learning strategies used by students to prepare for mathematics lesson exams. The data were collected from high- and low-achievement students considering their general grade point averages and grade point averages in mathematics courses. The students were enrolled in the 7th grade of two different middle schools during the time of data collection. Case study method, which is a qualitative research approach, was used in this study. Data were collected with an interview form containing questions on potential sample events and situations that students may encounter while preparing for mathematics lesson exams. Descriptive analysis method was utilized for data analysis. Considering students' mathematics achievement and academic averages, it was concluded that the high-achievement students used all the strategies more or less, but the low-achievement students used only some of these strategies. According to the findings, these self-regulated learning strategies that used by low-achievers determined as self-assessment, seeking information and help, environmental regulation, and reviewing notes before maths exams.
Developing a Reading Comprehension Support Program for Primary School Students with Specific Learning Disabilities
Author: Yilmaz, Engin
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Programs,Program Development,Elementary School Students,Students with Disabilities,Learning Disabilities,Dyslexia,Foreign Countries,Special Education

Specific learning disabilities (SLD) is a general term referring to a heterogeneous group of disorders displayed by individuals with special needs. SLD refers to disorders in reading, writing and mathematics. A large proportion of students with SLD need support in reading as well as in reading comprehension skills, an important component and ultimate goal of reading. In this direction, this study aimed to develop the content of a reading comprehension program for second, third and fourth grade students with SLD. Designed as phenomenology which is a qualitative research approach, this study used semi-structured interview, observation, assessment tool administration, literature review and document analysis. Teachers reported that students with SLD have difficulties in reading, writing, reading fluency and reading comprehension; they lack self-confidence and need to be educated in special learning environments; they need support in Turkish and mathematics classes and a reading comprehension program is necessary for them. It was identified that expository and narrative texts and poems were used in primary school programs and some reading comprehension skills were acquired. There were two acquisitions related to reading comprehension in the SLD support program without any specifications as to how these should be taught and what content should be used. This study was limited to interviews conducted with five teachers and observations with 14 students with SLD and eight students with typical development. Although the studies on students with SLD have increased in Turkey in recent years, support programs that can be used at different education levels to improve reading, reading comprehension, writing and math skills for students with SLD are still limited. The program developed within the scope of this research was developed as printed material. Further studies can be planned to use the program in technological platforms by using tablets, computers, etc.
Interlanguage Pragmatic Development: Comparative Impacts of Cognitive and Interpersonal Tasks
Author: Bagherkazemi, Marzieh
Date: 2022-07-00
Type: Journal Articles
Subjects: Interlanguage,Pragmatics,Speech Acts,Comparative Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Instructional Effectiveness,Interpersonal Relationship,Prediction,Language Tests,Cognitive Processes,Males,Student Placement,Foreign Countries

Research into instructed pragmatics mainly comparing implicit and explicit instruction has gained salience in language teaching research in the last two decades. The present study was designed to investigate the effect of cognitive and interpersonal task-based instruction on EFL Learners' production of two speech acts of apology and request. To this end, 125 intermediate EFL learners were conveniently sampled, and randomly assigned to four experimental groups (EG) and one control group (CG). The four experimental groups received task-based instruction on the two speech acts of apology and request (three 30-minute sessions on each), though instruction varied in terms of general tasks types (cognitive or interpersonal) and their specific variants (cognitive: predicting (EG1; N=25) and inducing (EG2; N=25); interpersonal: co-operating (EG3; N=25) and role-play (EG4; N=25)). The control group (N=25) did not receive any speech act-specific treatment. The participants' speech act production was measured through a 16-item written discourse completion test (WDCT) as both the pretest and the posttest. The findings showed the significant effect of both cognitive and interpersonal tasks, but also the greater effectiveness of the latter for speech act production. The study has implications for pragmatic task design and classroom practice. More specifically, it shows the potential of task-based instruction and interaction for EFL learners' pragmatic development.
Let the Games Begin! Harnessing the Power of Gaming in Language Education
Author: Liontas, John I.
Date: 2022-07-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Computer Software,Computer Games,Teaching Methods,Simulation,Class Activities,Educational Benefits

This article both describes and explains the nature of system simulations--the generation of (non-)numeric models representing characteristics, behaviors, or functions of physical or abstract systems/processes under study. For ease of presentation, I first present some of the most pressing theoretical-practical considerations concerning implications for the gamification of education in general and foreign/second language education in particular. Structural, cognitive, and content affordances of gamified learning are reviewed next, and the relevant knowledge, skills, and dispositions related to the purposeful design and development of digital gaming and game-like activities for classroom or personal use are noted as needed, including the learning behaviors deemed critical in second language acquisition. Thereafter, I discuss how such behaviors are discerned and actualized in the entertainment/education software collectively named system simulations, the pedagogical benefits attained through their judicious use, and the key features of some notable reacting games, (real-time and turn-based) strategy games, simulation &quot;sandbox-style&quot; games, and, finally, single-player simulation computer/video games. I conclude the article with a brief summary of propositions deemed best to harness the power of gaming in foreign and second language education. Evolution, curiosity, and discovery are but three closing constructs I ask readers to heed in the months and in the years ahead.
Teaching Locally, Acting Globally: The Effect of Pre-Service Teachers&apos; Cultural Intelligence Levels on Their Perceptions of Global Citizens
Author: Kaya, Mehmet Melik
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Cultural Awareness,Intelligence,Global Approach,Citizenship,Student Teacher Attitudes

The purpose of this study was to examine the relationship between cultural intelligence and global citizenship. The study group of the research consisted of 336 pre-service teachers, including pedagogical formation students, selected by a random sampling method from a state university in eastern Turkey, where the immigrant population is dense. Both the &quot;Cultural Intelligence Scale&quot; and &quot;Global Citizenship Scale&quot; were used as data collection tools. In order to statistically determine the levels of cultural intelligence and global citizenship by demographic variables, independent samples t-test and one-way ANOVA were employed by the researcher. Likewise, while the Pearson product-moment correlation analysis was implemented to examine the relationships among the variables, multiple regression analysis was used to determine the predictive coefficients between the variables. Based on the research findings, cultural intelligence was positively correlated with global citizenship. The behavioral dimension of cultural intelligence was the best predictor of global competence. Cultural intelligence levels of pre-service teachers seem to have a significant impact on shaping their process of becoming global citizens. If a person could be able to change his or her body language, spoken language, expressions, and behaviors when encountering any person or people from different ethnic groups and identities, this would mean that s/he is using the behavioral component of cultural intelligence. In this respect, cultural intelligence facilitates being a global citizen and increases adaptation. Therefore, the dimension of cultural intelligence evidently appears to be an essential factor for global citizenship.
Iranian EFL Teachers&apos; Practices for Learners with Physical Disabilities in Inclusive English Language Classrooms
Author: Ahmadi, Masoume
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Language Teachers,Inclusion,Students with Disabilities,Physical Disabilities,Student Needs,Teaching Methods,Accessibility (for Disabled),Teacher Characteristics,Teacher Role,Peer Influence,Parent Role,Teacher Collaboration,Educational Resources,Classroom Environment

Inclusion as a vast-growing practice commits teachers, the central pillar of the inclusive education, to maximize learning outcomes for all learners. In spite of voluminous research on inclusion and the critical role of teachers in its successful implementation, there remains a paucity of research on EFL teachers' practices for students with disabilities in inclusive classes. This qualitative study aimed to detect EFL teachers' practices in inclusive English language classes and describe how inclusion may influence teacher practices. To this end, five English language classes were observed for sixteen 90-minute sessions (7200 minutes), and30 EFL teachers (15 male and 15 female) with the experience of teaching at least one learner with physical disability over the past six months were also interviewed. This multiple-case study revealed that EFL teachers' practices are partially, but not completely, tailored to the needs of learners with disabilities in inclusive EFL classes. A conceptual framework was also developed based on 483 extracted entries, according to which teachers' inclusive practices in EFL classes were classified into support-oriented (and non-support-oriented categories. Findings also offered valuable insights into the current status of inclusive English language teaching in Iran. The pedagogical implications of the study are discussed in the paper.
The Mediating Role of Resilience in the Relationship between Fear of COVID-19 and Mental Health Continuum during the COVID-19 Pandemic Process
Author: Kara, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Resilience (Psychology),COVID-19,Pandemics,Fear,Mental Health,Predictor Variables,Adults,Correlation,Anxiety,Depression (Psychology),Mental Disorders

The general purpose of this study is to determine the mediating role of resilience in the effect of fear of COVID-19 on the mental health continuum. 443 volunteer individuals who experienced the COVID-19 pandemic process in Turkey participated in this study. In data collection, The Fear of COVID-19 Scale, The Brief Resilience Scale and Mental Health Continuum Short Form were used. Data were analyzed with the two-stage Structural Equation Modeling (SEM) technique. The full mediating role of resilience has been proven in the impact of fear of COVID-19 on the mental health continuum. [This study was presented as an oral presentation at the 4th International Conference on COVID-19 Studies.]