ethanporcaro/eric-fulltext-meta huggingface dataset:
Beliefs of Efficacy and Elementary Teachers&apos; Computational Skills
Author: Hinton, Vanessa
Date: 2014-06-30
Type: Journal Articles
Subjects: Elementary School Teachers,Computation,Mathematics Skills,Preservice Teachers,Self Efficacy,Numbers,Mathematics Instruction,Expectation

Early mathematics content that is taught in elementary school lays the foundation for students' advanced mathematics performance. Thus, researchers show it is important that pre-service elementary teachers build a strong background in numbers and operations, as well as efficacy beliefs in mathematics instruction. This study expands the literature in the investigation of pre-service teachers' efficacy beliefs and mathematical knowledge by making comparisons of pre-service elementary teachers' views of efficacy to their overall ability in computation skills. Results show that elementary pre-service teachers who demonstrated lower scores in efficacy beliefs also had significantly lower computation scores. Implications for teacher preparation are also discussed.
Transition to Online Assessments: A Personal Perspective of Meeting Common Core State Standards in an Elementary School in Georgia
Author: Ogletree, August E.
Date: 2014-06-00
Type: Journal Articles
Subjects: Common Core State Standards,Computer Assisted Testing,Partnerships in Education,Principals,Administrator Attitudes,Transitional Programs,Elementary Schools,College Readiness,Career Readiness

This article provides a brief background on the evolution of the two testing consortia and the perspective of one principal with the transition to online testing in an elementary school.
An Analysis of Children&apos;s Right to Participation at Primary Schools in Turkey: A Case Study
Author: Kiliç, Ahmet
Date: 2018-10-00
Type: Journal Articles
Subjects: Childrens Rights,Civil Rights,Decision Making,Elementary School Students,Access to Education,Foreign Countries,Case Studies,Laws,Teacher Attitudes,Student Participation,Student Attitudes

This research attempted to explore to what level children's right to participation was realized at a primary school which is highly qualified in terms of children's rights in Turkey. The study was designed as a case study. The study group of the research was chosen via critical case sampling. The data were gathered through observations, interviews and document analysis. The data were analyzed by conducting content and descriptive analysis. In the research, children's right to participation related 15 different contexts, of which three were laws, were determined at the primary school which is highly qualified in terms of children's rights. It was revealed that the realization level of children's right to participation changed in different classrooms based on teachers' attitudes and beliefs. The results of the research demonstrated that there was a difference in children's right to participation at the primary school which is highly qualified in terms of children's rights ranging from the level at which children were not involved to the level at which children participated in decision-making processes.
The Reading and Writing Connection: Merging Two Reciprocal Content Areas
Author: Moran, Renee
Date: 2014-06-00
Type: Journal Articles
Subjects: Reading Instruction,Writing Instruction,Literacy Education,Reading Difficulties,Electronic Publishing,Web Sites,Integrated Activities,Visual Aids,Letters (Correspondence),Educational Strategies

The purpose of this article is make connections between two content areas, reading and writing, which have traditionally been separated and consider the relationship between their theoretical underpinnings. Based on their reciprocal nature, the authors posit that students could greatly benefit by reading and writing being taught simultaneously. Relying on this premise, this article provides the reader with three practical strategies that could be applied in the literacy classroom to intertwine reading and writing. These practical strategies include: classroom blogs, graphic depictions, and pen pal responses to literature.
Mathematics History and Cognitive Values on a Didactic Sequence: Teaching Trigonometry
Author: Sampaio Figueiredo, Helenara Regina
Date: 2018-10-00
Type: Journal Articles
Subjects: Mathematics Instruction,Trigonometry,High School Students,Student Attitudes,Foreign Countries,Teaching Methods,Educational History,Educational Philosophy,Correlation,Public Schools,Values

This article summarizes the preparation and the results of a study, which aimed to evaluate the effectiveness of the historical-philosophical approach in teaching trigonometry in association with the detection of cognitive values, as presented by Lacey (1998). On this association lies the theoretical innovation of the work. To conduct the survey, we organized the activities in sequence as proposed by the Didactic Engineering, based on the history of trigonometry. The study was carried out with high school students of a public school in Londrina - PR, Brazil and it had a qualitative nature. We have concluded that the approach based on historical perspective with the observation of cognitive values expressed by the mathematics showed being useful for the learning of the Trigonometry and its incorporation into the student's knowledge.
Voices from the Classroom: Elementary Students&apos; Perceptions of Blogging
Author: McGrail, Ewa
Date: 2014-06-00
Type: Journal Articles
Subjects: Elementary School Students,Student Attitudes,Electronic Publishing,Web Sites,Grade 5,Student Experience,Teaching Methods,Writing Instruction,Reading Writing Relationship,Influence of Technology

Blogging appears to be a promising instructional strategy which may provide solutions to some of the challenges in traditional writing instruction; however, few studies explore elementary students' views on blogging. This qualitative case study gives elementary students voice as it examines their perceptions of blogging and their views of themselves as writers, readers, and learners. The researchers drew from multiple data sources, including student and teacher interviews, student and teacher blog writing, and classroom observations, to ascertain young writers' perspectives. The findings indicate these student bloggers' reader awareness and appreciation of the reader-writer relationship. Student bloggers also benefited from emotional and pedagogical assistance, both of which addressed their needs as writers, readers, and learners. While students enjoyed positive comments from readers, they struggled with critical feedback. Ways to offer encouragement and to prepare young writers for critical comments as they learn to write are provided.
Latinx Bilingual Students&apos; Perseverance on a Mathematical Task: A Rehumanizing Perspective
Author: Morales, Hector, Jr.
Date: 2018-10-00
Type: Journal Articles
Subjects: High School Seniors,Hispanic American Students,Bilingual Students,Academic Persistence,Mathematics Skills,Grade 12,Problem Solving,Code Switching (Language)

We draw on a rehumanizing perspective that covets a student-centered viewpoint around the discipline of mathematics. For Latinx bilinguals, we posit that a translanguaging practice is a vital option by which collective perseverance during problem solving can be sustained and leveraged for meaningful learning. This study explores and examines the collaborative efforts of a group of Latinx twelfth-grade students persevering to make meaning of an exponential relationship. We employed a discursive thematic analysis of this groups' ongoing engagement with a challenging mathematical task, paying specific attention to the ways in which these bilingual students encountered and overcame mathematical obstacles and setbacks. Our findings suggest that Latinx bilingual students can spontaneously and dialogically leverage communicative resources to help persevere with in-themoment obstacles and build mathematical understandings. We argue for the development of more explicit translanguaging support systems in mathematics classrooms to privilege the viewpoint and experiences of the student, and the ways in which they develop mathematical understandings.
Implication of Output Hypothesis on Teaching College English Writing
Author: Wei, Honglan
Date: 2018-00-00
Type: Journal Articles
Subjects: Linguistic Theory,English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,College Faculty,Teaching Methods,Majors (Students),College Seniors,Foreign Countries,Instructional Materials

In recent years, with the development of the research on the Output Hypothesis, many researchers and Chinese English teachers have paid attention to this hypothesis. Since writing is considered to be a way of output on the field of second language acquisition, teachers in college have begun to apply Swain's &quot;Output Hypothesis&quot; to teaching college English writing. It does work but still remains problems. Therefore, this paper will introduce the existing problems of applying the output hypothesis on the writing class in our college, based on the interview by interviewing six seniors majoring in English from different classes in our Foreign Language College. Also, this paper will provide some suggestions on these problems existing in teaching college English writing.
The Impact of the Creativity Levels of the Students Who Study at the School of Physical Education and Sport on Their Critical Thinking Dispositions
Author: Pepe, Osman
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Thinking,Measures (Individuals),Physical Education,Team Sports,Correlation,Creativity,Scores,Foreign Countries,Self Esteem,Teacher Education Programs,Ethics,Physical Education Teachers

The aim of this study is to examine the impact of the creativity levels of the students who study at the School of Physical Education and Sport on their critical thinking dispositions. In accordance with this purpose, the sample is composed of 341 students randomly selected from the Erciyes University School of Physical Education and Sport. In the study, The California Critical Thinking Disposition Inventory which was adapted into Turkish by Kökdemir (2003), the creativity level scale adapted by Çoban (1999) and the &quot;Personal Information Form&quot; prepared by the researcher were used as data collection tools. Statistical analyzes of the data obtained from the Personal Information Form were made with the SPSS 20.0 package program. Personal information about the candidates, total inventory scores and factor scores were given by determining their frequency (f) and percentage (%) values. The Pearson Product-Moment Correlation analysis (r) was applied in order to reveal the relationship between the scores obtained from the scales and the multiple regression analysis (ß) was applied in order to determine whether the obtained scores were predictive of each other. While a positively significant relationship was revealed between creativity and the critical thinking sub-dimensions curiousness, analyticalness, open-mindedness, truth-seeking, and self-confidence; a significant relationship could not be determined between creativity and the systematicity sub-dimension. Also, it has been determined that the critical thinking and creativity level scale scores were at medium level. When the results obtained from our study are examined, it is seen that the level of creativity affected critical thinking methods as well as many other areas. For this reason, it is thought that it is important for the teacher training institutions to also include senior thinking skills in preparing their programs.
The Relationship between Life Satisfaction and Academic Performance: An Example of Sports Science
Author: Caz, Çagdas
Date: 2018-00-00
Type: Journal Articles
Subjects: Life Satisfaction,College Faculty,Correlation,Sports Medicine,Teacher Attitudes,Gender Differences,Foreign Countries,Self Efficacy,Technological Literacy,Second Language Learning,Lecture Method,Scientific Research

Everyday stress, happiness, health status and individual characteristics affect life satisfaction, which, in turn, affect some other factors. Therefore, high life satisfaction in academics affects their academic performance positively. The aim of this study is to examine the relationship between sports science academics' life satisfaction and academic performance. Study sample consisted of 188 male and 151 female sports science academics working in different regions. Data were collected using the &quot;Contentment with Life Assessment Scale&quot; (CLAS) developed by Lavallee, Hatch, Michalos &amp; McKinley (2007), and adapted to Turkish language by Akin and Yilmaz (2015), and the &quot;Perceived Academic Performance Scale&quot; developed by Gür (2017). Data were analyzed using descriptive statistics, t-test, one-way variance analysis (ANOVA), Tukey multiple comparison test and correlation test. Results show that male academics have better academic performance than female academics. Results show no statistically significant relationship between life satisfaction and academic performance.
The Value of Adding a Flipped Learning Component to a Humanities Course in Higher Education: Student Perception and Performance
Author: Hu, Chieh-Fang
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Language Learners,English (Second Language),Homework,Video Technology,Technology Uses in Education,Educational Technology,Student Attitudes,Thinking Skills,Individualized Instruction,Textbooks,Lecture Method,Humanities,College Freshmen,Majors (Students)

Given that most humanities courses in higher education are already interactive and constructive, it is not clear whether a flipped model of learning adds any additional value to student learning. This study assessed the impacts of flipped learning on EFL learners' performance and perceptions of a two-semester linguistics course in a Taiwan university. For the flipped units, EFL students learning linguistics in the partially flipped classroom viewed instructor-made videos prior to the scheduled class and then participated in class activities, which required analysis and evaluation of the concepts acquired from the videos to solve real-world problems. For other units, students experienced learning via live lectures. Student responses from a questionnaire indicated that the flipped model promoted higher-order thinking and made differentiated and self-paced learning possible. Video lectures were favored over textbook chapters, but not over live lectures. The results of correlational analyses between questionnaire items and exam performance indicated that success in flipped learning depends on students' appreciation of the cohesive alignment of prerecorded lectures and in-class activities to support learning and investing time in video lectures. There was no evidence that devoting 28% less class time to transmitting knowledge over the two semesters impaired exam performance in the flipped students when compared to the students taking the same course but with live lectures in the previous year. This article calls for a careful reexamination of how to balance the use of flipped learning and live lectures in humanities disciplines in higher education.
The Use of Test-Taking Strategies and Students&apos; Performances in Answering TOEIC Reading Comprehension Questions
Author: Lee, Jia-Ying
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Wiseness,English (Second Language),Language Tests,Second Language Learning,Test Items,Reading Comprehension,Multiple Choice Tests,Protocol Analysis,College Students,Scores,Metacognition

This article examines the test-taking strategies of high- and low-scoring Chinese-speaking participants when they answer English multiple-choice reading comprehension questions. Thirty-two participants took a TOEIC reading test, provided think-aloud protocols, and joined a post-task interview. The data come primarily from qualitative analysis and were compared with those from quantitative analysis. Strategies of four kinds emerged in the results: word/lexical-based, sentence-based, reading comprehension strategies, and overall technical approaches. The discussion provides insights into the employment of test-taking strategies and the relationship between strategy use and reading performance.
Building the Oral Language of Young Hispanic Children through Interactive Read Alouds and Vocabulary Games at Preschool and at Home
Author: Baker, Doris Luft
Date: 2016-00-00
Type: Journal Articles
Subjects: Oral Language,Hispanic American Students,Reading Aloud to Others,Vocabulary,Educational Games,Preschool Children,Spanish Speaking,Experimental Groups,Control Groups,Mothers,Intervention,Bilingualism,English Language Learners,Receptive Language,Expressive Language,Language Proficiency,Preschool Teachers,Low Income Groups,Migrants,English (Second Language),Second Language Learning

We conducted two studies to examine the effects of an interactive read aloud and vocabulary intervention on the vocabulary knowledge of Spanish-speaking preschoolers living in the U.S. In Study 1, 68 children (n = 34 in the treatment group) and 6 parents in the treatment group received the intervention in Spanish at home, and in Spanish and English in the preschool. Results indicated a significant effect of the intervention on children's receptive and expressive vocabulary knowledge in Spanish favoring the treatment group. Effect sizes were moderate to large. English outcomes were significant for the treatment group only on the receptive vocabulary measure. Children who participated in the Home plus Preschool intervention (n = 6) made significant gains on their Spanish vocabulary knowledge with large effect sizes. In Study 2 we conducted a single subject design study with four preschool children and their mothers. The intervention was provided at home. Results indicated a change from baseline to maintenance for all four children on their Spanish vocabulary knowledge. Parents in both studies saw important changes in their children's engagement in read alouds as well as in their children's communication skills.
&quot;After&quot; and Its Uses: A Corpus-Based Study
Author: Chung, Siaw-Fong
Date: 2018-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Language Usage,Workshops,English (Second Language),Second Language Learning,Second Language Instruction,Form Classes (Languages),Nouns,Teaching Methods,Language Variation,Discourse Analysis,Foreign Countries,Pretests Posttests,Context Effect

This paper explored a less-studied preposition, &quot;after,&quot; and its uses in a corpus. The analysis included an inspection of dictionary senses, followed by the distributional patterns of parts-of-speech, the co-appearing verbs of &quot;after,&quot; the contextual uses of [-&quot;ly after&quot;] and [-&quot;ly after&quot;+NOUN], and finally a pre- and post-teaching investigating the effectiveness of using a corpus. The goal was to see what semantic information is embedded in &quot;after&quot; in each of these analyses and to explain the contextual uses of &quot;after&quot; that are not often realized. We used probes and corpus techniques to search for instances in the British National Corpus to retrieve expressions of &quot;after&quot; that appear in certain contexts. Based on the data, two conceptualizations of &quot;after,&quot; comprising the relations of two events, were postulated. For the uses of &quot;after&quot; and its two constructions [-&quot;ly after&quot;] and [-&quot;ly after&quot;+NOUN], we also tested their production by EFL students before and after a corpus workshop was introduced to EFL learners. The results showed that the workshop not only was effective, but also helped accelerate students' speed of generating expressions of &quot;after.&quot; This paper could serve as a sample work for research on function words, and it also imposes pedagogical implications on the effectiveness of using a corpus for EFL learners.
An Exploratory Case Study into Chinese EFL Teachers&apos; Commentary Practices in Oral Presentations
Author: Wang, Bo
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Feedback (Response),Oral Language,Case Studies,Language Teachers,Teacher Attitudes,Teaching Methods,College Students,College Faculty,Foreign Countries,Formative Evaluation,Summative Evaluation

Previous research has revealed that teacher feedback encourages students' learning of a second language and improves task performance. While former quasi-experimental studies emphasized the positive effects of formative assessment and feedback by teachers on developing oral presentation competence, it remains unclear about the processes during which teachers provide feedback in the form of verbal comments on oral presentations. Therefore, this paper describes an exploratory case study that examines the nature and processes of three experienced EFL teachers' commentary on students' classroom oral presentations in a Chinese university. Data for this study were obtained from the teachers' self-reported accounts of commentary experiences during semi-structured interviews. Findings showed that the three teachers' comments on oral presentations were feedback-focused in nature; however, they diversified their comments in terms of delivery mode, function and focus. The study has implications for future teacher feedback research and EFL classroom practice with regard to the ways in which teachers provide feedback on oral presentation tasks.
Recommended Augmentative and Alternative Communication Competencies for Special Education Teachers
Author: Da Fonte, M. Alexandra
Date: 2016-00-00
Type: Journal Articles
Subjects: Augmentative and Alternative Communication,Special Education Teachers,Teacher Competencies,Preservice Teachers,Inservice Teacher Education,Communication Skills,Teamwork,Teacher Collaboration,Educational Strategies,Preservice Teacher Education,Foreign Countries,Special Needs Students,Teacher Education Programs

Empirical evidence supports the notion of special education teachers receiving limited pre-service training in augmentative and alternative communication (AAC). This lack of training is not only evident in the United States but in other countries such as United Kingdom, India, and Israel. Yet the teaching demands for the use of AAC are increasing as more students with complex communication needs are entering the school systems. As a result, this paper outlines four special education teacher competencies needed to effectively address the communication needs of these students. The four competencies consist of the needs for training in the areas of (1) communication development and communicative competencies, (2) teamwork and collaborative practices, (3) role and functions of AAC systems, and (4) AAC assessment and instructional strategies. These competencies are aligned to the standards from the Council for Exceptional Children and the literature available on AAC training. Evidence suggests there is a lack of training for special education teachers and other professionals in this area and limited research to guide teacher preparation programs.