ethanporcaro/eric-fulltext-meta huggingface dataset:
How Could Mathematics Teachers Know Complexity Inquiry?
Author: Wang, Xiong
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Inquiry,Concept Teaching,Mathematical Concepts,Faculty Development,Narration,Fractions,Knowledge Base for Teaching,Training Methods,Transformative Learning,Mathematics Activities

In order to provide a transforming way of knowing for teachers' professional learning, this paper uses narrative to present the knowledge emerging from teachers as participants in a concept study derived from complexity science. There are three components in the narrative: what knowledge emerged from concept study; what has been changed for the emerged knowledge; and where we are going with complexity. The narrative provides not only a lived example but a framework for the action towards the transforming way of knowing for teachers' professional learning.
Looking into Burnout Levels among English Language Instructors
Author: Demirel, Eda Ercan
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teacher Burnout,Statistical Analysis,Correlation,Semi Structured Interviews,Language Proficiency,Language Teachers,Foreign Countries,Teacher Attitudes,Burnout,Measures (Individuals),Qualitative Research,Working Hours,Teaching Experience

This study aims to investigate the burnout levels of English language instructors who are currently teaching at School of Foreign Languages, namely Konya Necmettin Erbakan University, Selçuk University and Gazi University, to look for the factors leading to burnout and to see if there is a relationship between their burnout levels and teaching experience. The study has a mixed method design. Maslach Burnout Inventory Educators Survey (MBI/Maslach &amp; Jackson, 1981/Maslach, Jackson &amp; Leiter, 1996) was administered to 70 English language instructors and semi-structured interviews were conducted with 30 of them. The results showed that burnout existed among instructors at varying levels. Although not supported by ANOVA results, there is an inclination of higher burnout levels at younger ages and in less experienced groups. As a result of the analysis of the qualitative data, gathered with semi-structured interviews, it was found that academic factors such as hours of teaching, proficiency levels of students, and the offices the instructors are working at, such as testing, materials, and teacher development are important in the emergence of burnout among instructors.
TPACK Survey Development Study for Social Sciences Teachers and Teacher Candidates
Author: Akman, Özkan
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pedagogical Content Knowledge,Educational Technology,Technology Integration,Technology Uses in Education,Technological Literacy,Teachers,Preservice Teachers,Social Sciences,Rating Scales,Teacher Attitudes,Student Attitudes,Self Efficacy,Validity,Reliability,Likert Scales,Factor Analysis,Surveys

The purpose of this research is to develop a scale for analyzing the technological pedagogical and content knowledge (TPACK) and self-efficacy perceptions of the social sciences teachers and teacher candidates. During the development process, an item pool has been generated by evaluating the studies made in the literature. Also, after opinions have been obtained from the experts in scale development, essential revisions have been made in accordance with these opinions. The final version of the scale has been applied to 285 teacher candidates for the validity-reliability study. As the result of the confirmatory factor analysis, 7 factors have been determined related with the scale. The Cronbach Alpha reliability coefficient of the scale has been found as 0.977. In conclusion, it is determined that the scale is valid and reliable for making the study.
Using Rubrics as an Instructional Tool in EFL Writing Courses
Author: Turgut, Fehmi
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Scoring Rubrics,Quasiexperimental Design,Essays,Control Groups,Writing Evaluation,Evaluators,Second Language Instruction,Writing Strategies,Writing Instruction,Student Attitudes,Pretests Posttests,Foreign Countries,Language Usage,Grammar,Statistical Analysis,Intensive Language Courses,Process Approach (Writing),Teaching Methods,College Students,Experimental Groups,Semi Structured Interviews

This study investigates the effect of using rubrics as an instructional tool on students' writing performance in English as a foreign language. The major goal was to liberate the students from the narrow perception of writing based solely on the notion of correct grammar which is strongly felt in EFL writing. In this quasi-experimental research, the treatment group (N = 16) was given a rubric which provided them with a clear set of criteria for good writing. They were guided in using the rubric while writing two different essays. The students in the control group (N = 22) wrote the same essay types but they were not introduced to the rubric. The data were collected through student interviews and their essays, which were evaluated by three independent raters using the same rubric. The results revealed that students who received the rubric outperformed the students in the control group. The analysis of the student interviews proved that integration of the rubrics into the course, though initially somewhat challenging, helped the students appreciate the qualities of good writing and then utilize appropriate strategies to achieve them in their own writing.
Graphic Novels: An Alternative Approach to Teach English as a Foreign Language
Author: Öz, Hüseyin
Date: 2015-00-00
Type: Journal Articles
Subjects: Cartoons,Novels,Teaching Methods,English (Second Language),Second Language Instruction,Advanced Placement Programs,Private Schools,High School Students,Grade 10,Foreign Countries,Experimental Groups,Control Groups,Drama,Questionnaires,Likert Scales,Semi Structured Interviews,Achievement Tests,Scores,Adolescent Literature,Classics (Literature),Literature Appreciation,Literary Devices,Symbolic Language,Inferences,Vocabulary Development,Reading Comprehension,Critical Thinking,Learning Modalities,Reading Motivation,Second Language Learning,Learning Strategies,Mixed Methods Research,Familiarity,Statistical Significance,Pretests Posttests

This article reports the findings of a study that investigated the role of graphic novels in teaching English as a foreign language (EFL) to International Baccalaureate students (aged 15-16) in TED Ankara College Foundation Private High School. Two intact 10th grade classes were randomly assigned to the control and experimental groups who studied the play of &quot;Macbeth&quot; for various in-class activities. A questionnaire, semi-structured interview and achievement test (post-test) were employed to gather data from the participants. The findings revealed that there was a significant difference in the scores of the participants in the experimental and control groups, with the graphic novel playing a significant role in understanding (i) literature elements such as symbol, setting and foreshadowing, (ii) inference and (iii) vocabulary. However, it did not play a significant role in answering comprehension questions, discussing quotations, and analysing comparison-contrast or cause-effect relationships. Furthermore, the findings revealed that graphic novel greatly shaped and influenced the critical thinking and literary devices, and vocabulary learning skills of participants. The present study calls for integrating graphic novels into the syllabi of the relevant schools as these materials appeal to the students' visual senses and yield more insights compared with traditional plain literary texts.
Effect of Formative Quizzes on Teacher Candidates' Learning in General Chemistry
Author: Yalaki, Yalcin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Student Evaluation,Formative Evaluation,Tests,Chemistry,Research Design,Undergraduate Students,Student Improvement,Educational Environment,Student Attitudes,Influences,Data Collection,Semi Structured Interviews,Science Tests,Likert Scales,Questionnaires,Pretests Posttests,Achievement Tests,Statistical Analysis,Scores,Experimental Groups,Control Groups,Outcomes of Education,Recall (Psychology),Student Teacher Attitudes,Educational Benefits,Barriers,Qualitative Research

Formative assessment or assessment for learning is one of the most emphasized educational innovations around the world. Two of the common strategies that could be used in formative assessment are use of summative tests for formative purposes and comment only marking. We utilized these strategies in the form of formative quizzes in a general chemistry course and measured its effect on students? learning. The results of our weak-experimental design, which was conducted with 124 pre-service elementary school teachers in an undergraduate level general chemistry class, showed that formative assessment alone may not be enough to improve students? learning. The classroom context and background and attitude of students should be taken into account, which are important factors that influence student learning and achievement. In the study, two instruments and semi-structured interviews were used to collect data.
Intercultural Competence of English Language Teachers in International Baccalaureate World Schools in Turkey and Abroad
Author: Demircioglu, Serife
Date: 2015-00-00
Type: Journal Articles
Subjects: Intercultural Programs,English Teachers,Advanced Placement Programs,Online Surveys,Comparative Education,Comparative Analysis,Teacher Attitudes,Intercultural Communication,Communicative Competence (Languages),Relevance (Education),Educational Opportunities,Student Experience,Cultural Context,Foreign Countries

The study explores the opinions and attitudes of International Baccalaureate Diploma Programme (IBDP) English language teachers from Turkey, the USA, the UK, New Zealand and Spain on intercultural language teaching. 16 teachers from Turkey, 15 teachers from the USA, 11 teachers from the UK, 10 teachers from New Zealand and 8 teachers from Spain, in total 60 English language teachers participated in the study. An online research survey which consists of seven open-ended questions was prepared. Textual (content) analysis and the constant comparative method were used for the analysis of the research survey. The IBDP English language teachers from Turkey, the USA, the UK, New Zealand and Spain found intercultural language teaching very important in the globalization world and they thought that intercultural communicative competence (ICC) ought to be given a good deal of emphasis in foreign language teaching.
Logical-Mathematical Constructions in an Initial Course at the University: A View of Their Syntactic, Semantic and Pragmatic Aspects
Author: Falsetti, Marcela
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematical Logic,Mathematics Instruction,Thinking Skills,Foreign Countries,Qualitative Research,College Mathematics,Higher Education,College Students,Mathematics Curriculum,Calculus,Algebra,Mathematical Formulas,Semantics,Mathematics Skills,Pragmatics,Syntax,Logical Thinking,Mathematics Education,Admission Criteria,College Admission

We present an analysis of students' formal constructions in mathematics regarding to syntactic, semantic and pragmatic aspects. The analyzed tasks correspond to students of the Course of Mathematics for the admission to the university. Our study was qualitative, consisted in the identification, analysis and interpretation, focused in logic features, of the students' oral and written responses. Here we refer particularly to the following formal constructions: a) the decision of if an object belongs or not to a defined class, b) the determination of the value of truth of a composed proposition, c) immediate inference, d) analytic deduction and e) the refutation.
A Comparison of the Turkish and Romanian Students' Willingness to Communicate and Its Affecting Factors in English
Author: Asmali, Mehmet
Date: 2015-00-00
Type: Journal Articles
Subjects: Comparative Analysis,English (Second Language),Second Language Learning,Anxiety,Communication (Thought Transfer),Foreign Countries,Correlation,Qualitative Research,Self Concept,Student Attitudes,Communicative Competence (Languages),Second Language Instruction,Nonparametric Statistics,Statistical Analysis

The present study attempts to offer a small-scale investigation of the willingness to communicate and its key antecedents, namely the self-perceived communication competence and the communication apprehension in Turkish and Romanian contexts. A total of 130 participants took part in this quantitative approach based study. The data suggested significant differences between the Romanian and Turkish participants, in that the former are more willing to communicate and more competent in using the English language compared to the Turkish participants. However, both groups had almost equal levels of communication apprehension. In terms of the relationships among the constructs, while strong positive correlations were found between the willingness to communicate and the self-perceived communication competence, negative relationships were found between the communication apprehension and willingness to communicate for both groups.
A Study on the Use of Mobile Dictionaries in Vocabulary Teaching
Author: Aslan, Erdinç
Date: 2016-00-00
Type: Journal Articles
Subjects: Dictionaries,Electronic Publishing,Vocabulary Development,Reading Instruction,Handheld Devices,Educational Benefits,Instructional Materials,Efficiency,Foreign Countries,Student Surveys,College Students,Second Language Learning,German,French,English,Translation,Statistical Analysis,Technology Uses in Education,Instructional Effectiveness

In recent years, rapid developments in technology have placed books and notebooks into the mobile phones and tablets and also the dictionaries into these small boxes. Giant dictionaries, which we once barely managed to carry, have been replaced by mobile dictionaries through which we can reach any words we want with only few touches. Mobile dictionaries with their audiovisual contents, have become an important source for vocabulary teaching. Further studies are needed to use this source in a more efficient way and to benefit from it more effectively. Starting from this point, this study elaborates on the use of mobile dictionaries in vocabulary teaching. In the first place, advantages and the limits of the use of these dictionaries in vocabulary teaching are tried to be determined students? viewpoint to them and how frequently they are used. In light of the emerging data, new ways are sought to use these dictionaries as a more efficient teaching material. For this purpose, a survey was conducted to seventy-eight students studying in German, French and English Translation and Interpreting Departments of Faculty of Arts and Sciences at Marmara University in 2015-2016 academic year. A survey form was prepared by receiving opinion of an expert and reviewing related literature. Descriptive statistic techniques were used in the analysis of data gathered. At the end of the study, almost all students expressed that they were constantly using mobile dictionaries to learn vocabulary. Besides, students put forth the advantages and limits of them. We hope this study will make contribution to studies regarding more efficient way to use of these dictionaries in vocabulary teaching.
The Notion of Authenticity in Multicultural Music: Approaching Proximal Simulation
Author: Nethsinghe, Rohan
Date: 2013-00-00
Type: Journal Articles
Subjects: Music,Cultural Pluralism,Cultural Context,Music Education,Simulation,Sensory Experience,Teaching Methods,Learning Processes,Phenomenology,Literature Reviews

As countries become increasingly multicultural, it can be argued that the authentic teaching and learning of multicultural music in educational settings is essential. Crucial to this is the provision of cultural context to retain as much of the original meaning of the music as possible. This paper discusses the main arguments for authenticity in multicultural music and the implications for its learning and teaching. Researchers argue that the formal aspect of music transmission has been overlooked in multicultural music teaching and learning. The intention of the author is to introduce the concept of Proximal Simulation and its constituting elements, namely &quot;Authentic Performance Conventions&quot;; &quot;Authentic Audiation&quot;; &quot;Authentic Sensory Experiences and Emotions,&quot; and offer suggestions for safeguarding musical traditions through &quot;Authentic Transmission&quot; (teaching and learning) practices. This discussion also explores the qualities of the &quot;Transcontextualisation&quot; theory proposed by musicologist Osamu Yamaguti in 1994, in the contexts of multicultural music performance and transmission.
&quot;Picturing&quot; Culturally Relevant Literacy Practices: Using Photography to See How Literacy Curricula and Pedagogies Matter to Urban Youth
Author: Zenkov, Kristien
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Photography,Culturally Relevant Education,Literacy Education,Urban Schools,Participatory Research,Action Research,Sociology,Student Diversity,Student Projects,At Risk Students,School Role,Success,Barriers,Content Analysis

This article reports on the findings of a photography and literacy project the authors conducted with 117 diverse city students. Relying on a critical pedagogy framework, the foundations for this study include research on cultural relevance, literacy, and visual sociology. The authors used Youth Participatory Action Research (YPAR) and photo elicitation methods to allow young adults to document their impressions of the purposes of, supports for, and impediments to school. Through a multi-stage process of analyzing these pictures and writings, the authors discovered insights about what youth believe are literacy pedagogies that are relevant to their cultures and help them to achieve in school.
Postglobal Teacher Preparation: Border Thinking along the Global South through International Cross-Cultural Experiences
Author: Rahatzad, Jubin
Date: 2013-00-00
Type: Journal Articles
Subjects: Study Abroad,Preservice Teachers,Equal Education,Foreign Countries,Teacher Education,Neoliberalism,Personal Narratives,Student Attitudes,Experiential Learning,Qualitative Research,Interviews,Journal Writing,Observation

Preservice teachers' international cross-cultural experiences can provide opportunities for the exploration of epistemic frontiers. In this article we suggest that postglobal teacher preparation take a critically reflective approach that engages preservice teachers in border thinking, which allows for other ways of knowing while studying abroad. Through international cross-cultural experiences, preservice teachers can recognize the disparate impacts of neoliberal economic globalization on educational and social equity within the metaphorical global South and the global North. We examine the narratives constructed by preservice teachers through the reflection of their international cross-cultural experiences during a Honduras Study Abroad Program. The article also explores the implications of a postglobal preparation for preservice teachers.
Relationship between Preservice Teachers' Course Attitudes and Professional Self-Efficacy Beliefs
Author: Tunkler, Vural
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Educational Attitudes,Self Efficacy,Beliefs,Educational Technology,Instructional Materials,Material Development,College Students,Gender Differences,Institutional Characteristics,Grades (Scholastic),Foreign Countries,Likert Scales,Statistical Analysis

The purpose of this study is to determine the attitudes of preservice teachers about the Instructional Technologies and Material Development (ITMD) course and their perceptions about professional self-efficacy, along with an examination of the relationship between these two variables. Realized in a relational survey model, this study was conducted with more than 523 preservice teachers from 13 departments who attended the Instructional Technologies and Material Development Course and are still in the last term of their university education. At the end of the study, the attitudes of preservice teachers about the ITMD course were found to change according to their gender, school type and professional self-efficacy. Furthermore, the teachers' self-efficacy perceptions were not found to display any difference in by gender. The study did show, however significant differences according to their school type in which they will work. Throughout the study, the preservice teachers' attitudes about the ITMD course, their perceptions about their professional self-efficacy and their overall academic average were found to have a positive and significant relationship.
The Relationship between Students' Performance on Conventional Standardized Mathematics Assessments and Complex Mathematical Modeling Problems
Author: Kartal, Ozgul
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematical Models,STEM Education,Standardized Tests,Mathematics Achievement,Mathematics,Mathematics Instruction,College Entrance Examinations,Scores,Achievement Tests,Mathematics Education,Comparative Analysis,Foreign Countries,Higher Education,Pretests Posttests,Calculus,College Students,Mathematics Activities,Engineering,Statistical Analysis,Data Collection,Teaching Methods,Correlation,Mathematics Skills,Predictor Variables,Regression (Statistics)

Critical to many science, technology, engineering, and mathematics (STEM) career paths is mathematical modeling--specifically, the creation and adaptation of mathematical models to solve problems in complex settings. Conventional standardized measures of mathematics achievement are not structured to directly assess this type of mathematical modeling. Therefore, a major question is whether a conventional standardized test can serve as a reliable &quot;predictor&quot; of students' potential to mathematical modeling performance. To investigate this question, a study was designed to find the relation between students' conventional standardized measures of mathematics achievement and their performance on mathematical modeling problems. Students' (N = 1656) SAT (Scholastic Aptitude Test) mathematics scores were used as a conventional standardized measure of achievement and students' scores on two model-creation problems based on complex settings were used to capture mathematical modeling performance to answer the question whether standardized achievement tests function well in predicting their mathematical modeling performance.