ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing and Using a Scenario-Based Digital Game to Teach Chinese Formulaic Expressions
Author: Tang, Xiaofei
Date: 2020-00-00
Type: Journal Articles
Subjects: Phrase Structure,Pragmatics,Feedback (Response),Second Language Learning,Second Language Instruction,Chinese,Educational Games,Teaching Methods,Computer Games,Robotics,Dining Facilities,Learning Experience,Instructional Design

A well-designed game can offer enormous opportunities for pragmatics learning by providing an immersive environment where learners can practice L2 in a variety of social contexts. To examine the applicability of gaming to L2 pragmatics learning, this study used the platform &quot;Unity&quot; to develop a scenario-based digital game (&quot;Questaurant&quot;) to teach Chinese formulaic expressions. In the game, the player took the role of a robot who works in a restaurant in China and runs quests by interacting with built-in characters. The game incorporated four key gaming attributes: &quot;context (representation)&quot;, &quot;goals&quot;, &quot;feedback&quot;, and &quot;interactivity&quot;. This paper reports the usability of these gaming attributes based on interview data collected from 12 learners of Chinese who completed the game. Results showed that the combination of &quot;context&quot; and &quot;interactivity&quot; in &quot;Questaurant&quot; delivered an engaging learning experience, while explicit &quot;feedback&quot; directly contributed to learning. Participants raised some concerns regarding the motivational appeal of &quot;goals&quot; and implicit &quot;feedback&quot; in the game. This paper further discusses implications for developing and utilizing digital games for pragmatics learning.
Attrition, Retention, and Development of Early Career Teachers: Pan-Canadian Narratives
Author: Kutsyuruba, Benjamin
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Teacher Persistence,Faculty Mobility,Professional Development,Program Effectiveness,Beginning Teacher Induction,Mentors,Teacher Attitudes,Collegiality,Decision Making

Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early career teachers' retention. This article details the stories from our interview participants (N=36) in relation to what their lived experiences were during their first years of teaching and how they dealt with the requirements, expectations, and challenges. Their narratives were analyzed through the lenses of Early Career teacher attrition, retention, and development. Our findings showed that despite geographic, contextual and policy differences, there were striking similarities in teachers' lived experiences and in the impact of these experiences on their decisions to stay or leave and predispositions towards personal and professional development as teachers.
The Effect of the Normalization Method Used in Different Sample Sizes on the Success of Artificial Neural Network Model
Author: Aksu, Gökhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Sample Size,Artificial Intelligence,Classification,Statistical Analysis,Secondary School Students,Achievement Tests,Foreign Countries,International Assessment,Scores,Prediction

In this study, it was aimed to compare different normalization methods employed in model developing process via artificial neural networks with different sample sizes. As part of comparison of normalization methods, input variables were set as: work discipline, environmental awareness, instrumental motivation, science self-efficacy, and weekly science learning time that have been covered in PISA 2015, whereas students' Science Literacy level was defined as the output variable. The amount of explained variance and the statistics about the correct classification ratios were used in the comparison of the normalization methods discussed in the study. The dataset was analyzed in Matlab2017b software and both prediction and classification algorithms were used in the study. According to the findings of the study, adjusted min-max normalization method yielded better results in terms of the amount of explained variance in different sample sizes compared to other normalization methods; no significant difference was found in correct classification rates according to the normalization method of the data, which lacked normal distribution and the possibility of overfitting should be taken into consideration when working with small samples in the modelling process of artificial neural network. In addition, it was also found that sample size had a significant effect on both classification and prediction analyzes performed with artificial neural network methods. As a result of the study, it was concluded that with a sample size over 1000, more consistent results can be obtained in the studies performed with artificial neural networks in the field of education.
Knowing &quot;Noh&quot; and &quot;&apos;No&apos;-ing&quot; English through Intercultural Performing Arts
Author: Rockwell, Kim
Date: 2020-02-26
Type: Journal Articles
Subjects: College Students,Foreign Countries,English (Second Language),Drama,Theater Arts,Music,Second Language Instruction,Technology Uses in Education,Program Development,Asian Culture,Student Attitudes,Program Effectiveness,Language Skills

This paper takes the form of a detailed report discussing the development, rehearsal and presentation of a short English language &quot;Noh&quot;-style play performed by Japanese university students in 2018-2019. It shares students' perceptions in response to the flow of rehearsals and performances, which were documented with ethnomusicological fieldwork methods. Music and drama are increasingly recognized internationally as effective vehicles for language education and in this case the aspiration to master 'a tool of global communication' is coupled with local sensibility and an important Japanese heritage tradition. Contemporary cyber-culture immersed Japanese youth sometimes express little interest in traditions such as &quot;Noh&quot;. This project prompted a greater appreciation of traditional Japanese culture amongst such students. The benefits of regular practice of the declamatory speech that is basic to &quot;Noh&quot; chanting was also found to be particularly beneficial to students' confidence with spoken English.
Relationships between Self-Regulated Learning Strategies, Learning Motivation and Mathematics Achievement
Author: El-Adl, Adel
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Strategies,Self Management,Learning Motivation,Mathematics Achievement,Correlation,Foreign Countries,Questionnaires,Value Judgment,Self Efficacy,Test Anxiety,Adolescents,Grade 9

This study aimed at examining the relationships of self-regulated learning strategies with students' learning motivation and academic achievement in mathematics. The study employed a descriptive research design. The participants were 238 ninth grade students in the Sultanate of Oman. The Motivated Strategies for Learning Questionnaire was used to assess the participants' use of self-regulated learning strategies and motivation. Academic achievement was reflected by the total score obtained in mathematics. Results revealed statistically positive relationships of self-regulated learning with intrinsic motivation, extrinsic motivation, task value, control of learning beliefs, self-efficacy and academic achievement. Test anxiety was found to be negatively related to self-regulated learning. The study offers insights on how to develop effective instructional strategies to enhance students' self-regulated learning skills.
Leveraging the Entrepreneurship Talents Based on Prophet Muhammad&apos;s Business Acumen: The Case of Akademi Bakat ABS
Author: Ikhsan, Suhaili
Date: 2020-03-00
Type: Journal Articles
Subjects: Islam,Program Descriptions,Entrepreneurship,Business Administration Education,Self Concept,Altruism,Integrity,Interpersonal Competence,Educational Philosophy,Foreign Countries,Ethics,Nontraditional Education,Creative Thinking,Economic Development,Industrialization,Educational Benefits,Elementary Secondary Education,Higher Education,Islamic Culture,Unemployment

Realizing that each human being is naturally gifted with numerous talents, the Akademi Bakat ABS is set up to uphold this value through its unique curriculum, approach, and eco-system in the school. Till date, 75% of the learning program is based on learning-by-doing approach. The core vision is to nurture the students' inner-self with the six values of entrepreneurship i.e. social intelligence, integrity, altruism, creative and innovative, diplomacy, and righteousness since pre-school and hence, leverage the mindset, behaviour, and subsequently the cultural value of entrepreneurship among the students. With the aim to be an alternative school that will confront the future education, particularly in view of the Malaysian education landscape, the philosophy lies in the concept of being an independent thinker rather than consumer thinker. Only then, the element of creative thinking can be cultivated which is crucial in economic development as well as novel development in terms of technologies, products, and systems. Akademi Bakat ABS believed, with all the virtues it holds, the possibility to overcome on the overwhelmed issue of graduates' unemployability and incompetency in human skill can be achieved in all respect especially in confronting the Industrial Revolution 4.0 agenda. Finally, with support from each segment of the society (students, teachers, parents, ministry, industries), Akademi Bakat ABS sees itself as an industrial player that can holistically benefit the Malaysian education eco-system.
School Adaptation Problems of Primary School Students in Mixed-Age Classrooms
Author: Cokuk, Kayahan
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Mixed Age Grouping,Student Adjustment,Classroom Environment,Teacher Attitudes,Elementary School Teachers,Young Children,Age Differences,Foreign Countries,School Location,Preschool Education,Public Schools,Grade 1,Socioeconomic Status,Student Problems,School Readiness,Environmental Influences,Individual Development

The aim of this study is to determine school adaptation problems of primary school students according to teachers' opinions. In this study, embedded mixed method design was used. The sample of this study consists of 909 first grade primary school students and 30 classroom teachers determined by stratified purposeful sampling method. &quot;Adaptation to School Scale&quot; and &quot;semi-structured interview form&quot; were used for data collection. In this study, descriptive statistics and differential analysis were used for quantitative data and descriptive analysis technique was used for qualitative data. As a result of the study, it was determined that 60-65 months old students sometimes experienced adaptation problems, while the students of 66-71 and 72-84 months old almost never experienced adaptation problems. In interviews, teachers stated that as their students' ages decreased, their school adaptation problems increased. Furthermore, school adaptation problems were found to be higher in students who study in Van province and did not receive preschool education. Accordingly, it can be suggested to prepare effective school adaptation curricula for primary school students.
The Case for Examination of Different Methods Used in Life Sciences and Social Studies Courses
Author: Ütkür, Nur
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Biological Sciences,Social Studies,Gifted Education,Preservice Teachers,Student Attitudes,Constructivism (Learning),Case Method (Teaching Technique),Empathy,Dramatic Play,Class Activities,Foreign Countries

In this study aimed to identify preservice gifted education teachers' opinions on the instruction of life sciences and social studies courses and examine the activities, they developed regarding the several methods and techniques related to the courses. In this study, which has qualitative research features, an open-ended questionnaire was used as a data collection tool. It has been determined that the majority of preservice teachers prefer to use the constructivist approach in life sciences and social studies courses in terms of the obtained data. In addition, preservice teachers have stated drama, case study, and empathy among the methods and techniques that can be used in life sciences and social studies courses. It has been determined that preservice teachers also state various types of activities that can be used in the classroom for these methods and techniques. These types of activities include impersonations, activities which involve examples from everyday life and activities based on human relations.
Psychological Well-Being of Prospective Teachers: The Case of Pedagogical Formation Students
Author: Atabek, Oguzhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Mental Health,Foreign Countries,Teacher Certification,Individual Differences,Depression (Psychology),Anxiety,Humor,Program Length,Teacher Education Programs,Psychological Characteristics,Personality,Stress Variables,Coping,Measures (Individuals),Preservice Teachers

In addition to the undergraduate programs provided by faculties of education, in Turkey, Pedagogical Formation Education Certificate Programs are also provided by these faculties. Graduates of such programs are positioned as teachers in Turkey, the same as the graduates of faculties of education. Individual differences of teachers are of great importance in terms of closeness and determination toward students. In addition to personality, psychological features are also closely related to their professional competence and success, quality of education in general, and--maybe more importantly--the safety of the students. In this study, it was aimed to provide insight about the individual differences of students who attend pedagogical formation training by investigating the psychological status of those students through the analysis of the relationship between depression, anxiety, stress, coping by humor levels, humor types and their type of personality. It was observed that 40.2% of participants were in mild depression while 25.9% of them were in moderate to severe levels. Associations were investigated by point bi-serial correlation technique and it was found that those participants with Type A personality had higher levels of depression, stress, anxiety, and self-defeating humor style.
Project Schools as a School-Based Management Model
Author: Koc, Ahmet
Date: 2019-00-00
Type: Journal Articles
Subjects: School Based Management,Foreign Countries,High Schools,High School Teachers,Teacher Attitudes,Experimental Schools,Principals,School Effectiveness,Leadership Effectiveness

Education is a very expensive investment with high opportunity costs. Efforts for attaining schools with intended quality top the agenda of world nations' education plans and programs. Turkish Ministry of National Education has also made several reforms to increase the quality of education. The latest reform made in the field of educational management model has been the project schools developed with various innovations. Including school principals into the teachers' selection process can be regarded as the new aspect of school-based management. Sharing authority to choose teachers with school principals is a brand new approach for the Turkish National Education system. This study aims to detect reflections of project schools' structural and managerial features in practice and depends on the qualitative method, including observation and interviewing techniques. The research sample comprises 15 Imam Hatip High Schools located in Istanbul in 2018-2019 Education Year and 23 teachers working in these schools. &quot;Semi-structured Interview Questionnaire&quot; was utilized for scaling. According to research results, we conclude that teachers in project schools are satisfied with the new education model. There seems to be a total increase in teachers' efficiency in addition to higher teacher performances, due to the teams built under the leadership of school principals.
The Opinions and Suggestions of the Instructors Regarding the Problems Faced during Undergraduate Individual Voice Education Courses
Author: Nart, Sevan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Singing,Music Teachers,College Faculty,Undergraduate Students,Teaching Methods,Teacher Attitudes,Faculty Recruitment,Articulation (Speech),Life Style

In Turkey, Music Education Sections (MES) under the Fine Arts Education Departments of the Universities are one of the leading institutions that provide higher professional music education. Individual Voice Education (IVE) course, which is included in the undergraduate curriculum of these institutions, has a very important place and function in music teacher education. The aim of this research is to discover and examine the problems faced by those IVE course instructors working at higher education institutions providing professional music education. The research group was formed from 10 instructors randomly selected from the full-time staff that teaches IVE courses at the MES of the Turkish Universities. A personal information questionnaire and an interview form prepared by the researcher was applied to the participants. In the interview form, 5 open-ended questions were asked to identify the opinions and suggestions of the instructors regarding the problems they face during the IVE courses. The obtained data were analyzed by descriptive analysis and processed according to the predetermined thematic framework. Based on the findings, the problems that the individual voice instructors face during the courses were identified and suggestions regarding these problems were presented.
Student Teachers&apos; Perceptions of Reflective Practice
Author: Seitova, Meruyert
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Reflective Teaching,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Diaries,Internship Programs,Teaching Methods,Metacognition,Student Teaching,Foreign Countries,Teacher Education Programs

The present study aims at engaging ELT student teachers in reflective teaching practice through the use of reflective diary during their school internship and finding out their perceptions about this reflective teaching practice that they were engaged in. The data were collected through the qualitative research instrument. After the student teachers were involved in reflective practice through the reflective tool, they were asked to keep reflective diaries during the twelve weeks school internship to learn their perceptions of reflective practice. The data obtained from the qualitative data were analyzed through thematic analysis. The results of the study put forward that the student teachers benefited much from the current study and were pleased with having participated in this reflective teaching practice by means of reflective diary. Engaging in reflective practice was found as an important opportunity for gaining awareness about teaching skills and practices, increasing self-evaluation and professional growth. The student teachers also stated that reflective diary use fostered the growth of reflective practice by encouraging them to engage in examining what was being done in the classroom. This process persuaded the individual to look for strengths and weaknesses and thus actively seek improvement in recognized areas. Though the growth of reflection and reflective practice, the student teachers used personal experiences and connection with classroom theory to grow and develop as professionals.
Understanding Language Teacher Autonomy: A Critical Realist Perspective on EFL Settings in Turkey
Author: Khalil, Betul
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Teachers,Professional Autonomy,English (Second Language),Second Language Instruction,Foreign Countries,Secondary School Teachers,Curriculum Development,Faculty Development,Governance,Instruction,Evaluation

This study examined the understandings and exercise of teacher autonomy and aimed to uncover the deep structure that might shape these in the EFL context in Turkey. The study relied on a range of data sources including documents, a questionnaire, observations and interviews with Turkish teachers of English, headteachers and educational administrators. Our findings highlight a complex interplay between structure and agency that underpins the emergence of teacher autonomy. We conclude that we need to extend our understanding of language teacher autonomy and identify the underlying mechanisms that shape the development and exercise of teacher autonomy within a particular context.
The Perception of Science Teachers on Socio-Scientific Issues and Teaching Them
Author: Öztürk, Nurhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Science and Society,Secondary Schools,Foreign Countries,Science Curriculum,Direct Instruction,Case Method (Teaching Technique),Discussion (Teaching Technique),Educational Benefits,Skill Development,Critical Thinking,Problem Solving,Controversial Issues (Course Content),Scientific Literacy

The present research aimed to analyse the perception of science teachers on socio-scientific issues and teaching them. The study group of the research consists of 22 science teachers (14 females, 8 males) working in 7 secondary schools in Sinop, who were determined according to the convenience sampling method. The case study as one of the qualitative research designs was adopted. The data source of the research consists of a questionnaire on teaching socio-scientific issues. The data of the research were obtained through focus group discussions and observation notes. The data obtained from the research were analysed according to the content analysis technique. As a result of the research, it was found out that most of the science teachers had not heard of the concept of SSI (socioscientific issues) before. It was seen that teachers who did not have knowledge about SSI generally defined it as scientific issues that concern society and had difficulty in giving examples. It was determined that most of the teachers did not know to which learning area in the science curriculum SSI belonged. Teachers who stated that they mostly use the direct instruction, case study and discussion methods in the teaching of SSI in science course emphasised that the SSI teaching process makes positive contributions to the development of student skills like critical thinking, decision making and communication.
The Effect of Intelligence and Academic Success on Self-Perceptions of Primary School Students
Author: Yüksel, Müge
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intelligence,Self Concept,Grade 4,Elementary School Students,Children,Gender Differences,Long Term Memory,Psychomotor Skills,Mathematics Achievement,Language Arts,Academic Achievement,Correlation,Success

This study examined the relationship between intelligence levels, self-perception, and the academic achievement of fourth-grade primary school students. The study was carried out with 36 students in a state school in Istanbul, Turkey. A survey was administered with a demographic form containing the students' Turkish and Mathematics course achievement scores and personal information, the Wechsler Intelligence Scale for Children-Revised-WISCR, and the Piers-Harris Children's Self Concept Scale. The findings indicated that neither self-perception nor the academic achievement is related to gender. Student intelligence scores were strongly related to mathematics scores and weakly related to Turkish scores. Achievement scores for Turkish and mathematics were positively associated with the information subtest scores for long-term memory in the verbal section of WISC-R. Achievement scores for the mathematics course predicted the digit symbol subtest scores (psychomotor coordination and speed) in the performance section of WISC-R. Intelligence and academic success had no significant relationship with the children's self-concepts.