ethanporcaro/eric-fulltext-meta huggingface dataset:
Tutoring as an Early Field Experience for Preservice Teachers: A Teacher Preparation Educator&apos;s Reflections
Author: Wooten, Cynthia Brooks
Date: 2019-00-00
Type: Journal Articles
Subjects: Tutoring,Field Experience Programs,Preservice Teachers,Teacher Educators,Preservice Teacher Education,Educational Technology,Literacy Education,Reflection,Elementary Education,Personal Narratives,Tutors,Best Practices,Grade 3,Tutorial Programs,College School Cooperation

The role of teacher educators as researcher-practitioner is viewed in this narrative reflection from the perspective of the author, the professor of record for a course in which an early field experience tutoring opportunity was embedded. The manuscript reports on the tutoring experiences through the lens of the author with instigations and collaboration with the preservice teachers. Limitations suggested, include the intentional omission of any experimentation but focuses on the lived experiences of the professor exploring this early field experience implementation. The findings are reflective and opines that a commitment to move a course into the authentic school setting should cause the author to reflect on the collaboration prior to any experimental investigation of the impact. It is believed that research may suggest how germane early field experiences are to future educators, but the voice of the instructor as the subject of the experience should be part of the body of literature as a phase of ongoing research of practice.
Slowmation Application in Development of Learning and Innovation Skills of Students in Science Course
Author: Atalay, Nurhan
Date: 2019-06-00
Type: Journal Articles
Subjects: Science Instruction,21st Century Skills,Instructional Innovation,Instructional Design,Grade 4,Elementary School Students,Private Schools,Video Technology,Audio Equipment,Creativity,Critical Thinking,Problem Solving,Communication Skills,Cooperation,Units of Study,Earth Science,Light,Acoustics,Teaching Methods,Foreign Countries,Narration,Student Attitudes,Comparative Analysis

The objective of the present study is to determine the effect of the process of designing a slowmation (SMA) on the development of 21st century skills of &quot;learning and innovation&quot; in 4th grade science class &quot;Light and Sound&quot; and &quot;Planet Earth&quot; units. Study group included 44 students attending 4th grade in two private schools in Southeastern Anatolia region. Four female and five male, a total of nine focus students were determined in the study group where the application was implemented. The study was conducted in 17 weeks (51 periods), out of which six weeks spanned the pre-application process and the application lasted for 11 weeks. Different data collection tools such as video records, semi-structured interviews, group audio recordings, 21st century learning and innovation skills scale r and student diaries were used to collect data in the study. Quantitative data were analyzed and interpreted using SPSS software. Qualitative data were analyzed with descriptive analysis. Overall results of the study demonstrated that slowmation application resulted in the development of 21st century learning and innovation skills, namely creativity and innovation, critical thinking and problem solving, collaboration and communication skills.
Relationship between Writing Motivation Levels and Writing Skills among Secondary School Students
Author: Sügümlü, Üzeyir
Date: 2019-06-00
Type: Journal Articles
Subjects: Correlation,Writing Skills,Student Motivation,Writing Evaluation,Foreign Countries,Middle School Students,Grade 5,Grade 6,Grade 7,Grade 8,Gender Differences,Writing Instruction,Likert Scales,Middle Schools

The aim of this study was to determine the relationship between the writing motivation levels and written expression skills among secondary school students. The study was carried out using the correlational research model of the quantitative research methods. The study group for this study consisted of 230 students attending three different secondary schools in the fall semester of the 2018-2019 school year. For the selection of the study group, the convenient sampling method of the non-probabilistic sampling methods was used. The data collection tools for this study were the writing motivation scale, the writing evaluation form and a personal information form. The writing studies were assessed separately by three researchers. Statistical analyses were performed on the data collected from the writing motivation scale, which was applied to determine the writing motivation levels of the students, and the writing evaluation form, which was assessed using the writing studies. Based on the findings of this study students with high writing motivation scores had high writing evaluation scores.
Investigation of the Effect of Social Skills Training on the Motivation Levels of Preschool Children
Author: Özbey, Saide
Date: 2019-06-00
Type: Journal Articles
Subjects: Preschool Children,Empathy,Interpersonal Competence,Program Effectiveness,Cooperation,Child Behavior,Mastery Learning,Pretests Posttests,Program Descriptions,Student Motivation,Self Control,Social Adjustment,Social Development,Emotional Development,Foreign Countries,Comparative Analysis,Teaching Methods,Sharing Behavior

This study was carried out in order to determine the effects of Social Skills Training Program applied to 16 children between 48 and 60 months old children's motivation levels. The social skills program included behaviors such as cooperation, social interaction, empathy, sharing, and management of feelings and social maladaptation. A personal information form and the Dimensions of Mastery Questionnaire (DMQ18) for Preschool Children were used as data collection tools in the study. Social Skills Training Program was implemented for the children for 14 weeks, two days a week. between pre-test and post-test scores. Results show that there was a significant difference in the motivation levels of the children who completed the Social Skills Training Program and the effect of the program was permanent. By considering the contribution of social skills training programs to motivation in preschool education institutions, their restructuring can be suggested. Awareness training can be provided to families for contributing to the motivation levels of children by supporting their social skills.
National and Cultural Values According to the Perceptions of Third Grade Primary Students
Author: Anilan, Hüseyin
Date: 2019-06-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Students,Social Values,Prosocial Behavior,Ethics,Health Behavior,Intimacy,Interpersonal Relationship,Course Descriptions,Student Attitudes,Freehand Drawing,Art,Cultural Traits,Writing (Composition),Foreign Countries,Values Education,Check Lists,Teaching Methods

One of the lessons that contribute to the education of individuals who have national and cultural values as well as universal values such as tolerant, virtuous, healthy, honesty, responsibility, scientific, love and respect is Life Studies course on primary schools. Life Studies course is one of the courses taught by students in primary schools and the main objective is to provide students with knowledge, skills and value. One of the highlighted values and skills in the 2018 Life Studies Course Curriculum is Recognition of National and Cultural Values (Ministry of National Education, 2018). The aim of this study is to reveal the perceptions of third grade students about their national and cultural values. In this study, the perceptions of third grade students about national and cultural values are examined based on their opinions and drawings. The method was art-based research. 40 students (22 female and 18 male) participated in this study, which aimed to reveal the perceptions of third-grade elementary school students on national and cultural values. In order to determine the participants, criterion sampling was used. In this research, which aims to reveal the perceptions of third-year elementary school students on national and cultural values, the findings were presented as two main themes: &quot;Reflection of National and Cultural Values in drawings and written opinion&quot; and &quot;Characteristics of National and Cultural Values&quot; and sub-themes under each theme. While some of the students draw an object or figure as a national and cultural value, some students drew more than one figure or object related to different national and cultural values in the drawings. Some students emphasized different national and cultural value in their written opinions and paintings.
Examining Teacher Mathematics-Related Beliefs and Problem-Solving Knowledge for Teaching: Evidence from Indonesian Primary and Secondary Teachers
Author: Siswono, Tatag Yuli Eko
Date: 2019-06-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Problem Solving,Foreign Countries,Mathematics Instruction,Mathematics Curriculum,Instructional Program Divisions,Pedagogical Content Knowledge,Mathematics Skills,Beliefs,Educational Experience,Curriculum Development

This paper reports a two-year research project studying Indonesian primary and secondary teachers' mathematics-related beliefs (MrB) and mathematical problem-solving knowledge for teaching (MPSKT). In the first year, a quantitative study involving 80 primary teachers, 70 lower secondary school, and 55 upper secondary schools from four districts in East Java province, Indonesia was carried out to examine whether there is a difference between the MrB and the MPSKT among them. In the second year, a multiple case study involving ten primary teachers and 13 lower secondary teachers was conducted to understand their MrB and MPSKT through some particular issues related to three domains of MrB: nature of mathematics, mathematics teaching, mathematics learning. Results indicate that there is no significant difference of MrB between primary and secondary teachers, while there is a significant difference between the MPSKT of primary teachers and secondary teacher. Findings also suggest that inconsistencies not only occur between the three domains of MrB but also occurs between particular issues discussed within one domain. Also, this study highlights that teacher beliefs about nature of mathematics were mainly influenced by teachers' experience when learning mathematics during their schooling experience while teacher beliefs about teaching and learning were mainly influenced by the demand of current reform of mathematics curriculum.
STEM to STEAM: Effect of Visual Art Integration on Long-Term Retention of Science Content
Author: Rosen-O'Leary, Robin
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Visual Arts,Retention (Psychology),Freehand Drawing,Long Term Memory,Elementary School Students,Notetaking,Instructional Effectiveness,Private Schools,Small Schools,Gifted Education,Elementary School Science

The current focus on STEM education is based on the idea that science, technology, engineering and math be taught in an interdisciplinary and applied approach in grades K-12. There is growing attention to integrating the arts as an equal partner to STEM learning (STEAM). The purpose of this cluster random sample experimental study was to examine the effect of visual art instruction, specifically drawing, on long-term retention of science content. Fifty-five fifth and sixth grade students participated in this study, 31 in the experimental group and 24 in the control group. Both groups received instruction based on a modified science lesson developed by Arizona State University in cooperation with the National Aeronautics and Space Administration. The experimental group received instruction on art techniques to be used for drawing and the development of visual notes while the control group used traditional note taking and writing. A delayed post-test revealed that the drawing group scored significantly higher for retention of content. Implications for authentic arts integration revealed by this study suggest that the arts play a significant role in learning and content retention in art and science. More significantly, the participants in this study were at the level of proficiency and labeled gifted (minimum IQ of 130), demonstrating that arts integration is effective with a more diverse population than marginalized students studied in previously investigations.
Improving Metacognitive Abilities as an Important Prerequisite for Self-Regulated Learning in Preschool Children
Author: Dörr, Lisa
Date: 2019-06-00
Type: Journal Articles
Subjects: Metacognition,Cognitive Development,Preschool Children,Caregivers,Intervention,Preschool Teachers,Kindergarten,Family Environment,Child Care Centers,Foreign Countries,Parent Role,Teacher Role,Learning Strategies,Self Control,Problem Solving

Metacognition is a crucial prerequisite for self-regulated learning and refers to the knowledge and the regulation of cognitive processes. Several authors argue that children at preschool age can use initial metacognitive control strategies and monitor their learning activities. This fact will create the conditions for promoting metacognitive activities at an early stage. The development of these activities at this age is influenced by several contextual factors, such as home or school environments. Essential caregivers exert a strong influence in terms of the development of metacognitive abilities. In view of this above 137 children participated in an intervention study aiming to improve metacognitive skills, along with their important caregivers such as parents and kindergarten teachers. Training concepts were designed that combined different kinds of interventions: a direct age-appropriate training of the preschoolers and two indirect interventions catered to parents and kindergarten teachers. The aim of this study was to analyze which training condition is more effective in improving metacognitive skills. We assumed that preschoolers who are consistently supported in their self-regulated learning in kindergarten and at home would benefit the most. Based on our data, we could partly confirm this hypothesis.
Math Anxiety in Students with and without Math Learning Difficulties
Author: Mutlu, Yilmaz
Date: 2019-06-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Learning Problems,Mathematics Achievement,Elementary School Mathematics,Elementary School Students,Grade 3,Mathematics Tests,Achievement Tests,Scores,Low Achievement,High Achievement,Short Term Memory

The aim of this study was to determine the dimensions of the relationship between math anxiety and mathematics achievement of the third grade students with and without mathematics learning difficulties. Data were collected from 288 elementary school students using math anxiety scale and math achievement test tools. The mathematics achievement test scores reveal that the students were classified into four groups: math learning difficulties (0-10%), low achievers (11-25%), normal achievers (26-95%), and high achievers (96-100%). The findings reveal that there was a strong correlation (r=-0.597) between the math anxiety and math achievement of the participants, while there was no significant difference between the mean scores of the mathematics anxiety of the lower two groups as it was between the two upper groups. This indicates that the math anxiety level of the students with math learning difficulties does not differ from the low achievers. However, the results depict a significant difference between the mean scores of the math anxiety of the low achievers and the normal achievers.
Syntactic Cues to the Noun and Verb Distinction in Mandarin Child-Directed Speech
Author: Ma, Weiyi
Date: 2019-08-00
Type: Journal Articles
Subjects: Syntax,Cues,Mandarin Chinese,Verbs,Morphology (Languages),Nouns,Form Classes (Languages),Native Language,Computational Linguistics,Correlation,Mothers,Language Usage,Parent Child Relationship,Language Acquisition,Predictor Variables,Age Differences,Infants,Toddlers,Grammar,Word Frequency

The syntactic structure of sentences in which a new word appears may provide listeners with cues to that new word's form class. In English, for example, a noun tends to follow a determiner (&quot;a&quot;/&quot;an&quot;/&quot;the&quot;), while a verb precedes the morphological inflection [ing]. The presence of these markers may assist children in identifying a word's form class and thus glean some information about its meaning. This study examined whether Mandarin, a language that has a relatively impoverished morphosyntactic system, offers reliable morphosyntactic cues to the noun-verb distinction in child-directed speech (CDS). Using the CHILDES Beijing corpora, Study 1 found that Mandarin CDS has reliable morphosyntactic markers to the noun-verb distinction. Study 2 examined the relationship between mothers' use of a set of early-acquired nouns and verbs in the Beijing corpora and the age of acquisition (AoA) of these words. Results showed that the occurrence of the form class markers is a reliable predictor of the AoA for the early-acquired nouns and verbs.
Theory of Mind, Emotion Knowledge, and School Engagement in Emerging Adolescents
Author: Bosacki, Sandra
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Theory of Mind,Social Cognition,Empathy,Student School Relationship,Gender Differences,Adolescents,Learner Engagement,Psychological Patterns,Verbal Ability,Mental Health,Student Experience,Secondary School Students

Theory of Mind (ToM), or the ability to attribute mental states to oneself and others to predict behavior is an important skill that helps adolescents to navigate through school. Building on emerging research on the cognitive and affective aspects of ToM and school engagement, this cross-sectional study explored ToM, emotion knowledge, and school engagement in 32 adolescents (22 females; Mage = 187.2 mos -- 15.16 years, SD= 3.29) from central Canada. Positive correlations were found between ToM and school engagement, controlling for language. Higher levels of experiences of guilt and shame were associated with higher levels of ToM and school engagment. Verbal ability significantly contributed to total perceptions of school engagement. Implications for adolescents' social cognition, mental health, and school experiences are discussed.
School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners
Author: Wofford, Mary Claire
Date: 2019-08-00
Type: Journal Articles
Subjects: Oral Language,Grammar,Verbs,Bilingualism,English (Second Language),Second Language Learning,Spanish,Kindergarten,Grade 1,Elementary School Students,Accuracy,Error Patterns,Phrase Structure,Form Classes (Languages),Error Analysis (Language),Nouns,Narration,Language Usage,Task Analysis,Measures (Individuals),Second Language Instruction,Instructional Program Divisions

Oral narrative retells are rich sources of information for language development. Investigators collected English-language oral narrative retells during the fall and spring from 65 Spanish-English-speaking dual language learners (DLL) in kindergarten and first grade. Investigators examined transcripts of oral narratives for (a) inclusion and accuracy of microstructural elements using the Narrative Assessment Protocol (NAP; Pence, Justice, &amp; Gosse, 2007), (b) percentage of grammatical utterances, and (c) types of verb errors. Prepositional phrases, elaborated noun phrases, irregular past tense verbs, and copula verbs were the most prevalent grammatical forms. Omission errors were the most prevalent verb error type. DLLs' narrative retells revealed significantly increased number of total NAP codes and diversity of NAP codes. Grammaticality of utterances increased from approximately 77% to 87% from fall to spring. All verb errors types decreased over the academic year. Direct feature coding approaches are useful for tracking developmental progress in DLLs' retells.
The Promotion of Self-Regulated Learning by Kindergarten Teachers: Differential Effects of an Indirect Intervention
Author: Venitz, Laura
Date: 2019-06-00
Type: Journal Articles
Subjects: Independent Study,Preschool Teachers,Kindergarten,Intervention,Young Children,Learning Strategies,Instructional Effectiveness,Teaching Methods,Training,Profiles,Rewards,Motivation Techniques

The early promotion of self-regulated learning (SRL) has aroused increased interest since it has been highlighted as the key competence for lifelong learning (E.U. Council, 2002). To meet the demand for early support, an intervention for kindergarten teachers to foster SRL in five to sixyear-old children was developed (Venitz &amp; Perels, 2018). In the present study, different SRL promotion strategy profiles of kindergarten teachers were investigated by using latent profile analyses and the effectiveness of the developed intervention was evaluated under consideration of the found profiles. The results of latent profile analysis (n= 134 kindergarten teachers) displayed specific profiles that differ regarding the degree of self-reported knowledge concerning strategies to promote SRL in children. Using a sample of n= 76 kindergarten teachers who participated on a three-week training which was focused on the reflection of the own SRL as well as the promotion of SRL, differential effects of the found profiles were investigated. The results indicate that an adaption of the intervention according to the different SRL promotion strategy profiles would be meaningful, because kindergarten teachers with high and low SRL promotion strategy profiles differed significantly concerning their repertoire of supportive strategies and their SRL behavior.
The Influence of a Principal&apos;s Length of Service and School Socioeconomic Classification on Teacher Retention Rates in New Jersey Middle Schools
Author: Babo, Gerard
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Middle Schools,Socioeconomic Status,Teacher Persistence,Employment Experience,Tenure,Correlation

This study investigated the impact of a New Jersey middle school principal's length of service and a middle school's socioeconomic classification on teacher retention rates for the 2016-2017 school year. Surprisingly, the results of a two-way factorial ANOVA indicated that NJ middle schools with a socioeconomic status classification of middle to upper-middle class had the lowest teacher retention rate (m = 85.55%) in schools that housed principals with 16 or more years of experience (F (21, 168) = 2.677; p &lt; .001).
A Comparison of IRT Model Combinations for Assessing Fit in a Mixed Format Elementary School Science Test
Author: Yilmaz, Haci Bayram
Date: 2019-06-00
Type: Journal Articles
Subjects: Item Response Theory,Models,Goodness of Fit,Elementary School Science,Science Tests,Test Items,Foreign Countries,Elementary School Students,Test Format

Open ended and multiple choice questions are commonly placed on the same tests; however, there is a discussion on the effects of using different item types on the test and item statistics. This study aims to compare model and item fit statistics in a mixed format test where multiple choice and constructed response items are used together. In this 25-item fourth grade science test administered to 2351 students in 35 schools in Turkey, items are calibrated separately and concurrently utilizing different IRT models. An important aspect of this study is that the effect of the calibration method on model and item fit is investigated on real data. Firstly, while the 1-, 2-, and 3-Parameter Logistic models are utilized to calibrate the binary coded items, the Graded Response Model and the Generalized Partial Credit Model are used to calibrate the open-ended ones. Then, combinations of dichotomous and polytomous models are employed concurrently. The results based on model comparisons revealed that the combination of the 3PL and the Graded Response Model produced the best fit statistics.