ethanporcaro/eric-fulltext-meta huggingface dataset:
Media as a Learning-Teaching Tool in the Context of Media Literacy from Turkish Language Teacher Candidates&apos; Perspective
Author: Coskun, Hatice
Date: 2021-00-00
Type: Journal Articles
Subjects: Turkish,Language Teachers,Media Literacy,Preservice Teachers,Content Analysis,Teacher Education Programs,Social Media,Teaching Methods,Usability,Foreign Countries,Student Attitudes,Internet,Video Technology,Information Technology,Learning Processes,Instructional Effectiveness

This study aims to reveal the Turkish language teacher candidates' opinions about the media as a learning-teaching tool in the context of media literacy. It has been conducted utilising the basic qualitative research pattern, one of the qualitative research types, with twenty participating teacher candidates studying in the last year of their university education. In the study, a semi-structured interview form is employed as the data collection tool. The collected data are analysed based on the content analysis method, one of the qualitative analysis methods. The results obtained in the study have shown that social media has a central place in Turkish teacher candidates' media perception; when they were asked about the media tools for teaching, they answered the internet and YouTube primarily. The participants stressed that the media as a teaching tool offers teachers alternative ways and facilitates the educational process. For these reasons, they consider the media a usable teaching tool. The media tools they use the most in their own learning processes are the internet, YouTube and Instagram. The teacher candidates plan to use media tools while performing their jobs. Moreover, the teacher candidates, who consider utilising media tools in the learning-teaching process necessary, plan to advise their students to learn through media.
Morphological Verb Valency Driven Errors of Secondary School Students
Author: Öztürk, Burcu
Date: 2021-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Verbs,Error Analysis (Language),Secondary School Students,Student Attitudes,Word Frequency,Turkish,Teaching Methods,Literacy,Native Language,Foreign Countries,Morphemes

The aim of the current study is to determine the distribution of verb valency-driven errors of secondary school students. To this end, this study is framed as a survey research. The sample of the study consists of 200 secondary school students in three schools with different socioeconomic levels. The content and teaching of morphological verb valency and the problems encountered were elaborated in the light of Turkish teachers' views. The data of the study were compiled through document analysis. Frequency analysis was employed to determine the occurrence of morphological verb valency-driven errors. Besides, content analysis was used to analyse teachers' views. The research findings revealed that secondary school students made verb valency-driven errors at 393 times while using 145 different verbs. The mean value of verb valency-driven errors per student was 1.96. Furthermore, the verbs with the most common verb valency-driven errors were respectively as follows: çik- (to leave), al- (to take), bul- (to find), söyle- (to tell), yasa- (to live), git- (to go), gör- (to see), ver- (to give), çöz- (to solve) and gel- (to come). Teachers, however, stated that students had difficulty in analysing and writing morphemes in morphological verb valency, and they, in particular, made verb valency-driven errors in long sentences in writing and speaking skills. Moreover, activities towards knowledge and comprehension in terms of words and sentences are inadequate in respect to such cognitive processes such as synthesis and evaluation of texts. Therefore, it is recommended that teaching of morphological valency should be integrated with language skills in order to minimize morphological verb valency-driven errors that have an impact upon literacy skills of students in their mother tongue.
Sustainability for Secular and Spiritual Groups: A Framework from University and Community Education
Author: Stillwell, Ashlynn
Date: 2021-00-00
Type: Journal Articles
Subjects: Sustainability,Higher Education,College Students,Sciences,Religion,Universities,Community Education

Education around the concept of sustainability, encompassing the environment, economy, and society, presents challenges of context among diverse groups. I present a framework for sustainability education based on experience with educating secular groups in a university context and educating spiritual groups in a community context. This sustainability education framework highlights three drivers for student learning: passion, experience, and uncertainty. Examples from education of secular and spiritual groups illustrate the importance of projects, challenges, and dialogue. Sustainability education can reveal common ground between science and religion.
The Impact of Merit Aid on College Choice and Degree Attainment: Reexamining Florida&apos;s Bright Futures Program
Author: Gurantz, Oded
Date: 2022-03-00
Type: Journal Articles
Subjects: Merit Scholarships,College Choice,Educational Attainment,State Programs,Enrollment,Low Income Students,Hispanic American Students,White Students,Eligibility,Associate Degrees,Bachelors Degrees,College Entrance Examinations,In State Students,Out of State Students,Time to Degree

We replicate and extend prior work on Florida's Bright Futures merit aid scholarship to consider its effect on college enrollment and degree completion. We estimate causal impacts using a regression discontinuity design to exploit SAT thresholds that strongly determine eligibility. We find no positive impacts on attendance or attainment, and instrumental variable results generally reject estimates as small as 1 to 2 percentage points. Across subgroups, we find that eligibility slightly reduces 6-year associate degree attainment for lower socioeconomic status students and may induce small enrollment shifts among Hispanic and White students toward 4-year colleges. Our findings of these minimal-at-best impacts contrast those of prior works, attributable in part to methodological improvements and more robust data, and further underscore the importance of study replication.
Wonder as an Invitation to Engage in Environmental Justice
Author: Shaver, Ruth
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Conservation (Environment),Activism,Community Action,Racial Bias,African Americans,American Indians,Theological Education,Imagination

Environmental justice, a phrase first used in reference to the activism of a community in Warren County, NC in the late 1970s, is a broad category of work at the intersection of caring for nature and caring for people. Residents of the majority black county sought relief from the impending designation of a landfill site in the county as a dumping site for toxic chemicals. This effort was supported by the NAACP and both local congregations and national staff of the United Church of Christ (UCC). Their efforts led to the first true national attention on what has become known as &quot;environmental racism.&quot; In this article, I describe additional ways the UCC continued to play a key role in the environmental justice movement. I then describe the current effort to develop a certificate program in environmental justice by PATHWAYS Theological Education, Inc and the role wonder has played throughout all of these efforts.
Language of Expert Consensus: The Indicator of Student Outcome According to &quot;Ibn Miskawayh&quot;&apos;s Theory Using Fuzzy Delphi Technique Application
Author: Othman, Mohamad Khairi
Date: 2022-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Delphi Technique,Foreign Countries,State Universities,Islam,Moral Values,Social Values,Program Effectiveness,Institutional Mission,Religious Education,Likert Scales,Specialists,Cheating

The success of a school depends on student outcome which can be measured based on three main aspects, namely academic, co-curriculum and personality. The ineffectiveness of programs organized by schools to cultivate good values among students has led to the need for certain efficient and systematic mechanisms to be established to assess the current level of student outcomes. Therefore, this study aimed to get expert views and consensus on the indicator of student outcome based on &quot;Ibn Miskawayh&quot;'s theory in the mission of shaping students according to the true Islamic practices. This research employed the Fuzzy Delphi technique utilizing a 7 Likert scale to accumulate answers of 15 experts in different areas of education at public universities and government sectors in Malaysia. A total of 54 item survey was given to experts for evaluation. The Fuzzy Delphi technique was used for statistical analysis. Data were analyzed using a triangular fuzzy numbers and the ranking of each variable was determined using the 'defuzzification' process. The findings showed that response and expert consensus on the factors that lead to academic dishonesty was at a good level. The general findings of the expert consensus exceeded 75%, the overall value of the threshold (d) &lt;0.2 and [alpha]-cut exceeded 0.05. The priority factors were sorted and refined by adding and dropping items as recommended by the experts.
Reporting Verbs Argue, Claim and Believe in Linguistics Research Articles: A Corpus-Based Study
Author: Ilchenko, Olga
Date: 2022-00-00
Type: Journal Articles
Subjects: Verbs,Research Reports,Language Usage,Computational Linguistics,Periodicals,Linguistics,Discourse Analysis,Authors,English for Academic Purposes,Writing for Publication,Form Classes (Languages),Semantics,Journal Articles

No research article is imaginable without reporting verbs. They help the writer voice his/her own views against the backdrop of other community voices, while also serving to project his/her authority and expertise in the field. The vast variety of reporting verbs in academic discourse and their disciplinary specificity account for a huge challenge this topic can pose for EAL academic writers. In this study, we analyzed the rhetorical and discursive functions of strong reporting verbs &quot;argue,&quot; &quot;claim&quot; and &quot;believe&quot; in a corpus of 40 articles from leading Linguistics journals, with close attention to their Self/Other references. It has been revealed that &quot;argue&quot; and &quot;claim&quot; are mostly used in this realm to refer to other authors, while &quot;believe&quot; is slightly more common with reference to the writer himself/herself. While it tends to be perceived as interchangeable with &quot;argue,&quot; &quot;claim&quot; is almost exclusively used to introduce the opinion of others; besides, it is often an opinion that the writer does not fully support. Also, we have shown that it is typical for &quot;argue&quot; to play a discourse-organizing role, being featured in retrospective endophoric markers. We believe it is important to help novice academic writers understand the subtle nuances in the semantics of these reporting verbs and their discourse functions.
Why Do University Students Prefer YouTube to Learn and Study?
Author: Burhanli, Sati
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Preferences,Video Technology,Social Media,Student Attitudes

YouTube has over 2 billion users who watch YouTube videos regularly. It is one of the social media platforms that has increased its popularity in the last years with its use in educational purposes in various grade levels. The purpose of this study is to investigate the factors that make university students use YouTube for learning and studying. Firstly, it looks into the reasons that make university students prefer YouTube for learning and studying. Secondly, it examines the factors that university students consider during content selection on YouTube. The qualitative research design methodology is used in the design of the study. Data is collected through the interviews held face to face. The study emerged that the reasons that motivate university students to use YouTube in the learning process are individual learning needs, manageability, limitations of face to face education, and availability of conditions. Besides, the study showed that university students also consider some criteria while selecting content on YouTube. They mostly consider the appropriateness of content to their interest, popularity, thumbnail image, and reliability of sources. The results of the study can be helpful for content developers to understand the needs of university students in digital platforms. Furthermore, the results can give feedback to instructors on universities to understand the gaps in face-to-face education. Besides, the results also help to understand the mindset of university students during content selection in social media.
The Relationships between Global Citizenship, Multicultural Personality and Critical Thinking
Author: Kaya, Mehmet Melik
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Citizenship,Critical Thinking,Preservice Teachers,Personality Traits,Personality Measures,Scores,Correlation,Democracy,Justice

The purpose of this study is to examine the relationship between global citizenship, multicultural personality and critical thinking in preservice teachers. The study group consisted of 363 preservice teachers who attend different departments of Faculty of Education in Kutahya. Data collection was done through Scale Universal Citizenship, Multicultural Personality Questionnaire and Critical Thinking Disposition Scale. Because the data exhibited a normal distribution because of preliminary analysis, Pearson product-moment correlation analysis of parametric tests and multiple regression analysis were used for data analysis. According to the findings, there is positive relationship between critical thinking and multicultural personality trends and global citizenship. In other words, as multicultural personality scores increased, level of global citizenship also increased. Or as critical thinking tendencies decreased, the level of universal citizenship decreased. In a society where people adopt universal values and can think critically, democracy, justice and tolerance become dominant. And in a globalized world where there is no critical thinking, consequences of wrong thinking and wrong decisions will end up with global violence, intolerance, injustice, and war that has high destructive power. [This study was presented at the 5th International Social Studies Education Symposium in Denizli.]
The Relationship between Organizational Justice, Professional Motivation and Organizational Identification: A Study on Teachers
Author: Alev, Sedat
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Environment,Organizational Climate,Climate,Elementary School Teachers,Teacher Motivation,Foreign Countries,Teacher Attitudes,Identification (Psychology),Measures (Individuals)

The aim of the study is to investigate the relationship between organizational justice, professional motivation and organizational identification. In this study, relational model was used. The population of the study consists of teachers from primary schools in the province of Gaziantep in Turkey during 2019-2020 academic year, and the sample consists of 368 primary school teachers. The data were collected through &quot;Organizational Justice Scale&quot;, &quot;Professional Motivation Scale&quot; and &quot;Organizational Identification Scale&quot;. In the analysis of the data, descriptive statistics about the variables were calculated, correlation and regression analysis were performed. According to the descriptive statistical results of the study, teachers' perceptions of organizational justice, professional motivation and organizational identification are at a high level. Organizational justice has a positive, moderate relationship with professional motivation and organizational identification. Besides, there is a positive and moderate relationship between professional motivation and organizational identification. As a result of the stepwise multiple regression analysis conducted to determine the relationship between professional motivation, organizational justice, and organizational identification, it was determined that professional motivation has a partial mediating role in the relationship between organizational justice and organizational identification. It is considered important to increase the motivation of teachers by treating them equally and fairly in the distribution of resources to identify with the school. Moreover, with the increase in motivation, it can be ensured that teachers increase their performance and identify with their organizations.
The Impact of Science Teaching Based on Science-Technology-Society (STS) Approach to Elementary School Students
Author: Çinar, Sinan
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Creative Thinking,Thinking Skills,Student Attitudes,Science Instruction,Success,Academic Achievement,Science Teachers,Science and Society,Technological Advancement,Inservice Teacher Education,Foreign Countries,21st Century Skills,Interdisciplinary Approach

The aim of this study is to find out effects of science teaching through Science-Technology-Society [STT] approach on elementary school students' creative thinking skills, attitudes towards science lesson, and academic success. To this end, a quasi-experimental pretest-posttest design without the control group was used among quantitative research models. The study participants were composed of 6 classroom teachers who had previously taken in-service training [IST] on STS approach and their students (N=273) selected through random sampling. Study data were collected by using the Creative Thinking Skills Scale (CTSS), Science and Technology Course Attitude Survey [STCAS], and Academic Achievement Test [AAT]. The data were analyzed by conducting one-way ANOVA test with SPSS. The results showed that the students in STT classes could improve their creative thinking skills, attitudes towards science course, and academic achievement compared to their peers in the classes. It can thus be useful to encourage teachers to perform teaching based on approaches addressing science-technology-society relation. As another recommendation, it is suggested to prepare professional development programs.
Current Trends and Realities of International Students in East and Southeast Asia: The Cases of China, Hong Kong, Taiwan, and Malaysia
Author: Vuong, Quan-Hoang
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Geographic Regions,Higher Education,Educational Policy,College Students,Student Mobility,Motivation,Income,Employment Opportunities,Labor Force,Reputation,Diversity,Political Issues,Incentives,English (Second Language),Scholarships,International Cooperation,Tuition

By reviewing regulative documents and extant literature, this paper explores the realities and trends of international students in East and Southeast Asia (ESA). It also shows motivation and strategies of four new players in the international higher education sector in East and Southeast Asia i.e., China, Hong Kong, Taiwan and Malaysia. Apart from showing that intraregional students have not predominated the overall international student population in the region anymore, the paper highlights that ESA region has become an established hub of international students rather than a new emerging destination as it was in previous years. The overall net flow of international students in this region was still deficit prior to 2010s, but the deficit in 2017 is still less than that of 2010?s. This is probably the first study of its kind to examine the trends of international students as well as of higher education policies of countries in the ESA region. The findings of this study shall provide an insight into international higher education trends among the ESA countries for stakeholders, including policymakers, university managers, faculty, students, and parents.
The Relationship between L2 Accent and Identity
Author: Alshammari, Hammad Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Pronunciation,Self Concept,Second Language Learning,Second Language Instruction,Sociocultural Patterns,Native Language,Learning Experience,Context Effect,English (Second Language),Correlation,Phonology

This study is a comprehensive analysis to conceptualize the transparent borders between second language L2 learners and the imaginary image of the novel mentally interactive settings they emerged in. As this novel experience of L2 learners entails a sort of sociocultural shift through shifting language, it requires learners to shift identity as well. This study sheds the light on the linguistic situational contexts that motivate L2 learner's identity to be both unconsciously and consciously shifted. This study argues that the L2 learner's identity is unable to receive a full macro shift, rather it experiences a micro one, hypothetically proposed as &quot;identity-version shift&quot;. This study concludes with a systematic list, each of which guides the learner's identity version shift: 1) the identity-version shift is mandatory, 2) the identity-version shift is basically motivated by a situated linguistic context, 3) The new version should carry better image than the old one or more socially appropriate, 4) Implicit developing language can offer more authentic stable identity &quot;i.e. children language&quot;, 5) Reconstructing fully new identity is impossible, 6) Shifting between two identities is irrational unless with whom suffer from Schizophrenia.
The Impact of Reading Strategies and Self-Efficacy on Reading Comprehension: The Case of Saudi EFL Learners
Author: Mohammed, Ghazwan Mohammed Saeed
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Strategies,Correlation,Self Efficacy,Reading Skills,English (Second Language),Second Language Learning,Reading Comprehension

This study aims to explore the correlation between the reading strategies (RSs) and reading self-efficacy (RSE) for the Saudi EFL learners and to what extent this correlation affects reading comprehension (RC). To obtain the objective of this study, 183 EFL learners from the University of Bisha were selected as participants. A questionnaire was distributed to collect data about the subjects' reading strategies and self-efficacy factors. SPSS 25.0 version was used for analysing the data. The participants' scores in reading comprehension were collected from the teachers and analyzed with the data elicited from the questionnaire. The results showed that the Saudi EFL learners use various reading strategies, primarily the &quot;global reading strategy,&quot; followed by &quot;memory strategy.&quot; The most dominant self-efficacy factor among the learners was confidence, followed by self-regulation. The results also showed a strong positive correlation between the RSs and learners' RSE (r = 0.502**). Additionally, it is found that there is a remarkable influence by the reading strategies in focus on all the reading self-efficacy factors. A link between SE and RC from one side and between RSs and RC was also evident. The study stipulates certain significant recommendations and implications to the syllabus makers, teachers, EFL learners and researchers.