ethanporcaro/eric-fulltext-meta huggingface dataset:
The Competencies of the Culturally Responsive Teacher: What, Why and How?
Author: Karatas, Kasim
Date: 2020-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Teacher Competencies,Cultural Awareness,Teacher Attitudes,Self Evaluation (Individuals),Teacher Characteristics,Role Models,Empathy,Communication Skills,Preservice Teacher Education,Foreign Countries,Teacher Education

This study aims to explore postgraduate teachers' perspectives regarding the &quot;culturally responsive teacher.&quot; In doing so, it adopts a basic qualitative approach as the research design. I selected 11 teachers as the study group by using the criterion sampling method. I collected the data from five female and six male teachers from various branches through semistructured interview forms. I used the thematic analysis technique during the data analysis. I categorized the findings under four themes: cultural responsiveness, self-assessment, teacher competencies, and desirable culturally responsive teacher. According to the results, being a culturally responsive teacher requires having certain personal and professional competencies, such as avoiding discrimination, respecting cultural differences, being a role model, having an empathic tendency, and having good communication skills as well as a pedagogical background. In the pre-service period, a number of special methods and practices should be implemented in order to develop culturally responsive teacher competencies of future teachers.
The Effect of Active Learning on Achievement and Attitude in Vocational English Course
Author: Özer, Selda
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Poetry,Concept Mapping,Language Tests,Achievement Tests,Simulation,Role Playing,Electronic Mail,Writing (Composition),Drama,Scripts,Active Learning,Student Attitudes,Comparative Analysis,Tourism,Management Development,Majors (Students),State Universities,Teaching Methods,Lecture Method,Foreign Countries,Instructional Effectiveness,English for Academic Purposes,College Students

The aim of the study was to determine the effect of active learning techniques applied in Vocational English Course on students' achievement and attitude. In the research, quasi-experimental design with pre-test and post-test control group model was used. The participants included the students majoring Tourism Management at a state university in Turkey and taking Vocational English Course in fall semester in 2017-2018 academic year. In the experimental group, instruction was carried out using active learning techniques, while in the control group, instruction was conducted in conventional lecture method. The techniques used in the study were writing poetry, concept mapping, simulation, role-play, writing e-mails, script writing and drama. Vocational English Course Achievement Test and Attitude Scale towards Vocational English Course were used to collect data. The findings of the study revealed that active learning techniques were more effective in acquiring the objectives of Vocational English Course with a large effect size. Similarly, the findings of study reflected that active learning techniques made a significant difference on students' attitudes towards Vocational English Course with a large effect size.
Experiences of Graduate Students on Out-of-School Learning Environment Applications
Author: Bakioglu, Büsra
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Education,Educational Experience,Graduate Students,State Universities,Student Attitudes,Intervention,Knowledge Level,Experiential Learning,Informal Education,Field Trips,Teaching Methods,Learning Activities,Foreign Countries

This study aimed to reveal the experiences of science education graduate students about education in out-of-school learning environments before and after they took a course on this topic. The study group consisted of four students who were attending the science education graduate program at a state university in Turkey and who were taking the &quot;science education in out-of-school learning environments&quot; course. In the study, the students answered seven semi-structured, open-ended questions that were prepared by the researcher at the beginning of the semester. Then, they took the 16-weeks course and answered the same questions at the end of the semester. The interviews were recorded using a voice recorder. Data obtained was analyzed using the descriptive analysis method. The findings of the study showed that at the beginning of the semester the graduate students did not have any scientific knowledge about out-of-school learning environments and that their answers to questions did not go beyond presumptions. On the other hand, the students' level of knowledge about out-of-school environments was observed to increase after the intervention.
Exploring EFL Student Teachers&apos; Perceptions of Student-Led Seminars
Author: Al-Amri, Majid
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Language Teachers,Student Teachers,Student Teacher Attitudes,Seminars,Student Participation,Program Effectiveness,Student Motivation,Program Implementation,Active Learning

Student-led seminars have not been widely researched from the student perspective despite their prevalence in different streams of education literature. Based on four focus group interviews involving 24 students from a university in Saudi Arabia, this study evaluated student-led seminar sessions from the perspective of EFL student teachers, to generate relevant themes and categories. The themes identified comprised: preparing for seminar sessions, implementing seminar sessions, and receiving feedback after seminar sessions. Results found that students acknowledged the advantages of student-led seminars, but were worried about engaging in student-led seminars. Others preferred to receive guidance from the instructor, and some believed collaborative work was more important than individual work. It is essential to investigate students' perceptions to obtain a more thorough understanding and allow the formulation of an effective framework implementing student-led seminars.
Structuring Determinants to Level Up Students Performance
Author: Peconcillo, Larry B., Jr.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Mathematics,Mathematics Achievement,College Students,Gender Differences,Parent Background,Socioeconomic Status,Influence of Technology,Teacher Influence,Community Influence,Age Differences,Parent Influence

It has always been a challenge to improve student learning outcomes. Stakeholders in higher education institutions need to go beyond traditional methods and develop new practices to elevate student's performance in mathematics. This research assessed the influencers of student Mathematics performance and also determined the issues and concerns encountered by the students in learning Mathematics. The descriptive-correlational method was employed using a survey questionnaire. There were 370 respondents in the sample and it was selected using simple random sampling from the population of the students at Cebu Technological University North Cell Campus. The data were statistically analyzed through percentage, frequency counts, weighted mean, ranking and Chi-square test for significant difference. The results revealed that home/family, school environment, classmates/peers, community, media and emerging technology were not significantly affecting the performance of the students in Mathematics. However, attending Mathematics classes as a perquisite of their courses was the main problem encountered by the respondents of this study. Based on these data analysis, the researchers proposed human and material resource development plan for enhancing students' performance in Mathematics. Moreover, the researchers recommend future research to dig deeper into the factors inside and outside school premises to identify influencers that influence students' academic performance especially in Mathematics.
Examining the Self-Efficacy of Primary School Teachers and the Problems Encountered in Physical Education and Game Course
Author: Mamak, Hüdaverdi
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Attitudes,Physical Education,Physical Education Teachers,Teaching Methods,Foreign Countries,Elementary School Teachers,Measures (Individuals),Games,Gender Differences,Scores,Physical Activities,Program Design,Physical Fitness,Nutrition Instruction

This study was conducted in order to determine the self-efficacy of primary school teachers and the problems that they encounter in physical education and game classes. The sample of study are consisted of 391 primary school teachers who were selected by stratified sampling method and working in Konya and Nigde provinces in the second semester of the 2019-2020 academic year. In research, 'Teacher self-efficacy belief scale' was used. In addition, teachers were asked open-ended questions about physical education and game lesson. According to the findings of the research, it was concluded that teachers are quite sufficient in the field. No difference was found between the self-efficacy scores by gender. Self-efficacy scores are significant in favor of those who do not need in-service training. Significant results were obtained in the sub-dimension of student participation in favor of teachers using physical activity card (PAC) in physical education and game lesson. This course which branch teacher should conduct were achieved meaningful findings in favor of the primary school teacher. In physical education and game lessons, the movements of displacement, object control and balancing are acquisitioning that teachers can do best. The course achievements that are forced in practice; are designing games, using various strategies and tactics, designing appropriate programs to improve physical fitness, preparing a nutrition program to protect health. When the problems encountered in physical education and game lessons are examined, they are generally collected under three headings.
Impact of Teaching Critical Thinking Tasks for Enhancing Paragraph Writing Performance of EFL Learners
Author: Trang, Nguyen Huynh
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Second Language Learning,Second Language Instruction,English (Second Language),Writing (Composition),Writing Instruction,Positive Attitudes,Student Attitudes,Majors (Students),Comparative Analysis,Pretests Posttests,Task Analysis,Writing Processes,Taxonomy,Writing Tests,Lesson Plans,Undergraduate Students,Nonmajors,Foreign Countries

Critical thinking tasks can be useful in teaching and learning foreign or second languages, but they can be something innovative for some learning and teaching contexts. Therefore, the aim of this study is to explore how EFL learners behave toward these tasks. 42 non-English majors were recruited for the study. They were divided into two groups: experimental and control. Only the experimental group benefited from the application of critical thinking tasks to writing paragraphs. Both groups were engaged in learning how to write paragraphs in English for 15 weeks. The study mainly employed the pretest, posttest, the questionnaire and six treatment lesson plans to collect data. The result revealed that critical thinking tasks empowered these EFL learners in their paragraph writing. The experimental group had more significant enhancement. The result obtained from the questionnaire also indicated that most of the EFL learners had a positive attitude toward the use of critical thinking tasks supporting their paragraph writing. They also showed their satisfaction when they applied critical thinking tasks in their writing classes. Some implications were given for both language teachers and EFL students about the importance of applying critical thinking tasks to developing and teaching writing. Some recommendations for further research in the future were also discussed.
&quot;I Feel so Happy Now&quot;: Afghan Students&apos; Cross-Cultural Adaptation Experiences in Turkey
Author: Selvitopu, Abdullah
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Acculturation,Cultural Differences,Student Adjustment,Middle School Students,Student Experience,Cultural Influences,Language Usage,Social Attitudes,Religious Factors,Adjustment (to Environment),Stress Variables

The main purpose of this qualitative case study is to understand Afghan students' cross-cultural adaptation experiences by applying Kim's theory of cross-cultural adaptation. Within the first part of this study, we discuss cross-cultural adaptation theory and give some information about Afghan immigrants in Turkey. Then, Afghan students' experiences are discussed under three sub-themes within the frame of Kim's stress adaptation growth model. The participant group consisted of three middle school students who have come from Afghanistan to Turkey at different times. Data for this study were collected by using semi-structured interviews and analyzed through a content analysis technique. Findings revealed that Afghan students have lived through many positive and negative experiences in the whole process. Similar cultural characteristics, the target language, people's attitudes towards immigrants in the host country, religious and cultural proximity play critical roles in adapting to the new environment. The last section includes a conclusion and offers some implications for research and practice.
Teacher Perspectives on Introducing Programming Constructs through Coding Mobile-Based Games to Secondary School Students
Author: Attard, Lara
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Programming,Electronic Learning,Video Games,Secondary School Students,Computer Science Education,Foreign Countries,Programming Languages,Game Based Learning,Scaffolding (Teaching Technique),Secondary School Teachers,Faculty Development

Programming is one of the most important aspects of a Computing course. Teaching programming is a challenging task due to a number of factors, ranging from lack of student problem solving skills to different teaching methods. This paper focuses on Maltese Computing teachers' perspectives about the difficulties encountered when teaching programming to secondary school students in order to determine whether introducing programming to secondary school students through creating mobile-based games is an effective method to teach programming constructs. A resource pack consisting of various activities using MIT App Inventor 2 was created which incorporated constructivist approaches to teaching. This resource pack was reviewed by the teachers and their feedback was collected by means of a case study. The teachers agreed that developing mobile-based games would be highly stimulating to their students but there were uncertainties how this would affect students with different learning abilities and due to a general lack of computational thinking and problem-solving skills by most students.
Teaching Computing without Computers: Unplugged Computing as a Pedagogical Strategy
Author: Busuttil, Leonard
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Science Education,Grade 9,Secondary School Students,Teaching Methods,Instructional Effectiveness,Student Attitudes,Learning Activities,Learner Engagement,Teamwork,Cooperative Learning,Attention Span,Retention (Psychology),Grade 10,Games,Manipulative Materials,Worksheets,Knowledge Level

This paper investigates unplugged computing as a formal pedagogical strategy to teaching computing to a Maltese secondary class of Year 9 students. It aims at identifying the effectiveness of this pedagogy outlining the strengths and weaknesses in its application, taking into consideration the level of attainment for students, as well as the impact on teachers' lesson preparation. This research study is based on the delivery of five unplugged activities. It analyses students' reaction when exposed to such unplugged activities to assess the viability of using this pedagogy when teaching computing concepts in a formal setting. The study concludes that unplugged computing is an effective pedagogical strategy that helps attain a high level of engagement and student involvement, encouraging teamwork and collaboration. Students experience a wide attention span and good retention through the constant link of computing scenarios to real-life examples and the use of tangible non-computing related objects. Notwithstanding, the study also identifies certain limitations of this pedagogy, mainly that it is not sufficient as a standalone pedagogy, but needs to be applied in conjunction with other pedagogies to be able to cover all the expected learning objectives of the curriculum.
Integration of High-Tech Communication Practices in Teaching of Biology in Indonesian Higher Education Institutions
Author: Putra, Aminuddin Prahatama
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Teaching Methods,Biology,Science Instruction,College Science,Handheld Devices,Telecommunications,College Faculty,Computer Mediated Communication,Interpersonal Communication,Science Teachers,Secondary School Science,High School Teachers,Teacher Competencies,Technological Literacy,Communications

The integration of Information and Communication Technology (ICT) in education introduced high-tech practices in teaching and learning in universities useful for both teachers and learners. The main objective of this study was to investigate the extent to which such high tech communication strategies and practices have been embedded in the teaching and learning of biology in Indonesian higher education institutions (HEIs). The high tech communication practices included the use of tablets/laptops and taking assistance of such human behavioral and communication practices which stimulated both teachers and students to optimize teaching and learning processes. This study emphasized the fact that Biology being central to the scientific learning is required in the study of advanced domains like medicine, genetics, zoology, etc. Hence, for the successful dissemination of the knowledge of biology through teaching, the instructors need to have access to and familiarize with the pedagogical principles and management strategies used in classroom instruction. This study attempted to understand how the high-tech communication practices should be integrated in the teaching of biology in Indonesian higher education institutions. No doubt, 'communication biology' has the potential to evolve into a scientific study in the field of communication science and educational practices. The need is to build a framework of a new paradigm of communication biology which is expected to contribute to the development of the education system in the Indonesian HEIs. This study will potentially draw attention of the academicians and policy makers towards integration of such advanced communication practices in teaching of biology in the Indonesian HEIs.
The Relationship between Ideal L2 Self, Achievement Attributions and L2 Achievement
Author: Çagatay, Sibel
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Self Concept,Academic Achievement,Second Language Learning,Second Language Instruction,English (Second Language),Attribution Theory,State Universities,College Students,Student Attitudes,Scores,Academic Ability,Teacher Effectiveness,Classroom Environment,Predictor Variables,At Risk Students,Instructional Design,Intervention,Learning Motivation,Foreign Countries,Measures (Individuals)

This study examines whether learners' (high vs. low) 'ideal L2 self' exerts an effect on causal attributions and which of these causal attributions could predict future L2 achievement. To this end, 1006 EFL students were invited from a state university in Ankara, Turkey. The data were collected with an attribution scale composed of 29 questions and with a questionnaire containing 10 items measuring learners' ideal L2 self. The researchers also collected the students' achievement scores to measure the predictive power of causal attributions. The impact of high and low ideal L2 self on causal attributions was analyzed through MANOVA and the prediction power of these attributions for achievement was measured through regression analysis using SPSS 23. It was found that learners' ideal L2 self (high vs. low) influenced causal attributions, including ability, school system, teacher, family and classroom environment. It was also found that the attribution to effort, luck and ability are the best predictors of future exam scores of learners. These predictors could provide insightful implications for EFL teachers with regard to the actions they can take in order to diagnose motivationally at-risk students and to boost their motivation through effective designs of interventions embedded into the curriculum.
The Role of Intellectual Humility in Foreign Language Enjoyment and Foreign Language Classroom Anxiety
Author: Moskowitz, Sharona
Date: 2020-00-00
Type: Journal Articles
Subjects: Role,Second Language Learning,Second Language Instruction,Spanish,Native Language,Self Concept,Anxiety,Measures (Individuals),Classroom Communication,English (Second Language),Psychological Patterns,Communication (Thought Transfer),Likert Scales,Language Proficiency,Correlation,Surveys,Social Media

Intellectual humility (IH) involves a certain degree of selflessness and an accurate view of one's own worth and abilities. To date, IH has not been explicitly researched as a variable in the study of foreign language (FL) learning. The present mixed-methods study aims to explore possible links between FL learners' IH and their foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). The survey was administered online entirely in Spanish and respondents were 163 adult Spanish L1 speakers enrolled in an EFL course at any level of proficiency. The research instrument was adapted from three established constructs: the CIHS (Comprehensive Intellectual Humility Scale) (Krumrei-Mancuso &amp; Rouse, 2016), the FLE Short Form (Botes, Dewaele &amp; Greiff, 2020) and the FLCA Short form scale (Dewaele &amp; MacIntyre, 2014). Feedback on three open-ended questions provided qualitative data. Results show that IH has a mixed and complex relationship with FLE and FLCA, with some IH domains negatively predicting FLE and both positively and negatively predicting FLCA. The current research is an attempt to widen the range of psychological factors that might affect FL classroom emotions.