ethanporcaro/eric-fulltext-meta huggingface dataset:
Design and Implementation of the Development of a Corpus-Based Loose-Leaf Textbook for Higher Vocational English Learners: Using the &quot;Cross-Border E-Commerce Operations English&quot; as an Example
Author: Liu, Jing
Date: 2023-00-00
Type: Journal Articles
Subjects: Vocational Education,English Language Learners,English (Second Language),Textbooks,Second Language Instruction,Higher Education,Textbook Content,Electronic Learning,Job Skills,Language Proficiency,Vocabulary,Learning Activities,Foreign Countries

Current higher vocational English textbooks have limitations in providing timely work-related information, representing the nature of vocational education, preserving authenticity of text materials, and using technology to enhance textbook interactivity. To address the limitations of current higher vocational English textbooks, this study adopts corpus-based approaches to developing a loose-leaf textbook for higher vocational English, a new form of textbook that delivers timely, authentic, job-oriented content enhanced by digitalization. Upon an on-the-job investigation, this study builds CECLOTED, a corpus congruent with the typical job tasks for cross-border E-commerce operations. Based on corpus data analysis upon metrics of frequency, keyness, dispersion, collocation and colligation, this study strikes a balance between authentic text feature and linguistic complexity appropriate for higher vocational English learners. This study also develops an online learning platform coherent with the printed textbook with B/S architecture so as to present information in a ubiquitous, dynamic and interactive manner. Compared with the conventional textbook, the loose-leaf textbook which comprises learning texts, vocabulary lists, learning tasks and an online learning platform is more conducive to enhancing language proficiency and job-related skills.
The Associations between Metacognitive Reading Strategies and Critical Reading Self-Efficacy: Mediation of Reading Motivation
Author: Bozgun, Kayhan
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Strategies,Metacognition,Self Efficacy,Reading Motivation,Preservice Teachers,Reading Skills,Foreign Countries,Critical Reading,Predictor Variables,Reading Attitudes

The aim of this study is to test the mediation of reading motivation between preservice teachers' metacognitive reading strategies and critical reading self-efficacy. For this purpose, a sample of 482 preservice teachers studying at the education faculty of a state university located in a city center in the Central Black Sea Region in the spring semester of the 2019-2020 academic year. Participants were determined by convenience sampling method. Self-efficacy Perception Questionnaire about Critical Reading Skills, Metacognitive Reading Strategies Scale and Adult Reading Motivation Inventory were used as data collection tools. In the analysis of the data, mediation analysis was performed with the Pearson Product-Moment correlation analysis using the Jamovi software. In the findings obtained, it was found that there were positive and highly significant relationships between dependent, independent and mediator variables. Metacognitive reading strategies were found to be significant predictors of reading motivation and critical reading self-efficacy. In addition, reading motivation was found to be a significant predictor of critical reading self-efficacy. According to the findings of the mediation analysis carried out as a result of provided these assumptions, it has been revealed that reading motivations have a partial mediating role between preservice teachers' metacognitive reading strategies and critical reading self-efficacy. In conclusion, reading motivation explains some of the relationship between metacognitive and critical reading.
The Relationship between Teachers&apos; Perceptions of Organizational Ethical Climate and Accountability Tendencies
Author: Çayak, Semih
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Ethics,Organizational Climate,Accountability,Work Environment,Elementary School Teachers,Secondary School Teachers

The aim of this study is to examine the relationship between teachers' perceptions of organizational ethical climate and their accountability tendencies. The research was carried out with 405 teachers working in the province of Istanbul. Organizational Ethics Climate Scale and Teacher Accountability Tendency Scale were used as data collection tools in the research designed in relational survey model. As a result of the research, it was found that teachers' ethical climate perceptions and accountability tendencies regarding their schools were high. In addition, it has been determined that there is a statistically positive, moderate, and significant relationship between teachers' ethical climate perceptions and accountability tendencies. Based on the findings of this study, it can be suggested that ethical and accountable behaviors should be considered in order to create a productive working environment at school.
Investigating the Effectiveness of Life Skills Training Guide on Pre-Service Science Teachers&apos; Development of Professional Knowledge Regarding Entrepreneurship Skills
Author: Deger, Tugce
Date: 2023-00-00
Type: Journal Articles
Subjects: Daily Living Skills,Preservice Teachers,Professional Development,Entrepreneurship,Science Teachers,Foreign Countries,Teaching Methods,Learning Activities,Teacher Education,Public Colleges

The present study aims to examine the effect of the life skills training guide on the development of pre-service science teachers' professional knowledge of entrepreneurial skills. The study included 82 pre-service science teachers studying in the third year of a public university in Turkey during the 2019-2020 academic year. The data of the study, which was conducted with a one-group pre-test-post-test experimental design, were collected using the entrepreneurship skills professional knowledge test. The data were analyzed using the professional knowledge assessment rubric and entrepreneurship skill indicators. The results of the study revealed that there was a significant difference between the pre-and post-test scores of the pre-service teachers in favor of the post-test scores. Following the experimental process, their professional knowledge about entrepreneurship increased. However, the number of pre-service teachers who were able to improve their professional knowledge scores to a high level was limited. Furthermore, following the experimental process, there was an increase in the number of pre-service teachers who were able to develop appropriate activities for students to gain entrepreneurial skills and to prepare tools for measuring and evaluating students' entrepreneurial skills in a way to include stressed indicators. Consequently, the present study provides science teacher educators with educational activities that they can model within the scope of teaching professional knowledge of entrepreneurship skills to pre-service science teachers.
A Contrastive Study of Hedges in COVID-19 Reports Selected from China Daily and the New York Times
Author: Ya'nan, Wang
Date: 2023-00-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Newspapers,Language Usage,COVID-19,Pandemics,Classification,Computational Linguistics,News Reporting,Foreign Countries,Linguistic Theory,Language Research,Journalism,English,Chinese,Cultural Differences

Based on Jef Verschueren's Adaptation Theory, Lakoff's definition and Prince et al.'s classification of hedges, this paper takes New York Times and China Daily from January 23rd to April 8th, 2020 as corpus sources, randomly selects 39 COVID-19 reports, and makes a contrastive study of hedges among them, aiming at exploring the similarities and differences in the use of hedges in COVID-19 reports selected from Chinese and American mainstream newspapers and further revealing their influencing factors.
Protocol-Guided Teaching in Secondary Chemistry Education: An Analysis of the Learning Protocol for the Instruction of Omnipresent CaCO[subscript 3] Based on Student Life Experiences
Author: Ma, Zengpeng
Date: 2023-00-00
Type: Journal Articles
Subjects: Chemistry,Secondary School Students,Science Instruction,Teaching Methods,Student Centered Learning,Learning Processes,Independent Study,Outcomes of Education,Learning Activities,Educational Objectives,Foreign Countries,Science Teachers,Teacher Attitudes,Learner Engagement,Laboratory Experiments

Protocol-guided teaching is a student-centered instruction paradigm in which teachers compose learning protocols in advance to guide students through the entire learning process in an effort to foster in them the capacity for autonomous learning. Effective learning protocols can have a substantial impact on classroom outcomes. The purpose of this article is to evaluate the significance of protocol-guided teaching in chemistry education through an examination of a learning protocol designed for the instruction of omnipresent CaCO[subscript 3]. This protocol emphasizes learning based on real-world experience.
Protocol-Guided Teaching: An Experiment in Chinese Basic Education
Author: Wang, Xizhen
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Foreign Countries,Elementary Education,Student Centered Learning,Educational History,Educational Technology,Learning Processes,Curriculum Implementation

Protocol-guided teaching, a method of classroom instruction reform started by Donglu Middle School in Nanjing of China has developed into a student-centered teaching model in the context of the deepening reform of Chinese basic education. In this model, the teacher plays an essential guiding role, and the main objective is the development of the student's autonomous learning ability. The purpose of this article is to increase interest in and conversations about the protocol-guided teaching model among educational professionals by describing the history of the approach, summarizing its features, and highlighting its implementation tactics.
An Analysis of the Studies Conducted in the Field of Curriculum Evaluation from a &quot;Methodology&quot; Perspective
Author: Dogan, Esra
Date: 2023-00-00
Type: Journal Articles
Subjects: Curriculum Evaluation,Evaluation Methods,Foreign Countries,Theses,Research Methodology,Sampling,Models,Data Collection,Curriculum Research

This study analyzed studies done in Turkey in the context of curriculum evaluation (CE) by asking, &quot;How is it made? The study was carried out in two stages. In the first stage, the document analysis method used 215 theses written between 1991 and 2020 on CE were analyzed according to the &quot;thesis review form.&quot; In the second stage, depth analysis was made through semi-structured interviews with the authors (students) and the field experts (supervisors of the authors) of the theses to make the results of the first stage more understandable. Interviews were conducted with 32 participants. A maximum sampling method was used to determine the participants. The data analysis calculated percentage and frequency values for the data obtained in the first stage. In the second stage, descriptive analysis and content analysis were carried out with the MAXQDA 2020 qualitative data analysis program. The majority of theses did not employ a CE model as a consequence of the research, and the CIPP model was the most popular CE model. Many of the theses were not justified in using the CE model. Model usage increased as time passed to the present day. Many theses used quantitative models but did not explicitly state the sampling technique. Teachers were mainly used in this research as a source for data gathering, and participant numbers ranged from 10 to 50. Additionally, most studies used questionnaires and interviews as the primary data-gathering tools. All of these findings suggest that CE studies have several flaws.
Using Computer Applications in Teaching Play Skills to Children with Autism Spectrum Disorder
Author: Boswell, Jill
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Oriented Programs,Educational Technology,Play,Skill Development,Autism Spectrum Disorders,Oral Language,Technology Uses in Education,Preschool Children,Early Intervention,Handheld Devices

Play is an essential skill for children in early intervention settings and contributes to social and emotional development. Children with autism spectrum disorder (ASD) often show significant delays in action-on-object play skills, vocalizations during play, and novel responding. By assessing and targeting play, children with autism can acquire play skills which may increase the likelihood of inclusion in a classroom setting and provide increased opportunities for peer and adult interaction. The current study evaluated the effects of apps as a video model to increase the duration of play, independent and novel action-on-object play, and independent and novel vocalizations during play. Current assessment and intervention strategies, as well as the need for further research making use of current technology and apps to increase play skills for school-age children with autism are discussed.
Relationship between Digital Game Addiction with Body Mass Index, Academic Achievement, Player Types, Gaming Time: A Cross-Sectional Study
Author: Polat, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 5,Grade 6,Public Schools,Video Games,Addictive Behavior,Body Composition,Academic Achievement,Computer Games,Handheld Devices,Student Characteristics,Student Motivation,Time

Digital game addiction was classified as a disease by the World Health Organization. It is characterized by impaired control over gaming and increasing priority given to gaming over other activities. Especially for school-age children, there are concerns about the effects of gaming addiction on health problems that are difficult to treat later and on their future careers. This study was conducted to analyze the relationship between academic achievement, body mass index and player types and computer game addiction of secondary school students. Study participants included 289 students attending fifth and sixth grades in a public school in Sivas province during the 2018-2019 academic year in Turkey. The data were analyzed with hierarchical regression analysis. The study findings revealed that digital game addiction was significantly predicted by gender, academic achievement score, computer and smartphone gameplay per-week, but not significantly predicted by the body mass index and player type variables. These findings suggest that male students with high weekly gameplay on computers and smartphones were exposed to a high risk of digital game addiction, and digital game addiction negatively affects academic achievements of the students. Future studies could be carried on focusing on the games and the types of games played by the students with similar variables.
Research on the Cyberloafing Levels of Middle School Students
Author: Dereli, Necibe
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,Internet,Social Media,Time Management,Computer Use,Student Behavior,Handheld Devices,Influence of Technology,Educational Research,Computer Mediated Communication,Sex,Age,Class Size,Instructional Program Divisions,Foreign Countries

The aim of this study was to examine the cyberloafing behaviors of middle school students during the lesson or while studying. Within the scope of this aim, cyberloafing levels of middle school students were examined by comparing them with the web platforms they use. For this research; which was modelled with explanatory sequential mixed pattern, one of the mixed methods, 355 middle school students were selected through the convenient sampling method that is one of the purposive sampling methods. 24 students were interviewed for the qualitative part of the study. Quantitative data were collected via Personal Information Form, Cyberloafing Activities Scale; and qualitative data were collected via Semi-Structured Interview Form. The data were analyzed using SPSS 22.0 program and content analysis. When the findings were examined, it was observed that the cyberloafing levels of middle school students were low. However, it was determined that students perform moderate cyberloafing in the &quot;accessing content&quot; and &quot;sharing&quot; sub-dimensions within the scope of the sub-dimensions of cyberloafing. It was observed that the cyberloafing behaviors of the students vary significantly in terms of their age, gender, and grade level. It was observed that middle school students mostly watch videos, listen to music, download applications, texting friends, etc., and perform cyberloafing on music websites, TV series websites, movie websites, YouTube, Instagram, and social media. In order to decrease the cyberloafing behaviors of middle school students, various suggestions were made, including the cooperation of parents and teachers.
The Effects of COVID-19 on Mathematics Learning Areas
Author: Ilhan, Aziz
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Mathematics Education,Secondary School Teachers,Mathematics Teachers,Teacher Attitudes,Distance Education,Mathematical Concepts,Affordances,Barriers

The COVID-19 pandemic, which has affected our lives as a global pandemic, also profoundly affected the mathematics teaching processes like other areas. Therefore, this study aims to identify secondary school mathematics teachers' opinions about mathematics teaching in distance learning format, which has become a reality due to the COVID-19 pandemic. The study is conducted using the convenience sampling method with 39 secondary school mathematics teachers (21 females, 18 males) in the 2020-2021 academic year. The phenomenological method is preferred in the study conducted using qualitative research methods. The data are collected using a survey that includes eight open-ended questions formed by consulting experts and conducting a literature review. The data are analyzed using the content analysis method. Accordingly, the researchers analyzed the questionnaire form's data according to the codes on the coding sheet. Concordantly, this study presents the advantages and disadvantages, conveniences, and challenges of distance learning, which has become a reality due to COVID-19.
Investigation of the Relationships between the Attitudes of Secondary School Students towards Robotic Activities and the Levels of Self-Regulation, Metacognitive Awareness
Author: Agir, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 5,Grade 6,Grade 7,Secondary School Students,Foreign Countries,Robotics,Self Management,Metacognition,Student Attitudes,Gender Differences,Mothers,Fathers,Educational Attainment

This study examines secondary school students' attitudes towards robotics, self-regulation skills, and meta-cognition awareness. The research was conducted in the correlational research model, one of the general survey models. The research sample comprised 68 secondary school students who attended a robotic course for two terms. The research data were collected using online data collection tools consisting of two parts. The first part is demographic questions, and the second contains attitudes towards robotics, self-regulation skills, and meta-cognition awareness Scale items. Descriptive statistics, ANOVA, T-Test, and Pearson Correlation analyses were used to analyze the data. While there was no significant difference between students' attitudes towards robotic activities, self-regulation skills, and metacognitive skills according to their education level of mother and father, a statistically significant difference was found between self-regulation skills and grade level. The self-regulation scores of fifth and sixth grade students are significantly higher than those of seventh grade students. Finally, a high positive correlation was found between students' attitudes towards robotic activities and their self-regulation and metacognitive skills.
The Perceptions of International Students Learning Turkish through Distance Education on Turkish Language Course and Language Skills: A Metaphor Study
Author: Kartallioglu, Nurettin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Turkish,Second Language Learning,Distance Education,Student Attitudes,Language Skills,College Students,Figurative Language,Writing Skills,Reading Skills,Listening Skills,Speech Skills

In this study, the perceptions of international students who were learning Turkish through distance education regarding Turkish language course and language skills were examined. The research was designed in accordance with the phenomenology pattern. The study group of the research consisted of 27 international students who received Turkish preparatory education at a state university in Türkiye. To collect the data of the study, the students were asked to create a metaphor for the Turkish language course and language skills and to write the reason for this metaphor. The data of the research were collected electronically. The form created for this purpose was transferred to electronic media via Google Forms and sent to the e-mail addresses of the students. As the result of the study, it was seen that the metaphors created by international students about Turkish language course were gathered in six categories. Two of these categories consisted of positive and four of them were negative metaphors. When the students' metaphors for language skills were examined; three of the five categories created for reading skill were positive and two were negative; three of the four categories for writing skill were positive and one was negative; three of the four categories for listening skill were positive and one was negative. It was also determined that four of the five categories created for speaking skill consisted of positive metaphors and one of them consisted of negative metaphors.
The Effect of Block-Based Game Development Activities on the Geometry Achievement, Computational Thinking Skills and Opinions of Seventh-Grade Students
Author: Dikkartin Övez, Filiz Tuba
Date: 2022-00-00
Type: Journal Articles
Subjects: Programming,Educational Games,Geometry,Thinking Skills,Computation,Student Attitudes,Grade 7,Middle School Students,Foreign Countries,Mathematics Achievement,Geometric Concepts,Educational Technology,Computer Software,Instructional Effectiveness

The aim of study to investigate the effects of block-based game development activities carried out on the goal-based scenario approach on the geometry achievement and computational thinking skills of seventh-grade students and to reveal their opinions regarding the process. The study used a one-group pretest-posttest experimental model an experimental research design. Overall, 43 seventh-grade students from a district of the province of Van, Turkey, during the 2021-2022 academic year constituted the participants of the study. The participants were determined using the criterion sampling technique a purposeful sampling technique. Within the scope of the study, a goal-based scenario about the topic of polygons was presented to the students, and implementations were carried out. The Computational Thinking Skills Scale, polygons achievement test and a structured interview form were used to collect data. The quantitative data obtained were analyzed using t-test, and the qualitative data were analyzed using content analysis. The results revealed that the block-based game development activities carried.