ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Using Project Based Learning on Improving the Critical Thinking among Upper Basic Students from Teachers&apos; Perspectives
Author: Issa, Heba Bani
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Critical Thinking,Elementary School Students,Teacher Attitudes,Elementary School Teachers,Science Teachers,Foreign Countries

Project-based learning is a modern teaching method aimed at students, connecting students' experiences with school life and stimulating serious thinking as students gain new knowledge. So that, this study aimed at investigating the impact of a teaching strategy adopting project-based learning on improving the critical thinking among upper basic Stage Students from male and female Science teachers' perspectives. The researcher used the descriptive-analytical method, through a questionnaire which applied to (111) male and female Science teachers teaching upper basic schools in Al-Kourah District, Irbid, Jordan. The results show that there is a significant statistical difference (a= 0.05) attributed between the conventional method and the project-based learning strategy. Thus, the differences came in favor of the project-based learning strategy. In addition, it is recommended that the project-based learning strategy should be adopted, and the textbook content and activities should be organized to commensurate with the project-based learning. In other words, this action requires the rehabilitation of the teachers to prepare learning situations by using a project-based learning strategy. Moreover, conducting further studies on other subjects in the method of learning thinking skills, such as creative thinking, reflective thinking, communication, and cooperation skills.
The Culprit Hormone: The Physiological Origin of School Violence amidst Middle School Students
Author: He, Danlong
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,School Violence,Physiology,Metabolism,Etiology,Sexuality,Exercise,Prevention,Intervention,Coping

The increasingly severe school violence has become an influential and notorious worldwide problem. The attribution of school violence determines the formulation of coping strategies. Unlike the analysis of family, psychological and social factors, long-term front-line work and follow-up studies have found that student violence's physiological factors in adolescence are more significant than other factors. The decisive factor leading to school violence among middle school students is the secretion of sex hormones during adolescence, so hormones mostly cause violence. Attributing school violence to &quot;sex instinct&quot; does not deny the role of education; on the contrary, it recognizes the crux of the problem and provides the possibility of finding effective prevention and intervention measures. Using dopamine to antagonize hormones provides a physiological basis for education and violence intervention. Strengthening physical exercise, carrying out activities where boys and girls are present simultaneously, and building a harmonious teacher-student relationship and a friendly campus environment effectively prevent middle school students from campus violence.
Utilization Focused Evaluation of an ELT Prep Program: A Longitudinal Approach
Author: Ilerten, Ferda
Date: 2021-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Program Evaluation,Language Proficiency,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Language Tests,College Faculty,College Preparation,Undergraduate Students,Student Attitudes,Teacher Attitudes,Instructional Materials,Educational Change,Language Laboratories,Foreign Countries

The aim of the current study is to evaluate a preparatory progfram of a foreign language teaching department longitudinally via Patton's Utilization Focused Program Evaluation. More specifically, the study scrutinizes the pros, cons and aspects to be improved in the program, and whether the program contributes to overall English proficiency in two subsequent years. As for the aims of the study 77 students (38 in the first and 39 in the second year) and five instructors were recruited. Data were collected via interviews, English Proficiency tests (i.e., CAE) as pre and posttests in each year and lastly Nominal Group Technique. At the end of the study, both students and instructors confirmed that the program contributed to students' overall English proficiency, which was also supported by the statistically significant difference in comparison of IÖYS results in two years. Moreover, it was found out that some aspects need modifications such as teaching four skills in an isolated way, lacking individualized learning, and technical inadequacies. Some agreed remedies for the program as follow: process evaluation instead of IÖYS exams, up-to-date and content relevant teaching materials and a fully equipped listening lab. All in all, in addition to many other positive aspects, the study reveals that evaluation that was carried out in the first year involving both students and instructors contributed to students' overall gain in the program in the second year.
The Impact of Stratified Teaching on the Academic Performance of Chinese Middle School Students: A Meta-Analysis
Author: Shi, Hui
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Academic Achievement,Middle School Students,Meta Analysis,Academic Aptitude,Models,Mathematics Instruction,English (Second Language),Second Language Instruction,Physics,Geography Instruction,Information Science Education,Biology,Chemistry,Class Size,Learning Processes,Telecommunications,Handheld Devices,Foreign Countries,Research Reports,Comparative Analysis,Outcomes of Education

Stratified teaching is an effective method and means to implement teaching students per their aptitude. Domestic and foreign scholars have carried out many experimental and quasiexperimental studies to observe the impact of stratified teaching on students' academic performance, but the results are quite different. So, can stratified teaching effectively help Chinese students improve their academic performance? How big is its impact? Which model is more suitable for Chinese students? To answer these questions, this article uses meta-analysis to quantitatively analyze 22 Chinese studies on the impact of Stratified teaching on student academic performance. We found that (i) stratified teaching has a positive effect on students' academic performance, and the overall combined effect size is 0.53; (ii) among the seven subjects of mathematics, English, physics, chemistry, biology, geography, and information technology, stratified teaching has had a positive effect on their learning. Stratified teaching's order of effect on different subjects was English &gt; Physics &gt; Geography &gt; Information Technology &gt; Mathematics &gt; Biology &gt; Chemistry; (iii) stratified teaching is suitable for students of different sizes of classrooms. However, the smaller the number of students in the classroom, the better the learning effect, and (iv) stratified teaching is more suitable for improving their learning in the mobile learning system.
Review on the Compulsory Education Status of Migrant Workers&apos; Children in Chinese Cities
Author: Chang, Lerongrong
Date: 2020-00-00
Type: Journal Articles
Subjects: Compulsory Education,Migrant Children,Equal Education,Urban Education,Rural Education,Sustainable Development,Urbanization,Rural to Urban Migration,Foreign Countries,Word Frequency,Public Schools,Educational Resources,Educational Quality,Migrant Education,Rural Urban Differences

With the advancement of China's economic and social development and urbanization, the scale of out-of-town migrant workers has been expanding. Following this, migrant worker children's education problem has become increasingly prominent and has gradually become a focus of education research. This paper reviews recent studies on migrant worker children's acceptance of compulsory education, and summarizes its existing education problems, aiming to provide direction and support for further promoting education equity and sustainable development of urban and rural education.
Exploring Learners&apos; Understanding of Technical Vocabulary in Traditional Chinese Medicine
Author: Lu, Cailing
Date: 2021-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Vocabulary Skills,Medicine,Folk Culture,Asian Culture,Western Civilization,Cultural Differences,Task Analysis,Associative Learning,Difficulty Level,Comparative Analysis,Word Lists,Student Attitudes,Translation,Figurative Language,Undergraduate Students,Chinese,Language Tests,Foreign Students,Language of Instruction,Linguistic Borrowing

This study explores English for specific purposes learners' understanding of technical words in a previously-developed technical word list in Traditional Chinese Medicine (TCM). The principal aim was to estimate what kind of technical terms pose problems to TCM learners and might therefore merit special attention in instruction. Of particular interest was the question whether there is a divergence in the understanding of technical vocabulary in TCM between Chinese and Western background learners. To achieve these aims, a combination of word association tasks and retrospective interviews was implemented with 11 Chinese and 10 Western background TCM learners. The data showed that both Chinese and Western learners encountered certain difficulties in understanding technical vocabulary in their study. However, their sources of difficulty were different. Comparisons of typical word associations between Chinese and Western learners indicated that there was a degree of divergence in the way these two participant groups understood TCM terms.
Another Look at Boredom in Language Instruction: The Role of the Predictable and the Unexpected
Author: Kruk, Mariusz
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Learning Motivation,Teaching Methods,Prediction,Majors (Students),Student Attitudes,Attitude Change,Lesson Plans,Psychological Patterns,Learning Processes,Advanced Students,Rating Scales,Guidelines,Undergraduate Students,Foreign Countries

Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. It reports a study which examined the changes in the levels of boredom experienced by 13 English majors in four EFL classes and the factors accounting for such changes. Using data obtained from a few different sources (i.e., boredom grids, narratives, interviews, class evaluations and lesson plans), it was found that although boredom can be attributed to different constellations of factors, it was mainly traced to repetitiveness, monotony and predictability of what transpired during a particular class.
A Long Island Study: Teachers&apos; and Professors&apos; Attitudes toward Writing Instruction--The High School/College Transition
Author: Kramer-Vida, Louisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,High School Teachers,College Faculty,Writing Instruction,Transitional Programs,Instructional Effectiveness

In 2018, the Superintendents and College Presidents Partnership (SCPP), a consortium of 15 colleges and universities, charged the Long Island Regional Advisory Council of Higher Education (LIRACHE) Writing Task Force, consisting of secondary and post-secondary ELA educators, with gathering information on the transition between high school and college writing programs to investigate a perceived disconnect among the attitudes of high school and college faculty in terms of what they perceive to be students' proficiency in writing. To fulfill its charge, the Writing Task Force conducted a multi-site, survey type, quantitative study to investigate the attitudes of three groups of faculty in terms of their writing instruction as they prepare their students for success: a) 12th grade high school English teachers, b) first-year college composition instructors, and c) instructors of teacher education. This study sought to provide recommendations regarding (a) how high school and postsecondary institutions can improve college writing preparation to create a better high school/college level writing transition; and (b) how education professors can help future teachers effectively provide writing instruction.
The Role of Sociocultural Theory in L2 Empirical Research
Author: Hughes, Sean
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Theories,Sociocultural Patterns,Second Language Learning,Second Language Instruction,Developmental Stages,Teaching Methods,Language Research,Feedback (Response),Classroom Communication,Peer Relationship,Teacher Student Relationship,Schemata (Cognition)

Second language acquisition (SLA) is a complex, interdisciplinary field of study which has its roots in subjects as varied as cognition and psychology to social applications and actions in anthropology and sociology (Han &amp; Nassaji, 2019). Nearly a century ago, Soviet psychologist Lev Vygotsky attempted to connect the seemingly disparate areas of society, culture, and cognition in his unifying, wide-angle theory called Sociocultural Theory (SCT). While this theory aims to provide a wide-ranging, general theory for human learning and cognition, it has been adapted in SLA in a few key areas, in particular, the Zone of Proximal Development (ZPD). Vygotsky claimed that learning is essentially a mediated process, and that a learner's abilities at any point in time can be understood as three layers: (1) what the learner can do unaided; (2) what the learner can do with mediation; and (3) what the learner cannot do, even with mediation. It is this middle tier of ability, i.e., what the learner can do with mediation, that Vygotsky identified as the Zone of Proximal Development (Vygotsky, 1986). This theoretical notion of ZPD and the use of mediation in the form of social interaction to increase learning and expand individual knowledge is the basis of each study reviewed for this paper.
Bullying and COVID-19: How Teachers Deal with New Bullying Manifestations in Their Classes
Author: McNamara, Barry Edwards
Date: 2021-00-00
Type: Journal Articles
Subjects: Bullying,Prevention,Victims,COVID-19,Pandemics,Student Needs,Social Emotional Learning,Classroom Environment,Empathy,Family School Relationship,Coping,Program Effectiveness,Teacher Role

Considerable time and effort has been expended in order to open schools safely during the pandemic. However, it may be difficult to implement bullying prevention programs during this crisis. We have seen new manifestations of bullying during the pandemic and it is important that anti-bullying programs continue to be implemented with fidelity and not be neglected or minimized. The purpose of this article was to understand how teachers were coping with this dilemma. In order to ascertain this information, 25 teachers from a graduate level seminar were provided with an opportunity to share their concerns, issues, and problems in meeting the social emotional needs of their students, and specifically bullying prevention. Information was gathered through Zoom meetings and written products. Recommendations were developed based on these discussions and a review of the related research literature.
English for Specific Purposes Teachers&apos; Beliefs about Their Motivational Practices and Student Motivation at a Chinese University
Author: Yang, Xiaowan
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,English for Special Purposes,Second Language Learning,Second Language Instruction,Language Teachers,Teacher Role,Student Motivation,Teaching Methods,Recall (Psychology),Schemata (Cognition),Case Studies,Self Determination,Faculty Development,Confucianism,Cultural Influences,Values,Mentors,Foreign Countries

While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and behavior. Our qualitative case study of three Chinese ESP teachers highlights harmony and tensions between espoused beliefs regarding student motivation and the teacher's motivational role, and motivational practices, this harmony/disharmony being likely to impact these teachers' self-determination. It considers possible reasons for identified tensions, including limited professional development opportunities in ESP, apparently dated knowledge of L2 motivation theory, deeply embedded Confucian values and an entrenched assessment culture. Findings suggest the need for awareness-raising and mentoring activities designed to support cognitive harmony regarding motivation and motivational practices amongst ESP teachers.
Analysis of Digital Games Related to Mathematics Education with Deconstructing
Author: Alkan, Sel çuk
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Games,Mathematics Education,Game Based Learning,Learning Processes,Mathematical Concepts,Access to Education,Content Analysis

In this study, the design and educational aspects of digital games on Steam (Digital Game Sales Platform) were examined. Case study, one of the qualitative research methods, was used in the research. Universal design model and principles, educational and game mechanics were used in the analysis of the games. The games were analyzed using the Deconstructing method. In parallel with the findings obtained, it is seen that game mechanics are more various than learning mechanics in games. Also in game designs, it is considered that entertainment is more important than educational use. It was determined that question-answer mechanics are used more frequently among learning mechanics in games. One reason for this may be the ease of construction of question-answer mechanics. The main goal is to establish an interaction between education and game mechanics. In addition, it was defined that another important mechanic used in games is &quot;instant feedback&quot;. In addition, in line with the findings, it was detected that in-game rules, levels and awards facilitate learning and increase motivation.
Analysis of the Opinions of Social Studies Teachers on Digital Literacy Skills
Author: Taskiran, Cengiz
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Technological Literacy,Ethics,Teacher Attitudes,Interpersonal Competence,Information Sources,Information Literacy,Access to Information,Critical Thinking,Teaching Methods,Outcomes of Education,Foreign Countries

Thanks to digital literacy skills in Social Studies program, it is purposed to provide students with easy access to accurate and reliable information among complex information masses. Digital literacy skill not only provides accurate access to information, but also enables students to study on a legal level, in compliance with ethical rules. In addition, digital literacy makes it easier to use information accessed in daily life, to rearrange information, to generate new information, and to critically evaluate information. In this context, it is expected from a digital literate individual to acquire some knowledge and skills such as using cognitive skills at the highest level, using technological tools in a useful and effective way, accessing information and documents easily, and carrying out this through ethical rules. Social studies course, which plays a key role in providing students with digital literacy skills. In this sense, it contributes to critical and analytical thinking of students by equipping them with cognitive, affective, and social skills. The purpose of this study is to determine the opinions of teachers on digital literacy skills in social studies program. Research group consists of 50 Social Studies teachers working within Ministry of National Education in the provinces of Mus, Malatya, Elazig, and Sanliurfa in 2019-2020 academic year. The opinions of teachers were obtained through semi-structured interview form. The obtained data were analyzed by using qualitative data analysis technique. As a result of this study, it was concluded that social studies teachers have different perceptions of digital literacy skills, and some recommendations were provided in the light of findings.
Automatic Music Genre Classification and Its Relation with Music Education
Author: Ceylan, Hasan Can
Date: 2021-00-00
Type: Journal Articles
Subjects: Music,Classification,Automation,Music Education,Models,Validity

Because the classification saves time in the learning process and enables this process to take place more easily, its contribution to music learning cannot be denied. One of the most valid and effective methods in music classification is music genre classification. Given the rapid progress of music production in the world and the significant increase in the number of data, the process of classifying music genres has now become too complex to be done by humans. Considering the successful results of deep neural networks in this field, the aim is to develop a deep learning algorithm that can classify 10 different music genres. To reveal the efficiency of the model by comparing it with others, we make the classification using the GTZAN dataset, which was previously used in many studies and retains its validity. In this article, we use a convolutional neural network (CNN) to classify music genres, taking into account the previous successful results. Unlike previous studies in which CNN was used as a classifier, we represent music segments in the dataset by mel frequency cepstral coefficients (MFCC) instead of using visual features or representations. We obtain MFCCs by preprocessing the music pieces in the dataset, then train a CNN model with the acquired MFCCs and determine the success of the model with the testing data. As a result of this study, we develop a model that is successful in classifying music genres by using smaller data than previous studies.