ethanporcaro/eric-fulltext-meta huggingface dataset:
Methods as Interpretation and Glocalization, Not Application: Water Far Away Will Not Put out Nearby Fires
Author: Pawan, Faridah
Date: 2019-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education,Foreign Countries,Teaching Methods,Decision Making,Local Issues,Global Approach,Critical Thinking,Instructional Design,Guidelines,Teacher Attitudes,Professional Autonomy,Sociocultural Patterns,Knowledge Base for Teaching,Western Civilization,Communicative Competence (Languages),Geographic Regions

Much research shows that regardless of where teachers are trained, there is the disjuncture between training and practice. As a result, teachers reject new approaches because they are not aligned to contexts in which they eventually find themselves. This research, however, shines a light on the efforts of Chinese English language teachers in Yunnan Province to make the connection between new and external approaches into their classrooms. Findings demonstrate that the teachers' interpretation and glocalization decision-making is based on whether it empowers teachers (e.g. strengthens teachers' professional position); empowers their teaching (e.g. improves their course design); engenders critical thinking (e.g. helps teachers to critically evaluate practice); enables appropriation and transformation (e.g. provides room for teachers to incorporate local practices). The findings result in the development of the &quot;Critical Glocalization Teaching Framework&quot; to help teachers to critically reflect on the utility of their teacher training experiences in light of their immediate teaching contexts. While the specifics of the teachers' contexts in the study differ from that of teachers' elsewhere, the outcomes of the research reflect not only many issues shared by but also the teacher agency of English-as-a-Second/Foreign language teachers across the board.
The Effect of 8-Week Core Training on Balance, Agility and Explosive Force Performance
Author: Dinç, Nurten
Date: 2019-00-00
Type: Journal Articles
Subjects: Muscular Strength,Physical Fitness,Human Body,Psychomotor Skills,Program Effectiveness,Program Length,Physical Activities,Foreign Countries,Athletes,Training Methods,Control Groups,Experimental Groups

The aim of this study was to investigate the effects of core strength training on balance, explosive force and agility. 28 athletes volunteered in the study. The athletes were separated into two groups: the experimental group (n=15) with the average of age and weight of 19.5 ± 1.2 years and 64 ± 8.9 kg, respectively and the control group (n=13) with average age and weight of 19.4 ± 1.5 years and 67.4 ± 10.3 kg respectively. During the intervention, both groups continued their normal training sessions for 8 weeks. The experimental group performed thirteen core movements 3 times a week for 8 weeks, while control group did not. The experimental group performed each movement with 20 repetitions of 3 sets and a 1 minute rest between sets. Pre and post-intervention, standing long jump, Illinois and double right/left foot balance tests were used to determine the explosive force, agility and balance performance, respectively. Wilcoxon Signed Ranks test was used for the analysis of the difference between pre-test and post-test groups and Mann Whitney U test was used for the comparison of the two groups. In order to make statistical analysis of the study, the significance level was accepted as p &lt;0.05. After the 8 week intervention, both groups' participants showed significant improvement in the explosive force and agility performance; whereas no significant difference was found in the double right/left foot balance test results. When the difference between the groups was examined, the post test results showed a significant difference in long jump and agility tests. The post test results of the experimental group were found to be higher than the control group. The 8-week core strength training intervention showed no effect on athletes' balance but a positive effect on long jump and agility were observed.
The Effect of Listening Attitude and Listening Anxiety on Listening Comprehension: A Regression Model
Author: Karakus Taysi, Esra
Date: 2019-00-00
Type: Journal Articles
Subjects: Listening,Anxiety,Student Attitudes,Middle School Students,Listening Comprehension,Grade 7,Foreign Countries,Correlation

Since listening is a multi-dimensional skill that involves many factors, it is very difficult to identify variables that affect the process. In the current study, it is aimed to determine whether anxiety and attitude are thought to be among the factors affecting listening affect listening comprehension process. To this end, the study employed the relational research method. The study was conducted on 187 seventh grade students attending a state middle school in the city of Kütahya in 2017-2018 academic year. The results obtained have revealed that there is a significant and negative correlation between the students' listening comprehension and anxiety and a significant and positive correlation between their listening comprehension and listening attitude. Moreover, a significant, medium and positive correlation was found between their listening anxiety and listening attitude, and listening comprehension. It was also found that 29% of the variance in the depending variable, listening comprehension, is explained by two independent variables, listening anxiety and listening attitude.
Online Master&apos;s Students&apos; Profile and Motives for Enrollment
Author: Pilar, Figuera
Date: 2019-00-00
Type: Journal Articles
Subjects: Masters Programs,Graduate Students,Online Courses,Enrollment,Profiles,Student Motivation,Comparative Analysis,Correlation,Student Satisfaction,Foreign Countries,Social Sciences,Humanities,Natural Sciences

This research addresses the profile and motives for enrollment of online master's students in three different fields of knowledge (humanities, social sciences and experimental sciences) at an online university. The data has been collected through an ad hoc questionnaire; the sample, obtained of 253 UNIBA master's students, has been analyzed using a descriptive methodology and a factor and comparative analysis of the investigation dimensions. The results include the different access profiles of the students that have been identified based on a set of sociodemographic variables. Furthermore, the differences between their motives for enrolling and the latent factors that can be identified. These results are discussed, and compared to traditional, face-to-face, master's degrees, which have had an extremely increase on enrollment in the last few years. The importance of guidance and tutoring are examined as tools to guarantee quality standards and support student's perseverance and overall success.
Developing Autonomy through Conversation Exchange: A Case Study of ESL Learners
Author: Ueno, Junko
Date: 2019-02-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Personal Autonomy,Learning Processes,Native Speakers,Intercultural Communication,Diaries,Student Attitudes,Communication Strategies,Teaching Methods,Study Abroad,Overseas Employment,Spouses,Homemakers,Foreign Countries,Learning Strategies

There is a common belief that one could quickly improve their second language proficiency once they reside in the country where the target language is spoken, because they have opportunities to use it constantly in an immersion environment. However, scholars have argued that it may be up to the individual student whether she could effectively utilize such a learning environment. Some learners might not have as much access to native speakers depending on their circumstances. Others may not feel comfortable enough to interact in the target language. It is possible that these learners have difficulties developing autonomy, where they take charge of their own learning. This study has examined such learners and their learning process when they are provided with opportunities to converse with native speakers. Specifically, it explored how regular interaction with native speakers could influence ESL learners' perspectives towards their language learning and learning process through examining their journal entries and interviews. The findings indicate that participants developed their own communicative strategies and grew optimistic perceptions towards language learning after these interactions. Pedagogical implications include the significance of creating opportunities for learners to experiment with the language and to reflect on their learning process.
Principles of Professionalism in School Principalship
Author: Karatas, Ibrahim Hakan
Date: 2019-00-00
Type: Journal Articles
Subjects: Professionalism,Principals,Elementary Schools,High Schools,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Administrator Attitudes,Teacher Attitudes,Beliefs,Values

The aim of this study is to determine the fundamental principles required for school principalship that has been defined as a profession. Sequential transformative research design was adapted as the research approach of this study. Sequential transformative research design is a kind of mixed method in which the qualitative data is prior to quantitative data. Firstly, focus group interview with 33 participants were conducted with the participation of a school principal and ten teachers from three different schools. Data were analyzed through content analysis technique. Secondly, Professional Principles for School Principalship Scale (PPSPS) was developed and administered to the members of seven different non-governmental professional organizations founded by educators. The survey was administered to 328 participants. As a result of this study, 30 professional principles were identified in two groups expected to attribute to the school culture. Ten principles in first group are general assumptions (beliefs) and twenty principles are value-based personality standards (values) and the principles of the practice. School principals are expected to base their thoughts, views, attitudes, decisions and actions and take them as reference while performing the school principalship.
Qualifications of an Effective Mathematics Teacher from the Perspectives of 5th to 8th Grade Secondary School Students
Author: Akbas, Elif Ertem
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Effectiveness,Student Attitudes,Secondary School Students,Foreign Countries,Grade 5,Grade 6,Grade 7,Grade 8,Mathematics Instruction,Teacher Characteristics,Personality Traits,Communication Skills,Classroom Techniques,Teaching Methods,Student Evaluation

The present study aimed to examine an effective mathematics teacher's qualifications from the perspectives of secondary school students. The study was a qualitative one carried out with the descriptive model. The study was carried out with 40 students from all the four class grades of a secondary school (10 students from each class grade) in Turkey in the academic year of 2017-2018. The participants were determined using the purposeful sampling method. As the data collection tool, semi-structured interview questions were used, and the interviews were audio-recorded to avoid any data loss. For the analysis of the data, first, the interviews were transcribed and then analysed using the content analysis method. The results revealed that according to the students' views, the qualifications of an effective mathematics teacher were grouped under four categories: &quot;personal traits&quot;, &quot;communication skills&quot;, &quot;class management and teaching methods&quot; and &quot;measurement-evaluation&quot;. It was also seen that regardless of the school type they would choose for their high school education, all the students had an idea about the qualifications of a mathematics teacher and that it was not much easy to become an effective mathematics teacher. In addition, it was found that there were differences between the views of the 5th, 6th, 7th and 8th grade students with respect to their cognitive levels and needs. In line with the qualifications examined, various suggestions were put forward to increase the effectiveness of the mathematics teachers and of the process of mathematics teaching.
Perceptions of English Teachers in Turkey and Germany
Author: Inci, Sibel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Elementary School Teachers,English Teachers,Teacher Attitudes,Second Language Instruction,English (Second Language),Program Evaluation,Program Implementation,Teacher Background,Faculty Development,Educational Attainment,Teacher Education

We can assert that teachers have a key role for the success of program implementations. Also, the compatibility of beliefs and pedagogical practices of the teachers is significant. Analyzing the perceptions of teachers on programs in different countries may provide us with comparative lenses to comprehend how primary English programs are applied in each country and teachers' beliefs about English teaching. Therefore, the aim of this study is to compare the perceptions of English teachers on primary school English programs in Turkey and the states of Germany (North Rhine-Westphalia, Baden Württemberg and Berlin). This is a qualitative case study based on data from the perspectives of teachers. Semi-structured interview form was used with the study group including primary school English teachers in Turkey and Germany. On the basis of data, it can be concluded that teachers in Turkey are not trained to teach children and do not get sufficient support for professional development whereas the teachers in Germany are class teachers with English degrees, because the teacher trainings in these countries are different. In addition, while the teachers in Turkey experience difficulties with various reasons, English teachers in Germany have no difficulty in implementing the English programs overall.
Relationship between Pre-Service Teachers&apos; University Image Perceptions and Student Loyalty: A Structural Equation Model
Author: Kasalak, Gamze
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Preservice Teachers,Student Attitudes,Structural Equation Models,Trust (Psychology),Foreign Countries

The purpose of this study is to determine the level of relation between pre-service teachers' university image perception and student loyalty. This research is designed as correlational survey model. University image scale and student loyalty scale are used in this study. Study group consists of 419 pre-service teachers studying at a state university in Turkey who were determined by simple random sampling method. The relations between student loyalty and university image are examined by Pearson correlation coefficients. Structural equation model is constituted to determine whether pre-service teachers' university image perceptions predict university loyalty. According to the descriptive analysis result, pre-service teachers' university image perception related to their universities is at highest level towards quality image and at lowest level towards pleasure image. Besides, among pre-service teachers' student loyalty levels, identification dimension has the highest level compared with self-commitment and determination dimensions. According to the correlation analysis among research variables, moderate level and positive relations are determined among university image perception and student loyalty variables. Path analysis results explain that university image significantly predicts organizational identification, determination and commitment dimensions of student loyalty: the most predicted dimension is commitment and the lowest predicted dimension is organizational identification.
Analysis on the Opinions of Employees Working in Provincial Directorates of Youth and Sports Regarding Six Sigma Management Model
Author: Yücel, Ali Serdar
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Sports,Foreign Countries,Athletics,Youth,Employee Attitudes,Educational Quality,Models,Leadership,Departments,Failure,Administrator Attitudes,Employment Qualifications,Gender Differences,Program Administration

The purpose of this study is to evaluate the opinions of those working in Provincial Directorates of Youth and Sports -- serving as the field service within the body of General Directorate of Sports affiliated to the Ministry of Youth and Sports in Turkey -- regarding the applicability of Six Sigma management model by some variables. &quot;Descriptive Survey Model&quot; was used in this research. The research population is composed of the employees working in Provincial Directorates of Youth and Sports in Turkey and the sample is composed of randomly selected 210 employees among those actively working in these directorates. A questionnaire was applied in obtaining the research data. It has been determined in the research that the opinions of the participants on the applicability of Six Sigma management model are positive, a quality management model isn't applied in provincial directorates, quality education isn't addressed sufficiently and there isn't any quality department or the personnel recruited in this department. In conclusion, it has been established that employee opinions on the applicability of Six Sigma management model in Provincial Directorates of Youth and Sports are positive and they constitute a basis for the applicability of Six Sigma management model when the research results are addressed by taking into account the fact that ensuring the leadership and support of top management in addition to the principles of Six sigma management model, such as Customer orientation, Tolerance for failure, Process-oriented Management and Continuous Development. Active Participation of Everyone and Tolerance for Failure are two of the highly important steps of &quot;Six Sigma&quot; applications.
Educating Pre-Service Teachers about World Englishes: Instructional Activities and Teachers&apos; Perceptions
Author: Eslami, Zohreh
Date: 2019-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching Methods,Language Variation,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education Programs,Undergraduate Students,Course Descriptions,Metalinguistics,Language Teachers,Cultural Awareness,Learning Activities,Instructional Effectiveness,Student Attitudes,Experiential Learning,Student Needs,Student Diversity,Multilingualism,Attitude Change,Language Attitudes,Language Usage,Standard Spoken Usage,Error Analysis (Language)

The growth of English worldwide has brought about myriad variations of the language, but many teachers in the United States are still relatively unfamiliar with these World Englishes (WE). Pre-service teachers must be made aware of the legitimacy of WE to become culturally responsive educators. We will describe six different activities designed to promote understanding of WE and English as an International Language (EIL) that pre-service teachers completed during one undergraduate course. The effectiveness of these activities was examined based on written reflections and pre- and post-intervention assessments. The data indicated that all activities were beneficial for raising participant's awareness, tolerance, and respect of WE, especially activity six. Results emphasize the importance of using experiential approaches for the promotion of culturally and linguistically responsive teaching. EIL pedagogy and instructional activities used in this study provides practices that promote the awareness and competence of pre-service teachers to use skills necessary to meet the needs of diverse users of English language in their future teaching. Such transformative approaches will foster multilingual appreciation in pre-service teachers and provide them with the competences necessary to effectively meet the challenges of the changing demographics of schools.
Explaining the Concept and Operations of Integer in Primary School Mathematics Teaching: Opposite Model Sample
Author: Cetin, Hatice
Date: 2019-00-00
Type: Journal Articles
Subjects: Numbers,Mathematics Instruction,Elementary School Mathematics,Mathematical Concepts,Grade 6,Addition,Subtraction

Many related studies have studied many different models in the teaching of the concept of integer, which have reported that counters failed to completely help with the understanding of the concept of and operation modeling in integers. The purpose of the present research is presenting the &quot;opposite model&quot;, which is a quantitative model, unlike thermometer, elevator, sea level, or number line, which are directional models. Additionally, it presents solutions to the problem of learning the concept of and operations in integers through models used in teaching integers for primary school 6th grade students. Opposite model is an integer model, which is based on theory and enables the easy learning of the concept of integers and addition and subtraction operations tested with experimental study by [9]. The present research is believed to contribute students' meaningful learning of the concept and operations of integers and alternative thinking through opposite model. The present research discusses the necessity of opposite model, which is to be offered as an alternative mathematical model for teaching the concept of integers and addition-subtraction operations, in light of the findings obtained through literature review.
A Comparison of Frequentist and Bayesian Approaches: The Power to Detect Model Misspecifications in Confirmatory Factor Analytic Models
Author: Önen, Emine
Date: 2019-00-00
Type: Journal Articles
Subjects: Factor Analysis,Bayesian Statistics,Comparative Analysis,Statistical Analysis,Efficiency,Structural Equation Models,Goodness of Fit,Sample Size,Computation

This simulation study was conducted to compare the performances of Frequentist and Bayesian approaches in the context of power to detect model misspecification in terms of omitted cross-loading in CFA models with respect to the several variables (number of omitted cross-loading, magnitude of main loading, number of factors, number of indicators per factor and sample size) and (to) investigate the efficiency of BSEM approach to detect cross-loadings. BSEM approach allows including and estimating certain number of cross-loadings by specifying informative piror with small-variance for cross-loadings in the model. By this way, BSEM approach enables researchers to come up with models that better represent the substantive theory. At this simulation study, model misspecification was considered as major misspecification (cl=0.3) and minor misspecification (cl=0.1) according to the amount of omitted cross-loading. Results of this study revealed that Frequentist approach was so sensitive to minor model misspecification whereas Bayesian approach with non-informative prior was so sensitive to the major model misspecification. Finally, it was concluded that the power of BSEM approach to detect cross-loading varied according to the both amount and number of cross-loadings and for large amount of cross-loading the performance of this approach was so well.