ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Problem Posing and Problem Solving: A Systematic Review
Author: Calabrese, Julia E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Education,Problem Solving,Mathematics Skills,Educational Research

Problem posing research in mathematics education has increased in the last decade. As a result, the intent of the present study is to examine and summarize the research that has been conducted. Specifically, we examined articles published from 2011-2020 that studied the impact of problem-posing instruction on students' problem-solving abilities. In total, seven articles were included in the systematic review. We concluded that the effect of problem-posing instruction on students' problem-solving skills is varied, though prior research on the relationship between posing and solving demonstrates a positive impact. Thus, while there remains a great need for further research in this area, there are indications that problem-posing could improve students' problem-solving abilities.
Zenezen, Creative Piano Pedagogy
Author: Eker, Tugba Çaglak
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Music Education,Musical Instruments,Music Teachers,Teacher Attitudes,Metacognition,Holistic Approach,Creative Teaching,Foreign Countries

This study aims to investigate in detail &quot;The ZeneZen Creative Piano Pedagogy.&quot; This research, which is an example of a case study, is a qualitative study in which descriptive research methods and techniques are used. For the research, both professors were interviewed. The interview was conducted within the framework of an unstructured interview form designed on 4 main lines of approach: methodology, application, difficulties, and its impact on other areas. The data obtained were analyzed by descriptively. As a result, it is seen that the ZeneZen pedagogical approach created for piano education is quite different from traditional piano education as an approach in which many elements are applied as opposed to only teaching and practicing piano works. In this approach, music and also silence are considered holistically, auditory, visual, bodily, and internal sensations are blended, and students learn to explore and communicate their imaginations and inner worlds through the piano.
Interruptions, Disruptions, Tribulations, Oh My!: What a Global Pandemic Taught a School-University Partnership about Hope
Author: Roselle, Rene
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College School Cooperation,Partnerships in Education,Psychological Patterns,Preservice Teachers,Elementary Secondary Education,Cooperating Teachers,Student Attitudes,Teacher Attitudes

Many preservice teachers in early 2020 said farewell to their students one day in mid-March 2020 and did not expect that it was goodbye for the rest of the school year. The abrupt ending of the 2020 school year, and the school year that followed in 2021, left plenty of room for teachers and teacher candidates to grieve the loss of what had been in traditional education. Living with ambiguity became the new normal. There were many days when all there was, was hope. In this article, the authors describe ways in which hope can be applied to and supported by the curriculum, pedagogy, and partnership in university and partner school settings. Teachers and teacher candidates' voices are central in this article. This article will provide insight into how a Professional Development School Partnership worked together to promote hope in K-12 classrooms.
A Study on the Responsibility of Environmental Ethics among Secondary School Students in the 21st Century
Author: Mahat, Hanifah
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Conservation (Environment),Consciousness Raising,Ethics,Geography,Foreign Countries,Community Responsibility,Teacher Influence,Environmental Education

In this study, we aimed to determine the extent to which secondary school students practise environmental ethics. To this end, we used a questionnaire-based survey to accomplish the purpose of the study. The study's variables included knowledge, value, care, and responsibility in environmental ethics. We selected a sample of 180 students using systematic random sampling from a population of 347 Form Four secondary school students studying geography in Papar, Sabah, Malaysia. The findings showed that all study variables, knowledge, value, care and responsibility were at high levels. Furthermore, a multiple regression analysis revealed that the value and care variable in environmental ethics influenced the responsibility variable which contributed 14.5% and 2.7%, respectively to student's environmental ethics. Based on the findings, we concluded that students who incorporate environmental ethics into their daily lives will successfully fulfil their environmental ethics responsibilities. The study's implications suggest that environmental education in schools exposes students to environmental ethics and helps them develop more ethical and disciplined attitudes towards the environment.
Explicating Essential Nine of the Second Edition of the NAPDS Nine Essentials
Author: Badiali, Bernard
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Leadership,Partnerships in Education,Time Factors (Learning),Educational Environment,Preservice Teachers,Educational Finance,Program Evaluation,Expertise,Shared Resources and Services

The purpose of this article is to clarify what the authors of the Second Edition of the NAPDS Nine Essentials (NAPDS, 2021) intended related to Essential Nine. This article includes a look back on the original, provides a rationale for changes and offers some ideas and examples intended to help partners implement this important Essential. With the publication of Essential Nine, readers now have further background and rationale for each of the Essentials in the second edition. The authors hope that this article provides usable information for all PDS partners and others engaged in school university partnership work.
Overcoming Vocabulary-Related Anxieties in Students When Communicating in the Media Internationally
Author: Borshchovetska, Valentyna
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocabulary,Anxiety,Mass Media Use,Communication (Thought Transfer),Intercultural Communication,Second Language Learning,Undergraduate Students,Cultural Education

The purpose of the study was to identify how the designed instructional model moderated the vocabulary-related anxieties in students when they communicated in the media internationally. The methodological approach used in the study was aimed at controlling and manipulating variables which were as follows: The level of vocabulary anxiety related to communication in the media, cultural intelligence, and English vocabulary level. The study relied on quantitative and qualitative methods to gather the experimental data and answer the research questions. Insufficient vocabulary was found to be one of the key factors of anxieties in students when they communicated in the media internationally. The major sub-factors of the vocabulary-related anxieties in the students when they communicated in the media internationally (as perceived by the respondents) were spontaneous interaction with the native speakers, guessing the meaning of the words from the context, and paraphrasing ideas using synonyms. The instructional-purpose use of the predesigned vocabulary lists, learning them using the Telegram bot, talking to the foreign speakers in the media, self-analysis, and analysis by peers were proven to be capable to moderate the vocabulary-related anxieties in students when they communicate in the media with the foreign speakers.
The Effects of Reading Habits on Test Performance by Foundation-Level Omani Students
Author: Samaranayake, Sarath W.
Date: 2022-06-00
Type: Journal Articles
Subjects: Reading Habits,Foreign Countries,Undergraduate Students,Student Attitudes,Reading Tests,Reading Attitudes,Books,Correlation,English (Second Language),Second Language Learning,Second Language Instruction,Scores

The purpose of the current study was to investigate the effects of reading habits among college level foundation Omani students and their impact on the participants' performance in tests. The study used a qualitative and quantitative research method in which 70 participants from the foundation level were included. A survey questionnaire was used to collect qualitative data, while two college-based reading tests were used to collect quantitative data from the college-based tests. The main research question this study attempted to answer was whether foundation-level students have positive reading habits and attitudes towards books. At the end of the study, the data were analyzed quantitatively, using descriptive and inferential statistics to ascertain whether there was a correlation between positive reading habits in English and the participants' performance in an examination setting. The results indicated that positive reading habits correlated positively with the participants' test scores on two consecutive tests. Given the positive effects that emerged from the current study, the researchers would like to recommend that English reading teachers guide and encourage their learners to engage in reading as much as possible, as such habits will help them improve all aspects of literacy and succeed in achieving their educational and life goals with ease.
Teachers&apos; Beliefs about Grammar Teaching within a Context of Omani Secondary Schools
Author: AlAbri, Said
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Secondary School Teachers,Language Teachers,English (Second Language),Second Language Instruction,Grammar,Teaching Methods,Language Proficiency,Time,Barriers,Curriculum,Decision Making,Experience,Faculty Development,Logical Thinking

The present qualitative case study investigated the beliefs and practices of six English language teachers in secondary schools in Oman about grammar instruction. To improve EFL education in Omani schools, the study sought to determine whether teachers' beliefs and their grammar teaching practices were congruent. The study collected the data through classroom observations and interviews, and analysed the data using content analysis and Grounded theory to analyze the data. The findings showed that even though most teachers acknowledged the benefits of inductive grammar instruction, they favored deductive grammar instruction. Teachers attributed their classroom decisions to various factors such as students' language proficiency, time constraints, and curriculum overload. In addition, the findings showed that teachers' learning experiences shaped their decision-making and instructional practices. The lack of professional development training was another crucial factor that influenced their beliefs and grammar teaching practices. The study concluded that teachers in Oman required more individualized training sessions that could foster alternative beliefs and practices in favor of inductive grammar instruction.
Representation of Culture in EFL Textbooks: A Linguistic and Content Analysis of &quot;My Book of English&quot;
Author: Aoumeur, Hayat
Date: 2022-06-00
Type: Journal Articles
Subjects: Textbook Content,Textbooks,English (Second Language),Second Language Instruction,Middle School Students,Foreign Countries,Cultural Awareness,Diversity,Nationalism,Identification (Psychology),Cultural Pluralism,Cultural Maintenance,Innovation,Change,Global Approach,Ideology

This study explores the representation of culture in &quot;My Book of English,&quot; a second-generation English-language book for the first-year middle school in Algeria. Based on both content and a linguistic analysis method, our objective was to demonstrate the cultural significance of some representational choices. The notion of ideology was exploited in this study to examine the part that language takes in perpetuating ideas about culture, multiculturality, diversity, nationalism, and identity. According to the findings, cultural and social representations capture both the tendencies of cultural heritage preservation and the promotion of innovation and change. The analysis demonstrates that &quot;My Book of English&quot; acknowledges, to a certain extent, the role that English plays in the processes of internationalization and globalism. However, as a foreign language material, the book exaggeratedly highlights the source culture, making it difficult for the learners to transcend national boundaries.
Pulling-Strings: Narratives of Conflicting Identities from Saudi Novice English Language Professors
Author: Alkubaidi, Miriam
Date: 2022-06-00
Type: Journal Articles
Subjects: Personal Narratives,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,College Faculty,Beginning Teachers,Foreign Countries,Grounded Theory,Teacher Attitudes,Professional Identity,Work Environment,Work Attitudes,Universities

The present study explores the struggle led by academic novice English language professors against a robust hierarchical administrative system in a Saudi university. The study adopts a qualitative narrative approach. Data were collected in the form of narratives through interviews with six assistant professors who have availed of the King Abdullah Scholarship Program and recently returned to Saudi Arabia. Grounded theory was applied to analyze the data. Thematic analysis was performed to examine the data. The study results showed that the participants claimed that their relationships with colleagues were weak. They shared no interest and are different in sub-majors. Thus, participants found themselves isolated and disconnected. The study concludes that the views of Saudi academics need to be considered. In contrast, the university as an organization needs to be reshaped and restudied to meet the needs of its academic staff. The study's significance lies in filling the literature gap about how the Saudi professors perceive their identity after returning home and how they deal with the administrative challenges to cope with their working environment.
Potential Causes of Foreign Language Anxiety among Saudi Female Students in the United States
Author: Almotiary, Haifa
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Females,Foreign Students,English (Second Language),Second Language Learning,Anxiety,Cultural Background,Communication (Thought Transfer),Likert Scales,Measures (Individuals),Influences

This study aims to answer the following main question: What are the possible factors that cause foreign language anxiety (FLA) among Saudi Arabian female students living and studying English as a foreign language in the US? Data were obtained from interviewing nine Saudi females learning English as a second language in the US. There has been increased research into foreign language learning and anxiety. Some studies have focused on Western students learning a foreign language in a Western setting, while others have involved Asian students, ignoring other perspectives. Due to the significant increase in Saudi women currently studying in the US, this study investigated FLA among this population accustomed to segregated classrooms. The results revealed that the participants exhibited some commonly cited FLA types (e.g., communication apprehension, test anxiety, and the fear of negative evaluation). Still, the role of their Saudi cultural background may have been equally important in influencing their FLA. Future research might include a larger sample of students and teachers to investigate FLA and help elucidate students' experiences.
Examination of the Social Skills Levels of Students Participating in Recreative Activities
Author: Ünlü, Çisem
Date: 2022-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Self Expression,Secondary School Students,Recreational Activities,Social Behavior,Communication (Thought Transfer),Foreign Countries,Gender Differences,Age Differences,Scores,Parent Background,Educational Attainment,Athletics

People are social beings and therefore they interact with each other in society. While interacting, their social skill level is also very important in terms of expressing themselves. The aim of this study is to determine the social skill levels of secondary school students who participate in recreational activities. The population of the study consists of students studying at secondary school in the central district of Çorum province. The sample consists of 361 students participating in recreational activities determined by simple random sampling method. The data collection tool consists of two parts. In the first part, the &quot;Personal Information Form&quot; was used by the researcher to determine the demographic information of the students. In the second part, there is the &quot;Social Skills Assessment Scale for Children&quot;, which was developed by Matson, Rotatory and Hessel in 1983 and adapted into Turkish by Bacanli and Erdogan in 2003. The Social Skills Assessment Scale for Children is a 5-point Likert-type scale consisting of 47 items and two sub-dimensions. Its sub-dimensions are 'positive social behavior' and 'negative social behavior'. Considering the results of the analysis, no significant difference was found between the students' gender, licensed sports status, and the educational status of their parents and their social skill levels. There was a significant difference in the &quot;Negative Social Behavior&quot; sub-dimension according to the age and class variables. While it was seen that the age and class variable of the students participating in recreational activities affected their social skill levels, it was concluded that the status of doing licensed sports, gender and parental education did not have an effect. In the light of this information, it can be concluded that the level of social skills in secondary school students does not change according to demographic characteristics in general. [This study was presented as a summary paper at the 15th International Congress of Social Sciences with Current Research, held between 21 May-23 May 2022.]
Issues with Communicative Language Teaching Implementation in Saudi Arabia Concerning the Government Policy, Teachers, and Students: Two Decades of Research
Author: Alharbi, Ahmed O.
Date: 2022-06-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Teaching Methods,Second Language Learning,Second Language Instruction,Foreign Countries,Barriers,Guidelines,Classification,Language Tests,Class Size,Faculty Development,Educational Technology,Language Teachers,English (Second Language),Language Proficiency,Intervention,Government Role

This paper focuses on the most significant empirical studies on the topic of challenges facing the communicative language teaching approach in Saudi Arabia. The communicative language teaching method has been used for more than two decades in Saudi Arabia and research conducted during this period offers some insight into the main challenges of the implementation. The main goal of this paper is to synthesize findings from research studies conducted in the past and by doing so, suggest the possible avenues for tackling these challenges. Four broad categories of challenges have been adopted from Li's (1998) comprehensive framework in an attempt to structure the challenges under meaningful labels. This, in turn, enabled us to categorize the challenges according to their source which helped our understanding of how to resolve them. The findings suggest that the most frequently observed policy-related challenges are the current exam system, overcrowded classes, no AV equipment, and low quality of in-house training programs for teachers. Teacher-related challenges mostly relate to conflicting ideas about CLT, low confidence in these methods, preference for the traditional learning model, focus on developing skills that feature in the exams, and deficiencies in teachers' English. Student-related challenges are found to be their low-level proficiency, passive learning style, lack of motivation to learn the target language, and fear of their marks being negatively affected if they are paired with weaker peers during communicative activities. This paper concludes that these challenges are all interconnected, and a systematic approach is essential in trying to tackle these with the government intervention being a potential first step.
The Effect of Educational Games on Success in Teaching Mathematics: Reading and Writing Natural Numbers
Author: Albayrak, Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Games,Mathematics Instruction,Number Concepts,Grade 5,Foreign Countries,Educational Environment,Academic Achievement,Instructional Effectiveness,Pretests Posttests

In this study, the effect of educational games, which are included in the alternative learning activities prepared by the researchers, on the learning environment will be investigated. In other words, the effect of educational games on the elimination of difficulties experienced by students in reading and writing natural numbers and the formation of permanent learning in students will be investigated. In the research, a quasi-experimental model with pretest-posttest control group was used. The population of the research consists of 5th grade secondary school students studying in one of the Eastern provinces of Turkey. The sample of the study consisted of 75 students studying in two branches of the 5th grade of a primary school located in the city center of the same province in the 2021-2022 academic year. According to the results of the research, while the permanence of the success in learning activities with educational games was ensured, the success achieved with the traditional teaching method was not permanent. In this context, as a result of the research, it has been seen that educational games are a successful activity in providing learning and making it permanent.
Reasons That Cause Attrition and Retention among English Language Teachers in a Developing Country
Author: Yastibas, Ahmet Erdost
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Developing Nations,Foreign Countries,Teacher Persistence,Faculty Mobility,Teacher Attitudes,Influences,Teaching Experience

According to the literature, foreign language teacher attrition and retention (FLTAR) have been studied less, the studies on FLTAR have been made in developed countries more, and these studies have generally focused on the reasons of FLTAR. Therefore, the present study aimed to find out the reason(s) that may cause attrition and retention among foreign language teachers (i.e., English language teachers [EL]) in a developing country (i.e., Turkey). 100 Turkish EL teachers participated in this qualitative study. The data collected through a semi-structured written interview were content analyzed. According to the findings, there were three main groups of EL teachers with four or five sub-groups formed depending on the participants' year of teaching experience: the ones who wanted to stay in the job, who wanted to leave the job, and who both wanted to leave and stay in the job. The findings also showed that the participants wanted to stay in the job and/or leave it for several reasons such as passion for teaching, working conditions, and learning something new, which is significant to know because understanding what may cause EL teacher attrition and retention can help sustain teacher quality in English language teaching.