ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Blended Learning on Academic Achievement and Attitudes at Social Studies Courses
Author: Çiftçi, Baris
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Blended Learning,Social Studies,Synchronous Communication,Academic Achievement,Pretests Posttests,Scores,Grade 7,Foreign Countries

As a result of scientific and technological developments reflection, improvements on education science moved from teacher centered to student and learning centered system. Learning concept is not only seen a at schools and some learning centers but in all areas and places of life. The aim of this study is to search the achievement and persistency of blended learning method at social studies lesson. With the empirical method used at research, the impact of independent variable examined on experimental group is blended learning method. The independent variable used at control group is face to face learning method. The impact of same dependent variable has been searched on experimental and control group. As a dependent variable the results of social studies academic success test has been searched. For the determined dependent variables, between groups assessment has been applied according to pre-test and post-test scores. The experimental application of the research has been applied to 52 students at 7th grade. 26 students take place from experimental group and 26 students take place from control group. According to the findings, no difference has been found between pre-test scores. According to post test and persistency test a significant difference has been appeared in favor of experimental group which is blended learning method. According to repeated measures analyses results between pre-test and post-test, and between post-test and persistency test; comparison of pre-test and post-test, both effect the student achievement. But according to impact results; the effect of blended learning is larger. According to post-test and persistency score results; it came out that for the persistency of knowledge blended learning is more effective than face to face learning. According to the results of persistency test and final application which is a comparison of blended learning and face to face learning, blended learning group is more effective than face to face learning group. While face to face learning group final application score lessen 12 points, blended learning group score lessen 8 points. It can be confessed that according to the persistency of student achievement, blended learning method is more effective than face to face learning method.
The Impact of Inquiry Based Learning Approach on Secondary School Students&apos; Science Process Skills
Author: Sahintepe, Sabriye
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Secondary School Students,Student Attitudes,Public Schools,Science Instruction,Experiments,Science Process Skills,Skill Development,Instructional Effectiveness,Foreign Countries,Grade 7

The aim of this research was to investigate the effect of science course which is based on inquiry based learning approach on seventh grade students' scientific process skill levels. Both quantitative and qualitative data collection methods were used in the study. Considering that both quantitative and qualitative data collection methods were used, the study involved a mixed-method design. The research process was carried out according to the simultaneous transformational mixed research design. The study group consisted of 40 students at seventh grade who were studying in public schools in a district in the western part of Turkey in the 2016- 2017 academic year. The data analysis was carried out with Scientific Process Skills Scale and Semi-Structured Interview Form. The obtained data were analyzed using statistical methods. As a result of the study, it was determined that the scientific process skill levels of the students in the experimental group increased statistically significantly compared to the students in the control group. Additionally, the results obtained in the analysis of qualitative data support the results obtained from the quantitative data.
Harnessing Literature in EFL Teaching: A Case in Point
Author: Baytar, Ilknur
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Cultural Awareness,Student Attitudes,English Literature,Authentic Learning,Literary Genres,College Students,Tourism,Hospitality Occupations,Majors (Students),Prereading Experience,Writing (Composition)

Foreign language teaching is a very challenging process and the materials chosen for teaching have of vital importance. In this sense, English teachers' need for alternative materials to textbooks has been increasing day by day but deciding on the right material to use is a demanding job. Teachers are in a continous search for alternative authentic materials which might enable the learners to see the language in real contexts. It is argued in this study that literary texts, especially short stories, as products of language, can be counted amoung the alternative teaching sources as they provide both the teachers and the learners with abundant source of effective teaching materials on the grounds that literary texts have the potential of reflecting real life events and these texts are likely to increase students' language and cultural awareness unlike the pseudo narratives. Therefore, this study aims to show how literary text, especially short story genre, can be integrated as a language teaching material in English language teaching classes and to find out the attitudes of the students towards the use of short story in English as a Foreign Language (EFL) setting.
Impact of Prosocial and Positive Emotional Languages of Teacher on Habits of Students: Some Quantitative Empirical Evidence
Author: Savekar, Anbu
Date: 2021-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Second Language Learning,Second Language Instruction,Teacher Student Relationship,Learning Motivation,Student Attitudes,Student Behavior,English (Second Language),Social Cognition,Language Processing,Emotional Response,Scores,Lecture Method,Teaching Methods,Undergraduate Students,Engineering Education,Foreign Countries,Empathy,Self Efficacy

Previous studies have shown that motivation and interpersonal communication between teacher and student contribute to the learning of language. Till date, there is no quantitative study to assess the impact of prosocial and positive emotional contents that influence English learning and modulate the habits of students. This paper examines the effect of prosocial and emotional languages on the habits, attitudes and behaviours of students. Nine habits that are proposed by Covey (2013) related to emotional, productive and proactive were evaluated using an assessment sheet. Comparative analysis of the response scores collected before and after the lectures were carried out (control group, N=14 and experimental group, N=14). Our results showed that prosocial and positive emotional words accelerated the language-learning environment and also brought a positive change in the behavioural habits of students of the experimental group. The reactive behaviours of the experimental group were controlled by using prosocial and positive words. Prosocial and positive emotional languages have a profound effect on the proactive behaviours of students that reinforce greater self-efficacy and facilitate the learning environment. We interpreted these results within the socio-cognitive theory of human behaviour, learning and language processing.
Journal of Language and Linguistic Studies: A Fifteen-Year Bibliometric Quest for a Bigger Impact
Author: Syahid, Abdul
Date: 2021-00-00
Type: Journal Articles
Subjects: Periodicals,Bibliometrics,Databases,Computer Software,Authors,Citations (References),Linguistics,Teaching Methods,Journal Articles,Organizations (Groups),Trend Analysis,Foreign Countries,Language Research

To assess scientific progress from global to author levels, a large body of bibliometric studies could be found in many fields but relatively scarcer in the realm of language and linguistic studies, especially at a journal level. Motivated by the commitment and competence shown by the Journal of Language and Linguistic Studies, this study presents its bibliometric portrait as captured by two pieces of software, Publish or Perish and VoSviewer. from the Microsoft Academic, one of the global abstract and citation databases. The descriptive and network analyses of the journal's bibliometric data revealed the patterns of publication, citation, authorship, keyword co-occurrence, and bibliographic coupling from 2005 to 2019. The first 15 publication years have seen 482 articles by 552 authors from 142 organizations of which Turkish ones were in the majority contributing to 1,291 total citations along with regional and global indexations including in Scopus, one of the largest bibliographic databases. Evolving around the unity of psychology, linguistics, and education/ pedagogy viewed from different perspectives, the journal has been a scholarly outlet for not only local but also global issues in the realm of language and linguistics. The next 15-publication years will see the journal's growth in &quot;internationality&quot; in terms of authorship due to the combination of increased annual publication and recent international indexation.
&quot;Walking a Thin Line&quot;: Exploring the Tensions between &amp; Composition Curriculum and Students&apos; Lives as Digital Writers
Author: Canady, Fawn
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 10,High School Students,Writing Instruction,Electronic Publishing,Writing (Composition),Educational Technology,Technology Uses in Education,Social Media,Experience,Resources,Teaching Methods,Telecommunications,Handheld Devices,Student Projects,Learning Modalities,Student Motivation,Student Evaluation,Evaluation Methods

Tensions between high school writing curricula and students' lived literacies persist in spite of burgeoning research in multimodal composition. Drawn from the second iteration of a multi-year formative experiment, this narrative explores the dissonance stemming from the meeting of these two worlds in a project titled Digital Self Portrait. This conceptual article includes one 10th grade student's digital multimodal project titled &quot;Offline,&quot; which was created on social media. &quot;Offline&quot; demonstrates how students can draw on various lived literacies, or resources and experiences, to successfully navigate digital writing in ways that mirror school-sanctioned writing outcomes. The second half of the study explored the change in pedagogical practice that occurred when the teacher learned to trust her students to take ownership of writing in all of its forms. In addition, as the teacher who partnered in the project reconsidered her instructional practices, this study explored how she reconceptualizes students' ownership of their own writing across many multimodal forms.
Effect of Remote Exercise Education on Psychological Status and Body Awareness
Author: Dogru, Yeliz
Date: 2021-02-00
Type: Journal Articles
Subjects: Exercise,Physical Education,Females,Human Body,Depression (Psychology),Measures (Individuals),Pandemics,COVID-19,Mental Health,Psychological Patterns,Distance Education,Body Weight,Body Height,Comparative Analysis,Foreign Countries

The curfew restrictions applied during the pandemic period have had negative physical and psychological effects on people all over the world. Therefore, the aim of the study is examining the effect of distance exercise education on psychological state and body awareness. Twenty-one sedentary women aged 20-30 years participated in the study. Exercises were carried out for 6 weeks, 3 days a week, 1 hour daily. The exercise program sent to the participants digitally consists of a total of 8 moves: plank, crunch, leg raise, flutter kicks, mountain climbers, arms-high partial sit up, heel touches, half push up. 10 minutes of warm-up at the beginning of each exercise and 5 minutes of active cooling with 5 minutes of stretching at the end. All participants had the Body Awareness Questionarre (BAQ) and Beck Depression Inventory (BDI) filled digitally 6 weeks before and 6 weeks later. SPSS 20.00 program was used to analyze the data. The shapiro wilk test was used to determine whether the data showed normal distribution. Wilcoxon signed ranks test was used as the data did not show normal distribution in the analyzes. Significance level was accepted as p &lt; 0.05. A statistically significant difference was found in all data as a result of the pre-test and post-test comparison of body weight, BDI and BAQ values (p &lt; 0.05). As a result, it can be said that the exercise program applied to sedentary individuals has a positive effect on psychological state and body awareness.
Exercise Addiction of Individuals Receiving Sports Services and Analysis of Social Appearance Anxiety Levels
Author: Duyan, Mehdi
Date: 2021-01-00
Type: Journal Articles
Subjects: Addictive Behavior,Anxiety,Exercise,Social Influences,Age Differences,Adults,Marital Status,Incidence,Educational Attainment,Gender Differences

The purpose of this study was to examine exercise addiction and social appearance anxiety levels of students studying at the faculty of sports sciences in terms of various variables. There were 170 participants in the study. &quot;Personal Information Form&quot;, &quot;Exercise Addiction Scale&quot; and &quot;Social Appearance Anxiety Scale&quot; were applied to the participants. Whether the data provided the assumption of normality was evaluated by the skewness and kurtosis test. It was decided that the values obtained as a result of the analysis provided the assumption of normality; therefore it was deemed appropriate to apply parametric tests. Frequency, percentage, t-test, One-Way ANOVA and Post Hoc (Scheffe) test statistics were used to analyze the data. As a result, it was determined that participants who regularly received sports services at least 2 days a week had low levels of general exercise addiction and social appearance anxiety. In this context, it can be said that individuals' exercise addiction and social appearance anxiety levels were low. Therefore, it can be said that the physical and mental benefits individuals got from sports activities enabled them to be more at peace with themselves, as the participants who received sports services made their exercise a habit to protect their health in daily life.
Critical Literacy as a Tool for Social Change: Negotiating Tensions in a Pre-Service Teacher Education Writing Course
Author: Kang, Grace
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Literacy,Preservice Teacher Education,Preservice Teachers,Writing Instruction,Writing (Composition),Online Courses,Curriculum Design,Alignment (Education),Teaching Methods

In this &quot;Voices from the Field&quot; article, we (two teacher-educators/-researchers) describe our negotiation of teaching practices in an online writing course for pre-service teachers. Our overarching purpose is to disrupt dominant discourses of writing and to illuminate critical perspectives. Specifically, we highlight intentional shifts to our initiating texts to better align with tenets of critical literacy. We experienced various tensions that led us to redesign the course. In closing, we pose lingering questions that critical teacher educators may ask while engaging in the iterative process of learning and growing through practice.
Investigating Young Readers&apos; Use of Visual, Textual, and Design Resources in Contemporary Picturebooks
Author: Moses, Lindsey
Date: 2020-00-00
Type: Journal Articles
Subjects: Picture Books,Semiotics,Grade 1,Elementary School Students,Literacy,Multiple Literacies,Case Studies,Reading Tests,Bilingualism,Monolingualism,Language Proficiency,English (Second Language),English,Scores,Reading Comprehension,Comparative Analysis

The texts students encounter are becoming increasingly complex and multimodal. There remains a need to understand the semiotic resources students draw upon to make meaning with these multimodal texts. This study draws on social semiotics as a frame to explore the ways in which eight first graders with a wide range of literacy proficiency levels and first languages constructed meaning with selected multimodal picturebooks. Current assessment and text matching processes are documented and contrasted to the ways readers in this case study used the available semiotic resources, as measured by the Developmental Reading Assessment 2 (DRA2). The findings document the range and frequency of the resources first graders used when making meaning with the picturebook &quot;We Are in a Book!&quot; (Willems, 2010). We report findings related to the similarities and differences found among students with below and on/above literacy proficiency scores and among students who are bilingual and who speak only English. Finally, we report how two bilingual students (with below and above grade level literacy proficiency scores) used semiotic resources using an in-depth, qualitative cross-case analysis. The findings indicate students drew on a wide range of resources that are often missing from early literacy assessments.
Loss in the English Classroom: A Study of English Teachers&apos; Emotion Management during Literature Instruction
Author: Dunn, Mandie B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Emotional Response,Language Teachers,Self Concept,Literature,Teaching Methods,Death,Grief,Professionalism,Teacher Student Relationship,Language Arts,English Teachers,English Instruction,Barriers,English,Feminism,Middle School Teachers,High School Teachers,Teacher Attitudes

Scholarship in English Education has suggested that English teachers can invite experiences of death and loss into English classrooms as part of curricular engagement because students' identities and experiences should be witnessed in classrooms (e.g., Dutro, 2019). Scholarship on literature response and instruction has emphasized that readers should make personal connections and respond emotionally to texts. Drawing on feminist understandings of emotion, this interview study investigated what work teachers do in efforts to engage the topics of death and loss as part of English language arts curriculum when they themselves are affected by personal loss. Findings revealed that amidst emotional responses to texts they characterized as &quot;overwhelming,&quot; teachers do considerable emotion management to fulfill what they perceive as professional norms and to enact what they believe to be important to literature instruction. This study therefore attends to challenges teachers might face when asked to engage topics of death and loss as part of literature instruction and provides insight into how English Education researchers and educators might support teachers in efforts to address topics of death and loss in their English language arts curriculum.
Diversity in Newbery Medal-Winning Titles: A Content Analysis
Author: Koss, Melanie D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Childrens Literature,Adolescent Literature,Books,Awards,Content Analysis,Race,Ethnicity,Sex,Disabilities,Diversity,Reading Instruction,Literary Devices,Critical Theory,Cultural Relevance

This paper shares results from a critical content analysis of Newbery-winning titles from 1922-2019 for representations of race/ethnicity, gender, and disability. Each title was coded for the inclusion and representation of race/ethnicity, gender, and disability at both the book and main character levels. Lenses of critical race, gender schema, and critical disability theories were used to classify the ways race/ethnicity, gender, and ability of diverse populations are portrayed and represented in Newbery-winning titles. Results were then compared to U.S. Census and National Center for Education Statistics data about today's public-school population. Representations of diversity in Newbery-winning titles are not confluent with the race/ethnicity, gender, and disability of children in U.S. schools. Given the prominence of Newbery-winning literature in elementary schools, children are likely to come across these unrepresentative characters.
Navigating the Linguistic Terrain: Immigrants&apos; Personal Stories of Aspiration, Access, Identity, and Acclimation
Author: Adenekan, Olabisi Kehinde
Date: 2020-00-00
Type: Journal Articles
Subjects: Immigrants,Acculturation,Socialization,Linguistic Theory,English (Second Language),Second Language Learning,Self Concept,Personal Narratives,Language Usage,Multilingualism,Power Structure,Language Attitudes,Pronunciation,Language Skill Attrition,Language Variation,Participant Characteristics,Employment,Social Isolation,Poverty,Aspiration,Grounded Theory

This paper examines the impact of language on the experiences and acclimation of non-native English-speaking immigrants in the United States. Using Language Socialization Theory, the paper addresses stories of these immigrant participants in a focus group study to illuminate their aspirations, access to power, and issues of identity in their bid for acclimatization. Results indicate that no matter how desperately the demarcation is sought between language and social realities, the debate involves a deeper complexity of human relationships and comes muddled with many more inter-related and complicated factors. Given that the fluidity and constant evolution of a language is largely dependent on its users, I propose that speakers of English language should accommodate its widened user-base to provide a balanced power shift that enables free expression to all.
Putting on Our Pedagogical Love Vests to Affirm the Poetic Literacies &amp; Lives of Black High School Students
Author: Gibbs Grey, ThedaMarie
Date: 2020-00-00
Type: Journal Articles
Subjects: African American Students,High School Students,Poetry,Identification (Psychology),Experience,Self Concept,African Americans,Authors,Teaching Methods,Grade 9,Barriers,Coping

Through this research, I illuminate the power in creating curricula that honor Black poetic excellence as a means to support and affirm Black high school students. To do so, I explore the poetry writing of two Black ninth grade students, Brandon and Nyla, and the importance of their participation in the Scholar Collaborative, a school-based, pre-college course that highlighted Black poets. Data sources include Brandon and Nyla's written poems, interviews, and observations of Scholar Collaborative sessions. Third Space theory provides a framework for understanding how the Scholar Collaborative operated as a space rooted in pedagogical love for Black students, their lives, and their poetry. Additionally, the findings highlight how Brandon and Nyla used poetry-writing to detail experiences that both challenged their identities and strengthened their self- acceptance and self-love. Study data support the implementation of curricula that draw on Black poetic excellence to affirm Black students through supporting their literacies and lives.