ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Studies Teacher Candidates' Opinions about Digital Citizenship and Its Place in Social Studies Teacher Training Program: A Comparison between the USA and Turkey
Author: Karaduman, Hidir
Date: 2017-04-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,Student Attitudes,Teacher Education Programs,Foreign Countries,Qualitative Research,Research Methodology,Citizenship Education,Technological Advancement,Technological Literacy,Educational Technology,Internet,Technology Uses in Education,Comparative Education,Questionnaires

This research aims to determine and compare what social studies teacher candidates living in two different countries think about digital citizenship and its place within social studies and social studies teacher training program and to produce suggestions concerning digital citizenship education. Having a descriptive design, this research has employed a data collection tool developed in accordance with qualitative research method and consisting of open and closed-end questions directed to figure out teacher candidates' opinions about digital citizenship and its place in both social studies and social studies teacher training programs. The participants of the study are a total of 14 American (7 females-7 males) senior teacher candidates studying at Social Studies Teacher Training Program of a university located in East North Central region of the Midwestern United States and 51 Turkish (28 females-23 males) senior teacher candidates studying at Social Studies Teacher Training Program of a university located in the Central Anatolian Region of Turkey. Data collection took place in the spring term of 2012-2013 in both universities simultaneously. Research data has been analyzed through content analysis. Research findings have yielded that social studies teacher candidates participating from two different countries think that social studies course holds a major position with respect to digital citizenship education and that this course should be integrated with digital citizenship education. However, social studies teacher candidates in both countries have reported that either there are no topics or themes about digital citizenship within social studies course or they are insufficient and shallow. This study includes several suggestions concerning the incorporation of topics and themes about digital citizenship into social studies teacher training program.
The Potential and Promise of Latino Students
Author: Gándara, Patricia
Date: 2017-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Demography,Barriers,Educational Opportunities,Achievement Gains,Achievement Gap,Immigration,Well Being,Child Welfare,Best Practices,Change Strategies,Minority Group Students

By now, it is pretty much common knowledge that Latinos comprise the nation's largest minority group, both as a percentage of the population (17.6 percent) and as a percentage of school-age students (25 percent). That is, one in four K-12 students in the United States is Latino or Latina. While the related challenges are often overemphasized, the tremendous assets these young people bring with them are often overlooked. How we view these students--primarily as challenges or as assets--will determine to a large extent how we choose to educate them and the kind of success they are able to achieve. This article describes recent demographic shifts in where Latinos reside, the challenges Latino students face as well as the achievement gains made, why Latino students fall behind in schools, the impact of immigration on the well-being of Latino children, ways that these students are primed for &quot;deeper learning,&quot; what we know works, and what we must do to provide Latino children with a strong academic foundation, to ensure they have access to high-quality education, and to make it easier for them to earn college degrees.
The Degree of Implementing ISTE Standards in Technical Education Colleges of Palestine
Author: Ayad, Fuad Ismail
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Technical Education,Academic Standards,Program Implementation,Postsecondary Education,Questionnaires,Teacher Attitudes,Student Attitudes,Factor Analysis,Fidelity,Educational Practices,Educational Indicators

In light of this successive technological change, there has been an ongoing need for the development of technical education, so that the graduate is able to keep up with the requirements of the labor market on the one hand, and has a continuing education skills on the other. International Society for Technology in Education (ISTE) standards are considered as a vision for the development of education in general and technical education in particular in the light of these changes and requirements. The study aimed at examining the degree of implementing ISTE standards for teachers and students in technical education colleges in Gaza Strip of Palestine. The teachers' questionnaire was administered to 71 teachers of technical disciplines of engineering in four colleges of technical education in Gaza Strip. The students' questionnaire was administered to 186 students of technical disciplines of engineering in the four technical colleges. The results showed low degree of implementing ISTE standards for teachers and students in colleges of technical education, the percentages were 60.9%, 65.3% respectively. The study recommended holding scientific seminars and training courses for students and teachers in technical colleges to introduce ISTE standards, and encourage them to embrace these standards.
The Effects of Computer Assisted Instruction Materials on Approximate Number Skills of Students with Dyscalculia
Author: Mutlu, Yilmaz
Date: 2017-04-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Teaching Methods,Mathematics Instruction,Educational Technology,Learning Disabilities,Mathematics Skills,Elementary School Students,Grade 3,Screening Tests,Achievement Tests,Mathematics Tests,Program Effectiveness,Foreign Countries

The aim of this study is to examine the effects of computer assisted instruction materials on approximate number skills of students with mathematics learning difficulties. The study was carried out with pretest-posttest quasi experimental method with a single subject. The participants of the study consist of a girl and two boys who attend 3rd grade at elementary school. The contents of the computer-aided instruction materials which have been designed consist of counting skills, place value concepts and addition subjects which are related to mathematics lesson's learning outcomes of 1st and 2nd grades of primary school. With the materials prepared, participants were given 75 lessons of individual instruction during five weeks, each weekdays and approximately 20-30 minutes a day. Dyscalculia screening tool and Panamath program were used as data collection tools. Panamath program calculates test response time, the percentage of accuracy and weber fraction data of participants. In the dot counting and comparison symbolic tests of DST, response time tests and number of correct answers of the participants were calculated, while mean absolute error were calculated in the mental number line tests. The findings of the study indicate that the approximate skills of the participants have developed and there has been significant increase in their speed of answering.
Down the Rabbit Hole: Challenges and Methodological Recommendations in Researching Writing-Related Student Dispositions
Author: Driscoll, Dana Lynn
Date: 2017-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Writing Attitudes,Student Attitudes,Attitude Measures,Attribution Theory,Self Efficacy,Self Management,Academic Persistence,Value Judgment,Mixed Methods Research,Coding,Definitions,Accuracy,Performance Factors,Data Analysis,Research Needs,Change Strategies,Research Problems

Researching writing-related dispositions is of critical concern for understanding writing transfer and writing development. However, as a field we need better tools and methods for identifying, tracking, and analyzing dispositions. This article describes a failed attempt to code for five key dispositions (attribution, self-efficacy, persistence, value, and self-regulation) in a longitudinal, mixed methods, multi-institutional study that otherwise successfully coded for other writing transfer factors. We present a &quot;study of a study&quot; that examines our coders' attempts to identify and code dispositions and describes broader understandings from those findings. Our findings suggest that each disposition presents a distinct challenge for coding and that dispositions, as a group, involve not only conceptual complexity but also cultural, psychological, and temporal complexity. For example, academic literacy learning and dispositions intersect with systems of socio-economic, political, and cultural inequity and exploitation; this entwining presents substantial problems for coders. Methodological considerations for understanding the complexity of codes, effectively and accurately coding for dispositions, considering the four complexities, and understanding the interplay between the individual and the social are explored. We describe how concepts from literacy studies scholarship may help shape writing transfer scholarship concerning dispositions and transfer research more broadly.
The Impact of Learner Characteristics on the Multi-Dimensional Construct of Social Presence
Author: Mykota, David
Date: 2017-04-00
Type: Journal Articles
Subjects: Electronic Learning,Computer Mediated Communication,Educational Environment,Statistical Analysis,Online Courses,Social Environment,Questionnaires,Interpersonal Communication,Graduate Students,Foreign Countries,Student Characteristics,Student Experience,Multivariate Analysis

This study explored the impact of learner characteristics on the multi-dimensional construct of social presence as measured by the computer-mediated communication questionnaire. Using Multiple Analysis of Variance findings reveal that the number of online courses taken and computer-mediated communication experience significantly affect the dimensions of social presence. Findings confirm that significant effects were found to impact three of the four dimensions of social presence, however, no interaction effects for the independent variables were observed. Recommendations for the effective use of online learning recognize that interaction patterns need be structured and pre-course instructional activities be provided so novice learners can acquaint themselves with asynchronous and synchronous online learning environments.
Generating the Field: The Role of Editors in Disciplinary Formation
Author: Selfe, Cynthia
Date: 2017-00-00
Type: Journal Articles
Subjects: Editing,Professional Identity,Career Development,Writing for Publication,Educational Change,Influence of Technology,Role Perception,Occupational Information,Mentors,Technological Advancement,Intellectual Disciplines

In the following conversation, conducted asynchronously through email, three current and former editors discuss the role of publishing in creating a disciplinary identity. Speaking from the academic (Villanueva), digital (Selfe), and community (Parks), and, often crossing these three categories, the editors discuss how the field has failed to fully embrace the full range of cultural, economic, and gender experiences that have been present in our field since its founding. In doing so, they also note that this absence has continued despite the ability of new publishing technologies to incorporate a wider range of embodied experiences, non-traditional knowledges, and literacy practices.
Trying to Contain Ourselves: A Dialogic Review of the &quot;MLA Handbook, Eighth Edition&quot;
Author: Walker, Janice R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Guidelines,Citations (References),Layout (Publications),Educational Change,Writing Strategies,Educational Innovation

Since the 2016 release of the Modern Language Association's new style guidelines, scholars and teachers--along with writing centers, libraries, and editorial staffs--have been familiarizing themselves with the changes. Based on a standardized approach to citation, the eighth edition of the &quot;MLA Handbook&quot; asks us to adjust some long-entrenched habits. Perhaps more pressingly, the new MLA format reminds us of enduring pedagogical challenges regarding students' information literacy, habits of source citation, and understanding of knowledge-making. With this issue of &quot;Composition Forum&quot; marking the journal's progression to the new guidelines, we asked two scholars to explore the &quot;MLA Handbook&quot;'s significance for our field's scholarly and teacherly work.
Proliferating Textual Possibilities: Toward Pedagogies of Critical-Creative Tinkering
Author: Koupf, Danielle
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Introductory Courses,Literature,Writing Instruction,Critical Thinking,Revision (Written Composition),Writing Processes,Writing (Composition),Writing Assignments,English Instruction,College Students

Tinkering is a longstanding material practice that has gained popularity in recent years as a learning strategy at numerous schools, camps, and makerspaces. This article seeks to establish in composition pedagogy tinkering's playful, exploratory ethos by introducing a practice called &quot;critical-creative tinkering.&quot; In critical-creative tinkering, a writer dwells inside a source text by reading and rewriting it, generating an alternative text. Building on the itinerant status of traditional tinkers, this article promotes critical-creative tinkering as a pedagogy that moves or travels across the curriculum. Toward that end, it presents tinkering assignments and student responses to them from two different writing-intensive courses: an introductory literature course and a professional writing course.
Micro and Macro Content Analysis of English Textbook Entitled &quot;Mosaic One Listening and Speaking (Student's Book)&quot; in the Light of Communicative Competence
Author: Al-Mashaqba, Nisreen Juma'a Hamed
Date: 2017-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Textbook Content,Content Analysis,Communicative Competence (Languages),Listening Skills,Oral Language,Educational Principles,Teaching Methods,Reliability,Undergraduate Students,Foreign Countries

The purpose of this study is to investigate the extent to which the listening and speaking lessons which are presented in textbook entitled &quot;Mosaic One Listening and speaking (Student's Book)&quot; are characterized with appropriateness and meaningfulness in light of communicative competence and meet the Principles and features of communicative language teaching. The content analysis was at micro and macro level in terms of the availability of seven criteria of communicative competence in the textbook under the study and in terms of strength and weakness of the content. The findings indicate that the English textbook entitled &quot;Mosaic One Listening and speaking (Student's Book)&quot; fulfilled 84% of communicative competence's criteria of the good EFL textbook adapted from some experts in the light of communicative competence.
An Analysis of Use of Conditional Sentences by Arab Students of English
Author: Al Rdaat, Sadam Haza'
Date: 2017-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Foreign Countries,Arabs,Sentences,Grammar,Semantics,Syntax,Questionnaires,College Students

Conditional sentences are made of two clauses namely &quot;if-clause&quot; and &quot;main clause&quot;. Conditionals have been noted by scholars and grammarians as a difficult area of English for both teachers and learners. The two clauses of conditional sentences and their form, tense and meaning could be considered the main difficulty of conditional sentences. In addition, some of non-native speakers do not have sufficient knowledge of the differences between conditional sentences in the two languages and they tried to solve their problems in their second language by using their native language. The aim of this study was to analyse the use of conditional sentences by Arab students of English in semantic and syntactic situations. For the purpose of this study, 20 Arab students took part in the questionnaire, they were all studying different subjects and degrees (bachelor, master and PhD) at Coventry University. The results showed that the use of type three conditionals and modality can be classified as the most difficult issues that students struggle to understand and use.
Using an Instant Messenger to Learn a Foreign Language in a Peer-Tutoring Environment
Author: Baek, Joeun
Date: 2017-04-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,English (Second Language),Second Language Learning,Korean,Pronunciation,Language Skills,Vocabulary,Cultural Awareness,Program Effectiveness,Peer Teaching,Native Speakers,Cooperative Learning,College Students,Foreign Countries,Foreign Students,Student Surveys

This study explores useful ways of using an instant messenger in a peer-tutoring environment when two students exchange their mother languages. Seven learners of Korean and seven Korean students learning English were paired randomly to conduct language exchange via an instant messenger, KakaoTalk. The pairs (five of male and female pair and two of same gender pair) were engaged in a one-hour session once a week for ten weeks, half an hour in Korean and half an hour in English. The meeting aimed to improve partner's pronunciation, vocabulary and understanding of the cultures. The results of the exchange activities showed the positive impacts of language exchange for students.
Gender, Ethnicity, Ethnic Identity, and Language Choices of Malaysian Youths: The Case of the Family Domain
Author: Granhemat, Mehdi
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Ethnicity,Language Usage,Multilingualism,Undergraduate Students,Questionnaires,Statistical Analysis,Malayo Polynesian Languages,Chinese,English,Influences,Family Environment

This study examined the relationships between gender, ethnicity, ethnic identity, and language choices of Malaysian multilingual youths in the family domain of language use. Five hundred undergraduate students who belonged to different Malaysian ethnic groups were selected as participants of the study. The participant aged between 17 to 25 years old. To select the participants, a random proportional stratified sampling strategy was developed. A self administered questionnaire survey comprising three sections was used for gathering information about participants' demographic profiles, their language choices in the family domain, and the concepts of their ethnic identity. To make analyses about the most used languages of the participants and the relationships between variables, SPSS software was run. Descriptive statistics was used to describe the participants' profiles as well as participants' used languages in the family domain of language use. Inferential statistics was used to examine relationships between variables. According to results of the study, in the family domain five codes were mostly used by the participants. These five codes were respectively, the Malay language, mixed use of Malay and English, Chinese, Mixed use of Chinese and English, and English. Furthermore, in the family domain, gender did not exert any influence on the choice of language of the multilingual participants, but ethnicity was found to be a determinant of language choice. Ethnic identity was found to influence the language choices of the Malays as well, but it did not affect the Chinese and Indian participants' language choices in this domain of language use.
The Effect of Automatic Speech Recognition Eyespeak Software on Iraqi Students' English Pronunciation: A Pilot Study
Author: Sidgi, Lina Fathi Sidig
Date: 2017-04-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Pronunciation Instruction,Computer Software,Semitic Languages,Phonetics,Contrastive Linguistics,Pretests Posttests,Foreign Countries,Teaching Methods,College Students,Instructional Effectiveness

The use of technology, such as computer-assisted language learning (CALL), is used in teaching and learning in the foreign language classrooms where it is most needed. One promising emerging technology that supports language learning is automatic speech recognition (ASR). Integrating such technology, especially in the instruction of pronunciation in the classroom, is important in helping students to achieve correct pronunciation. In Iraq, English is a foreign language, and it is not surprising that learners commit many pronunciation mistakes. One factor contributing to these mistakes is the difference between the Arabic and English phonetic systems. Thus, the sound transformation from the mother tongue (Arabic) to the target language (English) is one barrier for Arab learners. The purpose of this study is to investigate the effectiveness of using automatic speech recognition ASR EyeSpeak software in improving the pronunciation of Iraqi learners of English. An experimental research project with a pretest-posttest design is conducted over a one-month period in the Department of English at Al-Turath University College in Baghdad, Iraq. The ten participants are randomly selected first-year college students enrolled in a pronunciation class that uses traditional teaching methods and ASR EyeSpeak software. The findings show that using EyeSpeak software leads to a significant improvement in the students' English pronunciation, evident from the test scores they achieve after using EyeSpeak software.
The Relationship between EFL Teachers' Critical Thinking and Use of Motivational Strategies
Author: Parsi, Gholamreza
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,Critical Thinking,Correlation,Student Motivation,Questionnaires,Teaching Methods,Statistical Analysis

The present study was conducted to investigate the relationship between EFL teachers' critical thinking and use of motivational strategies. The participants of this study were 101 EFL teachers. These teachers were both male and female between 21 to 36 years old, and they taught intermediate and advanced levels and varied in their experience from 3 to 17 years. They were chosen randomly from private language schools in Mashhad and two questionnaires were given to them: A questionnaire to evaluate the use of motivational strategies (Cheng and Dornyei, 2007) and another questionnaire to estimate their critical thinking (Honey, 2000).To fulfill the objective of the study, a Spearman Rank Order Correlational analysis was conducted to investigate any significant relationship between the two variables. The results showed that there is no correlation between critical thinking and motivational strategies. This result may help teacher educators to consider the relationship of critical thinking and teachers' use of motivational strategies as an integral part of the teaching and learning process in teacher training courses.