ethanporcaro/eric-fulltext-meta huggingface dataset:
Idiom Comprehension Using Multimodal Teaching Approach among Zanzibar University Students
Author: Tabley Amos, Ngoge
Date: 2021-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Figurative Language,Foreign Countries,Teaching Methods,Comparative Analysis,Undergraduate Students,College Second Language Programs,Language Processing,Scores,Instructional Effectiveness

The present study aims at investigating idiom comprehension through multimodal teaching approach among Zanzibar University students. The participants of the study were 120 male and female students and selected randomly. All of the students speak Swahili as their first language. The participants enrolled in a 3-year English program at the Department of Languages, Faculty of Arts and Social Sciences, Zanzibar University, divided into two groups, the control and experimental groups. There were 60 students in each group with an age range between 20 to 30. Both groups were presented with the same twenty English idioms through different methods. The control group was advised to review the list of idioms using a traditional method, while the experimental group was presented with the idioms using a multimodal teaching approach. An idiom comprehension test was administered to both groups. The results showed that from a comparative t-test indicated that the students taught idioms comprehension using multimodal method had recorded a higher mean score (37.7) as compared to the use of a traditional method of teaching of idioms (25.55). This implies that to increase EFL/ESL students' proficiency in idiom comprehension, teachers should implement more multimodal activities in the classroom so that the students will have better opportunities in comprehending and applying idioms. The study provides pedagogical suggestions for using a multimodal approach to teaching English idioms.
Middle School Students&apos; Perceptions of Scientists and Views about to Become a Scientist
Author: Ivgin, Asli Bahar
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,Scientists,Professional Identity,Sex Stereotypes,Physical Characteristics,Work Environment,Freehand Drawing,Gender Differences,Instructional Program Divisions,Public Schools,Science Careers,Science Interests,Foreign Countries

It is important to explore children's perceptions related to scientists for preventing their lack of interest in science and avoidance of science careers. This study aims to reveal middle school students' images of scientists, with an analysis of how those images may be influenced by middle school science textbooks currently use in Turkey. It was also examined students' opinions related to becoming a scientist. The study is based on a qualitative research methodology. The sample consists of 98 students from a middle school (5th, 6th, 7th, and 8th grade). The data was gathered by four science textbooks, the Draw a Scientist Test (DAST) and an open-ended questionnaire. The findings showed that most of the middle school students think that scientists as men, happy, wearing lab coats and glasses, working individually in indoor places. Albert Einstein and Isaac Newton were drawn as the most famous scientists. The images of scientists in the science textbooks were mostly men. On the other side, more than half of the students were not sure or not eager to be scientists for their future careers because of negative thoughts on scientific studies and not matching their own characters and the characters that scientists should have.
Predictors of Swedish Teachers&apos; Attitudes and Willingness towards Research-Based Teaching: Results of a Survey Study
Author: Reichenberg, Monica
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Special Education Teachers,Prediction,Evidence Based Practice,Researchers,Factor Analysis,Comparative Analysis,Foreign Countries,Teaching Methods,Teacher Surveys,Social Capital,Faculty Development,Attitude Measures,Teacher Characteristics,General Education

Teachers' and special educators' attitudes towards research-based work differ but remains poorly understudied. This study predicts Swedish teachers' and special educators' attitudes towards (a) research-based work and (b) inviting researchers to schools. The data comes from a survey with a convenience sample of more than 300 teachers and special educators. The analysis combines methods such as: factor analysis, bootstrapped linear regression, and ordinal regression. Theoretically, this study derives predictions from professional capital theory. First, the results show how teachers and special educators differ in attitudes towards research-based work. Second, the results show how teachers with greater social capital have a higher probability of willingness to invite researchers to the school. This study concludes support for professional capital theory.
Providing the Best Possible Learning Environment for K-8 English Learners in Social Studies Content
Author: Kim, Ji Young
Date: 2021-00-00
Type: Journal Articles
Subjects: Classroom Environment,Social Studies,English Language Learners,Elementary School Students,Middle School Students,Student Needs,Instructional Improvement,Evidence Based Practice,Culturally Relevant Education,Inclusion,Curriculum Development,Professional Development,Teacher Collaboration,Teacher Administrator Relationship,Literacy,Public Schools

The purpose of this study is to provide the best possible learning environment for K-8 English Learners (ELs) in social studies content suggested by ESL teachers and school administrators in North Carolina. ESL teachers and school administrators share their perceptions of best practices and strategies that have been effective in addressing the needs of ELs in the K-8 social studies classroom. Authors propose multifaceted approaches to meeting the needs of ELs in the social studies classrooms: First, effective professional development activities train social studies content teachers to acquire research-based effective instructional models for ELs. Second, literacy strategies provide social studies teachers the necessary information to make pedagogical modifications. Third, collaboration among content teachers, ESL teachers, and school administrators creates open communication to take initiative in sharing effective strategies that can be easily implemented and challenges that can be addressed.
Decolonising Globalised Curriculum Landscapes: The Identity and Agency of Academics
Author: Reyes, Vicente, Jr.
Date: 2021-08-00
Type: Journal Articles
Subjects: College Faculty,Higher Education,Barriers,Neoliberalism,Global Approach,Educational Change,Ethnography,Teacher Attitudes,Teaching Experience,Professional Identity,Curriculum,Foreign Policy,Diversity,Cultural Pluralism,Foreign Countries,Commercialization,Well Being,Teacher Student Relationship,Student Attitudes,Student Empowerment,Administrator Attitudes

This article explores how academics in a higher education institution (HEI) make sense of the challenges that they encounter in a neoliberal context typified by an increasingly globalised curriculum landscape. Two key questions are explored: What are the contours of the shifting boundaries which define the 'global curriculum' in HEI contexts? How do academics navigate and make sense of this fluidity in an uncertain and disputed landscape? Using reflections on practice emanating from the redesign of educational courses to respond to a rapidly changing student cohort, this inquiry takes an auto-ethnographic approach, offering the perspectives of five academic staff from a UK-based HEI through the lens of their lived experiences, and acknowledging the emerging shifts in identities that they experience and the need to confront tensions in this curriculum space. We conclude that our own scrutiny of, and critical reflections on, our identity and positionality as teachers and education practitioners represent a form of decoloniality, enabling us to find ways to share what we know without excluding knowledge outside it and to welcome contributions and possibilities beyond our own experiences. In terms of how we should act, we recognise that it must be through a dialectic that does not seek cultural supremacy or sovereignty.
Scale of Visual Creativity in Art: A Study on Scale Development and Construct Validity
Author: Akca, Fadim
Date: 2021-00-00
Type: Journal Articles
Subjects: Likert Scales,Visual Arts,Creativity,Creativity Tests,Elementary School Students,Foreign Countries,Test Construction,Construct Validity,Test Reliability,Content Validity,Factor Analysis,Correlation,Creative Thinking,Factor Structure

Although visual creativity in art affects all variables of the learning and teaching process, no measurement tool has been found in the Turkish literature regarding the level of students? visual creativity in art. In this study, a measurement tool was developed to measure visual creativity levels of primary school students in art and evidence regarding the construct validity and reliability of the scale was determined. The research was carried out with 381 primary school students in the 1st and 4th grades of primary school. 48.5% (185) of the students are female and 51.5% (196) of them are male. The scale, whose content validity was provided by expert opinions and literature review, was one-dimensional and had high construct validity based on confirmatory and exploratory factor analyzes. In addition, it was found that the Scale of Visual Creativity in Art had correlation with the perceived visual creativity scale and the scale developed had high criterion validity. Exploratory and confirmatory factor analysis results showed that the scale is structurally one-dimensional and had a high validity. The Cronbach Alpha reliability coefficient of the one-dimensional form of the scale is 0.95. In addition, results of item-total correlations of the scale were tested and discussed.
You&apos;ve Got Mail! -- Written Communication and Feedback in Mathematics
Author: Barbosa, Ana
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing (Composition),Feedback (Response),Mathematics Education,Preservice Teachers,Communication Skills,Elementary School Students,Graduate Students,Grade 3,Letters (Correspondence),Foreign Countries

This paper describes a study that aims to understand and characterize the written communication of future teachers through a pen pal experience with elementary education students, in particular the nature of their feedback. To carry out this investigation we followed a qualitative methodology and collected data through observation, interviews and written productions. The participants were seven pre-service teachers that attended a Master's Degree Course in Primary Education (6-12 years old) who interacted through letter correspondence with 3rd grade students. Results show that the pre-service teachers valued this experience, considering it useful and effective in the development of written communication. They also had the opportunity to identify the importance of more general aspects, such as the adequacy of the discourse, the need to acknowledge the curricular guidelines and the features of the educational context. The type of feedback given in the written commentaries was diversified, trying to meet the main characteristics of evaluative writing, being intentional, personalized and identifying aspects to improve through self-regulation.
Spoken and Written Communication Needs of Aviation Management Trainees
Author: Satvindar Singh, Reshminder Kaur
Date: 2021-00-00
Type: Journal Articles
Subjects: Aviation Education,English for Special Purposes,Curriculum Design,Needs Assessment,Foreign Countries,Communication Skills,Writing Skills

The need to investigate the communication skills of specific participants usually arises upon demand from the stakeholders, including the employers, passengers, clients and others. The common reasons for stakeholders to consult course developers or language practitioners regarding developing a specific purpose course include poor language proficiency and lack of professional communication skills amongst personnel whose jobs require efficient communication. The needs analysis (NA) method is often used to explore the necessary communication skills at the workplace, including business, medical and aviation. In aviation, the aviation English program content is based on the stakeholders? communication requirements. Having said that, there are two main objectives of this study. Firstly, this study aims to investigate the importance of English as a medium for communication amongst AVM personnel serving in local and foreign-based companies within Malaysia. Secondly, it aims to determine the spoken and written communication activities that aviation management personnel are frequently involved in the aviation industry. Based on the findings, the NA revealed that the English language is vital in developing professional communication skills among AVM trainees as they require English proficiency for speaking and writing activities.
The Decolonial Turn: Reference Lists in PhD Theses as Markers of Theoretical Shift/Stasis in Media and Journalism Studies at Selected South African Universities
Author: Mugari, Zvenyika Eckson
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Dissertations,Educational Change,Non Western Civilization,Western Civilization,Journalism Education,Resistance (Psychology),Citations (References),Interdisciplinary Approach,Humanities,Social Sciences,Doctoral Students

The supervision and production of a PhD thesis often presents a potentially interesting tension between PhDs as conforming to disciplinary epistemologies and PhDs as breaking epistemological boundaries. No academic discipline has been left untouched by decolonial thinking in the South African university space since the eruption of radicalized student protest movements in 2015. The Rhodes Must Fall student protest movement, which quickly morphed into Fees Must Fall, precipitated a new urgency to decolonize the university curriculum in post-apartheid South Africa. A new interdisciplinary conversation in the humanities and social sciences began to emerge which challenged established orthodoxies in favour of de-Westernizing, decolonizing and re-mooring epistemological and pedagogic practices away from Eurocentrism. Whether and how that theoretical ferment filtered into postgraduate students' theses, however, remains to be established. This article deploys a decolonial theoretical framework to explore the tension between epistemic conformity and boundary transgressing in journalism studies by analysing reference lists of PhD theses submitted at three South African Universities three years after the protest movement Rhodes Must Fall. With specific focus on media and journalism studies as a discipline, this article argues that the PhD process represents a site for potential epistemic disobedience and disciplinary border-jumping, and for challenging the canonical insularity of Western theory in journalism studies. The findings appear to disconfirm the thesis that decolonial rhetoric has had a material influence so far on the media studies curriculum, as reflected in reference lists of cited works in their dissertations.
Socio-Economic Status and Attention Ability as Predictors of Early Geometry Skills of 60-72-Month-Old Children
Author: Uyanik Aktulun, Özgün
Date: 2021-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Geometry,Mathematics Tests,Attention Control,Prediction,Screening Tests,Kindergarten,Preschool Children,Social Differences,Mathematics Skills,Predictor Variables,Scores,Foreign Countries

The aims of this study are investigating the attention ability and geometry skills of 60-72-month-old children according to the socio-economic status and determining whether the attention ability significantly predicts the geometry skill when the socio-economic status is controlled. The accessible population of the research in the relational screening model consisted of 60-72-month-old children studying in Afyonkarahisar kindergartens and nursery classes in the 2018-2019 academic year. The sample of the study was randomly selected 310 children among 60-72-month-old children attending high, medium and low socioeconomic status schools, volunteering to participate in the study. The &quot;General Information Form&quot; was used to collect data on children and their families in the study while the &quot; Attention Gathering Skills Test for Five-year Old Children FTF-K&quot; developed by Raatz and Möhling in 1971 and adapted by Gözüm (2017) to determine the attention status of children, and the &quot;Early Geometry Skill Test&quot; developed by Sezer (2015) to measure children's geometry skills were used. Chi-Square, One-Way ANOVA and Hierarchical Regression tests were used to analyze the data obtained from the research. In the light of the findings, it was found out that children's attention skills and early geometry skills differed according to socio-economic status and when the socio-economic status was controlled, attention ability was a positive and significant predictor of early geometry skills of 60-72-month-old children. [This research was presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) which took place on April 1-4, 2021 in Antalya, Turkey.]
In the Face of Sociopolitical and Cultural Challenges: Educational Leaders&apos; Strategic Thinking Skills
Author: Da'as, Rima'a
Date: 2021-00-00
Type: Journal Articles
Subjects: Strategic Planning,Thinking Skills,Principals,Migrants,Jews,Ethnic Groups,Minority Groups,Arabs,Systems Approach,Models,Cultural Context,Barriers,Administrator Attitudes,Instructional Leadership,Foreign Countries,Elementary Secondary Education

This article discusses the implications of sociopolitical and cultural challenges and complexity on educational leaders' use of strategic thinking skills in divided societies, using the case of Israel, a deeply divided society with a hegemonic Jewish ethno-national state and Bedouins -- a subculture of the minority Arabs. In the suggested model, we propose that, due to sociopolitical and cultural challenges, Bedouin school principals use 'systems thinking' skills as a holistic approach to coping with their complex environment. Jewish principals use the additional strategic skills of reflection and reframing. We provide the results of a preliminary empirical study, with 103 Bedouin and 67 Jewish principals, supporting our propositions. This article and its propositions open avenues for research into principals' perceptions in deeply divided contexts and contribute to cognitive characteristics of leadership by explaining the implications of specific contexts for strategic thinking.
An Investigation of Pre-Service Music Teachers&apos; Self-Regulatory Skills
Author: Kaleli, Yavuz Selim
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Teachers,Metacognition,Foreign Countries,Teaching Methods,Learning Processes,Preservice Teachers,Music Education,Gender Differences,Social Class,Musical Instruments,Teacher Education Programs,Academic Achievement,Student Attitudes,Measures (Individuals),Help Seeking,Comparative Analysis

Self-regulatory skill is one of the important factors affecting academic orientation and performance of learners at all levels in learning-teaching processes. The aim of this study is to compare the self-regulatory skills of preservice teachers studying in music education departments based on the variables of gender, class, overall achievement and performance in individual instruments lessons. The study was conducted with 198 Pre-service Music Teachers studying at Necmettin Erbakan University and Gazi University. Data were collected by using Academic Self-regulatory Skills Scale. Research findings showed that preservice music teachers' self-regulatory skills differed based on the variables of year of study, achievement levels in individual instrument lessons and overall academic achievement. It was found that students with high academic achievement levels had effective self-regulatory skills. However, no significant difference was found between the self-regulatory skills of male and female preservice music teachers.
An Investigation of the Problem Behavior of Preschool Children in Terms of Different Variables
Author: Sancili, Semanur
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Behavior Problems,Parents,Gender Differences,Age Differences,Parent Background,Educational Attainment,Income,Family Structure,Siblings,Social Behavior,Emotional Problems,Attention Deficit Hyperactivity Disorder,Correlation,Foreign Countries,Peer Relationship

In this study, it was aimed to examine the relationship between the problem behaviors exhibited by preschool children in terms of the parental gender, age, education level, perceived income level, the age of the child, and the number of siblings. For this purpose, the research adopted the scanning pattern in the relational screening model. The participants of the study were composed of 4-6 years of children living in Istanbul, Turkey using convenience sampling method. The data were collected online via the Participation Acceptance Form, General Information Form, and Strengths and Challenges Questionnaire (SCQ) in 2020-2021 school year. The data about the participant children were collected through their volunteer parents. The data obtained were analyzed using the SPSS statistical package program. The results revealed that there was a significant relationship between the gender of the parent and social behavior; between educational level and emotional problems; between perceived income level and social behavior, between attention deficit and hyperactivity, amongst peer problems, emotional problems and behavioral problems; whereas there was no significant relationship between parental age and child problem behaviors. Although a significant relationship was not observed between the number of siblings and problem behaviors of the children, a significant relationship was found between the children's age and peer problems.