ethanporcaro/eric-fulltext-meta huggingface dataset:
Argumentation in K-12 Mathematics and Science Education: A Content Analysis of Articles
Author: Kartika, Hendra
Date: 2021-00-00
Type: Journal Articles
Subjects: Content Analysis,Mathematics Education,Periodicals,Journal Articles,Comparative Analysis,Persuasive Discourse,Science Education,Kindergarten,Elementary Secondary Education,Research Methodology,Research Reports,Teaching Methods

The current study employed a content analysis approach to analyze and compare argumentation research in K-12 mathematics and science education published on top five academic journals with the highest impact factor from 2010 to 2019. It includes 9 research articles in the field of mathematics education and 77 research articles in the field of science education. The objectives of this study are to examine the similarities and differences in number of articles, contributors by nationality, method and design, subject, model, setting, and research topics. The results show that despite the argumentation research trend in both contexts tends to decrease, there are more researches related to argumentation on science subject compared to mathematics at K-12 level. These results have an impact on the increasingly diverse categories of argumentation studies in K-12 science. The implications of this research can obviously provide insights to the study of argumentation for mathematics education, science, and education researchers.
Impact of Using Parallel Text Strategy on Teaching Reading to Intermediate II Level Students
Author: Abdallah, Andira
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Reading Instruction,Undergraduate Students,Comparative Analysis,Reading Comprehension,Textbooks,Vocabulary Development,Sentence Structure,Pretests Posttests,Monolingualism,Semitic Languages,Bilingual Instructional Materials,Retention (Psychology),Scores,Native Language,Language Usage,Foreign Countries

The purpose of this study is to examine the impact of parallel reading text (English and Arabic) on English as a Foreign language (EFL) Intermediate II level students? at Birzeit University in terms of reading comprehension, vocabulary retention, and sentence structure awareness. The sample for this study is 38 undergraduate students of the aforementioned level in two class sections during the fall semester of 2019-2020. One reading text from the course textbook was selected for this experimental study. The controlled group was instructed with an English only reading text while the experimental group used a parallel text of the same reading passage. A pretest on the reading text was used as an instrument to measure the reading skills of vocabulary, reading comprehension, and sentence structure prior to teaching the text for both sections. Six weeks later, a post-test was administered to both groups to assess the impact of parallel reading text in comparison to monolingual English text on students? reading skills. Results of the post-test showed an increase in the average scores of both groups. There was a noticeable increase of the average scores in the vocabulary section and sentence structure awareness of the post-test among students of the experimental group compared to the average scores of their peers in the controlled group. Nevertheless, the results did not reveal a significant difference between using the two techniques in regard to reading comprehension and sentence structure awareness.
Direct Written Corrective Feedback with Metalinguistic Explanation: Investigating Language Analytic Ability
Author: Bozorgian, Hossein
Date: 2021-01-00
Type: Journal Articles
Subjects: Metalinguistics,Comparative Analysis,Feedback (Response),Second Language Learning,Second Language Instruction,Females,Teaching Methods,Pretests Posttests,Individual Differences,Foreign Countries,Error Correction,Intervention,Form Classes (Languages),Writing (Composition),Achievement Gains,Writing Instruction,Secondary School Students

In an attempt to add to the current body of research on written corrective feedback (CF), the current study reports on a nine-week intervention, which initially focused on the effect of direct written CF on learners' use of English articles in their writing and then examined the effect of adding metalinguistic explanation to this CF type; and finally, the effect of learners' Language Analytic Ability as an individual difference factor is investigated on language development through CF. To do so, this study used a pretest-treatment-posttest-delayed posttest research design and involved 57 intermediate female Iranian EFL learners aged 15-18 in three intact language classes, randomly assigned to the following groups: direct-only CF, direct CF with metalinguistic explanation, and control group. Initially, the findings demonstrated positive effects for direct written CF provided to learners' writing, though the short-term benefit was more evident and statistically significant. The results also revealed a positive gain pattern through time for learners that received metalinguistic explanation, which supports the provision of such information along with written CF in language classrooms. Finally, learners' language analytic ability was seen to be predictive of short-term and long-term learner gains when received metalinguistic explanation. The findings suggest that metalinguistic explanation provided as part of the feedback to language learners' writing is conducive to a higher level of cognitive engagement and leads to better learning outcomes.
Effectiveness of Corrective Feedback: Teachers&apos; Perspectives
Author: Chen, Wen
Date: 2021-01-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Error Correction,Feedback (Response),College Faculty,Language Teachers,Chinese,Second Language Instruction,Second Language Learning,Empathy,Emotional Response,Cultural Context,Stereotypes,Attention,Teacher Attitudes,Foreign Countries

The study is designed to examine the effectiveness of corrective feedback (CF) from Chinese second language (L2) teachers to their students in mainland China. Investigations into how CF works were carried out based on three aspects: teachers' perceptions of CF effectiveness, factors affecting it, and their interplay. An ecological approach--the nested ecosystem model--was employed to analyze data collected from interviews and stimulated recall interviews. A total of 22 class periods from 11 teachers were observed, and 8 teachers were interviewed. Collected data were then analyzed with Nvivo 11. Findings suggest that teachers' main criterion for effective CF is raising students' awareness of the error. Factors affecting teachers' perceptions of CF effectiveness can be direct or indirect. Direct factors refer to the manner of CF provision, which was determined by reasons including error, teaching focus, audience, learners' individual difference, teaching experience and class time. Indirect factors include empathy, cultural stereotypes and learners' emotions. The influence of each individual factor on CF effectiveness, as well as the influence of their interplay, was examined. This study suggests that in the context of mainland China, teachers' perceptions of effective CF were based on raising students' awareness on the error; factors affecting CF effectiveness were largely the same as those in previous studies. What is new to the current study is that it highlights the influence of indirect factors from cultural and affective dimensions on teachers' CF perceptions and the dynamic nature of CF effectiveness.
Impact of a Socio-Cognitive Approach to Teaching English Language Writing on Primary School Students&apos; Compositions
Author: Cheung, Yin Ling
Date: 2021-01-00
Type: Journal Articles
Subjects: English (Second Language),Writing Instruction,Writing Strategies,Writing Improvement,Writing (Composition),Teaching Methods,Direct Instruction,Instructional Effectiveness,Low Achievement,Elementary School Students,Grade 4,Children,Self Management,Cognitive Processes,Foreign Countries

While the last two decades have witnessed a growing body of research on the quality of student writing, research on the impact of the socio-cognitive approach on young learners' writing has remained scarce. To fill this gap, this study investigates the effects of the socio-cognitive approach on the writing quality of 98 fourth graders in Singapore. The study addresses the question on whether there are any differences (in terms of macro-organization, complexity, productivity, and accuracy) in the compositions produced under the traditional methods and the socio-cognitive approach to writing program. Data sources include fourth graders' pre- and post-test written documents over two years. Using the L2 Syntactic Complexity Analyzer, the written documents were analyzed in terms of macro-organization, fluency, lexical diversity, and complexity. Results showed that post-test writings of low-achieving students in the experimental group exhibited more development in story elements, use of different words, lengthier texts, and improvement in accuracy in terms of reduction of errors in capitalization, spelling, and punctuation. This study contributes to the field by suggesting the effectiveness of teaching writing to low proficiency learners through the use of a socio-cognitive approach.
Exploring Teachers&apos; Retention and Attrition in Middle and Secondary Schools in Eritrea: Perspectives of Currently Serving Teachers
Author: Fessehatsion, Petros Woldu
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Persistence,Labor Turnover,Middle School Teachers,High School Teachers,Secondary School Teachers,Compensation (Remuneration),Leadership Styles,Proximity,Teacher Placement,Teacher Attitudes,Teaching Conditions,Employment Opportunities,Teacher Student Relationship

This paper seeks to contribute a fresh perspective meant to enrich the current limited discourse on teacher retention and attrition in Sub Saharan Africa particularly in Eritrea. Factors leading to teachers' retention and attrition in middle and secondary schools in Eritrea are discussed. Results of an in-depth semi-structured interview with thirteen teachers in five purposefully selected schools show that low remuneration, poor school leadership, school-home distance, and placement without preference &amp; interest are factors for teacher attrition. Conversely, meagre alternative employment opportunities, love of the profession, and love of the school children play a crucial role in teachers' persistence in their profession. Although the study was carried out among few teachers and few schools, the findings present valuable discoveries useful for policymakers, school leaders, and stakeholders in the struggle for retaining quality teachers in the schools.
An Investigation of Academic Motivation and Career Decidedness among University Students
Author: Koyuncuoglu, Özdal
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Career Choice,College Students,Foreign Countries,Measures (Individuals),Learning Motivation,Gender Differences,Academic Achievement

Academic motivation are claimed to be influencing factors on college students' various outcomes. The aim of this study is to compare the academic motivation and career decidedness of university students based on the variables of gender, year of study, academic achievement and expectations for pursuing graduate education. 376 students at Karatay, Selçuk and Necmettin Erbakan University participated in the study. Academic motivation and career decidedness scales were used to collect the data. The findings showed that the academic motivation and career decidedness of university students differed based on the variables of gender, year of study, academic achievement and expectations for pursing graduate education. In addition, it was found that university students? academic motivation had a positive effect on their career decidedness. Considering the findings of this study, it could be beneficial to pay attention to increasing motivation in university education and to include factors that encourage academic and intrinsic motivation among students.
An Investigation of Concepts about &quot;Gases&quot; through Didactic Transposition in Higher Education
Author: Karaduman, Betül
Date: 2021-00-00
Type: Journal Articles
Subjects: College Science,Chemistry,Science Instruction,Knowledge Level,Scientific Concepts,Preservice Teachers,Teacher Educators,Science Teachers,Foreign Countries

Didactic transposition theory examines the development from scientific/academic knowledge being produced by scientists to it becoming learned knowledge constructed by learners. According to the theory, four kinds of knowledge exist: scientific knowledge, knowledge to be taught, taught knowledge and learned knowledge. In this study, learning and teaching processes and the transition between different types of knowledge were investigated in detail for the concept of --Gases? in higher education General Chemistry-I courses. The study was designed as a qualitative case study. Data were collected by lesson observations, semi-structured interviews, the Diagnostic Form and Word Association Test. The results revealed that the didactic preferences of the instructors were highly effective in influencing taught knowledge. It was additionally observed that the--knowledge to be taught? of the instructors affected--the taught knowledge,? and that the learned knowledge of the preservice teachers was closely connected to--taught knowledge? with individual characteristics. It can be concluded that the interaction between the instructor and pre-service teacher positively affected the learned knowledge of pre-service teachers. It was also found that pre-service teachers' pedagogical content knowledge and hidden curricula are effective for taught and learned knowledge.
Cartoons: A Profound Outlook within the Scope of Children and Media
Author: Atabey, Derya
Date: 2021-00-00
Type: Journal Articles
Subjects: Cartoons,Preschool Teachers,Preservice Teachers,Student Attitudes,Teacher Education Programs,Content Analysis,Assignments,Foreign Countries,Mass Media Effects,Child Development

The current study was carried out to evaluate cartoons from the perspective of preschool prospective teachers within the scope of Child and Media Lecture in Alanya Alaaddin Keykubat University, Faculty of Education, Department of Preschool Education. The working group of the study consisted of 46 cartoon parts evaluated by 24 preschool prospective teachers attending to the lecture of &quot;Child and Media&quot; in the content of final assignments. As a data collection tool, cartoon evaluation form (an unstructured survey form) that was prepared by the researcher was used. The study was conducted following qualitative research method, and it was analyzed with the content analysis technique. At the end of the research, the positive and negative features of protagonist, the positive and negative features of other heroes, the positive and negative effects of cartoon on children, subliminal messages, the personal views and recommendations of the prospective teachers with regard to the cartoons they analyzed were determined. Depending on the results obtained, various recommendations were provided.
Demands in Early Childhood Education: Montessori Pedagogy, Prepared Environment, and Teacher Training
Author: Macià-Gual, Aida
Date: 2021-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Montessori Method,Montessori Schools,Child Development,Preservice Teacher Education,Developmental Stages

Recognizing the inherent attention in examining how educational practices affect our future, there is little known about society's demands related to early childhood education. This paper aims to analyze the current preschool enrolment situation in the Euro-Western world and the demands of society, focusing attention on the characteristics needed in the prepared environment and in teacher training practices that inclusive education offers. Different socio-cultural theories have been analyzed, and practices regarding human development have been presented as they guarantee an integral development of the child, one which respects infant developmental stages and offers the right scaffolding and environment to stimulate a child's interest and potential. All these aspects are claimed in society, and are reflected in the Montessori Pedagogy principles, where thanks to the observation and knowledge regarding children's needs, educators can prepare stimulating environments that lead to personal formative development.
Determining Teachers&apos;, Students&apos;, and Parents&apos; Perceptions of Distance Education through Metaphors
Author: Kaban, Abdullatif
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Parent Attitudes,Elementary School Teachers,Elementary School Students,College Faculty,College Students,Parents,Figurative Language,Negative Attitudes,Value Judgment,Synchronous Communication,Distance Education,Foreign Countries,Educational Attitudes,Secondary School Teachers,Secondary School Students

In this study, it was aimed to reveal the perceptions of teachers, students, and parents about the concept of &quot;distance education&quot; through metaphor. Phenomenology design, one of the qualitative research methods, was used in the study. 34 teachers, 131 students, and 44 parents who participated in the study were asked to make a metaphor sentence for distance education by the online data collection tool. The data obtained were analyzed by content analysis and categories were constituted by classifying the metaphors according to their common characteristics. Metaphors of the participants towards distance education were gathered in the categories of &quot;uselessness&quot;, &quot;education type&quot;, &quot;offering opportunity&quot;, &quot;virtuality&quot;, &quot;individuality&quot;, &quot;irreplaceable&quot;, &quot;obligation&quot;, &quot;usage&quot;, and &quot;school independence&quot;. Participants mostly used metaphors of &quot;face-to-face education&quot;, &quot;school&quot;, &quot;video&quot;, &quot;open education&quot;, and &quot;sun&quot; for distance education. When the sentences of metaphors made were examined, it was determined that the participants had a negative perception towards distance education in general. To change this perception, it is recommended to provide teachers, students, and parents with a quality distance education experience.
Examining the Role of Contextual Conditions and Leadership Status of School Principals from Multiple Perspectives
Author: Yildirim, Kamil
Date: 2021-00-00
Type: Journal Articles
Subjects: Context Effect,School Administration,Principals,Assistant Principals,Supervisors,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Administrator Attitudes,Leadership Role,Leadership Styles,Leadership Effectiveness,Barriers,Foreign Countries

Context and leadership actions are closely related, and international research still contains little knowledge about which contextual conditions lead to which type of leadership action. In this study, school administrators? leadership was evaluated through multiple perspectives. The experiences of teachers, vice principals, supervisors, and school principals were examined by means of external, internal, and self-evaluations. We collected data from 25 participants using a semi-structured interview method and examined it with open coding, axial coding, and selective coding. As a result of the study, the contextual factors formed by national and local factors as obstacles and facilitators of school principals? leadership were revealed. We discussed the leadership actions regarding the theoretical, operational, and functional dimensions of school leadership.
Factors Underlie Selfie Addiction: Developing and Validating a Scale
Author: Mustafa, Khalid Ismail
Date: 2021-00-00
Type: Journal Articles
Subjects: Photography,Social Media,Addictive Behavior,Test Construction,Test Validity,College Students,Gender Differences,Intention,Self Concept,Self Esteem

This study aimed at investigating the underlying factors of selfie addiction among university students. It further attempted to find out the role of gender difference in selfie addiction. A 19-item self-developed questionnaire used to measure selfie addiction. The questionnaire was validated using a sample of 269 randomly selected university students. Principle Component Analysis (PCA) was conducted to test the validity of the questionnaire. The results revealed three underlined factors which were: Intention, Self-Obsessed, and Self-Acceptance. The results also indicated that females are more addicted with respect to selfies on social media than their males.
Investigation of the Relationship between the STEM Awareness and Questioning Skills of Pre-Service Teachers
Author: Çetin, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,STEM Education,Elementary Education,Preservice Teachers,Knowledge Level,Self Efficacy,Questioning Techniques,Gender Differences,Departments,Undergraduate Students,Positive Attitudes,Negative Attitudes,Foreign Countries

This study aims to investigate the relationship between pre-service form, elementary mathematics and elementary science teacher's STEM awareness and questioning skills. In addition to this aim, whether differences existed or not was also investigated in terms of the gender, class level and department variables. A total of 195 pre-service teachers participated in the study from the 3rd and 4thyears in the fall semester of the academic year of 2019-2020. The STEM Awareness and Questioning Skills Scales were used in this correlation study. Non-parametric tests were used in data analysis. For the STEM awareness positive opinion dimension, statistically significant differences were found in favour of the 4thyear participants. For the questioning skills knowledge control dimension, a statistically significant difference was found according to the gender in favour of the male participants. A medium-level positive relationship was found between the STEM awareness positive opinion dimension and the questioning skills dimensions, while a low-level relationship was found between the negative opinions and questioning skills dimensions.
Evaluating Quality of Teacher-Developed English Test in Vocational High School: Content Validity and Item Analysis
Author: Wiyasa, Putu Irmayanti
Date: 2019-00-00
Type: Journal Articles
Subjects: Vocational High Schools,High School Teachers,Teacher Made Tests,Educational Quality,Content Validity,Test Reliability,Test Items,Item Analysis,Multiple Choice Tests,Foreign Countries

Teacher-developed test, in the form of multiple-choice questions has widely used for measuring the students' final learning process. Content validity and items analysis is used to evaluate the quality of the test that is developed by the teacher. The study focused on content validity that analyzed the content of the test and basic competency which have been asserted on the syllabus. The content validity analysis using Gregory Formula calculation. In addition, the items test includes validity, reliability, index of difficulty (I), discrimination index (DI) and distractor efficiency (DE) is measured by using respective formula that processing in Microsoft Excel program. This mixed-method study was conducted among 211 students of grade X, XI, and XII of Senior Vocational High School, Sekolah Menengah Kejuruan Negeri 2 Denpasar. Total test items that analyzed in this study were 180 items. The result of this study showed that according to the basic competency and also the topic that occurred on the test, there are 6 out of 180 test items which are not in line with the basic competency on the syllabus of K13. In addition, the items test analysis resulted that in terms of validity, reliability, index of difficulty (I), discrimination index (DI) and distractor efficiency (DE) the tests are categorized as moderate.