ethanporcaro/eric-fulltext-meta huggingface dataset:
Applied Linguistics Perspective in Developing Reading Material = Okuma materyali gelistirmede uygulamali dilbilim perspektifi
Author: Kaygisiz, Çagri
Date: 2019-00-00
Type: Journal Articles
Subjects: Applied Linguistics,Reading Materials,Material Development,Instructional Materials,Reading Skills,Reading Comprehension

Language teaching is a skill-based teaching aiming at the development of language skills and teaching tools are one of the important components of the teaching process in terms of the elements that will enable to increase the knowledge and experience related to the skill intended to be developed as the input source. Therefore, teaching tools should be designed in a way that allows access to the targeted development level, taking into account the nature of the intended skill area and the nature of language processing. As known, reading is a process of mental decoding, where many processes related to each other are performed simultaneously in order to gain access to the deep meaning of the text from the moment the interaction begins and this process is based on the background knowledge of the individual's experiences and the mechanics of the language components. Accordingly, for the development of reading skills, knowledge of phonological, semantic, morphological, and syntactic systems must be fully acquired, and these systems must function in an integrated manner. In this respect, the teaching tools prepared for the purpose of developing reading skills should be designed in accordance with the principles of general training material's development and taking into account the structure of the reading action itself. In this sense, the aim of the study is to provide a theoretical perspective on the possible qualifications of the teaching tools that will be used for the development of reading skill, based on the studies of the field of applied linguistics related to the reading comprehension process.
Race to Improve Teacher Education: Building Awareness for Instructional Practice
Author: Milner, H. Richard, IV
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education,Educational Improvement,Teacher Competencies,Teacher Student Relationship,Racial Differences,Racial Factors,Race,Racial Bias,Whites,Minority Group Students,Knowledge Level,Consciousness Raising,Curriculum Development,Teaching Methods,Racial Discrimination,Controversial Issues (Course Content),Cultural Relevance,Social Justice

Author Richard Milner IV is a Cornelius Vanderbilt Endowed Chair of Education in the Department of Teaching and Learning at Peabody College of Vanderbilt University. The author of numerous articles and seven books, his research focuses on urban education, teacher education, and African American literature. Throughout his career studying the relationship between race and teachers' instructional practices, Milner writes here that he has learned that many teachers may not fully realize the importance of this relationship and how it plays out in the classroom. He argues that racial tensions in the classroom tend to stem from a racial divide between teachers and students. The evidence is clear that white teachers can be and are successful teachers of students from varying racial backgrounds. However, the research shows that they are successful because they build not only their knowledge of content and instructional skills but also their knowledge of how race and racist acts still influence society and education. As challenges related to race intensify in schools, Milner stresses the necessity for teachers (prospective and practicing) to: (1) Build knowledge about race; (2) Talk more often about race; and (3) Plan and enact curriculum and instructional practices focused on race with students of all races and backgrounds in schools.
Examining Test Anxiety in Terms of Academic Expectations Stress and Motivation to Study = Sinav kaygisinin akademik beklentilere iliskin stres ve ders çalismaya motive olma açisindan incelenmesi
Author: Çelik, Eyüp
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Anxiety,Stress Variables,Expectation,Middle School Students,Grade 7,Grade 8,Correlation,Parent Attitudes,Teacher Attitudes,Foreign Countries,Gender Differences,Self Concept,Learning Motivation

The purpose of the study was to examine the relationship between the exam anxiety level of middle school students, their academic expectations stress, and level of motivation to study lesson. The study group consisted of 364 (184 female and 180 male) 7th and 8th grade secondary school students. Three instruments were used for data collection; Academic Expectations Stress Inventory, Motivation to Study for Adolescences Scale and Exam Anxiety Scale. Exam anxiety was chosen as dependent variable while academic expectations stress and motivation to study lesson were set as independent variables. In the current study, the relationship between variables was examined by Pearson correlation coefficient and whether independent variables predict dependent variable or not was tested by multiple regression analysis. As a result of correlational analysis, a positive and significant relationship was observed between teacher/parental expectations, self-expectations, amotivation and exam anxiety. On the other hand, intrinsic motivation and extrinsic motivation were not associated with exam anxiety. As a result of regression analysis, it was concluded that family/teacher expectations, self-expectations, amotivation, and extrinsic motivation significantly predicted exam anxiety.
Indonesian Teachers&apos; Perception on Classroom Management: A Sequential Exploratory Study on the Process and Problems = Endonezyali ögretmenlerin sinif yönetimine iliskin algilari: Süreç ve sorunlar üzerine sirali bir kesif çalismasi
Author: Muazza, Muazza
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Techniques,Teacher Attitudes,High School Teachers,Elementary Secondary Education,Barriers,Technological Literacy,Technology Uses in Education,Educational Resources,Discipline,Class Size,Standards,Classroom Environment,School Schedules,Time Management,Student Behavior,Feedback (Response)

This study investigated classroom management, the implementation process and problems experienced by teachers in Indonesian schools in accordance with the latest 2013 Indonesian curriculum (K-13). This study was a mix-method study with a sequential exploratory approach. The main data were obtained qualitatively from thirty interview sessions with 15 teachers followed by quantitative data collection, survey with 452 teachers. The sites of the study were fifteen national senior high schools of one province located in the southern part of Indonesia. To assess the trustworthiness or reliability and validity of the study, we did triangulation, member checking and reflexivity in the qualitative phase and content validity and measured the survey Cronbach Alpha in the quantitative phase. The findings informed teaching standards, rules and procedures, classroom condition and situation, and timetable or schedule as the theme of the study in relation to the implementation process of K-13 in the research sites. Problems such as large class, teachers' lack of technology competence, and schools' lack of facilities as well as lack of discipline were elaborated. Furthermore, policy recommendations are proposed based on the findings of the study.
Teaching the Complex History of Abolition and the Civil War
Author: Sanchez, Adam
Date: 2019-00-00
Type: Journal Articles
Subjects: History Instruction,United States History,African American History,Slavery,Social Change,Presidents,War,Teaching Methods,Social Action,Activism

The real story of slavery's end involves one of the most significant social movements in the history of the United States and the heroic actions of the enslaved themselves. Revealing this history helps students begin to answer fundamental questions that urgently need to be addressed in classrooms across the country: How does major social change occur? What is the relationship between those at the top of society--presidents, Congress, elites--and ordinary citizens? What kind of power do &quot;leaders&quot; have? What kind of power do we have? If problematic, simplistic historical narratives--like Lincoln freed the slaves--persist, students will confront the world without understanding how change happens. What could be more important than learning how one of the country's greatest evils was ended? It is in this spirit that Adam Sanchez and colleagues at the Zinn Education Project have prepared 10 lessons and materials in a new resource for educators, &quot;Teaching a People's History of Abolition and the Civil War,&quot; from which this article is excerpted.
The Effect of Design Based Science Education Applications of Science Teacher Candidates on Their Perceptions of Engineering Education and Engineer = Fen bilimleri ögretmen adaylarinin tasarim temelli fen egitimi uygulamalarinin mühendislik egitimi ve mühendis algilarina etkisi
Author: Ergün, Aysegül
Date: 2019-00-00
Type: Journal Articles
Subjects: Design,Preservice Teachers,Engineering Education,Technical Occupations,Foreign Countries,Stereotypes,STEM Education,Cooperative Learning,Freehand Drawing,Attitude Change,Males,Teamwork,Problem Solving,Science Education,Science Teachers,Laboratory Experiments

The purpose of this study was to determine the effect of Design Based Science Education (DBSE) applications on the perceptions of science teacher candidates about engineering education and engineers. In the quantitative part of the study in which the mixed method was involved, a semi-experimental design with single group pre-test post-test was used while a case study design was adopted in the qualitative part of the study. The study group of the research consisted of 52 juniors who were receiving education at a university in the Aegean Region in the 2016-2017 academic year. The quantitative data of the study were obtained through the 'Engineering Education Survey' and the qualitative data through 'Draw an Engineer Test.' The quantitative data were analyzed using a statistics software program and the qualitative data through content analysis. It was determined as a result of the study that DBSE applications positively affect the perceptions of teacher candidates about engineering education and engineers. It was also determined that the teacher candidates' stereotypical perceptions about engineers being male and working on their own decreased and their perceptions about the work area and activities of engineers changed in a positive manner. In the light of the findings obtained in the study, the importance of design based applications in STEM education was underlined.
The Effect of Active Learning Approach on Student Achievement in Secondary School 5th Grade English Course
Author: Yenen, Emin Tamer
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 5,Active Learning,Academic Achievement,Second Language Learning,English (Second Language),Outcomes of Education,Experimental Groups,Control Groups,Achievement Tests,Second Language Instruction,Student Attitudes,Teacher Attitudes,Teaching Methods

The aim of this study is to determine the effect of the active learning approach on student achievement in the learning outcomes of the 'My Town' unit in the fifth-grade English course in a secondary school. The research was organized according to a quasi-experimental design with experimental and control groups. The experimental (n=34) and the control group (n=31) were chosen by a group matching method among 11 fifth-grade classes in a secondary school in the Elazig province of Turkey in the fall semester of the 2016-2017 academic year. In the data collection process of the study, a semi-structured interview form and an achievement test was formed considering the fifth-grade English course learning outcomes according to the Ministry of National Education (MONE, 2016). The data collected from interviews were analyzed by a descriptive analysis method. In order to determine whether there is a significant difference between the experimental and the control groups and to examine the effect of active learning on permanence, an independent group t-test was used. As a result of the study, it was found that active learning activities contributed to the students in the experimental group in the learning outcomes of the 'My Town' unit of the fifth-grade English course.
The Relationship between Mathematical Literacy and Visual Math Literacy Self-Efficacy Perceptions of Middle School Students = Ortaokul ögrencilerinin matematik okuryazarligi ile görsel matematik okuryazarligi öz-yeterlik algilari arasindaki iliski
Author: Katranci, Yasemin
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,Self Efficacy,Mathematics Skills,Correlation,Foreign Countries,Visual Literacy,Visual Perception,Mathematics Instruction

In this study, the levels of mathematical literacy and visual math literacy self-efficacy perceptions of middle school students and the relationship between them were investigated. For this aim, the study was desgined as a correlational research model. The study group was determined according to convenience sampling. 328 middle school students (5th, 6th, 7th, and 8th graders) participated in this study with this sampling. In order to collect data, first, &quot;Mathematical Literacy Scale&quot; was developed. It was seen that the scale has just one dimension according to the exploratory factor analysis. It was found that the ratio X [superscript 2]/df of the scale was found as 2.16 according to confirmatory factor analysis. This value showed that the scale indicates perfect fit. Besides, &quot;A Visual Math Literacy Self-Efficacy Perception Scale&quot; was used in order to measure the visual math literacy self-efficacy perceptions of middle school students. As a result, it was determined that middle school students' mathematical literacy levels and their visual math literacy self-efficacy perceptions' level are high. It was found that there is a high positive significant relationship between middle school students' mathematical literacy and their visual math literacy self-efficacy perceptions.
Validity and Reliability Study of Effects of Digital Games in Early Ages Scale = Erken Yaslarda Dijital Oyunlarin Etkileri Ölçegi&apos;nin geçerlik ve güvenirlik çalismasi
Author: Balaban Dagal, Asude
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Computer Games,Influence of Technology,Foreign Countries,Parent Attitudes,Likert Scales,Preschool Children,Elementary School Students

The aim of this research is to develop a scale aiming to measure the effects of digital games on children during early childhood period according to parent perceptions. In the course of developing the scale items, related literature was reviewed in detail and relevant scales and the previous research carried out were examined. After the expert opinions were obtained, the scale was sent to the families of 1500 children by administrators and teachers who worked in the primary schools and kindergartens, which were randomly selected and were affiliated to the Provincial Directorate of National Education of Istanbul. 731 data were included in the survey. 342 girls and 389 boys aged between 55-95 months constituted the sample of the research. The data regarding the children were gathered by means of forms filled out by their parents. In order to determine the construct validity of the scale, exploratory factor analysis, which is one of the principal component analyses, was applied. As a result of the analysis, the KMO value was found as 0.90. The total variance explained is 63.40%. Factor load values were found to be ranging from 0.87 to 0.54. The internal consistency coefficient of the total scale was found to be 0.91. Internal consistency coefficients of the factors were 0.82 for entertainment, 0.90 for learning, 0.86 for physical, 0.87 for social dimension and 0.84 for emotional dimension. Analyses showed that the &quot;Effects of Digital Games in Early Ages Scale&quot; which is a scale of 25 items, is a valid and reliable scale.
Preservice Teachers&apos; Personality Traits and Social Network Use Purposes
Author: Karakoyun, Ferit
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Networks,Preservice Teachers,Personality Traits,Scores,Predictor Variables,Correlation,Personality Measures,Student Attitudes,Neurosis,Extraversion Introversion,Foreign Countries,Teacher Education Programs,Student Characteristics

Facilities provided by social network sites allow individuals to use social networks for various purposes such as communication, entertainment and information sharing. These purposes vary depending on the social networks individuals use and on their personality traits. The present study examined preservice teachers' social network use purposes with respect to their personality traits. The participants of the study were 660 preservice teachers attending a Turkish university. For data collection in the study &quot;Scale of Social Network Use Purposes&quot; and &quot;Basic Personality Traits Inventory&quot; were used. The research data were analyzed using Pearson Correlation Analysis and Multi-Linear Regression Analysis. The findings revealed that among the personality traits, conscientiousness, openness to experience and negative valence were predictors of the sub-factors of social network use purposes. As for other personality factors, neuroticism and extraversion were not significant predictors of the total social network use purpose score or its sub-factors.
A Study on the Perceived Media Literacy Level of Preparatory Year Students in a University Setting
Author: Akcayoglu, Duygu Ispinar
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Media Literacy,Second Language Learning,English (Second Language),Knowledge Level,Student Attitudes,Mass Media,Television,Internet,Radio,Newspapers,Films,Mass Media Use

Media literacy is defined as the ability to encode and decode the symbols transmitted via media and to synthesize, analyze and produce mediated messages. Media literacy raises questions about the impact of media and technology, which has the potential to increase individuals' awareness about the effects of media on daily life. The aim of media literacy is to help students become competent, critical and literate in media forms because they need to interpret what they see or hear and prevent the interpretation from controlling them. Therefore, perceptions of students about their media literacy is a topic that requires attention at various education levels. The present study aimed to identify preparatory year program students' self-perceptions about media literacy and to explore whether they benefited from mass media in learning a foreign language, English in this context. Data were collected using Media Literacy Level Determination Scale developed by Karatas (2008). Open-ended questions that aimed to reveal students' perceptions of media literacy were asked with a view to supporting the data obtained from the scale. Both data collection tools also aimed to find out the factors associated with media literacy. The findings of the study are believed to open a perspective for the stakeholders in language teaching process by providing insight into the university students' stance towards media literacy.
A Meta-Analysis of Research on Technological Pedagogical Content Knowledge by Gender
Author: Ergen, Binnur
Date: 2019-00-00
Type: Journal Articles
Subjects: Meta Analysis,Gender Differences,Technological Literacy,Pedagogical Content Knowledge,Effect Size,Teacher Characteristics,Foreign Countries,Comparative Analysis,Correlation

The purpose of this study is, by using meta-analysis method, to examine whether there is a significant difference in the effect size of the Technological Pedagogical Content Knowledge (TPACK) according to gender. For this purpose, it was examined whether both Technological Pedagogical Content Knowledge and the knowledge types related to TPACK shows a statistically significant difference by gender. A total of 29 studies conducted both in Turkey and abroad between 2007 and 2017 and meet the inclusion criteria were synthesized by the meta-analysis method. &quot;Cohen's d&quot; was chosen as the effect size index in order to examine the knowledge types related to TPACK by gender. Since the studies were obtained from the literature, primary studies were combined according to the Random Effects Model. It was concluded as a result of the analysis that there is a significant difference between the knowledge types about TPACK by gender, and in the sub-group analysis, technology knowledge, technological pedagogical knowledge and technological pedagogical content knowledge have a significant effect size in favor of male; on the other hand, content knowledge, pedagogical content knowledge, and technological content knowledge have an insignificant effect size in favor of male and pedagogical knowledge has an insignificant effect size in favor of female.
Prospective Teachers&apos; Perceptions of Barriers to Technology Integration in Education
Author: Dinc, Emre
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Technology Integration,Educational Technology,Budgets,Course Content,Student Attitudes,Elementary School Teachers,Learner Engagement,Visualization,Teacher Administrator Relationship,Parent Attitudes,Teaching Methods,Computer Security,Technology Uses in Education,Validity,Reliability,Instructional Effectiveness

This study examined the thoughts of preservice teachers about technology integration and collected their ideas about possible barriers to technology integration in education. With this aim, the participants were asked two key questions which are (1) &quot;What does 'Technology Integration in Education' mean to you?&quot; and (2) &quot;What might be the possible barriers to technology integration in education?&quot; A total of 76 preservice teachers, who took the course &quot;Integrating Technology in Education&quot; during their Elementary Teacher Education program took part in the study. The data were analyzed by using descriptive analysis method in this qualitative study. As a result of the study, it was revealed that preservice teachers have critical perceptions related to technology integration, such as effective use of technology, inclusion of technology in the course curriculum, increasing engagement, visualizing the course content, working with administrators to integrate technology, and being able to teach with technology that cannot be taught beforehand. As for the external and internal barriers, the participants commented that lack of funding/budget, lack of equipment, lack of ability, and time are major barriers to technology integration in education. Unlike the other studies in the relevant literature, preservice teachers stated &quot;parents&quot; and &quot;security&quot; as barriers to integrating technology in education.