ethanporcaro/eric-fulltext-meta huggingface dataset:
Innovative Communities: Embedding Special Education Faculty in Science Methods Courses
Author: Zimmer, Kate E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Needs,Special Education Teachers,Teacher Collaboration,Regular and Special Education Relationship,Teacher Education Programs,STEM Education,Elementary Education,Methods Courses,Inclusion,Student Attitudes,Attitude Change,Attitudes toward Disabilities,Preservice Teachers

Teachers in general education classrooms must be prepared to meet the needs of all students. This study explored the impact of embedding special education faculty members in general education teacher preparation to coteach a science, technology, engineering, and mathematics (STEM)-based elementary methods block. The Attitudes Toward Inclusion Survey was modified to include STEM education and to develop and implement STEM-based curriculum to meet the needs of all students. Statistical analysis was conducted to determine change over time for the STEM-based cohort in relation to a non-STEM-based cohort in five domains reflected in the survey. Significant increases were apparent for those teacher candidates participating in the cotaught cohort in the domains that reflect perceptions of students with disabilities (SWDs), understanding the role of a general education teacher in working with SWDs, and the knowledge and pedagogical skills needed to integrate STEM instruction. Implications for preservice teachers and teacher preparation programs are discussed.
The Complexity of Language and Learning: Deconstructing Teachers&apos; Conceptions of Academic Language
Author: Heineke, Amy
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Language Attitudes,Academic Discourse,Jargon,Public School Teachers,Definitions,Misconceptions,Language Usage

&quot;Academic language&quot; is a term that is thrown around frequently in educational circles, particularly in recent years. As a part of a larger study investigating trends in practitioners' efficacy in teaching, using, and supporting academic language in classrooms, the authors honed in on teachers' definitions and corresponding understandings of the term academic language. The authors surveyed 332 teachers spanning 26 schools in the same geographic region of one large, urban public school district. Though the larger study collected both quantitative and qualitative data, this paper focuses on teachers' survey responses to a question asking them to define academic language in their own words. Overall, 84% of coded responses reflected misunderstandings of academic language. Eight categories of conceptions emerged from the data, including academic language as: (1) the language of schools; (2) vocabulary; (3) the opposite of social language; (4) the language of textbooks; (5) prerequisite to learning; (6) the language of teachers; (7) needed primarily for ELs; and (8) only occurring in English. The purpose of this article is to deconstruct these emergent conceptions of academic language. The authors' goal is to encourage teachers, leaders, teacher educators, and other readers to probe their own understandings of academic language. The article is organized by the eight assertions that respond to the emergent conceptions of academic language, presented in order based on the percentage of teachers who responded and reflected that misunderstanding. For each assertion, the authors share study findings and deconstruct the related conception, using examples from social studies education to demonstrate the complexity of academic language in discipline-specific settings.
Can You Just Tell Me?! A Portrait of Becoming A Teacher
Author: Mascio, Bryan
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teachers,Mentors,Cooperating Teachers,Grade 5,Elementary School Teachers,Teaching Skills,Internship Programs,Teaching Methods

At a time when there is great emphasis on teacher quality and the preparation of excellent teachers, this portrait explores the process of one such aspiring teacher, Katie, in the fall of her full-year student-teaching internship. Her mentoring teacher, Kristen, is a veteran fifth-grade teacher at a small elementary school in New Hampshire who uses the same expertise with Katie as she models for use in her classroom. The portraitist, Bryan Mascio, uses classroom observations, interviews, and document analysis as well as his own background as a master teacher to illuminate the complexities of learning, teaching, and learning to teach--while revealing the parallels between these processes. Because teaching is a complex intellectual skill, those who are learning that skill or learning to improve that skill are at their core learners--even while they are simultaneously the teachers of others. By viewing interns through this dual lens, we can best support them to develop as teachers.
Pre-Service Teachers&apos; Pliable Perceptions of Ethical Practices in Student Evaluation
Author: Bergman, Daniel Jay
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Preservice Teachers,Student Attitudes,Ethics,Student Evaluation,Urban Universities,Required Courses,Educational Principles,Decision Making,Grading,Attitude Change,Educational Practices,Experienced Teachers,Comparative Analysis

In the classroom and beyond, teachers are viewed as exemplars of ethical behavior, clearly and confidently discerning between right and wrong. Despite the availability of resources for ethics instruction, ethical uncertainty and public scrutiny continue to confuse and distress classroom teachers, novice and veteran alike, about their role in student evaluation. The purpose of this current study is to further investigate pre-service teachers' perceptions of ethical evaluation and determine what changes, if any, occur after a semester-long undergraduate course in foundations of education (history, philosophy, ethics). Participants (N = 221) included all undergraduate pre-service teachers at a large urban Midwestern university who were enrolled in a required teacher education course, &quot;Philosophical, Historical, and Ethical Foundations of Education.&quot; The data-collection instrument used in this study was adapted from a tool developed by Green et al. (2007) to survey teachers and administrators. The instrument contains 36 scenarios of classroom evaluation and testing, based on authentic experiences as well as assessment and evaluation standards documents. Results indicate that following the one-semester foundations course, pre-service teachers' perceptions of ethical practice become more similar to that of in-service teachers and educational leaders. Pre-service teachers in this study seem to struggle with determining ethical behavior related to specific instructor decisions about grading and maintaining objectivity.
Integration of Virtual Reality Fire Drill Application into Authentic Learning Environments
Author: Tepe, Tansel
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Simulation,College Students,Fire Protection,Drills (Practice),School Safety,Foreign Countries,Educational Environment,Student Attitudes,Technology Uses in Education,Occupational Safety and Health,Educational Technology,Simulated Environment

In this study, a virtual reality (VR) fire drill application was developed with head-mounted display VR technology for university students. The aim of the study is to evaluate the integration process of this VR application into authentic learning environments in terms of student opinions. Case study methodology was used in the study. The results show that this technology provides useful and permanent learning, practice opportunity to students, and this technology increases the motivation and engagement to the courses as well. It has been pointed out by the students that this technology should be used as a practice environment after the theoretical courses in authentic learning environments because this technology can save time and prevent cost lost in addition to avoiding risk factors. The physical environment of the classes can be improved and wireless VR goggles can be used for using this technology, more effectively and efficiently as a course support material in authentic learning environments.
Effects of Loving Kindness Meditation on Student Teachers&apos; Reported Levels of Stress and Empathy
Author: Csaszar, Imre Emeric
Date: 2018-00-00
Type: Journal Articles
Subjects: Stress Management,Empathy,Caring,Interpersonal Relationship,Educational Environment,Preservice Teachers,Teaching Conditions,Program Effectiveness,Emotional Response,Intervention,Preschool Teachers,Elementary School Teachers

To be effective, teachers need to have empathic relationships with students based on respect, caring, and an overall understanding that relationships in schools are vital to a positive learning community (Cooper, 2003; Jennings &amp; Greenberg, 2009; Ray, Lambie, &amp; Curry, 2007). However, teacher stress may lead to negative consequences that undermine teachers' ability to sustain personal health and positive relationships with students. Thus teacher stress is of growing concern to researchers.
Investigating the Relationship between Task Complexity, Cognitive Ability and Disorientation in Hypertext Navigation
Author: Bayazit, Alper
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Cognitive Ability,Difficulty Level,Foreign Countries,Hypermedia,College Students,Intelligence Tests,Comparative Analysis

Users sometimes face a common and serious problem called disorientation, which is defined as the feeling of being lost in a web-based environment. It is important to determine the reasons for disorientation in order to make the students navigate more efficiently in these environments. The aim of this study is to investigate the relationship between navigation patterns, disorientation level and students' cognitive ability. For this purpose, an experimental research was designed and a 223-page Wiki environment was developed as a network structured hypertext environment. Sixty-nine university students' navigation processes including 6.880-row log data were recorded in order to measure their disorientation scores. We found that task complexity negatively affected disorientation scores. Disorientation scores decreased as the tasks became more difficult. Possible causes of the results are discussed.
Investigation of Turkish and Italian Students&apos; Perceptions of the Concept of &quot;Mathematics Teacher&quot; through Metaphor Analysis
Author: Peker, Bilge
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Mathematics Teachers,Figurative Language,Teacher Characteristics,Cross Cultural Studies,Personality Traits,Gender Differences,Cultural Differences

The main purpose of the present research is examining the Turkish and Italian students' perceptions of the concept of &quot;mathematics teacher&quot; through metaphors. The study group of the research consists of 167 Turkish and 112 Italian students, the total of 279 students in the same age group. Students were asked to use another concept defining what &quot;mathematics teacher&quot; meant for them and to explain why. For this purpose, the data of the research were collected by each student's completing the statement &quot;A mathematics teacher is like ..., because ….&quot; Content analysis technique was used to analyze and interpret the obtained data. According to the findings of the research, the students developed a total of 255 valid metaphors. These metaphors are divided into 9 different conceptual categories according to their common characteristics. According to the results of the analysis, Turkish students developed metaphors on the didactic quality of mathematics teachers and Italian students developed metaphors about personality traits of mathematics teachers. Additionally, Turkish male students developed metaphors about the fact that mathematics teachers were their constant supporters. These findings are believed to have resulted from the mathematics teaching styles of math teachers and the cultural factors.
Teachers&apos; Website Design Experiences and Usability Test: The Case of Weebly.Com
Author: Bayraktar, Duygu Mutlu
Date: 2018-00-00
Type: Journal Articles
Subjects: Web Sites,Design,Usability,Experimental Groups,Control Groups,Eye Movements,Video Technology,Electronic Publishing,Teachers

This study was conducted in order to examine the process by which teachers designed a website. For this purpose, www.weebly.com, which is used as a website building tool, was selected and teachers were given tasks for web designing. Experiments were designed differently for experiment and control groups. Before performing the tasks, an introduction video was shown to the experiment group. Then, interview questions about the contribution of introduction videos and usability of website were asked. According to the results, the group that watched the introduction video completed the tasks in a shorter time than the group who did not watch the videos. At the same time, the group who watched introduction videos before using the site was able to complete more tasks than the group that did not watch the videos. These results show that the use of introduction videos as a navigation facilitator enhances the usability.
Improving Informative and Narrative Writing Skills Associated with Multimodal Literacy of Middle School Students
Author: Bal, Mazhar
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Improvement,Writing Skills,Middle School Students,Multiple Literacies,Grade 7,Foreign Countries,Cartoons,Novels,Writing Processes,Writing Instruction

The purpose of this research is to improve informative and narrative writing skills of middle school students. The study was designed with action research. The research group is middle school students. Data collection techniques were student diary, semi-structured interview form, semi-structured observation form and documents that consist of comics produced by the students. Descriptive analysis and content analysis techniques were used together in the analysis. It has been determined that the writing process has not attracted students; however, comic books have been shown to attract students. It has also been found that the process of semantic interpretation of the text is facilitated. It has been determined that most spelling and punctuation mistakes were made in the writing process. It is thought that the reasons for these mistakes are the habits of out-of-school life. It has been determined that writing processes related to multimodal texts have a positive effect on students' interest and sense of responsibility.
Cyberbullying Awareness in Secondary and High Schools
Author: Kavuk-Kalender, Melike
Date: 2018-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,High Schools,Secondary School Teachers,Foreign Countries,Perception,Administrators,Prevention,Intervention,Victims,Information Technology,Middle Schools

This study examines cyberbullying awareness in schools based on the statements of teachers and managers. Survey data were collected from 376 educators in 277 middle and high schools. The 'Questionnaire for Cyberbullying Awareness at School' was used as the data collection tool and data were collected online and analysed with frequency and percentage statistics. The findings show that: schools have wrong or inadequate strategies concerning recognition and intervention of cyberbullying; techniques for cyberbullying prevention is sufficient, concerning the creation of an anti-cyberbullying school culture and taking technological precautions; however, the creation of an anti-cyberbullying curriculum, and the construction of specific anti-cyberbullying policies for schools, is lacking in teachers' cyberbullying awareness. It is clear that cyberbullying awareness in secondary schools and high schools in Turkey must be increased.
University Lecturers&apos; Readiness and Motivation in Utilising Online Technologies for Instructional Delivery in Kwara State, Nigeria
Author: Soetan, Aderonke Kofo
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Readiness,Technology Integration,Teacher Motivation,Educational Technology,Technology Uses in Education,Teaching Methods,Online Courses,Higher Education,Gender Differences,Access to Computers

This study examined university lecturers' readiness and motivation towards utilising online technologies for instructional delivery in Kwara State, Nigeria. The study adopted a survey research design. A total of 254 lecturers from three universities within Kwara State, Nigeria represent the sample for the study. Four research questions were raised to guide the study. The results reveal that lecturers do access to online technologies; however, at a relatively low extent. There is no difference between male and female lecturers' readiness to use online technologies for instructional delivery. Based on the findings, it was concluded that university lecturers in Kwara State were relatively ready and highly motivated to utilise online technologies for instructional delivery. The implication of the study is that online technologies could be easily integrated into education with ease. It was recommended that lecturers should develop more interest in online technologies and find more ways to incorporate online technologies into teaching and learning.
A Critical Review of Grammar Teaching Methodologies in the Saudi Context
Author: Althaqafi, Abeer Sultan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grammar,Teaching Methods,Teacher Attitudes,English (Second Language),Second Language Instruction,Language Teachers,Translation

'Grammar is the business of taking a language to pieces, to see how it works' (Crystal, 1996, p. 6). The study of grammar has fascinated people for many years, especially in the field of second language acquisition (SLA). However, in recent years people became uncertain about its value. Consequently, some educational institutions ceased to teach it, others teach it very selectively (Crystal, 1996; Ellis, 2002). To know grammar means to know more about how to manipulate the parts of a sentence in order to provide a meaningful expression. Teaching grammar has been subjected to a tremendous change, particularly throughout the twentieth century. There has always been a development in thinking about the nature of language which has enabled people to see the point of the study and teaching of grammar. Also, there have been quite a number of adaptations of various methodologies of teaching grammar. This language component (grammar) has been always the centre of pedagogical attention. The aim of this project is to discuss the changing role of teaching grammar from a Saudi teacher's perspective, and to explore why some Saudi EFL teachers might wish to change their approach to teaching grammar and how they might do so. In addition, the following section will try to shed light on some of the salient grammar methods throughout the field of English language teaching (ELT) and provide some implications for EFL teachers and learners.
A Journey from Abandonment to Awakening of Jewishness in &quot;The Fixer&quot;
Author: Xiang, Fang
Date: 2018-00-00
Type: Journal Articles
Subjects: Jews,Ethnicity,Individual Development,Spiritual Development,Freedom,Social Discrimination,Novels,Resistance (Psychology),Foreign Countries

Jewish identity, carrying the historical significance and sense of mission of Jewish people, is rather serious and contradictory to Jews. This thesis tries to analyse Yakov's journey from his abandonment of Jewish identity to his awakening of Jewishness and his spiritual growth, from his pursuit of exterior freedom to the freedom of all Jews through his suffering in prison and his fighting against those anti-semitic.
Attribution Theories in Language Learning Motivation: Success in Vocational English for Hospitality Students
Author: Fielden, Laura V.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Attribution Theory,Vocational English (Second Language),Adult Vocational Education,Learning Motivation,Hospitality Occupations,English for Special Purposes,Student Attitudes,Emotional Response,Test Anxiety,Stress Variables,Language Attitudes

One of the overlooked motivational areas for VET hospitality students learning English is attribution theories, students' beliefs about why they fail or succeed. Weiner identified four basic attributions that people tend to have in achievement situations (2010; 1984): ability, effort, task difficulty, and luck, which contribute to students' motivation to study. With the aim of researching motivation in order to prevent program abandonment, which is high in Spain, this 2-phased study examined attribution theories for a group of 51 adult, English for hospitality students studying in vocational courses offered by the public employment agency in Extremadura, Spain. It found that in general students' attribution theories were mostly negative, though they strongly indicated that they could improve through effort. These results may be associated with students' perception of the instructor and course and the social, dynamic nature of students' beliefs in general as they are formulated &quot;in situ.&quot; Suggestions are made for incorporating this possible influence into future vocational course visions for English for hospitality students.
EFL Pronunciation Training with Computer-Assisted Adaptive Peer Review
Author: Yan, Hengbin
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pronunciation,English (Second Language),Second Language Instruction,Language Proficiency,Computer Assisted Instruction,Educational Technology,Telecommunications,Program Effectiveness,College Students,Teaching Methods

Pronunciation is an important yet often neglected subfield in Second Language Acquisition, both in pedagogy and research. One significant, under-researched area is the role peer assessment/review can play in shaping English-as-a-Foreign-Language (EFL) students' pronunciation proficiency. Whereas there have been many studies demonstrating the effectiveness and benefits of peer review on EFL writing/oral proficiency etc., few studies exist that test the efficacy of similar approaches as applied to pronunciation learning/training tasks. To investigate the viability of computer assisted peer assessment of EFL pronunciation, we present in this study a prototypical web-based/mobile platform for peer review of EFL pronunciation with adaptively generated items for both training and testing purposes. We discuss some of the prominent features of the platform as well as the results from our preliminary studies involving more than 300 EFL students who used the platform for pronunciation training and peer review.