ethanporcaro/eric-fulltext-meta huggingface dataset:
Using an Asynchronous Video App to Stimulate Spontaneous Oral Interaction
Author: Ciriani-Dean, Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Language Skills,Video Technology,Computer Oriented Programs,Oral Language,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Adolescents,Adults,Listening Skills,Speech Skills

Two key ingredients for developing language skills are output and interaction. The use of computer-mediated communication (often referred to as &quot;CMC&quot;) tools and of social networking sites (SNSs) offer a valuable resource to English language teachers and learners who wish to extend learning beyond the classroom walls, especially as traditionally in-person courses shift to online formats. Recent years in particular have seen exponential growth in the number of platforms available to teachers and students for virtual interaction. In this article, Anna Ciriani-Dean shares her ideas on using a specific mobile-only application for stimulating spontaneous oral communication and providing feedback to learners. The app is called Marco Polo and it allows users to easily record videos and send them directly to a single user or group. Marco Polo is best for teenage and adult learners who have access to their own mobile devices and are above the minimum age (13) to download the app. Ciriani-Dean begins by explaining the features of Marco Polo that make it ideal for language learning. She then provides instructions on how to use the app for a learning activity, and she describes two tasks that can be implemented on it.
A Metaphorical Approach: How Are the Concepts of Principal, Inspector and Curriculum Perceived?
Author: Ertok, Nese
Date: 2021-00-00
Type: Journal Articles
Subjects: Figurative Language,Concept Formation,Role Perception,Teacher Attitudes,Elementary School Teachers,Principals,Inspection,School Administration,Elementary School Curriculum,Foreign Countries

The proper and thorough functioning of the education process is based on the cooperation of the elements in education. Among the elements that should cooperate and act in harmony are teachers, school administrators and experts in educational management and supervision. Further, a curriculum is needed for the education process to proceed in a planned manner. This study aims to explore the metaphorical perceptions of teachers concerning the concepts of principal, inspector and curriculum. A qualitative research design was adopted in this study. The study group was formed through convenience and purposive sampling methods, and the study was conducted with 25 primary school teachers working in Northern Cyprus. A two-stage form was used to identify the metaphorical perceptions of the teachers. The collected data were analysed through content analysis method. They considered principals as the leader and manager of the school they worked in while stressing moderate or rigid attitudes of certain principals. Associations related to the concept of inspector were mostly about guidance; however, they also mentioned the negative characteristics of the inspectors they encountered regarding human relations. Finally, the concept of curriculum was perceived as a guiding adviser and as having a difficult, complex and restrictive structure. In the light of the results, it is recommended that principals be supported as regards human relations, managing relationships and communication, benefiting from guidance services in this regard. In the light of the results, it is recommended that principals and inspectors be supported as regards human relations, managing relationships and communication, benefiting from guidance services in this regard. Teachers are primary practitioners of the curriculum, and attempting to implement a challenging curriculum will reduce the efficiency and quality of education.
The Impact of Co-Curricular Activity Assessment on Male University Students&apos; Course Performance: A Case Study of the Natural Sciences Course
Author: Abuelenain, Gehan
Date: 2021-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,Science Fairs,Natural Sciences,College Science,Undergraduate Students,Student Participation,Males,Academic Achievement,Academic Failure,Evaluation Methods,Performance Factors,Program Effectiveness

Our objective was to examine if a co-curricular activity incorporated with assessment methods affected students' competence in a course. Natural Sciences (201) was chosen as a candidate course for this study. Students' grade breakdown was examined and analyzed using SPSS and MINITAB software over four academic years from Fall 2012-13 to Fall 2015-16. The number of failed male students was significantly lower (p&lt;0.05) in Fall semesters when compared with the number of failed male students in Spring semesters. A further analysis was attempted as an approach to understand the reasons for the remarkable elevation of success in the Fall semesters. Hence, a questionnaire was given to 121 students and the data showed that the 'Science Communicators Program', metaphorically the Science Festival, played a key role in the students' achievements. The excellence of performance in the Natural Sciences course was detected during the Fall semesters. Thus, this research paper recommends the accommodation of off-campus co-curricular activities in other courses taught at the university.
An Analysis of the Content Knowledge Elective Courses of the ELT Departments: A Suggested Syllabus
Author: Senol, Melis
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Education Programs,Pedagogical Content Knowledge,Elective Courses,Course Descriptions,Teacher Educators,Teacher Attitudes,Educational Trends,Decision Making,Technology Integration,Program Content,Educational Policy,Foreign Countries

This research study took its sprouts from the reform implemented by the Council of Higher Education (CoHE), Turkey in 2018. The recent update has focused not only on the deficiencies of the existing programme but also enhancing the number of the elective courses up to 25 per cent. Correspondingly, CoHe suggested thirteen &quot;Content Knowledge&quot; electives along with granting authorization to universities to add six more electives on demand. Originated with these decision-making exigencies, this two-phased study was planned to disclose the favoured elective of 1093 EFL teachers in the first phase while the focus on the second phase changed direction to a syllabus design on the relevant elective with the guidance of teacher educators. The first phase of the research exploits a mixed method sequential exploratory design involving qualitative and quantitative research paradigms revealing &quot;Current Trends in ELT&quot; as the most favoured elective course, consequently. In the following phase, a further step was taken, and 62 teacher educators were consulted regarding the content of the course. Having analysed the responses by open-coding technique, the theme 'technology integration' was found out to be teacher educators' main concern. Based on this data, the targeted topic-based syllabus was designed around the suggested sub themes of technology integration and ultimately fine-tuned through the lenses of two experts. The study also presented a compilation of teacher educators' responses which should carefully be scrutinized and utilized by the policy makers and decision-making parties.
Should Forensic Accounting Be Included in Curricula of Accounting Departments: The Case of Saudi Arabia
Author: Elzain, Elzain Omer
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Accounting,College Faculty,Curriculum,Crime,Deception,Knowledge Level,Barriers,Teacher Characteristics,Teacher Attitudes

The objective of this research paper is to define the significance of forensic accounting and reflecting the need of including forensic accounting in the curricula of accounting departments in universities in the Kingdom of Saudi Arabia. The research followed the descriptive analytical approach. The research community consisted of a sample representative of faculty members in the accounting departments of universities in the Kingdom. Where (150) questionnaires were distributed and (126) questionnaires were collected, i.e., a response rate of (84%). The research employed the (SPSS) program to analyze and test its hypotheses, such as &quot;There is no knowledge of the importance of forensic accounting among accounting department staff of Kingdom of Saudi Arabia universities&quot;. The research has reached several results, the most important of which are: all faculty members in accounting departments at universities in the Kingdom are aware of the significance of forensic accounting, and they agreed that it should be included in the accounting education curriculum. Finally, the research calls for numerous recommendations, the most important of which are: setting specific and clear plans for how to include forensic accounting in the accounting curricula in accounting departments in universities in the Kingdom, and organizing more (conferences, researches, training courses, workshops...) by accounting departments in universities in the Kingdom and other bodies that regulate the profession of accounting in the field of forensic accounting to further demonstrate its real significance.
A Bioenergy Competency Assessment Tool: Development and Validation
Author: Li, Tingxuan
Date: 2019-00-00
Type: Journal Articles
Subjects: Energy,Achievement Tests,Science Tests,Test Validity,High School Students,Test Construction,Psychometrics,Scores,Test Interpretation

This research is motivated by the perspective that when empirical studies and assessment frameworks inform each other, assessments can enrich science education and strengthen its connections to modern science. The research proposes a bioenergy competency assessment for science education. It uses an argument-based approach to validation. Multiple types of validity evidence were collected to support the proposed scores use and scores interpretation. Along with reporting a series of psychometric properties of response data, the findings indicated that empirical response data corresponded to the hypothesized data structure. The latent logistic scale established through a generalized partial credit model (GPCM) seemed useful in measuring students' bioenergy competency.
Conceptual Difficulties Pre-Service Primary Teachers Have with Static Electricity
Author: Stefanidou, Constantina G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Concept Formation,Preservice Teachers,Elementary School Teachers,Energy,Foreign Countries,Teacher Attitudes

Static electricity is the introductory chapter to electricity in all high school and university Physics textbooks. The interpretations of static electricity phenomena are not obvious, even in higher education. This research was conducted to identify the major difficulties which pre-service primary teachers encounter in explaining static electricity. They conducted electrostatic experiments focused on different types of electricity, in the context of an Introductory Physics Laboratory Course. The data were collected through the reports they wrote at the end of the course. The qualitative content analysis method was used in order to analyze the data. The sample, which was a convenient one, consisted of 200 pre-service primary teachers, 170 females and 30 males. The analysis showed that pre-service primary teachers have considerable difficulty conceptualizing the microscopic processes -- more specifically, charging by induction -- that explain these phenomena. The different roles electrons play in conductors and insulators seemed to pose difficulties for pre-service primary teachers. The findings implied an emphasis on microscopic models during macroscopic experimental processes. This could help pre-service primary teachers to understand the role of electrons in conductors and insulators and the different mechanisms involved in different types of charging.
Examination of Faculty of Sports Sciences Students&apos; Unethical Behaviours In-Classroom: A Mixed Research Approach
Author: Aslan, Emrah
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Behavior,Ethics,Athletics,College Students,Foreign Countries,Gender Differences,Instructional Program Divisions,Intellectual Disciplines,Vignettes,Behavior Problems

This study aims to determine the level of unethical behaviours (UBs) of students studying in the field of sports sciences. In this research, the explanatory sequential design was used for mixed research approaches where quantitative and qualitative data collection tools were used. The quantitative part of the study attended 465 Sports Science Faculty students in Kirikkale University during the fall semester of 2017-2018 academic year. Following the quantitative research qualitative data were obtained with five scenarios prepared by the researchers. As a result of the research, it was seen that UBs differ according to gender, class level, and the department of education. In the scenarios presented in the qualitative section of the research, it was determined that students who have higher Unethical Behaviours Climate Scale (UBCS) scores tend to apply more sanctions to the students when they are teachers. It has been observed that male students are more likely to have UBs than women. Not using technological tools in the lessons was defined as UB. The results of the study showed that the source of student UBs could be the teachers or the students themselves.
Using &quot;Place Mats&quot; as a Prewriting Activity for Opinionated Essays
Author: Horvilleur, Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Exercises,Writing Instruction,Persuasive Discourse,Essays,English (Second Language),Second Language Instruction

Debating in English is a vital part of second-language acquisition. Not only does it help students with their speaking skills, but it also is an excellent way to prepare them to write opinionated essays. This article explores how educators can use &quot;place mats&quot; to organize a debate that gives each student the chance to speak, and then how to use that debate to guide an opinionated essay afterwards.
Social Services in the Context of 2018 Social Studies Curriculum and Textbooks
Author: Bas, Kenan
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Services,Social Studies,Textbook Content,Grade 4,Grade 5,Grade 6,Grade 7,Public Schools,Childrens Rights,Refugees,Child Abuse,Foreign Countries,Social Work,Course Content,Elementary Secondary Education,Social Problems,Instructional Program Divisions

The purpose of this study is to investigate and evaluate which subjects related to &quot;Social Services&quot; are covered in the Social Studies textbooks in grades 4th, 5th 6th and 7th according to the Learning Domain / Unit and Subject headings in the Social Studies curriculum revised in 2018. The document analysis method, one of the qualitative research methods, was used in this study. The study was conducted on the 4th, 5th 6th and 7th grade Social Studies textbooks, which were approved to be taught in public schools by the Ministry of National Education in the 2020 and 2021 academic year. The obtained data were analyzed by content analysis technique. When the results of the study were evaluated in general, it was observed that the subjects described were in a clear and understandable way in terms of language and wording appropriate for the students' levels. In the Social Studies curriculum and Social Studies textbooks, while the subject headings related to &quot;Social Services&quot; are mostly included at the 4th grade level in terms of subject diversity, it was observed that children's rights and refugee issues were covered at the four grade level as well (4th, 5th, 6th and 7th). It was observed that specifically within the scope of the project works carried out at the 4th grade level in schools, citing the cases of the &quot;Talking Medicine Box&quot; developed by students for disabled citizens, one of the target groups of &quot;Social Services&quot; the &quot;Lifeguard Balloon Bracelet&quot; in the 4th grade textbook, which would minimize the loss of life in drowning incidents constituted an important example to the students in terms of being sensitive and conscious citizens in society within the scope of the Social Studies course. However, it was also observed that &quot;Drug-Substance Addiction and Animal Abuse&quot;, that were among the important subject headings of Social Services were not included at any class level, and violence against women was rarely addressed. It was recommended that children would start to grow awareness from an early age if the knowledge and information on these issues was taught appropriately considering the development levels of the students.
Writing about a Peacemaker
Author: Sowell, Jimalee
Date: 2021-00-00
Type: Journal Articles
Subjects: Peace,Second Language Learning,Second Language Instruction,English for Special Purposes,Teaching Methods,Writing Instruction,Writing Skills,Activism,Biographies,Writing Assignments,Civil Rights,Visual Aids,Models,Writing Processes,Learning Activities

Second-language learners increasingly need effective writing skills in English for academic and professional purposes, as well as for personal and social purposes. To date, peace education (PE) activities in the English language classroom have mostly focused on speaking. This article presents an activity that can help fill the gap in the lack of resources on writing activities for PE in the English language classroom. Using PE as a framework, students read and write about a peacemaker to reflect on the meaning of peace and how it can be achieved.
The Effect of Lowersecondary Chemistry Education: Students&apos; Understanding to the Nature of Chemistry and Their Attitudes
Author: Rusek, Martin
Date: 2019-00-00
Type: Journal Articles
Subjects: Chemistry,Secondary School Students,Grade 9,Scientific Principles,Student Attitudes,Scientific Attitudes,Likert Scales,Gender Differences,Science Education,Foreign Countries,Word Frequency,Attitude Measures

This research follows the previous study examining the effect of chemistry education on students' perception and understanding to the nature of chemistry (NoC) as well as their attitudes towards it as a school subject. Grade 9 students (N = 282) at the end of their compulsory schooling were given a set of open-ended questions focused on their understanding to NoC, perception of chemistry topics' importance, topics the students found interesting and their evaluation of chemistry as a school subject. The answers were analysed using the open coding approach. It is possible to conclude most of the students do not have a clear idea about the nature of chemistry. Students assess chemistry as a school subject in the middle of the 5 point Likert scale. The results of this research offer the background for a more complex analysis of effects influencing students' conception of chemistry and its subject matter.
Turkish Adaptation of Online Teaching Effectiveness Scale
Author: Asçi, Metin
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Translation,Turkish,Test Validity,Test Items,Test Reliability,Online Courses,Distance Education,Teaching Methods,Teacher Effectiveness,Teacher Evaluation,Foreign Countries,Teacher Competencies,Undergraduate Students,Elementary Secondary Education

With this study, it is aimed to adapt the Online Teaching Effectiveness Scale into Turkish Language. The adaptation process has been done within four study groups. The first group took part in the study after having the Turkish form of the scale as required according to the translation steps. The study has been done with the MCBU Faculty of Education during the 2021 Spring Term. With the first study group, language validity was ensured with 30 participants by applying the Turkish and English versions of the scale in an interval of two weeks. According to language validity findings the Spearman's Rank Order Correlation value has been found above 0.70. Then pilot study has been done with second group with 62 participants. The total correlation values of the items are between 0.55 and 0.80. The third group consisted of 436 participants and after second run the CFA results are found like that; X[superscript 2] / df = 3.582, RMSEA = 0.80, SRMR = 0.35; CFI = 0.95; TLI = 0.94, NNFI = 0.95. With the third study group the validation study has been finished and continued to reliability study. The fourth and the last group which consisted of 96 participants and the applications has been done in an interval of three weeks. According to the Cronbach's Alpha values each of the dimensions and the total of the scale have points between 0.70 and 0.97. The test-retest values are between 0.72 and 0.94. Based on the findings the Turkish version of the scale is valid and reliable for usage.
The Predictive Role of Innovation Management with Lifelong Learning on Individual Innovativeness: An Examination on Teachers
Author: Eksi, Halil
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Public School Teachers,Lifelong Learning,Administrators,Innovation,Job Skills,Predictive Validity,Teacher Characteristics,Administrator Characteristics

The purpose of this study is to analyze the relationships among innovation management competencies of school administrators, teachers' lifelong learning tendencies, and individual innovativeness levels of teachers and to determine the predictive value of innovation management competencies of school administrators and teachers' lifelong learning tendencies have on their individual innovativeness levels. The sample of the study consist of 302 teachers from 38 public schools in Güngören province of Istanbul city. A relational survey model has been used and the data have been obtained utilizing three scales: &quot;Innovation Management Scale in Schools&quot;, &quot;Individual Innovativeness Scale&quot;, and &quot;Lifelong Learning Tendency Scale&quot;. The data have been analyzed using correlation and regression analyses. According to the research results, a positive correlation has been found among perceived innovation management competencies of school administrators, teachers' lifelong learning tendencies, and individual innovativeness levels of teachers. It has been determined that perceived school administrators 'innovation management competencies predicted teachers' individual innovation levels by 5% and lifelong learning tendencies of teachers by 3%. Teachers' lifelong learning tendencies predicted their individual innovativeness level by 17%. Besides, perceived school administrators 'innovation management competencies and lifelong learning tendencies of teachers have been determined to explain 19 % of the variance in the individual innovativeness level of teachers. This effect size is &quot;medium&quot;.