ethanporcaro/eric-fulltext-meta huggingface dataset:
Parenting Styles as a Predictor of the Preschool Children&apos;s Social Behaviours
Author: Durmusoglu Saltali, Neslihan
Date: 2018-12-00
Type: Journal Articles
Subjects: Parenting Styles,Preschool Children,Gender Differences,Social Behavior,Correlation,Foreign Countries,Parent Child Relationship,Aggression,Prosocial Behavior,Inhibition,Affective Behavior,Child Rearing,Parent Attitudes,Logical Thinking,Punishment,Child Behavior,Mother Attitudes,Teacher Attitudes,Shyness,Withdrawal (Psychology),Scores

The aim of this study is to investigate relationship between children's social behaviors and parenting styles. Specifically, the study examines children's aggressive, prosocial and socially inhibited behaviors in association with parenting dimensions namely warmth, inductive-reasoning, obedience-demanding and punitive. In addition to this, children's social behaviors and parenting styles are examined in relation to children's gender. The research was conducted on 60-72 month-old 276 children attending preschools in Konya, Turkey. In order to assess parenting styles, the Child Rearing Questionnaire developed by Sanson et al. and adapted by Altan was used. This questionnaire has four subscales, namely inductive reasoning, punishment, obedience demanding behavior and warmth. The questionnaire was completed by mothers. In order to assess child social behaviors, the Teacher Assessment of Social Behavior Scale developed by Cassidy and Asher and adapted by Seven was applied. This scale was completed by the teachers. According to the study results, children's social behavior (aggressive, prosocial and shy/withdrawn) can be predicted significantly by parents inductive reasoning, warmth and punitive styles toward children. In addition to this, boys' aggression scores are found to be significantly higher than girls and girls shyness scores are found to be significantly higher than boys.
Deep Learning as Constructed in Mathematics Teachers&apos; Written Discourses
Author: Fauskanger, Janne
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Teacher Attitudes,Mathematics Teachers,Problem Solving,Critical Thinking,Mathematical Concepts,Elementary School Teachers,Elementary School Mathematics,Discourse Analysis

This study explores the notion of deep learning as constructed in the discourses of practicing mathematics teachers. Analyses of data from written texts show that the teachers tend to conceptualise deep learning in terms of two broad categories: students' deep learning and the work of teaching for deep learning. In both categories, students' previous knowledge or background knowledge, students' thinking and their understanding, interdisciplinarity and relations to daily life are emphasised. Related to the work of mathematics teaching for deep learning, variation in mediating tools, variation in approaches to teaching, the learning objective for a lesson and the importance of applying knowledge are emphasised. Possible implications from these findings are discussed.
Exposing the Conscious Self: Lived Problem Solving Experience in a Socio-Cultural Context
Author: Chahine, Iman C.
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Teachers,Mathematics Teachers,Problem Solving,Social Environment,Mathematics Instruction,Foreign Countries,Epistemology,Concept Formation

My charge in this study is to explore the lived experience of a high school teacher while immersed in a problem solving situation in a classroom setting. The main gist of this investigation is to textualize and, thereof, capture the essence of a teacher's encounter of failing to solve a mathematics problem during one of the classroom sessions. To this end, I use personal experience as a lens to reflect on a teacher's reconstruction of the situation where personal meanings about problem solving and the problem-solving instruction are concealed.
Thai Language Learners&apos; Sense of English Ownership
Author: Akkakoson, Songyut
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Role,Self Concept,Graduate Students,Student Attitudes,Language Attitudes,Ownership,Intercultural Communication,Socioeconomic Influences,Thai,Native Language,Language Proficiency,Western Civilization

As a result of the important role English has played as a lingua franca in various world regions, a question has been asked whether this Anglo-American property has already been shared by speakers in non-native countries. This concern voices calls for increased attention to ESL/EFL learners' sense of self and their positioning with respect to English. This study explored Thai postgraduates' feelings about their taking ownership of English as an International Lingua Franca in ASEAN and how they view themselves in relation to the language. A qualitative approach was applied, using open-ended interview questions asking 44 postgraduates who enrolled on existing courses of the two English-related programmes. No shared sense of ownership is found, but the idea that English is used as a language for communication is highlighted. Since their relation to English is mainly found to be socio-economic and English is widely recognised for the sake of their educational, economic and social growth and prospects, the assumption that &quot;the West is the world' is still prevalent. Although getting involved in various English-related activities, these students' identity through their national language remains firm, and English is not considered the main determinant of their identity. The study provides suggestions aiming for valuing gains in English proficiency, together with instilling a respect for ASEAN local languages and cultures.
Mathematics Teachers&apos; Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing
Author: Lee, Yujin
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Pedagogical Content Knowledge,Teaching Methods,Mathematics Instruction,Teacher Role,Elementary Secondary Education,Teacher Attitudes,Knowledge Base for Teaching,Faculty Development,Kindergarten,Instructional Effectiveness,Problem Solving

Since the National Council of Teachers of Mathematics ([NCTM], 2000) and the National Research Council ([NRC], 2005) revealed that problem posing needed to be incorporated into mathematics classrooms, the importance of teachers' roles in problem posing has been emphasized in K-12 mathematics curriculum because of instructors' impact on students' mathematical performance. In the present study, researchers investigated teachers' subject matter knowledge (SMK), knowledge of content and teaching (KCT), and knowledge of content and students (KCS) in terms of problem-posing. A qualitative study design and inductive analysis were used to gather and interpret data from interviews conducted with four mathematics teachers. Results indicated that participants had SMK of problem posing, but their actual problem-posing results did not reflect their SMK well. In terms of KCS and KCT, teachers were aware of the importance of problem posing for students' mathematical development but felt that there were several significant factors impeding the effective incorporation of problem posing within their classes. These findings underscore the importance of professional development for teacher pedagogical knowledge in problem posing.
The Effects of Using a Self-Developed Mobile App on Vocabulary Learning and Retention among EFL Learners
Author: Ma, Xingxing
Date: 2019-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Computer Software,Asians,College Students,English (Second Language),Second Language Learning,Second Language Instruction,Retention (Psychology),Comparative Analysis,Student Attitudes,Usability,Learning Theories,Telecommunications,Handheld Devices,Foreign Countries,Pretests Posttests,Measures (Individuals),Teaching Methods

This study investigated the effects of a self-developed mobile app on Chinese university EFL learners' vocabulary learning and retention. Their perceptions of the mobile app were also explored. Data were collected using mixed methods. The results can be summarized as follow: firstly, the students using the mobile app could learn more words than those using the paper-based word list; secondly, the students in the experimental group could retain more words than those in the control group; thirdly, based on students' responses on both the questionnaire and the interview, most of them perceived the mobile app to be convenient and easy to use for vocabulary learning. Additionally, most of them believed that the mobile app was very useful and effective for their vocabulary learning and retention. Finally, all of them enjoyed using the mobile app to learn and remember EFL vocabulary.
Theories vis-a-vis Practices in English as a Foreign Language Writing Classes in the Ethiopian Context
Author: Adugna, Ebabu Tefera
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Literary Genres,Grade 11,High School Students,Instructional Materials,Content Analysis,Teaching Methods,Task Analysis,Process Approach (Writing),Sociocultural Patterns,Learning Theories,Writing Processes,Communicative Competence (Languages),Grammar,College Preparation,Student Attitudes,Writing Assignments

The main objective of this study was to investigate theories and practices of writing. To achieve this objective, qualitative data were collected using qualitative content (document) analysis, observation, and interview. The participants of the study were selected from North Shoa Zone Preparatory Schools. Five sections for observation and ten students for interview were selected purposefully. The document data were analyzed using qualitative content analysis technique. The observation and the interview data were analyzed using thematic analysis method. The document analysis revealed that the process and the genre-based approaches were predominantly reflected in the writing tasks of the Grade 11 English language teaching materials. The process-approach, informed by the cognitive learning theory, and the genre-based approach, based on the functional and the socio-cultural theories are meaning oriented. However, the observation and the interview data analysis results demonstrated that the product approach was mainly used in the writing classes. Informed by the behaviorist and the structural theories, the product approach is form-oriented. Thus, inconsistencies were observed between the theories involved in the teaching materials and the methods used in the practices of writing; the theories could promote learners' communicative competence of writing though the practice still continued using the form-oriented approaches.
Comparative Effectiveness of Mental Contrasting and Self-Regulation Strategies on Enhancing Goal Setting Skills of Secondary School Students in Urban Nigeria
Author: Mercy, Ofole Ndidi
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Goal Orientation,Urban Youth,Self Efficacy,Gender Differences,Outcomes of Treatment,Self Control,Therapy

Although there is plethora of studies on goal setting skills, there is paucity of experimental studies on this field. This study examined the comparative effectiveness of Mental Contrasting Therapy (MCT) and Self-Regulation Strategies (SRS) on enhancing goal setting skills of students in urban Nigeria. A group of 120 students (male=52, female=68) with age range of 14-17 years and mean age of = 13.5 years were purposively drawn from secondary schools in urban Nigeria. Each of the intervention groups was exposed to 10 sessions of therapy designed to improve their goal setting skills. The control group served as comparison group. The result revealed a significant main effect of treatments on goal setting skills (F[subscript (2,105)] =14.958, p&lt;0.05) with the intervention groups demonstrating greater ability to utilize the acquired skills than the comparison group as evidenced on the mean score. The effect size reveals that treatment accounted for 22.2% (?[superscript 2]=0.222) change in the participants' goal setting skills. Participants treated with SRS reported higher mean score at post-test (x-bar =69.09) when compared with their counterpart in MCT group (x-bar =66.93). Self-efficacy and gender have significant interactive effect with treatments F[subscript (4,105)] = 6.375, p&lt;0.05, ?[superscript 2]=0.195 and F[subscript (2,105)] =13.561, p&lt;0.01, ?[superscript 2]=0.205 respectively. The researchers concluded that though the two therapies were effective, SRS was more potent in enhancing goal setting skills of the participants.
Training Students in Peer Interaction and Peer Feedback to Develop Competence in L2 Forms
Author: Okyar, Hatice
Date: 2019-00-00
Type: Journal Articles
Subjects: Grammar,Peer Relationship,Peer Teaching,Communicative Competence (Languages),Morphemes,Audio Equipment,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,College Preparation,Error Correction,College Students,Oral Language,Teaching Methods,Metalinguistics,Comparative Analysis,Language Usage,Intervention

This study investigates the role of peer interaction (PI) and peer corrective feedback (PCF) in developing EFL learners' grammatical competence regarding simple past tense. It is based on training university-level English preparatory class students in Turkey to interact with their peers and give oral corrective feedback to each other's target grammar errors during communicative tasks. Three classes (n=85) were randomly assigned to the peer interaction (PI) group, the peer interaction and recast (PI+Recast) group or the peer interaction and metalinguistic feedback (PI+MF) group. The PI group was only trained to do communicative tasks in pairs and did not receive any feedback training; however, the PI+Recast group and the PI+MF group were trained to give recasts and MF, respectively. Pairs of learners were audio-recorded while they were trying to complete communicative activities that required the use of the simple past tense. 21 hours of audio-recorded data obtained from the learners' dialogues were examined for instances of PCF. Furthermore, receptive and productive measures were used to identify the effects of the intervention. The findings show that the PI+Recast and PI+MF groups performed better than the PI only group in terms of receptive knowledge and accurate use of the simple past tense.
Using the Flipped Classroom to Enhance Adult EFL Learners&apos; Speaking Skills
Author: Yesilçinar, Sabahattin
Date: 2019-00-00
Type: Journal Articles
Subjects: Adult Students,English (Second Language),Second Language Learning,Second Language Instruction,Speech Skills,Blended Learning,Foreign Countries,Instructional Effectiveness,Student Motivation,Student Satisfaction,Student Attitudes

The flipped classroom model (FCM) is considered to be one of the most noteworthy current discussions in education. Positive effects of FCM have been recently discussed, but literature provides few empirical clues about whether FCM can actually enhance adult English as a foreign language (EFL) learners' oral proficiency. The researcher utilized FCM and Output-driven/Input-enabled model (Wen, 2008) in order to explore the advantages of FCM in terms of improving speaking skills. A pre- and post-test quasi-experimental design was utilized to examine the impact of FCM on speaking skills. The sample consisted of 22 non-English major voluntary academicians from different departments of a Turkish state university. There were 11 learners in class A (study group) where the course was flipped while the rest were in class B (control group) in which the courses were conducted in the traditional way. The researcher applied both qualitative and quantitative research methods and used multiple sources of data collection, including a speaking rubric, the teachers' in-class observations, two sets of questionnaires (&quot;Satisfaction of FCM Experience&quot; and &quot;Opinions of Speaking&quot;), and semi-structured focus-group interviews. Findings revealed that the use of flipped learning approach not only enhanced the speaking skill, but also increased learners' motivation and satisfaction with FCM. The results can be considered a reference point while designing oral skills in EFL contexts.
Educational Leadership in Teaching Excellence (EnLITE): A Peer-Driven Faculty Development Program
Author: Buchholz, Andrea C.
Date: 2019-08-00
Type: Journal Articles
Subjects: Faculty Development,Foreign Countries,Teacher Effectiveness,Student Centered Learning,Teacher Collaboration,Program Effectiveness,Teacher Improvement,Reflection,Learner Engagement,Cooperative Learning,Communities of Practice,Peer Relationship,College Faculty

Abstract Educational Leadership in Teaching Excellence (EnLITE) is an 11-month faculty development program at the University of Guelph, Ontario. Created and led by faculty members and educational developers, EnLITE is designed to engage participants in the principles, practice and theory of teaching and learning in higher education and to promote a learner-centred approach to teaching. Participants critically examine and discuss scholarly topics on teaching and learning and in their own disciplines; collaborate with one or more teaching mentors; engage in peer classroom observation; and participate in other teaching-related activities informed by their individual learning plans. Our objective was to determine the perceived impact of EnLITE on participants' teaching-related practices and experiences. We collected pre-, post- and one-year post-program quantitative and qualitative survey responses from each of the 2014-2015, 2015-2016 and 2016-2017 EnLITE cohorts (N = 17 participants representing a variety of disciplines; 71% female). There were significant improvements in participants' perceived teaching practices related to critical self-reflection (13% increase from pre- to one-year post-program), student engagement (+28.2%), collaborative learning (+31%) and learner-centred pedagogy (+22.9%, all p &lt; 0.05). There was little to no change in use of technology, student assessment, leadership, participation in communities of practice, or dissemination of teaching-related scholarship. These results provide empirical evidence of the effectiveness of a peer-driven faculty development program in promoting a learning-centred approach to teaching. Future research should determine whether these changes translate into improved student learning, and whether such programs demonstrate longer term improvements in engagement in teaching-related leadership, communities of practice and dissemination.
Emergence of Different Perspectives of Success in Collaborative Learning
Author: Falcione, Sarina
Date: 2019-08-00
Type: Journal Articles
Subjects: Success,Cooperative Learning,College Faculty,Student Attitudes,Teacher Attitudes,Universities,Foreign Countries,Institutional Cooperation,Chemistry,College Science,Asynchronous Communication,Synchronous Communication,Videoconferencing,Instructional Effectiveness,Peer Relationship

Collaborative learning involves an interdependence between success of the individual and success of the group, requiring both personal preparation and teamwork. Asynchronous work, in combination with group interaction and problem solving, differentiates collaborative learning from other interactive teaching methods. In this study, three professors and five student participants individually reflected on a past collaborative learning experience that they considered successful. Reflections were coded using thematic analysis. Themes that emerged from participant's descriptions of successful collaborative learning were: (a) familiarity with collaborative learning, (b) relationships, (c) benefits, (d) motivations, and (e) design and process. Furthermore, a phenomenographic theoretical framework revealed that a participant's prior experiences generated significant variation in what characteristics they described as promoting success in collaborative learning. Past experiences that can generate this variation include training in educational theory, participation in and familiarity with related research, the individual's role, prior experience with collaborative learning as a student, and advocacy by one's professor before participation in collaborative learning. Our findings can inform educational practice, improving the implementation of collaborative learning pedagogies.
Addressing Violence among Students with Disabilities in Schools
Author: Ivery, Donna
Date: 2018-00-00
Type: Journal Articles
Subjects: Violence,Students with Disabilities,Educational Environment,Weapons,Mental Disorders,Punishment,Death,Risk,School Safety,Federal Legislation,State Legislation,Local Government,Economic Factors,Juvenile Justice,Preschool Education,Elementary Secondary Education,Posttraumatic Stress Disorder,Student Behavior,Zero Tolerance Policy

The following will discuss school violence and address the relationship among students with special needs. Further research is needed on the effects of violence among special needs student populations. Efforts require observation and concrete data in order to understand how to address the increase in violence if we are to create safer schools. School violence is increasing the responsibilities of administrators, teachers and school personnel. Student related deaths from school shootings and other acts of violence perpetrated by students diagnosed as having a mental disability, as defined by the American Psychological Association's Diagnostic and Statistical Manual of Mental Disorders (DSM-5), were examined across all 50 states, including 19 states where the use of corporal punishment exists. In states where corporal punishment remains legal, students with special needs are frequently punished, while acts of school violence and school shooting related deaths are proportionately higher. Safety is an increasing concern for administration and faculty, as they are required to follow Federal, State, and Local mandated laws to protect students with and without special needs.
A Case Study Examining Links between Fractional Knowledge and Linear Equation Writing of Seventh-Grade Students and Whether to Introduce Linear Equations in an Earlier Grade
Author: Lee, Mi Yeon
Date: 2019-00-00
Type: Journal Articles
Subjects: Fractions,Mathematics Skills,Equations (Mathematics),Instructional Program Divisions,Algebra,Mathematical Logic,Knowledge Level,Mathematical Concepts,Grade 7,Middle School Students,Problem Solving,Mathematics Instruction

As a part of the larger study, a case study of two seventh grade students, Peter and Willa, was conducted. To examine links between their fractional knowledge and algebraic reasoning, the students were interviewed twice, once for their fractional knowledge and once for their algebraic knowledge in writing linear equations that required explicit use of unknowns. Peter and Willa's fractional knowledge influenced the linear equations they wrote to represent quantitative situations. In particular, the findings showed that a reversible iterative fraction scheme is important to understand reciprocal relationships between two quantities in writing a basic linear equation of the form ax=b. Also, considering fractions as multipliers on unknowns is important to write linear equations. Implications for the possibility of introducing linear equations in an earlier grade and how to support the introduction are suggested.