ethanporcaro/eric-fulltext-meta huggingface dataset:
African Immigrant Teachers Teaching Young EFL Learners: A Racial Discrimination Study
Author: Ironsi, Chinaza Solomon
Date: 2021-00-00
Type: Journal Articles
Subjects: Immigrants,Language Teachers,English (Second Language),Second Language Instruction,Second Language Learning,Children,Teacher Attitudes,Barriers,Social Integration,Parent Attitudes,Inclusion,Social Justice,Racial Discrimination,Salary Wage Differentials,Working Hours,Teaching Conditions,Teacher Promotion,Personnel Policy,Foreign Countries

Teaching English language to young learners in an English as a Foreign Language/English as a Second Language context could be challenging especially for African immigrants, as they face varying arrays of challenges ranging from low wages, staff abuse, and other racial discriminations. A lot has been written about racially related issues in our school system yet there are limited works of literature that focus on the challenges of African immigrant English as a Second Language teachers with regards to racial discrimination. To investigate this, a mixed-method research design was used to elicit information from 68 African immigrant English as a Second Language teachers, teaching young English as a Foreign Language learners in 3 countries. The participants were purposively chosen after obtaining written and oral consent from them. A structured questionnaire and semi-structured interview questions were instruments for data collection. Reliability and validity checks were carried out before administering the questionnaire. After analysis, a notable finding was that African immigrant teachers felt unaccepted by the host communities and this made it difficult for the English as a Second Language learners to listen to classroom instructions given by these immigrant teachers. Again, the parents of these learners find it difficult to accept African immigrant teachers teaching their children as they deemed them incompetent to teach them. Other findings of the study were vital in making pedagogical conclusions on racial discrimination issues encountered by African immigrant English as a Second Language teachers. The ways forward for an all-inclusive educational system devoid of ethnic, religious, sexuality and racial issues were suggested.
Educational Experiences of Adolescent Mothers while Studying College in the Philippines
Author: Gatbonton, Ryan Ray G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Adolescents,Pregnancy,Early Parenthood,Mothers,College Students,Student Experience,Barriers,Coping,Child Rearing,Aspiration,Goal Orientation,Social Influences,Foreign Countries,Resilience (Psychology),Adolescent Development,Student Development,Violence,Value Judgment

Adolescent pregnancy is a significant societal issue that results in lost opportunities for teenage girls in both developed and developing countries. This phenomenological research study explored the lived experience of adolescent mothers during their college years. Eight participants were asked, via unstructured interview, to share their experiences as college students in the midst of pregnancy. Data was analyzed using Collaizi's method, while member checks and expert audits of interview outputs were done to ensure trustworthiness. Results show that the participants went through several stages in their plight: they faced the complexities of adolescent pregnancy alongside college education; dealt with life and educational conflicts; appreciated the importance of education; found the resolve to carry on for their child; and dreamt of a better future for their families. These findings were clustered into themes and related to Parson's Adaptation, Goal Attainment, Integration, and Latency theory, as adolescent pregnancy paved the way for teenagers to assimilate society's expectations of responsible adulthood. Consistent with academic literature, the participants' experiences show that adolescent mothers are vulnerable in the education setting, and need proper guidance to achieve their full potential. This research can serve as groundwork for initiating several educational reforms. A multicomponent intervention program was developed that is rooted in school and community partnerships.
A Scale Development Study Intended for Mathematics Teacher Candidates: Mathematical Visualization Perception Scale
Author: Ilhan, Aziz
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Mathematics Teachers,Preservice Teachers,Factor Analysis,Visualization,Teacher Education Programs,Foreign Countries,Measures (Individuals),Construct Validity,Spatial Ability,Likert Scales,Algebra,Geometry,Factor Structure,Student Attitudes

The aim of this study is to develop a valid and reliable measurement tool that measures mathematical visualization perceptions for mathematics teacher candidates. Therefore, the type of study is a survey research. Research was carried out with 462 (336 Female, 125 Male) mathematics teacher candidates from a university located in the Eastern Anatolia region Turkey in 2018-2019 spring season. Exploratory and confirmatory factor analyzes were performed for the analysis of research data. In the process of development of Mathematical Visualization Perception Scale (MVPS); the preparation of the pool of material, testing of the validity of the scope and appearance, conducting the trial application, ensuring the construction validity, calculating the reliability and establishing the final scale were followed. As a result of the exploratory factor analysis, a valid and reliable 5-point Likert-type scale consisting of 42 items, with 6 factors [Additional Drawing (AD), Spatial Thinking (ST), Direction Concept (DC), Relation with Daily Life (RDL), Transition from Algebra to Geometry (TAG) and Transition from Geometry to Algebra (TGA)] was created. Cronbach Alpha internal stability coefficient of these factors was calculated as 0.938. The factor structure of the scale was also confirmed by confirmatory factor analysis. As a result of the findings obtained, it was suggested to the researchers who will study in the related field to evaluate mathematical visualization perceptions of mathematics teacher candidates by using related scale with different sample groups or different variables.
Analysis of Carl Joachim Andersen Op.15 Flute Etudes Used in Flute Education
Author: Önder, Gülten Cüceoglu
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Musical Instruments,Instructional Materials,Teaching Methods,Music,Musicians,Student Needs

In this study, it was aimed to examine C. J. Andersen's op.15 etude book used in flute education in terms of measurement units, vocalization techniques, technical studies, nuance terms, speed terms, tonality. Thus it is aimed to reveal the gains that the etudes can provide for the student. Document analysis method was used in the study. The summary of results as follows. Etudes are mostly written in 4/4 unit of measure. It was found that mostly legato and staccato was used a great extent in the etudes. Interval was run the most in the etudes. Also etudes include technical studies such as arpeggio, chromatic scale, scale studies, and tonality. The terms crescendo and decrescendo nuances were used in all of the etudes. Mezzoforte, forte and piano nuances were also included in the etudes. Allegro and its varieties have been used as the term of speed in most of the etudes. In the etudes, 24 different tones were used, 12 of them in major tones and 12 of them in minor tones. Tone, measure and tempo changes were made in some etudes. Considering the results, Andersen's op.15 etude book systematically covers many issues in terms of flute education. Etudes can provide to the student in flute education both in technical and musical gains; legato, tongue technique, articulation, interval, arpeggio, intonation, chromatic scale, phrasing, good breathing technique, a quality tone and a correct blowing angle. Instead of playing a etude book from the beginning to the end, the student's difficulties can be eliminated by conducting etudes on whatever subject he/she has inadequate or difficulty. With this analysis, the topics in the etudes can be classified and presented in line with the needs of the students.
Effect of Hemsball Shooting on Fine Motor Proficiency in Hearing Impaired Children
Author: Isik, Meltem
Date: 2021-00-00
Type: Journal Articles
Subjects: Hearing Impairments,Children,Preadolescents,Program Effectiveness,Psychomotor Skills,Training,Gender Differences,Athletics,Foreign Countries

In this study, which was designed in pre-test - post-test and experimental-control model, it was aimed to determine the effect of hemsball shooting techniques on fine motor proficiency and manual dexterity in hearing-impaired children between the age range of 7-11. The study group was composed of 26 children (13 for the experimental group + 13 for the control group) aged between 7-11 years old with hearing loss above 56 dB and having no second impairment and sports background. The children in the experimental group were subjected to a training program to improve their fine motor skills and manual dexterity for three days a week, one hour each day throughout 10 weeks, which involved hemsball shooting techniques. Fine motor proficiency and manual dexterity of hearing-impaired children were measured by the three sub-tests (fine motor precision, fine motor integration, manual dexterity) of Bruiniks-Oseretsky Test of Motor Proficiency (BOT-2). In the research, the group experiment-control and measurements (pre-test - post-test) were compared with independent samples t-test and paired samples t-test. As a result of the study, it was revealed that hemsball shooting techniques had a significant effect on the fine motor proficiency levels of hearing-impaired children, including fine motor precision, fine motor integration, and manual dexterity. Furthermore, it was determined that the effect of hemsball shooting techniques on motor proficiency did not differ significantly according to gender and that the application performed had positive effects on both girls and boys.
Defining Cut Point for Kullback-Leibler Divergence to Detect Answer Copying
Author: Ucar, Arzu
Date: 2021-00-00
Type: Journal Articles
Subjects: Cheating,Identification,Cutting Scores,Statistical Analysis,Computation,Sample Size

Distance learning has become a popular phenomenon across the world during the COVID-19 pandemic. This led to answer copying behavior among individuals. The cut point of the Kullback-Leibler Divergence (KL) method, one of the copy detecting methods, was calculated using the Youden Index, Cost-Benefit, and Min Score p-value approaches. Using the cut point obtained, individuals were classified as a copier or not, and the KL method was examined for cases where the determination power of the KL method was 1000, and 3000 sample size, 40 test length, copiers' rate was 0.05 and 0.15, and copying percentage was 0.1, 0.3 and 0.6. As a result, when the cut point was obtained with the Min Score p-value approach, one of the cutting methods approaches, it was seen that the power of the KL index to detect copier was high under all conditions. Similarly, under all conditions, it was observed that the second method, in which the detection power of the KL method was high, was the Youden Index approach. When the sample size and the copiers' rate increased, it was observed that the power of the KL method decreased when the cut point with the cost-benefit approach was used.
Developing and Validating a Computerized Oral Proficiency Test of English as a Foreign Language (COPTEFL)
Author: Isler, Cemre
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Construct Validity,Interrater Reliability,Scores,Computer Assisted Testing,Synchronous Communication,Test Format,Oral Language,Language Proficiency,English (Second Language),Second Language Learning,College Students,Student Attitudes,Foreign Countries

This study is about the development and validation process of the Computerized Oral Proficiency Test of English as a Foreign Language (COPTEFL). The test aims at assessing the speaking proficiency levels of students in Anadolu University School of Foreign Languages (AUSFL). For this purpose, three monologic tasks were developed based on the Global Scale of English (GSE, 2015) level descriptors. After the development of the tasks, it was aimed to develop the COPTEFL system and then compare the test scores and test-takers' perspectives on monologic tasks between the COPTEFL and the face-to-face speaking test. The findings from these quantitative and qualitative analyses provided substantial support for the validity and reliability of the COPTEFL and inform the further refinement of the test tasks.
Comparison of Confirmatory Factor Analysis Estimation Methods on Mixed-Format Data
Author: Kilic, Abdullah Faruk
Date: 2021-00-00
Type: Journal Articles
Subjects: Factor Analysis,Computation,Least Squares Statistics,Maximum Likelihood Statistics,Bayesian Statistics,Test Items,Sample Size,Test Length,Accuracy,Comparative Analysis,Test Validity,Foreign Countries,Statistical Bias,Error of Measurement

Weighted least squares (WLS), weighted least squares mean-and-variance-adjusted (WLSMV), unweighted least squares mean-and-variance-adjusted (ULSMV), maximum likelihood (ML), robust maximum likelihood (MLR) and Bayesian estimation methods were compared in mixed item response type data via Monte Carlo simulation. The percentage of polytomous items, distribution of polytomous items, categories of polytomous items, average factor loading, sample size and test length conditions were manipulated. ULSMV and WLSMV were found to be the more accurate methods under all simulation conditions. All methods except WLS had acceptable relative bias and relative standard error bias. No method gives accurate results with small sample sizes and low factor loading, however, the ULSMV method can be recommended to researchers because it gives more appropriate results in all conditions.
Examining the Measurement Invariance of TIMSS 2015 Mathematics Liking Scale through Different Methods
Author: Erturk, Zafer
Date: 2021-00-00
Type: Journal Articles
Subjects: International Assessment,Foreign Countries,Attitude Measures,Mathematics,Student Attitudes,Factor Analysis,Statistical Analysis,Item Response Theory,Grade 8

Studies aiming to make cross-cultural comparisons first should establish measurement invariance in the groups to be compared because results obtained from such comparisons may be artificial in the event that measurement invariance cannot be established. The purpose of this study is to investigate the measurement invariance of the data obtained from the &quot;Mathematics Liking Scale&quot; in TIMSS 2015through Multiple Group CFA, Multiple Group LCA and Mixed Rasch Model, which are based on different theoretical foundations and to compare the obtained results. To this end, TIMSS 2015 data for students in the USA and Canada, who speak the same language and data for students in the USA and Turkey, who speak different languages, are used. The study is conducted through a descriptive study approach. The study revealed that all measurement invariance levels were established in Multiple Group CFA for the USA-Canada comparison. In Multiple Group LCA, on the other hand, measurement invariance was established up to partial homogeneity. However, it was not established in the Mixed Rasch Model. As for the USA-Turkey comparison, metric invariance was established in Multiple Group CFA whereas in Multiple Group LCA it stopped at the heterogeneity level. Measurement invariance for data failed to be established for the relevant sample in the Mixed Rasch Model. The foregoing findings suggest that methods with different theoretical foundations yield different measurement invariance results. In this regard, when deciding on the method to be used in measurement invariance studies, it is recommended to examine the necessary assumptions and consider the variable structure.
Kirkpatrick Model: Its Limitations as Used in Higher Education Evaluation
Author: Cahapay, Michael B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Models,Program Evaluation,Evaluation Problems

One of the widely known evaluation models adapted to education is the Kirkpatrick model. However, this model has limitations when used by evaluators especially in the complex environment of higher education. Addressing the scarcity of a collective effort on discussing these limitations, this review paper aims to present a descriptive analysis of the limitations of the Kirkpatrick evaluation model in the higher education field. Three themes of limitations were found out: propensity towards the use of the lower levels of the model; rigidity which leaves out other essential aspects of the evaluand; and paucity of evidence on the causal chains among the levels. It is suggested that, when employing the Kirkpatrick model in higher education, evaluators should address these limitations by considering more appropriate methods, integrating contextual inputs in the evaluation framework, and establishing causal relationships among the levels. These suggestions to address the limitations of the model are discussed at the end of the study.
Individual Differences in Conceptual and Procedural Fraction Knowledge: What Makes the Difference and What Does It Look Like?
Author: Lenz, Katja
Date: 2021-00-00
Type: Journal Articles
Subjects: Individual Differences,Fractions,Mathematics Instruction,Teaching Methods,Institutional Characteristics,Instructional Program Divisions,Gender Differences,Social Class,Secondary School Students,Cognitive Ability,Mathematical Concepts,Mathematics Skills,Foreign Countries,Correlation,Mathematics Tests

There is a general consensus that both conceptual and procedural knowledge are essential for students' mathematical development. A common argument is that differences in mathematical performance are caused by differences in conceptual and procedural knowledge. Therefore, it is important to investigate to what extent such differences in conceptual and procedural knowledge are empirically evident at the level of individual students. Accordingly, the aim of the present study is to describe individual differences in conceptual and procedural knowledge using the example of fractions and to analyze their relationship to the covariates grade level, school type, school, class, gender, and general cognitive abilities. Data from 377 students in grades 8 and 9 from 18 classes at four schools in Germany was examined. A hierarchical cluster analysis showed five clusters which reflected individual differences in conceptual and procedural knowledge. The clusters were characterized by (a) equal strengths in conceptual and procedural knowledge, (b) relative strengths in procedural knowledge compared to conceptual knowledge, (c) relative weaknesses in procedural knowledge compared to conceptual knowledge. Cluster membership was not related to gender or grade level, whereas the school type, school, and grade level were relevant for cluster membership. A stronger correlation between conceptual knowledge and general cognitive abilities could only be confirmed to a limited extent.
Investigating Students&apos; Processes of Noticing and Interpreting Syntactic Language Features in Word Problem Solving through Eye-Tracking
Author: Dröse, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Attention,Problem Solving,Word Problems (Mathematics),Syntax,Eye Movements,Time on Task,Elementary School Students,Grade 5,German,Mathematics Education,Surface Structure

Syntactic language features of word problems have often been identified by assessment studies and interview studies as potential obstacles in word problem solving. However, students' processes of noticing and interpreting these features have only rarely been investigated in depth because noticing is hard to investigate. Eye-tracking methodology has already been shown to be a suitable methodology for analyzing noticing other word problem features, but not yet for syntactic features. The longitudinal eye-tracking study presented here analyzes fifth graders' processes of noticing and interpreting of syntactic word problems before and after an intervention on word problem solving. Based on the eye-mind hypothesis, the study captures students' noticing through eyetracking, whereas interpreting can be captured by their solutions. The analysis of pre-intervention data reveals that long fixations cannot be identified with successful noticing and vice versa. But when comparing the net dwell time (i.e., the time that students look at the words indicating syntactic structures) before and after the intervention, an interesting decrease is revealed. This decrease occurs for both expected and less expected syntactic structures, regardless of the accuracy of mathematization. Meanwhile, analyzing the revisits of students indicates differences between items with more or less expected structures and correctly or incorrectly mathematized items. Methodologically, the article contributes to understanding which eye-tracking measures are relevant for capturing changes in students' processes of noticing syntactic language features: The revisits and scan paths reveal more insights than the net dwell time.
Gifted Education through the Lens of Religion
Author: Almutairi, Nasser M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Gifted Education,Religious Factors,Islam,Educational Policy,Talent,Music,Art,Athletics,Leadership

This paper aims to understand the influence of Islamic religious philosophy on the application of gifted education in schools. To date, little attention has been paid to the influence of religion, particularly Islam, on how giftedness or areas of talent are viewed and accommodated in the education system. The article considers that Islamic culture pays more attention to areas of talent, such as religious studies, leadership, wisdom and morality, with much emphasis on highly able people with spiritual, social and emotional needs. While in the West, religion may have less impact on gifted education which could be because of separating religion from the state. Therefore, a number of areas of giftedness/talent may be admired or ignored due to the influence of religion when it comes to educational practices. This paper gives an example of how Islam influences some areas of giftedness/talent such as music, art, sports and leadership.
The Level of Job Burnout among the Faculty Members of the Private Jordanian Universities in Jordan and the Effect of Gender and Experience Variables on It
Author: Al-Shoqran, Rami I.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Burnout,College Faculty,Private Colleges,Gender Differences,Teaching Experience,Work Environment,Work Attitudes,Negative Attitudes,Job Satisfaction,Fatigue (Biology),Stress Variables,Symptoms (Individual Disorders),Foreign Countries

This study aimed to reveal the level of burnout among the faculty members in private universities in Jordan and the effect of gender and experience variables on it. The researchers used the descriptive analytical method. The study was applied to a random sample of (203) faculty members, who were chosen through a comprehensive survey method, with (169) males and (34) females. A job burnout questionnaire was developed, and its validity and reliability were verified. The results of the study showed that the mean of the job burnout of the total degree came with a high degree. The results also showed that there were no statistically significant differences in the level of job burnout of the total degree attributed to the gender variable and in favor of females. Moreover, the results showed that there were apparent differences in the arithmetic averages on the total score for the level of job burnout with different levels of experience variable, and in favor of those with less than five years of experience.