ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Authentic Video Materials on Foreign Language Listening Skill Development and Listening Anxiety at Different Levels of English Proficiency
Author: Polat, Mustafa
Date: 2019-06-00
Type: Journal Articles
Subjects: Video Technology,Second Language Learning,Listening Skills,Anxiety,English (Second Language),Language Proficiency,Language Tests,Pretests Posttests,Comparative Analysis,College Preparation,Teaching Methods,Instructional Effectiveness

The study aims to find out the effects of authentic video materials on foreign language listening skill and foreign language listening anxiety of students studying at different levels of English proficiency. The experimental practices of the research designed as pretest-posttest true experimental design with control group have been conducted on two experimental and two control groups. While the independent variables of the study are authentic videos and English proficiency levels, the dependent variables are English listening academic achievement levels and English listening anxiety levels of the students. The participants of the research consisted of 100 randomly selected students, who have A1 and B1 levels of English proficiency, studying English preparatory program at the school of foreign languages at a state university. Data collection tools utilized in the study are Key English Test (KET) and Foreign Language Listening Anxiety Scale (FOLLAS). The statistical analysis of the research data was carried out by using descriptive statistics, independent samples t-tests, effect size tests and correlation analysis. Findings show that authentic video materials reflecting the real language and communication samples, have highly effective results on the development of English listening skills and lowering the foreign language listening anxiety of students who have A1 and B1 levels of English proficiency. On the other hand, as students' language proficiency improves, the impact of authentic videos increases. Finally, when it is compared to control groups, values obtained by the analysis reveal that there is a much stronger correlation among the development of listening, reading, writing and speaking language skills of experimental group students whose English listening skills have improved by using authentic videos.
The School Readiness of 60-65 Months Old Students: A Case Study
Author: Aslan, Mecit
Date: 2019-06-00
Type: Journal Articles
Subjects: School Readiness,Elementary School Students,Case Studies,School Districts,Age Differences,Child Development,Cognitive Development,Physical Development,Emotional Development,Social Development,School Entrance Age,Foreign Countries,Elementary School Teachers,Parent Attitudes,Teacher Attitudes

The aim of this study is to determine the school readiness of the 60-65 months first grade primary school students. The study was designed in accordance with qualitative case study. The participants of the study was composed of 20 teachers and 15 parents in Van/Turkey provincial districts in the 2017-2018 academic year. Semi-structured interview forms and an observation form were used as data collection tools in the study. Descriptive analysis was used in the analysis of the obtained data. As a result of the study, it was found that the students who start primary school in the age range of 60-65 months were not ready to start school and had difficulty in physical, emotional, cognitive and psycho-social readiness. In addition, this group falls behind the students in the 66-72 months in each of these areas. [Paper presented at the International STEMES Congress (Mus, Turkey, 2018).]
Wait-Time in Material and Classroom Context Modes
Author: Alsaadi, Nadia Saeed M.
Date: 2019-06-00
Type: Journal Articles
Subjects: Student Reaction,Questioning Techniques,English Instruction,English (Second Language),Context Effect,Educational Objectives,Audio Equipment,Verbal Communication,Evaluative Thinking,Interaction,Second Language Learning,High School Teachers,High School Students,Foreign Countries,Instructional Effectiveness,Student Participation,Instructional Materials,Classroom Techniques,Discussion (Teaching Technique),Language Usage,Teacher Behavior

This study aims to investigate wait-time, more specifically student reaction wait-time, in high school English as a foreign language classrooms with specific regard to two classroom micro-context modes (the classroom context mode and material mode). The data was collected via audio-recordings of classroom interaction in its natural context. The audio-recordings were analyzed using the principles of Conversation Analysis. The analysis of the data demonstrated that the effectiveness of student reaction wait-time is highly related to the current pedagogical goal; if the purpose is to increase learners' involvement in classroom discourse or if it requires analytical thinking, an extended wait-time of three to five seconds is likely to enhance the learning opportunity. However, as a social process, opportunities for learning are likely to be missed if the purpose is to monitor understanding or display answers which are explicitly given in the material that is being used. In this sense, this study has implications for studies on wait-time, foreign language classroom interaction, teachers' interactional competence, and foreign language learning contexts in general.
Social Capital Wealth as a Predictor of Innovative Climate in Schools
Author: Polatcan, Mahmut
Date: 2019-06-00
Type: Journal Articles
Subjects: Social Capital,Predictor Variables,Educational Innovation,Educational Environment,Correlation,Secondary Schools,Secondary School Teachers,Foreign Countries,Measures (Individuals),Cultural Capital

This study aimed to investigate the relationship between social capital and innovative climate in secondary schools. Relational model was used in the research. 700 teachers from upper secondary schools were recruited through stratified sampling method. Data were collected through &quot;Social Capital in Schools Scale&quot; and &quot;Innovative Climate in Schools Scale&quot;. Mean, correlation and regression analyzes were used for data analysis. The results of the relationship between concepts revealed a positive high level of correlation between the social capital and the innovative climate in schools. Positive moderate and high significant relationships were found between the dimensions of social capital and the innovative climate of (except for openness to innovation). Finally, it was concluded that the social capital dimensions were a significant predictor of the innovative climate. Results were discussed within the scope of the development of social capital and innovative climate in schools.
The Analysis of Primary and Secondary Education Curricula in Terms of Null Curriculum
Author: Tatar, Sefika
Date: 2019-06-00
Type: Journal Articles
Subjects: Elementary School Curriculum,Secondary School Curriculum,Controversial Issues (Course Content),Civil Rights,Terrorism,Sexuality,Required Courses,Course Content,Social Problems,Foreign Countries

This study aims to examine primary and secondary education curricula in terms of controversial issues such as human rights, terrorism, sexuality, etc. determined by the participation of teachers, academicians and education union representatives beforehand. This study was designed as a document analysis which is one of the qualitative research methods. In this study, the curricula of the compulsory courses (N=16) of primary and secondary education were examined through content analysis. The curricula were analyzed in terms of controversial issues through a descriptive analysis form which was prepared by the researcher. The document analysis form was based on the controversial themes and sub-themes determined by the participation of teachers, academicians and education union representatives beforehand. The study revealed that controversial issues addressed by the education stakeholders were mostly not covered in the curricula of compulsory courses in primary and secondary education; in other words, it was the null curriculum. Furthermore, it was found that there was no relation between the general objectives and acquisitions of some curricula in terms of controversial issues.
Life Skills as a Predictor of Psychological Well-Being of Pre-Service Pre-School Teachers in Turkey
Author: Kasapoglu, Koray
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Preservice Teachers,Preschool Teachers,Well Being,Psychological Patterns,Gender Differences,Age Differences,Instructional Program Divisions,Grade Point Average,Predictor Variables,Empathy,Self Concept,Decision Making,Problem Solving,Creative Thinking,Critical Thinking

This study aims to investigate the relationship between pre-service pre-school teachers' life skills and psychological well-being and to determine whether or not various variables related to pre-service pre-school teachers (gender, age, grade level, type of instruction, cumulated grade point average, status of taking course about life skills) and their life skills significantly predict their psychological well-being. In this quantitative study with correlational design, data were gathered from 391 pre-service pre-school teachers studying at a state university, with 5-point Likert-type Life Skills Scale developed by Bolat and Balaman (2017); 7-point Likert-type Psychological Well-being Scale developed by Diener, Wirtz, Tov, Kim-Prieto, Choi, Oishi and BiswasDiener (2010) and adapted into Turkish by Telef (2013). Data were analyzed through descriptive statistics, canonical correlation and hierarchical regression. It is concluded that pre-service pre-school teachers' psychological well-being levels are relatively high and that the life skill they developed most is communication and interpersonal relationships. Canonical correlation results indicate that there is a medium-level relation between life skills and psychological well-being and that psychological well-being is significantly predicted by gender, age, and the following life skills: &quot;empathy and self-awareness&quot;, &quot;decision-making and problem-solving&quot;, &quot;creative and critical thinking&quot;. [Paper presented at the First International Science and Education Congress held in Afyonkarahisar, Turkey on March 23-25, 2018.]
Impressions of Preservice Teachers about Use of PowerPoint Slides by Their Instructors and Its Effects on Their Learning
Author: Uzun, Ahmet Murat
Date: 2019-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Teaching Methods,Educational Technology,Technology Uses in Education,Computer Software,Visual Aids,Foreign Countries,Instructional Effectiveness,Design

This study aims to explore preservice teachers' opinions about their instructors' use of PowerPoint slides during classes. To this end, 10 preservice teachers were selected through convenience sampling and semi-structured interviews were then conducted. The interviews were held one-by-one and audio recorded after having received permission from the interviewees. The recorded audio data was then transcribed and subsequently coded using QDA Miner Lite analytical software. Data analysis was then carried out by two researchers in order to eliminate bias and to enhance objectivity in the qualitative coding process. The findings indicated that the preservice teachers, in terms of the design and content of their instructors' PowerPoint slides, complained mostly about text inefficiency, whereas they favored the visual aids used in the slides. The findings also indicated that in terms of the perceived effects of using PowerPoint on preservice teachers' learning, they favored the slides because of their simplification of the content, using PowerPoint as multimedia, using PowerPoint slides as course notes, and for following the course content easier. On the other hand, they complained about instructors' frequently just reading from the slides verbatim. The findings of the study may inspire instructors to use PowerPoint more effectively in their classes, and thereby to become better role models to the preservice teachers they are instructing.
Exploring the Use of Bibliotherapy with English as a Second Language Students
Author: Cancino, Eliana M. Rubio
Date: 2019-00-00
Type: Journal Articles
Subjects: Bibliotherapy,English (Second Language),Second Language Learning,Second Language Instruction,Refugees,Trauma,Case Studies,After School Programs,Student Attitudes,Teaching Methods,Teacher Attitudes,Tutoring,Tutors

Studies in trauma healing and teaching ESL students have been done before. In addition, bibliotherapy has been used in educational and psychological disciplines. However, there are few studies that explore the use of bibliotherapy and trauma healing in ESL refugee students. My objective for this study was to explore bibliotherapy to see what experiences/stories surfaced from students' lives and what connections/reflections students made to the books we read in the bibliotherapy sessions. This was a qualitative single case study; I observed and worked with a group of ESL refugee students in an after-school program. However, for this study I followed the progress of one student over our bibliotherapy sessions. I used observations, interviews and artifacts analysis. Data was collected, triangulated and coded. I found out that the student Identified herself to some degree with the texts read during our bibliotherapy sessions. However, stories from past traumatic experiences surfaced during oral discussions but became more visible whenever she was writing.
Embedding Self-Regulation Instruction within Fractions Intervention for Third Graders with Mathematics Difficulties
Author: Wang, Amber Y.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Self Management,Elementary School Students,Grade 3,Elementary School Mathematics,Program Effectiveness,Response to Intervention,At Risk Students,Word Problems (Mathematics),Student Attitudes,Teaching Methods,Mathematics Skills,Fractions,Achievement Tests,Intelligence Tests,Vocabulary

The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering belief that intellectual and academic abilities can be developed) along with SR processes in which students set goals, self-monitor, and use strategies to engage motivationally, metacognitively, and behaviorally through challenging tasks. Students (n = 69) were randomly assigned to business-as-usual control and the two versions of fractions intervention. Multilevel models, accounting for the nested structure of the data, identified a moderation effect on fraction word problems: For students receiving fractions intervention with embedded SR, response to intervention was robust across the continuum of students' pretest word problem skill; by contrast, without SR, response to fractions intervention depended on students' pretest word problem skill. On the remaining outcomes, results reflected stronger outcomes when fractions intervention embedded SR instruction without moderation. [For the corresponding grantee submission, see ED595063.]
Comparison of Special Education in the United States, Korea, and China
Author: Kim, Eunjoo
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Special Education,Educational Development,Educational History,Educational Trends,Educational Practices,Educational Legislation,Elementary Secondary Education,Federal Legislation

Given the contextual conditions in each country, the United States, Korea, and China all have their own unique history of special education, which leads to different special education and service systems for students with special needs. The purpose of this paper is to compare the development and current status of special education in all three countries. The researchers did a comprehensive literature review primarily using the database of Academic Search Complete, in addition to national journals, published governmental reports, and official documents from Korea and China. The results of this review provide a better understanding of special education and trends in special education across all three countries.
Examining Reading Cultures of Pre-Service Teachers: A Case Study from an Education Faculty in Turkey
Author: Türkel, Ali
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Reading Habits,Gender Differences,Users (Information),Libraries,Furniture,Reading Skills,Reading Materials,Student Attitudes,Reading Material Selection,Individual Development

In this study, it has been intended to examine reading cultures of pre-service teachers depending on multiple variables. The study group of this research consists of 377 pre-service teachers who are studying in fourth grade at Turkish Education, Psychological Counseling and Guidance, Primary School Mathematics Education, Computer and Instructional Technologies, Fine Arts-Music Education, English Education, and Special Education departments during the fall semester of 2017-2018 education year. &quot;Reading Culture Scale&quot;, which was formerly developed by the researchers, was carried out in order to designate the reading culture of pre-service teachers. With reference to the produced statistical analyses, the total average point on reading culture of pre-service teachers, who had attended the study, was found as medium. When variables affecting reading cultures of pre-service teachers were examined, a significant difference was observed in the variable of gender, and female pre-service teachers were identified to have higher average points in RCS comparing to male pre-service teachers. There are significant differences in RCS total points of pre-service teachers as regards to the variables of membership to the library, owning a bookcase, having a habit of reading. It has been designated that pre-service teachers with membership to the library, owning a bookcase and having a habit of reading had more RCS total average points than others. Through outcomes of this study, status evaluation, concerning reading cultures of pre-service teachers, had been conducted; and several suggestions were made upon adopting a reading culture to an individual with the aim of future studies.
Inclusion of Children and Adolescents with Mild Disabilities in the Scientific Area through a Novel Workshop as a Didactic Strategy
Author: Taverna, María Eugenia
Date: 2019-00-00
Type: Journal Articles
Subjects: Mild Disabilities,Special Needs Students,Inclusion,Children,Adolescents,Workshops,Science Education,Learning Activities,Teaching Methods,Peer Relationship,Teacher Student Relationship,Foreign Countries,Elementary Secondary Education,Regular and Special Education Relationship,Human Body

Despite the effort to provide equal scenarios and a higher inclusion for students with mild disabilities, few experimental activities intended to improve their science performance were reported during the last decades. This work presents different ludic-experimental activities and their impact on children and adolescents with special educational needs and/or disabilities related to the chemistry in the human body. The workshop was specifically designed considering contents included in the curriculum design of different schools with special modality. The constructivism strategy proposed in this workshop enhances the inclusion of children and adolescents with mild disabilities in the scientific area. The idea of educational inclusion transcends the concept of integration-physical inclusion and implies the use of the same scenarios for everybody. The workshop showed that students participated in the different activities observing, reproducing, and understating phenomena of daily life. This contribution improved their self-esteem and socialization with their peers and tutors. Finally, this workshop is a novel didactic strategy in the natural science for special education modality.
Extensive Reading and Incidental Vocabulary Acquisition: The Case of a Predominant Language Classroom Input
Author: Alsaif, Abdullah
Date: 2019-04-00
Type: Journal Articles
Subjects: Linguistic Input,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Incidental Learning,Reading Processes,Correlation,Case Studies,Recreational Reading,Classroom Communication,Intervention,Foreign Countries

A considerable body of research has investigated the effectiveness of extensive reading on incidental vocabulary acquisition in second language (L2) learners. However, we still know very little about the relationship between extensive reading and vocabulary development among Saudi learners of English as a foreign language (EFL) where language classroom is the predominant source of learning, if not the only one. In the present case study, a single participant was instructed to read extensively for eight weeks as an informal activity outside the classroom. The participant's written receptive vocabulary knowledge was measured before and after the treatment. Results indicated that extensive reading contributed largely to the participant's vocabulary gain, suggesting that a vocabulary uptake of about eight words from extensive reading intervention has occurred compared to about two words per contact hour from language classroom input where reading texts are short and scattered throughout the textbook. Finding is interpreted in order to provide some pedagogical recommendations.
A Review and Synthesis of the Response to Intervention (RtI) Literature: Teachers&apos; Implementations and Perceptions
Author: Alahmari, Adhwaa
Date: 2019-00-00
Type: Journal Articles
Subjects: Response to Intervention,Program Implementation,Educational Legislation,Equal Education,Federal Legislation,General Education,Faculty Development,Teacher Attitudes,Learning Disabilities

The researcher briefly reviewed the Response to Intervention (RtI) framework and explained how Individuals with Disabilities Education Improvement Act (IDEIA, 2004) and No Child Left Behind (NCLB) enhanced RtI implementation in general education classrooms. The main focus of this paper is to identify general educators' roles when implementing RtI components such as evidence-based interventions and assessment. In addition, empirical studies that focused on general educators' perceptions of RtI reforms were presented. The reviewed of the RtI literature show the need for more research on the impact of professional development, general educators' perceptions and implementation of RtI.