ethanporcaro/eric-fulltext-meta huggingface dataset:
Bridge over Xenophobia: Using Literary Choices to Encourage Tolerance
Author: Wall, K. Blaine
Date: 2021-00-00
Type: Journal Articles
Subjects: Stranger Reactions,College Faculty,Literature Appreciation,United States Literature,Cultural Awareness,Cultural Pluralism,Cultural Literacy,Reading Assignments,State Colleges,Reading Lists,Reading Material Selection,Ideology,Curriculum Design

Given the political and social fragmentation and incivility that currently exists in America, this paper examines existing scholarship on diversifying the American literary canon in order to increase cultural literacy and to encourage reflective and critical conversations about modern-day issues of social justice. A brief overview of pedagogical theory concerning literary canons is discussed with an emphasis on post-colonial theory. Additionally, literature faculty at Pensacola State College were interviewed regarding the diversity of their assigned American literature readings, and findings are reported. The results will be used to guide a second, student-centered component of the study.
Teaching with Paratext: Rereading Roald Dahl&apos;s &quot;Lamb to the Slaughter&quot; in the Literature Classroom
Author: Scharnhorst, Rhiannon
Date: 2021-00-00
Type: Journal Articles
Subjects: Childrens Literature,Literature Appreciation,Fiction,Reader Text Relationship,Cultural Awareness,Cultural Influences,Story Telling,Illustrations,News Media

In this age of PDFs and free e-texts, literature gets separated from its initial context, perhaps even devoid of context all together. Taking Roald Dahl's most anthologized short story &quot;Lamb to the Slaughter&quot; as its object of study, this article proposes a pedagogy that embraces the return of paratextual material to the literature classroom. Through a close reading of Dahl's story and an account of the paratextual material surrounding its initial publication in Harper's Magazine in 1953, the study of paratext can offer students a more complex and culturally textured understanding of a text, one that often expands and illuminates their own emplaced reading practices--i.e. practices situated in, reflective of, and partly determined by not just the particular cultural-historical moment of a story's publication, but also by their own emplacedness as readers in the twenty-first century.
The Role of Media Literacy in Value Acquisition Based on Preservice Social Studies Teachers&apos; Views
Author: Kafadar, Tugba
Date: 2021-00-00
Type: Journal Articles
Subjects: Media Literacy,Moral Values,Social Values,Values Clarification,Consciousness Raising,Mass Media Effects,Role of Education,Preservice Teachers,Student Attitudes,Social Studies,Foreign Countries

The present study aimed to determine the role of media literacy education in value acquisition based on the views of pre-service social studies teachers. The study was designed with the phenomenology method, a qualitative research design. The study group was assigned with criterion sampling, a purposive sampling method. Study data were collected with the interview method. The data were analyzed with the descriptive analysis technique. According to pre-service social studies teachers, the significant roles of media literacy education in sustaining the values included raising consciousness, raising awareness, and improving unity, and the participants also mentioned collaboration, guidance, prevention of immorality and socio-cultural degeneration, production of ideas, improvement of interpersonal relations, prevention of the loss of values, active transfer of the values to future generations, comprehension of the values, recognition of the importance of the values, comprehension of the effect of values on individuals, providing information, serving as the main auxiliary resource in value acquisition, contribution to mastering and comprehension of the topic, and contribution to permanent learning. On the positive contributions of media literacy education to value acquisition, most pre-service teachers included raising consciousness, cooperation, development of a critical perspective, revelation of the lost values, and raising awareness.
The Examination of the Opinions of Parents with Children Who Have Special Needs Regarding the Distance Education Process
Author: Akdal, Deniz
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Distance Education,Special Education,COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,Foreign Countries,Students with Disabilities,Barriers,Preschool Education,Elementary Secondary Education,Parent Role

This study aims to examine the opinions of parents with children with special needs regarding the distance education process by using SWOT analysis. The research was carried out in the phenomenology study model, which is one of the qualitative research methods. The study group of the study consists of 10 parents who have children with special needs and who voluntarily agree to participate in the study. The data of the research were obtained by using the semi-structured &quot;Special Education Evaluation Form in Distance Education&quot; prepared by the researchers. SWOT analysis was performed on the written documents collected within the scope of the research by using the content analysis method. As a result of the research; It has been observed that parents of children with special needs have many advantages for their children and themselves, but they have difficulties in certain areas due to some limitations of distance education. The results of the research were discussed concerning the literature and recommendations were made.
The Effect of Short Films as Advance Organizer on Reading Comprehension and Self-Efficacy Perception
Author: Hasirci Aksoy, Sevil
Date: 2021-00-00
Type: Journal Articles
Subjects: Films,Advance Organizers,Visual Aids,Instructional Effectiveness,Reading Instruction,Reading Comprehension,Reading Achievement,Self Efficacy,Socioeconomic Status,Correlation,Grade 5,Foreign Countries

This article reports the effect of short films as an advance organizer on the development of students' reading skills. The current study aimed to investigate how short films affect the comprehension and reading self-efficacy perception of students from different socioeconomic levels. The participants included 204 fifth grade students from three schools with different socioeconomic statuses in Gaziantep, Turkey. The experimentation process was planned at three stages determined by Joyce and Weil (2003). The experimentation phase of the study lasted for 10 weeks between October 22nd and December 26th in 2018-2019 Fall Term. After the experimentation, the findings for reading comprehension revealed a significant difference in favor of the students with low and middle socioeconomic status, while no significant difference was found between students in the experimental and control groups from the higher socioeconomic status. In terms of reading self-efficacy, in both groups, only students from the low socioeconomic status showed a significant difference. The results suggest investigating the effect of different advance organizers on the cognitive and affective development of students. Further research should compare short films with other advance organizers as well as examine the effect of short films on students' development in other linguistic skills.
The Effect of Drama-Based Activities on Environmental Sustainability Behaviors of 60-72 Months-Old Children
Author: Ozkan, Banu
Date: 2021-00-00
Type: Journal Articles
Subjects: Drama,Environmental Education,Sustainability,Young Children,Kindergarten,Teaching Methods,Foreign Countries,Ecology,Student Behavior

The study aimed at examining the effects of drama-based activities on environmental sustainability behaviors of preschool children aged 5-6. The participants of the study were composed of 20 volunteer children selected via convenience sampling model at a kindergarten in Kütahya in 2018-2019 school year. Out of 20 participating children, 10 were in the experimental group, and the other 10 were in the control group. The activities for the experimental group were prepared by the researcher, and implemented through drama method 2 days in a week. In the control group, the activities were also prepared by the researcher in accordance with the Preschool Curriculum introduced by the Ministry of Education (MoNE) in 2013. Both activities in both groups lasted 8 weeks in total, and 16 activities were conducted in the experimental group. The data were collected via the &quot;Environmental Sustainable Behaviors Evaluation Scale for 60-72 Months Old Children&quot; developed by Özkan, Tugluk and Yigitalp (2018), and analyzed using Mann Whitney U test, Wilcoxon test, and Kolmogorov Smirnov test. The results revealed that, there was a significant difference between the experimental group's pre-test and post-test scores, and between the post-test scores of the experimental and the control groups on behalf of the experimental group.
The Mediating Role of Metacognitive Self-Regulation Skills in the Relationship between Problem-Posing Skills and Mathematics Achievement of Primary Pre-Service Teachers
Author: Özçakir Sümen, Özlem
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Self Management,Thinking Skills,Skill Development,Word Problems (Mathematics),Problem Solving,Questioning Techniques,Mathematics Achievement,Correlation,Preservice Teachers,Elementary Education,Undergraduate Students,Foreign Countries

Metacognitive self-regulation is the ability to organize an individual's mental activities according to his/her goals, and it has been found to affect students' mathematics achievement. However, its relationship with problem-solving and posing skills is still not clarified. This study aims to examine the mediating role of metacognitive self-regulation skills in the relationship between primary pre-service teachers' problem-posing skills and mathematics achievement. Participants consist of 165 primary pre-service teachers studying at different grade levels in the Primary School Teaching Department. The data were collected with the metacognitive self-regulation scale and the problem-posing test consisting of semi-structured problem-posing questions. The proposed hypothesis regarding the role of metacognitive self-regulation in the relationship between problem-posing and mathematics achievement in the study was tested by structural equation modeling and confirmed by bootstrap analysis. Analysis results revealed that problem-posing and metacognitive self-regulation significantly predicted mathematics achievement, but metacognitive self-regulation was not a significant mediator between problem-posing and mathematics achievement.
The Development of Pandemic Fear Scale (PAFES)
Author: Ergin, Demirali Yasar
Date: 2021-00-00
Type: Journal Articles
Subjects: Fear,Anxiety,Stress Variables,Test Construction,Construct Validity,Test Reliability,Measurement Techniques,Undergraduate Students,Young Adults,COVID-19,Pandemics

The aim of this study is to develop a scale to determine the fear effects of epidemics and similar disasters such as COVID-19. The study was conducted with 1309 participants of Exploratory Factor Analysis (EFA) and 735 participants of Confirmatory Factor Analysis (CFA). The data were collected via the Internet-based method. &quot;Pandemic Fear Scale (PAFES)&quot;, prepared by the researcher, was used as a means of data collection. The scale consisted of 5 subscales and 25 Likert style items. The stages of the study were; 1: Varimax rotated EFA was used as scale development statistics to ascertain sub-dimensions. Item-total correlation coefficient and item-remainder correlation coefficient, Cronbach and Rulon coefficient were calculated to determine the reliability. 2: After the scale was structured with EFA and item analysis, the construct validity was tested with CFA (Confirmatory Factor Analysis). Comparative Fit Index (CFI) and Root Mean Square Error of Approximation (RMSEA) fit indices were used to test the CFA model's suitability. Considering these criteria, CFA models were created for scales. The scale was found to be valid, reliable and available as a result of statistical procedures.
The Powerful Use of an English Language Teacher Recruitment Exam in the Turkish Context: An Interactive Qualitative Case Study
Author: Karatas, Tuçe Öztürk
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Recruitment,Language Teachers,English (Second Language),Occupational Tests,Standardized Tests,Teacher Selection,Test Use,Student Teachers

In the face of a growing population in the world, an increase in the number of large-scale or standardized testing practices in various contexts has been observed not only to measure individuals' achievement and proficiency but also to serve political, social, economic and ideological functions. In Turkey, English language teacher recruitment is one of such contexts that utilize large-scale testing. This study provides an in-depth exploration of the powerful use of the KPSS (Selection Examination for Professional Posts in Public Organizations) used for the recruitment of English teachers in the Turkish context with specific reference to its origin of power, effects and consequences. Based on the Interactive Qualitative Analysis Methodology, this case study presents the voice of four test takers of the KPSS on its powerful use in the Turkish context. Firstly, the factors comprising the participants' shared perception of the powerful use of the KPSS were identified. Then, the relationships among these elements in their shared perceptual system were presented, and the findings indicate that the KPSS has led to a set of unintended effects and consequences.
The Relationship between Attitudes towards Learning and Success Orientation in Undergraduate Students
Author: Güngör, Cumhur
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Characteristics,Positive Attitudes,Learning Processes,Academic Achievement,Success,Undergraduate Students,Correlation,Social Influences,Teacher Influence,Public Colleges,Foreign Countries

Rapid social, technological and cultural changes have brought along drastic changes in education, as well. Changing educational paradigms have required revising students' attitudes towards learning, which determine learning abilities and willingness. Within this context, it has been aimed, with this study, to analyse university students' attitudes towards learning in the context of success orientation and social learning setting. In line with this aim, with a view to collecting data, Personal Information Form, Scale of Attitude towards Learning (SAtL) and Success Orientation Scale (SOS) were used in this study, which was designed in the relational screening model. The research sample comprises 221 university students studying a state university during 2020-21 academic year. In conclusion, a strong positive correlation has been found between university students' attitudes towards learning and success orientations. It has been seen that university students' attitudes towards learning predict their success orientations to a considerable extent. This study has set forth that university students care about learning and have positive attitudes towards learning. This study has revealed that university students have a strong learning orientation and show performance in this respect. Students think that their teachers have the most influence on their learning process.
The Relationship between Tendency to Gossip and Organizational Commitment
Author: Kiral, Erkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Social Behavior,Secondary School Teachers,Public School Teachers,Teacher Motivation,Teacher Attitudes,Affective Behavior,Age Differences,Academic Rank (Professional),Physical Characteristics,Foreign Countries,Likert Scales,Correlation

The study was figured in the form of relational survey model on the purpose of putting forth the relationship between the tendency to gossip of the teachers at public secondary schools and their organizational commitment levels. It was conducted with randomly selected 159 volunteer teachers. The data were collected by the Tendency to Gossip scale developed by Nevo, Nevo and Derech-Zehavi (1994), and the Organizational Commitment Scale adapted to Turkish by Baysal and Paksoy (1999). The data were analyzed via descriptive and inferential statistical techniques. The results revealed that teachers mostly display achievement in tendency to gossip and affective commitment. It was found out that there was a significant difference according to teachers' age and seniority in tendency to gossip and seniority and teachers' numbers in organizational commitment. There was a low and medium relationship between tendency to gossip and organizational commitment, there was the highest relationship between physical appearance in tendency to gossip and continuance commitment in organizational commitment. &quot;Physical appearance&quot; and &quot;sublimated gossip&quot; dimensions had affected teachers' continuance commitment.
Student Teachers&apos; Perceptions of English as a Lingua Franca in a Multilingual Community
Author: Polat Koseoglu, Meryem
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Attitudes,English (Second Language),Second Language Learning,Language Usage,Foreign Countries,Multilingualism

This study investigated the perceptions of English Language Teaching (ELT) department students (student teachers) at a university in Northern Cyprus on the use of English as a Lingua Franca (ELF) in a multilingual community. ELF-based teaching pedagogy and accommodation skills in ELF community have been well-recognized and well-documented in the literature; however, research on students' awareness and perceptions of ELF use in the multilingual setting is limited. The data were obtained from students' (n=32) self-reports on the questionnaire and their (n=7) responses to the semi-structured interview questions. The study revealed that ELT students from different linguistic backgrounds were highly aware of the communicative value of ELF and they showed favor towards 'nation-bound' English rather than a 'standard' one. The findings support the view that ELF as a variety of English might be legitimized in order for NNSs to preserve their national identities. The implications of this study are also discussed.
Examining the Relationship between the Fear of COVID-19, Resilience and Religion
Author: Altundag, Yunus
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Fear,Resilience (Psychology),Religion,Gender Differences,Correlation,Age Differences,Predictor Variables,Foreign Countries

The relationship of fear of COVID-19, resilience, and religiosity in the COVID-19 Global Pandemic, which affects life in many areas of psychological, social, economic, cultural, religious, has been examined in this study. In this study, 337 people, including 219 women (65%) and 118 men (35%), participated. The present research was a descriptively based quantitative study based on the relational survey model. COVID-19 Fear Scale, Brief Resilience Scale and Religiosity Scale were used to collect data. In addition, a Personal Information Form was used to obtain information and opinions about COVID-19 and determine demographic characteristics. The t-test, correlation and regression analysis were used in statistical processes. The findings obtained in this research showed that women have more fear of COVID-19 than men, and men have higher resilience and religiosity scores than women. In addition, it was observed that there was a significant and negative relationship between the fear of COVID-19 and resilience, religiosity and age, a significant and positive relationship between resilience and religiosity and age, and a significant and positive relationship between religiosity and age. Finally, it was found that resilience, religiosity and age together were predictors of COVID-19 fear. However, when looking at the t-test results of the significance of the regression coefficients, it was seen that only resilience was a significant predictor of COVID-19 fear. The findings obtained are discussed in light of the literature.
Investigation of Emotional Labor in Teaching
Author: Töre, Esra
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Labor,Teacher Student Relationship,Teacher Behavior,Foreign Countries,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Gender Differences,Individual Differences

Teaching, as a profession, involves high levels of emotional labor. This aspect of teaching makes it distinct from other lines of work. It is an emotion-based profession, and good practice of teaching is full of positive emotions. This positivity is a must in the teacher's relationship with his/her students to ensure a healthy classroom atmosphere. The purpose of this study was to examine teachers' emotional labor behaviors based on various variables. This study was designed as a descriptive survey model, conducted on 556 teachers working in 21 different schools in Istanbul. With a stratified sampling method, the study data were collected through a measuring tool consisting of 'Personal Information Form' and 'Emotional Labor Scale'. Percentage (%), frequency (f), standard deviation (s), mean score ([x-bar]) values were calculated, and One-Way ANOVA tests and T-test were performed. As a result of the research, it was found that teachers' overall emotional labor behavior level was medium. The highest average score, which was collected under the factor of &quot;genuine emotions,&quot; is &quot;high&quot;; the lowest average score, which was collected under the &quot;surface acting&quot; factor, is &quot;low&quot;, and teachers' deep acting level was &quot;medium.&quot; Teachers' emotional labor levels vary based on gender, profession, and school type. On the other hand, teachers' emotional labor levels do not vary according to their age, tenure, and education level. The findings were discussed, and recommendations were made to the practitioners and researchers.
Literary Curiosity Scale for Secondary Education Students: A Scale Development Study
Author: Simsek, Nil Didem
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Traits,Test Construction,Student Attitudes,Reading Motivation,High School Students,Factor Analysis,Construct Validity,Attitude Measures,Foreign Countries,Test Reliability

This study is an attitude scale development study that reveals high school students (9th, 10th, 11th grades) literary curiosity. It is thought that students with high literary curiosity have a reading culture. Reading culture is a reading level reached by transforming reading into a habit and critical reading skill. The scale created for this purpose is a 5-point Likert-type scale consisting of 30 items. The scales pilot study was conducted on 522 high school students in the fall semester of the 2018-2019 academic year. Exploratory factor analysis was performed to assess the construct validity of the scale. A relationship was found between the variables in the factor analysis of the items (KMO=0.955&gt;0.60). This size was sufficient for factor analysis. As a result of the factor analysis, the variables were gathered under four factors with a total explained variance of 52.664%. The Cronbach's Alpha ([alpha]) internal consistency coefficient for the scale items was found to be 0.945. According to the scale and test-retest findings, the scale scores differed in the bottom 27% and top 27% groups. Therefore, the literary curiosity scale was found out to be a valid and reliable instrument considering the alpha for reliability, the explained variance value, and the factor loads.