ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Attitudes and Perceptions of Using Facebook for Language Learning
Author: Gamble, Craig
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Technology Uses in Education,Educational Technology,Student Attitudes,College Students,Questionnaires,Private Colleges,Statistical Analysis,Likert Scales,Qualitative Research,Attitude Change,Teaching Methods,Second Language Learning,Second Language Instruction

This research provides insight into Japanese students' perceptions and attitudes of participating in activities through Facebook for language learning. In addition, the authors discuss the overall implications of and potential uses for Facebook in the field of second language learning and teaching. Ninety-seven students from three private universities in Japan participated in this study. A 26-item quantitative questionnaire using a 7-point Likert scale and an open-ended qualitative questionnaire were used in this study. The results showed a small increase in positive attitudes toward most activities for language learning following the completion of the study compared to prior perceptions, but there were mixed attitudes toward using Facebook in an educational environment.
Peer Evaluation of Teaching or &quot;Fear&quot; Evaluation: In Search of Compatibility
Author: Salih, Abdel Rahman Abdalla
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Evaluation,Teacher Evaluation,Educational Quality,Quality Assurance,Bias,Questionnaires,Teacher Effectiveness,Tutors,Higher Education,Teacher Attitudes,Professional Development,Preferences,Scores

Peer evaluation or review of teaching is one of the factors of quality assurance system at the present time. However, peer evaluation is sometimes approached with trepidation and with the feeling that it may not be fair and free of bias. This paper examines teachers' perceptions of peer evaluation as an enhancement for quality teaching. A questionnaire was designed and distributed among forty tutors in two higher learning institutes in the Sultanate of Oman. The study drew some results pertaining to the teachers' views of peer evaluation and its impact on teaching quality enhancement.
Relationship between High School Mathematical Achievement and Quantitative GPA
Author: Brown, Jennifer L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Grade Point Average,Statistical Analysis,STEM Education,College Freshmen,Prerequisites,Engineering Education,Introductory Courses,Standardized Tests,Grades (Scholastic),Multiple Regression Analysis,Predictor Variables,College Preparation,College Readiness,Prior Learning,Student Surveys,Likert Scales,Predictive Validity,College Entrance Examinations

The demand for STEM graduates has increased, but the number of incoming freshmen who declare a STEM major has remained stagnant. High school courses, such as calculus, can open or close the gate for students interested in careers in STEM. The purpose of this study was to determine if high school mathematics preparation was a significant prerequisite for success in the pre-engineering curriculum at the post-secondary level. The College Freshman Survey was administered to a sample of 2,328 incoming freshman students, then their survey responses were matched with the grades and standardized test scores provided by the university's institutional research office. A multiple regression analysis was conducted to predict quantitative pre-engineering GPA. The most significant predictor of quantitative GPA was adjusted ACT math score. Other significant contributors to the models were calculus, algebra II, trigonometry, and algebra I grades. The results suggest that high school preparation in specific mathematics subjects does have a positive impact on success in pre-engineering education.
Problems Encountered during the Implementations of Resource-Based Teaching in Pre-Service History Teacher Training
Author: Kaya, Ramazan
Date: 2015-10-23
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,History Instruction,Barriers,Qualitative Research,Case Studies,Questionnaires,Observation,Semi Structured Interviews,Worksheets,Curriculum Implementation,Educational Resources,Information Sources,Student Teaching,Student Teacher Attitudes,Grade 5,Elementary School Curriculum,Primary Sources,Student Interests,Attribution Theory,Etiology,Performance Factors,Use Studies,Foreign Countries

This study aims to identify the problems encountered during the resource-based teaching implementations carried out with pre-service history teachers along with their reasons and suggest solutions. The study was a qualitative study using a case study design. The population of the study consisted of 5th grade pre-service history teachers continuing their studies in History Teaching Department of Kazim Karabekir Faculty of Education in Atatürk University during the fall term of 2013 to 2014 academic year. Open-ended questionnaire, unstructured observations, semi-structured interviews, and worksheets developed by the pre-service teachers were used as data collection tools in the research study. The research data were analysed with content analysis. Regarding the findings obtained, the pre-service teachers considered that primary sources would provide important benefits for secondary school history courses and students. It was determined in the study that pre-service teachers had some problems in the implementations based on resources. The most frequently encountered problems were that the questions in the worksheets were not designed well enough and there was failure in promoting class participation during the presentations. The other problems can be listed as follows: using materials which did not serve for resource analysis and examination, using superficial opinions in the worksheets and taking sides in presentations. The most important reason for these problems is that pre-service teachers did not have any experiences about using sources in their educational life both in the past and in the current situation at the university. The pre-service teachers offered some suggestions regarding teaching these subjects better. Firstly they stated that more teaching practices should be involved, they should take responsibility for their learning, examples of primary sources should be introduced, and primary source subjects should be emphasized more and in detail.
Factors Affecting Higher Order Thinking Skills of Students: A Meta-Analytic Structural Equation Modeling Study
Author: Budsankom, Prayoonsri
Date: 2015-10-10
Type: Journal Articles
Subjects: Thinking Skills,Meta Analysis,Structural Equation Models,Performance Factors,Creative Thinking,Critical Thinking,Logical Thinking,Classroom Environment,Family Characteristics,Psychological Characteristics,Intellectual Development,Foreign Countries

The purpose of the research is to develop and identify the validity of factors affecting higher order thinking skills (HOTS) of students. The thinking skills can be divided into three types: analytical, critical, and creative thinking. This analysis is done by applying the meta-analytic structural equation modeling (MASEM) based on a database of 166 primary empirical studies. The research results assert the theories and bring conceptual and empirical clarity to the factors affecting HOTS of students and also give readers an understanding of the magnitude and significance of relationships among the variables in the model. MASEM results confirm that classroom environment, psychological and intellectual characteristics of students have direct effects on HOTS (96.8% explained variance). Whereas, the family characteristic had insignificant effects on HOTS but they had indirect effects on HOTS through psychological characteristic. Furthermore, we show that the most direct effects on HOTS were psychological characteristic, classroom environment and intellectual characteristic, respectively. This study provided a holistic view on the relationship of factors affecting HOTS and proposed a direction for future research and practice.
A Study on Components of Internal Control-Based Administrative System in Secondary Schools
Author: Montri, Paitoon
Date: 2015-10-10
Type: Journal Articles
Subjects: Secondary School Students,School Administration,Factor Analysis,Goodness of Fit,Administrative Organization,Foreign Countries,Questionnaires

The aim of this study was to study the components of the internal control-based administrative system in secondary schools, and make a Confirmatory Factor Analysis (CFA) to confirm the goodness of fit of empirical data and component model that resulted from the CFA. The study consisted of three steps: 1) studying of principles, ideas, and theories in related documents, 2) synthesizing and specifying them as components of the system, and 3) proposing these components to experts in the field for their confirmation on the appropriateness as components. Sample groups for the CFA comprised three groups with 300 samples i.e. 100 school directors, 100 school deputy directors, and 100 school teachers. A package program was applied to analyze collected data for mean, and standard deviation. Evaluation of the goodness of fit of the CFA Model was done by Chi-square, CFI, TLI, RMSEA and SRMR. Research results revealed that there were four components of the system i.e. Inputs, Process, Outputs, and Feedback. The Inputs comprised four components: 1) administrative resources, 2) learners, 3) administrative tasks in schools, and 4) policies, ideas, and directions on school administration. The Process comprised five components: 1) control environment including seven subcomponents, 2) risk assessment including five sub-components, 3) control activities including seven sub- components, 4) information and communication including six sub-components, and 5) monitoring including three sub-components. The Outputs were considered from two results i.e. 1) school quality basing on the Thailand National Basic Education criterion, and 2) satisfaction of related people in the system. The Feedback data received was from school internal-control evaluation, and CFA results. It was found that the model had a good level of goodness of fit to empirical data when considering the goodness of fit index.
Benefits of Teaching Interdisciplinary Subjects Collaboratively in Jordanian Pre-Vocational Education
Author: Al-Saaideh, Mon'im A.
Date: 2015-10-23
Type: Journal Articles
Subjects: Interdisciplinary Approach,Student Attitudes,Foreign Countries,Teaching Methods,Teacher Collaboration,Educational Benefits,Semi Structured Interviews,Academic Achievement,Control Groups,Experimental Groups,Time Management,Attitude Measures,Achievement Tests,Career Guidance,Vocational Interests,Student Motivation,Vocational Education,Academic Education,Statistical Analysis,Mastery Learning,Grade 7,Outcomes of Education

The study aimed to investigate the benefits of teaching pre-vocational education (PVE) through the collaboration of the other teacher with the PVE teacher. The study adopted experimental and descriptive methodologies. An experiment was conducted through collaboration of teachers of different subjects in Pre-Vocational Education (PVE) to teach a class for a full school year (the experimental group), and another class was taught by the PVE teacher only (the control group). The number of students in each class was 35 students. To identify the effect of the experiment from the teachers point of view a semi-structured interview was conducted with each one of the participant teachers, while students responded to an attitudes scale in addition to practical and theoretical achievement tests. Results revealed that collaborative teaching that was undertaken co-operatively by the PVE teacher and teachers of other subjects better improved students' achievement and attitudes towards PVE in comparison to teaching only by the PVE teacher. It was also found that there are other benefits of multiteacher collaboration on the delivery of PVE; among these were: better training on practical skills, better integration with other school subjects, better record of students' progress that is required for guidance purposes, in addition to better time utilization of classes.
Chemistry Teacher Candidates' Acceptance and Opinions about Virtual Reality Technology for Molecular Geometry
Author: Saritas, M. T.
Date: 2015-10-23
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Computer Attitudes,Technology Integration,Technology Uses in Education,Electronic Learning,Science Instruction,Chemistry,Molecular Structure,Geometry,Computer Simulation,Simulated Environment,Educational Benefits,Undergraduate Students,Foreign Countries,Questionnaires,Likert Scales,Attitude Measures,Structural Equation Models,Interviews

The meaningful knowledge creation about molecular geometry has always been the challenge of chemistry learning. In particular, microscopic world of chemistry science (example, atoms, molecules, structures) used in traditional two dimensional way of chemistry teaching can lead to such problem as students create misconceptions. In recent years, virtual reality (VR) technology has been widely proposed as an innovative technology that can provide highly realistic, immersive and interactive three dimensional environments for learning experiences. In this study, a desktop virtual reality technology for molecular geometry learning was created to be employed in chemistry education. The purpose of the study was to examine the acceptance and intentional use of VR technology by chemistry teacher candidates, and their opinions of psychological effects of VR on teaching and learning chemistry concepts. The results showed that perceived usefulness and perceived ease of use are positively related to the behavioural intention to use VR tool. Moreover, the findings revealed that chemistry teacher candidates showed positive beliefs about the features of VR technology in terms of facilitating understanding, allowing to learn fast, enhancing the motivation, and easing thinking schematically.
Analyzing State and Private School Students' Achievement Goal Orientation Levels in Terms of Some Variables
Author: Türkçapar, Ünal
Date: 2015-10-23
Type: Journal Articles
Subjects: Private Schools,Academic Achievement,Public Schools,Goal Orientation,Student Attitudes,Mastery Learning,Statistical Analysis,Turkish,Gender Differences,Foreign Countries,Socioeconomic Status,Measures (Individuals),Likert Scales

The purpose of this study is to investigate the state and private school students' achievement goal orientation levels in terms of some variables. Quantitative survey method was used in this study. Study group in this research consists of 201 students who are studying at state and private school in Kahramanmaras during the 2014-2015 academic year. The data were collected using &quot;Personal Information Forms&quot;, developed by the researcher and the Inventory of Achievement Goal Orientation developed by Elliot and McGregor (2001) and adapted into Turkish by Akin. Research findings reveal that depending on the gender variable there is no significant differences between the students' achievement goal orientation scores; depending on the doing sports variable, in terms of sub dimensions of achievement goal orientation such as mastery approach there is a significant difference in favor of students who said yes; and for performance AVOIDANCE, there is a significant difference in favor of students who said no; depending on the types of the school variable there is a significant difference in favor of state school students; depending on class level variable there is a significant difference in favor of first graders, and depending on the socio economic level of families there is a significant difference in favor of students who have low socio economic level.
The Extent to Which Teachers of Turkish as a Foreign Language Accept Themselves as Competent
Author: Mete, Filiz
Date: 2015-10-10
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,Self Efficacy,Teacher Effectiveness,Foreign Countries,Second Language Learning,Turkish,Second Language Instruction,Teacher Qualifications,Questionnaires,Teaching Experience,Teacher Education,Teacher Competencies,Likert Scales

The purpose of the present study is to determine the extent to which teachers teaching Turkish as a foreign language think that they are professionally competent. For this purpose, first the qualifications expected from these teachers were investigated and as a result of the literature review, these qualifications were grouped under three headings (knowledge, application, development). The statements put under these headings were turned into questionnaire items by the researcher after which the questionnaire was administered to the participants. The findings of the study show that high majority of the teachers think that they are highly competent. Moreover, it was found that the departments graduated from do not have significant impacts on their perception of self-efficacy. However, work leads to significant difference in the perception.
Teacher and Learner Views on Effective English Teaching in the Thai Context: The Case of Engineering Students
Author: Meksophawannagul, Mantana
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Positive Attitudes,Qualitative Research,Questionnaires,Foreign Countries,Statistical Analysis,Teacher Student Relationship,Instructional Effectiveness,Engineering Education,Teacher Effectiveness,Teacher Characteristics,Student Attitudes,Course Content,College Students,College Faculty

This study aimed at investigating the characteristics of effective English teachers and students as perceived by 35 teachers and 613 students, as well as according to the surveys regarding the English-teaching problems in Thailand. The instruments included two questionnaires on the characteristics of effective teachers and students as perceived by teachers and students, based on five categories: rapport, delivery, fairness, knowledge and credibility, organization and preparation. The questionnaire responses were analyzed both quantitatively and qualitatively. The quantitative data revealed that for the teachers the most important attribute was organization and preparation attributes such as teaching preparation and the use of effective teaching methodology. The qualitative data revealed that the rapport items were important, especially that the teacher should be patient, not insult the students, and give clear advice. However, the students gave more weight to such rapport items as, for example, the teacher having a positive attitude toward to the students and being helpful, generous and caring about them. The qualitative data also revealed that well-prepared lessons and providing fun activities were mostly required for effective teachers. English teaching problems involve four aspects: teachers, learners, English learning content, and other factors. Discussion and the recommendations of the study are included.
Exploring ESL/EFL Teachers' Pedagogical Content Knowledge on Reading Strategy Instruction
Author: Xu, Wei
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Pedagogical Content Knowledge,Language Teachers,Reading Strategies,Reading Instruction,Teaching Methods,Metacognition,Feedback (Response)

Any instructional practice must be derived from a teacher's knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers' practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of teachers are still scarce. This paper tends to synthesize ESL/EFL teachers' pedagogical content knowledge of reading strategy instruction through learning the expertise conveyed in literature. Drawing on related studies in the field of reading strategy instruction either in general or in ESL/EFL contexts, this argumentative article first proposes a synthesized reading strategy instruction model which consists of one key component and two general principles, all of which create and are created by a safe and risk-free environment where students learn to use strategies actively and consciously with motivation and assistance. This article then elaborates on eight instructional strategies using summarizing strategy instruction as an example in terms of three types of knowledge: declarative, procedural, and conditional. With the enrichment of the pedagogical content knowledge on strategy instruction, ESL/EFL teachers might teach reading strategies effectively both &quot;with&quot; metacognition, i.e., consciously planning, monitoring, and evaluating their teaching, and &quot;for&quot; metacognition, namely, to affect their students' metacognitive awareness of strategy use in reading.
Promises and Obstacles of L1 Use in Language Classrooms: A State-of-the-Art Review
Author: Ghobadi, Mehdi
Date: 2015-00-00
Type: Journal Articles
Subjects: Native Language,Language Usage,Second Language Learning,Translation,Code Switching (Language),Second Language Instruction,Interlanguage,Teaching Methods,Educational Benefits,Educational Research,Reading Comprehension,Definitions

Translation and language teaching techniques which take language learners' first language (L1) as point of reference for teaching the second language (L2) have been long discouraged on the ground that these teaching techniques would end in the fossilization of L2 structure forms in the learner's Interlanguage system. However, in recent years, the status of L1 use in L2 teaching and learning has revived as a result of the recognition that L1 can serve purposes in L2 teaching and learning (Hunt, 2012). In the last two decades, strong theoretical arguments have been posed for L1 use in language classrooms. Most of these arguments are based on the ground that L1 use can facilitate the processes of both L2 teaching and acquisition. Abundant research has been done in recent years to validate these theoretical arguments. The current paper would give a review of this research, with reference to three L1-based techniques for language teaching and learning that have appealed most to L2 researchers (i.e., translation, code switching, and L1 glossing). The conclusion drawn from this research is that language learners can benefit L1 use and L1-based techniques in their L2 acquisition. Further, along with the theoretical arguments and empirical evidence in defense of L1 use in language classrooms, L2 learners and teachers have begun to express more positive attitudes towards L1 use, and related techniques, in their own classrooms. Yet, there remain some challenges and obstacles for L1 use in language use. Suggestions are made as to how to address these challenges so that L2 pedagogy and use would benefit most from L1 use in language classrooms.