ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of the Effects of Sports Education on University Students&apos; Stress Coping Strategies
Author: Dogan, Erol
Date: 2020-00-00
Type: Journal Articles
Subjects: Athletics,College Students,Coping,Self Esteem,Psychological Patterns,Social Support Groups,Gender Differences,Stress Management,Foreign Countries,Help Seeking

The aim of this study is to investigate the effect of sports education on university students' strategies to cope with stress. 150 sports sciences and 150 education faculty students participated in the study. &quot;Ways of Coping Inventory&quot; scale was used as data collection tool in the study. Mann Whitney U test was performed in statistical processes. In terms of the faculty variable, the scores of the sports science faculty students who received Social Sports education in the subdimension of &quot;self-confident approach&quot; and &quot;optimistic approach&quot; were found higher than the students who did not receive sports education (p &lt;0.05).In addition, it was determined that the students of the education faculty who did not receive sports education had high scores from the sports science students who received sports education under the sub-dimension of &quot;self-confident approach&quot; and &quot;social support seeking approach&quot; (p &lt;0.05). According to gender, it was determined that the scores that men got from the Self-Confident and Optimistic approach subdimensions were statistically higher than those of women (p &lt;0.01). Result: It is concluded that sports education at university level has a positive effect on students' strategies to cope with stress. It can be said that taking sports education is effective in increasing self-confident and optimistic approach and accordingly developing self-confidence. It is recommended that feelings of self-confidence of faculty students who do not have sports education should be raised by giving courses and seminars on sports.
Fulfilment of Personal Potential by High School Graduates in Time of Career Choice
Author: Romanova, Evgenya S.
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Graduates,Career Choice,Psychological Characteristics,Self Concept,Individual Development,Late Adolescents,Self Control,Maturity (Individuals),Social Environment

The paper presents results of the desktop analysis on the current status of the problem of the personal potential in terms of psychology. It provides the author's understanding of the term as the formation consistent and structured in its psychological aspect. This is the analysis of the characteristics that the career choice has and the difficulties that the graduates face in this process. We believe that substantial resources for the independent and responsible career choice are inherent in the personal potential. According to the research methods, the structure of the personal potential includes intra and interpsychological characteristics. Internal factors relate to the non-acceptance of the choice situation, the lack of skills that are necessary for subjective construction of its process. They also come from hesitation, lack of confidence, poor self-concept, internal conflicts, low community commitment, etc. In most cases, the powerful influence of relevant adults is an external obstacle. The data obtained justify a need in psychological and education counseling to develop the personal potential of graduates. In this regard, one of the main tasks is to provide graduates with competent and comprehensive support to overcome difficulties in the process of making the career choice and personal potential development.
Bringing Together a Harmony of Voices: Using the Inside-Out Strategy as a Culturally Responsive Approach to Intertwine Knowledge from Self, Peer, and Text
Author: Myers, Aimee
Date: 2019-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Teaching Methods,Prior Learning,Student Experience,English Instruction,Peer Relationship,Reader Text Relationship,Elementary Secondary Education

Culturally responsive teaching is often nebulous and challenging for many to integrate in an effective and intentional way. As novice teachers, we struggled with developing tangible ways to actualize culturally responsive teaching. However, through our combined experiences and research, we have gained a better understanding of culturally responsive teaching and ways to apply the concept. We hope to support other teachers who are looking for practical tools for their culturally responsive toolbox. In this article, we introduce an instructional strategy, called Inside-Out, that has benefited us within our own culturally responsive approaches. By utilizing Inside-Out, teachers can use student prior knowledge and lived experiences as resources to bridge together the multiple diversities of the classroom community. For teachers to be culturally responsive to their students, it is important that students become funds of knowledge, and their voices become an essential component to the classroom curriculum. Inside-Out supports students as funds of knowledge by merging three key sources of knowledge: self, peer, and text. Through these multiple viewpoints, our classrooms can be transformed from a predisposed silo of information to an inclusive opus full of multiple harmonies.
Investigation of Relationship between Subjective Well-Being Levels and Academic Achievements of University Students According to Various Variables
Author: Gökalp, Murat
Date: 2020-00-00
Type: Journal Articles
Subjects: Well Being,Academic Achievement,College Students,Predictor Variables,Foreign Countries,Individual Differences,Intellectual Disciplines,Siblings

In this study, it is aimed to determine and evaluate the relationship between the subjective well-being levels of the university students and their academic achievement according to various variables. The study group consisted of 600 students from various faculties of Samsun 19 Mayis University. Subjective Well-being Scale developed by Tuzgöl-Dost (2004) and academic achievement scores prepared by the researcher were used as data collection tools. The subjective well-being scale, which consists of 46 items, aims to measure the subjective well-being of individuals. Students' academic achievement scores were obtained with personal information form. In the study, simple regression analysis was performed to examine the predictive power of subjective well-being on academic achievement. According to the results of the regression analysis, subjective well-being significantly predicted positively ([beta] = 0.330, t = 54.704, p &lt;0.01) and 5% of the variance in subjective well-being scores. According to these results, as the subjective well-being of the participants increased, their academic achievement levels increased. The level of subjective well-being of the students differed according to the number of faculty and the number of siblings they studied. These findings were discussed in the light of the literature and suggestions for practitioners and researchers were presented.
Critical Incidents: Exploring EFL Prospective Teachers&apos; Teaching Experiences
Author: Megawati, Fika
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Field Experience Programs,Experiential Learning,Critical Incidents Method,Language Proficiency,Reflection,Teacher Competencies,Foreign Countries,Practicums,Student Attitudes,Preservice Teacher Education

Investigating critical incidents is one way to assist prospective teachers in expressing any developmental stage when accomplishing the teaching practice program. It is a significant component of reflective teaching in an educational framework related to continuing professional development (CPD), particularly self-directed learning. This study aims at exploring EFL prospective teachers' field experience in cultivating their teaching competence through a critical incident analysis. A qualitative approach was applied. Three participants with different levels of English proficiency took part in this study by sharing their experiences through participating in and answering an interview and an opinionnaire. To analyze the data from the instruments, this study used descriptive analysis and coding techniques respectively. Results indicate that both negative and positive critical incidents contribute to the participants' teaching development. The incidents support the learning process towards becoming a teacher and assist shaping their awareness of teacher identity. Further, the result of this study reveals that English proficiency level seems to take part in the strategy used for identifying critical incidents. This study implies that critical incidents provide a chance for prospective teachers to be more reflective. Thus, teacher education program stakeholders need to support critical incident analysis by giving relevant assignments while they are doing teaching practice, which in turn builds professional development in the context of prospective teachers.
Definitions of Mentee Resistance to Mentoring: Experiences of International Teacher Mentors in Kazakhstan&apos;s Nazarbayev Intellectual Schools
Author: Schulleri, Phillipa
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,Foreign Nationals,Teacher Attitudes,Teaching Experience,Interpersonal Relationship,Nonverbal Communication,Fear,Trust (Psychology),Classification,Personality Traits,Foreign Countries,Faculty Development,Educational Change,Teacher Effectiveness,Intellectual Development,Elementary Secondary Education,Institutional Characteristics

In Nazarbayev Intellectual Schools, international teachers, who were in mentorship positions were interviewed for their experiences with mentee resistance to mentoring. In this paper, the authors investigate aspects of the perception of resistance to mentoring in the program for long-service teachers. It is the aim of this paper to explore the definitions that mentors attach to resistance, based on their experiences in one NIS School. The questions to be answered were how the mentors defined mentoring, and how the mentors experienced resistance from their mentees. Semi-structured interviews were conducted face-to-face. The mentor responses were captured on a dictaphone, and transcribed later. Eleven teachers participated in the interviews. The definitions of mentoring resistance were examined in seven categories as hesitation, stagnation, body language, fear, unavailability, and mistrust of the mentor. Stagnation was the largest category, displayed by unwillingness to try new things, unwillingness to see own limitations, close mindedness, unwillingness to see own weakness, and passivity in action.
The Attrition of Common and Distinctive English Words in Translator Trainers
Author: Motlaq, Mohamad Djavad Akbari
Date: 2020-00-00
Type: Journal Articles
Subjects: Translation,Males,Vocabulary,Language Processing,Teacher Attitudes,Language Teachers,Assignments,Language Usage,Second Language Learning,Second Language Instruction,Language Skill Attrition,Foreign Countries,Comparative Analysis,Familiarity,English (Second Language),Indo European Languages

This paper embodies a study into the attrition rate of a translator educator in the event of the occurrence of common and uncommon vocabulary in the translation process. The study was conducted on 30 Iranian male translator educators who have been detached from translation practice for long chronological periods of time upon completion of their teacher training courses. They were chosen through purposive testing among 100 Iranian male translator educators from three areas in Iran namely Mashhad, Torbat-e-Heydarieh, and Tehran. Their age runs somewhere in the range of 25 and 35. The tool comprised one translation errand. The assignment comprised 20 items out of common words and 20 items out of uncommon vocabularies that were assigned in a translation setting. Results demonstrated that the attrition rate gradually expanded as the chronology of not being attached to translation expanded. This means that as the translation practitioner becomes a trainer, with less practice translation attrition occurs. Additionally, it was discovered that the attrition rate in contextualized text is not as high as for common words in comparison to the uncommon words, also it applies to the decontextualized text. This accordingly shows that the context and the level of familiarity with vocabularies in a text have influence on the level of attrition rate in translation. This study also indicates that uncommon words are more resilient to attrition than common words in translation settings.
Investigation of Relationship between Prospective Teachers&apos; Learning Beliefs and State of Individual Innovativeness
Author: Kinay, Ismail
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Beliefs,Preservice Teachers,Personality Traits,21st Century Skills,Constructivism (Learning),Public Colleges,Foreign Countries,Adoption (Ideas),Educational Innovation

Individual innovativeness is one of the most appreciated attributes of 21st-century skills which is needed in every field of daily life. Because of this appreciation, a lot of effort has been spent towards prompting individual innovativeness levels of both students and teachers in teaching and learning environments via innovative practices. Therefore, this study aimed to examine the relationship between prospective teachers' learning beliefs and their individual innovativeness state. In this study, the correlational survey method was used, and the sample of the study was comprised of 515 prospective teachers. The data of the study were collected via the 'Belief Scale towards Learning' and 'Individual Innovativeness Scale'. The data of this study were analysed using the SPSS program. Test of normality, descriptive statistics, correlational analysis and partial linear regression analysis were used to analyse the data. The results of the analysis showed that prospective teachers have a high level of constructivist and a moderate level of traditional learning beliefs while their individual innovativeness state was determined within the category of interrogators. In addition, prospective teachers' beliefs in constructivist learning were determined to be a significant predictor of their individual innovativeness state.
Vocabulary Development in a CLIL Context: A Comparison between French and English L2
Author: Baten, Kristof
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocabulary Development,French,English (Second Language),Second Language Learning,Course Content,Language of Instruction,Criticism,Expressive Language,Receptive Language,Pretests Posttests,Grade 8,Bilingual Education,Foreign Countries,Language Tests,Secondary School Students,Comparative Analysis,Second Language Instruction,Native Language,Indo European Languages,Language Attitudes

Content and language integrated learning (CLIL) has expanded in Europe, favored by the large body of research, often showing positive effects of CLIL on L2 development. However, critical voices have recently questioned whether these positive findings apply to any language, given that most research focuses on English. Taking into account this concern, the present study investigated the (productive and receptive) vocabulary development in L2 English &quot;and&quot; L2 French of the same group of learners &quot;within&quot; a CLIL context. The aim was not to evaluate the benefits of CLIL over non-CLIL, but, instead, to examine whether vocabulary gains in CLIL learning are language-dependent. More specifically, this study included 75 Flemish eight-grade pupils who had CLIL lessons in both English and French. The results show that although the pupils have a larger English vocabulary, the level of improvement (from pretest to posttest) is not different across the languages. The findings indicate that within CLIL vocabulary knowledge also develops in languages other than English.
Opinions of Academicians on Digital Literacy: A Phenomenology Study
Author: Yildiz, Ezgi Pelin
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocational Education Teachers,College Faculty,Teacher Attitudes,Technological Literacy,Social Media,Phenomenology,Foreign Countries,Technology Uses in Education,Training,Educational Benefits

Social media has become an indispensable part of our lives in recent days, in which a new concept has emerged. This concept is Digital Literacy. We can define digital literacy as the ability to produce information using digital technologies. Digital literacy skills are among the most important skills that individuals should have in our age. Today, children are introduced to digital tools and start to use them before learning to read and write. According to the research, teachers and/or academics are not able to keep up with this digital progress of the new generation, they fall behind. In this context, teachers and/or academics are expected to use digital tools effectively and have digital literacy skills in order to keep up with the digital transformation. The aim of this study is to apply the opinions of academicians about the concept of digital literacy which is rapidly entering our lives and to reveal the level of awareness about the related concept. Phenomenology design, one of the qualitative research methods, was used in the study. Phenomenology is a research design that is used to reveal cases that we are aware of but we do not have in-depth knowledge of. For research purposes, the sample of the research consists of 10 academicians working as lecturers in various departments with a Vocational School of Technical Sciences of a university in Turkey. As a data collection tool, Semi-Structured Interview Form on Digital Literacy developed by Kozan (2018) was used with the permission of the researcher. In the context of the conceptualisation of the collected data, the thematic content analysis method was used. At the end of the study, it was revealed that all of the academicians who are working in the study group are familiar with the concept of digital literacy and they are ready to participate in the training to be given to them by relevant institutions and organisations.
Learner- vs. Expert-Constructed Outlines: Testing the Associations with L2 Text Comprehension and Multiple Intelligences
Author: Moradi, Sholeh
Date: 2020-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Second Language Learning,Second Language Instruction,English (Second Language),Undergraduate Students,Semantics,Instructional Materials,Reading Comprehension,Reading Tests,Linguistic Input,Expository Writing,Measures (Individuals),Language Tests,Prediction,Correlation,Scores,Text Structure,Individual Differences,Majors (Students),Comparative Analysis,Foreign Countries

Cognitive organizers (COs) are text aids which represent objects, concepts, and their relations by the use of symbols and spatial arrangements without adding to semantic content. The present study examines language learners' text comprehension through outlines, a popular CO, compared with text-only condition, and further investigates the effect of learner-constructed outlines (i.e., systematic note-taking) and expert-constructed outlines (i.e., readymade displays) on comprehension. Finally, the predictive power of multiple intelligences (MI) across different input modalities is scrutinized. Following stratified random sampling, a total of 111 EFL undergraduates were divided into text-only (receiving a text twice), expert-constructed (the text followed by an outline), and learner-constructed (the text followed by an outline to be drawn up by the learner) groups. A TOEFL examination, a 1218-word expository text on systematic sleep disorder, a follow-up reading comprehension test, and a multiple intelligences inventory constituted the data collection measures. The results of multiple regression and ANOVA were as follows: (a) COs lead to more content recall than text displays; (b) expert-constructed and learner-constructed outlines are equally effective; (c) MI significantly predicts the groups' reading comprehension; (d) interpersonal and intrapersonal intelligences are significant correlates of text-only groups' performance; and (e) visual, verbal, and intrapersonal intelligences are significantly associated with learner-constructed groups' reading scores. The study offers several implications for theory and practice.
Prediction of Learners&apos; Mathematics Performance by Their Emotional Intelligence, Self-Esteem and Self-Efficacy
Author: Ugwuanyi, Christian S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Emotional Intelligence,Self Esteem,Self Efficacy,Predictor Variables,Secondary School Students,Foreign Countries,Student Characteristics,Correlation

In spite of the place of mathematics in the Nigerian education system, the performance of students in both external and internal examinations is on the downward trend. Research on factors affecting students' achievement in mathematics has often neglected the impact of psychological variables, such as emotional intelligence, self-esteem, and self-efficacy. This study, therefore, was designed to study how emotional intelligence, self-esteem and the self-efficacy of students predict their academic achievement in mathematics. The correlational survey research design was employed with a population of 2,937 senior secondary 2 students and a sample of 400 students sampled from 16 secondary schools in the Nnewi Education zone of Anambra State. Emotional intelligence, Self-esteem, Self-efficacy Questionnaires, and Students' Academic Achievement Score Form (SAASF) were used to collect data through the direct delivery method. Data were analyzed using simple linear regression analysis. The results showed that emotional intelligence, self-esteem, and self-efficacy had significant predictive powers on students' academic achievement in mathematics. Thus, emotional intelligence, self-esteem, and the self-efficacy of students are prime determinants of their achievement in mathematics. It was recommended that students should be taught using methods that will enhance their emotional intelligence, self-esteem, and self-efficacy.
Transformation in Primary School Sciences Education in the Transition Process from the Empire to the Republic: Science Education in 1924 Primary School Curriculum
Author: Aslan, Erdal
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Elementary School Science,Science Curriculum,Educational Change,Educational History,Politics of Education,Teaching Methods,Course Content,Textbooks

Education and training in the first year of the Republic had been kept as it was in the period of Empire with its former structure and content. The educational system and programs could be designed after the &quot;Canon for the Unity of Education and Training&quot; in 1924. The first curriculums of the primary and secondary schools have formed by modification on the latest programs of primary and secondary schools of the Ottoman Empire. The object of the research is to determine what kind of transformation has become on the &quot;science education for primary schools&quot; For this purpose, both the last curriculum program for &quot;Mekatib-i Ibtidaiyye&quot; (The primary schools in Ottoman Empire)and the latest curriculum program for &quot;Ilk Mektepler&quot; (Primary Schools in the Republic of Turkey) are examined by comparison. It is proved that &quot;science education in primary education&quot; had gone into a transformation after commenting on the findings obtained from the comparison of the programs and assessments in the publications on the history of education. The curriculum for &quot;science education&quot; in the first program which was approved by the Republic of Turkey is given by transliteration to the Latin alphabet The study has a feature that has important contribution for the future researches on &quot;science education&quot; in the Era of the Empire and The Era of the Republic with this aspect.