ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of the Critical Thinking Based 4 MAT Instruction Applied in Science Education on Critical Thinking Dispositions
Author: Ilkorucu, Sirin
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Program Effectiveness,Grade 7,Middle School Students,Science Instruction,Biodiversity,Sustainability,Foreign Countries,Skill Development

The training of individuals who produce science is based on the way they think. Critical thinking is one aspect of thinking. The study's purpose is to analyze the effect of integrating critical thinking based on 4MAT (CT-4MAT) instruction to develop students' critical thinking dispositions. A pre-test post-test quasi-experiment design was used. It surveyed 60 7th-grade students (30 experiment and 30 control) attending a middle school in a city center in the northwest of Turkey. In the experiment group, the science curriculum, including the CT-4MAT instruction, was used, and in the control group, the science curriculum, not including this strategy, was used. The data were collected using the &quot;Critical Thinking Disposition Inventory&quot; and the &quot;Attitudes and Views about Biodiversity Loss Scale&quot;. The analysis results showed a significant difference in favor of the experiment group students in terms of the scores of critical thinking disposition. The analysis results showed a significant difference in favor of the experiment group students in terms of the scores of critical thinking disposition. The experiment group evaluated themselves as more part of nature in their responses and dealt with biodiversity, the basis of sustainable living in critically. The control group's responses showed individuals do not solve problems concerning biodiversity and do not seek solutions unless the problems are affecting them. This study shows that the CT- 4MAT instruction helped to promote students' Critical thinking dispositions.
Korean Preservice Teachers&apos; Perspectives on Flipped Learning in the EFL Context
Author: Park, Eunjeong
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Flipped Classroom,English (Second Language),Foreign Countries,Professional Autonomy,Self Efficacy,Student Needs,Teaching Experience,Curriculum Design

This study investigated preservice teachers' perspectives on flipped learning approaches in the EFL context in Korea. Fifteen preservice teachers agreed to participate in this study. Major data sources were focus group and interviews. These sources were audio-recorded and transcribed verbatim. Then, the transcripts were interpreted and analyzed through thematic analysis to explore individuals' thoughts and opinions in depth. Findings revealed that the participants had positive thoughts and attitudes toward flipped learning. They thought that flipped learning increased their autonomy and self-regulation. The participants also addressed several benefits and shortcomings of flipped learning. Implications of research and pedagogy are discussed in the final section of this study.
The Comparative Effect of Recasts and Prompts on EFL Learners&apos; Vowel and Consonant Accuracy
Author: Ghalehbani, Saeid
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),English Language Learners,Pronunciation,Phonemes,Vowels,Elementary School Students,Feedback (Response),Foreign Countries,Accuracy,Language Aptitude

This study examined the comparative effect of recasts and prompts on EFL learners' pronunciation accuracy of consonants and vowels. Eighty-nine elementary EFL learners were selected among 117 through their performance on a piloted sample KET and were randomly assigned into two experimental groups (recast, prompt), and a control group. A piloted researcher-made pronunciation pre-treatment test was administered to the three groups to measure their pronunciation accuracy before the treatment. The three groups underwent the same amount of teaching time and received the same material. The participants in the recast group received recast and those in the prompt group received prompt. However, the participants in the control group received no specific type of corrective feedback. At the end of the treatment, the participants took a pronunciation post-test parallel with the pre-treatment test. An Analysis of Covariance (ANCOVA) was run. The results indicated that both recast and prompt had a significantly positive effect on EFL learners' pronunciation accuracy of consonants and vowels. Moreover, the results showed that there was no significant difference between the effect of recast and prompt on EFL learners' pronunciation accuracy of consonants and vowels.
Effects of Model-Based Science Education on Students&apos; Academic Achievement and Scientific Process Skills
Author: Demirçali, Semra
Date: 2022-00-00
Type: Journal Articles
Subjects: Models,Science Education,Academic Achievement,Science Process Skills,Grade 7,Secondary School Students,Foreign Countries,Student Development,Educational Experience

This research aims to determine the effects of model-based science teaching on students' academic achievements and science process skills for a science and technology course. A quasi-experimental research method was used for this study. Study participants were 48 7th grade students. The application was carried out over a period of 4 weeks. During this research, the study's experimental group received the model-based science teaching, while the study's control group received regular science teaching in accordance with their usual coursebook. The assessment tools &quot;the Achievement Test&quot; and &quot;the Science Process Skills Scale&quot; were administrated as pretest and posttest. The SPSS 11.5 software package program was utilized to analyze the study data. It was found that the experimental group achieved higher scores in the achievement test and higher scale scores regarding science-process skills compared with those of the control group. It was concluded that the model-based science teaching made a positive contribution to the development of the students' academic achievement and scientific process skills that might henceforth be successfully applied in science and technology courses.
Community Engagement and Learning at an Academic Medical Center: Maintaining Community-Academic Partnerships during the COVID-19 Pandemic
Author: Chin, Meghan
Date: 2022-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Access to Health Care,Barriers,Community Education,Health Education,Learning Activities,Community Needs,Participatory Research,In Person Learning,Distance Education,School Community Relationship,Partnerships in Education,Medical Schools

In light of the ongoing COVID-19 pandemic, the health disparities plaguing our communities are highlighted more than ever. Community-based learning (CBL) and community-based participatory research (CBPR) provide a highly relevant framework in addressing health problems, especially those related to the Social Determinants of Health (AHRQ, 2020). Throughout the COVID-19 pandemic, the team at the Community Health Division (CHD) within the Family Medicine Department of Georgetown University School of Medicine (GUSOM) maintained and deepened relationships with community partners through engagement activities, which not only actively addressed community needs but also acted as an educational tool for a growing number of interdisciplinary students. This paper explores the effectiveness of CBL and CBPR as a framework, even when presented with challenges of the COVID-19 pandemic. It further underscores how students at Georgetown University have become more intimately involved in community health engagement during the pandemic. This serves as an encouraging model for establishing a student-based research learning community.
Mathematics Teachers&apos; Perceptions of Teaching Practices Alignment with Ambitious Teaching
Author: Braseth, Eskil Ahn
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Attitudes,Mathematics Instruction,Teaching Methods,Foreign Countries,Faculty Development,Developmental Programs,Secondary School Teachers

Research on practice-based mathematics teacher education has identified core practices, principles and design features that lead to effective programs. Yet, some teachers do not perceive such practice-based development programs as relevant or useful. In response to this, the study reported in this article investigated three Norwegian teachers' current perceptions on mathematics teaching and student learning. Findings from the study indicate that teachers' perceptions on classroom practices can be described by using key concepts similar to those that are used to describe practices in ambitious teaching. However, the teachers' perceptions are guided by underlying purposes that differ from the view of teaching and student learning grounded in the characteristics of ambitious mathematics teaching. The implications of the findings are discussed in relation to the potential benefits of studying teachers' current understandings of concepts related to a professional development program before entry to or during the start-up phase of the program.
Pre-Service Teachers&apos; General and Specific Arguments in Real Number Contexts
Author: Juter, Kristina
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Mathematics Instruction,Number Concepts,Foreign Countries,Mathematical Logic,Persuasive Discourse,Preservice Teacher Education,Error Patterns,Misconceptions

A study of pre-service primary school teachers' content knowledge regarding real numbers related to infinity, i.e., division by zero and denseness of the real number line, was conducted at a Swedish university. Data were collected twice during the respondents' teacher education using questionnaires and interviews on both occasions. The data were analysed in terms of traces of concept images, focusing on general and specific arguments in different mathematics contexts. The results show that the pre-service teachers often used conflicting general and specific arguments to explain the same phenomena. Some concrete arguments used for explanations represented other mathematical structures than the ones intended. The results raise questions of the pre-service teachers' awareness of their own capabilities. Implications teacher education programmes are discussed.
Conducting Oral and Written Language Adapted Tele-Assessments with Early Elementary-Age Children with Autism Spectrum Disorder
Author: Conner, Carlin
Date: 2022-00-00
Type: Journal Articles
Subjects: Oral Language,Written Language,Writing Skills,Writing Evaluation,Autism Spectrum Disorders,Computer Assisted Testing,Writing Tests,Student Evaluation,Elementary School Students,Students with Disabilities,Standardized Tests,Reading Tests,Telecommunications,COVID-19,Pandemics,Language Tests

Background and aims: Due to the COVID-19 pandemic, tele-health has gained popularity for both providing services and delivering assessments to children with disabilities. In this manuscript, we discuss the process of collecting standardized oral language, reading, and writing tele-assessment data with early elementary children with autism spectrum disorder (ASD) and offer preliminary findings related to child and parent engagement and technology issues. Methods: The data presented are from pretest assessments during an efficacy study examining the electronic delivery of a listening comprehension intervention for children with ASD. Pretest sessions included a battery of standardized language, reading, and writing assessments, conducted over Zoom. The authors operationalized and developed a behavioral codebook of three overarching behavioral categories (parent involvement, child disengagement, and technology issues). Researchers coded videos offline to record frequencies of indicated behaviors across participants and assessment subtests. Results: Involvement from parents accounted for the highest number of codes. Children showed some disengagement during assessment sessions. Technology issues were minimal. Behavioral categories appeared overall limited but varied across participants and assessments. Conclusions: Parent involvement behaviors made up approximately two-thirds of the coded behaviors. Child disengagement behaviors made up approximately one-fourth of the coded behaviors, and these behaviors occurred more frequently across many different participants (with lower frequencies but greater coverage across children). Technology problems specific to responding to assessment items were relatively uncommon. Implications: Clear guidelines including assessment preparation, modification of directions, and guidelines for parents who remain present are among the implications discussed. We also provide practical implications for continued successful adapted tele-assessments for children with ASD.
Cheating on Testing: Cramming on Test Preparation
Author: Kim, Nahee
Date: 2022-00-00
Type: Journal Articles
Subjects: Cheating,Test Preparation,Language Tests,Test Construction,Speech Communication,Role,Achievement Need,Memorization,Scores,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Correlation,Study Habits,Teaching Methods,Test Items

Professor Glenn Fulcher's research has influenced language testing and assessment in two ways: in proposing a new understanding of data-driven speaking test design, and in drawing attention to the core identity of language testers. The former has had a powerful impact on practical speaking testing and assessment. The latter has asked a very essential question of what language testers do, exploring philosophical, historical, and social ideas from a pragmatic view of language testing and assessment. In particular, Fulcher (2015)'s chapters on meritocracy and values in language tests explain why we have been using tests throughout history to discern vital roles of language tests and yet why people attempt to cheat on them, in relation to 'three Ms' ideas including meritocracy, material success, and motivation. Within this view, this paper aims to review TOEFL cramming practices on test preparation, using Fulcher (2015)'s notion of cheating. Korean test takers study TOEFL cramming skills at test preparation companies to acquire admission to schools, called Hagwons in Korean. However, there is little research regarding cramming practices in terms of cheating. Collected data from my doctoral study (Kim, 2016) were reviewed. It was found that cramming skills as a form of cheating were explicitly taught in class, including use of actual test questions, memorisation of sample answers, and the use of a testing environment. The study revealed reasons to lead the cramming skills: (1) practical benefits of test scores, (2) speaking and writing sections and (3) investments of test preparation. The implications of the study are to raise awareness of the importance of links between cheating and cramming in the field of language testing and teaching.
Breaking the Cycle of Failure for Culturally and Linguistically Diverse Learners with Exceptional Needs: Recommendations for Improvement of Teacher Preparation Programs
Author: Osipova, Anna V.
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Student Diversity,Culturally Relevant Education,Literacy Education,Evaluation,Teacher Education Programs,Preservice Teachers,Cultural Differences,Bilingualism,Student Needs,Communication Skills,Disadvantaged,Power Structure

Teaching English Learners with exceptional needs requires educators to tackle a complex and multidimensional task of (a) providing quality core or content area instruction, (b) supporting students' academic language and literacy development in English, and (c) addressing differences in learning. While educational research and practice search for successful instructional methods to support these learners, educational statistics show that students with exceptional needs from culturally and linguistically diverse backgrounds continue to be at high risk for academic failure. The article reviews the current state of the field and discusses the mechanisms for combining culturally and linguistically responsive literacy instruction and assessment methods effective for teaching diverse students with disabilities. It provides readers with instructional tools for breaking the cycle of misidentification--failure to teach--failure to learn and presents recommendations for improving the overall quality of teacher education programs to prepare teacher candidates to work with diverse exceptional learners successfully.
Investigating the Strategies and Problems of Iranian EFL Learners While Writing Summaries in Academic Contexts
Author: Mallahi, Omid
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Strategies,Writing (Composition),English (Second Language),Second Language Instruction,Writing Skills,Language Usage,Writing Instruction,Undergraduate Students

The present study intended to investigate the summary writing strategy use and writing quality of 57 Iranian EFL learners in an academic setting. As for collecting the required data, the students (1) completed an expository essay (as a measure of their writing competence), (2) summarized the literature review section of a research paper (as a measure of summary writing quality), and (3) responded to the items of a summary writing strategy questionnaire (exploring the extent of planning, discourse synthesis, source use, and evaluation strategy use). The results of this study indicated that the participants produced better texts in terms of content compared to the form (cohesion and coherence) and language use. In producing their texts, they made the most use of evaluation strategies in comparison to the other summary writing strategies. There was also a moderate relationship between writing competence, summary writing quality, and strategy use. Moreover, MANOVA results revealed significant differences among high-skilled, moderately-skilled, and low-skilled student writers in summary writing quality and strategy use. Subsequently, the main problems encountered by these students while summarizing the passages were identified by soliciting their own views and analyzing the content of the texts they produced. Finally, it was suggested that in order to improve the quality of students' summary writing, writing courses must be complemented with explicit instruction of the conventions governing this academic genre, teach the summarization strategies through adequate modeling and scaffolding and give the students opportunities to practice and use the strategies while working on real pedagogical tasks.
Principals&apos; Perception of Their Roles as Curriculum Leaders: A Comparison of High, Middle and Elementary Schools
Author: Chan, Tak
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Administrator Role,Instructional Leadership,Comparative Analysis,High Schools,Middle Schools,Elementary Schools,Teacher Administrator Relationship

The purpose of this study is to examine principals' perceptions of their roles as curriculum leaders in high, middle and elementary school levels. This study employs a qualitative design with direct personal interview technique to collect data. Principals from twenty-two high schools, twenty-four middle schools, and thirty-six elementary schools from five school districts in the Atlanta area participated in the study. The research instrument was researcher-constructed with reference to current literature of school curriculum leadership. Principals' responses were coded by categories of curriculum development, organization, implementation, evaluation, and improvement. Emerging themes and recurring patterns of principals' responses were observed. The findings show that principals' perceptions of their curriculum leadership roles had more in common than difference among school levels in all the categories of curriculum development, organization, implementation, evaluation, and improvement.
The Effects of Teacher Preparation Special Population Courses for Multispecialty Certification
Author: Carrizales, Delia
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Certification,English Language Learners,Students with Disabilities,Bilingual Education,Special Education,Critical Theory,Knowledge Level,Culturally Relevant Education,Preservice Teachers,Licensing Examinations (Professions)

Educational systems in the United States rely on federal mandates to protect and improve learning opportunities for English learners (ELs) and students with disabilities (SWDs), yet there is little evidence that teacher preparation programs provide fully integrated curricula to ensure that teacher candidates receive the foundational knowledge, theory, and practice through strategic coursework to support ELs and SWDs in general education classrooms. In response to this need, the researchers created a Special Populations course sequence that integrates English as a Second Language (ESL), bilingual education, and special education content and critical pedagogy. This study measured the effect of the Special Populations courses on teacher candidates' acquisition of comprehensive knowledge and domain knowledge as assessed by the ESL, bilingual, Bilingual Target Language Proficiency Test, and special education certification exams. Results inform teacher preparation policy and program developers in co-constructing integrated programs that promote teaching diverse student populations in K-12 classrooms.
Understanding the Career Management of Female Primary-Role Advisors
Author: Solon, Keira
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Advising,Labor Turnover,Persistence,Females,Role,Anxiety,Well Being,Compensation (Remuneration),Faculty Advisers,Higher Education,Interpersonal Relationship,School Support

In the United States, academic advising is among the highest turnover professions in the university system. Academic advisors, who work at the intersection of academics and student life, bear the brunt of increased pressures and decreased resources. Yet, primary-role advisors often do not experience high salaries or opportunities for advancement. Despite a high turnover in advising, some advisors have intentionally chosen to remain in advising. Framed by the social cognitive model of career self-management, this phenomenological study examined the workplace career management of female primary-role advisors at public institutions in the midwestern region of the United States. Through holistic coding, three primary factors emerged from the data: students, supportive environments, and balance and benefits. We offer implications for practice.
Online Graduate Career Changers: Motivations and Use of Academic and Career Advising Services and Resources
Author: Talbott, Katelyn
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Advising,Career Counseling,Masters Programs,Online Courses,Graduate Students,Student Motivation,Career Change,Library Science,Information Science,Student Attitudes

This work expands the literature and research focused on career change students enrolled in an online master's program by examining the literature regarding transitions, motivations, and advising support for career changers. Also studied are the motivations of career change students enrolled in two different online, synchronous graduate programs. The study outlined offerings to this special population in terms of full-time primary role academic and career advising. It was found that participants utilized personalized communications and orientation programming provided by academic and career advising.