ethanporcaro/eric-fulltext-meta huggingface dataset:
The Bibliometric Journey of IJATE from Local to Global
Author: Karamustafaoglu, Orhan
Date: 2023-00-00
Type: Journal Articles
Subjects: Bibliometrics,Periodicals,Databases,Foreign Countries,Citation Analysis,International Cooperation,Trend Analysis,Global Approach,Editing,Futures (of Society),Educational Assessment,Evaluation Methods

&quot;International Journal of Assessment Tools in Education&quot; (IJATE) is one of the educational journals that is indexed in major worldwide databases such as Web of Science (WoS) and ERIC. This study presents the bibliometric characteristics of articles published in IJATE between 2014 and 2021 through the bibliometric analyses. Harzing's &quot;Publish or Perish software&quot; was used to collect citation data from WoS and Google Scholar databases as a tool to analyze the impact of articles. Firstly, when contributing institutions are analyzed, especially in recent, it is seen that researchers from countries such as France and Kuwait have been contributing to the journal with publications produced through international collaboration. Moreover, when the average citation numbers per article is calculated, it is understood that Australia (13) and Canada (3.5) are the countries that contribute significantly to the visibility of the journal. Such a trend will contribute significantly to the international recognition of the journal soon. On the other hand, there is a statistically significant positive relationship (r = 0.339; p &lt; 0.01) between usage count and the number of citations by WoS. Our results reveal that while the number of references used in the articles was in consistent with the literature, the average article title lengths (12 ± 3) were slightly longer than the ideal length (10 ± 3). The results will provide important contributions to editors, reviewers, and authors in the journey of IJATE from local to global. The findings can guide authors, the editors and referees and also serve as a potential roadmap for the future studies and journal.
The Power and Type I Error of Wilcoxon-Mann-Whitney, Welch&apos;s &quot;t,&quot; and Student&apos;s &quot;t&quot; Tests for Likert-Type Data
Author: Simsek, Ahmet Salih
Date: 2023-00-00
Type: Journal Articles
Subjects: Error of Measurement,Likert Scales,Nonparametric Statistics,Statistical Analysis,Statistical Studies,Monte Carlo Methods,Statistical Significance,Sample Size,Effect Size,Data Collection,Data Analysis,Generalizability Theory

Likert-type item is the most popular response format for collecting data in social, educational, and psychological studies through scales or questionnaires. However, there is no consensus on whether parametric or non-parametric tests should be preferred when analyzing Likert-type data. This study examined the statistical power of parametric and non-parametric tests when each Likert-type item was analyzed independently in survey studies. The main purpose of the study is to examine the statistical power of Wilcoxon-Mann-Whitney, Welch's t, and Student's t tests for Likert-type data, which are pairwise comparison tests. For this purpose, a Monte Carlo simulation study was conducted. The statistical significance of the selected tests was examined under the conditions of sample size, group size ratio, and effect size. The results showed that the Wilcoxon-Mann-Whitney test was superior to its counterparts, especially for small samples and unequal group sizes. However, the Student's t-test for Likert-type data had similar statistical power to the Wilcoxon-Mann-Whitney test under conditions of equal group sizes when the sample size was 200 or more. Consistent with the empirical results, practical recommendations were provided for researchers on what to consider when collecting and analyzing Likert-type data.
Imagined Communities of English Use in JET Programme Teaching Materials
Author: Brown, Charles Allen
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Instructional Materials,Exchange Programs,International Education,Language Usage,Social Networks,Communities of Practice,Learning Motivation,Foreign Countries,Hidden Curriculum,Self Concept,Language Teachers,Teacher Exchange Programs,Best Practices,Teaching Methods,Cultural Awareness,Content Analysis

Visualizing oneself joining imagined communities of target language (TL) use represents a potent motivation for language study. Given that rationales for the Japan Exchange and Teaching (JET) Programme include fostering internationalization, a student-centered classroom, and communicative skills, teaching to promote learners envisioning themselves gaining access to different imagined social groups via the TL is further warranted in this program. Yet no research has examined the actual role of imagined TL communities in JET teaching. This project responded by investigating how JET participants foster imagined communities of English use among learners. Materials produced by JET teachers from across Japan were collected with a content analysis being undertaken to determine how they portrayed connections between the language and social group participation. Results of this analysis of 5079 teaching materials indicated that most (2783) involved language practice divorced from social connections. The remainder ran the gamut from lessons in which social group information was tangential and not connected to particular language to a smaller number in which connections between language and potential future social group participation were strong. These results suggest that the possibility of leveraging connections between language and social group participation to promote imagined communities of TL use among learners is possible within the JET paradigm and that this avenue for learner motivation could be further exploited. Given the importance of these findings for motivation coupled with the adoption of initiatives similar to JET across Asia, these results have implications both within and outside of the JET Programme.
Language and Conflict in East Jerusalem: Arab Teachers&apos; Perspectives on Learning Hebrew
Author: Buchweitz, Nurit
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Usage,Conflict,Foreign Countries,Minority Group Teachers,Arabs,Teacher Attitudes,Hebrew,Second Language Learning,Self Concept

This study examines East Jerusalem teachers' perceptions of and attitudes toward acquiring and communicating in Hebrew as a second language. The context of the study is a complex education system dominated by the Israeli-Palestinian conflict. East Jerusalem's education system is divided between schools supervised by Israel's Ministry of Education and those supervised by its Palestinian Authority counterpart. Israel's Ministry of Education requires that teachers in its East Jerusalem public schools learn basic Hebrew language and communication at an Israeli institute of higher education. This research seeks to examine a sampling of East Jerusalem teachers' perceptions and attitudes toward acquiring Hebrew as a second language and communicating in it with the majority Jewish society. Study participants, all Arab teachers from East Jerusalem who had studied Hebrew at an Israeli college, were asked about their command and usage of Hebrew in several open-ended questions provided on a structured questionnaire that offered the respondents the ability to elaborate on their thoughts. The responses were subsequently assessed qualitatively. The study found that the participants' willingness to learn Hebrew for daily communication purposes was motivated primarily by instrumental and pragmatic considerations. According to the findings, the participants' communication in Hebrew was accompanied by feelings that in the process of acquiring and using the language, they were jeopardizing their sense of Palestinian identity as Palestinian citizens under Israeli rule. These perceptions arose in the context of the precarious status of East Jerusalem. The finding that national identification appears to impede second language acquisition has important implications for national language policy in similar regions.
The Relationship between a Cognitive Linguistic Approach and the Right-Hemisphere
Author: Takimoto, Masahiro
Date: 2023-00-00
Type: Journal Articles
Subjects: Brain Hemisphere Functions,Figurative Language,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Language Processing,English,Native Speakers,Japanese,Task Analysis,Animation,Computer Assisted Instruction,Definitions,Language Tests,Test Items,Memory,Lateral Dominance,Correlation,Psycholinguistics,Undergraduate Students,Foreign Countries,Videoconferencing

This study investigated the relationship between a metaphor-based approach to teaching English as a foreign language (EFL) and involvement of the brain's right hemisphere. Specifically, it examined learners' understanding of three levels of sureness associated with different expressions in English -- those that are &quot;certain,&quot; &quot;probable,&quot; and &quot;possible&quot; items. The three target items were chosen because they are frequently used by native English speakers although Japanese EFL learners often fail to distinguish between them. The metaphor-based learners and the control group engaged in computer-based explicit learning based on the meaning of the target expressions with three-dimensional (3D) animated illustrations. The images were based on the spatial concept of distance for the metaphor-based learners and a list of target items for the control group. At post-test, it was found that the metaphor-based learners performed better than the control group in both comparison and speaking tests. Obviously, the participants better understood the degrees of certainty in relation to distance. This shows that teaching the degrees of certainty by applying the spatial concept of distance could help in second-language (L2) learning. The metaphor approach allowed participants to link the spatial concept of distance to the degree of certainty associated with expressions of certitude. In addition, recordings of lip movements showed that participants remembered the target items better by opening the left side of their mouths more than the right side. This indicates that the brain's right hemisphere is involved in deep processing of expressions that reflect different levels of certitude and creating stronger memory traces.
HyFlex Challenges and Strategies for Matured Learners: Construction Engineering Higher Education in New Zealand during the Pandemic
Author: Cheng, Kam Yuen
Date: 2023-03-00
Type: Journal Articles
Subjects: Blended Learning,Adult Students,Construction (Process),Engineering Education,College Students,Foreign Countries,COVID-19,Pandemics,Student Satisfaction,Academic Achievement,Student Attitudes,Barriers,Affordances

The idea of remote learning has allowed many learners to overcome the barriers of social distancing during the COVID-19 pandemic in fulfilling learners' expectations. This study aims to investigate the challenges and strategies mature students, especially those career changers, were facing in construction engineering programmes during the pandemic by establishing an inclusive HyFlex collaboration model between two different organisations, namely one Polytechnics (the higher education institute) and an online learning platform institute (the online institute). A questionnaire survey was developed and distributed to all the 16 mature learners joining this Hyflex pathway in New Zealand. Both quantitative and qualitative methodologies were used, and all students were asked to respond to a questionnaire on the HyFlex route using a Likert scale. To ensure the accuracy of the findings, the reliability of the data collected by a questionnaire survey was assessed using Cronbach's alpha. It was found that students were satisfied with their academic performances and knowledge building for career changes with learning through this model; interaction, empathy and connection between learners and facilitators play a key role in the success of the inclusive HyFlex model. The current study adds to the body of knowledge by highlighting challenges and strategies for reducing COVID-19's impact on mature learners studying construction engineering programmes. The findings are critical for industry practitioners and teachers responsible for establishing and upgrading pre- and post-pandemic construction engineering learning programmes to upskill and solve the skill shortage problem in the shortest period possible.
Fostering Collaborative and Constructivist Learning through the Flipped Classroom during COVID-19
Author: Seifert, Tami
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Technological Literacy,Pedagogical Content Knowledge,Cooperative Learning,Independent Study,Constructivism (Learning),Flipped Classroom,Preservice Teachers,Online Courses,COVID-19,Pandemics,Student Attitudes,Teacher Competencies,Videoconferencing,Teacher Role,Student Experience

This chapter describes a course teaching unit, carried out in a teacher education college in central Israel, that aims to develop techno-pedagogical skills in different disciplines, fostering independent and collaborative learning. The unit constituted modelling for the flipped classroom strategy using constructivist teaching. The unit was applied with 35 student-teachers from different disciplines online due to the COVID-19 pandemic. The teaching method of the unit is described through the humanist theoretical lens, while highlighting the teaching and learning processes, the content knowledge, the techno-pedagogical environments and the learners' reflective insights. This process consolidates pedagogic models of teaching and learning methods according to a humanist, constructivist approach in an online learning environment
Incorporating Partial Student Self-Grading Model in the Remote Learning System (Post COVID-19)
Author: Kong, Eugene H.
Date: 2023-03-00
Type: Journal Articles
Subjects: Evaluation Methods,Self Evaluation (Individuals),Distance Education,Grading,COVID-19,Pandemics,Student Motivation,Cheating,College Students

Letter grading systems in education have been widely accepted as a strong medium to assess the educational performance of students across the world. It has been a successful system for many years because it can motivate students to achieve satisfactory grades in a course. However, recent studies indicate that grades can also foster anxiety and demotivate students to learn. This fact can be challenging because many investigators claim that motivation and student engagement are key to student success, especially in online education. This situation is even more problematic with the recent outbreak of COVID-19. There has been a major shift in the education sector from face-to- face instruction to online instruction. To mitigate the negative effects of the grading system, incorporating a partial student self-grading model in remote learning is proposed. The partial self- grading student model can potentially increase motivation, positive attitude and decrease the temptation to cheat on assignments. Another benefit of this system is that it can create a platform where students and instructors can discuss the grades given, thus creating a two-way learning system instead of a one-way learning system. The powerful impacts and benefits of the partial student self-grading model in online education are explored and discussed.
Investigating Subject-Specific Writing Skills and Historical Reasoning in Historical Explanations: A Study of 7th- and 8th-Grade Comprehensive School Students in North Rhine-Westphalia, Germany
Author: Husemann, Charlotte
Date: 2023-00-00
Type: Journal Articles
Subjects: Content Area Writing,Writing Skills,Thinking Skills,History Instruction,Grade 7,Grade 8,Secondary School Students,Foreign Countries,Knowledge Level,Immigrants,Minority Group Students,Writing Evaluation

The purpose of this study was to examine the writing skills of 7th- and 8th-grade students with a high proportion of migration background in North Rhine-Westphalia, Germany. The study was part of the SchriFT project (2017-20), funded by the Federal Ministry of Education and Research. A writing task was given on the topic: &quot;Why can we only make assumptions about many past events?&quot; As an answer to the task, the students had to write a historical explanation that took into account the epistemological principles of historical reasoning. The students' writing was analysed using a category system, and their historical knowledge was assessed through a knowledge test. The results showed that the students possess diverse levels of writing skills, with few producing elaborate explanations, and most struggling with the subject-specific language and reasoning skills. The study also highlights the potential for genre-based writing approaches in history education. The results suggest that many students perceive history as an image of the past and have limited understanding of historical reasoning. Further research is needed to investigate the influence of motivation and interest on language learning.
Educational Reforms and Teaching of History in Contemporary Spain -- Nation, History and Education as Contested Issue
Author: Delgado, Ander
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Educational Change,Educational Legislation,Political Attitudes,Social Influences,Nationalism,Teaching Methods,History,Elementary Secondary Education

This article analyses the changes in education legislation and the history curriculum in Spain over recent decades. To this end, the characteristics established for the teaching of history in the last two education laws, passed in 2013 and 2020 -- the first by a conservative government and the second by a progressive one -- are studied and compared. This study is carried out by situating the education debates presented in this research in the social and political context of Spain. The study of these legislative changes allows us to observe the different visions of national identity existing in Spain, which find a prominent area of confrontation in education and the teaching of history. The article also argues that the emergence of the ultra-right has led to a markedly nationalist vision of Spanish history that seeks to recover elements of national unity, and that has become one of the axes defended by conservative options for the teaching of history in Spanish schools. This view contrasts with the approaches advocated in the latest education legislation, which propose a more heterogeneous approach to the subject of identity in Spain.
Adaptation of the Job Stress Scale into Turkish
Author: Yilmaz, Ömer
Date: 2023-06-00
Type: Journal Articles
Subjects: Test Construction,Job Satisfaction,Stress Variables,Turkish,Foreign Countries,Test Validity,Test Reliability,Factor Analysis

The aim of this research is to adapt the job stress scale developed by Parker in 1983 into Turkish and to conduct a validity and reliability study. Exploratory factor analysis of the job stress scale was conducted on a sample of 167 teachers and confirmatory factor analysis was carried out on a sample of 185 teachers. The 13-item scale was first adapted into Turkish and reviewed by field experts. As a result of the exploratory factor analysis of the five-point Likert-scale, a two-factor structure emerged and it is seen that this structure explains 69.336% of the total variance. According to the exploratory factor analysis, the scale items were collected in two clusters called job anxiety and time stress. This two-factor structure was confirmed by confirmatory factor analysis. Confirmatory factor analysis fit indices are at best fit and acceptable fit levels. This adaptation research whose validity and reliability were fulfilled was found to be compatible with the results of the scale developed by Parker. The Cronbach Alpha coefficient calculated to determine the reliability of the scale was determined as 0.843. The job stress scale is valid and reliable in the sample of teachers.
A Product of the Instructional Design Process Developed According to the Seels and Glasgow Model: Interactive Hologram-Supported Material Set
Author: Turan Güntepe, Ebru
Date: 2023-06-00
Type: Journal Articles
Subjects: Instructional Design,Science Instruction,Teaching Methods,Scientific Concepts,Preschool Education,Instructional Effectiveness,Inquiry,Active Learning,Computer Uses in Education,Computer Simulation,Photography,Science Process Skills,Models

This study aims to design an educational process for teaching scientific concepts during the preschool period based on the instructional design model of Seels and Glasgow and to evaluate its effectiveness. For this purpose, a material set incorporating a teacher's manual and interactive holographic materials was developed. The teacher's manual developed has an inquiry-based approach according to which scientific concepts are structured in line with scientific information. Expert opinions were obtained regarding the developed material set. It was determined that the material set developed in line with expert opinions may be supportive in teaching scientific concepts in the preschool period. Moreover, it was found that the developed material set helped the concretization of abstract concepts that are difficult to observe and that require a process and assisted the children in constructing scientific information in their minds by way of generating realistic three-dimensional images. It is anticipated that, with the interactive holographic material set developed during the research, the lack of materials and scientific information in the preschool teaching process of scientific concepts may be prevented.
Behavioral Self-Regulation Skills and the Teacher-Child Relationship in Early Childhood
Author: Özcan, Özge
Date: 2023-06-00
Type: Journal Articles
Subjects: Self Management,Student Behavior,Teacher Student Relationship,Predictor Variables,Preschool Children,Preschool Education,Student Characteristics,Skill Development,Foreign Countries,Kindergarten,Preschool Teachers

The present study examined the relationship between children's behavioral self-regulation (BSR) skills and the teacher-child relationship (TCR). Furthermore, this study investigated the contribution of TCR, child age, family monthly income, and child gender on children's BSR assessed by the Revised Head-Toes-Knees-Shoulders. Participants consisted of 292 children aged 42 to 77 months. The data were analyzed using Pearson product-moment correlation and multiple linear regression analysis. The results showed a moderately positive relationship between BSR skills and TCR's closeness subscale and a moderately negative relationship between BSR skills and TCR's conflict subscale. Except for child gender, the TCR's subscales, child's age, and family monthly income significantly predicted the total score of BSR skills. TCR closeness was the strongest predictor of BSR skills, followed by TCR conflict, child age, and family monthly income. The results suggest that teacher-child relationships are essential for children's BSR skills.