ethanporcaro/eric-fulltext-meta huggingface dataset:
Professional Development Needs of Turkish Teachers in an Era of National Reforms
Author: Gokmenoglu, Tuba
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Inservice Teacher Education,Faculty Development,Educational Change,Teacher Attitudes,Teacher Surveys,Public School Teachers,Teacher Characteristics,Factor Analysis,Educational Needs

An emerging consensus in the teacher education literature confirms that supporting educational reforms and improving designs for national programs can be accomplished simply by maximizing the match between teachers' expressed needs and the content by which those professional development needs are met. This paper presents an interpretation of findings on Turkish teachers' in-service training needs during an era of massive reform. The findings indicate that teachers do not report a strong need for any professional development program content. Analyses are based on survey data from 1,730 Turkish teachers from 352 primary schools. The results raise the discussion of whether teachers simply do not want to participate or actually do not need to participate in any more training during this era of massive educational reforms. The paper concludes by outlining policy and practice implications arising from the research.
Analysis of Turkish Prospective Science Teachers' Perceptions on Technology in Education
Author: Koksal, Mustafa Serdar
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Educational Technology,Foreign Countries,Science Teachers,Teacher Education,Statistical Analysis,Positive Attitudes,Computer Literacy,Cognitive Style,Gender Differences,Correlation,Measures (Individuals),Likert Scales,Factor Analysis

Purpose of this study was to determine and analyze Turkish pre-service science teachers' perceptions on technology in terms of learning style, computer competency level, possession of a computer, and gender. The study involved 264 Turkish pre-service science teachers. Analyses were conducted through four-way ANOVA, t-tests, Mann Whitney U test and one-way ANOVAs and the results showed there were one main effect for gender and one interaction effect between gender and computer competency level. The interaction effect pointed out that the male pre-service science teachers who were weak in computer competency held more positive perceptions toward instructional technology than their counterparts.
Student-Centredness: Exploring the Culturally Appropriate Pedagogical Space in Vietnamese Higher Education Classrooms Using Activity Theory
Author: Pham, Thanh
Date: 2016-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Asians,Educational Change,Teaching Methods,Student Centered Curriculum,Foreign Countries,Vietnamese People,Values,College Faculty,College Students,Outcomes of Education,Universities,Assignments,Video Technology,Interviews,Teacher Student Relationship,Verbal Communication,Discourse Analysis,Focus Groups,Student Attitudes,Academic Achievement,Scaffolding (Teaching Technique)

Recently leaders in many Asian countries have advocated for student-centred reform agendas. However, bringing about pedagogical change is not simply a technical issue of implementing practices designed elsewhere but is a more substantive issue concerned with local cultural values and context. Researchers have claimed that to sustain the reform, the initiative needs to be modified integrating local values in a hybrid manner. The present study, involving two lecturers and 100 university students in Vietnam, used third generation of activity theory, to document how the lecturers created bridging and hybrid strategies that combined both traditional teaching practices and novel student-centred practices. These hybrid practices helped students improve their learning outcomes, especially enhance their complex knowledge. Implications for University providers were discussed.
Video-Mediated Microteaching--A Stimulus for Reflection and Teacher Growth
Author: Kourieos, Stella
Date: 2016-00-00
Type: Journal Articles
Subjects: Microteaching,Video Technology,Technology Uses in Education,Preservice Teachers,Student Teacher Attitudes,English (Second Language),Language Teachers,Reflective Teaching,Theory Practice Relationship,Educational Practices,Teaching Methods,Error Correction,Student Centered Learning,Preservice Teacher Education,Foreign Countries,College Students,Teaching Skills,Skill Development,Peer Relationship,Observation

Numerous studies have been conducted on the effectiveness of video as an effective means of reflective practice in pre-service Teacher Education. However, only few studies have explored preservice teachers' own perceptions in this regard in the field of ELT and none of these was related to primary level. To address this gap, multiple forms of qualitative data were triangulated. Participants were found to consider the use of video combined with guided reflection and peer dialogue to have a great potential in helping them form links between theory and practice and bring a heightened awareness of their teaching practices, especially in the areas of classroom language, error correction and student-centred activities. The study calls for more research which provides clear evidence of any changes in student teachers' teaching practices over a period of time and of possible factors which may hinder such changes.
The Conversational Framework and the ISE &quot;Basketball Shot&quot; Video Analysis Activity
Author: English, Vincent
Date: 2015-12-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Motion,Video Technology,Educational Technology,Technology Uses in Education,Teaching Methods,Lesson Plans,Science Education,Data Analysis,Models,Mathematics,Feedback (Response),Team Sports,Computer Software

Inspiring Science Education (ISE) (http://www.inspiringscience.eu/) is an EU funded initiative that seeks to further the use of inquiry-based science learning (IBSL) through the medium of ICT in the classroom. The Basketball Shot is a scenario (lesson plan) that involves the use of video capture to help the student investigate the concepts of speed, velocity and acceleration. Using the LoggerPro® programme from Vernier Software and Technology (http://www.vernier.com/products/software/lp/), video is captured of a player throwing a ball towards the basket. The ball does not reach the basket, but instead bounces on the floor and continues its motion. The concept of constant velocity, vectors, acceleration in two dimensions is therefore demonstrated. Moreover, a connection with mathematics is established where the relevancy of linear and quadratic equations are clearly demonstrated in the context of the motion of the ball. The effectiveness of this lesson plan is evaluated through the lens of the &quot;Conversational Framework&quot; underpinned by the five stage inquiry-based learning approach.
Approach to the Phenomenon of M-Learning in English Teaching
Author: García, Sergio
Date: 2015-12-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,English,English (Second Language),Second Language Learning,Foreign Countries,Teaching Methods,Technology Uses in Education,Technology Integration,Computer Uses in Education,Information Technology,Educational Technology,Elementary Education

This research analyzes the situation of mobile devices and some specific options of support for the teaching of the English language. The features of this complex and novel phenomenon of Mobile-Assisted Language Learning (MALL) are addressed with an exploratory descriptive methodology. The article is part of a more extensive research which deals with these resources in education, describes the fast evolution and current situation of the variables that configure the m-learning case and the teaching of a foreign language in primary education in Spain. The aim has been to show the status of this technique and some specific options for education, taking advantage of their level of implementation, its communicative power and friendly ways. The results highlight the attraction of these resources, which also arise with gradual, playful, friendly and manageable activities in tactile form. They are instruments that rely on the audiovisual communication to develop reading and listening abilities of students. But above all, these devices immerse the student in a game or make it protagonist of a story. The teacher can gather these guidelines to enrich and complete his academic activity, exploring solutions that sometimes used mobile devices to attract their users.
Data-Based Decision-Making Teams in Middle School: Observations and Implications from the Middle School Intervention Project
Author: Crone, Deanne A.
Date: 2016-03-00
Type: Journal Articles
Subjects: Observation,Intervention,Data,Decision Making,Teamwork,Educational Improvement,Educational Practices,Middle Schools,Meetings,Time on Task,Program Implementation,Self Evaluation (Groups),Questionnaires,Group Dynamics,Information Sources,Alignment (Education),Longitudinal Studies,Classroom Observation Techniques

The use of data-based decision making (DBDM) in schools to drive educational improvement and success has been strongly promoted by educational experts and policymakers, yet very little is documented about the actual DBDM practices used in schools. This study examines DBDM practices in 25 middle schools through 80 standardized observations of data team meetings and through survey responses. DBDM practices in terms of structure, process, content, quality, and alignment between self-report and observation are described. Key findings include the following: (a) The average amount of time spent discussing an individual student was brief, less than 2 min; (b) on average, actionable decisions following discussions of behavior or reading issues were made 34% to 40% of the time; and (c) there was weak alignment on key topics between self-reported and observed DBDM practices. These findings underscore the need for additional studies of DBDM practices in school and of the impact of DBDM practices on important student outcomes.
Short Research Report: A Comparison of Emotional Intelligence Levels between Students in Experiential and Didactic College Programs
Author: Davis, Wayne L.
Date: 2015-11-00
Type: Journal Articles
Subjects: Comparative Analysis,Emotional Intelligence,Metacognition,Teaching Methods,Academic Achievement,Interpersonal Relationship,Self Control,Emotional Response,Undergraduate Students,Experiential Learning,Liberal Arts

The importance of Emotional Intelligence (EI) in daily life has received extensive attention over the past decade (Goleman, 1998). EI has been defined as the ability to observe the emotions of oneself and others while utilizing these observations in the direction of one's behavior and thinking (Salovey &amp; Mayer, 1989). It has been suggested that, not only can EI be taught, but the level of awareness an individual possesses about his or her own emotions can be increased by instruction in EI (Bagshaw, 2000). Brackett and Katulak (2007) found EI training for school children resulted in better academic performance and interpersonal interactions. If an increase in the ability to perceive and regulate one's emotions while also recognizing the emotional states of others can occur as a result of training in EI, then, it is not contradictory to propose that this ability would be greater in those who engage in experiential related degree programs. This study assessed whether undergraduate students in experiential learning programs would exhibit higher levels of emotional intelligence than students in didactic learning programs.
Professors' Perceptions of Distance Education in Virtual Environments: The Case of the Education Faculty of University of Al-Yarmouk (Jordan)
Author: Oassim-Al-shboul, Oassim Mahmoud
Date: 2015-12-00
Type: Journal Articles
Subjects: Distance Education,Virtual Classrooms,College Faculty,Higher Education,Educational Technology,Teaching Methods,Electronic Learning,Academic Achievement,Foreign Countries,Sample Size,Data Collection,Information Technology,Statistical Significance,Teaching Experience

The goal of this study is to determine the perceptions that the teaching staff of the Faculty of Education at University of Al-Yarmouk (Jordan) have of the implementation of distance learning in virtual environments, more specifically, the professors' opinion of the potential and limitations of this educational strategy. To fulfil this goal, we developed a survey study. The main findings indicate that, overall, distance education in virtual environments has earned a good opinion among the professors who participated in the study, although the potential benefits of distance education are the most highly valued dimension. The professors rank the dimensions of goals and difficulties in implementing this educational strategy second, and planning the third and lowest dimension. Further, some identifying variables (e.g., department, gender) show statistically significant differences relative to the dimensions of the scale used.
Computer Assisted Language Learning and the Internationalisation of the Portuguese Language in Higher Education Contexts
Author: Sevilla-Pavón, Ana
Date: 2015-12-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Computers,Educational Technology,Teaching Methods,Interaction,Information Technology,Higher Education,Portuguese,Foreign Countries,Global Approach,Electronic Learning,Virtual Classrooms,Second Language Learning,Technology Uses in Education

The internationalisation of the Portuguese language has become a priority for academic institutions of different Portuguese-speaking countries which are trying to adapt to the current context of globalisation and ubiquitous communications through digital media. In order to achieve it, several challenges should be faced, namely providing international students with resources aimed at helping them improve their Portuguese while fostering its use in academic and scientific contexts. This can be done by identifying, creating and editing high-quality teaching materials which bear in mind the sociocultural, political, economic and linguistic contexts; using the Information and Communication Technologies effectively in both face-to-face and online learning environments (International Institute of the Portuguese Language, 2010); and promoting the online learning of Portuguese as a Foreign Language in higher education settings through virtual learning environments. This paper explores the challenges brought about by the internationalisation of Portuguese and how computer assisted language learning--and, more specifically, the development of a virtual learning environment aiming at catering for the linguistic needs of international students in different institutions in Brazil, Portugal and elsewhere--could help face these challenges.
The Effects of Images on Multiple-Choice Questions in Computer-Based Formative Assessment
Author: Martín-SanJosé, Juan Fernando
Date: 2015-12-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Pretests Posttests,Questionnaires,Questioning Techniques,Formative Evaluation,Computer Assisted Testing,Comparative Analysis,Scores,Outcomes of Education,Classroom Techniques,Teaching Methods,Educational Improvement,Educational Media,Multimedia Instruction,Multimedia Materials,Electronic Learning,Feedback (Response),Foreign Countries,Statistical Analysis

Current learning and assessment are evolving into digital systems that can be used, stored, and processed online. In this paper, three different types of questionnaires for assessment are presented. All the questionnaires were filled out online on a web-based format. A study was carried out to determine whether the use of images related to each question in the questionnaires affected the selection of the correct answer. Three questionnaires were used: two questionnaires with images (images used during learning and images not use during learning) and another questionnaire with no images, text-only. Ninety-four children between seven and eight years old participated in the study. The comparison of the scores obtained on the pre-test and on the post-test indicates that the children increased their knowledge after the training, which demonstrates that the learning method is effective. When the post-test scores for the three types of questionnaires were compared, statistically significant differences were found in favour of the two questionnaires with images versus the text-only questionnaire. No statistically significant differences were found between the two types of questionnaires with images. Therefore, to a great extent, the use of images in the questionnaires helps students to select the correct answer. Since this encourages students, adding images to the questionnaires could be a good strategy for formative assessment.
To What Extent Do Certain Characteristics of a Child's Written Story Influence the Way It Is Rated? Insights into Features Necessary for Supporting Struggling Writers
Author: Grünke, Mathias
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Writing (Composition),Writing Difficulties,Writing Instruction,Foreign Countries,Secondary School Students,Early Adolescents,Writing Assignments,Structural Equation Models,Teaching Methods,Handwriting,Essays,Spelling,Grade 5,Grade 6,Grading,Influences

Many students exhibit a special type of learning disability in writing. Yet, teachers spend relatively little time helping children and youth with severe writing difficulties overcome their struggles or prevent emerging problems from becoming more severe. A major reason for this lack of attention is that many educators feel overburdened by the complex task of teaching students how to compose meaningful texts. The purpose of this explorative study was to determine the extent to which certain theory-based text- and person-related variables influence the way a written story is rated by experts and subsequently enable practitioners to make more informed decisions about where to start in supporting struggling writers. Sixty German secondary students (ages 10-13 years old) wrote stories that were evaluated by eight independent raters. Structural equation models were then used to examine the relationships between seven dependent variables and the quality of the texts. The analysis showed that rather short and illegible stories were generally rated unfavorable. Other factors (e.g., performance on alphabetic and copying tasks or spelling skills) also played a role, but to a lesser extent. These findings provide teachers with useful information about where to start when trying to prevent learning disabilities in writing. In particular, educators should focus on instructing students (a) how to brainstorm story ideas in order to enable them to produce texts of an acceptable length and (b) on how to improve the legibility of their handwriting.
C-CARD: A Strategy to Improve Revising Behaviors
Author: Saddler, Bruce
Date: 2015-00-00
Type: Journal Articles
Subjects: Emotional Disturbances,Behavior Disorders,Behavior Modification,Writing Skills,Revision (Written Composition),Low Achievement,Intervention,Mnemonics,Grade 6,Writing Difficulties,Sentences,Skill Development,Achievement Gains,Disabilities,Urban Schools,Comparative Analysis,Program Effectiveness

Students with emotional and behavioral disorders (EBD) often perform well below their peers across academic areas, with lower math and reading scores and higher school failure and grade retention rates (Reid, Gonzalez, Nordness, Trout, &amp; Epstein, 2004). However, writing is the most significant academic deficit for these students (Austinner, Mattison, Nelson, &amp; Ralston, 2009; Sreckovic, Common, Knowles &amp; Lane, 2014), with revising of text being particularly problematic. Unfortunately there are few empirically based interventions to improve revising ability for students with EBD. To address these struggles, we created a mnemonic-based intervention (CCARD) to help improve sentence level revising. We used the intervention to help a sixth grade student with EBD and writing difficulties perform basic revising acts such as combining, changing, adding, rearranging, and deleting words to improve the overall quality of his compositions. After instruction, the type and quantity of revisions the participant attempted changed. Furthermore, the revisions attempted improved the quality of revised compositions. Finally, the participant improved his ability to combine sentences. Implications of the intervention on the writing instruction of children with EBD and writing disabilities are discussed.
ADHD and Writing Learning Disabilities: Overlapping Disorders and Educational Implications
Author: Rodríguez, Celestino
Date: 2015-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Writing Difficulties,Learning Disabilities,Comorbidity,Student Writing Models,Writing (Composition),Writing Processes,Intervention,Literature Reviews

In this review, we discuss the historic evolution of ADHD research up until the present, and explain the actual theoretical models of writing in relation to ADHD and attention. Given the characterization of writing as a recursive process, and in order to show its relationship with attention disorders, examples of applicable writing models are also described. These models contribute to a far better understanding of the findings from empirical studies. Additionally, a review of the empirical research on ADHD and writing conducted in the last decades is presented. The conclusions obtained from this analytical review suggest a lack of empirical studies concerning writing and ADHD. Specifically, this shortfall is even more obvious in those studies that have focused on the relationship among written composition, processes followed by ADHD students during tasks, and the written products they construct. Only a few studies have been carried out in this context, however, they have approached the combined problem in a superficial way without examining it in detail. A review and analysis of the association between ADHD and writing learning difficulties is the most novel and fundamental element with respect to the theoretical contribution we herein present.
Using Technology to Support Students with Autism Spectrum Disorders in the Writing Process: A Pilot Study
Author: Asaro-Saddler, Kristie
Date: 2015-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Writing Difficulties,Assistive Technology,Technology Uses in Education,Pilot Projects,Computer Software,Writing Improvement,Writing Instruction,Computer Assisted Instruction,Intervention,Validity,Pretests Posttests,Case Studies,Summer Programs,High School Students,Measures (Individuals),Achievement Tests,Statistical Analysis

Writing is an important content area that pervades all subject areas and is required for post-school success, yet many students with autism spectrum disorders (ASD) often struggle in written expression. In this article we discuss the characteristics of students with ASD that make writing difficult, and the strengths, such as the use of technology, that can help support writing development. We then report findings of a pilot study that utilized First Author® software to improve the writing of secondary students with ASD. Research questions explored whether students would improve the quality and quantity of their writing products after receiving instruction in writing using the First Author® software, and whether the intervention would have social validity with the classroom teacher. Preliminary findings were mixed, indicating that students showed some improvements in writing quality and quantity when being taught using First Author®. Implications for teachers and practitioners discussed.