ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Candidates' Thinking Styles: An Investigation of Various Variables
Author: Esmer, Elif
Date: 2016-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Thinking Skills,Scores,Gender Differences,Intellectual Disciplines,Preferences,Longitudinal Studies,Correlation,Cognitive Style,Teacher Education Programs,Experimental Groups,Learning Processes,Consciousness Raising,Individual Differences,Foreign Countries,Statistical Analysis,Statistical Significance

Within the scope of the research the following question has been addressed: &quot;Is there a statistically significant difference in students' thinking styles according to (a) gender, (b) academic discipline and (c) grade, between the beginning and the end of an academic semester?&quot; Purpose of the study is to reveal the differentiation occurred in teacher candidates' thinking style preferences during an academic semester, according to some variables. &quot;Thinking Styles Inventory&quot;, developed by R. J. Sternberg and R. K. Wagner (1992), has been applied to 794 teacher candidates from various disciplines, at the beginning and end of the semester. As the result of the study, it has been found that, significant difference occurred in the &quot;Conservative&quot; sub-scale's mean scores between the 1st and 2nd application, for both genders. Regarding the means of &quot;Conservative&quot; sub-scale, it has been seen that the mean scores of female and male teacher candidates have increased at the end of the semester. Another finding of the study is that the joint effect of academic discipline and thinking style's differentiation status was significant for all sub-scales. Similar studies can be conducted with teacher candidates from different departments of education faculties. The current research was limited with one semester. On the other hand, longitudinal researches lasting an academic semester or more can be accomplished. Researches, covering other thinking styles and discovering the relationships among them can be conducted. Experimental studies featuring differentiation of the thinking styles are fairly limited. Therefore, experimental researches can be emphasized at teacher-training institutions. Thinking styles of teacher candidates are different form each other. Thus, the preparation of learning environment considering this diversity is an important step on teacher training. Individuals should organize and manage their own learning processes. Thus, raising teacher candidates' awareness about their own style seems to be crucial. Teacher candidates, after creating awareness about their own styles, can give the appropriate weight in activities for improving the style in order to achieve a task.
The Effect of Self-Regulated Jigsaw IV on University Students' Academic Achievements and Attitudes towards English Course
Author: Özdemir, Esin
Date: 2016-05-00
Type: Journal Articles
Subjects: Academic Achievement,Student Attitudes,Grammar,Text Structure,English (Second Language),Experimental Groups,Control Groups,Statistical Analysis,Teaching Methods,Intermode Differences,Cooperative Learning,Independent Study,Qualitative Research,Pretests Posttests,College Students,Semi Structured Interviews,Likert Scales,Achievement Gains,Foreign Countries,Quasiexperimental Design

This study aims to determine the effect of self-regulated jigsaw IV upon university students' learning a new grammar structure within EFL learning process and also their attitudes towards the English course. The research was carried out with 40 students studying in two different prep classes at Bulent Ecevit University Foreign Languages College in the spring term of 2011-2012 academic year. During the courses, while self-regulated jigsaw IV was carried out with the experimental group, a traditional method was performed in the control group. As quantitative data suggest; self-regulated jigsaw IV has significantly increased students' academic achievement compared to traditional method; however, it is slightly effective on their attitudes towards English. As qualitative data suggest; the students in the experimental group feel self-satisfied with their learning and they can use self-regulation skills in their autonomous studies.
Applying a Reading Program Based on Cognitive Science in Rural Areas of Malawi: Preliminary Results
Author: Iyengar, Radhika
Date: 2016-05-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Fluency,Foreign Countries,Rural Schools,Teaching Methods,Elementary School Students,Decoding (Reading),African Languages,Phoneme Grapheme Correspondence,Neurosciences,Surveys,Reading Tests,Intervention,Reading Rate,Comparative Analysis,Observation

Reading fluency is a skill foundational to academic performance, and acquiring this skill in early grades is crucial. Throughout sub-Saharan Africa, reading levels of students are far below grade level, and Malawi is no exception. Research suggests that students, particularly in consistently spelled languages, acquire automaticity most easily by starting from individual letters, combining them in increasingly larger chunks, and getting plenty of practice in decoding them. Due to working memory capacity limits, students must attain a minimum reading speed in order to understand text. These concepts were tested in a rural district in Malawi. The study helps to explain the components of this science-based &quot;learning package&quot; needed for reading fluency. Volunteers held the classes in communities as an after school program for children from grades 1 to 5. The goal behind this innovative six-month program is students' recognition of all letters used in Chichewa language and progress in text decoding. This study helps to explain the various components of the learning intervention and the results show that there has been improvement in knowledge of letter sounds. This study uses an already tried and tested cognitive neuroscience model, which was contextualized and implemented in the Malawi setting.
Effect of the Van Hiele Model in Geometric Concepts Acquisition: The Attitudes towards Geometry and Learning Transfer Effect of the First Three Grades Students in Jordan
Author: Al-ebous, Tahani
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geometric Concepts,Elementary School Students,Student Attitudes,Randomized Controlled Trials,Comparative Analysis,Statistical Analysis,Mathematics Achievement,Models,Transfer of Training,Mathematics Instruction,Elementary School Mathematics,Thinking Skills

This study aimed to investigate the effect of the van Hiele model in Geometric Concepts Acquisition, and the attitudes towards Geometry and learning transfer of the first three grades students in Jordan. Participants of the study consisted of 60 students from the third grade primary school students from the First Directorate, Amman, in the academic year (2015-2016) and they were divided randomly into a control group and an experimental group. To achieve the objectives of the study, the teacher's guide was prepared for the unit of Engineering and Statistics taken from the text book of Mathematics of the third grade in accordance with the model of Van Hiele, and the preparation of test engineering concepts which consisted of 17 questions of multiple choice, in addition to the scale of attitudes towards engineering and test learning transfer effect. Data were analyzed using ANCOVA and results were as follows: there are significant differences between the average performance of each of the two groups of the study on the scale of Geometric Concepts acquisition in favor of the experimental group taught by using the Van Hiele model. And there are significant differences between the average performance of the two groups on a scale of attitudes towards geometry in favor of the experimental group taught by the Van Hiele model. There are significant differences between the average performance of each of the two groups on the learning transfer test in favor of the group taught by the Van Hiele model.
Historical Significance from Turkish Students' Perspective
Author: Avarogullari, Muhammet
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Historical Interpretation,Value Judgment,Grade 11,Grade 12,Change Agents,Cultural Background,Preferences,Scoring Formulas,Academic Standards,Thinking Skills,Student Surveys,Professional Identity,Nationalism,Gender Differences,Recognition (Achievement),Familiarity,Content Analysis

The purpose of this study is to determine how students in a south-western province of Turkey employ historical significance which is one of the second order concepts of historical thinking. 44 11th and 12th grade students participated in the study. They were asked to identify the most significant 10 persons in the history and provide their reasons for selecting each person. A total of 127 people are determined by students as significant. Each person identified by the students are given a score according to a formula developed by the researchers. Thus 10 people with the highest score determined by the most significant person history. Analysis of these 10 people along with remaining of the list revealed that students are unable to employ professional standards to differ significant people from those who are not. Rather they are quite personal and subjective with regard to selections they made. Additionally it has been revealed that they choose people only from Turkish history, their selections characterized by people from relatively recent past, and paucity of female figures in list raised concerns regarding content, curriculum and instruction of history and social studies courses in Turkey.
Expanding Knowledge Gaps: The Function of Fictions in Teaching Materials after the 2011 Swedish High School Reform
Author: Graeske, Caroline
Date: 2016-00-00
Type: Journal Articles
Subjects: Fiction,Instructional Materials,Secondary School Curriculum,Textbook Content,Textbook Evaluation,Instructional Material Evaluation,Statistical Analysis,Qualitative Research,Educational Objectives,Content Analysis,Vocational Education,General Education,Alignment (Education),Curriculum Evaluation,Foreign Countries

The aim in the study is to analyze how work with fiction is organized in six textbooks for senior high school in Sweden after the school reform 2011. Research into Swedish teaching materials has been neglected in recent years and there is a knowledge gap about how the work with fictions is affected by the reform in 2011. In the study quantitative and qualitative methods are used and Bernstein's theories relating to horizontal and vertical discourse are applied to the empirical material. The analysis shows that work with fiction in textbooks is marginalized, particularly work with fictions created by women. The study also shows that students attending vocational programs have access to a different knowledge than students attending university preparatory programs. This is remarkable, since the learning objectives in Svenska 1, curriculum for vocational and university preparatory programs, are the same. This means that central values of equal education are eliminated after the reform, and the knowledge gap between different groups of students is likely to increase.
Impact of Explicit Vocabulary Instruction on Writing Achievement of Upper-Intermediate EFL Learners
Author: Solati-Dehkordi, Seyed Amir
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing Achievement,Vocabulary Development,English (Second Language),Writing Skills,Writing (Composition),Females,Language Tests,Pretests Posttests,Reading Comprehension,Institutes (Training Programs),Instructional Effectiveness,Foreign Countries,Statistical Analysis

Studying explicit vocabulary instruction effects on improving L2 learners' writing skill and their short and long-term retention is the purpose of the present study. To achieve the mentioned goal, a fill-in-the-blank test including 36 single words and 60 lexical phrases were administrated to 30 female upper-intermediate EFL learners. The EFL participants were asked to write a composition titled &quot;A Cruel Sport&quot; after a reading activity on &quot;Bull Fighting&quot;. Comparing this writing to the one written after target vocabulary instruction, it caused a significant increase in the number of vocabularies used productively in learners' writing. The statistical analysis revealed that in delayed writing, the participant retained the newly-learned vocabularies even sometimes after the instruction. Based on the obtained results, this research offers below suggestions for L2 instructors: (1) productive use of words is not guaranteed by word comprehension per se; (2) learners are not only able to increase the active vocabulary under their control but also use the words they just learned; and (3) in a writing task which was immediately fulfilled through explicit vocabulary instruction, vocabulary recognition is converted into a productive one, improving retention and leading to productive use of newly learned vocabulary at the same time. This productiveness, however, is loss prone and more practice is needed in producing newly learned vocabulary.
Roots of Sin and Destruction of the Religious Education in the Shia Belief
Author: Sadeghiyan, Mehri
Date: 2016-00-00
Type: Journal Articles
Subjects: Religious Education,Beliefs,Islam,Moral Values,Moral Development,Concept Formation,Hermeneutics,Values Clarification,Educational Change,Spiritual Development,Educational Practices

The religious Education is one of the key components of the present age detachment from which poses numerous problems for the society Islamic. One of the factors effective in the destruction of the religious Education is the roots of sin avoiding which can lead to the improvement of the religious Education of the members of the society. Thus, the present paper is aimed at familiarization with the most important roots of sin and its impacts on the destruction of the religious Education based on Islamic teachings In the Shia Belief. In order to achieve this goal, By means of a descriptive-analytical method, it has been attempted to look into the concept of sin and the religious Education and the most important roots of sin paving the way for the destruction of this lifestyle, so that according to them the members of society will be led towards a religious Education which will result in a society enriched and adorned by religious culture.
Implications of Socioeconomic Status on Academic Competence: A Perspective for Teachers
Author: Cedeño, Luis F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Academic Ability,Competence,Academic Achievement,Low Income Students,Poverty,Underachievement,Stress Variables,Personality Traits,Caring,Intervention,Educational Change,Educational Practices,Change Strategies,Attention

Studies suggest that socioeconomic status is a strong predictor of academic achievement. This theoretical paper proposes that despite the fact that low-socioeconomic status represents a risk factor that seems to undermine attentional skills and thus academic achievement, emerging evidence suggests the potential of new approaches, interventions and cognitive training programs to reverse the negative effects of poverty. The evidence presented in this paper may be of particular interest for teachers because it provides a larger scope to better understand the implications of socioeconomic status on learning and school achievement. This paper intends to make teachers aware that today more than ever they count on important knowledge and valuable resources like cognitive training intervention programs to help students. These intervention programs correct dysfunctional attention bringing hope to socially disadvantaged students who struggle in school.
Pre-Eminent Curriculum in Islamic Basic School Integrated Comparative Studies in Islamic Basic School Integrated Al-Izzah Serang and Al-Hanif Cilegon, Banten, Indonesia
Author: Fauz, Anis
Date: 2016-00-00
Type: Journal Articles
Subjects: Islam,Islamic Culture,Integrated Curriculum,Elementary School Curriculum,Qualitative Research,Interviews,Documentation,Observation,School Schedules,Concept Formation,Educational Practices,Foreign Countries

Compare to General SD (Primary school), the superiority of SD Islam Terpadu (Integrated Islamic Primary School) lies on the development of the curriculum and learning that is more emphasize on integrated curriculum and integrated learning. Curriculum model applied in Sekolah Dasar Islam Terpadu (SDIT) is integrated curriculum. This curriculum is being applied by creating the synergy among national curriculum of education (ministry of education), religious curriculum (Al-Islam), and local content curriculum by using full day school system. The result of this research shows that: the concept of SDIT (Islamic integrated primary school) relies on the stakeholders, who hold the education, and self-development curriculum that relies on the needs of SDIT al-Izzah plus adjustment curriculum which relies on Islamic integrated primary school networks. The concept of curriculum which is applied in SDIT al Hanif combines three curriculums namely: the ministry of education and culture, ministry of religious affairs and the stakeholders' curriculum.
Mind Maps to Modify Lack of Attention among Saudi Kindergarten Children
Author: Daghistan, Bulquees Ismail Abdul Majid
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Attention Control,Semitic Languages,Control Groups,Experimental Groups,Pretests Posttests,Statistical Significance,Scores,Visual Aids,Teaching Methods,Native Language Instruction,Instructional Effectiveness,Educational Practices

This research study aims at investigating the impact of Mind Maps on modifying the lack of attention in Arabic language class among Saudi Kindergarten children. To achieve the goals of this study the researcher used an experimental design with a random sample from AlRae'd Kindergarten's children in Riyadh -Saudi Arabia for the academic year (2014-2015). The study sample consisted of (40) children divided into two groups: (23) in the experimental and (17) in the control group. The researcher used Al-Obeidi's (1999) Lack of Attention Scale LAS. Validity of the tool was approved through a half division to measure lack of attention (0.93) which is considered good. The scale was used before and after the implementation of the experiment on both groups. Results showed a positive change in attention concentration in favor of the experimental group. Thus, the researcher recommended the use of Mind Maps in teaching kindergarten children to avoid attention deficiency.
The Effectiveness of CBL Model to Improve Analytical Thinking Skills the Students of Sport Science
Author: Sudibyo, Elok
Date: 2016-00-00
Type: Journal Articles
Subjects: Sports Medicine,Teaching Methods,Physics,Thinking Skills,Models,Statistical Analysis,Skill Development,Experimental Groups,Instructional Effectiveness,Pretests Posttests,Science Instruction,Undergraduate Students,Tests,Foreign Countries

Sport science undergraduate education, one of which purposes is to produce an analyst in sport. However, generally analytical thinking skills of sport science's students is still relatively very low in the context of sport. This study aimed to describe the effectiveness of Physics Learning Model in Sport Context, Context Based Learning (CBL) model. The effectiveness of CBL model was described based on the data of increasing analytical thinking skills of sports science's students. This research used experimental design of pre-test and post-test design with replication. The results showed that the CBL model was able to improve the analytical thinking skills of sport science's students with N-gain of 0.78 in high category increase. Statistical paired t-tests also informed that the model can significantly improve analytical thinking skills of sport science's students at the level of significance as much as a = 0.05. Based on the improvement of students' analytical thinking skills, it can be concluded the CBL model was effective.
International Students' Perspectives on the Importance of Obtaining Social Support from Host National Students
Author: Chuah, Julie S. C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Social Capital,Social Networks,Peer Relationship,Undergraduate Students,Questionnaires,Statistical Analysis,Social Support Groups,Psychological Needs,Information Needs,Likert Scales,Expectation,Social Cognition,Student Attitudes,Foreign Countries

Students pursuing studies in a foreign land experience a disruption or loss of familiar support networks that function as powerful coping mechanisms in times of stress. Loss of social support has been associated with negative consequences such as depression, anxiety and loneliness. Researchers have categorized social support as emotional, practical, informational and in the form of social companionship. This study reports the findings of a study involving undergraduate international students pursuing their first degrees in four research universities in Malaysia. Using the quantitative methodology, a total of 400 questionnaires were distributed to international undergraduates with a return of 318 questionnaires. Results showed that many international students desired frequent social support from host national students in all four categories. Suggestions are made to institutions of higher learning to create a more supportive and conducive environment for intercultural contact in line with the efforts of internationalization.
Standardisation a Considerable Force behind Language Death: A Case of Shona
Author: Mhute, Isaac
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Skill Attrition,African Languages,Dialects,Case Studies,Qualitative Research,Language Attitudes,Standard Spoken Usage,Language Variation,Oral Language,Language Planning,Multilingualism,Language Maintenance,Foreign Countries

The paper assesses the contribution of standardisation towards language death taking Clement Doke's resolutions on the various Shona dialects as a case study. It is a qualitative analysis of views gathered from speakers of the language situated in various provinces of Zimbabwe, the country in which the language is spoken by around 75% of the population. It is argued that, under normal circumstances, standardisation should not result in people having to cede more than half of their way of speaking. The paper demonstrates how people speaking varieties that were initially treated as independent languages may be forced to speak in a prescribed way inspite of whether they really speak the same language or not which in turn leads to language shift and death. The language policy of the entire nation would result in the disappearance of motivation to continue with the old way of speaking which in turn leads to the death of that particular language or way of speaking. The paper recommends nations to understand the importance of multilingualism and labour for its preservation.
Using of Video Modeling in Teaching a Simple Meal Preparation Skill for Pupils of Down Syndrome
Author: AL-Salahat, Mohammad Mousa
Date: 2016-00-00
Type: Journal Articles
Subjects: Video Technology,Food,Verbal Communication,Skill Development,Generalization,Teaching Methods,Modeling (Psychology),Down Syndrome,Maintenance,Daily Living Skills,Special Education,Foreign Countries

The current study aimed to identify the impact of video modeling upon teaching three pupils with Down syndrome the skill of preparing a simple meal (sandwich), where the training was conducted in a separate classroom in schools of normal students. The training consisted of (i) watching the video of an intellectually disabled pupil, who is preparing a sandwich of cream cheese; (ii) receiving verbal praise for each step of the training that was performed correctly. The results showed that the pupils mastered the skill of preparing sandwich independently, the skill generalization has been verified and the pupils demonstrated maintenance of the skill 14 days following mastery.