ethanporcaro/eric-fulltext-meta huggingface dataset:
A Scale Development Study on Measuring Science Teachers&apos; Autonomy on Curriculum = Fen Bilimleri ögretmenlerinin program özerkligi üzerine bir ölçek gelistirme çalismasi
Author: Yolcu, Okan
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Science Teachers,Professional Autonomy,Foreign Countries,Secondary School Teachers,Test Validity,Test Reliability,Factor Analysis

The purpose of this study is to develop a Teachers' Autonomy on Curriculum Scale. For this aim, an item pool consisted of 50-item was prepared for the study. These scale items were reduced to 29 items after expert review and pilot implementation. This preliminary form was applied to 178 science teachers working in secondary schools in Izmir, Turkey. Validity and reliability studies have been done and Cronbach's Alpha internal consistency coefficient was calculated as 0.82. The scale is four-dimensional and reveals 67.4% of the total variance. The scale has four sub-scales (Professional Autonomy, Process Autonomy, Assessment Autonomy, and Planning Autonomy). Confirmatory factor analysis results support that the scale consisted of four subscales (RMSEA= 0.05, CFI= 0.98, AGFI= 0.89, RMR= 0.05, GFI= 0.93, SRMR= 0.06).
Difficulties of Transported Education Application: A Case Study = Tasimali egitim uygulamasinin güçlükleri: Bir durum çalismasi
Author: Yengin Sarpkaya, Pinar
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Transportation,Secondary School Students,Secondary Schools,School Administration,Secondary School Curriculum,Family School Relationship,Student Attitudes,Administrator Attitudes,Parent Attitudes,Teacher Attitudes,Secondary School Teachers,Problems,Foreign Countries

The purpose of this study is to contribute to the improvement of the application by revealing the difficulties of transported education application in a secondary school. In this study, single holistic case design was followed. Data was collected through semi-structured interview and semi-structured observation forms. 11 participants, determined by the maximal variation sampling, were interviewed and 14 weeks of participant observation was made. Data were analyzed by content analysis. Findings revealed that most important difficulties of transported education; for students, coming to school early and without having breakfast, waste of time and sleeplessness; for administrators, heavy workload. For educational programs, most serious difficulty for students is not to participate in out of school activities. Besides, it was determined that of the school-families cooperation was not of the desired quality. It was proposed to develop a new working order for school buses, to carry out an action research aimed at strengthening families' commitment to school, and to conduct multiple case studies in schools to be determined by extreme case sampling.
Telling Our Story: Using Digital Scrapbooks to Celebrate Cultural Capital
Author: Moran, Clarice M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Preservice Teachers,English Teachers,Language Arts,Teacher Education Programs,Biographies,Cultural Background,Cultural Capital,Ethnic Groups,Design,Visual Aids,Middle School Teachers,Methods Courses,Family Characteristics,Naming

This design was intended to act as a template for technology integration for preservice teachers in an English language arts class. However, the unintended result was a celebration of cultural heritage and increased classroom community. Through the project, 23 preservice teachers used online tools to design digital scrapbook pages that reflected family ancestry and life histories. Participants from diverse ethnic backgrounds celebrated their unique names and cultural capital.
The App Farm: Engaging Design Process as a Means for French Learning
Author: Howard, Craig D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Design,Computer Software,Teaching Methods,Computer Games,French,Second Language Learning,Second Language Instruction,College Faculty,Language Teachers,Art Teachers,Undergraduate Students,Computer Science Education,Teamwork,Graphic Arts,Course Descriptions,Interdisciplinary Approach,Student Attitudes

In this design case, we present an instructional design project that resulted in a French language learning game development system. What we describe here is not the game itself, but rather the pedagogical intervention that created what the design team termed a mobile &quot;application farm,&quot; which in turn produced the game. The term &quot;farm&quot; was used due to the perspective of the designers to create a sustainable system rather than a single design. This design case also has another purpose beyond presenting precedent in instructional design; we interrogate the interview process and the protocol we used while documenting this project. We present the outcome of our interrogation in reflection notes posted throughout this design case. We do this because we believe that there is a value and need for design cases created by someone outside of the design arena but with access to members of the design team, in order to elicit where precedents might be found within complex designs.
Emotion Recognition from Realistic Dynamic Emotional Expressions Cohere with Established Emotion Recognition Tests: A Proof-of-Concept Validation of the Emotional Accuracy Test
Author: Israelashvili, Jacob
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Recognition (Psychology),Affective Behavior,Cognitive Tests,Test Validity,Individual Differences,Emotional Intelligence,Foreign Countries

Individual differences in understanding other people's emotions have typically been studied with recognition tests using prototypical emotional expressions. These tests have been criticized for the use of posed, prototypical displays, raising the question of whether such tests tell us anything about the ability to understand spontaneous, non-prototypical emotional expressions. Here, we employ the Emotional Accuracy Test (EAT), which uses natural emotional expressions and defines the recognition as the match between the emotion ratings of a target and a perceiver. In two preregistered studies (N[subscript total] = 231), we compared the performance on the EAT with two well-established tests of emotion recognition ability: the Geneva Emotion Recognition Test (GERT) and the Reading the Mind in the Eyes Test (RMET). We found significant overlap (r &gt; 0.20) between individuals' performance in recognizing spontaneous emotions in naturalistic settings (EAT) and posed (or enacted) non-verbal measures of emotion recognition (GERT, RMET), even when controlling for individual differences in verbal IQ. On average, however, participants reported enjoying the EAT more than the other tasks. Thus, the current research provides a proof-of-concept validation of the EAT as a useful measure for testing the understanding of others' emotions, a crucial feature of emotional intelligence. Further, our findings indicate that emotion recognition tests using prototypical expressions are valid proxies for measuring the understanding of others' emotions in more realistic everyday contexts.
Age and Sex Invariance of the Woodcock-Johnson IV Tests of Cognitive Abilities: Evidence from Psychometric Network Modeling
Author: Bulut, Okan
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Cognitive Tests,Psychometrics,Gender Differences,Age Differences,Children,Adolescents,Test Validity,Test Reliability,Individual Characteristics,Correlation

The Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV COG) is a comprehensive assessment battery designed to assess broad and narrow cognitive abilities, as defined by the Cattell-Horn-Carroll (CHC) theory of intelligence. Previous studies examined the invariance of the WJ assessments across sex and age groups using factor analytic methods. Psychometric network modeling is an alternative methodology that can address both direct and indirect relationships among the observed variables. In this study, we employed psychometric network modeling to examine the invariance of the WJ IV COG across sex and age groups. Using a normative sample (n = 4212 participants) representative of the United States population, we tested the extent to which the factorial structure of the WJ IV COG aligned with CHC theory for the school-aged sample. Next, we used psychometric network modeling as a data-driven method to investigate whether the network structure of the WJ IV COG remains similar across different sex and age (age 6 to 19, inclusively) groups. Our results showed that the WJ IV COG maintained the same network structure across all age and sex groups, although the network structure at younger ages indicated weaker relationships among some subtests. Overall, the results provide construct validity evidence for the WJ IV COG, based on both theoretical and data-driven methods.
Individual Differences in Attention and Intelligence: A United Cognitive/Psychometric Approach
Author: Conway, Andrew R. A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Individual Differences,Attention,Intelligence,Executive Function,Theories,Correlation,Simulation,Models,Cognitive Development,Neurological Impairments,Cognitive Processes,Cognitive Psychology,Evaluation Methods,Vocabulary

Process overlap theory (POT) is a new theoretical framework designed to account for the general factor of intelligence (&quot;g&quot;). According to POT, g does not reflect a general cognitive ability. Instead, &quot;g&quot; is the result of multiple domain-general executive attention processes and multiple domain-specific processes that are sampled in an overlapping manner across a battery of intelligence tests. POT explains several benchmark findings on human intelligence. However, the precise nature of the executive attention processes underlying g remains unclear. In the current paper, we discuss challenges associated with building a theory of individual differences in attention and intelligence. We argue that the conflation of psychological theories and statistical models, as well as problematic inferences based on latent variables, impedes research progress and prevents theory building. Two studies designed to illustrate the unique features of POT relative to previous approaches are presented. In Study 1, a simulation is presented to illustrate precisely how POT accounts for the relationship between executive attention processes and &quot;g.&quot; In Study 2, three datasets from previous studies are reanalyzed (N = 243, N = 234, N = 945) and reveal a discrepancy between the POT simulated model and the unity/diversity model of executive function. We suggest that this discrepancy is largely due to methodological problems in previous studies but also reflects different goals of research on individual differences in attention. The unity/diversity model is designed to facilitate research on executive function and dysfunction associated with cognitive and neural development and disease. POT is uniquely suited to guide and facilitate research on individual differences in cognitive ability and the investigation of executive attention processes underlying &quot;g.&quot;
Initial Evidence for the Hypersensitivity Hypothesis: Emotional Intelligence as a Magnifier of Emotional Experience
Author: Fiori, Marina
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Emotional Experience,Cognitive Processes,Individual Differences,Recall (Psychology)

In this article, we provide preliminary evidence for the 'hypersensitivity hypothesis', according to which Emotional Intelligence (EI) functions as a magnifier of emotional experience, enhancing the effect of emotion and emotion information on thinking and social perception. Measuring ability EI, and in particular Emotion Understanding, we describe an experiment designed to determine whether, relative to those low in EI, individuals high in EI were more affected by the valence of a scenario describing a target when making an affective social judgment. Employing a sample of individuals from the general population, high EI participants were found to provide more extreme (positive or negative) impressions of the target as a function of the scenario valence: positive information about the target increased high EI participants' positive impressions more than it increased low EI participants' impressions, and negative information increased their negative impressions more. In addition, EI affected the amount of recalled information and this led high EI individuals to intensify their affective ratings of the target. These initial results show that individuals high on EI may be particularly sensitive to emotions and emotion information, and they suggest that this hypersensitivity might account for both the beneficial and detrimental effects of EI documented in the literature. Implications are discussed.
Critical Thinking: A Model of Intelligence for Solving Real-World Problems
Author: Halpern, Diane F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Intelligence,Problem Solving,Intelligence Quotient,COVID-19,Pandemics

Most theories of intelligence do not directly address the question of whether people with high intelligence can successfully solve real world problems. A high IQ is correlated with many important outcomes (e.g., academic prominence, reduced crime), but it does not protect against cognitive biases, partisan thinking, reactance, or confirmation bias, among others. There are several newer theories that directly address the question about solving real-world problems. Prominent among them is Sternberg's adaptive intelligence with &quot;adaptation to the environment&quot; as the central premise, a construct that does not exist on standardized IQ tests. Similarly, some scholars argue that standardized tests of intelligence are not measures of rational thought--the sort of skill/ability that would be needed to address complex real-world problems. Other investigators advocate for critical thinking as a model of intelligence specifically designed for addressing real-world problems. Yes, intelligence (i.e., critical thinking) can be enhanced and used for solving a real-world problem such as COVID-19, which we use as an example of contemporary problems that need a new approach.
How Executive Processes Explain the Overlap between Working Memory Capacity and Fluid Intelligence: A Test of Process Overlap Theory
Author: Wang, Tengfei
Date: 2021-00-00
Type: Journal Articles
Subjects: Short Term Memory,Executive Function,Intelligence,Foreign Countries,Epistemology,College Students

Working memory capacity (WMC) and fluid intelligence (Gf) are highly correlated, but what accounts for this relationship remains elusive. Process-overlap theory (POT) proposes that the positive manifold is mainly caused by the overlap of domain-general executive processes which are involved in a battery of mental tests. Thus, executive processes are proposed to explain the relationship between WMC and Gf. The current study aims to (1) achieve a relatively purified representation of the core executive processes including shifting and inhibition by a novel approach combining experimental manipulations and fixed-links modeling, and (2) to explore whether these executive processes account for the overlap between WMC and Gf. To these ends, we reanalyzed data of 215 university students who completed measures of WMC, Gf, and executive processes. Results showed that the model with a common factor, as well as shifting and inhibition factors, provided the best fit to the data of the executive function (EF) task. These components explained around 88% of the variance shared by WMC and Gf. However, it was the common EF factor, rather than inhibition and shifting, that played a major part in explaining the common variance. These results do not support POT as underlying the relationship between WMC and Gf.
Analysis of Lexical and Cohesive Ties Usage in Undergraduate Students&apos; Writing by Applying Task-Based Language Learning Methodology
Author: Alqahtani, Mufleh Salem M.
Date: 2020-03-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Connected Discourse,Writing Skills,Males,Writing Instruction,Advanced Students,Foreign Countries,Task Analysis,Writing Evaluation,Reading Instruction,Grammar,Vocabulary Development,Discourse Analysis,Writing Improvement,Student Motivation,Language Proficiency,Morphemes,Phrase Structure,Instructional Effectiveness

The present scenario fact that the English is a language of modern technological and scientific developments, text is a primary tool for students to gain the knowledge in writing skills. However, most male Saudi students show minimum efficient in L2 writing skill and do not have sufficient competence for writing the authentic English passages. To enhance this various study were undergone to cope up the gap between the student's use of lexical and cohesive ties by applying task-oriented teaching. However, the immediate need to fill the gap, the researchers made pioneer study on this filed. The present study investigates analysis of lexical and cohesive ties usage in undergraduate students' writing by applying task-based language learning methodology. The study was performed by thirty-five students from an advanced ESL Reading class at King Saud University, Arts College in Riyadh for 15 weeks. This study has been investigated by Four English passages including behavioral psychology, scientific and two general passages throughout the semester respectively. The analysis of the obtained data proved that the students' language abilities in grammar and vocabulary significantly improved especially in the discourse analysis passages. In addition, the results of the study evidenced that students are more engaged and motivated during group work activities, and learn more about structure, identifying, cause and effect, purpose and function and if clause of analyzing passages. Proficiency of grammatical category results concluded among the 35 students, average 60% of the students were prefect in tenses, passive structures, if clause, cause and effect, purpose and function, documented 37.14,57.14,54.28 and 77.14% respectively. Overall, the present study concludes with pedagogical implications that ESL teachers might consider a task in their ESL classrooms.
A Systematic Review of the Outcomes of Using Action Research in Education
Author: Messikh, Djihed
Date: 2020-03-00
Type: Journal Articles
Subjects: Literature Reviews,Action Research,Educational Research,Critical Thinking,Faculty Development,Teacher Researchers

Teaching, as a profession, is becoming more and more challenging every day, not only because the teacher has to deal with unpredictable difficulties in constantly changing uncontrollable cultural and social contexts in the classrooms, but also for the need, nowadays, to be a curious explorer, a systematic investigator, and a creative innovation to solve his/her problems while teaching, using a flexible, self-reflective, critical, and production-oriented approach. Educational Action Research can provide a chance for the teacher to develop his/her critical thinking skills to become effective self-reliant problem-solver to the actual unique challenges that no one, but him/her, can better understand and administer in the classroom. Thus, s/he becomes enthusiastically involved in structuring and sharing a more comprehensive view of education. This paper investigates the possible outcomes of using action research in education, with an emphasis on teachers, after highlighting main critiques. It starts by discussing first the early evolution of Action Research both as a notion and a structure. Then, it reviews primary literature and research findings on the benefits of using Educational Action Research for teachers. The paper suggests that taking the role of teacher-research may help in achieving sustainable development at the level of the classroom and contributes in promoting the professional careers of teachers.
A Thorough Examination of Teens Drug Slang in Algeria
Author: Ghounane, Nadia
Date: 2020-03-00
Type: Journal Articles
Subjects: Standard Spoken Usage,Sociolinguistics,Foreign Countries,Drug Use,Secondary School Students,Semitic Languages,Knowledge Level

Investigating the world of the drug through providing a linguistic scholarship on the coded forms employed by addicts is not an easy task because they tend to form the slang lexis that keeps them out of trouble with the law and their parents when it comes to teenagers. Several research works showed that drugs become prevalent among schoolers in comparison to cigarettes; for this reason, teens tend to develop street drug expressions commonly known as slang names to ease their access into the very dark and secretive world of drugs and steroids. In this vein, the present research paper pursues to shed light on Algerian teens and their use of drug slang terms. It also provides a thorough overview of the slang created by Algerian youngsters to facilitate the exchange of drug products. In this tight, the researcher made a profound investigation by taking Tlemcen speech community as a case in point. The researcher collected data through a semi-structured questionnaire and an interview. To this end, the results provided an in-depth look at what is behind the backdrop of the drug world. The analysis revealed that there is increasing use of slang terms between teens at secondary schools, especially words for selling and buying drugs. The findings also demonstrated that teens have created slang terms for the most widely employed types of drugs like ecstasy, heroin, L.S.D, and barbiturates.
Cognitive Presence in a Blended Learning Environment at Jordanian Universities
Author: Harb, Jibrel
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Blended Learning,Problem Solving,Critical Thinking,Student Participation,Teaching Methods

Cognitive presence is the ability of the learners to project their mental and perceptual presence. This paper aims to investigate cognitive presence when using a Blended Learning environment. The article also aims at exploring university students' attitudes towards using a BL environment in language learning, since BL perception, as a computer learning environment, has become a requirement to enhance language learning. The sample for the study consists of 100 students studying the English Language Skills course at Al-Balqa Applied University (BAU) in Jordan, who responded to a questionnaire on cognitive presence issues. The findings of the study reveal that Blended Learning (BL) can create a vibrant cognitive presence, which enables to support active language learning. The results share some positive attitudes towards a cognitive presence in a BL environment. The study recommends that more research on the part of the online instructors to create and enhance cognitive presence is necessary to benefit learning English language skills.