ethanporcaro/eric-fulltext-meta huggingface dataset:
An Evaluation of the Contributions of the Words Frequently Used in Turkish Lullabies to Language Education and Development
Author: Ulutas, Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Turkish,Singing,Music,Word Frequency,Family Relationship,Figurative Language,Child Development,Language Acquisition,Children,Childrens Literature

In this study, it was aimed to determine the words frequently used in Turkish lullabies and to evaluate the contributions of the lullabies to language education and development through the words determined. Qualitative document analysis was used in the study. &quot;Turkish Lullabies&quot; by Demir and Demir (2014) and &quot;Turkish Lullabies from Anatolia&quot; by Demir (2018) were used as data sources. In order to create a document pool in the study, both sources which included the lullabies used for the data of the study were transferred to digital environment. In the analysis of the data obtained, descriptive analysis method was used. Based on the word frequency determined in the lullabies, the top most frequently used 100 words were identified. Among these words, the words related to family and kinship relations and words used for metaphors were analyzed in terms of the meanings they refer to in different contexts and the functions they assume were analyzed. Considering the results obtained in the study, it is believed that the words frequently used in lullabies are the words that can be primarily preferred in children's language development. It is clear that the lullabies, which are examined through word frequency, are sung to educate babies and children, beyond putting them to sleep. When the frequently used names expressing family ties are examined, it is noteworthy that they are definitely handled in the context of a message. As the person who sings the lullaby, the mother mostly calls out to her son and daughter. In the social context, the duties of boys and girls and their expectations from them are inscribed into the minds of children. In addition, it is noteworthy that the basic rules of the language, concepts and terms are included in lullabies in detail.
Dance Movement-Based Intervention Reduces Stereotypical Behavior in Children with Autism Spectrum Disorder
Author: Ziadat, Ayed H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Children,Adolescents,Autism Spectrum Disorders,Stereotypes,Behavior Problems,Dance,Motion,Intervention,Behavior Modification,Music

Autistic individuals are commonly characterized by stereotypical behaviors, which affect their daily life, particularly social aspects. The study aimed to assess the effectiveness of dance movement-based intervention in reducing stereotypical behavior among autistic children. The study used an experimental-based approach, which recruited 30 autistic children purposively between 9 and 15 years old, diagnosed with autism spectrum disorder- level 1 (ASD [1]) or autism spectrum disorder- level 2 (ASD [2]) from one autism center in Jordan. The intervention sessions were fifteen sessions and lasted 60 minutes. The dance movement and music were selected cautiously by professional therapists. The observation was the study tool for collecting data performed by both author and care providers. The results approved the effectiveness of the suggested intervention in reducing stereotypical behavior. The children presenting ASD (1) showed significantly less stereotypical behavior than those presenting ASD (2). The result also showed that the difference was significant and obvious from the first three sessions, but the best reduction was in the fourth session. However, the results refuted any difference in reduction of stereotypical behavior attributed to gender or age group of participants.
Developing Assessment Instrument Using Polytomous Response in Mathematics
Author: Sutiarso, Sugeng
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Tests,Item Response Theory,Test Items,Vocational Education,Student Attitudes,Test Use,Foreign Countries,Test Validity,Multiple Choice Tests,Vocational Schools

This research is a developmental research aiming at developing a good mathematical test instrument using polytomous responses based on classical and modern theories. This research design uses the Plomp model, which consists of five stages, (1) preliminary investigation, (2) design, (3) realization/construction, (4) revision, and (5) implementation (testing). The study was conducted in three vocational schools in Lampung Province, Indonesia. The study involved 413 students, consisting of 191 male and 222 female students. The data were collected through questionnaire and test. The questionnaire was used to identify the assessment instruments currently employed by teachers and to be validated by the experts of mathematics and educational evaluation. The test used an open polytomous response test numbering of 40 items. The data were analyzed using both classical and modern theories. The results show that (1) the open polytomous response test has a good category according to classical and modern theory. However, the discrimination power of test items in classical theory needs several revisions, (2) the assessment instrument using the polytomous response of open multiple choice can guarantee information on the actual competence of students. This is proven by the fact that there is a harmony between the analysis result obtained from classical and modern theory from the students' arguments when giving reasons for their choices. Therefore, the open polytomous response test can be used as an alternative to learning assessment.
Reshaping the Preservice Preschool Teachers&apos; Curriculum to Give the Emphasis to the Managerial Domain
Author: Savluk, Halyna
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Preservice Teacher Education,Curriculum Development,Educational Change,Educational Administration,Skill Development,Student Attitudes,Foreign Countries,Curriculum Evaluation

The purpose of the study was to determine whether emphasising the managerial domain of the preservice preschool teachers' curriculum is capable to improve their management and leadership skills. This study used the mixed-method methodology that combined the exploratory design and the experimental design. It included three basic phases such as feasibility assessment of making changes to the curriculum, intervention, and controlled observation, followed by the analytical phase. It was proved that the university curriculum upgraded the training approach by using the guided interim directorship. This change addressed the Professional Standard requirements for the preschool heads as well as job requirements. The intervention produced a positive shift in students' skills of micromanagement, long-term planning, communicating vision, emotional control, and mentoring. There was a shift from the basic level of management skills before the intervention to the intermediate level of the skills after the intervention. The number of students with a superior level of skills increased by 11.54% as well. The students' comments concerning the integration of the managerial component into the curriculum were complimentary. The observers' reports suggested that they appreciated the students' work which was the outcome of the updated curriculum.
Students&apos; Career Decision-Making during Online Learning: The Mediating Roles of Self-Efficacy in Vocational Education
Author: Sutiman
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Two Year College Students,Career Choice,Decision Making,Electronic Learning,Self Efficacy,Computer Literacy,Career Counseling,Social Environment

In the last decade, vocational education in Indonesia has experienced problems in making career decisions for students, which was exacerbated by the COVID-19 pandemic. Therefore, this research aims to examine the role of self-efficacy and mediate digital literacy, social environment, and counselling guidance in influencing career decision-making. This is an ex-post-facto research design with data collected from a sample of 566 vocational education students in Indonesia through a questionnaire method distributed online using Google Form. The collected data was then analyzed using structural equation modelling (SEM) with path analysis and bootstrap methods. The results revealed that self-efficacy plays a vital role in mediating digital literacy and guiding students in career decision-making. On the other hand, digital literacy, guidance, and counselling have a significant direct effect on self-efficacy and career decision-making. Meanwhile, the social environment only has a significant direct effect on students' career decision-making. The real role of all elements of vocational education in strengthening self-efficacy, growing digital literacy, monitoring social environment interactions, and providing counselling guidance to students is needed to increase optimism and the quality of career decision-making in vocational education.
Mediating Role of Cognitive Distortions in Negative Future Expectations That Are Affecting Occupational Anxiety
Author: Özgöl, Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Occupational Aspiration,Career Choice,Anxiety,Cognitive Processes,Expectation,Work Attitudes,Preservice Teachers,Teaching (Occupation)

It's assumed that university students' negative expectations for the future, combined with their prevalent resort to cognitive distortions, will heighten their anxiety regarding the profession. In this context, this study attempts to uncover the mediating role of cognitive distortions regarding the effects of negative expectations for the future on occupational anxiety. The findings of the mediation analysis demonstrated that cognitive distortions have a mediating role in the relationship between negative future expectations and occupational anxiety. Furthermore, the variables included in the model account for 22% of the total variance in occupational anxiety.
Effectiveness of the Automated Writing Evaluation Program on Improving Undergraduates&apos; Writing Performance
Author: Geng, Jingxin
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Automation,Writing Evaluation,Undergraduate Students,Writing Achievement,Writing Improvement,English (Second Language),Second Language Learning,Feedback (Response)

Automated Writing Evaluation program (AWE) has gained increasing ground in ESL/EFL writing instruction because of its instructional features, such as the instant automated writing score system and the diagnostic corrective feedback in real-time for individual written drafts. However, there is little known about how the automated feedback provided by the AWE program can impact students' writing performance in an authentic classroom and how to make the most of it to improve students' writing performance effectively, especially for ESL/EFL undergraduate students. This paper attempts to offer an overview of the investigation of the effectiveness of automated feedback via a literature review. According to the inclusion and exclusion criteria, eleven articles published in the past five years were finally included for the analytical synthesis. The literature review matrix for the synthesis reveals the research gaps of the previous literature in the levels of the effectiveness of the automated feedback, including the lack of the design of delayed post-test, writing performance in terms of writing traits, and students' writing strategies regarding the use of AWE program. The conclusion highlights the need for future research by bridging the gaps of exploring the long-term internalized impact of the embedded use of automated feedback and an advanced teaching method on improving both students' overall writing performance and analytic writing scores.
Nebraska Principals&apos; Perceptions Regarding &apos;Future-Ready&apos; Schooling and Their Concurrent Support Needs
Author: O'Shea, Cailen M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Futures (of Society),21st Century Skills,Alternative Assessment,Technology Integration,Educational Needs,Barriers,Social Support Groups

This study examined principals' beliefs about student success in their future lives, and what supports and barriers exist in their school contexts that may influence this learning, teaching, and leadership work. Results from a survey of Nebraska principals indicated that they are working toward more robust learning modalities for students and are interested in alternative assessment mechanisms, student progression structures, technological resources, and interpersonal supports to facilitate new schooling models. Greater support structures are needed for principals as they work to prepare more future-ready graduates, including resources related to time, funding, training, and often-competing state- and federal-level policy mandates.
Interlanguage Performance of EFL College Students: Evidenced in the First Semester of the English Letters Major-Indonesia
Author: Rahayu, Endang Yuliani
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Interlanguage,Undergraduate Students,Speech Communication,Case Studies,Computer Software,Grammar,Language Usage,Communication Strategies,Indonesian,Departments,Teaching Methods,Pronunciation Instruction,Vocabulary Development,Indonesian Languages,Native Language,Interference (Language),Error Analysis (Language),Foreign Countries,Majors (Students)

In EFL teaching, it has been theorized that intelligibility can be achieved by relative closeness of oral performance to the standard of EFL proficiency. The current study sought to investigate the position of interlanguage performance of EFL college students in terms of intelligibility of the language product (Speaking). Ten students' Mid Semester Tests of the Speaking Class were videotaped as the source of data in the study. They were in the First Semester of the English Department, majoring in English Letters. The oral performance of EFL college students as the research subjects were analyzed employing QDA Miner, a research software for text mining to position the students' points of interlanguage approximation. As it was only a case study with a limited number of subjects, the findings may not represent EFL students in general. It was revealed that only minimum intelligibility had been achieved. The students produced ungrammatical utterances, mispronounced words, limited communication strategies, lack of sentence variations, and most surprisingly with only a narrow scope of vocabulary selection to express their unforgettable memories in monologues. The errors were attributed to the influence of the mother tongue (Indonesian or Javanese in particular) within the interlanguage boundary of English and Indonesian. Room for improvement is still ahead as they are heading for the next seven semesters in the English Department. The study, pedagogically, concludes that, in teaching EFL, considerably sufficient proportions of teaching pronunciation, grammar, and vocabulary, should be given throughout the process of learning for the students to achieve the standard of EFL proficiency.
School Principal as an Environmentally Sustainable Leader
Author: Özkan, Pinar
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Sustainability,Knowledge Level,Conservation (Environment),Preschool Education,Elementary Secondary Education,School Administration,Ecology,Administrator Attitudes,Administrator Role

It is not enough to solve ecological problems only with the agreements put into effect by the states. It is also essential that the citizens adopt the said agreement articles. At this point, the necessity of providing education to individuals of all ages comes into play. For this reason, this study examined the environmental sustainability self-awareness of school principals. Phenomenology, one of the qualitative research designs, was used in the research; The study group consisted of 35 school principals determined by the &quot;criterion sampling&quot; method, one of the purposeful sampling methods, among the school principals working in different public schools in Istanbul. It was determined to be doing a master's degree as a criterion. The data were evaluated by content analysis. After the interviews, created themes according to the questions in the interview form. The codes were created within the framework of the answers to the questions by the school administrators. The code and theme list were finalized and made ready for defining and interpreting the findings. As a result of data analysis, five main themes were reached. These are Environmental Sustainability, Ecological Leader, Ecological Events, Being a Sustainable School, and Attitudes Towards Sustainability. The majority of the participating school principals stated that it is crucial for the schools they manage to have a plan and strategy in terms of environmental sustainability.
Does Teacher&apos;s Willingness to Change Enhance Professional Competence?
Author: Herawati, Reni
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Change,Electronic Learning,Educational Technology,COVID-19,Pandemics,Instructional Leadership,Self Efficacy,Teacher Competencies,High School Teachers,Foreign Countries

This study investigates the contribution of teachers' willingness to their professional competence in adapting to digital learning transformation during the Coronavirus disease (COVID-19) pandemic and its relationship to instructional leadership and self-efficacy. Data were collected by distributing online questionnaires consisting of 4 constructs, namely instructional leadership, self-efficacy, teacher's willingness to change, and professional competence, and distributed to 221 Indonesian High School teachers. Structural Equation Model (SEM) was used for analysis using Analysis of Moment Structure (AMOS) version 23.0 to examine the hypotheses. The results showed that instructional leadership significantly influences teachers' willingness to change with a positive impact on their professional competence. Furthermore, there is a significant effect on teachers' willingness to change their professional competence, insignificant on self-efficacy with substantial impacts on their willingness to change. The analysis results through the Sobel test showed that the teachers' willingness to change is an excellent mediating variable for self-efficacy in influencing professional competence. Conversely, it is not an excellent mediating variable for instructional leadership towards professional competence. The importance of teachers' willingness to improve their professional competence is a new finding that significantly contributes to their professional development.
Effectiveness of Online Learning among Graduate Students: Comparison between Cultures
Author: Masry-Herzallah, Asmahan
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Instructional Effectiveness,Graduate Students,Student Attitudes,Teaching Methods,Online Courses,Arabs,Jews,Cultural Differences,Academic Achievement,Predictor Variables,Foreign Countries

The research aimed to examine students' attitudes towards learning and teaching processes in an online course, investigating whether there was a difference between Jewish and Arab students' attitudes towards this course. The study combined mixed methods. Data were drawn from a questionnaire (including mostly closed-ended questions) completed by 195 graduate students and eight semi-structured interviews. Additionally, the students' grades for their course assignments were analyzed. Findings indicated that all course participants perceived the teaching and learning processes positively, but Jewish students held stronger positive attitudes concerning the learning processes' effectiveness than did Arab students. Jewish course participants' achievements were higher than those of Arab participants. The variable 'sector' had a moderating effect on perceptions of the course structure's clarity and success in the course, strong clarity led to Arab students' success on the course but not for Jewish students. Arab students shared their difficulty adapting to a learning style necessitating autonomous learning processes. These findings are explained by Arab society's unique cultural dimensions, characterised by high-power distance and strong avoidance of uncertainty. The findings can inform designers of multicultural online courses that optimal teaching practices necessitate culture sensitivity, and this constitutes an issue for future studies.
Teachers&apos; Perceived Social Capital in Schools and Their Attitudes toward Professional Collaboration
Author: Özbilen, Fatih Mutlu
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Social Capital,Teacher Collaboration,Foreign Countries,Elementary School Teachers,Middle School Teachers

This study seeks to examine the correlation between teachers' perceived social capital in their schools and their attitudes toward professional collaboration. Adopting a quantitative design, this study follows a relational survey model. The research sample is comprised of 456 teachers currently employed in Istanbul's district of Esenyurt during the second semester of the 2020-2021 academic year. Participants were selected through simple random sampling. Data from the study were obtained using the Scale of Social Capital in Schools developed by Polatcan (2018) and the Scale of Attitude toward Professional Collaboration among Teachers developed by Yilmaz and Çelik (2020). Data were analyzed using SPSS v.22. The analyses reveal that the participant teachers generally perceive moderate amounts of social capital in their schools and they regard professional collaboration in a very positive light. We furthermore found a moderate, positive, and significant correlation (r=0.404) between teachers' perceived social capital in schools and their attitudes toward professional collaboration. Finally, it has been found that the sub-dimensions comprising teachers' perceived social capital in their schools collectively explained 18% of the total variance in their attitudes toward professional collaboration and that two variables--commitment and social interaction bonds--were statistically significant predictors of professional collaboration.
The Domains of Cross-Cultural Adjustment: An Empirical Study with International Students
Author: Campos, Joana
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Adjustment,Student Attitudes,Factor Analysis,Validity,Correlation,Interpersonal Relationship,Higher Education,Counseling Services,Cultural Differences,Acculturation,Measures (Individuals),Student Characteristics,International Cooperation,Educational Cooperation,Student Mobility,Study Abroad,Personality Theories,Rating Scales,Undergraduate Students,Graduate Students,Second Language Learning

This study examines the dimensionality of a new measure of international students' adjustment using a sample of 189 international students. Drawing on earlier conceptualizations of cross-cultural adjustment as a person-environment fit and a previous scale measuring adjustment from the expatriate literature, this study shows that this scale can be meaningfully adapted to the higher education context. Confirmatory factor analyses identified a stable 8-factor structure with adequate psychometric properties. Descriptive analysis confirms that international students are fairly adjusted in a number of distinct domains. The findings also provide criterion-related validity by showing positive associations between host social interaction and host connectedness and students' adjustment. This study contributes to the literature by offering a theoretically based scale that assesses international students' adjustment on a wide range of dimensions. It puts forward a useful tool for higher education counsellors and support services to monitor international students' adjustment and avoid adjustment difficulties.