ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of EFL Teachers&apos; Use of Digital Components: Evidence from Self-Report and Classroom Observation
Author: Cinkara, Emrah
Date: 2018-00-00
Type: Journal Articles
Subjects: English Teachers,English (Second Language),Computer Uses in Education,Second Language Instruction,Mixed Methods Research,Textbooks,College Faculty,Foreign Countries,Teacher Attitudes,College Second Language Programs,Semi Structured Interviews,Observation,Surveys

Purpose: A coursebook is ranked among the fundamentals of language teaching, which directly affects the success of classroom activities. Therefore, investigations into the nature and efficiency of this relationship should yield invaluable insights to improving language teaching. In this regard, this study aims to investigate EFL teachers' views regarding the necessity of such software, its actual use in teaching, and its perceived advantages. Methods: In this study, a mixed research design was used, in which qualitative and quantitative research methods were used together. For these purposes, three different data collection tools were employed throughout this study: a) a survey, b) classroom observations, and c) post-observation interviews. First, a total of 74 participants were surveyed, and then 14 of them were observed while teaching and were interviewed afterwards. Findings: Coursebook software was most commonly utilized within listening tasks and least commonly utilized in writing tasks. Active use time was observed to be 143 minutes, which is 20% of the total teaching time. The passive use time of the tool was calculated to be 511 minutes (73.5%), and the digital tool was turned off for a duration of 46 minutes (6.5%). Semi-structured interviews revealed three main themes: attractive presentation of the content, effective teaching, and classroom management. Implications for Research and Practice: It is crucial to equip EFL teachers with the skills needed to employ the digital components of coursebooks effectively. The availability of classrooms equipped with ICT tools--including a computer with internet connection, a projector, and speakers for audio, as well as in-service training on the effective use of ICT tools at the host institution--promote positive attitudes towards ICT among the teachers; therefore, these facilities should be made available to EFL teachers.
Small Groups in a Social Learning MOOC (sIMOOC): Strategies for Fostering Learning and Knowledge Creation
Author: Krasny, Marianne E.
Date: 2018-06-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Small Group Instruction,Environmental Education,Access to Education,Barriers,Cultural Influences,Surveys,Interviews,Language Usage,Leadership Role,Cooperative Learning,Student Projects,Interaction,Interpersonal Relationship,Foreign Countries,Case Studies,Qualitative Research,Social Problems

Social support and face-to-face learning may enhance outcomes for students who face barriers in accessing Massive Open Online Courses (MOOCs). This study investigated how self-identified volunteer leaders guide and foster interactions among small groups of students who face technical and conceptual barriers in accessing MOOC content. Several months prior to the start of the MOOC (Environmental Education: Transdisciplinary Approaches to Addressing Wicked Problems), registered students volunteered to lead small groups for participants whose primary language was other than English and where limited Internet access and cultural barriers curtailed access to and understanding of course materials and pedagogy. Results of a survey and in-depth interviews (N = 10) revealed that group leaders were instrumental in overcoming barriers related to language, content, cultural ways of learning, access, and time. Group leaders also fostered cooperative learning strategies, which helped students acquire course content, and encouraged collaborative group projects leading to groups adopting some features of online knowledge communities. The term &quot;social learning MOOC&quot; (slMOOC) is proposed to capture a growing trend of incorporating collaborative learning strategies in xMOOCs and to emphasize how MOOCs use interactive learning strategies to help students apply course content to local contexts and thus may contribute localized knowledge to globalized MOOC learning environments.
The Relationship between Psychological Capital and Stress, Anxiety, Burnout, Job Satisfaction, and Job Involvement
Author: Demir, Selcuk
Date: 2018-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Resilience (Psychology),Teacher Characteristics,Burnout,Coping,Stress Management,Anxiety,Job Satisfaction,Correlation,Teacher Participation,Teacher Surveys,Influences,Self Efficacy,Foreign Countries,Likert Scales,Statistical Analysis

Purpose: It is extremely important for teachers to have the psychological capital to enhance their performance outputs in educational organizations. Teachers having psychological capital will positively influence all the members of the school. This kind of teacher will develop and support colleagues' and students' positive attitudes such as competence, hope, motivation, and productivity. The purpose of this research is to determine the relationship between psychological capital and stress, anxiety, burnout, job satisfaction, and job involvement. Research Methods: The sample of this study consists of 335 teachers in 27 schools that were selected randomly from the schools at Hatay's Kirikhan district in the 2014-2015 academic year. The Psychological Capital Scale, Stress Scale, Anxiety Scale, Burnout Scale, Job Satisfaction Scale, and Job Involvement Scale were used to collect the data. Findings: As teachers' psychological capitals increase, their stress levels decrease. Psychological capital has a negative impact on anxiety levels of teachers through the full mediation effect of stress. Psychological capital negatively affects teachers' burnout levels through the partial mediation effects of stress and anxiety. Psychological capital has a positive effect on teachers' job satisfaction through the partial mediation effects of stress, anxiety, and burnout. Psychological capital has a positive effect on the job involvement levels of teachers through the partial mediation effects of stress, anxiety, burnout, and job satisfaction. Implications for Research and Practice: It is essential for school administrators to contribute to the development and strengthening of teachers' psychological capital if they wish for teachers to feel negative attitudes less frequently and to develop more positive attitudes at work.
An Integrated Curriculum at an Islamic University: Perceptions of Students and Lecturers
Author: Suraydi, Bambang
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Integrated Curriculum,College Students,Religious Education,Islam,Student Attitudes,College Faculty,Teacher Attitudes,Curriculum Implementation,Questionnaires,Likert Scales,Statistical Analysis,Interviews

Methods: A descriptive quantitative research study was conducted with 670 students and 90 lecturers from 11 faculties at UIN Jakarta. The student samples consisted of 270 men and 400 women, while lecturer samples consisted of 44 men and 46 women. Data were collected via interviews and a perceptual questionnaire consisting of 54 items scored on a 4-point Likert scale. Data were analyzed with descriptive statistics, a t test, and confirmatory factor analysis. Findings: Although both students and lecturers had positive perceptions of the concept of the integrated curriculum, the students' perceptions were more favorable than the lecturers'. Problems encountered during the implementation of the integrated curriculum included the absence of clear guidelines for implementing the integrated curriculum, the lack of lecturers' competencies to implement the integration in learning processes, the lack of specific nomenclature about the integration concept, and limited time allotted to learning Islamic studies in the natural sciences program. Implications for Research and Practice: Few obstacles have hindered the successful implementation of the integrated curriculum throughout the faculties at UIN Jakarta. The findings have informed the development of a blueprint and clear guidelines for implementing an integrated curriculum that other Islamic institutions of higher education in Indonesia and other countries can use to deliver integrated studies.
A Qualitative Study of School Climate According to Teachers&apos; Perceptions
Author: Ozen, Hamit
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Environment,Teacher Attitudes,Qualitative Research,Teacher Administrator Relationship,Principals,Semi Structured Interviews,Teacher Empowerment,Foreign Countries,Administrator Behavior,Justice

Purpose: Academic researchers have reported that the climate of a school deeply affects students and other partners. A safe and caring school environment is one in which school attendees feel respected, feel that their work is meaningful, and feel that they are good at what they do. The purpose of this paper was to determine how teachers perceived the school climate that shaped learning processes and personal development in Kutahya and how principals and other dimensions affect the teachers' perceptions. Research Methods: This study employed a qualitative methodology to measure the school climate. A semi-structured interview technique was used, asking open-ended questions to obtain clear data from participants. The data were analyzed using data codes applied to the text. Findings: The study found the school climate to be gloomy in Kutahya. Teachers were dealing with excessive paperwork and supererogatory regulations in their schools. They were unable to produce new ideas, even though they were experienced in their profession. Some principals were favoritist and applied their patronage according to their personal relationship with the teachers. Some teachers were closed to new creative ideas at school and did not want to exert any extra effort for their school. Implications for Research and Practice: The results emphasized that a positive school climate is crucial for the school to attain their ontological existence, which is raising competent, capable students. A positive school climate requires an open, healthy school ethos that fosters a sense of responsibility and efficacy between teachers and school administrators. Future studies could elaborate social studies with other disciplines to improve the learning climate in schools.
A Comparison of Difficulty Indices Calculated for Open-Ended Items According to Classical Test Theory and Many Facet Rasch Model
Author: Ilhan, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Difficulty Level,Test Items,Test Theory,Item Response Theory,Comparative Analysis,Grade 8,Achievement Tests,Foreign Countries

Purpose: This study aimed to compare difficulty indices calculated for open-ended items in accordance with the classical test theory (CTT) and the Many-Facet Rasch Model (MFRM). Although theoretical differences between CTT and MFRM occupy much space in the literature, the number of studies empirically comparing the two theories is quite limited. Therefore, this study is expected to be a substantial contribution to the literature. Research Methods: The research data were collected through three teachers rating the answers given by 375 eighth grade students to ten open-ended questions in a mathematics test. The difficulties of the items in the test were calculated according to CTT and MFRM by using the obtained data, and the consistency between the difficulty indices estimated based on the two theories was tested. While the Microsoft Excel program was used in the analyses for CTT, the FACETS package was employed in the analyses for MFRM. Findings: The research findings showed that CTT and MFRM yielded similar results in terms of difficulty indices of open-ended questions. It was found that, according to both theories, the ten items in the achievement test were ranked as I2, I3, I1, I4, I7, I6=I8, I5 and I9, from easiest to most difficult. Implications for Research and Practice: It may be said that estimating item difficulties according to either CTT or MFRM will not cause any notable differences in terms of the items to be included or excluded in the development of an achievement test with open-ended questions.
Education for Syrian Refugees: Problems Faced by Teachers in Turkey
Author: Taskin, Pelin
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Migrant Children,Migrant Education,Qualitative Research,Phenomenology,Teacher Surveys,Teacher Attitudes,Barriers,Performance Factors,Student Characteristics,School Support,Change Strategies,Public School Teachers,Elementary Secondary Education,Content Analysis,Semi Structured Interviews

Purpose: Providing educational services for Syrian refugee children is a new fact of life in Turkey, and the teachers who work at public schools and temporary education centers encounter some difficulties. The main purpose of this paper is to describe the problems faced in the process of educating Syrian refugee children as well as the solutions to such difficulties recommended by the teachers. Research Methods: The study was carried out using qualitative research methods and the phenomenological model to investigate the problems faced in the process of educating the Syrian students. The purposive sampling method was used in order to identify the participants. Thereafter; the plan was to interview the participants consisting of nine teachers of Syrian students. Interview forms were designed and developed by the researchers and used in the study. The content analysis technique was used during the analysis of the data. The NVivo 10 package program was used. Findings: In the study, the problems faced by the teachers were identified as a language barrier, cultural problems and discipline problems. While the teachers at the public schools appear to think that the students are on good terms with their friends, teachers and the school principal, the teachers at the temporary education centers seem to have a completely opposite view on the matter. Teachers state that they do not receive adequate support in the process of educating Syrian students and add that the students are provided with limited books and additional class support. Last, to solve these problems, the teachers recommend that the language barrier be overcome by teaching the Syrians the Turkish language, that materials and a curriculum for Turkish language education be developed, that the Syrian students be taught separately from the Turkish students, that the teachers be provided with in-service seminars, and that class populations be reduced. Implications for Research and Practice: Teaching so many refugees is a new phenomenon for Turkey. In order to properly overcome this issue, the MoNE must be in close contact with the teachers and educational institutions working in this process. Also, for the healthy functioning of this process, the need for support from both the general public and national and international organizations should not be ignored. [This article was presented at ECER 2016, &quot;Leading Education: The Distinct Contributions of Educational Research and Researchers,&quot; in Dublin, Ireland.]
Determining Differential Item Functioning with the Mixture Item Response Theory
Author: Yalcin, Seher
Date: 2018-00-00
Type: Journal Articles
Subjects: Item Response Theory,Test Items,Test Bias,Error of Measurement,Elementary School Students,Grade 4,Foreign Countries,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Achievement,Mathematics Tests,Science Achievement,Science Tests,Data Analysis,Gender Differences,Factor Analysis,Statistical Analysis

Purpose: Studies in the literature have generally demonstrated that the causes of differential item functioning (DIF) are complex and not directly related to defined groups. The purpose of this study is to determine the DIF according to the mixture item response theory (MixIRT) model, based on the latent group approach, as well as the Mantel-Haenszel method, based on the observed group approach, compare the results, and determine the possible causes of the DIF. Research Methods: As this study is contributing to the production of information to develop the theory, it is considered basic research. In accordance with the purposive sampling method, the research sample consisted of 1166 fourth-grade level students from Singapore, Kuwait, and Turkey who participated in the Trends in International Mathematics and Science Study mathematics application and took the sixth booklet. During the data analysis, the model that adapted the data according to MixIRT was determined. Then, the status of the items displaying DIF was determined according to the adaptive model. Findings: According to the MixIRT, the two latent class models fit best to the data. No significant difference by gender was observed in either class or any country. This finding suggests that the gender variable, which is frequently used as the observed group in DIF studies, should not be dealt with alone. Implications for Research and Practice: Since it is difficult to state whether an item is advantageous for a subgroup when DIF is determined in accordance with known groups, it is recommended to employ the latent class approach to determine DIF.
The Effect of Augmented Reality Applications in the Learning Process: A Meta-Analysis Study
Author: Ozdemir, Muzaffer
Date: 2018-00-00
Type: Journal Articles
Subjects: Meta Analysis,Learning Processes,Journal Articles,Technology Uses in Education,Computer Simulation,Computer Graphics,Instructional Effectiveness,Instructional Innovation,Effect Size,Academic Achievement,Natural Sciences,Social Sciences,Elementary Education,High Schools,Undergraduate Study,Handheld Devices,Social Media,Sample Size,Literature Reviews

Purpose: The aim of this research is to investigate the effect of Augmented Reality (AR) applications in the learning process. Problem: Research that determines the effectiveness of Augmented Reality (AR) applications in the learning process with different variables has not been encountered in national or international literature. Research Methods: To determine the effect of AR in the learning process, experimental studies conducted in 2007-2017 on the use of AR in education were analyzed by the Meta Analysis Method. Analyzed articles were selected among the publications in the journals scanned in the Social Sciences Citation Index (SSCI). In this context, 16 studies were examined to identify the effect of AR applications in the learning process. Findings: Findings indicated that AR applications increase students' academic achievement in the learning process compared to traditional methods. Implications for Research and Practice: It was concluded that AR applications do not show significant differences in academic success in the learning process. For example, the &quot;grade level&quot; variable of the study does not show a significant difference compared to traditional methods. When assessing AR display devices, the largest effect size was related to the use of mobile devices, while the smallest effect size was in the use of webcam-based devices. When comparing sample size in the study, it was identified that the effect size of large sample groups was affected by AR on a medium level, while small samples were affected minimally.
As a Potential Source of Error, Measuring the Tendency of University Students to Copy the Answers: A Scale Development Study
Author: Demir, Ergul
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Cheating,Test Construction,Student Behavior,Test Validity,Test Reliability,Test Items,Test Bias,Ethics,Undergraduate Students,Foreign Countries,Factor Structure,Factor Analysis,Student Characteristics,Likert Scales,Scoring,Statistical Analysis,Correlation,Classification

Purpose: The answer-copying tendency has the potential to detect suspicious answer patterns for prior distributions of statistical detection techniques. The aim of this study is to develop a valid and reliable measurement tool as a scale in order to observe the tendency of university students' copying of answers. Also, it is aimed to provide evidence with more comprehensive validity and reliability studies than the previously available researches. Research Methods: This is a scale development study. The &quot;Answer-Copying Tendency Scale in University Students (ACTS)&quot; was developed under the &quot;Classical Test Theory&quot;. Other theories were also considered, especially &quot;Item Response Theory&quot;. After preliminary studies and item writing, a trial application with 711 students and main applications with 909 students was conducted. Structural validity, item and test descriptive statistics, item discriminations, inconsistency and test--retest reliability, classification accuracy, and item bias with differential item functioning were examined. Findings: The ACTS composed of 2 factor and 20 items. Total scores and item scores distributions are normal. Item discriminations are very high and over 0.40. a inconsistency coefficients are over 0.88 and test--retest reliability coefficient is 0.804. It provides highly correct classifications according to the students' answer-copying positions. There is no significant and serious DIF on items. Implications for Research and Practice: Unlike similar examples, it was studied on the large groups and used more comprehensive techniques to obtain evidences. Results show that the validity and reliability levels of the ACTS are very high. The ACTS can be used to understand the nature of the answer-copying. Also, and more importantly, it is thought that the ACTS can be used to detect suspicious answer patterns for prior distributions.
The Pedagogical Beliefs and Instructional Design Practices: Pre-Service IT Teachers&apos; Case
Author: Sendurur, Emine
Date: 2018-00-00
Type: Journal Articles
Subjects: Beliefs,Preservice Teacher Education,Preservice Teachers,Information Technology,Instructional Design,Educational Practices,Pedagogical Content Knowledge,Case Studies,Observation,Portfolio Assessment,Interviews,Technology Integration,Classroom Techniques,Teaching Methods,Student Evaluation,Praxis,Student Teacher Attitudes,Qualitative Research

Purpose: Although studies have separately examined the instructional design processes of novice designers and the pedagogical beliefs of novice teachers, the manner through which they are linked is still unclear. In this study, the aim was to describe how pre-service teachers' pedagogical beliefs were embodied through instructional design practices within a real context. Therefore, having a closer look at the espoused and enacted beliefs in comparison to teaching performance from the instructional design perspective may contribute to facilitating and understanding novice teachers' transfer of knowledge to practice. Research Methods: This was an instrumental case study with 20 pre-service teachers. The data were collected through observation, portfolios, and interviews. Findings: The results indicated that the participants tended towards blended beliefs, but they failed to transfer them into practice. Their teaching practices mostly included patterns of teacher-centered approach. Finally, the match between espoused and enacted beliefs was not very common among the observed participants. Implications for Research and Practice: Since pre-service teachers attend school practice during the last year of university, they may feel isolated and unprepared for the application of student-centered approaches. That may be the reason why they put too much emphasis on control of the classroom. If they had been practicing these approaches from the beginning of their university studies, they would have left such anxieties behind and be more capable of transferring their espoused beliefs into enacted ones.