ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Project-Based Activities on Intermediate EFL Students' Reading Comprehension Ability
Author: Shiraz, Mona Poorverdi
Date: 2014-00-00
Type: Journal Articles
Subjects: Correlation,Student Projects,Learning Activities,English (Second Language),Reading Comprehension,Instructional Effectiveness,Females,Experimental Groups,Control Groups,Second Language Instruction,Periodicals,Newspapers,Multiple Choice Tests,Statistical Analysis,Foreign Countries,Comparative Analysis,Reading Skills,Pretests Posttests,College Students

The present study investigates the relationship between the use of Project-based activities and intermediate EFL students' reading comprehension. The study addresses the questions of whether students' reading comprehension differs after implementing Project-based activities, and whether different projects lead to different degrees of reading comprehension. One hundred twenty intermediate female students from Kish English Institute of Rasht participated in this study. Using a standard test, participants were randomly assigned to two experimental groups, receiving English language instruction in a Project-based context, and one control group receiving instruction in a CLT approach. The first experimental group was asked to make four magazines during a period of four months, while, the second experimental group was supposed to make four wall newspapers during the same period. To compare the performances of the groups, two multiple-choice reading comprehension tests were administered to measure the effectiveness of project -based activities both at the beginning and at the end of the study. The numerical data obtained from the samples was analyzed using the one way ANOVA. The result indicated that at a = 0.05, there is a significant positive relationship between the use of Project-based activities and reading comprehension ability. The study also indicated that there is no significant difference between the reading comprehension ability of the two experimental groups. These findings provide evidence to support further implementation of PBL activities in English learning classes irrespective of the nature of the PBL activity.
Effects of Aging and Adult Development Education and Service Learning on Attitude, Anxiety, and Occupational Interest
Author: Boswell, Stefanie S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Aging (Individuals),Older Adults,Service Learning,Student Attitudes,Anxiety,Career Development,Intergenerational Programs,Social Bias,Undergraduate Students,Allied Health Occupations,Social Services,Attitude Change,Occupational Aspiration,Pretests Posttests,Hypothesis Testing,Likert Scales,Statistical Analysis,Multivariate Analysis

This study investigated the effect of a semester-long aging and adult development course that included an intergenerational, service-learning component on attitudes toward older adult men and women, aging anxiety, and interest in occupations that serve older adults among individuals training for careers in healthcare and social services. It also investigated the relationship between quality of intergenerational contact and ageist attitudes as well as differences in attitudes toward older adult men and older adult women. Data collection occurred across two semesters. Participants were 70 undergraduates from healthcare and social service majors. Attitudes improved and aging anxiety declined over the semester; interest in occupations serving older adults did not change. Quality of intergenerational contact was related to attitudes and occupational interest at pre-test and post-test. Implications for teaching as well as service-learning are discussed.
Promoting Social Change through Service-Learning in the Curriculum
Author: Bowen, Glenn A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Change,Service Learning,Course Descriptions,Educational Strategies,Higher Education,Social Justice,Teaching Methods,Advocacy,Models,Sociology

Service-learning is a high-impact pedagogical strategy embraced by higher education institutions. Direct service based on a charity paradigm tends to be the norm, while little attention is paid to social change-oriented service. This article offers suggestions for incorporating social justice education into courses designed to promote social change through service-learning. The article delineates the characteristics of social justice education, discusses ways to incorporate social justice and service-learning components into appropriate courses, and provides a blueprint for constructing the syllabus.
Teaching Culture and Language through the Multiple Intelligences Film Teaching Model in the ESL/EFL Classroom
Author: Yeh, Ellen
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Multiple Intelligences,Writing Processes,Feedback (Response),Journal Writing,Models,Role Playing,Second Language Learning,Second Language Instruction,Learning Motivation,Cultural Awareness,English (Second Language),Films,Persuasive Discourse

This paper will demonstrate how to enhance second language (L2) learners' linguistic and cultural competencies through the use of the Multiple Intelligences Film Teaching (MIFT) model. The paper will introduce two ideas to teachers of English as a Second/Foreign Language (ESL/EFL). First, the paper shows how L2 learners learn linguistic and cultural competencies by responding to teachers' interactional feedback. Second, the presentation presents how Multiple Intelligences (MI) activities can encourage L2 learners' motivation to acquire these competencies when responding to the interactional feedback. Third, the paper also illustrates how to construct MIFT model based on the theories of interactive feedback, noticing the gap and Multiple Intelligence. Last, examples will be presented sharing how to use the MIFT model through the incorporation of MI activities, such as reader's theater, role play, read aloud, oral presentation, task-based activity, process writing, and journal writing.
Effects of Cooperative Learning on Learning Achievement and Group Working Behavior of Junior Students in Modern French Literature Course
Author: Orprayoon, Soudaya
Date: 2014-00-00
Type: Journal Articles
Subjects: French Literature,Cooperative Learning,Pretests Posttests,Academic Achievement,Instructional Effectiveness,Teaching Methods,French,Majors (Students),Quasiexperimental Design,Study Guides,Independent Study,Scores,Statistical Analysis,Self Evaluation (Individuals),Student Attitudes,College Students,Asian Culture,Foreign Countries

This study reported on the results of a quasi-experimental research to explore the effectiveness of using a cooperative learning method on students' academic achievement, their group working behavior and their perception and opinions towards cooperative learning in a Modern French Literature course. The sample included twelve junior students majoring in French who registered in Modern French Literature course in the second semester of 2010 at Rangsit University. The sample was further divided into three groups and each group contained four of more or less competent students. The Learning Together technique of the Cooperative Learning method was used as treatment to teach 12 topics of the 14 topics of the Modern French Literature Study Guide, written by the researcher for the 2010 academic year. For the last two topics of the Study Guide, each student was required to self-study the content prior to class. During the 11 weeks of the experiment period, the effects of using cooperative learning on students' learning achievement were examined through the results of the pre-tests and post-tests, administered to the class before and after each topic, and through the results of oral presentation and group work quality assessed by the teacher and by the audience after each session. The group working behavior was examined through the teacher's appraisals, and through the self-assessment of each member after group working. The results revealed that the use of Learning Together technique raised significantly the students' learning achievement at 0.01 statistical level. Especially, the students whose pre-test scores were rather low benefited the most from cooperative learning, as their post-test scores were apparently increased. The results also indicated that, according to the teacher's assessment, the students gained group working skills at a high level while they self-evaluated their group working skills from a high to the highest level. Regarding their perception of cooperative learning, the overall satisfaction with Learning Together technique was positive, ranking from a high level to the highest level. (The means are between 4.38-4.76).
The Online University Classroom: One Perspective for Effective Student Engagement and Teaching in an Online Environment
Author: Carr, Marsha
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Courses,Learner Engagement,Teacher Role,Student Role,College Students,Student Attitudes,Universities,Student Needs,Program Development,Masters Programs,Instructional Leadership,Leadership Training,Course Evaluation

Universities struggle with alternate means of instructional delivery to meet the demands of distant student needs, the competition for enrollments, and restraints from limited physical building space. For many, fully online programs of study using internet-based instruction commonly named online instruction have become viable solutions. There has been significant growth in the number of on-line degree programs since many students want to take courses that will positively impact their future careers but not hinder family and work responsibilities. Shifting from a traditional program of study to an online format is not without challenges. There are three primary areas of focus when considering an online design format for course delivery: course design, instructor role, and student role. This paper will provide one instructor's perspective of how to improve student engagement and interaction in master's level Educational Leadership courses over a three-year span utilizing available data from the university Student Perception of Teacher (SPOT) assessment available.
Determination of Disaster Awareness, Attitude Levels and Individual Priorities at Kocaeli University
Author: Gerdan, Serpil
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Emergency Programs,Prevention,Coping,College Students,College Faculty,School Personnel,Surveys,Statistical Analysis,Age Differences,Responsibility,Majors (Students),Natural Disasters,Attitude Measures,Administrators,Administrator Attitudes,Teacher Attitudes,Student Attitudes,Insurance

Problem Statement: In disaster prone countries, preparedness is an important factor in disaster mitigation. There are various disaster management approaches. However, one common point of these approaches is that they are &quot;preventive.&quot; First and foremost of the principal components of the preventive approach is preparedness and education. It is possible to increase the capacity to cope with the disasters, which show variety in terms of their development periods and times and mostly involve uncertainty, by raising the awareness of all components, all individuals and communities in line with this common cause. Purpose of Study: The goal of this study is to determine the levels of disaster awareness and attitude and the individual priorities of the personnel and the students at Umuttepe Campus of Kocaeli University. Methods: In this survey, a relational scanning model was applied and the data were collected by a measurement tool via the Internet. The data were analyzed with percentage, frequency, arithmetic means, t-test, F-test (oneway ANOVA) and Scheffe test by using SPSS 14.00 statistical program. indings and Results: The difference between the awareness levels of academic and administrative personnel is associated with the positive influence of education level and responsibilities. Level of education is an important factor in reducing disaster damages. Comparison of age groups shows similar results for both personnel and student groups. This result is anticipated, because older groups are supposed to be more sensitive and responsible to the problems in their Turkish communities in regard to their experiences. Students in the Department of Engineering have the highest awareness level of all. Most of these students are from the Departments of Geology and Geophysics and have the privilege of taking courses related to disasters. Conclusion and Recommendations: After the devastating 1999 Kocaeli earthquake in Turkey, some key institutions initiated and developed several disaster preparedness training programs, which included basic disaster awareness, awareness of structural and nonstructural earthquake hazards mitigation. Those were undoubtedly very beneficial programs, none of which was included in a formal education system, however. For this reason, most of the disaster prone countries initiated disaster education programs, considering the major disasters on their land in their curriculum. Our results support the world's science-based developments and emphasize that education and training in disaster awareness in formal education is very important.
Analysis of Open-Ended Statistics Questions with Many Facet Rasch Model
Author: Güler, Nese
Date: 2014-00-00
Type: Journal Articles
Subjects: Item Response Theory,Statistics,Scoring,Reliability,Graduate Students,Interrater Reliability,Test Items,Student Evaluation,Surveys,Qualitative Research,Foreign Countries

Problem Statement: The most significant disadvantage of open-ended items that allow the valid measurement of upper level cognitive behaviours, such as synthesis and evaluation, is scoring. The difficulty associated with objectively scoring the answers to the items contributes to the reduction of the reliability of the scores. Moreover, other sources of error also affect reliability. When measurement involves more than one source of error, as in the case of scoring open-ended items, item response theory, which removes the restriction of the classical test theory, is preferred. Purpose of Study: The purpose of the study is to assess the infit-outfit statistics and reliability coefficients of the scores for a statistics exam composed of open-ended items using the many facet Rasch model (MFRM) analysis for each source of variability (i.e., students, items, and raters) and to interpret the reliability of the scores. Methods: In this study, MFRM was used to analyse the answers given to 10 open-ended items in a Statistics I course; the answers were provided by 55 third year graduate students of the Psychological Counselling and Guidance Department of the Faculty of Education in the fall semester of the 2010-2011 academic year. The scoring was performed by three raters who were experts in statistics and work as academic staff at the university. Thereby, this study contains the following three sources of variability (facets): students, items, and raters. Measurement reports, including infit and outfit statistics, separation indexes and reliability coefficients were calculated for each facet by FACET computer package programme. Findings and Results: According to the MFRM analysis, the reliability coefficients for the student and item facets were 0.79 and 0.90, respectively; moreover, the separation indexes of the student and item facets were 1.95 and 2.95, respectively. Additionally, complete consistency was found between the raters in this study. Conclusions and Recommendations: The MFRM makes important contributions to the analysis of measurement results, the development of measurement tools, the organization of appropriate measurement circumstances, and the provision of effective training for raters. Because it is believed to provide important information, the use of the MFRM might be recommended when analysing the results obtained from exams in which open-ended items are used and through which important decisions about the students' future are made.
Pragmatic Language Skills of Children with Developmental Disabilities: A Descriptive and Relational Study in Turkey
Author: Diken, Özlem
Date: 2014-00-00
Type: Journal Articles
Subjects: Pragmatics,Language Skills,Developmental Disabilities,Autism,Pervasive Developmental Disorders,Foreign Countries,Quality of Life,Communication Skills,Comparative Analysis,Rating Scales,Measures (Individuals),Correlation,Children,Scores,Intervention

Problem Statement: Because communication skills, particularly pragmatic skills, are fundamental for living an independent life in society, these skills are vital to the quality of life of individuals with developmental disabilities (DD) and their families. Studies of the pragmatic skills of individuals with DD can provide important insights into the communication skills of these individuals, facilitating the design and delivery of appropriate and effective services for these individuals and their families. Thus, describing and comparing the pragmatic language skills of individuals with Autism Spectrum Disorders (ASD) and intellectual disability (ID) in Turkey is important because communication skills represent one of the most important developmental domains for the quality of life of individuals with DD. Purpose of Study: The purpose of this study was to explore the pragmatic language skills of children with DD (ASD and ID) in Turkey. Methods: This descriptive and relational study was carried out with a sample of 86 children with DD, including 34 children with ASD and 52 children with ID. Data were collected using the Turkish Version of the Gilliam Autism Rating Scale-2 (TV-GARS-2) and the Turkish Version of the Pragmatic Language Skills Inventory (TV-PLSI). Findings and Results: The results revealed that the majority of the participants exhibited very poor pragmatic language skills. The results of the correlation analysis revealed a significant negative correlation between Autism Index scores and Pragmatic Language Skills Index scores. The results also revealed significant differences in TV-PLSI scores between children with ASD and children with ID. Children with ID had a higher level of pragmatic skills than children with ASD. Communication Skills suscale of TV-GARS-2 explained 30 percent of the variance in pragmatic language skills of children with ASD. In contrast, the other two scales (i.e., Stereotyped Behavior and Social Interaction) did not contribute significantly to the model. Conclusions and Recommendations: Consistent with the international literature, Turkish children with DD also exhibit lower levels of pragmatic skills than children with typical development and children with ID have higher scores than children with ASD. Communication skills explained 30% of the variance and represented the best predictor of pragmatic language skills among children with ASD. More studies that include larger samples are needed. Services and intervention programs should consider addressing pragmatic language skills.
Gender Discrimination in Higher Education in Pakistan: A Survey of University Faculty
Author: Shaukat, Sadia
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Discrimination,Higher Education,College Faculty,Teacher Surveys,Colleges,Questionnaires,Teaching Conditions,Decision Making,Faculty Development,Resources,Job Satisfaction,Academic Support Services,Statistical Analysis,Teacher Attitudes,Measures (Individuals),Factor Analysis

Problem statement: Gender disparity is a worldwide phenomenon. This disparity is not only with respect to opportunities and resources but also in rewards, and exists in all regions and classes. Gender disparity exists in the field of education as well. Females experience overt and subtle gender discrimination to some extent nearly at every stage of their career. Males represent the majority of the faculty of higher education institutes across the globe. Managerial positions are usually held by males, who not only have more decision making power but also have more opportunities of social networking. Women have to achieve a successful career at the cost of their family life. Purpose of the study: The present study aimed at exploring the current situation regarding gender discrimination in the higher education institutes of Pakistan. Method: Gender equality has been investigated by a questionnaire survey of 180 faculty members on the five aspects of the working environment, namely Decision Making, Professional Development, Utilization of Resources, Academic Affairs and Job Satisfaction. Results and findings: Two-way analysis of variance shows that post-level is the strongest significant contributor to the differences in the five scores from the equality questionnaire. Gender contributes only in Decision Making, where females tend to be excluded. Conclusions and recommendation: There are significant differences in perceptions of gender equality that are attributable to the respondent's post-level. Those at the higher levels see less inequality. Those at lower levels, especially lecturers, see more. With a high proportion of females at the lecturer level, this can appear as a straight forward gender polarization of views, as happens with Professional Development, Academic Affairs and Job Satisfaction. The fact that the concurrent introduction of post-level into the analyses removes the significance of the gender variable points to the impact of the relatively few promoted females, who do not see inequalities in Professional Development and Academic Affairs. These promoted females will have high Job Satisfaction scores because of their achievement in acquiring their positions. This suggests real movement in Pakistani higher education in the direction intended by the adoption of national equality policies.