ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Practice of Providing Written Corrective Feedback Types by ESL Teachers at the Upper Secondary Level in High Performance Schools
Author: Mahmud, Norasyikin
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Teachers,Secondary School Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Feedback (Response),Teaching Methods,Questionnaires,Teacher Attitudes,Interviews,Essays,Error Correction,High Achievement,Institutional Characteristics,Teacher Surveys,Foreign Countries,Writing Evaluation,Secondary School Students,Mixed Methods Research,Likert Scales

The past few decades has seen the rapid development of WCF (written corrective feedback) study. The present study examined the practice of providing WCF by teachers. The aim of this study was to determine the types of WCF used by English teachers. The study is an explanatory sequential mixed-methods design using open-ended and close-ended survey questionnaire, interviews, and content analysis of students' essays. It involved 54 English teachers of high performance schools in a state in West Malaysia to answer the questionnaire, 8 teachers were interviewed and 48 students' essay scripts were analysed. WCF types studied were by Ellis (2008), namely; Direct, Indirect, Metalinguistic, Focused, Unfocused, Electronic and Reformulation, with two additional types, Personal comment and No feedback. Direct and Metalinguistic comment were the perceived WCF types from the questionnaire findings; however, both teacher interviews and sample essays analysis indicated teachers practised Unfocused and Indirect types the most. The two salient findings to emerge from the data comparison are the teachers were unaware of the available WCF types to provide in the teaching of ESL writing; and teachers' marking is very much influenced by the LPM (Lembaga Peperiksaan Malaysia) types or marking symbols, which appears to be the only reference teachers have in providing WCF. These findings suggest that teachers need to be given sufficient exposure to all the available WCF types so that more effective WCF practices will take place.
The Effect of Integrated Movement Activities on Children's FMS
Author: Yang, Shu-Chu
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychomotor Skills,Preschool Education,Preschool Children,Experimental Groups,Control Groups,Pretests Posttests,Comparative Analysis,Skill Development,Program Effectiveness,Physical Education

The purpose of the present study was to determine the effects of an integrated movement course on the FMSs of preschool children. Purposive sampling was used to select two classes at a public preschool in Chiayi City, Taiwan. The experimental group consisted of 9 boys and 12 girls, and the control group consisted of 11 boys and 8 girls. Both were administered a pretest and a posttest. There were 5 results as follows: 1. For LS, the experimental group (M = 32.38) performed better than the control group (M = 23.53). For OCS, the posttest revealed no significant difference between the two groups. 2. The experimental group performed better than the control group in running (t = 2.23, P &lt; 0.05), galloping (t = 8.09, P &lt; 0.001), leaping (t = 2.96, P &lt; 0.01), and horizontal jumping (t = 2.96, P &lt; 0.01). 3. There was a significant difference between the pre- and posttests of the experimental group in running (t = -3.05, P &lt; 0.01), galloping (t = -7.90, P &lt; 0.001), hopping (t = -5.19, P &lt; 0.001), jumping (t = -2.31, P &lt; 0.05), dribbling (t = -2.71, P &lt; 0.05), throwing (t = -3.99, P &lt; 0.01), and rolling (t = -3.47, P &lt; 0.01), indicating improvement in each of these seven skills. 4. For the control group, there was a significant difference between the pre- and posttests only for sliding (t = -2.88, P &lt; 0.05); even though they didn't participate in the integrated movement course, their sliding ability improved. 5. The experimental group performed better in the posttests for both the LS (M = 32.31 > M = 24) and the OCS (M = 25.71 > M = 18.81). This indicates that the integrated movement course had a positive influence on both the LS and OCS of the experimental group.
The Effect of BBC World Clips with and without Subtitles on Intermediate EFL Learners' Vocabulary Development
Author: Sirmandi, Effat Heidari
Date: 2016-00-00
Type: Journal Articles
Subjects: News Reporting,English (Second Language),Second Language Learning,Second Language Instruction,Statistical Analysis,Pretests Posttests,Vocabulary Development,Films,Foreign Countries,Teaching Methods,Experimental Groups,Layout (Publications),Language Tests,Language Proficiency,Instructional Effectiveness

This study was conducted to investigate the effect of bimodal subtitled films on vocabulary learning among Iranian EFL learners. To achieve this purpose, 60 male and female intermediate learners who were studying English as a Foreign Language (EFL) in Pardis Memar Institiute in Bandar Abbas, Iran, participated in this study. A standard proficiency test was run to ensure learner homogeneity. Then participants were randomly assigned to three groups, namely: experimental group with English subtitle (N = 20), experimental group without English subtitle (N = 20) and control group (N = 20). The experimental groups watched 10 video clips (with and without subtitles) with the duration of 2-3 minutes. Then the pretest including 50 vocabularies was administered to the groups. During 10 sessions two experimental groups watched the clips with different modes: Bimodal subtitle, and no subtitle. All groups received the same pre-test containing new words drawn from the movie. After 10 treatment sessions, the post-test, which was the parallel form of the pretest was administered. One-way ANOVA was conducted to identify any difference between the three different groups. The findings of the study showed that the participants in the bimodal subtitling group performed significantly better and learned more new vocabulary items. The performance of participants in the no subtitle group was less effective than for the bimodal subtitling group, while performance of the control group was the worst.
The Effect of Planetarium Trip on Pre-Service Science Teachers' Metaphorical Perceptions about Planetariums
Author: Bozdogan, Aykut Emre
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Science Instruction,Recreational Facilities,Student Attitudes,Figurative Language,Experimental Groups,Field Trips,Attitude Change,Control Groups,Teacher Education Programs,Pretests Posttests,Foreign Countries,Semi Structured Interviews

The study aimed at examining the effect of the planetarium trip on metaphors developed by the pre-service science teachers about the concept of planetarium. Within this context of the study, a trip was organized to Ondokuz Mayis University (OMU) Planetarium. Pretest-posttest control group design, one of the experimental designs, was used in the study. Total 64 fourth year pre-service science teachers, 42 females and 22 males, participated in the study. As a result of the study, it was observed that the pre-service teachers in experimental group participated in the planetarium trip and developed metaphors related to the concept of planetarium in a six week process and all of these metaphors changed completely except for one participant. There was no change with the metaphorical perceptions of nearly fifth quarters of the pre-service teachers' in control group in the same time interval. It was determined that the pre-service teachers in experimental and control groups mostly grouped planetariums in the space research centre's category during the pre-interviews.
The Effects of Plyometric Education Trainings on Balance and Some Psychomotor Characteristics of School Handball Team
Author: Karadenizli, Zeynep Inci
Date: 2016-00-00
Type: Journal Articles
Subjects: Psychomotor Skills,Athletics,Team Sports,Females,Adolescents,Training,Body Weight,Body Height,Statistical Analysis,Pretests Posttests,Program Effectiveness,Foreign Countries

This study aims to search the effects of plyometric education trainings which was applied for 10-week on static-dynamic balance and some psychomotor characteristics of students who were been handball team of school. The female students-players (N = 16) who are in age 14,57 ± 0,92 years. All student have got 3,66 ± 0,63 years sport experience. Plyometric education trainings were performed twice a week for 10-week in the trainings of school handball team. Parameters such as body weight, height, vertical jump, standing long jump, 30m speed, agility, flexibility, and static-dynamic balance were measured and anaerobic power was calculated by Lewis formula. The SPSS 15.0 program was preferred for the statistics. Descriptive statistics were used for the analysis of psychomotor characteristics and paired sample t test was used for the differences between the pre-test and post-test of plyometric education training of the players. The significance level was set at 0.05. The differences were observed between the pre-test and post-test of plyometric education training of flexibility t(51) = -4,518; p = 0,00 , standing long jump t(12) = -8,129; p = 0,00, anaerobic power t(01) = -3,018; p= 0,05 and left leg ellipse area at unipedal static balance t(39) = 2,399; p = 0,04 were found to be statistically significant (p=0.05).
Faculty Use of Community-Based Learning: What Factors Really Matter?
Author: Russell-Stamp, Melinda
Date: 2015-00-00
Type: Journal Articles
Subjects: Community Education,Service Learning,Teacher Attitudes,College Faculty,Measures (Individuals),Barriers,Educational Benefits,Experienced Teachers,Tenure,Adjunct Faculty,Comparative Analysis,Correlation,Knowledge Level,Information Utilization,Statistical Analysis,Multivariate Analysis

The purpose of this study was to determine what factors really matter to faculty at a teaching institution in deciding whether or not to use community-based learning (CBL) in their classrooms. The Web-based Faculty Service Learning Beliefs Inventory (wFSLBI), developed and used with faculty at a research university, was administered to faculty at a teaching institution. Analyses of 142 respondents revealed that faculty involved in CBL perceived fewer classroom barriers than non-CBL faculty. Faculty with more CBL experience perceived more classroom benefits for CBL and reported having more administrators, colleagues, and community members that supported them compared to less experienced CBL faculty. Contingent faculty were less aware of services and resources supporting CBL than tenured/tenure track faculty.
Making Sense of a Trial Maths Intervention Program for Students with Disability in Australia: Interim Report
Author: Ewing, Bronwyn
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Intervention,Mathematics Achievement,Disabilities,Special Schools,Foreign Countries,Action Research,Inquiry,Teaching Methods,Reflective Teaching,Portfolios (Background Materials),Program Implementation,Program Effectiveness,Special Education,Faculty Development,Qualitative Research,Feedback (Response),Surveys,Likert Scales,Teacher Attitudes,Workshops,Principals,Elementary Secondary Education,Administrator Attitudes

Success in primary and secondary school mathematics is becoming increasingly important to today's teachers, students, parents and employment providers in Australia. Mathematics is viewed as high status and essential for a range of employment opportunities. The Disability Standards for Education [1] and the Australian Curriculum, Reporting and Assessment Authority [2] underscore the rights of students with disability to access the curriculum on the same basis as students without disability. They are entitled to rigorous, relevant and engaging learning opportunities drawn from Australian Curriculum content on the same basis as students without disability. Taking this context into account, this paper provides a work-in-progress report about a two year mathematics intervention project conducted in twelve special schools (Preparatory to Year 12) in Queensland, Australia. The purpose of the project was to address an important problem related to the mathematics achievement of students with disability. It aimed to build the capacity of the schools and teachers in relation to teaching mathematics to their students and to identify and make sense of the intervening program's impact. It combined two approaches, appreciative inquiry [3] and action research [4] to monitor schools' planning for change. Interim findings demonstrated that teachers were concerned about their students' underachievement in mathematics and how to assess this and that multi-sensory forms of teaching and learning advocated in the program increased students' engage and performance. The adoption of reflective teacher portfolios demonstrated their usefulness for engaging teachers in appreciative inquiry and action research to monitor the implementation and impact of the program in their schools and classrooms.
The Impact of Experiencing 5E Learning Cycle on Developing Science Teachers' Technological Pedagogical Content Knowledge (TPACK)
Author: Mustafa, Mohamed Elfatih I.
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Teachers,Science Instruction,Technological Literacy,Pedagogical Content Knowledge,Models,Technology Integration,Mixed Methods Research,Inquiry,Networks,Scoring Rubrics,Guidelines,Workshops,Teaching Methods,Lesson Plans,Questionnaires,Teacher Attitudes

This study investigated the conditions and situations offered by Experiencing Inquiry Model (EIM) for developing science teacher's Technological Pedagogical Content Knowledge (TPACK). Also, the study explored the opportunities offered by EIM strategy in enhancing science teacher's abilities to design technology-based inquiry activities for science learning. Situated Cognitive Theory is used as a theoretical framework for learning, and TPACK is adapted to conceptualized technology integration. 17 science teachers from two schools participated in the study. The study employed a mixed method of quantitative and qualitative evidence. A paired sample t-Test was conducted on the participants' pre- and post-Pathfinder networks. Concurrently, the qualitative evidence was collected from researcher's logbook, participants' written documents, and interviews. The participants' abilities to design technology-based inquiry activity for science learning were examined via Technology Integration Assessment Rubric (TIAR). The analysis of the Pathfinder networks showed that there were significant developments in the participants' knowledge components embodied in TPACK. Nevertheless, the TIAR analysis suggested that the participants' designs lacked connecting curriculum goals with technology, and compatibility with curriculum goals and instruction. The study suggested that science teachers should be given amble time to develop TPACK within their instructional contexts.
Teachers' Perceptions on Senior High School Readiness of Higher Education Institutions in the Philippines
Author: Acosta, Imee C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Higher Education,Program Implementation,Surveys,Eligibility,Personnel Selection,Guidelines,Elementary Secondary Education,Personnel Management,Sustainability,Educational Change,School Restructuring,Curriculum Development,Tenure,College Faculty,Readiness,High Schools,Multiple Regression Analysis,College Preparation

The focus of this study is on the readiness of higher education institutions in the Philippines to the implementation of the Senior High School program of the new K-12 curriculum. Data were collected through a survey questionnaire. The findings reveal five predisposing factors, namely: eligibility, staffing guidelines, course streamlining, workforce surplus management, and alternative programs to be determinants of senior high school readiness among college teachers and higher education institutions that will ensure sustainability and the promotion and protection of the welfare of the affected faculty and other employees in the higher education sector.
Achievement Anxiety of Prospective Teachers: A Research in the Context of Their Attitudes towards Public Staff Selection Examination
Author: Ümmet, Durmus
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Academic Achievement,Anxiety,Student Teacher Attitudes,Personnel Selection,Tests,Attitude Measures,Scores,Correlation,Likert Scales,Statistical Analysis

The aim of this study is to examine the achievement anxiety of prospective teachers according to their attitudes to Public Staff Selection Examination (KPSS) and some demographic variables. The study group consists of 312 graduated and final year prospective teachers studying at different faculties of education and science and literature in Turkey. The data was collected by using Achievement Anxiety Scale, Public Staff Selection Examination Attitude Scale and personal information form that was prepared by the researcher. Relational screening method was used in the research. Analyzing the obtained findings, it was determined that there were significant relationships between facilitating achievement anxiety scores and debilitating achievement anxiety scores with KPSS attitude scale sub-dimensions. Besides, it was found that there were significant differences between their status of attending the KPSS course, daily study hours and the number of taking exams; whereas, it did not differ from the gender and department variables of prospective teachers' achievement anxiety. The findings were discussed within the scope of related literature and similar studies, then various proposals were brought forward.
Students' Involvement in Decision Making and Their Academic Performance in Embu West Sub-County of Kenya
Author: Mati, Alexander
Date: 2016-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Academic Achievement,Goal Orientation,Participative Decision Making,Student Attitudes,School Choice,Discipline Policy,Policy Formation,Student Motivation,Ownership,School Policy,Correlation,Foreign Countries,Questionnaires,Secondary School Students

Although studies have shown that involving students in decisions that impact their educational outcomes may improve their academic performance, little effort has been put in collating students' views on the appropriate extent of such involvement. Students are key stakeholders and beneficiaries of educational outcomes, as well as determinants of examination results. It is therefore important to study the impact of their inclusion into the school key decision systems. Using data from twelve public day secondary schools in Embu West Sub-County of Kenya, this study attempted to seek the views of students on the effect of their involvement in decision- making on two different fronts: choice of schools in which to enroll and formulation of school rules and disciplinary measures for school rule-violators. It was found that students' involvement in the key decisions of their educational process produces motivation, a sense of ownership and therefore a higher inclination to abide by the set rules, personal drive to meet the individual and collective goals, and an overall higher academic performance. It was recommended that students should be involved at all decision-making levels to the extent that is possible and plausible.
Gender Disparity in Turkish Higher Education
Author: Findik, Leyla Yilmaz
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Higher Education,Equal Education,Gender Bias,Enrollment Rate,Educational Attainment,Intellectual Disciplines,Graduation Rate,College Students,Enrollment Trends,Graphs

Turkey has been concerned about gender inequality in education for many years and has implemented various policy instruments. However, gender disparity still seems to prevail today. This study seeks to provide an insight to the gender differences in terms of enrollment rates, level of education, fields of education and number of graduates in Turkish higher education. The research was structured as a descriptive study. Being a descriptive study, secondary data obtained from the Council of Higher Education's website (CoHE), http://www.yok.gov.tr/ is used in this research and the present study takes the year of 2014/2015 for the selected criteria but just 2013-2014 as a reference for graduates. With the latest data available, the percentage of gender difference according to the number of both male and female students enrolled in higher education is calculated. Results presented in charts and graphs indicate that Turkey has made progress in reducing gender disparity in higher education while gender disparity is still severe and needs more emphasis. [This study was presented at the 7th International Conference on Intercultural Education &quot;Education, Health and ICTs from a Transcultural Perspective&quot; on 15-17 June, 2016 in University of Almeria, Spain.]
&quot;OMG! You Said What in Class? TMI!&quot; College Student and Professor Perceptions of Professional Etiquette Violations
Author: Island, Heide D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Faculty,Teacher Attitudes,Student Attitudes,Liberal Arts,Online Surveys,Interpersonal Competence,Behavior Standards,Classroom Environment,Job Skills,Employment Qualifications,Statistical Analysis

This study sampled undergraduate students and faculty from a small, Pacific Northwest, Liberal Arts University using an online survey of attitudes and behavior regarding professional etiquette in the classroom. It was anticipated that students and faculty would report significant differences in their perceptions of what constitute professional behavior violations, potentially contributing to problems with classroom rapport, communication, and ultimately poor student preparation for employment. However, the results suggest that students and professors' perceptions of socially civil behavior in the classroom are more congruent than disparate. What differs is likely the definitions of what behaviors are formal and acceptable across contexts than simply in the classroom or a professional context.
The Relationship between Parent-Child Interactions and Prosocial Behavior among Fifth- and Sixth-Grade Students: Gratitude as a Mediating Variable
Author: Wu, Ho-Tang
Date: 2016-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Prosocial Behavior,Grade 5,Grade 6,Psychological Patterns,Structural Equation Models,Correlation,Foreign Countries,Surveys,Elementary School Students,Cultural Influences

Parent-child interaction, gratitude and prosocial behavior have a crucial impact on psychological development. According to our literature review, these three variables are positively related to one another. Therefore, the authors created a model that treats parent-child interaction as an exogenous variable, gratitude as a mediating variable, and prosocial behaviors as endogenous variables. To test this model, the authors administered the Parent-Child Interaction Scale, the Gratitude Scale, and the Prosocial Behavior Scale, which have good validity and reliability, to a total of 987 fifth- and sixth-grade students in Kaohsiung. In regard of gender, there were 521 males, occupying 52.8%; 466 females, occupying 47.2%. In respect with grade level, there were 482 grade-5 students, occupying 48.8%; 505 grade-6 students, occupying 51.2%. Based on an analysis of data using structural equation modeling (SEM), we reached the following conclusions: 1 There was a significant positive correlation between father-child and mother-child interactions; 2. There was a significant positive correlation between parent-child interaction, gratitude, and prosocial behavior; 3. Gratitude mediated the relationship between parent-child interaction and prosocial behavior.