ethanporcaro/eric-fulltext-meta huggingface dataset:
The Investigation of Teachers' Metaphoric Perceptions about Professional Development
Author: Yurtseven, Nihal
Date: 2017-00-00
Type: Journal Articles
Subjects: Investigations,Teacher Attitudes,Faculty Development,Qualitative Research,Online Surveys,Figurative Language,Elementary Secondary Education,Higher Education,Educational Attitudes,Foreign Countries,Content Analysis

Professional development is an ongoing process in which teachers review their teaching practices and learn how to respond to their students' needs. To make the professional development process more effective, we need to define the identity of a teacher correctly and clarify the perspective about teachers' professional development. The purpose of this study is to investigate teachers' metaphoric perceptions about professional development. The study was carried out through qualitative research design. The data was collected via an electronic form. The participants were 526 teachers that the researcher contacted through e-mail or social media sites. The data was analyzed through content analysis. The findings of the study indicated that the participants often associated the concept of professional development with an object. In addition, they regarded professional development as a growing and developing entity as well as a demanding occupation that involved change. In this respect, it is important that the teachers are provided with the required resources, budget and time to continue their professional development. Moreover, it is crucial that professional development activities are not limited to seminars and teachers are given the initiative to conduct research about their teaching process.
The Relationship between Work Engagement and Organizational Trust: A Study of Elementary School Teachers in Turkey
Author: Gülbahar, Bahadir
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Work Attitudes,Work Ethic,Trust (Psychology),Elementary School Teachers,Organizational Climate,Organizational Culture,Correlation,Teacher Administrator Relationship,Likert Scales,Teacher Student Relationship,Parent Teacher Cooperation,Teacher Attitudes,Sense of Community,Factor Analysis

The relationships based on trust which are established by a teacher with a school's internal stakeholders can provide greater engagement in work. Teachers who are engaged in their jobs can be decisive in turning their schools into successful and effective schools. It is important to research the relationship between work engagement and organizational trust in teachers since these are two significant variables affecting the performance and productivity of employees. The main purpose of this study is to determine the relationship between elementary school teachers' sense/understanding of work engagement and their understanding of organizational trust. The research is a correlational research study. Its environment consisted of 4016 elementary school teachers. 559 of the teachers were included in the sample. In the research the &quot;Utrecht Work Engagement Scale&quot; and &quot;Multipurpose T Scale&quot; were appropriately/favourably used. In this research, confirmatory factor analysis and reliability analyses were repeated in order to validate the structure described in the scale. In the research, it is concluded that there is a positive, high level of significant relationship between participant teachers' perceptions of work engagement and their perceptions of organizational trust.
The Impact of Guiding Materials on Students' Conceptual Understanding: The Case of &quot;What Is the Earth's Crust Composed of?
Author: Çoruhlu, Tülay Senel
Date: 2017-02-00
Type: Journal Articles
Subjects: Concept Formation,Earth Science,Control Groups,Semi Structured Interviews,Textbooks,Freehand Drawing,Elementary School Students,Grade 5,Experimental Groups,Scientific Concepts,Science Instruction,Statistical Analysis,Content Analysis,Pretests Posttests,Quasiexperimental Design,Tests,Instructional Materials,Teaching Methods,Foreign Countries

The aim of this research is to determine the effect of the use of guidance material based on the 5E model on students' conceptual understanding of a topic entitled &quot;What is the earth's crust composed of?&quot; The sample consists of 40 students from the 5th grade (experimental group 20, control group 20). A concept test, a drawing test, and semi-structured interview questions were used for data collection. In the experiment group, guidance material prepared according to the 5E model was used; the control group was conducted using the existing textbook. Student responses were examined in terms of the following categories: complete understanding, partial understanding, alternative concept, no response or irrelevant responses. The quantitative data obtained from the experimental and the control groups were compared by using the Mann-Whitney U-test. Content analysis was used to analyze students' drawings. In conclusion, it was determined that the guidance materials developed according to 5E model have a positive effect (U = 76.00, p&lt;0.05) on students' conceptual understanding about the topic entitled &quot;What is the earth's crust composed of?&quot;
Adaptation of Organizational Justice in Sport Scale into Turkish Language: Validity and Reliability Study
Author: Sayin, Ayfer
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Test Validity,Test Reliability,Athletic Coaches,Athletics,Likert Scales,Justice,Translation,Regression (Statistics),Factor Analysis

The present study aimed to provide a Turkish adaptation of the Organizational Justice in Sport Scale and perform reliability and validity studies. Answers provided by 260 participants who work as football, male basketball and female basketball coaches in National Collegiate Athletic Association (NCAA) were analysed using the original scale that comprised 17 items and three dimensions rated on a Likert-type 7-point scale. Subsequently, the opinions of 210 coaches were obtained. Confirmatory factor analysis conducted at the end of the study determined that the standardized regression coefficients vary between 0.45 and 0.92. Model-fit indexes showed that Turkish version of the scale had high construct validity. It was found that the corrected item-total correlation varied between 0.589 and 0.846. Further, it was determined that there were medium-/high-level positive correlations between sub-dimensions. Cronbach's alpha reliability coefficient was calculated as 0.957. The authors concluded that the Turkish version of the Organizational Justice in Sport Scale was a valid, reliable and convenient measurement tool for determining the level of Organizational justice among the coaches.
The &quot;Journal of Learning Analytics&quot;: Supporting and Promoting Learning Analytics Research
Author: Siemens, George
Date: 2014-00-00
Type: Journal Articles
Subjects: Periodicals,Data Analysis,Data Collection,Educational Research,Professional Associations,Scholarship,Educational History,Educational Trends,Conferences (Gatherings)

The paper gives a brief overview of the main activities for the development of the emerging field of learning analytics led by the Society for Learning Analytics Research (SoLAR). The place of the &quot;Journal of Learning Analytics&quot; is identified. Analytics is the most significant new initiative of SoLAR.
Early Prediction of Student Dropout and Performance in MOOCSs Using Higher Granularity Temporal Information
Author: Ye, Cheng
Date: 2014-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Predictor Variables,Dropouts,Graduation Rate,Data Collection,Data Analysis,Educational Research,College Students

Our project is motivated by the early dropout and low completion rate problem in MOOCs. We have extended traditional features for MOOC analysis with richer and higher granularity information to make more accurate predictions of dropout and performance. The results show that finer-grained temporal information increases the predictive power in the early phases of the Pattern-Oriented Software Architectures (POSA) MOOC offered in summer 2013 by Vanderbilt University. As a next step, we plan to develop unsupervised learning methods with our extended feature set to define profiles that can be used for effective scaffolding and feedback.
Age as an Affective Factor in Influencing Public Speaking Anxiety of English Language Learners at Omar Al-Mukhtar University
Author: Gaibani, Ahmed
Date: 2016-04-00
Type: Journal Articles
Subjects: Age Differences,Public Speaking,Anxiety,Affective Behavior,English (Second Language),Second Language Learning,Second Language Instruction,Questionnaires,Correlation,Student Attitudes,College Students,Foreign Countries,Statistical Analysis

The study is to show how age factor can influence public speaking anxiety among English Language Learners at Omar Al-Mukhtar University. To indicate the influence of age factor a questionnaire was distributed to the participants of the study. As well as correlation was also undertaken to the data collected to investigate the influence of age factor on public speaking anxiety. Results of the study showed that, there is a negative significant influence of age differences on public speaking anxiety of English Language Learners at Omar Al-Mukhtar University.
Multimedia and Textual Reading Comprehension: Multimedia as Personal Learning Environment's Enriching Format
Author: García, J. Daniel
Date: 2017-01-00
Type: Journal Articles
Subjects: Reading Comprehension,Multimedia Materials,Educational Environment,Class Activities,Intermode Differences,Secondary School Students,Matched Groups,Error Patterns,Achievement Gains,Teaching Methods,Enrichment Activities,Foreign Countries,Statistical Analysis

In this article we will discuss part of a piece of research that was conducted with two 4ESO groups. Textual learning is opposed to multimedia learning within the context of PLE's (Personal Learning Environment) reading tools and strategies. In the research an analysis was made of whether it would be possible to improve the reading process through multimedia over a school term in two different aspects; one evolutionary with six classroom exercises and one evaluation with a final exercise. Concretely, this article states the number of question mistakes that the students made. The data indicates that there is a better evolution in students that performed the multimedia dynamic, although there are not any relevant differences in the final evaluation.
Are Students Ready to (re)-Design Their Personal Learning Environment? The Case of the E-Dynamic.space
Author: Kühn, Caroline
Date: 2017-01-00
Type: Journal Articles
Subjects: Educational Environment,Electronic Learning,Undergraduate Students,Hypothesis Testing,Design,Learning Experience,Focus Groups,Computer Uses in Education,Internet,Grades (Scholastic),Computer Literacy,Concept Mapping,Fear,Foreign Countries

The goal of this paper is to present the primary findings of the first of two phases of a research project that looks at how can undergraduates be supported to engage meaningfully with digital literacies in a rich-research context. My hypothesis is that students in the act of (re)-designing and implementing their personal learning environment with available support in a low risk space, will have an authentic learning experience whereby they will deploy digital skills, use knowledge and develop an explorative mind-set hence, improve their digital competences and capability. Twenty undergraduates where invited to a focus group designed with the Visitor and Resident approach to explore and reflect upon their current digital practice. Preliminary findings show scarcity of digital tools in the institutional-resident quadrant. Overall students manifest their reluctance to engage with different web-based tools to mediate learning because they don't want to risk their grades and also because they perceive the Internet as too open and loose, generating anxiety and uncertainty. They ask for support and guidance. Nevertheless they acknowledged the need to move from the visitor end to the resident one. The next phase will explore how these findings can inform the design principles of a scaffold structure for the re-design of students' PLE.
Investigating Learning Strategies for Vocabulary Development: A Comparative Study of Two Universities of Quetta, Pakistan
Author: Fatima, Irum
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Strategies,Vocabulary Development,Comparative Analysis,Undergraduate Students,Statistical Analysis,Questionnaires,Gender Differences,Individual Differences

The primary purpose of this research is to investigate the vocabulary learning strategies employed by the undergraduate students of Sardar Bahadur Khan Women's University (SBKWU) and University of Balochistan (UOB), Quetta, Pakistan. A quantitative design was employed in this study to answer the two research questions of the present study. The quantitative data was obtained from the responses of 180 undergraduates in a questionnaire adapted from the study by Noor and Amir (2009) on vocabulary learning strategies proposed by Gu and Johnson (1996). The questionnaire comprised of 45 close-ended items on four broad vocabulary learning strategies, metacognitive regulation strategy, cognitive strategy, memory strategy, and activation strategy. Descriptive statistics was run in SPSS to obtain the results. The independent-samples t-test was run to test for statistically significant differences if any in the use of vocabulary learning strategies across the undergraduates of two universities. However, cognitive regulation strategy, and activation strategy emerged as the most influential source of learning new English words. The findings also revealed that there were no statistically significant differences found in practicing vocabulary learning strategies between undergraduates of SBKWU and UOB. The findings of the study have implications on enhancing teaching and learning by acquainting students with vocabulary learning strategies that can enhance their vocabulary in English language and can result to boost up their proficiency in this language.
Identity Crisis in Cormac McCarthy's &quot;All the Pretty Horses&quot;
Author: Gebreen, Hayder A. K.
Date: 2016-04-00
Type: Journal Articles
Subjects: Novels,Self Concept,Developmental Stages,Authors,North Americans,Cultural Background,Adolescents,Cognitive Processes,Conflict,Mexican Americans,Social Change

The issue of identity is one of the main issues that encounters man in each culture. Identity is a set of behaviors, emotions, and thought patterns which are unique to every individual that define him as a member of a certain group. Identity is shaped by race, ethnicity, religious beliefs, language, physical features, childhood experiences, sexual preferences and culture. Moreover, identity is usually recognized during adolescence or early adulthood in which both positive and negative features are essential in the development of individual identity. However, an identity crisis is the failure to establish identity during that age. In addition, an identity crisis is not only concerned with matters such as ethnicity or religion as it is also concerned with inner conflicts, search for identity, west vs. east, old Vs. modern. The diversity of identity in the American culture is expressed in many literary works by contemporary American writers who depict characters' search of their psychological and cultural identity. Among those contemporary writers is Cormac McCarthy (1933-) whose &quot;All the Pretty Horses&quot; (1992) tackles this quest for identity as its basic theme, both psychologically and culturally. This paper is an attempt to investigate both dimensions of the quest in this novel as being one of McCarthy's masterpieces.
Genitive Case-Marked Subject in Modern Mongolian
Author: Zayabaatar, Dalai
Date: 2016-04-00
Type: Journal Articles
Subjects: Form Classes (Languages),Modern Languages,Asians,Suffixes,Morphology (Languages),Syntax

This paper presents peculiarities of the genitive case marked subject in Modern Mongolian. First, we argue that subordinate clauses with the genitive case-marked subject in Modern Mongolian are CP. Second, we provide an explanation for certain conditions of the genitive subject construction in Modern Mongolian (MM). Third, we attempt to show the genitive case marked subject is semantically restricted and information structurally marked in MM.
Business Communication Needs of Japanese Companies in Malaysia
Author: Su, Yeoh Lee
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Business Communication,Corporations,Japanese,Needs Assessment,Language Skills,Languages for Special Purposes,College Graduates,Student Needs,Student Surveys,Language Usage,Listening Skills,Speech Skills,Language Proficiency,Qualitative Research,Statistical Analysis

Business relationship between Japan and Malaysia has developed very quickly in recent years. This has caused a dramatic increase in the need for individuals who possess language skills to function in Japanese businesses. In order to investigate the needs of our Malaysian graduates, a survey was conducted involving graduates of Japanese language minor program from a public university in Malaysia. The aims of the survey were to get an overall understanding of (1) the use of Japanese language at workplace where the Japanese language minor program's graduates are employed; (2) identify problems faced in language use and in terms of Japanese business practices in workplace. The results indicated that the graduates use Japanese language to communicate with the employees of their workplace compared to outsiders. The findings also highlight that Japanese language listening and speaking skills are the most important skills needed by the graduates for their workplace success compared to reading and writing.
Learning in Online Continuing Professional Development: An Institutionalist View on the Personal Learning Environment
Author: Johnson, Mark William
Date: 2017-01-00
Type: Journal Articles
Subjects: Professional Development,Educational Environment,Educational Technology,Foreign Countries,Universities,Cancer,Computer Software,Learner Engagement,Interaction

The nature of institutions is an important question for the Personal Learning Environment (PLE). Whilst the PLE has tended to focus on what is considered to be &quot;non-institutional&quot; technology like social software, most online tools today have a corporate/institutional foundation. How should educators position themselves with learners who have to negotiate different institutional and discursive contexts--whether within corporate social software, formal education, work or the family? Drawing on previous work focusing on how learners maintain personal coherence in organising learning between different contexts, institutional theory is used to revise the model of the learner as a &quot;viable system&quot;, which focuses on the dynamics of transactions that learners make with different institutional entities. Data from an online Continuing Professional Development (CPD) course in acute cancer care is analysed to show how learner transactions indicate constraints bearing upon learners both from their professional context and from their formal educational study. The pattern of learner engagement suggests that the interaction of constraints creates the conditions to motivate in-depth contribution to the course forums. This finding leads us to suggest a rethink of pedagogy within the PLE, and a broader consideration of institutional and other constraints in educational dynamics.
Exploring the Writing Process of Indonesian EFL Students: The Effectiveness of Think-Aloud Protocol
Author: Abas, Imelda Hermilinda
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing Processes,English (Second Language),Second Language Learning,Academic Discourse,Protocol Analysis,Writing Instruction,Language Tests,Graduate Students,Foreign Countries,Teaching Methods,Student Attitudes,Second Language Instruction,Models

The objectives of this study were to explore the writing process of the Indonesian English as a Foreign Language (EFL) students and to find out the effectiveness of using think-aloud protocol to understand the writing process. The data were obtained from six proficient EFL students who were doing Postgraduate English Language Studies Program in Indonesia. The participants were selected based on the following criteria: had completed a minimum of two academic writing courses, had written a thesis in English, had taught English for more than two years and considered as proficient writers based on IELTS result. The finding of the study showed that all of the participants went through the following writing process: prewriting, planning, drafting, pausing, reading, revising, editing and publishing. In addition, the think-aloud protocol had different effects on the participants. Five of the participants admitted that the think-aloud protocol had a positive effect because it helped them in organizing their thoughts and ideas. However, only one participant found thinking aloud made her difficult to focus on the writing task due to the demand to verbalize and write at the same time.
College Students' Perceptions of Personal Learning Environments through the Lens of Digital Tools, Processes and Spaces
Author: Dabbagh, Nada
Date: 2017-01-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Educational Technology,Technology Uses in Education,Electronic Publishing,Web Sites,Use Studies,Web 2.0 Technologies,Mixed Methods Research,Computers,Computer Software,Environment

A review of the literature reveals there is a gap in the research regarding how students currently perceive PLEs and how they structure their PLEs to support their learning goals. The purpose of this study was to establish an understanding of college students' perceptions of PLEs and what digital tools are currently being used to structure PLEs in order to facilitate personal growth and development. Participants (N = 109) were asked to share their perceptions of PLEs and what digital tools, devices, and services they use to create PLEs. Analysis of blog submissions revealed similarities and differences between the ways that undergraduate and graduate students perceive PLEs and how they characterize these learning spaces. Students reported using a variety of digital tools for learning however their expectations of digital tools were to foster discussion, collaboration, and interaction, organization, planning, and resource management, experiential learning, personalization and a desire for effective technology. The findings of this study have important implications with respect to the competencies and skills needed to create effective PLEs and the affordances of digital technologies needed to support PLE development.