ethanporcaro/eric-fulltext-meta huggingface dataset:
Is Questioning a Catalyst for Critical Reading among Jordanian EFL Learners?
Author: Bataineh, Ruba Fahmi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Reading,Questioning Techniques,English Language Learners,English (Second Language),Reading Skills,Public Schools,Reader Text Relationship,Grade 9,Secondary School Students,Reading Strategies,Self Management

This study examines the potential effect of questioning strategies on Jordanian English as a foreign language ninth-grade students' critical reading skills. The study uses a quasi-experimental, pre-/post-test design. An experimental group of 85 ninth-grade students from three public schools in Al-Qasr Directorate of Education (Karak, Jordan) was taught through questioning strategies (viz., questioning, self-questioning and a combination of both), and a control group of 19 students was taught per the guidelines of the prescribed Teacher's Book. Descriptive statistics and analysis of co-variance were used to analyse the students' scores on the pre- and post-tests. The findings reveal that the experimental group outperformed the control group, as questioning and self-questioning improved students' critical reading skills, more so for questioning than self-questioning.
Identity-Making through Cree Mathematizing
Author: Stavrou, Stavros Georgios
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Urban Schools,Bilingual Education,American Indian Languages,Canada Natives,English,Identification (Psychology),Culturally Relevant Education,Indigenous Knowledge,Grade 6,Language Usage,Cultural Influences

We describe mathematics classroom teaching practice in an urban Canadian prairie Cree-bilingual school using the term &quot;Cree mathematizing,&quot; which, to us, means (re)considering Euro-Western school mathematics from the perspectives of the Cree people engaging with the content. &quot;Cree mathematizing&quot; takes the form of classroom lessons in which mathematical terms are translated between English and Cree, shared through stories situated in time, place, and relationships, and contextualized by the experiences of the students and teachers. In terms of the narrative conception of identity-making, &quot;Cree mathematizing&quot; is a process of engaging in school mathematics that necessitates Cree educators and students to understand themselves as producing mathematics through their unique experiences and stories, making &quot;Cree mathematizing&quot; a partial representation of identity. We argue that &quot;Cree mathematizing&quot; is a subversive practice that challenges the ways Euro-Western school mathematics is taught as a culture-free, apolitical, and decontextualized endeavour that is devoid of human narratives of experience.
Education for Sustainable Consumption: A Social Reconstructivism Model
Author: McGregor, Sue
Date: 2019-00-00
Type: Journal Articles
Subjects: Sustainability,Conservation (Environment),Barriers,Teaching Methods,Social Change,Citizen Participation,School Role,Change Agents,Cultural Influences,Consumer Education,Social Problems,Social Justice

Social reconstructivism is suggested as an appropriate curriculum philosophy for education for sustainable consumption (ESC). Couched in framing the consumer culture as a powerful social institution that needs to be challenged and reformed, the position paper begins by defining sustainable consumption, including symptoms of unsustainable consumption and barriers to consuming sustainably. This is followed by a description of the social reconstructivist curriculum philosophy and model. Related contributions include ESC values, principles, and issues, the notion of catalytic education, and a description of instructional strategies recommended to help put social reconstructivism-informed ESC curricula into motion. The intent is to create a generation of learners who see themselves as social change agents by assuming that ownership of learning leads to ownership of actions.
Adaptation of Teachers&apos; Teaching Thinking Practices Scale into English
Author: Dilekli, Yalcin
Date: 2019-00-00
Type: Journal Articles
Subjects: Thinking Skills,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Translation,Construct Validity,Goodness of Fit,Classroom Techniques,Instructional Effectiveness,Teaching Methods,Correlation,Likert Scales,Turkish,Factor Analysis,Cultural Differences,Cultural Awareness,Language Teachers

This study aims to adapt teachers' classroom practices for teaching thinking scale from Turkish to English culture. The scale includes 21 items. Each item has 5-point Likert type. It has 4 factors: Effectiveness of Teaching Thinking, Loyalty to Curriculum, Teacher Dependence and Encouraging Thinking. In the first step, statistical analyses were administrated to achieve linguistic equivalence. To do that, the data were collected from 30 English teachers with 20 day intervals. In the second step, the data collected from 148 native English teachers were analysed by Confirmatory Factor Analyses. Good level fitting indices were found at the end of this process. Cronbach Alpha coefficient value was found to be .90. For Convergence and Discriminating validity, which means construct validity, correlations between sub-dimensions and average explained variance values were calculated and found good sufficient levels. Items in the scale were discriminating. As a result of this study, it was found that English translation of the scale was statistically valid and reliable.
An Emotional Literacy Improvement (ELI) Program for EFL Teachers: Insiders&apos; Views
Author: Eraldemir-Tuyan, Seden
Date: 2019-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Multiple Literacies,Teacher Improvement,English (Second Language),English Teachers,Inservice Teacher Education,Public Colleges,Program Effectiveness,Teacher Attitudes,Faculty Development,Foreign Countries,College Faculty

If the challenges of today's world are to be met, then there is a need to give more prominence to emotion in education, i.e. indulging the personal, emotional and spiritual aspects of teaching, and promoting the teachers' social-emotional competencies along with the schooling influence. In this respect, structuring the contents of in-service programs has gained vital importance in all fields of education including English Language Teaching (ELT). This action research study involved 17 EFL instructors to enhance their emotional literacy regarding learning in self and in others and consequently develop behaviors that would be caused by finding out about emotional intelligence. Relatedly, it was aimed to set up a framework of a teacher development program that the instructors at a foreign language school at a state university in Turkey improve their emotional literacy skills and create opportunities to impart these skills to their students as well as to people in their personal lives. The article reports on the participants' and the researcher's views regarding the maturation of an emotional literacy improvement program for in-service professional development purposes in ELT context.
Anxiety toward Math: A Descriptive Analysis by Sociodemographic Variables
Author: Larracilla-Salazar, Nemesis
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,College Mathematics,College Students,Economics Education,Majors (Students),Foreign Countries,Demography,Social Influences,Regional Characteristics,Differences,Geographic Regions,Gender Differences,Institutional Characteristics,Public Colleges,Private Colleges

The following analysis provides evidence from the comparative levels of anxiety towards mathematics of the variables from the categories presented by the AMARS and sociodemographic variables as well. A sample of 381 economics students in Mexico answered the survey. For data analysis, descriptive statistics (x, Sd.) was carried out and to identify if there are significant differences of means in the sociodemographic variables, the ANOVA analysis was carried out. Although in general the anxiety towards mathematics presented in Mexican economics students is &quot;very little&quot;, in the dimension of mathematical evaluation the results of the descriptive analysis show that economics students from the south of Mexico have more anxiety than students from other regions. Regarding gender, women feel more anxiety than men towards mathematics evaluation. Likewise, students from public institutions show greater anxiety towards mathematics in the evaluation processes than those belonging to private. Finally, ANOVA test showed that the variable Region showed values less than 0.05 in two of three dimensions (ANXTASK and ANXCOUR). The ANXEVAL dimension showed values &lt; 0.05 in the variable Gender as the ANXEVAL and ANXCOUR showed values &lt; 0.05 in the variable University, this because there is a difference in means.
The Use of PSPP Software in Learning Statistics
Author: Sto.-Tomas, Minerva
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Software,Statistics,Mathematics Education,Probability,High School Students,Grade 11,Student Attitudes,Learner Engagement,Academic Achievement,Computer Uses in Education,Technology Integration,Student Centered Learning,Relevance (Education)

This descriptive and correlational study investigated the effects of using PSPP in learning Statistics on students' attitudes and performance. The respondents of the study were 200 Grade 11 Senior High School students who were enrolled in Probability and Statistics subject during the Second Semester of School Year 2018-2019. The respondents were randomly selected from those classes across the different academic strands that used PSPP in their Probability and Statistics subject through stratified random sampling. The results revealed that the students have favorable attitudes towards learning Statistics with the use of the PSPP software. The students became more interested and engaged in their learning of statistics which resulted to an improved academic performance.
Approaching Problem-Solving Skills of Momentum and Impulse Phenomena Using Context and Problem-Based Learning
Author: Yuberti
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Problem Solving,Physics,Skill Development,Science Process Skills,High School Students,Grade 10,Science Education,Science Instruction

The industrial revolution era 4.0 has now become a major topic in every country. Various sectors respond quickly to this problem, including education. In response to this, there are several aspects of skills that students must master. One of them is problem-solving skills. One of the aspects that influence the students' problem-solving skills is the context and problem-based learning model. The purpose of this study is to describe the effect of the model on students' skills to solve physics problems. The research method used is a quasi-experimental research design with non-equivalent control group design. The data analysis technique used Independent Sample T-Test by PASW 18 with a significance 5%. Based on the results of the Independent Sample TTest can be concluded that there is an effect on the model that was applied with a significant gain of 0,00. The results showed that the context and problem-based learning (C-PBL) model affected the physics problem-solving skills. The C-PBL model is able to improve the students' physics problem-solving skills, communication skills, the students' confidence in learning, as well as improving students' understanding of physics lessons conceptually.
University of Education: Structure and Main Components of Management
Author: Fedorov, Aleksandr A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Universities,College Administration,Educational Practices,Educational Development,Teacher Education,Schools of Education,Foreign Countries,Models

The article analyzes the evolution of pedagogical systems and the practice of universities in the world. The work reveals the essence and main structural components of the university education, as a special institution of higher education, designed to become a systemic solution to the problem of management and development of teacher education. The model presented by us includes the following components: education, as a platform for transferring innovative solutions into practice; Mega-Science -a system of research collaborations that provides advanced solutions to global problems; technologies -research constructs according to the Lego principle, generating local problem-solving based on a cluster; implementation -a system of investment decisions on the implementation of developments in the practice of activity; innovation is a system for the formation of products open to use that stimulate the development of education. The paper presents the main results of these developments, conclusions are made about the need to form a university of education as a special system operating within the framework of the concept of open pedagogical education and aimed at creating a federal scientific and educational hub of global importance for reproduction and the formation of human capital in scientific, engineering activities, the generation of new solutions in the field of training and development of teaching staff in.
Chinese Learning Anxiety on Foreign Students
Author: Basith, Abd.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Anxiety,Foreign Students,Chinese,Second Language Learning,Gender Differences,Instructional Program Divisions,Communication (Thought Transfer),Likert Scales,Measures (Individuals),Test Anxiety,Communication Skills,Self Esteem,Age Differences,Language Proficiency,College Students

The purpose of this study is to investigate the level of anxiety in learning Chinese, discover the dominant factors of anxiety in learning Chinese language and analyze differences in Chinese language anxiety based on gender, year of study and HSK in foreign students in Wuhan, China. The research method used was quantitative using a survey approach. There are 250 foreign students as the samples, consisting of 108 male and 142 female students. The data collection technique used is questionnaire called CLAS (Chinese Learning Anxiety Survey) adapted from FLCAS (Foreign Language Classroom Anxiety Survey). The data were analyzed using SPSS with descriptive statistical techniques and Multivariate Analysis. The results showed that Chinese language anxiety among foreign students is on a moderate level, with communication anxiety as the most dominant aspect. The male and female students have the same anxiety level in learning Chinese. The foreign students who had longer duration of learning Chinese and had higher HSK tend to have lower level of anxiety in learning Chinese. This showed that years of study and HSK were two factors that determine the high or low level of anxiety in learning Chinese for foreign students.
Psychometric Assessment and Cross-Cultural Adaptation of the Grit-S Scale among Omani and American Universities&apos; Students
Author: Alhadabi, Amal
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Measures (Individuals),Psychometrics,Cross Cultural Studies,College Students,Academic Persistence,Resilience (Psychology),Construct Validity,Factor Analysis,Academic Achievement,Goal Orientation,Test Reliability,Factor Structure,Cultural Differences

The current study aimed to adopt and assess the psychometric properties and measurement invariance of Grit-S among Omani and American students (N = 487) using Exploratory Factor Analysis (EFA) and Multi-Group Confirmatory Factor Analysis (CFA). The scale's construct validity was estimated by investigating its associations with achievement goal orientations (AGOs). EFA results suggested that a two-factor solution (i.e., perseverance of effort [G_PE] and consistency of interest [G_CI]) was the best factorial structure, explaining 47.74% and 51.02% of the variance in the Omani and American samples, respectively. The factors had good reliability coefficients in the two samples. Related to the intercultural differences, G_PE explained more variance among Omanis (31.02%) relative to American sample, whereas G_CI explained a larger proportion of variance among Americans (36.86%) compared with Omani sample. The first level of measurement invariance, configural invariance, was not supported, necessitating the investigation of the other levels of measurement invariance using a new sample. Grit correlated positively with mastery and performance-approach goals (r = 0.29 and 0.12, respectively) and negatively with avoidance goals (r = -0.25), supporting the scale's construct validity. These findings showed that Grit-S scale can be used as valid and reliable assessment tool to assess student interest and perseverance in the academic context in Arabic/Omani and American cultures.
Flipped Teaching with Call in EFL Writing Class: How Does It Work and Affect Learner Autonomy?
Author: Ghufron, M. Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Homework,Video Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Personal Autonomy,College Students,College Faculty,Writing Instruction,Teaching Methods,Computer Assisted Instruction,Foreign Countries,Student Attitudes,Student Motivation,Language Teachers,Writing Strategies

This paper presents how the process of flipped teaching with Computer Assisted Language Learning (CALL) works in teaching English as a Foreign Language (EFL) writing in the Indonesian context. As well, it also elaborates how the teaching model affects learner autonomy. This flipped teaching with CALL was experienced by some lecturers of private universities in East Java, Indonesia. This study used a multi-site case study research design. The data were yielded from in-class observation, lesson plan analysis, focus group interviews, and questionnaires. The total of 5 EFL writing teachers and 150 students from 5 private universities in East Java, Indonesia had participated in this study. Experimenting with flipped teaching with CALL in teaching EFL writing enabled the teachers, as course developers, to get an idea of their students' response to the challenges of new ways, methods, and techniques of their study. The flip-class environment fostered better communication amongst learners and learner autonomy as well. The flip-class atmosphere also had a beneficial impact on the motivation of learners. The qualitative results from interviews of the learners showed that the learners had inspired themselves to engage in in-class learning activities and self-regulated teaching environments. The findings gave reflection to the teachers on several vitally necessary conditions enabling a course in a flipped teaching with CALL format to contribute to developing students' professional competencies.
Improving the Quality of Teaching Internships with the Help of the Platforms
Author: Ballesteros-Regana, Cristobal
Date: 2019-00-00
Type: Journal Articles
Subjects: Internship Programs,Educational Quality,Practicums,Integrated Learning Systems,Student Attitudes,Early Childhood Education,Elementary Education,Teacher Competencies,Student Motivation,Educational Environment,Foreign Countries,Teacher Education,Cooperative Learning,Technology Integration,Preservice Teachers

This article presents an empirical study on the perceptions of university students toward the development of the teaching practicum, using the CourseSites platform as a communication and support tool for their training. The opinions of the students were collected through a questionnaire. The sample consisted of 1500 students who were registered in the degrees of Early Childhood Education, Primary Education and Pedagogy (2008-2018). A descriptive, inferential and multi-level analysis was conducted, which confirmed that future teachers had activated their professional competences, as they had the chance to share their internship experiences with their faculty members and with their own classmates.
Investigation of EFL Student Teachers&apos; Emotional Responses to Affective Situations during Practicum
Author: Alhebaishi, Safaa Mohammad
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Student Teachers,Emotional Response,Females,Practicums,Psychological Patterns,Stress Variables,Stress Management,Coping,Preservice Teacher Education

This study investigates the emotional responses of EFL student teachers to various affective situations during practicum and their coping strategies to enhance positive emotions and reduce negative emotions. Seventy female EFL student teachers participated in this study. To collect quantitative and qualitative data, two instruments were used: an emotional reflective diary and semi-structured interviews. The results of the study revealed that the practicum is an emotionally positive experience. The frequency of occurrence of pleasant affective situations was more than that of unpleasant ones. In the decreasing order of frequency, the most frequent emotional responses were happy, angry, and stressed and the least frequent ones were lost, influential, and shamed. Furthermore, the results indicated that student teachers adopted many regulation strategies to manage their emotions. The study recommends that teacher education programmes increase the focus on teachers' emotions and training student teachers to manage their emotions to build future professional identities.
Implementation of the Omega (?) Index to Detect Large-Scale Systematic Cheating
Author: Vista, Alvin
Date: 2019-00-00
Type: Journal Articles
Subjects: Cheating,Identification,Computer Software,Standardized Tests,Item Response Theory,Multiple Choice Tests,Achievement Tests,International Assessment,Reading Achievement,Reading Tests,Grade 4,Foreign Countries

Cheating detection is an important issue in standardized testing, especially in large-scale settings. Statistical approaches are often computationally intensive and require specialised software to conduct. We present a two-stage approach that quickly filters suspected groups using statistical testing on an IRT-based answer-copying index. We also present an approach to mitigate data contamination and improve the performance of the index. The computation of the index was implemented through a modified version of an open source R package, thus enabling wider access to the method. Using data from PIRLS 2011 (N=64,232) we conduct a simulation to demonstrate our approach. Type I error was well-controlled and no control group was falsely flagged for cheating, while 16 (combined n=12,569) of the 18 (combined n=14,149) simulated groups were detected. Implications for system-level cheating detection and further improvements of the approach were discussed.
The Tutoring Influences in Distance Education at El Oro Province Ecuador
Author: Espinoza-Freire, Eudaldo Enrique
Date: 2019-00-00
Type: Journal Articles
Subjects: Tutoring,Distance Education,Foreign Countries,College Students,Withdrawal (Education),Introductory Courses,Online Courses,Technological Literacy,Instructional Effectiveness,Student Motivation,College Administration,Individual Characteristics

El Oro province undergoes a high rate of student's withdrawal from distance courses offered by the local university. The distance education model gives for granted that the regular teachers are proficient for remote tutoring. This research attempts to reveal the state-of-art of this educative model in a provincial university. The study focused on a quantitative-qualitative explorative approach to determine, whether, if withdrawal is more frequent in introductory courses or not. Among the main causes for withdrawal were found: (1) the naive of learners in high education programs, (2) the inconsistency of the university proposals (academic and administrative) and; (3) the most important, the deficiencies in remote tutoring