ethanporcaro/eric-fulltext-meta huggingface dataset:
Extensive Reading and the Writing Ability of EFL Learners: The Effect of Group Work
Author: Azizi, Mahmood
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Programs,Writing Ability,English (Second Language),Second Language Instruction,Second Language Learning,Program Effectiveness,Group Activities,Reading Comprehension,Sentences,Vocabulary Development,Accuracy,Error Patterns,College Freshmen,Late Adolescents,Reading Writing Relationship,Foreign Countries

This study attempted to investigate the impact of extensive reading (ER) on the writing ability of Iranian EFL students. The study also took a further step to explore the effect of adding group work activity to the extensive reading program to find its possible positive effect on improving writing ability. The present study had two experimental groups with no control group. Participants were 35 students majoring in English Literature as ER plus GW (group work) group and 30 students majoring in English Language Teaching as ER group both taking the course of reading comprehension(II) in the University of Mazandaran. Participants were first given a reading comprehension test taken from TOEFL from which 24 students were chosen as the participants of this study according to their marks. The ER plus GW group read one graded reader each week at home, discussed the summary or related topic in the groups of five or six. The group members took notes on each other's talk including new vocabulary and language structure. At home, they wrote a summary of the book. ER group, on the other hand, read one book each week and wrote its summary at home without any discussion. Both groups were asked to write about a common topic one before and one at the end of the program as their pre/post test. Their summary examined in terms of four writing aspects including: run-on sentences, vocabulary errors (word choice and word form), and overall accuracy. The results of t-test revealed that adding group work to ER was almost effective in improving overall accuracy, run-on sentences, word choice but not in word form errors. Keywords: extensive reading, writing ability, group work, English literature, research.
Global Level of Trait Emotional Intelligence as a Predictor of Achievement Motivationi Students of Physical and Sports Education
Author: Slizik, Miroslav
Date: 2020-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Predictor Variables,Achievement Need,Student Motivation,College Students,Student Athletes,Athletics,Physical Education,Young Adults,Sport Psychology,Personality Traits,Well Being,Life Satisfaction,Self Efficacy,Foreign Countries

Introduction: The role of emotions in increasing the achievement of athletes is at the forefront of sports psychology whilst it is a key area not only in terms of perception and orientation in their own emotions, but also their management and control to succeed, which motivated us to analyze the relationship of EI as a complex of dispositions to behave emotionally in a competent way and the tendency to deliver high sports achievement. The research group consisted of achievement athletes studying physical and sports education. Material and Methods: The design is in the form of a cross-sectional study. The research group consisted of 183 respondents -- university students. To record the level of EI, we used TEIQue-SF/TEIQue-ASF (Slovak translation by: Kaliska, Nabelkova and Salbot, 2015) and to determine the share of individual personality dimensions on a global level of achievement motivation, we used LMI (translation and editing by: Hoskovcová, 2003). From mathematical-statistical methods, we subjected the data to correlation and regression analysis. Results: We found the closest significant correlations in the case of well-being and confidence in success, flexibility, which is also significantly associated with self-control. Sociability is most strongly associated with dominance and emotionality with flexibility and internality. The global level of trait EI is most significantly associated with confidence in success and flexibility. Discussion: Our findings clearly show that adequate processing of one's own emotions contributes to a deepening of concentration on sport achievement as well as to a higher self-confidence reflected in the setting of more adequate and realistic goals.
Comparative Analysis of the Transition from Early Childhood Education to Primary Education: Factors Affecting Continuity between Stages
Author: González-Moreira, Alba
Date: 2021-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Elementary Education,Preschool Education,Foreign Countries,Age Differences,Teacher Student Ratio,Grouping (Instructional Purposes),Educational Finance,Responsibility,Preservice Teacher Education,Inservice Teacher Education,Cultural Differences

The educational transition between early childhood education and primary education is a complex moment of change with repercussions throughout the academic life of the students. For this reason, it is important to seek continuity between both educational stages. A successful transition produces for the social, cognitive and emotional well-being of the student. The aim of this study is to find out how transition-related factors apply in ten European Union (EU) countries. The factors analyzed are the age of onset of transition, the teacher-student ratio, types of clustering, financing of the stage, responsibility, and both initial and in-service teacher training. The methodology followed in this study is documentary analysis and the main source of data search has been the European Commission's Eurydice portal. The results show differences in stage change within each country, especially in the explicit consideration of a transition period. The main conclusion is that there is a great difference between the northern and southern countries. The main differences between countries in the transitions from early childhood education to primary education in the EU are in the years of compulsory education, the teacher/student/unit ratio, the initial teacher training, and the decentralization of education.
Construction of Students&apos; Mathematical Knowledge in the Zone of Proximal Development and Zone of Potential Construction
Author: Kusmaryono, Imam
Date: 2021-00-00
Type: Journal Articles
Subjects: Sociocultural Patterns,Problem Solving,Mathematics Instruction,Teaching Methods,Knowledge Level,Grade 4,Elementary School Students,Intelligence Quotient,Validity,Verbal Ability,Spatial Ability,Visual Perception,Comparative Analysis,Learning Processes,Scaffolding (Teaching Technique),Case Studies,Division,Fractions,Phenomenology,Learning Theories,Problem Based Learning,Scores,Constructivism (Learning)

This article highlights the main ideas that underlie the differences in potential pragmatic knowledge constructs students experience when solving problems, between the zone of proximal development (ZPD) and the zone of potential construction (ZPC). This qualitative research is based on a phenomenological approach to finding the meaning of things that are fundamental and essential from the ZPD and ZPC phenomena. Researchers observed mathematics learning by a teacher on 24 fourth-grade students who were divided into groups A (high IQ) and B (low IQ). Data collection through tests, observation, and interviews. While the validity of the data is done through triangulation of methods and triangulation of sources. The results showed that students of the Upper (A) group had high IQ but small ZPD and ZPC. In contrast, students in the Lower (B) group have low IQ but large ZPD and ZPC. This result means that intelligence (IQ) is measured not only logically-mathematically but also in the verbal-linguistic and spatial-visual fields. The conclusion is that there are differences in the construction of students' knowledge in the learning zone. This difference occurs because the knowledge constructs that the students have previously had an effect on the accommodation process of the schemes that students have built while in the proximal development zone (ZPD) where scaffolding works. Meanwhile, the potential construction zone (ZPC) is not sufficient to describe the real development of students. However, it only reflects what students have accomplished.
Differentiated Instruction between Application and Constraints: Teachers&apos; Perspective
Author: Al-Shaboul, Yousef
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Individualized Instruction,Early Childhood Teachers,Public Schools,Program Implementation,Faculty Workload,Class Size,Barriers,Teaching Experience,Teacher Qualifications

This study aimed to investigate the degree to which teachers in Qatar implement differentiated instruction as well as the impact of years of experience, qualifications, grade, school subjects and training on teachers' use of differentiated instruction. Also the study tried to explore the obstacles impeding the application of differentiate instruction. The study targeted all early childhood teachers (1,836) in 99 Qatar public schools spreading across the country. A random sample of 236 teachers, accounting for 12.9% of the population participated in the study. Following the mixed approach, the researchers used questionnaires and interviews to collect the data. The results showed no statistically significant differences among the respondents in the degree of application of differentiated instruction due to training and qualifications; however, statistically significant differences were detected in relevance to years of experience, grade, and the subject being taught. The study also found an agreement among teachers on the obstacles they face during their application of differentiated instruction, most notably the teaching load, class size, and time. The study concluded with recommendations for education providers, teachers and researchers.
Teachers&apos; Opinions about Distance Web 2.0 Tools Training and Teachers&apos; In-Class Web 2.0 Practices
Author: Sahin-Topalcengiz, Emine
Date: 2020-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Preschool Teachers,Elementary School Teachers,Middle School Teachers,Public Schools,Distance Education,Web 2.0 Technologies,Technology Integration,Professional Development,Communities of Practice,Program Effectiveness,Affordances,Barriers,Internet,Self Efficacy,Technological Literacy,Learning Motivation,Synchronous Communication,Foreign Countries

This qualitative research aims to determine teachers' opinions about in-class web 2.0 practices after distance professional development involvement. Twelve teachers from different public schools were selected purposefully as a sample group. The Web 2.0 and Distance Training Interview Form (WDTIF) was used after implementing web 2.0 tools in the classrooms to collect data. All interviews were audiotaped and transcribed. Then the data were analyzed by content analysis. The data analysis revealed that participating teachers recognized the different features of web 2.0 tools. Furthermore, it was found that teachers used web 2.0 tools for assessment, to create opportunities for collaboration, and to improve students' learning experience and engagement. Teachers also mentioned that distance education allowed them to participate in a professional learning community besides offering training opportunities. Distance education was also an affordable option for teachers who needs to travel to a distant location. During the interviews, the disadvantages of distance education were pointed out as well. These disadvantages were internet connection problems, lack of motivation and confidence, and face-to-face interaction. Further investigations were carried out to understand other related impacts of using web 2.0 tools in the classroom and distance teacher learning that arose during the study.
The Analysis of Instrument Quality to Measure the Students&apos; Higher Order Thinking Skill in Physics Learning
Author: Suprapto, Edy
Date: 2020-12-00
Type: Journal Articles
Subjects: Measures (Individuals),Thinking Skills,Critical Thinking,Problem Solving,Creative Thinking,Physics,Scientific Concepts,Science Education,Grade 10,High School Students,Test Reliability,Test Validity,Difficulty Level,Test Items,Foreign Countries

This research aims to produce feasible and valid assessment instrument of Higher Order Thinking Skill (HOTS) to measure students' Higher Order Thinking Skill in Physics learning. The type of this research was research and development, adapted from development model from Brog and Gall. The researchers modified Borg and Gall's development model as stages such as (1) Collecting information, (2) Making the plan, (3) Preparing the product form, (4) Conducting revision of the initial product, (5) Implementing the product. The study group consisted of 34 10th grade students of Senior High School 1 Sape. Data collection was conducted through a test consisted of 20 multiple-choice items of Physics learning in the form of HOTS. For data analysis, the technique of QUEST was used to examine the validity, reliability, the difficulty level, and distinguished items. This research generated an assessment instrument that is feasible in aspects of validity, reliability, difficulty level, and question differentiaton to be used as an alternative instrument in assessing students' HOTS.
The Correlation between Metacognitive Skills and Cognitive Learning Results of Biology Pre-Service Teachers on Different Learnings
Author: Saputri, Wulandari
Date: 2020-12-00
Type: Journal Articles
Subjects: Correlation,Metacognition,Preservice Teachers,Science Education,Biology,Questioning Techniques,Teaching Methods,Learning Processes,Constructivism (Learning),Foreign Countries

Several previous researches reported that there was a positive correlation between metacognitive skills and cognitive learning results. However, some others reported otherwise. This is believed to be related to the learning model used. This research aimed at revealing the correlation between metacognitive skills and cognitive learning results of pre-service teachers taught by using QASEE and RQA learning models, as well as by using conventional learning, and comparing the regression equations of the three learnings. 107 biology pre-service teachers at Universitas Islam Negeri Raden Fatah Palembang, Indonesia, were involved in this correlational study. Data were obtained by the essay test and were analyzed by simple linear regression analysis. The research result indicates that there is a significant correlation between metacognitive skills and cognitive learning results of the pre-service teachers taught by using the three learnings. It was also found that the regression equations uncovered at the three learnings was parallel and coincide. The contribution of metacognitive skills toward cognitive learning results uncovered in RQA learning model is the highest one among the three learnings preceded by that uncovered in QASEE learning model. This information is beneficial for lecturers in order to use the right learning model to empower pre-service teachers' metacognitive skills and cognitive learning results.
The Engineering Professors&apos; Teaching Identity Formation as University Teachers: A Process of Sociocultural Construction
Author: Madueño Serrano, María Luisa
Date: 2020-12-00
Type: Journal Articles
Subjects: Engineering Education,Professional Identity,Self Concept,College Faculty,Teaching Experience,Beginning Teachers,Educational Background,Teacher Education,Teacher Attitudes,Job Satisfaction,Teacher Student Relationship,Foreign Countries

The purpose of this study was to examine engineering university professors' teaching identity formation as a result of their experiences derived from their teaching practices. We used the position of cultural psychology and conception of identity in the practice of Wenger (2001). The stories of ten engineering professors from a Mexican university were retrieved through open-ended qualitative interviews. The results showed that the main coincidence in the process of being and identifying as a teacher was the interest in students and learning. We concluded the teacher identity construction developed through experiences of successful teaching practices and the commitment towards student training.
Why Students Find It Difficult to Finish Their Theses?
Author: Bayona-Oré, Sussy
Date: 2020-12-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Private Colleges,Masters Theses,Persistence,Graduation Requirements,Difficulty Level,Barriers,Supervision,Supervisors,Student Research,Time Management,Financial Problems,Prerequisites,Foreign Countries

This study focuses on the reasons why students from private universities who have finished their studies, but not their research work, a requirement to obtain their degree. Several studies agree that the supervision process is a fundamental factor to complete the thesis successfully. Thesis development and successful thesis completion are conditioned by a number of factors, one of which is supervisor performance. This study explores the limitations on supervision, time, and money, which are resources students need in order to finish their theses, and suggestions for improvement. The sample of the study consisted of 129 graduate candidates from different careers at a private university in Peru. The findings show that lack of supervision during the thesis development process, lack of time to develop the thesis and finance have an impact on finishing a thesis. Supervisors must have cognitive competences in scientific methodology, statistics, and the research topic, and help the students to transition from course work to independent research.
Taking an Action Reflective Assessment Approach When Teaching Dispute Management
Author: Collins, Pauline
Date: 2021-00-00
Type: Journal Articles
Subjects: Reflection,Conflict Resolution,Lifelong Learning,21st Century Skills,Advocacy,Role Playing,Active Learning,Teaching Methods,Legal Education (Professions),Undergraduate Students,Skill Development,Foreign Countries

Encouraging life-long learner skills and preparing students for a new style of lawyering in the 21st Century to meet changing needs requires approaching teaching in renewed ways. This paper describes the action reflection learning approach adopted when teaching a mediation law course in an Australian law school. The approach and outcomes are described with specific attention to how this style of teaching enriches the student experience. Student reflections describe the teaching method as having developed their skills, learning and appreciation of a new conflict resolution advocacy style.
The Higher Degree by Research Student as &apos;Master&apos;: Utilising a Design Thinking Approach to Improve Learner Experience in Higher Degree Research Supervision
Author: van der Laan, Luke
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Education,Graduate Students,Advisory Committees,Design,Empathy,Educational Experience,Higher Education,Universities,Engineering Education,Legal Education (Professions),Foreign Countries,Professional Associations,Professional Development,Workplace Learning,Thinking Skills,Supervision,Student Research,Models,Pilot Projects,Supervisor Supervisee Relationship,Cooperation

This article presents a work-based learning and research approach to professional postgraduate education specifically in the case of Higher Degree by Research (HDR) programs. It highlights a prototype of the Cohort-based Advisory Team (CAT) model as a useful strategy. The authors propose that a design thinking approach that empathises with the student experience as the &quot;Master&quot; of the design reveals insights that may inform future formal higher education in the professions. An overview of the design thinking process associated with the Professional Studies programs as developed at the University of Southern Queensland (USQ) is provided. Case accounts of HDR students in the law and engineering disciplines provide exploratory evidence of the student experience. The article concludes that there is a case to be made to professional associations that this form of professional development (work-based learning and research) should be recognised in terms of the contributions it makes to the knowledge, skills and abilities of graduates.
What Teachers Want: School Factors Predicting Teachers&apos; Decisions to Work in Low-Performing Schools
Author: Viano, Samantha
Date: 2021-02-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Employment,Faculty Mobility,Decision Making,Preferences,Predictor Variables,School Turnaround,Poverty,Teaching Experience,Institutional Characteristics,Teacher Administrator Relationship,School Safety,Small Classes,Discipline Policy,Teacher Salaries,School District Reorganization,Academic Achievement,Statewide Planning,Teacher Persistence,Teaching Conditions,Public Schools

Attracting and retaining teachers can be an important ingredient in improving low-performing schools. In this study, we estimate the expressed preferences for teachers who have worked in low-performing schools in Tennessee. Using adaptive conjoint analysis survey design, we examine three types of school attributes that may influence teachers' employment decisions: fixed school characteristics, structural features of employment, and malleable school processes. We find that teachers express a strong preference for two malleable school processes, administrative support and discipline enforcement, along with a higher salary, a structural feature. Estimates indicate these attributes are 2 to 3 times more important to teachers than fixed school characteristics like prior achievement. We validate our results using administrative data on teachers' revealed preferences.
Science Teacher Candidates&apos; Views about Science-Technology-Society-Environment Relations
Author: Ozer, Seyma
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Education,Science and Society,Scientific Principles,Scientific Concepts,Sustainable Development,Conservation (Environment),Ecological Factors,Knowledge Level,Student Attitudes,Undergraduate Students,Public Colleges,Freehand Drawing,Correlation,Foreign Countries

Purpose: Awareness of the interaction between science, technology, society, and environment (STSE) is seen as important in life in the modern world. Therefore, the present study aimed to examine the science teacher candidates' views on relations between science, technology, society, and environment. Research Methods: In this research, which used the phenomenographic study method, the data were obtained through drawings and interviews. The participants in this research consisted of 145 volunteer students who were studying in science teaching at a state university in Turkey during the 2018-2019 academic years. Content analysis and descriptive analysis methods were used to analyze the obtained data. Findings: Research findings revealed that science teacher candidates' understanding regarding STSE was the superficial correlation of these four concepts with each other. The majority of science teacher candidates had partial information and image of STSE. Science teacher candidates predominantly made drawings and expressed opinions regarding the negative effects of technology on society and environment and negative effects of humans on the environment. In addition, it was observed that the concepts of socioscientific issues, the nature of science and sustainable development were emerged implicitly in the drawings and views of some of the science teacher candidates regarding the STSE. Implications for Research and Practice: In the light of these results, it can be suggested to organize learning environments where the STSE relationship can be learned more deeply by science teacher candidates. It can be recommended to develop sustainable development awareness within the scope of STSE.