hakansabunis/tr-academic-research-agent-index huggingface dataset:
Attitudes towards ICT Integration into Curriculum and Usage among University Lecturers in Vietnam
Attitudes towards ICT Integration into Curriculum and Usage among University Lecturers in Vietnam
Yazar: Hue, Ly Thanh; Jalil, Habibah Ab
Dergi: International Journal of Instruction, Vol. 6 No. 2, 2014
Anahtar kelimeler: Attitudes, Curriculum, ICT Integration into Curriculum, Integration, University Lecturer, Vietnam

Although the integration of information and communication technologies (ICT)  into the curriculum was a crucial process in ensuring the quality of education, it  has still not been given greater concern by the administrators and lecturers in some  universities in Vietnam. The purpose of this descriptive-survey research is to  determine lecturers’ attitudes towards ICT integration into the curriculum and its  use in the classroom. The research questions sought to measure the frequency of  ICT use in teaching and learning among lecturers and their attitudes towards ICT  integration into the curriculum to improve teaching; and to determine if a  correlation existed between lecturers’ attitudes towards ICT integration into the  curriculum and their ICT use in the classroom. A population of 109 lecturers at a  public university in Vietnam participated in this survey. The results of the  correlation analysis identified a slightly moderate positive relationship between  lecturers’ attitudes towards ICT integration into the curriculum and their ICT use  in the classroom. Although ICT was not highly used, lecturers recognized the  benefits of ICT that they had chosen to incorporate into their teaching. These  findings could be used for future research to promote positive educational changes  through the integration of ICT into the curriculum in universities

Although the integration of information and communication technologies (ICT)  into the curriculum was a crucial process in ensuring the quality of education, it  has still not been given greater concern by the administrators and lecturers in some  universities in Vietnam. The purpose of this descriptive-survey research is to  determine lecturers’ attitudes towards ICT integration into the curriculum and its  use in the classroom. The research questions sought to measure the frequency of  ICT use in teaching and learning among lecturers and their attitudes towards ICT  integration into the curriculum to improve teaching; and to determine if a  correlation existed between lecturers’ attitudes towards ICT integration into the  curriculum and their ICT use in the classroom. A population of 109 lecturers at a  public university in Vietnam participated in this survey. The results of the  correlation analysis identified a slightly moderate positive relationship between  lecturers’ attitudes towards ICT integration into the curriculum and their ICT use  in the classroom. Although ICT was not highly used, lecturers recognized the  benefits of ICT that they had chosen to incorporate into their teaching. These  findings could be used for future research to promote positive educational changes  through the integration of ICT into the curriculum in universities
Improving Preservice Teachers’ Self-Efficacy through Service Learning: Lessons Learned
Improving Preservice Teachers’ Self-Efficacy through Service Learning: Lessons Learned
Yazar: Bernadowski, Carianne; Perry, Ronald; Greco, Robert Del
Dergi: International Journal of Instruction, Vol. 6 No. 2, 2014

University students have been barraged with service learning opportunities both  as course required and as volunteer opportunities in recent years. Currently, many  universities now require students to participate in engaged learning as a graduation  requirement. Situated in Bandura’s theory of self-efficacy, this study examines the  effects service learning has on students teaching self-efficacy when required to  participate in an activity (course connected), compared to when they chose to  volunteer in service learning projects. As instructors of preservice teachers it is  our commitment to prepare these students to their maximum potential. Identifying  best practices for teacher preparation is an overarching goal of this study. A  pre/post survey examined students’ self-perceptions for each service opportunity  in regards to their perceived teaching self-efficacy. Results indicate that students’  self-efficacy improved when service learning was connected or imbedded in the  context of learning and connected to a specific course. These findings indicate  course connected service learning has a greater impact on preservice teachers’  perceptions of their ability to be effective future classroom teachers. Therefore  course connected service learning can be viewed as a best practice in preservice  teaching instruction

University students have been barraged with service learning opportunities both  as course required and as volunteer opportunities in recent years. Currently, many  universities now require students to participate in engaged learning as a graduation  requirement. Situated in Bandura’s theory of self-efficacy, this study examines the  effects service learning has on students teaching self-efficacy when required to  participate in an activity (course connected), compared to when they chose to  volunteer in service learning projects. As instructors of preservice teachers it is  our commitment to prepare these students to their maximum potential. Identifying  best practices for teacher preparation is an overarching goal of this study. A  pre/post survey examined students’ self-perceptions for each service opportunity  in regards to their perceived teaching self-efficacy. Results indicate that students’  self-efficacy improved when service learning was connected or imbedded in the  context of learning and connected to a specific course. These findings indicate  course connected service learning has a greater impact on preservice teachers’  perceptions of their ability to be effective future classroom teachers. Therefore  course connected service learning can be viewed as a best practice in preservice  teaching instruction
The Reflections of Layered Curriculum to Learning-Teaching Process in Social Studies Course
The Reflections of Layered Curriculum to Learning-Teaching Process in Social Studies Course
Yazar: Gün, Emine Seda
Dergi: International Journal of Instruction, Vol. 6 No. 2, 2014

The purpose of this research is to set the effect of Layered Curriculum on learning-teaching processes. The research was conducted on 2011-2012 educational year. The implementation process, which lasted for 4 weeks, was carried out with the theme named “The World of All of Us” in Social Studies lesson at 5th grade. Observation and interview methods are used for collecting the data needed for the research. As data collection tools semi-structured interview form and researcher’s diary were benefited from. The data obtained during the study was assessed with the content analysis and descriptive analysis method. According to the findings of the study, it is found that layered curriculum increased the motivation and attendance of the students to the lessons by making the learning-teaching process pleasurable for them however sporadically a noise environment could occur and it could become difficult to manage the time effectively reserved for the lessons due to the activities enforced simultaneously

The purpose of this research is to set the effect of Layered Curriculum on learning-teaching processes. The research was conducted on 2011-2012 educational year. The implementation process, which lasted for 4 weeks, was carried out with the theme named “The World of All of Us” in Social Studies lesson at 5th grade. Observation and interview methods are used for collecting the data needed for the research. As data collection tools semi-structured interview form and researcher’s diary were benefited from. The data obtained during the study was assessed with the content analysis and descriptive analysis method. According to the findings of the study, it is found that layered curriculum increased the motivation and attendance of the students to the lessons by making the learning-teaching process pleasurable for them however sporadically a noise environment could occur and it could become difficult to manage the time effectively reserved for the lessons due to the activities enforced simultaneously
Teaching Teachers to Teach Together Between High Schools
Teaching Teachers to Teach Together Between High Schools
Yazar: Stevens, Ken
Dergi: International Journal of Instruction, Vol. 6 No. 2, 2014
Anahtar kelimeler: Cybercells, Rural, Triads, Virtual, Teaching Teachers, High Schools

The proliferation of Internet-based networks linking small schools in rural  communities in some countries challenges the appropriateness of teaching  exclusively in the closed environments of traditional classrooms. The development  of Internet-based school networks, facilitating the creation of virtual classes, has  implications for the professional education of teachers who will, it is argued in this  article, increasingly teach both face-to-face and on-line, or virtually and actually.  Internet-based networks of schools provide opportunities for teachers to  collaborate with their colleagues in the open learning spaces between sites that are  academically and administratively linked. This paper outlines four ways in which  pre-service Canadian teachers are encouraged to collaborate in preparation for  teaching together across dispersed sites

The proliferation of Internet-based networks linking small schools in rural  communities in some countries challenges the appropriateness of teaching  exclusively in the closed environments of traditional classrooms. The development  of Internet-based school networks, facilitating the creation of virtual classes, has  implications for the professional education of teachers who will, it is argued in this  article, increasingly teach both face-to-face and on-line, or virtually and actually.  Internet-based networks of schools provide opportunities for teachers to  collaborate with their colleagues in the open learning spaces between sites that are  academically and administratively linked. This paper outlines four ways in which  pre-service Canadian teachers are encouraged to collaborate in preparation for  teaching together across dispersed sites
Service-Learning Might be the Key: Learning from the Challenges and Implementation Strategies in EFL Teacher Education in Oman
Service-Learning Might be the Key: Learning from the Challenges and Implementation Strategies in EFL Teacher Education in Oman
Yazar: Barwani, Thuwayba Al; Al-mekhlafi, Abdo; Nagaratnam, Ramani Perur
Dergi: International Journal of Instruction, Vol. 6 No. 2, 2014
Anahtar kelimeler: Implementing Service-Learning, Service-Learning Challenges, Strategies, EFL Teacher Education, Implementation Strategies, Service Learning in Higher Education

Service-learning, a major reform in higher education, is considered essential for  developing citizenship for the 21st century. This paper reports a study aimed at  investigating the problems and challenges faced when implementing service- learning in pre-service education of teachers of English as a Foreign Language  (EFL) and carried out in the Sultanate of Oman. The study also investigated the  strategies that could possibly be used to overcome the challenges. A two-part  questionnaire was designed and administered to a sample of 65 respondents  comprising EFL instructors, pre-service student-teachers, administrators and  administrative support staff. The first part of the questionnaire included 26 items  covering 5 dimensions of challenges and the second consisted of 14 dimensions  that covered a total of 77 strategies for overcoming the challenges identified. In  general, the challenges were perceived to present serious problems in  implementing service-learning; there were no significant differences between  respondent groups on account of gender. The study also found that the strategies  suggested were perceived to be very helpful in overcoming the challenges with no  significant differences between faculty and administrators

Service-learning, a major reform in higher education, is considered essential for  developing citizenship for the 21st century. This paper reports a study aimed at  investigating the problems and challenges faced when implementing service- learning in pre-service education of teachers of English as a Foreign Language  (EFL) and carried out in the Sultanate of Oman. The study also investigated the  strategies that could possibly be used to overcome the challenges. A two-part  questionnaire was designed and administered to a sample of 65 respondents  comprising EFL instructors, pre-service student-teachers, administrators and  administrative support staff. The first part of the questionnaire included 26 items  covering 5 dimensions of challenges and the second consisted of 14 dimensions  that covered a total of 77 strategies for overcoming the challenges identified. In  general, the challenges were perceived to present serious problems in  implementing service-learning; there were no significant differences between  respondent groups on account of gender. The study also found that the strategies  suggested were perceived to be very helpful in overcoming the challenges with no  significant differences between faculty and administrators
A Study of Students’ Assessment in Writing Skills of the English Language
A Study of Students’ Assessment in Writing Skills of the English Language
Yazar: Javed, Muhammad; Juan, Wu Xiao; Nazli, Saima
Dergi: International Journal of Instruction, Vol. 6 No. 2, 2014

skills at Secondary school level in the English Language focusing five major  content areas: word completion, sentence making/syntax, comprehension, tenses/  grammar and handwriting. The target population was the male and female students  of grade 10 of urban and rural Secondary schools from public and private sector.  Forty (40) Secondary schools of District Bahawalnagar, Pakistan were taken using  stratified sampling. A sample consisting of 440 students (11students from each  school) was randomly selected using a table of random numbers. An achievement  test consisting of different items was developed to assess the students’ competency  and capability in sub-skills of writing such as word completion, sentence  making/syntax, comprehension, tenses/grammar and handwriting. Mean score and  standard deviation were used to analyze the students’ proficiency in each sub-skill.  The t-test was applied to make the comparison on the bases of gender, density and  public and private sector. The overall performance of all the students was better in  comprehension as compared to other sub-skills namely word completion, sentence  making/syntax, tenses/grammar and handwriting. The analysis, based on t-value,  revealed no significant difference between the performance of male and female  students and the students of public and private schools, whereas there was a  significant difference between the performance of urban and rural students

skills at Secondary school level in the English Language focusing five major  content areas: word completion, sentence making/syntax, comprehension, tenses/  grammar and handwriting. The target population was the male and female students  of grade 10 of urban and rural Secondary schools from public and private sector.  Forty (40) Secondary schools of District Bahawalnagar, Pakistan were taken using  stratified sampling. A sample consisting of 440 students (11students from each  school) was randomly selected using a table of random numbers. An achievement  test consisting of different items was developed to assess the students’ competency  and capability in sub-skills of writing such as word completion, sentence  making/syntax, comprehension, tenses/grammar and handwriting. Mean score and  standard deviation were used to analyze the students’ proficiency in each sub-skill.  The t-test was applied to make the comparison on the bases of gender, density and  public and private sector. The overall performance of all the students was better in  comprehension as compared to other sub-skills namely word completion, sentence  making/syntax, tenses/grammar and handwriting. The analysis, based on t-value,  revealed no significant difference between the performance of male and female  students and the students of public and private schools, whereas there was a  significant difference between the performance of urban and rural students
Using Anticipatory Reading Guides to Improve Elementary Students’ Comprehension
Using Anticipatory Reading Guides to Improve Elementary Students’ Comprehension
Yazar: Ortlieb, Evan
Dergi: International Journal of Instruction, Vol. 6 No. 2, 2014

students with comprehension strategies that transfer to all content areas. With  stable levels of reading achievement over the last two decades in the United  States, it is necessary that further research be conducted on methods of increasing  students’ comprehension proficiencies. This experimental research study explores  the use of an anticipatory reading guide with third grade struggling readers across  multiple subject areas. Findings indicate that the experimental treatment group  outperformed the control group by a statistically significant rate on both reading  and content area measures, indicating that when struggling readers practice and  use strategies to explicitly think what will be asked of them after reading the  passage they perform at higher levels

students with comprehension strategies that transfer to all content areas. With  stable levels of reading achievement over the last two decades in the United  States, it is necessary that further research be conducted on methods of increasing  students’ comprehension proficiencies. This experimental research study explores  the use of an anticipatory reading guide with third grade struggling readers across  multiple subject areas. Findings indicate that the experimental treatment group  outperformed the control group by a statistically significant rate on both reading  and content area measures, indicating that when struggling readers practice and  use strategies to explicitly think what will be asked of them after reading the  passage they perform at higher levels
Why Did I Ask That Question? Bilingual/ESL Pre-Service Teachers’ Insights
Why Did I Ask That Question? Bilingual/ESL Pre-Service Teachers’ Insights
Yazar: Diaz, Zulmaris; Whitacre, Michael; Esquierdo, J. Joy; Ruiz-escalante, Jose A.
Dergi: International Journal of Instruction, Vol. 6 No. 2, 2014
Anahtar kelimeler: Pre-service Teachers, Questioning Strategies, English Language Learners, Teacher Preparation, Bloom’s Taxonomy

Questioning techniques have historically been considered the measurement by  which teachers challenge and gauge student learning. Much has been said about  questioning strategies used by teachers; yet little is known about the strategies  used by pre-service teachers, especially those that are working with English  language learners. This study presents findings from a qualitative study that  explored what types of questions pre-service teachers use and their reflections on  the use of such strategies. Eight bilingual/ESL pre-service teachers in South Texas  were videotaped during a math and a language arts lesson, attended focus groups,  and participated in an exit interview. The findings revealed the type of questions  used by the participants, how they made sense of their teaching, and how  accountability measures influenced their teaching. This research recommends  education programs to prepare future teachers to comply with what is required by  the current reform without compromising their students’ learning and thinking  skills

Questioning techniques have historically been considered the measurement by  which teachers challenge and gauge student learning. Much has been said about  questioning strategies used by teachers; yet little is known about the strategies  used by pre-service teachers, especially those that are working with English  language learners. This study presents findings from a qualitative study that  explored what types of questions pre-service teachers use and their reflections on  the use of such strategies. Eight bilingual/ESL pre-service teachers in South Texas  were videotaped during a math and a language arts lesson, attended focus groups,  and participated in an exit interview. The findings revealed the type of questions  used by the participants, how they made sense of their teaching, and how  accountability measures influenced their teaching. This research recommends  education programs to prepare future teachers to comply with what is required by  the current reform without compromising their students’ learning and thinking  skills
The Relationship between Attitudes toward Participation in Physical Activities and Motives for Choosing Teaching Physical Education as a Career
The Relationship between Attitudes toward Participation in Physical Activities and Motives for Choosing Teaching Physical Education as a Career
Yazar: Al-rawahi, Nasser; Al-yarabi, Ali
Dergi: International Journal of Instruction, Vol. 6 No. 2, 2014

This study aims at investigating the relationship between physical education teachers’ attitudes toward participation in physical activity and their motives toward choosing physical education as a teaching profession. Two questionnaires with a sample of 98 participants were employed as a data collection vehicle. The results showed that participants in this study had strong attitudes toward physical activities. Furthermore, participants expressed a mixture of intrinsic and extrinsic reasons as to why they opted for physical education as a teaching profession. Moreover, the findings revealed a significant relationship between participants' attitudes toward participation in physical activity and their motives toward choosing physical education as a teaching profession

This study aims at investigating the relationship between physical education teachers’ attitudes toward participation in physical activity and their motives toward choosing physical education as a teaching profession. Two questionnaires with a sample of 98 participants were employed as a data collection vehicle. The results showed that participants in this study had strong attitudes toward physical activities. Furthermore, participants expressed a mixture of intrinsic and extrinsic reasons as to why they opted for physical education as a teaching profession. Moreover, the findings revealed a significant relationship between participants' attitudes toward participation in physical activity and their motives toward choosing physical education as a teaching profession