ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Videos for Specific Purposes
Author: Al-Jarf, Reima
Date: 2012-00-00
Type: Journal Articles
Subjects: Video Technology,Internet,Web Sites,Instructional Materials,English (Second Language),Second Language Learning,Second Language Instruction,Listening Comprehension,Media Selection,College Students

Many EFL/ESL college students, enrolled in colleges and universities that use English as a medium of instruction have difficulty understanding lectures in specialized courses delivered in English such as engineering, medicine, dentistry, pharmacy, biology, biochemistry, anatomy, physiology and others. To help students improve their listening comprehension skills, develop their repertoire of specialized technical terms and fill the gaps in their background knowledge, class lectures can be supplemented by specialized online videos. This paper aims to show the advantages of integrating specialized online videos, give samples of websites where specialized online videos can be downloaded, describe the criteria for selecting specialized online videos, outline the skills that can be developed through supplementary specialized online videos, and present a scheme for phases of teaching and learning with specialized online videos. It concludes with some recommendations for creating a specialized online video repository.
Teaching English Word-Formation Processes to Translation Students
Author: Al-Jarf, Reima
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Translation,Linguistic Borrowing,Needs Assessment,Language Usage,Language Processing,Difficulty Level,Arabic,Undergraduate Students,Contrastive Linguistics,Form Classes (Languages),Metalinguistics,Females,Majors (Students),Foreign Countries,English for Special Purposes

English and Arabic have different word formation processes with which translation students must be familiar. Results of a needs-assessment questionnaire showed that junior translation students almost had no knowledge of English word formation processes such as compounding, derivation, back formation, conversion, extension, blending, clipping, acronyms and abbreviations, onomatopoeia, borrowings and neologisms and had difficulty translating lexical items in each category into Arabic. Results of a post-test showed that direct instruction in word formation processes was effective in developing students' awareness of similarities and differences between English and Arabic word formation processes and enhanced their ability to Arabize English technical terms.
Examining the Implementation of Artificial Intelligence in Early Childhood Education Settings in Ghana: Educators&apos; Attitudes and Perceptions towards Its Long-Term Viability
Author: Mohammed, Awudu Salaam
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Artificial Intelligence,Early Childhood Education,Teacher Attitudes,Technology Uses in Education,Technology Integration,Familiarity,Beliefs,Cultural Influences,Teacher Education,Barriers

Artificial Intelligence (AI) has witnessed significant advancements in recent years, with potential applications in various sectors, including education. Early childhood education (ECE) is a critical stage that lays the foundation for a child's future development and learning. This study aims to explore the attitudes and perceptions of educators in Ghana towards implementing AI in ECE settings, focusing on its long-term viability. The research employs a qualitative approach, utilising interviews and focus group discussions to gather data from educators in selected ECE settings across four (4) early childhood settings in Ghana. The study investigates eight (8) educators' experiences, concerns, and expectations regarding integrating AI technologies into their teaching practices. It explores the factors influencing their attitudes towards AI, including familiarity with the technology, pedagogical beliefs, cultural context, and training opportunities. Preliminary findings indicate a diverse range of perspectives among educators towards AI implementation in ECE settings. Some educators perceive AI as promising for enhancing teaching and learning experiences, providing personalised instruction, and facilitating early childhood development. They recognise the potential benefits of AI in supporting cognitive, social, and emotional growth among young learners. Concerns are expressed regarding the implications of AI on human interaction, child privacy, and the role of educators in fostering holistic development. This study contributes to the emerging field of AI in education by examining the context of ECE in Ghana. The findings informed policymakers, educational institutions, and AI developers about the perceptions and concerns of educators, ultimately guiding the development and implementation of AI technologies in a manner that aligns with the needs and aspirations of the Ghanaian ECE community.
Using Online Instruction in English for Art Education
Author: Al-Jarf, Reima Sado
Date: 2009-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Graduate Students,Second Language Learning,Second Language Instruction,Mastery Learning,Family and Consumer Sciences,Scores,Teaching Methods,Student Motivation,Online Courses,Females,Art Education,Foreign Countries,Language Tests,Instructional Effectiveness

Technology is not currently used in ESP classrooms at the College of Home Economics. Therefore, an attempt was made to use online learning in ESP instruction from home, in addition to traditional classroom instruction. Comparisons of pre- and posttest scores of ten graduate students revealed significant differences in students' achievement. Results showed that in learning environments where technology is unavailable to ESP students and instructors, use of technology from home and even as a supplement to classroom techniques helps motivate ESP graduate students and enhance their mastery of English.
Teachers&apos; Profile, at Utilization, and Impact on Teaching Exceptional Learners in Public Schools
Author: De La Pena, Marc Angel
Date: 2023-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Educational Attainment,Income,Assistive Technology,Teacher Attitudes,Teacher Characteristics,Special Education Teachers,Inclusion,Self Contained Classrooms,Instructional Effectiveness,Student Participation,Personal Autonomy,Technology Integration,Teacher Competencies,Outcomes of Education,Foreign Countries

This study employed a descriptive correlational design to investigate the collaborative role of teachers' profiles, assistive technology utilization, and their impact on teaching exceptional learners in public schools. A convenience sample of 63 teachers who had experience teaching exceptional learners in self-contained and inclusive classrooms in Mandaue City, Philippines, was surveyed to understand the relationships between teachers' profiles, assistive technology utilization, and the impact on learners with exceptionalities. The findings revealed that teacher profiles, particularly educational attainment and income, influenced the perceived effectiveness of middle-to-high technology. Teachers reported that assistive technology positively impacted learners' participation, independence, and skills. Based on these insights, a profile-aligned matrix action plan is recommended to equip special education and inclusion teachers to choose and implement appropriate technologies aligned with exceptional learners' needs. With appropriate government support, the integration of teachers' competencies, technology utilization, and learners' outcomes can be optimized to improve exceptional education through a systemic, profile-aligned approach.
An Introspection of High School Science Education from South Africa
Author: Chowdhury, Pinaki
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Education,Secondary School Science,Foreign Countries,STEM Education,Physical Sciences,Rural Schools,Science Achievement,Educational Change,Racial Segregation,School Desegregation,Labor Force Development

This century, the twenty-first century, is a century of science and technology explosion. This is the period when the boon of science has arrived in almost every corner of the world. One such example is exposure to information (data) using a cell phone, bypassing a computer. This has made information available to the masses at a much cheaper rate and with less difficulty. This has become possible only because of the science, technology, engineering, and mathematics (STEM)-trained workforces developed by STEM education over the years. One more important aspect of the twenty-first century is the demand for more and more STEM workforces at all levels. As a result, every country is planning hard to achieve their goal of getting more and more STEM-trained workforces for the sustenance of social and economic growth using both the immigration channel and high school STEM education development programs. In order to keep pace, the South African education system is also undergoing changes. Significant adjustments are made in the high school education system to reflect the post-apartheid era's worldview and correct pre-apartheid era-induced mistakes. The 1996 South African Schools' Act is the beginning of changes in the South African school education system. The purpose of this study is to ascertain whether there has been any improvement in STEM education in general and physical science in particular after all these changes were implemented in the South African school system. The purpose of this study is to establish the empirical hallmark of changes in high school physical science teaching outcomes using a sample from rural South African schools for a period of 2008 to 2018. This study collected secondary data from the national senior certificate examination (NSCE) data base to within a rural school district in the Mpumalanga Province of South Africa. A quantitative analytic method was used to analyse the set of secondary data thus collected. The study concludes that, during the observed period, there has been statistically insignificant improvement in learners' performance in physical science, and there exists a room for introspection regarding the state of high school science teaching processes in order to improve the quality of STEM education in the country.
Teaching Medical Terminology with a Mind-Mapping Software
Author: Al-Jarf, Reima
Date: 2010-00-00
Type: Journal Articles
Subjects: Premedical Students,Medical Education,Computer Software,Cognitive Mapping,Vocabulary Development,Suffixes,Morphemes,Medicine,Vocabulary

This article demonstrates how mind-mapping software can be used to help premedical students combine, learn, retain, apply and relate medical terminology sharing the same root/base, the same prefix or suffix, cognates, derivatives, singular and plural forms and relate details which radiate out from the centre. It shows how the mind-mapping software can be used to combine different prefixes and/or suffixes to the same root, different roots to the same prefix/and or same suffix, sorting out, classifying, grouping terms according to the prefixes, roots or suffixes they contain, and interpolating prefixes, roots and suffixes. By focusing on roots, prefixes, suffixes and derivatives and then looking for branches that radiate out and show connections between the terms, the students map medical terminology knowledge in a way which will help them understand and retain new medical terms.
Sectarian Language and Perception of the &quot;Other&quot; after the Arab Spring
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Reports - Research
Subjects: Arabs,Arabic,Social Media,Islam,Religious Factors,Language Usage,College Faculty,College Students,Social Change,Activism,Political Attitudes,Ideology,Muslims,Terrorism,Mass Media,Antisocial Behavior,Conflict,Risk,Intergroup Relations,Discourse Analysis,News Reporting,Foreign Countries

This study explores how sectarian language prevalent on Arabic media shapes common Arab people's perceptions of sects such as Sunni, Shiites, and others. A sample of Arabic sectarian expressions was collected from social media, print media and TV channels. A sample of students and faculty was surveyed. Sectarian language was analysed according to the components of perception (perceiver, target, and situation), the factors that affect each, and the social amplification and attenuation risk framework. Sectarian language used by students, faculty and Arab media is characterized by contempt, hostility, hatred, and intolerance of the sect(s) they disapprove of as they constitute political and ideological threats. Many Sunnis are afraid of the Shiite tide and Shiite Crescent. Hezbollah, Houthis, and Muslim Brothers are considered &quot;terrorists&quot; and &quot;militias&quot;.
Criticism as Asynchronous Collaboration: An Example from Social Science Research
Author: Gelman, Andrew
Date: 2022-02-23
Type: Reports - Evaluative
Subjects: Criticism,Political Science,Social Science Research,Authors,Collaborative Writing,Writing for Publication,Statistical Analysis,Data Use,Statistical Significance,Reader Response

I discuss a published paper in political science that made a claim that aroused skepticism. The reanalysis is an example of how we, as consumers as well as producers of science, can engage with published work. This can be viewed as a sort of collaboration performed implicitly between the authors of a published paper and later researchers who want to understand or use the published work. [This paper was published in &quot;Stat.&quot;]
Higher Ed Administrators: Trends in Diversity and Pay Equity from 2002 to 2022
Author: Fuesting, Melissa
Date: 2023-11-00
Type: Reports - Evaluative
Subjects: Higher Education,Salary Wage Differentials,Trend Analysis,Gender Differences,College Administration,Race,Ethnicity,College Presidents,Administrator Role,Administrator Surveys,Administrator Attitudes,Women Administrators,Expenditures,Minority Groups,Educational Attainment,Faculty Mobility,Diversity (Faculty),Disproportionate Representation

Throughout this report, we will investigate trends for administrators overall and provide further analyses on three key administrator positions: presidents, provosts, and chief human resources officers (CHROs). This report starts with an investigation of trends in representation and pay equity by gender (women, men) among administrators over the past 20 years (from 2001-02 to 2021-22). We will then cover intersectional trends in composition and pay equity by race/ethnicity (Native American or Alaska Native, Asian, Black, Hispanic or Latina/o, Native Hawaiian or Other Pacific Islander, two or more races, White) and gender within the administrator workforce over the past 10 years (i.e., from 2011-12 to 2021-22). We will also investigate whether diversity and pay equity among administrators differs by total operating expense quartile. We will then investigate trends in diversity and pay equity for three key positions: presidents, provosts, and CHROs. Finally, we will discuss conclusions and recommendations for higher ed institutions based on these results.
Social Presence and Satisfaction in Online Professional Development for Physical Education Teachers during COVID-19: A Moroccan Case Study
Author: Samir, abaakil
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Faculty Development,Online Courses,Physical Education Teachers,Foreign Countries,Interpersonal Relationship,Student Satisfaction,Educational Environment,Educational Technology

The COVID-19 pandemic necessitated a rapid shift to online professional development (OPD) for teachers. Physical education teachers face distinct challenges given the interactive nature of their subjects. This study investigated how social presence influences satisfaction with OPD among 723 Moroccan physical education teachers undertaking an 8-week online training course during the pandemic. A survey measured perceptions of social presence and satisfaction. Results showed significant positive relationships between multiple aspects of social presence and key satisfaction dimensions. Findings provide evidence that intentionally fostering social presence can optimise engagement and outcomes for online teacher training during crises. By highlighting the need to cultivate social presence, results inform improvements to promote learning. Further research should examine the causal links between presence and satisfaction facets over time. This study demonstrates the importance of social presence for effective online professional development for physical education teachers during the COVID-19 pandemic.
Recommendations for Improving the Professional Development of Self-Leadership Traits at Pansion State College
Author: Quijano, Consuelo A.
Date: 2023-00-00
Type: Reports - Research
Subjects: College Faculty,Faculty Development,Leadership,Personality Traits,Community Colleges,Teamwork,Coaching (Performance)

The purpose of this applied study was to provide recommendations for improving the professional development of self-leadership traits of professors at one of the state colleges in Florida. The problem was that leadership traits necessary for teaching excellence at the college had not been identified among the faculty. There was a need for more leadership practices in higher education to help faculty reach excellence. Using a trait leadership theory as a framework, this study intended to investigate which leadership traits or characteristics have manifested in a community college and answer the central question: How can the professional development of self-leadership traits be improved for professors at the community college? Purposeful sampling was used to select the participants, and 21 people volunteered to participate by completing a questionnaire. Data collection was performed using the Leadership Trait Questionnaire (LTQ). After the data analysis, five recommendations were presented to improve teachers' leadership traits and skills. The five recommendations are to (a) provide professional development to enhance teachers' learning, (b) coach for continuous improvement of skills, (c) establish collaborative inquiry for each department, (d) create a support system for each department, and (e) establish teamwork and team building with other departments.
Testing Vocabulary Associations for Effective Long Term Learning
Author: Al-Jarf, Reima
Date: 2023-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Learning Processes,Test Construction,Course Content,Test Items,Language Tests,Textbooks,Teaching Methods,Test Validity,Spelling,Grammar,Scores,Error Correction,Models,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Test Reliability,Foreign Countries,Test Format,Associative Learning,College Students

This article aims to give a comprehensive guide to planning and designing vocabulary tests which include Identifying the skills to be covered by the test; outlining the course content covered; preparing a table of specifications that shows the skill, content topics and number of questions allocated to each; and preparing the test instructions. The test should meet several criteria as the instructions should be brief and clear; the questions should cover all kinds of skills, tasks and exercises covered in the classroom and textbook; the test items should require the students to perform tasks at the phoneme, grapheme, affix, word, phrase and paragraph levels. The questions should test student's ability to think, apply, infer, connect, and synthesize information, not mere recall, and should not use exact sentences and examples from the textbook. The test should have as many production questions as possible. It should have adequate discrimination power; should be reliable and valid; and should be a power and a speed test. In addition, the article describes the optimal test length, when to give the tests during the semester and the test duration. It describes the test paper format; how the tests are scored, marks allocated for each question type and whole test, using whole marks, not fractions; deducting points for spelling and grammatical mistakes. After scoring the answer sheets, the instructor returns the marked answer sheets to the students, shows the marking system and goes through the questions one by one, gives the correct answers and mentions the common errors. Follow-up issues such as calculating the test validity, reliability, and discrimination power, using the test results for diagnosing weaknesses and providing remedial work are given. The effects of the proposed test model on learning outcomes and students' views are also given.
Curriculum Materials Designed for the Next Generation Science Standards Show Promise: Initial Results from a Randomized Controlled Trial in Middle Schools
Author: Harris, Christopher J.
Date: 2022-01-00
Type: Reports - Research
Subjects: Instructional Materials,Academic Standards,Science Curriculum,Middle Schools,Grade 7,Instructional Effectiveness,Science Instruction,Physical Sciences,Middle School Students,Outcomes of Education,Middle School Teachers,Teacher Attitudes,National Standards,Curriculum Implementation

This report describes initial findings from a study of middle school science curriculum materials that were designed to promote learning as called for by the Next Generation Science Standards (NGSS). WestEd led an independent randomized controlled trial to evaluate the efficacy of the NGSS-designed Amplify Science Middle School (ASMS) curriculum. This study examined the impact of the materials in 7th grade classrooms across three school districts. Schools were randomly assigned to one of two groups: an intervention group in which teachers implemented ASMS and a comparison group in which teachers implemented their regular curricular units. Science teachers in both groups implemented instruction that aimed for the same NGSS performance expectations. Hierarchical linear regression modeling was used to analyze the impact of the curriculum on student learning outcomes in physical science, as measured by an assessment aligned to NGSS performance expectations. Initial findings show promise that the ASMS curriculum can be used to support next generation science learning. The main result was that students in intervention classrooms significantly outperformed students in comparison classrooms. This study is among the first rigorous studies of widely available curriculum materials for the NGSS.
Improving Retention for First-Term Non-Traditional Learners in an Online Undergraduate Program
Author: Balkaran, Priya
Date: 2023-12-00
Type: Tests/Questionnaires
Subjects: Undergraduate Students,Nontraditional Students,School Holding Power,Online Courses,College Freshmen,Digital Literacy,Technological Literacy,School Orientation,Difficulty Level

Retention for online learners is declining so much that higher education institutions are graduating more learners than they are enrolling. The purpose of this mixed-methods study was to find ways to improve retention for first-term non-traditional learners in an online undergraduate program. Fourteen non-traditional learners participated in the study. Findings suggest that technology knowledge impacted programmatic difficulty for learners, and although learners were not receptive to a mandated orientation, orientation was effective. By incorporating technology and rigor into an orientation course, first-term non-traditional learners will be better prepared for their higher education journey. More research is needed.