ethanporcaro/eric-fulltext-meta huggingface dataset:
Mentoring Doctoral Student Mothers in Counselor Education: A Phenomenological Study
Author: Kent, Vanessa
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,Doctoral Students,Student Experience,Mothers,Counselor Training,Academic Persistence,Role Conflict,Family Work Relationship,Professional Identity,Personality Traits,Social Support Groups,Teacher Student Relationship,Peer Relationship,Barriers,Advocacy,Time Management

When the pursuit of doctoral studies and motherhood intersect, the risk of attrition increases. Although other studies have explored the challenges of student mothers in academia, this study looked at how mentorship might mediate them. This phenomenological study examined the mentoring experiences of doctoral student mothers or recent graduates in counselor education and supervision programs (N = 12). Unanimously, participants articulated that their professional identity was enhanced by their identity as mothers, but balancing multiple roles required supportive mentors. Participants described the personal qualities of effective faculty and peer mentors, many also mothers who understood their needs. Mentoring served as a protective factor in helping navigate barriers, providing academic and emotional encouragement, reducing isolation, and creating realistic timelines. Suggestions for mentoring programs and advocacy are discussed.
Econometric Analysis of Effective Socio-Economic and Educational Variables in Migration
Author: Kiraci, Arzdar
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Socioeconomic Influences,Life Satisfaction,Predictor Variables,Education,Rural to Urban Migration

Purpose: There is a significant educational migration in Turkey, and if life satisfaction is not improved, it is expected that this migration may increase. The aim of this study was to determine the impact effective socio-economic and educational variables in migration using life satisfaction survey data of Turkish Statistical Institute, and to calculate the numerical coefficient values of these variables to be used by policy makers for investments. Research Methods: Two types of econometric models were used to determine the effective variables in migration. Outlier observations were detected, and their negative effects were corrected with the help of robust regression methods. This paper provides evidence of how outliers changed the statistics and test results. In addition, multicollinearity corrected estimates were calculated. Findings: The most significant variables in migration were the gross domestic product per capita and education variable. Using life satisfaction index values, educational and related migrations can be reduced. This paper also provides evidence of how outliers in data changed the statistically significant variables, estimates, normality and heteroscedasticity in the test results. Implications for Research and Practice: Migration can be reduced by increasing life satisfaction and lowering dissatisfaction in essential and non-essential municipality service variables. Using the methods in this paper and using future indices that are going to be published it is possible to take countermeasures for migration using models with higher explanatory power. [The issue number (90) shown on the PDF is incorrect. This correct issue number is 91.]
The Effect of a Relaxation-Based Training on Reducing the Level of Suspicious Thinking among Warned Students
Author: Samawi, Fadi S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Relaxation Training,Stress Management,Anxiety,Program Effectiveness,College Students,Discipline Problems,Gender Differences,Females,Majors (Students),Humanities,Trust (Psychology),Emotional Response,Psychological Characteristics,Foreign Countries

The present study aims at measuring the effect of a relaxation-based training programme on reducing the level of suspicious thinking among warned students at Al-Balqa Applied University. To achieve the objectives of the study, a relaxation-based training programme was prepared and the Kurmash Scale was used to measure the students' level of suspicious thinking. The results indicated that the training programme had an effect on reducing the students' level of suspicious thinking, and there were statistical differences attributed to the gender variable, in favour of females, and the faculty variable, in favour of humanities faculties. This study recommends holding a series of seminars and lectures that aim at raising students' awareness about the adverse effects of suspicious thinking and how to overcome it. The significance of this study lies in identifying the important role of relaxation in reducing the level of suspicious thinking among university students, at both the academic or behavioural levels.
The Place and Importance of Informal Education in the Freshman Year Experience of Architectural Education
Author: Orhan, Melike
Date: 2020-00-00
Type: Journal Articles
Subjects: Informal Education,College Freshmen,Student Experience,Architectural Education,Evaluation Methods,Learning Activities,Foreign Countries,Student Attitudes

Formal architectural education is inadequate for students in the current dynamic world where visual content and speed have become determinative. Particularly, freshman-year architecture students have difficulties in this process. In order to facilitate this process, dynamic methods, in which the student is interactive, should be included more in formal education. Informal education methods should be used complementary to formal education in terms of achieving the required skills and development along with knowledge. The aim of this study is to emphasise the requirement, importance and practice methods of informal education to make the education process more efficient for freshman-year architecture students. The quantitative research method is used in the study, and a survey is conducted with the sample group of selected freshman-year architecture students. With the results of the survey, it is tried to determine which informal learning the students preferred and found useful in the process of obtaining information. As a result, informal education methods, their contribution to the education of freshman-year architecture students, the results of this contribution and the student learning outcomes are evaluated.
Charting the Course for Greater Collaboration: Creating an Online Annotated Directory and Map for PDS Networks
Author: Cunningham, Chad M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Partnerships in Education,Networks,Directories,Electronic Publishing,Maps,Information Dissemination,Documentation

In this article, the authors tell a story that captures a need that could foster greater collaboration among PDSs across the country as they discuss and call for an online annotated directory and map. Part of an emerging partnership, the authors' desires to locate and contact similarly situated PDSs have led to identifying a need whose potential could strengthen an awareness of how PDSs have grown and are impacting the educational institutions of the country. We hear that PDSs exist across the US, but practical questions remain. Where? How many? What are their priorities? What is their impact? How could we work together? Considering how to launch such an effort and identifying key information that PDS could share remains a critical first step. Further, incentivizing participation and completeness of a directory pose considerable challenges. Despite the concerns, however, the fruit such an effort could bear is substantial and appreciable.
Developing PDS Student Interns with Mentor Adaptive Leadership
Author: Siers, Ron
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Internship Programs,Mentors,Student Teachers,Leadership Training,Student Teacher Attitudes,Beliefs,Outcomes of Education,Self Efficacy,Self Concept Measures

The &quot;mentor teacher&quot; within the Professional Development School (PDS) model is in a unique role of providing leadership during the student teacher internship and supporting the development of student interns' efficacious beliefs. Data collected from student intern surveys were used to answer the following research questions. Are student intern efficacious beliefs significantly impacted during the clinical internship within PDSs? To what extent do mentor teacher &quot;adaptive leadership&quot; practices and behaviors have on student intern efficacious beliefs? What can we learn from mentor teachers and student interns that will foster the efficacious beliefs and adaptive leadership qualities of future PDS educators? This study found that student interns grew in their teacher efficacious beliefs within the PDS context. In addition, the study found that adaptive leadership practices of the mentor teacher supported the growth in student intern efficacious beliefs. More specifically, two of the six dimensions of adaptive leadership were particularly of importance, i.e., &quot;getting on the balcony&quot; and &quot;regulating distress.&quot; The study may assist PDS partners and Educational Preparation Providers to augment their existing programs and initiatives by seeking to enhance the mindset that developing student interns is truly an &quot;adaptive challenge&quot; that must be embraced by all professionals surrounding the developing teachers.
Better Quality of Education in Asia: Taking Panel Data of State Legitimacy, Democracy and Public Services
Author: Daradjat, Adjat
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Democracy,Public Service,Literacy,Correlation,Governance

The key purpose of this study is to analyse the impact of legitimacy, public services, and democracy on the quality of education in the selected Asian economies like India, Pakistan, Malaysia, Indonesia, Afghanistan, China, Nepal, Bangladesh, Turkey, and Saudi Arabia. The data was collected from various sources like world bank, word economic forum, as well as transparency international. The analysis was performed by using EViews and various statistical tests were also applied in order to analyse the trends in data and the relationship between the study variables as well. The results of ARLD test showed that all three dependent variables were significantly associated with the quality of education. Literacy rate was correlated with the rise in quality of education in the long run, as well as the short run. Population growth also showed a rise in quality of education in the long run but not in the short run. Only state democracy showed positive association in the long run but showed no association in the short run. Various limitations in the form of study variables, data analysis, and methods were associated with the current study. Future studies are highly recommended to address these gaps for better implications.
Investigation of Relationship between High School Teachers&apos; Self-Efficacy Perceptions and Job Satisfaction
Author: Göldag, Battal
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Effectiveness,Job Satisfaction,High School Teachers,Questionnaires,Teacher Attitudes,Correlation,Student Participation,Classroom Techniques,Foreign Countries,Teacher Characteristics,Gender Differences,Professional Identity,Work Environment

This research aims to determine the relationship between self-efficacy perceptions and job satisfaction of teachers working in high schools. The universe of the research is composed of the teachers working in high schools in Malatya Battalgazi and Yesilyurt districts in the fall semester of the academic year 2019-2020. Simple random sampling method has been used for sample selection. In our study, the &quot;Teacher Self-Efficacy Scale&quot; and the short form of the adapted &quot;Minnesota Job Satisfaction Scale&quot; have been used. According to the new results we obtained in our research; teachers' job satisfaction is at a moderate level; self-efficacy perceptions are quite sufficient. There is a moderately significant positive correlation between self-efficacy levels perceived by teachers, self-efficacy levels of student participation, classroom management self-efficacy levels, teaching strategies self-efficacy levels, general job satisfaction levels, internal satisfaction levels and external satisfaction levels.
George Mason University and Daniels Run Elementary School PDS Partnership: Growing Collaborative Inquiry
Author: Groth, Lois A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development Schools,College School Cooperation,Universities,Elementary Schools,Partnerships in Education,Program Descriptions,Innovation,Educational Objectives

This article describes the PDS partnership between George Mason University and Daniels Run Elementary School, which are located in Fairfax, Virginia. In the spring of 2020, during their fifth year together, the partnership was awarded the National Association of Professional Development Schools Exemplary PDS Award. The Mason PDS program structure as well as the unique features of this university-school partnership are described. The Mason/DRES partnership's shared mission includes a school/ university culture committed to the preparation of future educators centered around active engagement in the school community (NAPDS Essential #2) as well as a shared commitment to innovative and reflective practice (NAPDS Essential #4). The partnership's inquiry focus results in ongoing and reciprocal professional development for all stakeholders (NAPDS Essential #3) and engagement in and public sharing of the results of teacher inquiry (NAPDS Essential #5).
Challenges Encountered by Academicians in International Students&apos; Education: Turkey Case
Author: Kurum, Gul
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,College Faculty,College Students,College Instruction,Student Problems,Teacher Attitudes

Purpose: Turkey offers higher education opportunities to an increasing number of international students. However, academicians have encountered some problems while teaching international students. The aim of this study is to identify the problems encountered by academicians in the education of international students and to recommend solutions to the problems. Method: This research was conducted with the qualitative research method. The study group consists of 16 academicians having international students in their classrooms. The data were collected through a semi-structured interview form. These data were analyzed with inductive content analysis. Findings: According to the findings, academicians have experienced various problems such as language barrier, asking for favours/tolerance, not achieving the learning outcomes, not participating in classes, systemic challenges, and extra workload. However, the inclusion of international students in higher education has benefits like learning about different educational systems, familiarizing themselves with different cultures, internationalization of universities and transfer of educational knowledge and experience. Implications for Research and Practice: This study was limited to views of academicians working at state universities. This study is believed to be helpful for practitioners as it offers concrete solution recommendations. It is suggested that a Turkish proficiency certificate should be asked for the enrollment of international students. Also, a support unit for the academicians should be established to consult whenever they have difficulty in the education process of international students.
Effects of Direct and Indirect Written Corrective Feedback on Bhutanese Learners&apos; Grammatical Accuracy over Time
Author: Sherpa, Sonam Zangpo
Date: 2021-00-00
Type: Journal Articles
Subjects: Direct Instruction,Feedback (Response),Error Correction,Revision (Written Composition),Writing Evaluation,Grammar,Accuracy,Time Factors (Learning),Difficulty Level,Syntax,Morphemes,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Public Schools,Boarding Schools,Middle School Students,Adolescents,Grade 8,Foreign Countries

This study investigated the effect of direct and indirect written corrective feedback (WCF) on the grammatical accuracy in the use of past tense and articles by grade eight learners (n = 45). The study also explored the extent to which the use of WCF may affect the syntactic complexity in the learners' writing. The learners were selected and purposively divided into three levels of English language proficiency (high, average, and low), from which they were randomly assigned into two treatment groups and one control group. Participants wrote narrative essays on a given topic, each for the pretest, followed by three treatment sessions, posttest, and delayed posttest. One treatment group received direct WCF while the other received indirect WCF. The control group did not receive WCF. The findings of this experiment show that the indirect WCF group (M = 75.26, SD = 12.83) outperformed the direct WCF group (M = 60.98, SD = 13.14) and the control group (M = 56.64, SD = 20.42) significantly on the grammatical accuracy measures taken at posttest. It was found that WCF did not affect the syntactic complexity of the learners' writing. It is surmised that a sustained and extensive use of indirect WCF may improve Bhutanese learners' written grammatical accuracy.
Effects of Oracy Building Instruction via Blended-Learning Environment on Thai Students&apos; Metacognitive Awareness and Oracy Skills
Author: Bangkom, Kusuma
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Oral Language,Second Language Learning,Second Language Instruction,Metacognition,Instructional Effectiveness,Grammar,Vocabulary Development,Skill Development,High School Students,Student Attitudes,Pretests Posttests,Scores,Language Tests,English (Second Language),Comparative Analysis,Lesson Plans,Foreign Countries

Oracy skills are considered as a problematic area for Thai students. Despite years of learning, students could not improve the skills at a satisfactory level due to internal and external hindrance such as cognitive load while communicating and insufficient practice time in class to achieve their communication (Flavell, 1979). In addition, to provide more in-class oracy practice time, blended-learning method is considered to be an effective platform in which students can learn grammar and vocabulary at their own pace outside of class. Oracy Building Instruction via Blended-learning Environment (OBIBLE) was developed to improve metacognitive awareness and oracy skills by using blended-learning environment. The research was conducted to investigate the effectiveness of the OBIBLE instruction on students' oracy skills and metacognition, and perception towards blended-learning environment. The instruction model has integrated activities to promote metacognitive awareness and oracy skills in the environment of a blended approach. Twenty-nine high school students in a public school in Rayong were chosen as the sample group. The research employed a single group experimental design method to estimate the effectiveness of the instruction. The data was analysed quantitively and qualitatively using pre- and post-test scores, task performance scores, questionnaires, and stimulated recall interviews. The finding shows that there was a significant improvement of the participants' English metacognitive awareness and oracy skills after taking the learning through OBIBLE, and that the students had awareness in the aspects of background, engagement, outcome and convenience of the instruction. This research provides empirical evidence for the effectiveness of blended-learning environment and gives useful insights for future students, teachers, and institutions in developing metacognitive awareness and teaching oracy skills of English.
Effects of Reading Instruction Using Backward Design Framework and Citizenship Theme to Enhance English Reading Comprehension and Social Responsibility of Tenth-Grade Thai EFL Students
Author: Chaisa, Patamaporn
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Comprehension,Social Responsibility,Second Language Learning,Second Language Instruction,English (Second Language),Public Schools,Student Attitudes,Grade 10,Secondary School Students,Foreign Countries,Outcomes of Education,Teaching Methods,Pretests Posttests,Learner Engagement,Lesson Plans,Citizenship Education

Potentially, the use of themes or other subject materials could affect how successfully EFL students enhance their reading comprehension. By not only focusing on language skills, reading instruction could also entail other domains of outcomes including social responsibility. A solid path to achieving multiple desired results is worth studying. This present study investigated the effects of reading instruction using Backward Design Framework with a citizenship theme (BD&amp;CT) on the English reading comprehension and social responsibility (SR) enhancement of tenth grade Thai EFL students. The participants were 36 tenth grade EFL students at a public school in Thailand. One group pretest - posttest design was employed for quantitative data collection from the English reading comprehension test and SR self-report questionnaire. Students' opinions in quantitative and qualitative data were also taken into account. The findings revealed that reading instruction using BD&amp;CT enhanced reading comprehension and social responsibility of the students at a statistically significant level. Analysis of students' opinions suggested they had a high engagement in reading comprehension lessons and learning experiences stimulating senses of responsibility for their society, resulting from the instructional plans using BD as well as citizenship theme considered meaningful to real life.
Effects of Intensive and Extensive Reading Instruction on Thai Primary Students&apos; English Reading Ability
Author: Maipoka, Sasi-ampai
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Strategies,Reading Improvement,Reading Interests,Reading Material Selection,Reading Habits,English (Second Language),Second Language Learning,Elementary School Students,Grade 6,Private Schools,Positive Attitudes,Reading Comprehension,Vocabulary Development,Instructional Effectiveness,Foreign Countries

This study aimed to investigate the effects of integrated intensive and extensive reading instruction (IIERI, hereafter) on Thai primary school students' English reading ability and to find out the students' opinions towards the instruction. Eleven Thai students studying at the primary education level were purposefully selected to participate in this study. The students took a pretest in the first week; then, they received the implementation of the integrated intensive and extensive reading instruction (IIERI) for ten weeks. They were subsequently administered a posttest and were interviewed individually at the end of the study. The quantitative results of the students' English reading ability in the English reading ability pretest and posttest revealed a statistically significant difference of p &lt; 0.01, indicating that the students' English reading ability in terms of their English vocabulary knowledge and their English reading comprehension improved significantly after receiving IIERI. Furthermore, the qualitative results obtained from the interviews revealed the students held positive opinions towards IIERI: the students enjoyed receiving IIERI; the students saw the improvement in their English language knowledge and skills as a result of receiving IIERI; the students' reading habits changed after receiving IIERI; and the students recognized the benefits of IIERI.