ethanporcaro/eric-fulltext-meta huggingface dataset:
Unpacking Implementation Capacity and Contexts for Degree Reclamation Strategies: What Factors Move the Equity Needle?
Author: Taylor, Jason L.
Date: 2021-03-08
Type: Journal Articles
Subjects: Community Colleges,Adult Students,Reverse Transfer Students,Equal Education,Capacity Building,Two Year College Students,Educational Attainment,School Policy,Program Implementation,Influences,Academic Degrees

This paper used data from a multi-institutional study of community colleges developing and implementing degree reclamation strategies (adult reengagement and reverse credit transfer) to understand and unpack the factors that influence implementation and capacity development. The data come from seven colleges that are implementing equity-focused degree reclamation strategies aimed to reduce the population of &quot;some college, no degree.&quot; The research team used an interdisciplinary lens to identify these factors drawing from literature on capacity-building. Prior to the start of implementation, researchers surveyed institutions and institutional stakeholders to assess baseline capacity, and they tracked institutional participation and engagement in the strategy development and implementation process. This paper highlights findings from this research to identify which factors are most related to implementation variation and strategy outcomes.
Developing English for Specific Purposes (ESP) Module for Computer Science Students&apos; Vocabulary Mastery
Author: Kusumawati, Fitri Palupi
Date: 2018-08-00
Type: Journal Articles
Subjects: Learning Modules,English for Special Purposes,Computer Science Education,Vocabulary Development,Research and Development,Second Language Learning,College Students,Majors (Students),Foreign Countries,Feasibility Studies

This development research aimed to develop a learning module for students of Computer Science, to determine the feasibility of the module, and to determine the students' response towards the module. This study used Research and Development (R&amp;D) type of ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The module was developed based on the results of the research. The results of the feasibility of the module showed the following points: (1) the material expert and the lecturer of the Computer Science Department gave percentage of 69,63% under the range of 66.67% &lt;p~ [less than or equal to] 80% which means that the developed module gets &quot;B&quot; score and in the &quot;GOOD&quot; category; (2) the media expert and the lecturer of Computer Science Department gave percentage of 75,3% under the range of 66.67% &lt;p~ [less than or equal to] 80% which means that the developed module gets &quot;B&quot; score and in the &quot;GOOD&quot; category; and (3) the students of Computer Science Department, through the questionnaire, also gave positive response with the total score of 2034 and percentage of 69,63% which lies in the range of 60&lt;P[less than or equal to]80%, and in the &quot;B&quot; and &quot;positive&quot; category. To get the information about the students' response towards the module, it was done through interview. The results of the interview showed that the students showed good response towards the module. In sum, it can be concluded that the module for Computer Science Department students is eligible and can be used as media to teach English.
The Montessori Approach as a Model of Personalized Instruction
Author: Mavric, Maruša
Date: 2020-00-00
Type: Journal Articles
Subjects: Montessori Method,Individualized Instruction,Constructivism (Learning),Curriculum Implementation,Educational Environment,Active Learning,Teaching Models,Educational Strategies

I present a brief overview of the key elements of personalized learning and Montessori education, a related pedagogical approach, aiming to examine common theoretical principles and key elements. I discuss the common features of personalized instruction and the Montessori approach of education. Both personalized instruction and the Montessori approach stand firmly on a constructivist paradigm and share many philosophical and theoretical principles. Research has shown that Montessori education is one of the most visible models that incorporates numerous aspects of personalized instruction and shares many common elements with personalized learning. This research has shown that, while personalized instruction also suggests many strategies for implementation of the concept, Montessori education actualizes the principles of personalized learning.
Processing of Coreferential Relations and Their Relationship with the Working Memory: The Influence of Syntactic Distance on Anaphora Processing in Brazilian Portuguese
Author: Costa Ferreira, Jullyane Glaicy da
Date: 2021-00-00
Type: Journal Articles
Subjects: Short Term Memory,Language Processing,Reading Processes,Language Variation,Portuguese,Correlation,Phrase Structure,Literary Devices,Semantics,College Students,Teaching Methods,Reading Rate,Reading Comprehension,Foreign Countries,Linguistic Theory,Task Analysis

The aim of the present work was to investigate the processing of coreferential relations, focusing on their relationship with the working memory. In a reading process, it is essential that readers continuously perform mental operations that involve the working memory, such as storing, retrieving, and manipulating information. For this reason, it is understood that the processing of coreference resolution is closely related to the working memory. In this relationship between memory and anaphora resolution, the distance factor between the referent and anaphor can play a significant role as distance increases the processing costs when reading sentences. It is known that the working memory is limited; yet there is still no consensus among researchers regarding the nature of storable items. Moreover, the syntactic node, here taken as a representative of the structure of a phrase, was observed as possible storage and recoverable unit in the working memory. Thus, the objective of the study was to verify whether the syntactic distance factor, embeddings with one and two intervening syntactic nodes, is a storable unit in the working memory, investigating its influence in the processing of different anaphora resolution. The self-paced reading experimental technique was used in an experiment. Seventy participants, all university students, were tested individually and underwent a training session before the task. The results suggest that the syntactic distance is a relevant factor in the working memory with significant differences between conditions with syntactic distance concerning those with linear distance, indicating the formation of chunks. There was an increase in reading times depending on the number of intervening embeddings, and different processing costs for each type of anaphora resolution investigated.
Finding and Minding the Gaps for Language Education in Turkey: A Content Analysis on Doctoral Dissertations in ELT Programs from 2010-2020
Author: Gürsoy, Esim
Date: 2021-00-00
Type: Journal Articles
Subjects: Content Analysis,Doctoral Dissertations,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Trend Analysis,Research Reports,Faculty Development,Language Teachers,Teacher Education Programs,Gender Issues,Social Influences,Cultural Influences,Journal Articles,Conference Papers

The number of ELT doctoral dissertations is growing every year, and these are great sources to spot the leading research trends and the research gaps in the field. Previous studies have been conducted to explore research trends in Turkey, accordingly journal articles and conference proceedings were examined. However, little research has aimed to investigate doctoral dissertations. As the number of graduates increases every year, a current study exploring the research trends of ELT in Turkey is needed. Therefore, the present research aims to fill this gap by examining 252 doctoral dissertations published between 2010 and 2020. Content analysis was conducted on the titles and abstract parts of the dissertations and then, coding was applied with the help of a priori codes suggested by the relevant literature. Findings have suggested that Teacher Professional Development is the leading research topic while Culture, Social, and Gender Issues are found to be under-researched. The results imply that these areas need improvements on both local and global scales. In light of the findings, further research in certain areas is suggested for local researchers.
Higher Education and Employability Skills: Barriers and Facilitators of Employer Engagement at Local Level
Author: Suleman, Fátima
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Employment Potential,Job Skills,School Business Relationship,Employer Attitudes,Barriers,Partnerships in Education,Stakeholders,Trust (Psychology),Proximity

This research examines the barriers and facilitators to employers' engagement with higher education institutions. The data were collected through interviews with a set of employers (n = 19) in the Northern region of Portugal, V.N.de Famalicão, in 2019. We begin by exploring employers' engagement activities as a potential solution to address local-level skill problems. Empirical evidence suggests that the engagement activities are mostly passive as firms use higher education largely as a recruitment channel. The differences in organizational goals and culture are the most cited barriers to the lack of more active engagement. Some efforts have recently been made to strengthen the ties between higher education and employers, notably through a local multi-stakeholder partnership as a potential broker. However, it will take time for this to bear fruit and contribute to reducing skill gaps and shortages. The data show that despite employers' apparent willingness, more effort must be made to encourage active engagement.
Enhancing Music Industry Curriculum with Digital Technologies: A Case Study
Author: Barneva, Reneta P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Information Technology,Undergraduate Students,Trend Analysis,Familiarity,Case Studies,Business Administration Education,Industry,State Universities,Course Content,Program Descriptions

Recent years have seen an increase in interest with regard to offering music industry undergraduate programs at institutes of higher learning. Such programs typically cover a mix of courses in both music and business areas. An emerging trend in the music industry is the rising application of digital technologies in all business aspects. This makes it necessary to enhance the curriculum with opportunities that familiarize students with various digital technologies and the possibilities they offer, so graduates are well-prepared for their future careers. This paper presents a case study conducted at the State University of New York--Fredonia. It revealed a need to enhance the school's Music Industry program, in terms of course content, with information and communication technologies. A proposal of novel courses to enhance music industry student acquisition of technology competencies resulted from the study. Additionally, opportunities for the possible enrichment of existing courses with material on digital technologies applications are provided. This work is aimed not only at music industry educators but also at instructors in other disciplines willing to make their students aware of the latest technological trends.
Teaching Sentiment in Emergency Online Learning--A Conceptual Model
Author: Martinho, Domingos
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Emergency Programs,COVID-19,Pandemics,Positive Attitudes,Preferences,Learning Activities,Teaching Experience,Technological Literacy,Private Colleges,College Faculty,Foreign Countries

Due to the COVID-19 pandemic, higher education institutions with a face-to-face model have found themselves in the contingency of migrating to online learning. This study explores the perspective of all the lecturers at a Portuguese private higher education institution who were invited to participate, regardless of their research area, in this questionnaire. It aims to propose and test a conceptual model that combines attitudes, preferred activities, and technological experience with the sentiment about the impact of this experience on students' learning process, on their teaching activity, and on the strategy of higher education institutions. An online questionnaire was conducted to 65 lecturers engaging in emergency online lecturing. The obtained results showed that lecturers reveal a positive attitude towards online lecturing, tend to prefer activities in which they feel most comfortable in face-to-face lecturing, and consider having technological experience useful for online activities. Lecturers have a positive sentiment about the impact of online learning on students' learning, their faculty career, and the strategy of higher education institutions. The proposed conceptual model test shows that the model has well-fitting conditions. The results confirm the hypotheses formulated: namely, the predictive effect of attitude, preferred activities, and technological experience on sentiment. Faculty engagement in emergency online lecturing shows that the members are available to participate in the changing process, and the proposed conceptual model can be used to assess this readiness.
Blended Learning in University Writing Classes -- Efficiency and Attitude
Author: Vu, Tien Thinh
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,Electronic Learning,Writing Instruction,Writing Skills,Thinking Skills,Soft Skills,Skill Development,Instructional Effectiveness,Student Attitudes,College Students,Public Colleges,Technology Integration,English (Second Language),Language of Instruction,Second Language Learning,Language Tests,Foreign Countries

In the era of developing technology, especially the Fourth Industrial Revolution, the field of education is witnessing heavy implementation of emerging technologies for teaching and learning, including applications, software, and online courses. However, any piece of technology would bring both advantages and drawbacks. Therefore, blended learning has caught the attention and consideration of all the people involved. This study investigated the impacts of blended learning on writing skills for university students, aiming to figure out the effectiveness and students' attitude towards this study mode. Fifty-six pre-intermediate students with little or no formal instructions on how to utilize technology in learning essay writing were selected. A combination of experimental design and questionnaires was used, giving the treatment participants alternative learning experiences through a variety of technology applications beside the traditional method. Data from pre-tests and post-tests taken from the eight-week period revealed that students in the experimental groups outperformed those in the control group on the aspects of topic development, essay organization, and lexical usage. Results of the questionnaires delivered at the end of the course showed very positive feedback towards this blended mode in terms of effectiveness, involvement and collaboration. Yet, some drawbacks reported by the participants were worth our mindfulness and consideration when applying this model in a larger scale.
Stakeholder Views of Teacher Training Routes
Author: Woodbury, Jayne
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Teacher Certification,Educational Change,Teacher Recruitment,Teacher Placement,Communities of Practice,Teacher Attitudes,Student Attitudes

In recent years in England there has been a move away from Initial Teacher Training (ITT) taking place predominantly in Higher Education Institutions (HEIs) to becoming schools led. The two main routes undertaken by graduates wishing to teach are the Post Graduate Certificate of Education (PGCE) and Schools Direct (SD). Both routes offer opportunities to spend time in more than one school. A small case study was undertaken in one HEI to compare and contrast these routes in the light of government policy initiatives and reforms towards increasingly school-led ITT. Seven main themes emerged from the data collected: recruitment, placement, growing your own, support and mentoring, facilities and research, peer groups and communities of practice and reflection. Both routes offer benefits to both trainee and provider and both offer the opportunity to spend an extended time in placement schools. However, there is a danger that the underlying pedagogical understanding of teaching and learning could be lost if the push towards schools led ITT is maintained and HEIs continue to withdraw from teacher education.
Factors Influencing Thai EFL Teachers&apos; Acceptance of Technology: A Qualitative Approach
Author: Kampookaew, Parima
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,College Faculty,Public Colleges,English for Academic Purposes,Positive Attitudes,Intention,Technology Integration,Value Judgment,Affordances,Barriers,Usability,Social Influences,Educational Trends,Educational Resources,Familiarity,Technological Literacy,Context Effect,Foreign Countries

Although there is an abundance of quantitative studies on teachers' technology acceptance, qualitative research on this topic is sparse, especially in the Thai context. This study thus set out to explore the acceptance of technology among Thai EFL university teachers. The study adopted the Technology Acceptance Model (TAM) as the basis for its framework, and in-depth interviews were employed to collect qualitative data from eight participants. The analysis of the interview data revealed that the teachers' behavioral intentions to use technology (BI) were influenced by six factors: perceived usefulness (PU), perceived ease of use (PEU), attitude towards use (ATT), subjective norm (SN), facilitating conditions (FC), and familiarity with technology. This study provides insights into the determiners of technology acceptance among Thai EFL university teachers, which are critical to the promotion of technology integration in this country.
The Evolving Codification of Teachers&apos; Work: Policy, Politics and the Consequences of Pursuing Quality Control in Initial Teacher Education
Author: Knight, Ben
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Standards,Teaching (Occupation),Preservice Teacher Education,Teacher Competencies,Politics of Education,Educational Policy,Teacher Role,Educational History,Neoliberalism,Performance Based Assessment,Codification,Quality Control,Educational Quality,Teacher Education Programs

This paper documents the evolution of attempts to codify and standardise teachers' work in England with particular attention to how this phenomenon has impacted the Initial Teacher Education (ITE) sector. In recent decades the teaching profession in England has undergone various iterations of competency criteria, culminating with the current policy, the Teachers' Standards (TS) (DfE, 2011). Discussion focuses largely on the most rapid period in the evolution of competency-based approaches from 1997 to the present, analysing aspects of the political landscape which have precipitated this rise. Two key themes evident in, and precipitated by, the Teachers' Standards policy initiative are discussed: i) the political necessity for a reductionist view of teaching and learning and ii), the centrality of the teacher. It concludes by imagining how, taking these themes into account, the policy could evolve to become more useful to both teachers and pupils.
Intercultural Communicative Language Learning Competencies of Undergraduate Students in an International Program in Thailand
Author: Thongprayoon, Thanakorn
Date: 2020-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Outcomes of Education,International Education,Communicative Competence (Languages),Cultural Awareness,Specialists,Undergraduate Students,Language Proficiency,Student Motivation,Foreign Countries,Student Attitudes

The importance of understanding other cultures and intercultural communication is highlighted in today's globalized world due to the proliferation of internationalization, increasing multinational cooperation, and mobility of world population. Therefore, intercultural communication is a required competence. In this study, intercultural communicative competence (ICC) is explored in the setting of language and culture classrooms. Then, ICC is expanded to intercultural communicative language learning competency (ICLLC). Since there are only a few international undergraduate programs in Thailand targeting ICC as the expected learning outcome, the recognition of ICLLC's attributes and indicators benefits course developers and teachers realize how students develop ICLLC. This study aimed to identify ICLLC attributes and indicators, and to investigate ICLLC of undergraduate students in an international program. Firstly, a review of related literature toward intercultural communicative competence was done and followed by focus group interviews and educational connoisseurship method with 10 ELT experts to analyze and approve ICLLC attributes and indicators, teaching and learning activities, and assessment methods toward ICLLC. Twenty-four Thai undergraduates who were majoring in language and intercultural communication at an international college in Bangkok, Thailand were purposively selected using the three entrance examination recruitment criteria: English language proficiency, intercultural knowledge, and intercultural experience. Classroom observation, stimulated recall, journal writing, and semi-structured interview were utilized to portray students' ICLLC. Analytic induction was used for data analysis. The results revealed that ICLLC consisted of four attributes and 21 specific indicators; 1) intercultural knowledge (with six indicators); 2) intercultural attitudes (with three indicators); 3) intercultural skills (with 10 indicators); and 4) critical cultural awareness (with two indicators). Students with higher levels of English proficiency and intercultural knowledge seemed to perform better ICLLC. Besides, willingness and motivation emerged as implementation forces to drive students to exhibit ICLLC. This study reveals deeper insights into development approaches to enriching ICLLC in international programs in Thailand.
Consistency Counts -- Or Does It?
Author: Tynan, Rick
Date: 2017-00-00
Type: Journal Articles
Subjects: Competency Based Teacher Education,Preservice Teacher Education,Foreign Countries,Grades (Scholastic),Academic Standards,Student Evaluation,Mentors,Tutors,Factor Analysis,Correlation,Formative Evaluation,Summative Evaluation,Trainees

All stake holders in competency based teacher training systems share an interest in the consistency of assessment outcomes and practice. Assessment data from more than 200 trainees participating in Initial Teacher Training/Education (ITT/E) programmes and partnerships at a Higher Education (HE) provider in the Northwest of England were analysed during the academic year 2014-15. At four formal review points the overall teaching grades received by trainees were compared across five ITT/E programmes leading to Qualified Teacher Status (QTS). Several statistical approaches were employed and compared. All the methods indicated consistency of outcomes across the programmes for the final summative assessment. Two statistical methods were used to investigate the strength of correlations between grades awarded for individual teaching standards and the trainees' overall teaching grades. Both demonstrated that all individual standards were positively correlated with overall teaching grades. The second and qualitative phase of the study is ongoing and uses Q-Analysis to illuminate these initial findings by seeking to identify clusters of subjectivity amongst mentors and tutors when prioritising statements about assessment. It is too early to report any results from this phase.