ethanporcaro/eric-fulltext-meta huggingface dataset:
Differences in Technology Use Based on Levels of Immersion in a Teacher Technology Training Program
Author: Allen, Lee E.
Date: 2007-00-00
Type: Journal Articles
Subjects: Technology Integration,Inservice Teacher Education,Technology Uses in Education,Time Factors (Learning),Rural Schools,Differences,Observation,Teachers,Novices,Teacher Participation

While it is well-documented that appropriate training of teachers in the use of technological tools is an important variable in predicting success of technology integration (Faseyitan &amp; Hirschbuhl, 1994), a variable that is less often considered is that of the time spent or different levels of immersion in a technology integration training program (Stuhlmann &amp; Taylor, 1999). This factor must be considered to be separate and distinct from the variable of overall experience as a teacher in the classroom, and/or teacher age. This paper is based on a selected portion of the results of a five-year evaluative study of the teachers implementing a technology integration program in a rural school district located in the Southwestern United States. The fifth year design included analysis of observation data by year(s) of teacher participation in the program, as Novice, having 1 to 2 years of experience; Experienced with 4 to 5 years. The purpose for the focus on this aspect of the evaluation was to determine what differences, if any, existed between novice (to the program training) and experienced (in the program training) teachers in how and to what degree technology is integrated into classroom instruction. The findings reflect differences of varying degrees in certain areas of instructional strategies and technology integration that should be considered for further investigation.
Promoting Integrative Learning in Online Courses: A Mastery Approach
Author: Mandernach, B. Jean
Date: 2007-00-00
Type: Journal Articles
Subjects: Online Courses,Mastery Learning,Web Based Instruction,Computer Assisted Testing,Tests,Retention (Psychology),Comparative Analysis,Assignments,Learning Strategies,Statistical Analysis

Due to the anonymous nature of online courses, many instructors require some type of proctored, comprehensive exam at the conclusion of the course. While comprehensive final exams are not unique to the online classroom, the integration of a proctored, high-stakes assessment helps to ensure that the student registered for a course is actually the student who is completing course assignments and activities. While this type of approach can ensure the identity of online students, it can be cognitively demanding for students to master the wide-range of material covered in a single, comprehensive exam. The purpose of the current study is to examine the impact of required weekly cumulative quizzes on students' retention and integration of information. One online class completed weekly assignments with optional cumulative review quizzes while another online class completed identical assignments plus required cumulative review quizzes. Results indicated that students required to complete the weekly cumulative reviews retained more information as indicated by significantly higher final exam scores than students with access to the optional comprehensive review quizzes. Discussion highlights the value of integrating mastery-learning strategies, such as comprehensive review quizzes into the course mix.
The 3-I Career Advising Process and Athletes with Foreclosed Identity
Author: Menke, Donna J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Career Guidance,Career Development,College Athletics,College Students,Athletes,Decision Making Skills,Counseling Techniques,Counseling Services,Professional Development,Professional Identity,Student Personnel Services

Student-athletes who identify more strongly with their athletic role than their academic life may neither encounter nor embrace the chance to explore career options. Their lack of exposure or interest to career advising may compound career immaturity and development. Gordon's (2006) 3-I (inquire, inform, integrate) decision-making process applied to career guidance may help advisors encourage professional development and personal growth among student-athletes. Integrating knowledge of self with academic information requires engagement in the inquiry and information gathering stages of the fluid 3-I cycle, which may contribute to greater career maturity, especially for the identity-foreclosed student-athlete.
Librarian as Advisor: Information Search Process of Undecided Students and Novice Researchers
Author: Wiley, Claire
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Seeking,Search Strategies,Librarians,Academic Libraries,Academic Advising,Library Services,Novices,Student Research,Student Characteristics,Reference Services,Questioning Techniques,Information Literacy,Information Needs,Library Role

Faculty librarians who advise undecided students have found the experiences of novice researcher and advisee comparable: Both groups seek to solve a problem or answer a question by finding new information to add to their current understanding and knowledge base. As a result, librarians familiar with needs and stages of the research process may flourish as advisors to undecided students. In this article, we draw parallels between the needs of novice researchers and those of undecided students, and we advocate the use of an information-search model for all advisors working with undecided students.
Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation
Author: Renzulli, Sara J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Probation,Learning Strategies,Academic Achievement,Student Improvement,Study Skills,Intervention,Case Studies,Academic Advising,Time Management,Self Control,Student Attrition,Academic Persistence,Undergraduate Students,Student Surveys,Interviews,Pretests Posttests,Program Effectiveness,Mixed Methods Research,Comparative Analysis

One half of all students who begin college fail to complete their degrees, resulting in wasted talents, time, and resources. Through use of mixed methods, but primarily qualitative, comparative case studies, this research reveals ways a 3-week course in study strategies improved the performance of students placed on academic probation. The participating students, from a large, public university, reported benefits from the study skills course and studied for twice as many hours after participating in the intervention. A case study of 1 participant illustrates the ways students learned to use varied and effective study strategies. The findings provide empirical support for the use of diverse advising strategies, including direct, specific study-skills instruction for students struggling academically upon matriculation.
Reframing Academic Advising for Student Success: From Advisor to Cultural Navigator
Author: Strayhorn, Terrell L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Advising,Success,Academic Achievement,College Students,Student Diversity,Access to Education,Higher Education,School Culture,Social Support Groups,Student School Relationship,Generational Differences,Knowledge Management,Student Personnel Services,Educational Change

This article is an adaptation of the keynote presentation from the NACADA Annual Conference (Minneapolis, MN, October 9, 2014), that was given by Terrell Strayhorn, a professor of Higher Education at The Ohio State University and the director of the Center for Higher Education Enterprise (CHEE). CHEE is a new research and policy center that aims to increase and ensure student success for all, while focusing on four key areas: college access, affordability, engagement, and excellence. Strayhorn discusses college student success as a critical goal in higher education, which is a major policy issue with significant implications for students and families, colleges and universities, and the larger society. College student success is a function of many factors, and academic preparation prior to college is just a relatively small part of the explanatory models used in research. Strayhorn reminds academic advisors of their responsibilities as cultural navigators and their role in student success.
The Effectiveness of &quot;Knowledge Management System&quot; in Research Mentoring Using Knowledge Engineering
Author: Sriwichai, Puangpet
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Management,Mentors,College Faculty,Doctoral Degrees,Graduate Students,Research,Program Effectiveness,Structured Interviews,Qualitative Research

Currently, many old universities in Thailand have been facing the occurrence of lecturer massive retirement. This leads to the large amount of newly Ph. D. graduate recruitment for taking immediate responsibilities to teach and conduct research without mentoring by senior staff as well as in new universities. Therefore, this paper aims to propose the &quot;Knowledge Management System Based Mentoring&quot; which could be used to share and disseminate research experiences of the senior staff to enhance the abilities of newly Ph.D. graduate staff in the universities to supervise Ph.D. students to get the qualified research outputs. Knowledge engineering is employed to capture the effective mentoring practices particularly on Lateral Thinking in higher education. The Knowledge Management System had been implemented in department of Knowledge Management, The College of Arts, media and Technology, Chiang Mai University to mentor five newly Ph.D. graduate staff. The study explored the effectiveness of KMS in the case study of Ph.D. program in Knowledge Management is elicited from three senior professors (in social science, mathematics, as well as computer science and knowledge management) and modeled in CommonKADS. The Knowledge Management department is utilizing this mentoring knowledge for improving the research performance. The major output of the study is the effectiveness of &quot;Knowledge Management System&quot; KMS that helps to enhance abilities of newly Ph.D. graduate staff to supervise Ph.D. students productively.
Instructing Educators in the Use of Assistive Technology Listening Devices in the Classroom
Author: Alodail, Abdullah K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Assistive Technology,Listening,Hearing Impairments,Teaching Methods,English Instruction,Middle School Students,Grade 5

The present study will present Kemp's design in the classroom setting for students with hearing impairments. Based on his model, the researcher will design various instructional methods of how to teach students with hearing aids in the school, focusing on the instruction of English to America K-12 students. The study will also include a list of assistive technology devices that can be used by students with hearing problems. Assistive technology listening derives have already played an important role in students' learning environments. Improvements and developments have been made in using hearing aids and FM systems in the classroom, particularly for those with hearing impairments. Taking the improvement into account researcher argues that assistive technology listening devices play an essential role between teachers and students in learning environments by giving both sides opportunities access information that otherwise would be unavailable.
Educational Assessment Profile of Teachers in the Sultanate of Oman
Author: Alkharusi, Hussain
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Teacher Competencies,Teacher Characteristics,Educational Assessment,Teacher Surveys,Evaluation Methods,Teaching Load,Teaching Experience,Elementary School Teachers,Secondary School Teachers,Multivariate Analysis,Statistical Analysis,Statistical Significance

This study builds on a previous pilot study conducted by Alkharusi, Aldhafri, Alnabhani, and Alkalbani (2012) to explore educational assessment attitudes, competence, knowledge, and practices of in-service teachers in the Sultanate of Oman. The present study extends the previous pilot study by surveying a larger sample of in-serivce teachers teaching grades 5 to 12 in all educational governorates in the Sultanate of Oman as opposed to 165 in-service teachers teaching grades 5 to 10 in one educational governorate. Specifically, the study aimed at developing a profile of educational assessment attitudes, competence, knowledge, and practices for teachers in the Sultanate of Oman. The profile was developed as a function of teachers' gender, nationality, educational governorate, teaching grade, qualification, teaching subject, pre-service assessment training, in-service assessment training, teaching load, and teaching experience. The study employed a descriptive survey research design. Participants were 3557 in-service teachers teaching various subject areas in grades 5 to 12 randomly selected from all educational governorates in the Sultanate of Oman. Confirming Alkharusi et al. (2012) study, findings of the current study showed that the teachers tended to have a positive attitude towards educational assessment. Despite their perception as being competent in educational assessment, they demonstrated a low level of the educational assessment knowledge. Further, the teachers indicated using different classroom assessments mainly for grading and increasing students' desire for learning. Teaching load and teaching experience explained some of the differences in the teachers' educational assessment profile. Also, the educational assessment profile varied as a function of the selected demographic and background variables. The findings pointed to a conclusion that professional educational assessment programs for teachers should be continued and tailored to the needs and nature of the teachers' classroom realities. Future research is needed to judge the validity of the teachers' self-report surveys concerning educational assessment.
Choosing Teaching Profession as a Career: Students' Reasons
Author: Balyer, Aydin
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Career Choice,Teaching (Occupation),Preservice Teachers,Statistical Analysis,Altruism,Motivation,Student Surveys,Factor Analysis,Gender Differences

The success of educational change inevitably depends on the quality and performance of teachers. Therefore, the importance of employing high quality teachers is crucial for educational systems. Choosing talented and committed brains to teaching career depends on making it an attractive profession. It is considered that there are some reasons why student teachers choose teaching as a career. Many studies reveal that while some students choose this profession with altruistic-intrinsic and extrinsic reasons, some others choose it under the influence of others. This study aims to determine for what reasons student teachers choose teaching profession as a career. The study was carried out quantitively and 1410 student teachers participated in this research. Results revealed that students chose teaching mostly with altruistic-intrinsic reasons. In this respect, while the female students chose it with altruistic-intrinsic reasons, the students from poor and crowded families and the male counterparts chose it with extrinsic reasons.
Standardization of Test for Assessment and Comparing of Students' Measurement
Author: Osadebe, Patrick U.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Standardized Tests,Achievement Tests,Economics,Test Norms,Scores,Comparative Analysis,Measurement,Secondary School Students

The study Standardized Economics Achievement Test for senior secondary school students in Nigeria. Three research questions guided the study. The standardized test in Economics was first constructed by an expert as a valid and reliable instrument. The test was then used for standardization in this study. That is, ensuring that the Economics achievement test is standardized. It was administered to 3,000 students using the same guidelines with no case of malpractice. The sex, location and school-type norm of students were considered for standardization. The measurement of students in form of Percentile rank, Z-score, T-score and Stanine statistics were used as derived scores to normalize the students' raw scores, using the knowledge of the normal curve as the theoretical base. This completed the process that made the test a Standardized Economics Achievement Test. The result shows that the test scores were normally distributed through the use of Percentile rank, Z-score, T-score and Stanine. Recommendations were made that the standardized test could be used to asses and compare the measurement of students from year to year.
Religion and Social Hidden Curriculum--The Educative Influences of Christianity and Islam in Women
Author: Llorent-Bedmar, Vincente
Date: 2014-00-00
Type: Journal Articles
Subjects: Females,Hidden Curriculum,Christianity,Islam,Religious Factors,Sex Role

In this paper we highlight the similarities and differences between Christianity and Islam, on the social functions of women based on the sacred texts of both, references to a hidden social curriculum in the history. Faced with the growing religious pluralism in contemporary societies, we believe that the debate on how the two main religions in the history of mankind, have had and continue to have an enormous influence on the lives of millions of women, is an important topic.
Social Growth Problems Experienced by First-Grade Students at Bseera District, Jordan
Author: Alrfooh, Atif Eid
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Development,Problems,Grade 1,Elementary School Students,Public Schools,Questionnaires,Gender Differences,Parent Background,Educational Attainment,Statistical Analysis

This study aims at exploring the problems of social growth experienced by students, and as recognized by teachers at &quot;Bseera&quot;, Jordan. The study sample consisted of (88) male and female students from first-grade in the public schools in Bseera/governorate of Tafila/Jordan 2009/2010. The researcher has developed a questionnaire which consists of (23) paragraphs, while four-graded standard has been chosen to questions related to social problems. The results showed that the most important problems experienced by students are (need of help to do something) then (encroach upon the property of his colleagues) and then (have no relationships with adults) and (does not care about the completion of the required work). The results also showed that there were statistically significant differences due to the school where the student is being taught, and there were statistically significant differences between males and females in favor of females. The study did not show any statistically significant differences due to variables of the mothers and fathers educational level.
Significance of Literature in Foreign Language Teaching
Author: Babaee, Ruzbeh
Date: 2014-00-00
Type: Journal Articles
Subjects: Literature,Second Language Instruction,Language Skills,Literary Genres

This research aims to consider literature as a significant tool for teaching fundamental language skills including speaking, listening, reading and writing. Reasons for the use of literature in language classrooms and major factors for choosing appropriate kinds of literary texts in such classes should be highlighted in order to make readers aware of the primary reasons that why language instructors are suggested to use literary texts. Furthermore, teaching language skills through literature, advantages of various kinds of genres of literature to language teaching and some issues faced by language instructors in teaching language via literature are considered in the present study.
Integrated System in the Malaysian Education Paradigm: A Catalyst for a Holistic Personality Development
Author: Othman, Nooraini
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Holistic Approach,Personality Development,Educational Change,Islam,Islamic Culture,Human Capital,Systems Approach,Integrated Services,Change Strategies,Politics of Education,Educational Policy

This paper intends to describe and analyse the process of education reform that has taken place in Malaysia. Islamisation plays a major role in such reform. The approach is innovative and novel in nature. Historically, Malaysia was under the British colony and the British left a strong impact in the education system. Naturally the position of Islam was not in the priority list. The post-Independent era witnessed a strong demand by the Muslims that Islam should be embedded firmly in the Malaysian education system. This paper also analyse some of the foundational issues relevant to the reform. The concept and methodology of this reform was finally translated in the form of learning institutions. It seeks to harmonise between the western and the Islamic traditions of knowledge. The success is far reaching and has a strong impact on human capital as well as knowledge society developments.
What Can Tobit-Piecewise Regression Tell Us about the Determinants of Household Educational Debt?
Author: Thipbharos, Titirut
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Debt (Financial),Family (Sociological Unit),Paying for College,Regression (Statistics),Economically Disadvantaged,Advantaged,Family Income

Educational debt as part of household debt remains a problem for Thailand. The significant factors of household characteristics with regard to educational debt are shown by constructing a Tobit-piecewise regression for three different clusters, namely poor, middle and affluent households in Thailand. It was found that household debt is likely to be significant for educational debt in all clusters, with much greater effect in poor households. Household income directly influences the educational debt in households with only moderate economic status. Nevertheless, the result of this study indicates that an effect of the administrative area on educational debt was not found.
Modeling the Relations among Parental Involvement, School Engagement and Academic Performance of High School Students
Author: Al-Alwan, Ahmed F.
Date: 2014-00-00
Type: Journal Articles
Subjects: Parent Participation,High School Students,Academic Achievement,Learner Engagement,Grade 9,Grade 10,Path Analysis,Foreign Countries

The author proposed a model to explain how parental involvement and school engagement related to academic performance. Participants were (671) 9th and 10th graders students who completed two scales of &quot;parental involvement&quot; and &quot;school engagement&quot; in their regular classrooms. Results of the path analysis suggested that the parental involvement influences school engagement directly. Also, parental involvement influences academic performance indirectly through its effects on school engagement. In addition, school engagement influences academic performance directly.