ethanporcaro/eric-fulltext-meta huggingface dataset:
Best Practices for Working Effectively with Your Faculty Athletics Representative (FAR)
Author: Munger, Roger
Date: 2014-00-00
Type: Journal Articles
Subjects: Best Practices,College Athletics,Intercollegiate Cooperation,College Faculty,Teacher Surveys,Role,Responsibility,Teacher Collaboration,Integrity,College Students,Athletes,Student Welfare,College Administration

Positions held by faculty members at institutions offering NCAA-sponsored intercollegiate athletics, F acuity Athletics Representatives (or FARs) serve as a liaison between athletics and academics and play a critical role in the institutional control and academic integrity of athletics as well as the welfare of student-athletes on campus. Based on a survey of more than 160 FARs, this article describes the role and responsibilities of FARs and provides advice on how to collaborate with the FAR.
Division I Student Athletes' Perceptions: How Well Does the Athletic Department Promote Student Athlete Development in an Urban-Serving University?
Author: Vermillion, Mark
Date: 2014-00-00
Type: Journal Articles
Subjects: Urban Universities,College Students,Athletes,Student Attitudes,Student Development,Regression (Statistics),Statistical Analysis,Developmental Programs,Student Surveys,College Athletics,Intercollegiate Cooperation

The purpose of the research was to identify student athletes' perceptions of their athletic department regarding student development. Student athletes from a Division I athletic department were surveyed (n = 369) in order to monitor their development. Regression analyses, which included respondent's sport, gender, classification, reports of abuse, and student development programs, explained only 25 percent of the variance of student athletes' perceptions. Other factors explain student athletes' perceptions of developmental programs. Recommendations are provided.
Instruction Design System of Allama Iqbal Open University: A Vehicle for Improvement or Mere a Salogon
Author: Ashfaq, Muhammad
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Design,Open Universities,Educational Improvement,Educational Quality,Educational Assessment,Questionnaires,Curriculum Development,Needs Assessment,Creativity,Electronic Learning,Educational Innovation,Communication Strategies,Educational Technology,Distance Education,Models,Formative Evaluation,Pretests Posttests,Statistical Analysis

The main objective of this study was to ensure instructional quality, effectiveness, efficiency and enjoyment. Instructional design maximizes the value of the instructions for the learners. Instructional design include identifying instructional out-comes, developing instructional contents and established how instructional effectiveness will be evaluated. This study aimed to analyze the existing instructional design system of Allama Iqbal Open University, identify the possibilities of new innovations, to explore the gap between existing practices and opportunities of instructional design system and to suggest the strategies for improvement in instructional design system at Allama Iqbal Open University. The population of the study comprised 75 course writers, 25 course reviewers and 10 media producers at Allama Iqbal Open University. A sample of 100% was drawn. Questionnaires were used to collect the data. The results indicated that need assessment is conducted, courses are developed with standardized techniques, content are appropriate and placed in logical order. Creativity is maintained in course development process and courses are also provided on e-learning format. E-assessment techniques should be used and evaluation system is suitable to evaluate all components of the instructional design. Communication strategies should be up-dated and instructional design of Allama Iqbal Open University should be more innovative. Modern educational technology should be used and professional development opportunities are available for all stakeholders of the instructional design at Allama Iqbal Open University. The findings suggest that media laboratory may be established and to be launch innovative multimedia based education programs at Allama Iqbal Open University. Centre for Instructional Design may be developed for enhancement of delivery system. Creativity may be maintained in course production process and there is need to select appropriate media for transmission of courses. Instructional design of Allama Iqbal Open University may be modified to meet the future needs. E-learning and e-assessment techniques may be developed. Systematic and continuous research may be undertaken for future vision of the instructional design system by Allama Iqbal Open University.
Test de Français Laval-Montreal: Does It Measure What It Should Measure?
Author: Schmit, Romain
Date: 2015-00-00
Type: Journal Articles
Subjects: Language Tests,Language Skills,High Stakes Tests,Construct Validity,French,Foreign Countries,Predictive Validity,Task Analysis,Teacher Education Programs,Student Placement,Language Usage,Preservice Teachers,Standards,College Admission

This article reports on a study conducted as part of a larger investigation of the predictive validity of the Test de Français Laval-Montreal (TFLM), a high-stakes French language test used for admission and placement purposes for Teacher-Training Programs (TTPs) in major francophone universities in Canada (Schmitt, 2015). The objective of this study is to examine the validity of TFLM tasks for measuring language abilities required by tasks common to the Target Language Use (TLU; Bachman &amp; Palmer, 2010) domains in which preservice teachers are expected to function. Adopting Messick's conception of construct validity (1989) and Bachman &amp; Palmer's Framework of Task Characteristics (2010), the study features a comprehensive task analysis detailing the characteristics of TFLM tasks in contrast to those of three major TLU academic and instructional contexts linked to the test. The results of the study are discussed in terms of the standards of validity (Messick, 1996) and qualities of usefulness (Bachman &amp; Palmer, 1996). Findings suggest that TFLM tasks and constructs do not represent those of the TLU contexts and do not address the language needs of preservice teachers as identified by the Ministère de l'Éducation, du Loisir et du Sport (MELS). The implications for the consequential aspect of TFLM validity and the potential negative consequences of TFLM use as an admission test are discussed.
Building Teachers' Assessment Capacity for Supporting English Language Learners through the Implementation of the Step Language Assessment in Ontario K-12 Schools
Author: Van Viegen Stille, Saskia
Date: 2015-00-00
Type: Journal Articles
Subjects: Capacity Building,Language Proficiency,English (Second Language),Second Language Learning,Teacher Attitudes,Foreign Countries,Student Needs,Elementary School Students,Secondary School Students,Inferences,Rating Scales,Pilot Projects,Formative Evaluation,Student Evaluation,Faculty Development,Teaching Methods,Observation,Interviews

The Ontario Ministry of Education recently implemented the Steps to English Proficiency (STEP) language assessment framework to build educator capacity for addressing the needs of English language learners (ELLs) in K-12 schools. The STEP framework is a set of descriptors-based language proficiency scales that specify observable linguistic behaviours from which educators can make inferences about students' English language development. Teachers use these proficiency scales to assess, document, and track students' language proficiency development based on daily interactions with students in classrooms. The purpose of this article is to report on teachers' perceptions of and experiences with the STEP proficiency scales during a three-year pilot implementation and validation study of the initiative. Based on analysis of these findings, we articulate implications for building teachers' assessment capacity using observational language assessment scales for K-12 ELLs.
Sense of Classroom Community and Team Development Process in Online Learning
Author: Erdem Aydin, Irem
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Communities of Practice,Classroom Environment,Success,Teamwork,Online Courses,Educational Technology,College Students,Student Attitudes,Student Surveys,Statistical Analysis,Qualitative Research

The purpose of this study is to determine whether there is a relationship between Turkish online learners' sense of classroom community, perceptions of success in team development process and their preferences of studying in teams. A survey instrument included the Sense of Classroom Community Scale, Tuckman's Teamwork Questionnaire and some other items were used to collect data. The study has shown that there is a medium level relationship between online learners' sense of community and their perceptions of success in team development process. In other words, the study suggests that sense of classroom community can be used as a predictor of success in teamwork and vice versa. It was also observed that each stage of the team development process has an influence on the following one; thus, when a problem occurred in a stage, it usually continued in the following stages. Analyses, additionally, revealed that the majority of the problems occurred in the forming stage, the first stage of the team development process.
The Development of Virtual Schooling in Newfoundland and Labrador
Author: Saqlain, Nadeem
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Distance Education,Rural Education,High School Students,Small Schools,Educational History,STEM Education,Online Courses

K-12 online distance education is growing rapidly and many organizations focus on virtual schooling in Canada. The centre for Distance Learning and Innovation (CDLI) was established in 2000 in Newfoundland and Labrador and has been offering numerous opportunities to rural high school students through online distance education. In this paper, the authors have outlined the historical development of distance education in Newfoundland and Labrador. The concept of distance education in NL is not a new phenomenon. It can be traced back in 1930s. Since then, several efforts have been made to enhance equality of educational opportunities to rural students. Despite the tremendous impact that the CDLI has had on distance education few related research documents or associated scholarly articles exist. At the end of the article some recommendations are made to improve virtual schooling in the province.
Walk a Mile in My Shoes: Stakeholder Accounts of Testing Experience with a Computer-Administered Test
Author: Fox, Janna
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Language Tests,English (Second Language),Second Language Learning,Questionnaires,Test Validity,Mixed Methods Research,College Admission,Semi Structured Interviews,High Stakes Tests,Test Anxiety,Test Preparation,Reading Skills,Writing Skills,Foreign Countries,College Students,Student Attitudes,English for Academic Purposes,Foreign Students

In keeping with the trend to elicit multiple stakeholder responses to operational tests as part of test validation, this exploratory mixed methods study examines test-taker accounts of an Internet-based (i.e., computer-administered) test in the high-stakes context of proficiency testing for university admission. In 2013, as language testing researchers (expert informants), we reported on our own experience taking the Test of English as a Foreign Language Internet-Based Test (TOEFL iBT) (DeLuca, Cheng, Fox, Doe, &amp; Li, 2013). The present study extends these findings. Specifically, 375 current iBT test-takers, who had failed to achieve scores required for admission to university, completed a questionnaire on their test-taking experience. At the same time, two former test-takers who had passed the iBT volunteered for semi-structured interviews. Questionnaire and interview responses were coded (Charmaz, 2007) for recurring and differentiating response patterns across these stakeholder groups. Concerns were shared regarding speededness, test anxiety, and test preparation, but these test-takers differed from the language-testing researchers in their responses to the computer-administered reading and writing tasks. Implications are discussed in relation to construct representation, the interpretive argument of the test (Kane, 2012), and test-takers' journeys through high-stakes testing to university study in Canada.
Importance of Knowledge Management in the Higher Educational Institutes
Author: Namdev Dhamdhere, Sangeeta
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Management,Higher Education,Universities,Colleges,Data Collection,Data Analysis,Classification,Coding,Information Retrieval,Concept Mapping,Indexing,Copyrights,Information Transfer,Information Dissemination,Information Technology,Access to Information,Open Source Technology

Every academic institution contributes to knowledge. The generated information and knowledge is to be compiled at a central place and disseminated among the society for further growth. It is observed that the generated knowledge in the academic institute is not stored or captured properly. It is also observed that many a times generated information or knowledge in the academic institute is not known to any one and remains as grey literature, which might be useful if proper recoding is maintained in the organization. In fact academic environment is a treasure of knowledge but it is not organized properly and hence utility is also lacking and cause for the repetitions of the activity. This project is undertaken under the Board of University and Colleges, University of Pune for finding importance of KM of past knowledge of an institute. Also study on data capture, data analysis, data categorization, data mining, data mapping, knowledge mapping, concept mapping, indexing, linking and repackaging of knowledge, tools, techniques, strategies and copyright issues in sharing this knowledge through knowledge base.
Researching and Evaluating Digital Storytelling as a Distance Education Tool in Physics Instruction: An Application with Pre-Service Physics Teachers
Author: Kotluk, Nihat
Date: 2016-01-00
Type: Journal Articles
Subjects: Story Telling,Technology Uses in Education,Distance Education,Physics,Science Instruction,Science Teachers,Preservice Teachers,Social Media,Student Attitudes,Teaching Methods,Foreign Countries,Internet,Qualitative Research,Interviews,Documentation,Content Analysis

Advances in information and communication technology in 21st century have led to changes in education trends and today new concepts such as computer, multimedia, audio, video, animation and internet have become an indispensable part of life. The storytelling is the one of approach which is allowed to using technology in educational field. The aim of this study is to define the use of digital storytelling in physics instruction as a distance education tool. In this respect, the literature related to digital storytelling was analyzed and for applying it in practice, 13 pre-service teachers from department of physic education were trained on digital storytelling for 6 weeks in spring term of 2013-2014 academic year. Following the process of instruction, pre-service teachers created and shared digital stories in YouTube and evaluated all of them. Furthermore, opinions of the pre-service teachers were asked on digital story telling As a result of the analysing the DST videos and opinions of pre-service teacher, it is expected that using digital storytelling as distance education tool will be efficacious.
Using Hierarchical Linear Modelling to Examine Factors Predicting English Language Students' Reading Achievement
Author: Fung, Karen
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Hierarchical Linear Modeling,Predictor Variables,English (Second Language),Language Arts,Reading Achievement,Language Tests,National Competency Tests,Student Surveys,Student Participation,Discussion (Teaching Technique),Language Usage,Parent Influence,Homework,Scores,Statistical Significance,Metacognition,Models,Secondary School Students,Grade 8

Using Hierarchical Linear Modelling (HLM), this study aimed to identify factors such as ESL/ELL/EAL status that would predict students' reading performance in an English language arts exam taken across Canada. Using data from the 2007 administration of the Pan-Canadian Assessment Program (PCAP) along with the accompanying surveys for students and the schools, a two-level (student level and school level) HLM model was analyzed for predictive relationships. Results showed that, at the student level, predictors such as students' participation in class discussions, language spoken at home, parents' encouragement to read at a young age, and the number of individual projects requiring students to work outside of class contributed significantly to the students' reading scores. However, none of the school-level predictors were found to be significant. All the significant predictors contributed to only 12% of the variability in this HLM model. Identification of more significant variables is needed in order to have a full picture of students' reading competence and achievement.
The Relationship between Lexical Frequency Profiling Measures and Rater Judgements of Spoken and Written General English Language Proficiency on the CELPIP-General Test
Author: Douglas, Scott Roy
Date: 2015-00-00
Type: Journal Articles
Subjects: Language Proficiency,Language Tests,Computational Linguistics,Test Validity,English (Second Language),Second Language Learning,Word Frequency,Writing (Composition),Correlation,Evaluators,Vocabulary Skills,Profiles,Foreign Countries

Independent confirmation that vocabulary in use unfolds across levels of performance as expected can contribute to a more complete understanding of validity in standardized English language tests. This study examined the relationship between Lexical Frequency Profiling (LFP) measures and rater judgements of test-takers' overall levels of performance in the Speaking and Writing modules of the CELPIP-General test. In particular, the potential of measures such as lexical stretch and number of frequency bands accessed was examined. Randomized quota sampling from previously rated test-taker responses resulted in 200 speaking samples and 200 writing samples being compiled to create corpora of 211,602 running words and 70,745 running words respectively. Pearson r was used to examine the relationships between the LFP measures and rater judgements of CELPIP levels. Results point to significant correlations, with increasing CELPIP levels of performance generally accompanied by test-takers' increasing ability to produce greater numbers of words, deploy a greater variety of words, rely less on high-frequency vocabulary, tap into mid-frequency vocabulary, and access a greater number of frequency bands. These results underline the contribution of independently obtained lexical measures toward a fuller understanding of concurrent validity in standardized English language proficiency testing.
What Do We Want Small Group Activities For? Voices from EFL Teachers in Japan
Author: Kato, Yoshitaka
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Small Group Instruction,Learning Activities,Case Studies,Semi Structured Interviews,Language Teachers,Teacher Attitudes,Teaching Methods,Cooperative Learning,Secondary School Teachers

This paper discusses the fundamental issue of why small group activities are utilized in the language learning classroom. Although these activities have gained popularity in the field of Teaching English as a Second Language (TESL), supported by a sound theoretical base, few studies have so far examined the reasons why language teachers are actually utilizing these methods in their classrooms. This study attempted to elucidate teachers' reasons, with the premise that their motivations can be categorized along the lines of the two central approaches to small group learning: cooperative learning (COL) and collaborative learning (CLL). Specifically, the researcher in this case study conducted semi-structured interviews with four EFL teachers in Japan. The interviews were transcribed and then examined via SCAT analysis (Otani, 2008). Findings suggest that language teachers adopt small group activities based on their sense of plausibility (Prabhu, 1990) as to how second languages should be learned, and this sense of plausibility can be categorized as either COL-oriented or CLL-oriented. Although the results of the current study cannot be easily generalized, they do suggest that the COL/CLL framework can lead to better understanding of language teachers' beliefs about small group activities.
Education Faculty Students' Views about Use of E-Books
Author: Yalman, Murat
Date: 2015-01-00
Type: Journal Articles
Subjects: Electronic Publishing,Technology Uses in Education,Preservice Teachers,Student Attitudes,Teacher Education Programs,Knowledge Level,Qualitative Research,Statistical Analysis,Internet,Questionnaires,Foreign Countries,Interviews,Content Analysis

Parallel to technological developments, numerous new tools are now available for people's use. Societies adapt these tools to their professional lives by learning how to use them. In this way, they try to establish more comfortable working environments. Universities giving vocational education are supposed to teach these new technologies to their students to help them become successful in their future profession. Books that serve as the basic sources of information for education faculty students are increasingly being transformed into e-books parallel to these new technologies. In line with these developments, identifying students' approaches and preferences regarding e-book could help determine the needs regarding this type of new technologies. In line with this purpose, the present study aimed at determining the views and preferences of preservice teachers regarding e-book as well as their levels of general knowledge about this technology. The participants of the study were 1179 students attending an education faculty (660 female, 519 male). In the study, qualitative and quantitative methods were used together. The results revealed that the students did not have sufficient knowledge about e-book and that they regarded any digital source on the Internet as e-book. Of all the participating preservice teachers, only 6% of them had sufficient knowledge about ebook.