ethanporcaro/eric-fulltext-meta huggingface dataset:
What Are the Key Ingredients for an Effective and Successful Tertiary Enabling Program for Aboriginal and Torres Strait Islander Students? An Evaluation of the Evolution of One Program
Author: Hall, Lisa
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Postsecondary Education,Access to Education,College Programs,Program Effectiveness,Adult Programs,Disproportionate Representation,Nontraditional Students,School Holding Power,Personal Narratives,Outcomes of Education,Adult Education

Tertiary enabling programs have become an increasingly important part of the post-secondary schooling landscape. In recognition of the need for increased access for certain under-represented groups within the university population, enabling, bridging or foundational programs are offered by a large number of universities in Australia as alternative entry pathways. This paper explores the outcomes of an enabling program being offered to Aboriginal and Torres Strait Islander adults who are arguably one of the most under-represented groups within the university system in Australia. It explores, in two parts, the combination of factors that are resulting in these positive outcomes. Part one explores the &quot;data story&quot; of the course and the factors that support retention and completion. Part two explores the &quot;stories of transformation&quot; as told by the students themselves, providing insider accounts of richness and depth about the things that truly enable success in a tertiary learning environment for Aboriginal and Torres Strait Islander students. While not ignoring the limitations of evaluating a course that is still in its infancy, the students undertaking this course are completing and moving on into higher education courses at an impressive rate, empowered by the skills, strategies and confidence they have developed through the course.
Microteaching Experience in Distance English Language Teacher Training: A Case Study
Author: Merc, Ali
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Microteaching,English (Second Language),Distance Education,Teacher Education,English Teachers,Questionnaires,Student Teachers,Student Journals,Interviews,Anxiety,Portfolios (Background Materials),Electronic Publishing,Student Attitudes,Practicums,Second Language Instruction,Case Studies,Statistical Analysis

The purpose of this single-subject case study was to document the experiences of a teacher trainee during a 12-week microteaching process in the Distance English Language Teacher Training program (DELT). The student teacher subject responded to questionnaires, submitted online dialogue journals, and answered open-ended questions before and after the practicum. An online interview was also conducted at the end of the practicum process. The analyses of the data suggested that distance EFL teacher trainees experienced a certain degree of foreign language teaching anxiety. It was also found that the microteaching practice in the program was useful for teacher candidates despite some problems. Assessment and evaluation via the e-portfolio system, on the other hand, was a satisfying system from the student teacher's eyes. The analyses yielded to a brief explanation of the challenges and concerns of teacher trainees in distance context. Implications for the present and future distance teacher training programs chiefly focus on more guidance and support for the student teachers. The role of mentors are also vital for more fruitful teaching practice opportunities for the teacher candidates. [The volume number (13) shown on the PDF is incorrect.]
Work-Based Researchers and Communities of Practice: Conceptual and Gestational Dilemmas
Author: Sense, Andrew
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Communities of Practice,Researchers,Learning Theories,Case Studies,Semi Structured Interviews,Educational Research,Part Time Employment

Drawing on a presumption that a Community of Practice (COP) can add significant value to the situated learning development of adults in any context, this paper exposes and analyses the challenges faced in facilitating the development of a COP involving part-time work-based researchers. Using an empirical case example involving a collaborative research network of five industry organisations and a university, the specific purpose (and outcomes) of this paper are to (a) conceptualise a researcher COP involving part-time work-based PhD and Masters of Philosophy candidates (b) examine the pragmatic dilemmas these part-time researchers face in seeking to develop such a supportive social learning construct in respect to their research activities (c) tentatively indicate some challenges that higher education institutions and industry organisations confront in facilitating and nurturing such learning structures which span industry and academia contexts. Through its analysis, this paper draws attention towards the complex issues involved in developing a functioning rather than the often idealised COP in the part-time work-based researcher space.
Adult Education and Radical Habitus in an Environmental Campaign: Learning in the Coal Seam Gas Protests in Australia
Author: Ollis, Tracey
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Activism,Conservation (Environment),Fuels,Mining,Adult Learning,Personality Traits,Informal Education,Nongovernmental Organizations,Identification,Social Theories,Interviews

This paper examines the adult learning dimensions of protestors as they participate in a campaign to stop coal seam gas exploration in Gippsland in Central Victoria, Australia. On a global level, the imposition of coal seam gas exploration by governments and mining companies has been the trigger for movements of resistance from environmental groups. They are concerned about the impact of mining on their land, food and water supplies. In central Gippsland a group of &quot;circumstantial activists&quot; comprised of farmers, tree changers and other local residents are campaigning against coal seam gas exploration. This unlikely coalition of environmental action groups has made effective use of a variety of community education strategies. This paper commences by outlining some of the key literature on learning and activism drawing on the education tradition of adult learning. We then draw on key concepts from Bourdieu's writing on &quot;habitus&quot; and &quot;field&quot; to analyse the data from this research. We outline some of the learning practices of activists; through their involvement in this campaign, and the knowledge and skills they gain as they develop a feel for the game of protest. We argue circumstantial activists learn both formally and informally in the social environment of campaigning. Of particular interest is the role of more experienced activists from Friends of the Earth (FOE), a non-government organisation (NGO), as they pass on knowledge, experience, tactics and strategies to the novice and less experienced activists in this community campaign. We explore some of the contradictions of the protestors' identification as activists using Bourdieu's concepts of &quot;doxa&quot; and &quot;Ilusio&quot;. The paper concludes by arguing learning in activism is a rich tradition of adult education and practice. However, Bourdieu's writing on field and habitus makes an added contribution to interpreting the learning that occurs in the social space of a campaign or social movement.
Textbook Readability and Student Performance in Online Introductory Corporate Finance Classes
Author: Peng, Chien-Chih
Date: 2015-07-00
Type: Journal Articles
Subjects: Textbooks,Online Courses,Introductory Courses,Least Squares Statistics,Regression (Statistics),Academic Achievement,Correlation,Age Differences,Majors (Students),Bachelors Degrees,Educational Attainment,Business Administration Education,Money Management,Readability

This paper examines whether the choice of a more readable textbook can improve student performance in online introductory corporate finance classes. The ordinary least squares regression model is employed to analyze a sample of 206 students during the period from 2008 to 2012. The results of this study show that the student's age, student's major, student bachelor's degree obtained, and number of hours a student works are significant determinants of student performance. In contrast to my expectation, I find that the choice of a more readable textbook does not improve student performance. [The volume number (13) shown on the PDF is incorrect.]
Developing a Teen Suicide Prevention Program in the Schools
Author: Anderson, Mary Jane
Date: 2004-00-00
Type: Journal Articles
Subjects: Suicide,Prevention,Adolescents,Cultural Influences,Social Influences,Family Influence,Personality Traits,Mental Disorders,Cognitive Style,At Risk Persons,Self Esteem,Depression (Psychology),Psychological Patterns,Intervention,School Districts,Rural Schools,Inservice Education,Faculty Development,Crisis Management,Parent Education,Program Development,Questionnaires,Educational Methods,Secondary School Students

The problem of adolescent suicide worldwide is discussed. Teen suicide is the second leading cause of death among 15-19 year olds in the United States, and has become an increasing concern for counselors employed in schools. Contributing factors to suicide, such as cultural and socio-demographic factors, dysfunctional family patterns, cognitive style and personality, psychiatric disorders, and current negative life events as triggers of suicidal behavior are reviewed. Marginalized populations are at higher risk of low self-worth and depression, both precursors to suicidal ideation. Most authorities agree that schools should develop a written plan of action for suicide intervention and prevention. The development of a Teen Suicide Prevention Program for a school district in rural Mississippi is reviewed. Steps including negotiation with administrators and policy development, providing faculty/staff in-service, preparation of crisis teams, parent education, classroom presentations, and follow-up are delineated and additional resources are provided.
Exploring the Effect of Materials Designed with Augmented Reality on Language Learners' Vocabulary Learning
Author: Solak, Ekrem
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Student Motivation,Correlation,Computer Simulation,Simulated Environment,Information Technology,Technology Uses in Education,Undergraduate Students,Elementary Education,English (Second Language),Second Language Instruction,Vocabulary Development,Gender Differences,Instructional Materials,Measures (Individuals),Student Attitudes,Student Surveys

The purpose of this study was to determine the motivational level of the participants in a language classroom towards course materials designed in accordance with augmented reality technology and to identify the correlation between academic achievement and motivational level. 130 undergraduate students from a state-run university in Turkey participated in this study and Turkish version of Material Motivational Survey was used to determine the undergraduate students' motivational level about the materials which were designed with AR technology to teach English words at the elementary level. The results of this study suggested that AR technology materials had positive impact on increasing undergraduate students' motivation towards vocabulary learning in language classroom. This study also signified that a positive significant correlation was found between academic achievement and the motivation in the use of AR technology in language classroom. [The volume number (13) shown on the PDF is incorrect.]
Prepositional Intraference in ESL and Its Teaching: The Educated Nigerian English Examples
Author: Ekundayo, Omowumi Steve Bode
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Questionnaires,Observation,Audio Equipment,Qualitative Research,Comparative Analysis,Discourse Analysis,Sociolinguistics,Form Classes (Languages),Interlanguage

This paper examines the linguistic habit of &quot;prepositional intraference&quot; in Educated Nigerian English (ENE) with a view to establishing why and how Nigerians produce prepositional intraference variations and how the variations distinguish ENE morphosyntax from native English morphosyntax, particularly Standard British English (SBE). Intraference in this paper is a coinage and reconceptualisation for &quot;the overgeneralisation of linguistic materials and semantic features&quot; (Selinker, 1984), &quot;internal language transfer&quot; or &quot;intralingual interference&quot; (Richards and Sampson, 1984), and &quot;the internal principle of linguistic variability (Labov, 1994).&quot; Questionnaire, observation and the recording of spontaneous speeches were used to gather data to substantiate the incidence of prepositional intraference in ENE. The method of data analysis is mainly qualitative, involving a comparative and textual analysis and explanation of examples in tables and a graph. It was discovered that as a result of certain sociolinguistic factors, educated Nigerians redeploy prepositions in several ways and contexts in which native English speakers will not. These distinguish ENE morphosyntax from other internal varieties of English.
Motivating and Enabling Adult Learners to Develop Research Skills
Author: McCarthy, Grace
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Students,Coaching (Performance),Graduate Students,Self Determination,Feedback (Response),Student Attitudes,Student Surveys,Research Skills,Adult Learning,Action Research,Masters Programs,Criticism,Personal Autonomy,Self Esteem,Reflection

Adult learners undertaking a coursework masters are understandably nervous about undertaking research projects. However if done well, such projects represent a way to encourage the quantity and quality of practitioner research, which is important in all management disciplines, not only the emerging discipline of coaching. This paper offers an alternative to the individual master-apprentice model to which many research students are still exposed. Addressing the motivational needs identified in self-determination theory (autonomy, competence and relatedness) as well as self-efficacy and incorporating good practices in feedback, it outlines a way to make the process of learning how to do research more engaging than sitting listening to lectures. The paper reports the findings of a survey of the participants in the 2012 cohort who were asked if their competence and confidence in undertaking a research project had changed before and after undertaking the class, and if so, to list what they, their peers or staff had done to contribute to this change. The paper concludes that the approach offers a useful way to help adult learners develop research skills.
Efficacy of Multimedia Package in Communicative Skill in English
Author: Singaravelu, G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Multimedia Materials,Multimedia Instruction,Communication Skills,Quasiexperimental Design,Experimental Groups,Control Groups,Achievement Tests,English Instruction,English (Second Language),Second Language Instruction,Teaching Methods,Conventional Instruction,Intermode Differences,Instructional Effectiveness,Pretests Posttests,Secondary School Students,Foreign Countries

The study enlightens the effectiveness of Multimedia Package in learning communicative skill in English. Objectives of the study: To prepare a Multimedia Package for developing communicative skill in English. To find out the impact of Multimedia Package in improving communicative skill in English. Quasi Experimental method was adopted in the study. Subject: Eighty Students of standard VII from Subramaina Devasthanam Higher Secondary school, Vadavalli were selected as sample for the study. Forty two students were considered as Controlled group and thirty eight students were considered as Experimental group. Achievement test was used as tool for the study. Finding: Interactive- Multimedia Package is more effective than conventional methods in improving communicative skill in English.
A System That Works: Highlights of Effective Intervention Strategies in a Quality Improvement System
Author: Sinisterra, Diana
Date: 2010-00-00
Type: Journal Articles
Subjects: After School Programs,Intervention,Educational Quality,Program Evaluation,Planning,Coaching (Performance),Social Networks,Administrators,Partnerships in Education,Interpersonal Relationship,Physical Health,Educational Improvement

This paper describes one approach to quality improvement efforts: the Quality Improvement System (QIS) implemented by Prime Time Palm Beach County (Prime Time) in Palm Beach County, Florida. Prime Time's QIS is recognized as one promising systemic effort to improve quality in the afterschool field (Yohalem, Granger, &amp; Pittman, 2009). As a systemic effort, the QIS incorporates many elements of quality improvement being implemented in other afterschool settings, including assessment, planning, coaching, training, and networking. The experience of developing and implementing QIS offers opportunities for learning at multiple levels: how a systemic response can develop from an initial concern about low quality; how afterschool program directors experience the introduction and continuation of such a systemic approach; and how a system's multiple strategies can be refined and aligned. This experience also provides an opportunity to step back and reflect on the relative importance of specific contributing elements in the larger system.
&quot;A Desire for Growth&quot;: Online Full-Time Faculty's Perceptions of Evaluation Processes
Author: DeCosta, Meredith
Date: 2015-07-00
Type: Journal Articles
Subjects: College Faculty,Teacher Evaluation,Evaluation Methods,Qualitative Research,Teacher Attitudes,Content Analysis,Teacher Surveys,Online Courses,Teacher Competencies,Faculty Development,Holistic Approach,Feedback (Response),Stakeholders,Technology Uses in Education,Educational Technology,Communities of Practice

Post-secondary educational institutions use various means to evaluate the teaching performance of faculty members. There are benefits to effective faculty evaluation, including advancing the scholarship of teaching and learning, as well as improving the functionality and innovation of courses, curriculum, departments, and ultimately the broader community (Boyer, 1990; Glassick, Huber, &amp; Maeroff, 1997). While there is a body of research related to the evaluation of faculty in traditional settings, there have been fewer studies examining online faculty members' perceptions of evaluation processes. Further, due to the growth of online education, the existing evaluation scales, including those used in traditional settings, have been questioned (Berk, 2013; Hathorn &amp; Hathorn, 2010; Rothman, Romeo, Brennan, &amp; Mitchell, 2011). This qualitative study examines one university's online full-time faculty and their perceptions of the tools and processes used to evaluate their teaching. Through a systematic content analysis of survey data, findings indicate that online faculty members have a desire to grow as instructors, infrequently focusing on modality or job expectations as a means for growth. Participants expressed an interest in holistic, descriptive evaluation feedback by a range of stakeholders, particularly those with content knowledge. Study findings have implications for administrators and other stakeholders related to online full-time faculty, including the processes and documents through which they are evaluated. [The volume number (13) shown on the PDF is incorrect.]
Effect of CAI on Achievement of LD Students in English
Author: Sivaram, R. T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Computer Assisted Instruction,Program Effectiveness,Courseware,Educational Diagnosis,Matched Groups,Control Groups,Experimental Groups,Lecture Method,Intermode Differences,English Instruction,Language Acquisition,Instructional Effectiveness,Academic Achievement,Pretests Posttests,Computer Software,Secondary School Students,Teaching Methods,Foreign Countries,Statistical Analysis

The present experimental study was undertaken with three objectives in view, (i) to identify students with language learning disabilities (ii) to develop CAI software to teach LD students through computer-assisted instruction and (iii) to measure the effectiveness of CAI with special reference to LD students. Two matched groups of LD students were constituted for the purpose of this experiment and a normal group comprising average and above average students was also formed in order to assess how far Computer-Assisted Instruction enabled the LD students to cope with normal students. The control group and the normal group were taught through traditional lecture method while the experimental group was taught through Computer-Assisted Instruction. The obtained results show that the computer-assisted instruction was more effective than the traditional lecture method in teaching and learning of English with record to the students with language learning disabilities and it enabled the LD students to cope with normal students to a considerable extent.
Environmental Learning Workshop: Lichen as Biological Indicator of Air Quality and Impact on Secondary Students' Performance
Author: Samsudin, Mohd Wahid
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Secondary School Students,Secondary School Science,Workshops,Biology,Pollution,Plants (Botany),Pretests Posttests,Hands on Science,Science Activities,Knowledge Level,Achievement Gains,Gender Differences,Science Achievement,Scores,Statistical Analysis,Science Process Skills,Learning Modules,Action Research,Questionnaires

In this study, the learning of science outside the classroom is believe to be an added value to science learning as well as it offers students to interact with the environment. This study presents data obtained from two days' workshop on Lichen as Biological Indicator for Air Quality. The aim of the workshop is for the students to gain an understanding on various aspects on Lichens and its role as a biological indicator. Students are exposed to the following concepts and skills in the workshop: characteristics of algae, the concept of Lichen, causes of polluted air, the concept of quadrant, how to measure the frequency of Lichen, types of Lichen, determining the air quality index, factors determining the quality of air, the role of Lichen, the function of Lichen as a biological indicator and determining the level of air pollution. Four schools participated in the two day workshop whereby two schools were located in rural and urban areas respectively. A total of 125 students were given a pre-test on the concept of Lichen before the workshop followed by brief lecture sessions, hands-on and field work activities, presentation by students. At the end of the workshop, students were given a post-test. Overall, from the pre and post-test results, there is a significant difference in terms of students' performance from all the four schools, in knowledge and skills relating to Lichen and its role as a biological indicator in determining the quality of air.