ethanporcaro/eric-fulltext-meta huggingface dataset:
Response to Tom Cobb
Author: Nation, Paul
Date: 2016-10-00
Type: Journal Articles
Subjects: Vocabulary,Word Study Skills,Time Factors (Learning),Learner Engagement,Vocabulary Development,Vocabulary Skills

In this article Paul Nation responds to Thomas Cobb's &quot;Numbers or Numerology? A Response to Nation (2014) and McQuillan (2016)&quot; (EJ1117024). Nation begins by clarifying his own position on vocabulary learning and goes on to highlight points made in Cobb's article with which he is in agreement, while drawing from his 2014 article, &quot;How Much Input Do You Need to Learn the Most Frequent 9,000 Words&quot; (EJ1044345).
Time, Texts, and Teaching in Vocabulary Acquisition: A Rebuttal to Cobb (2016)
Author: McQuillan, Jeff
Date: 2016-10-00
Type: Journal Articles
Subjects: Reader Response,Vocabulary Development,Vocabulary Skills,Reading Habits,Time Factors (Learning),Time on Task,Independent Reading,Reading Material Selection,Reading Instruction,Criticism,Text Structure,Barriers,English (Second Language),Language Tests,Second Language Learning

In his 2016 article, &quot;What Can Readers Read after Graded Readers?&quot; (EJ1098660), Jeff McQuillan provided data to show that there is an adequate amount of reading material that can be read at or above 98% vocabulary coverage to provide sufficient input to acquire most of the word families from the 2,000- to the 9,000-word-family levels. While Thomas Cobb (2016) does not dispute these findings, instead his commentary focuses on three other points: (1) acquiring vocabulary via free reading takes too long; (2) it will be too difficult for readers to select the right free reading texts to make adequate progress; and (3) some form of &quot;teaching,&quot; presumably explicit vocabulary instruction, would be more effective and efficient in promoting vocabulary growth than free reading. In this commentary, McQuillan addresses each of these critiques. [For Cobb (2016), see EJ1117024.]
The Complexity of Second Language Reading: Investigating the L1-L2 Relationship
Author: Brevik, Lisbeth M.
Date: 2016-10-00
Type: Journal Articles
Subjects: Second Language Learning,Reading Tests,English (Second Language),Reading Fluency,Native Language Instruction,Native Language,Reading Comprehension,Schematic Studies,Gender Differences,Low Achievement,Norwegian,Scores,Reading Achievement,Predictor Variables,Secondary School Students,Foreign Countries,Multiple Regression Analysis

This article contributes to the field of reading assessment in English as a second language (L2). Few reading studies have been carried out at the upper secondary school level, and the present study provides insight into upper secondary school students' L2 reading proficiency. It examines whether such proficiency can be explained by reading proficiency in Norwegian as their first language (L1). The analysis uses data from two national reading tests, comprising a large sample of 16-year-old students (N = 10,331), and it is the first time reading across these languages has been investigated at this level. The results show a significant and meaningful relationship between students' reading proficiency in the two languages. The results also reveal marked reading differences in reading proficiency in the two languages among poor readers.
Geospatial Analysis of L2 Reading Achievement: Challenges and Opportunities
Author: Thorne-Wallington, Elizabeth
Date: 2016-10-00
Type: Journal Articles
Subjects: Reading Achievement,Second Language Learning,Barriers,Educational Opportunities,Educational Policy,Policy Analysis,Geographic Information Systems,Educational Research,Student Records,Student Characteristics,Data Collection

This special issue is dedicated to understanding how to best support positive educational outcomes for all students. While reading strategies, course design and methods, testing and assessment, and a variety of other factors are all integral to L2 reading outcomes, policies constructed at the federal, state, district, and school level play an important role in supporting, or failing to support, reading achievement. As Heath (1983) noted, literacy development takes place in context, and part of that context is defined by policy decisions. These policy decisions are often made based on limited data and limited understanding of the environments in which learning occurs. In this commentary, Elizabeth Thorne-Wallington suggests that Geographic Information Systems (GIS) research offers a particular advantage to policy stakeholders at all levels of educational systems, but that a lack of high-quality data about diverse learners limits the efficacy and availability of this research.
Measuring and Improving Student Performance in an Introductory Programming Course
Author: Alturki, Raad A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Introductory Courses,Programming,Student Evaluation,Measurement Techniques,Achievement Need,Computer Science Education,Evaluation Methods,Performance Factors,Academic Achievement,Equated Scores,Scores,Comparative Testing,Teacher Effectiveness,Teacher Characteristics,Student Characteristics,College Students,Teaching Methods,Teaching Styles,Foreign Countries

Students' performances in introductory programming courses show large variation across students. There may be many reasons for these variations, such as methods of teaching, teacher competence in the subject, students' coding backgrounds and abilities, students' self-discipline, the teaching environment, and the resources available to students, all of which can affect student performance and outcomes. Our observations in teaching programming courses (at Al-Imam Muhammad Ibn Saud Islamic University in Riyadh) are that many students (up to 50% per course) drop out. There is a strong belief by many instructors that such a high dropout rate is due, at least in part, to students underestimating the effort needed to finish this course and not following instructions as recommended. This paper reviews the factors that affect student performance in an introductory programming course (CS1) and aims to discover correlations between various assessment methods, students' participation and their final performance measured. It analyses mark distributions across various assessment methods to identify which assessment method best predicts final exam marks and overall marks, and gives recommendations for assessment in introductory programming courses.
Investigating the Drivers of Student Interaction and Engagement in Online Courses: A Study of State-of-the-Art
Author: Purarjomandlangrudi, Afrooz
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Learning,Technology Uses in Education,Dropout Rate,Online Courses,Interaction,Literature Reviews,Teacher Student Relationship,Higher Education,Learner Engagement,Student Participation,Student Attrition,Barriers,Content Analysis,Foreign Countries,Undergraduate Students,Graduate Students,Research,Student Attitudes

Online learning has become a widespread method for providing learning at different levels of education. It has facilitated the learning in many ways and made it more flexible and available by providing learners with more opportunities to learn information, further access to different learning resources, and collaboration rather than face-to-face learning. In spite of these benefits and rapid growth of online education, success and persistence in such courses is one the important aspects of online learning research and it relies on different factors. Therefore investigating the reasons of students' dropout of an online education course or program and its contributing factors is essential in this area. One of the biggest barriers in online learning system is lack of interactions. In learning, interaction between students themselves, with the course content, and course instructors is important for conveying information, enhancing teaching quality, giving directions, and many more functions. The aim of this research is to review the literature to propose a clearer picture of studies have been conducted regarding online interaction and factors that impact it in online education systems.
On Mobile Device Security Practices and Training Efficacy: An Empirical Study
Author: Goyal Chin, Amita
Date: 2016-00-00
Type: Journal Articles
Subjects: Handheld Devices,Information Security,Cybernetics,Online Searching,Student Behavior,Student Attitudes,Student Surveys,Access to Information,Electronic Libraries,Electronic Publishing,Control Groups,Experimental Groups,Intervention,Factor Analysis,Quasiexperimental Design,Undergraduate Students,Attitude Change,Program Effectiveness,Self Efficacy

The past decade has witnessed an explosion of the penetration of mobile technology through all strata of society. Mobile technologies including cell phones, tablets, and even some e-readers are used for surfing the web, running apps, reading email, posting to social media, conducting banking transactions, etc. This liberation from desktop and laptop machines and from the requirements of a specific geographic location raises concerns regarding the problems and challenges of maintaining security while traversing cyberspace. The purpose of this empirical study is to investigate the attitudes, behaviors, and security practices of business students using mobile devices to access online resources. One group of students surveyed received no specific training regarding mobile security while a second group was surveyed following the completion of an online training program. Results show no significant difference in the security practices of the two groups, indicating that commercially available security training programs are largely inefficacious with respect to modifying student behavior and that additional research on training efficacy is needed.
The Use of Geogebra Software as a Calculus Teaching and Learning Tool
Author: Nobre, Cristiane Neri
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Computer Software,Visualization,Mathematics Instruction,Calculus,Teaching Methods,Questionnaires,College Mathematics,Student Surveys,Geometric Concepts,Student Characteristics,Learning Strategies,Foreign Countries,College Students,Intervention

Information and Communication Technologies (ICT) in education provide a new learning environment where the student builds his own knowledge, allowing his visualization and experimentation. This study evaluated the Geogebra software in the learning process of Calculus. It was observed that the proposed activities helped in the graphical interpretation of the covered content.
Does Higher Education Level the Playing Field? Socio-Economic Differences in Graduate Earnings
Author: Crawford, Claire
Date: 2015-12-00
Type: Journal Articles
Subjects: Social Mobility,Family Environment,College Graduates,Socioeconomic Influences,College Attendance,Foreign Countries,Wages,Salaries,Social Class,Quasiexperimental Design,Regression (Statistics),Least Squares Statistics,National Surveys,Family Income,Educational Attainment,Parent Background,Attention Deficit Hyperactivity Disorder,Rating Scales,Standardized Tests,Correlation

Education--and in particular higher education--is often regarded as a route to social mobility. For this to be the case, however, the link between family background and adult outcomes must be broken (or at least reduced) once we take account of an individual's education history. This paper provides new evidence on differences in graduates' earnings by socio-economic background, exploiting rich individual-level data to account for more of the ways in which graduates from different socio-economic backgrounds differ from each other than has been possible in previous research on this topic. We continue to find significant differences between the earnings of graduates from lower and higher socio-economic backgrounds, even after accounting for a rich array of characteristics, skills and experiences from before individuals went to university, as well as their labour market experiences subsequently. These results suggest that it is not enough simply to encourage more young people to go to university, or even to ensure that they graduate with &quot;good&quot; degrees; policymakers interested in increasing social mobility also need to focus on what happens to them once they leave university to ensure that higher education is truly able to &quot;level the playing field&quot; between those from different socio-economic backgrounds.
Role of Leading Programs in Doctoral Education: A New Type of Leadership Education in the Sciences at University of Hyogo, Japan
Author: Okamoto, Maya
Date: 2015-02-00
Type: Journal Articles
Subjects: Doctoral Programs,Foreign Countries,Leadership Training,Administrator Education,Program Effectiveness,Program Development,Science Education,Quality Assurance,School Business Relationship

Fostering global leaders for the next generation is an important mission of universities. In Japan, Leading Programs in Doctoral Education (LP) has been implemented in many graduate schools. The main goal of this program is to foster PhDs with deep specialization and peer leadership who will be able to compete well internationally. The Graduate School of Life Science, University of Hyogo is implementing a LP to foster global leaders using cutting-edge technology. They are also trying to create new evaluation criteria of human resource development with their corporate sponsors. The success of LP depends not only on how many graduates can play leading roles globally, but also how university staff can create a superior new evaluation criteria of human resource development and how much it can be shared with universities and industry. Development of students and graduates with a high level of ability takes time, thus it is important to consider the continuous development of LP.
Women and Gender Equality in Higher Education?
Author: David, Miriam E.
Date: 2015-03-00
Type: Journal Articles
Subjects: Womens Education,Equal Education,Higher Education,Females,Feminism,Educational Opportunities,Educational History,Gender Issues,Gender Bias,Educational Change,Labor Market,Foreign Countries

I look at the changes in higher education (HE) and women's lives over the last 50 years, drawing on my recent book &quot;Feminism, Gender &amp; Universities: Politics, Passion &amp; Pedagogies&quot; which is a life history of feminism entering academe. The Robbins Report (cmnd 2154 1963) on HE was published in the same year that I went to university. It inaugurated a process of change and educational expansion that was linked to other major social transformations, including feminism. Its effects have been widely felt such that women now participate in education and employment on unprecedented levels. Indeed, it has opened up opportunities for education and employment for women including individual and social mobility. From my study I show how it opened up opportunities for women from both middle class and working class backgrounds to be first-in-the-family to go to university. I will also argue that whilst there have been very welcome changes in education, and HE especially, such that there is a gender balance of undergraduate students in HE, this does not mean that gender equality has been achieved. Patriarchy or hegemonic masculinity in HE is still strongly felt and experienced despite women's and feminist involvements in academe over the last 50 years. The question remains about how to transform universities to achieve genuine gender equality across all students and academics in HE.
Virtual Placements to Develop Employability Skills for Civil and Environmental Engineering Students
Author: Paul, Parneet
Date: 2015-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering,Job Skills,Employment Qualifications,Simulated Environment,Educational Technology,Technology Uses in Education,Computer Simulation,Experiential Learning,Foreign Countries,Questionnaires,Skill Development,Construction Industry,Internship Programs,Likert Scales

This project work addresses the crucial need to encourage undergraduate civil and environmental engineering students to gain employment skills and training right from the start of their studies so that their overall employability increases; their confidence level in networking with industry and within the workplace increases; and so that they are successfully able to obtain employment after finishing their studies. This initiative is a stepping-stone employability exercise which focuses specifically on first year students to help them engage with industry right from the start of their course. It is proposed that they would gain some realistic work experience both individually and as part of group within a virtual work environment using an action learning approach. The virtual environment used was based on &quot;SecondLife,&quot; a popular virtual reality programme. A pilot scheme was set up and run at Brunel University during the summer of 2014 using eight self-selecting first year students. The scheme's outputs were extensively monitored and evaluated to assess its impact on the development of employability skills. This approach may prove a cost effective way of letting students gain an insight into the workplace whilst improving these skills. It may also prove a way for employers to select from a large range of students the best to actually undertake their real work-based internships.
Explorations into Becoming New, Radical, and Quite Possibly Dangerously Progressive within an Aotearoa New Zealand Context
Author: Dunham, Nicola
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Technical Institutes,Interdisciplinary Approach,Teaching Methods,Technology Uses in Education,Blended Learning,Phenomenology,Educational Change,Homework,Video Technology,School Personnel,Change Strategies,Accountability,Cooperation,Trust (Psychology),Institutional Autonomy

This paper draws on an initiative where we experienced being new, radical, and, from some viewpoints, dangerously progressive at Unitec--a Polytechnic/Institute of Technology in Aotearoa, New Zealand. The initiative was driven by a need to improve student experiences of interdisciplinary learning and teaching, and to develop a common semester for students transitioning to a bachelor degree programme, as well as a new suite of interdisciplinary qualifications at postgraduate level. This discussion paper is situated within a self-study paradigm befitting educational contexts, by drawing on the reflective narratives of three participants who held a range of different roles--and, hence, perspectives within the change process. Interpretations and implications are discussed using the lens of the &quot;Inclusive Framework,&quot; to illustrate personal, professional, and political elements. Our overall aim is to add to current understandings of change within the higher education sector. However, this is a study of our own experiences and we are not making claims that we are in the possession of &quot;truth&quot;, but, rather, we seek to identify aspects that may have relevance in other contexts. We conclude that navigating the next phase of transformative change in our context will involve seeking resolutions to key emerging questions. This includes exploring notions of multiple innovators, creating agile development environments in education and exploring the concept of time as multifaceted.
Reflections on the Use of Iterative, Agile and Collaborative Approaches for Blended Flipped Learning Development
Author: Owen, Hazel
Date: 2015-06-00
Type: Journal Articles
Subjects: Electronic Learning,Blended Learning,Homework,Video Technology,Technology Uses in Education,Foreign Countries,Collaborative Writing,Postsecondary Education,Interdisciplinary Approach,Program Effectiveness,Leadership Role,Time Management,Barriers

E-learning experiences are widely becoming common practice in many schools, tertiary institutions and other organisations. However despite this increased use of technology to enhance learning and the associated investment involved the result does not always equate to more engaged, knowledgeable and skilled learners. We have observed two key prevalences. The first is an ingrained, and often unquestioned, set of beliefs and expectations held by the majority of people who have experienced formal education, and who are involved in the development of eLearning and blended learning experiences. These beliefs tend to impact the overall design of what a blended type of learning experience might consist of. The second prevalence is for educational institutions to embark on large-scale eLearning developments, which by their scale can prove problematic. In part because it is a long time before the school or organisation sees any benefit and there is an up-front cost before any learning value is realised. In this paper we will be discussing our experiences of the implementation of a large-scale blended-learning project at Unitec, a tertiary institution in Aotearoa, New Zealand. Approaches taken to implement the development were iterative and based on a phased rollout, with each subsequent stage being informed by the ones before it. Our discussion draws on personal reflections associated with three different perspectives and a variety of roles during the three initial phases of the change making process. Our overall aim is to share our contextualised experiences, to add to the knowledge base on blended learning, and to provide some general, practical recommendations.
A Blended Learning Approach to Teaching Project Management: A Model for Active Participation and Involvement--Insights from Norway
Author: Hussein, Bassam A.
Date: 2015-05-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Technology Uses in Education,Educational Games,Student Attitudes,Program Effectiveness,Foreign Countries,Student Participation,Program Administration,College Students,Qualitative Research,Student Surveys,Observation,Rating Scales

The paper demonstrates and evaluates the effectiveness of a blended learning approach to create a meaningful learning environment. We use the term blended learning approach in this paper to refer to the use of multiple or hybrid instructional methods that emphasize the role of learners as contributors to the learning process rather than recipients of learning. Contribution to learning is attained by using in class gaming as pathways that ensure active involvement of learners. Using a blended learning approach is important in order to be able to address different learning styles of the target group. The approach was also important in order to be able to demonstrate different types of challenges, issues and competences needed in project management. Student evaluations of the course confirmed that the use of multiple learning methods and, in particular, in class gaming was beneficial and contributed to a meaningful learning experience.