ethanporcaro/eric-fulltext-meta huggingface dataset:
Finding Heterogeneity in Cultural Homogeneity
Author: Mathew, Ingrid Brita
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Differences,Cultural Awareness,English (Second Language),Second Language Learning,Language Usage,Learning Activities,Foreign Countries,Class Activities

Both Byram and Fleming (1998) in the United Kingdom and Jandt (2016) in the United States have written extensively about the necessary connection between teaching and learning English and developing intercultural communicative competence (ICC). There are various pragmatic reasons to start from the students' own culture(s). Ali and Walker (2014) suggest that materials writers use the &quot;home culture&quot; or students' culture(s) context at lower levels of language learning, transitioning to target-language culture at higher levels. Bennett (2004, 74) explains that English learners &quot;who have received largely monocultural socialization normally have access only to their own cultural worldview, so they are unable to experience the difference between their own perception and that of people who are culturally different.&quot; However, there is a lack of teaching materials addressing this inability. The author has designed awareness-raising class activities to give students, in classes that appear to be culturally homogenous, chances to experience differences in perception. These activities serve as a preliminary step in helping students experience and appreciate different cultural behaviors. Following a brief overview of the theoretical framework, these activities are described. An example of each activity includes comments on how and why to use them.
Challenges of Nigerian Accounting Postgraduate Students in Taking up Stance in Ph.D. Theses in Bayero University, Kano, Nigeria
Author: Uba, Sani Yantandu
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Accounting,Doctoral Students,Doctoral Dissertations,Journal Articles,English for Special Purposes,Barriers,Attitudes,Language Usage,Epistemology,Intellectual Disciplines,Institutional Characteristics,Power Structure,Supervisors,Authors,Academic Language

This paper investigates the use of stance linguistic features in accounting Ph.D. theses in a Nigerian university. We adopted a mixed-methods approach by combining a textual analysis of the theses and explored the context of writing of the participants similar to Swale's textography approach. We compiled three corpora: Bayero University corpus of six accounting Ph.D. theses (BUK corpus); a United Kingdom corpus of six accounting PhD theses (UK corpus) and a corpus of eleven journal articles of accounting (JAA corpus). The results of textual analysis indicate that there is a higher frequency of hedges in all the three corpora than other stance features, followed by boosters, then attitudinal markers, and explicit self-mention features. One striking finding from the BUK corpus is that the authors are rarely used self-mention features compared to authors from other two corpora. However, the result of the chi-square indicates that the differences among the three corpora's use of stance features are insignificant. The contextual data suggests that non-teaching of English for specific purposes and the traditional practices of Bayero University might be some of the possible factors that constrained authors' use of stance linguistic features. We recommend introduction of teaching English for specific purposes on postgraduate programmes in Nigerian universities.
Exploring Cultural Intelligence Skills among International Postgraduate Students at a Higher Education Institution
Author: Idrus, Faizah
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Graduate Students,Foreign Students,Student Attitudes,Acculturation,Barriers,Cultural Pluralism,Educational Experience,Peer Relationship,Cultural Differences,Student Behavior,Positive Attitudes,Student Adjustment,Foreign Countries

Recognising the importance of Cultural Intelligence (CQ) is crucial to any Higher Education Institution (HEI) hosting international students. Thus, the investigation seeks to explore post-gaduates experiences, perceptions, challenges and strategies in accommodating their friends' from diverse cultural backgrounds in their daily academic and social lives. A qualitative research design was employed in that 15 international postgraduate students from 5 faculties were interviewed (using semi-structured interview protocol) in relation to their experience, understanding and behaviour towards cultural knowledge and skills. Rigourous thematic analysis following Braun &amp; Clark (2006) was carried out. The main findings indicated that international students faced huge challenges during the acculturation and adaptation processes trying to be accepted or to blend in, unaware of Cultural Intelligence. Positive reactions from international students prevailed. External and internal factors posed as huge setback to their success in communication and studies. It can be concluded that with prior awareness and understanding of CQ and cultural diversity, international students could be more prepared in adjusting to academia, thus be more successful in their studies. The findings of this study are of paramount importance to HEIs, International and Student Admission offices around the globe.
Development on the Learning Module of School-Based Supervision Course for Master Degree Students, Majoring Educational Administration in Thailand
Author: Sirisuthi, Chaiyuth
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Programs,Graduate Students,Educational Administration,Learning Modules,Program Development,Program Evaluation,Program Effectiveness,Supervision,Student Satisfaction,Planning,Quality Assurance,Networks,Educational Technology,Technology Uses in Education

This paper described the development process and evaluations of a learning module, School-based Supervision of Students (ED8013307), of master's degree students in Educational Administration during the academic year 2019 at Northeastern University, Khon Kaen, Thailand. The results of the learning module found the efficiency of the learning module was higher than the specified criterion of 80/80, both in the action process (84.76) and in the efficiency of knowledge (82.16). The developed module had its quality, propriety, congruence, feasibility and utility at the highest level. The effectiveness index in students' learning management was 0.7578 indicated the increasing knowledge of the students at 75.78% as their learning achievement-test was significantly higher than the pre-test at 0.05. Beside these, there were no significant differences between pre-test and post-test learning achievement after 2 weeks indicating that they have had their learning retention. The students expressed overall satisfaction with the learning module at the highest level.
Developing an Ecological Approach to the Strategic Implementation of UDL in Higher Education
Author: Fovet, Frederic
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Strategic Planning,Access to Education,Students with Disabilities,Phenomenology,Consultants,Barriers,Campuses,Inclusion,Teaching Methods,Program Implementation,Ancillary School Services,College Students

This paper argues that, as Canadian Higher Education campuses embark on large scale Universal Design for Learning (UDL) implementation, it is essential for them to take the time to strategically consider inherent institutional challenges before pushing ahead. As a result, it is argued that ecological theory will represent a unique and powerful lens in this process of implementation. The first section of the paper examines two inherent dangers being perpetuated in current UDL drives on the vast majority of Canadian campuses that have embarked on this adventure: (i) overreliance on disability service providers, and (ii) a conceptualization of UDL work in silos. The second half of the paper focuses on solutions, and on the idea of developing a strategic approach to UDL integration framed around ecological theory. The paper draws on an analysis of phenomenological data emerging from the author's own lived experience as a consultant responding regularly to the needs of post-secondary campuses with regards to the institutional adoption of UDL.
Entrepreneurship Education and Venture Intention of Female Engineering Students in a Nigerian University
Author: Peter, Fred
Date: 2021-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Females,Engineering Education,Student Attitudes,Correlation,Undergraduate Students,Teaching Methods,Teacher Effectiveness,College Faculty,Educational Environment,Foreign Countries,Feminism

The significant changes taking place in the world have offered new opportunities for male and female-owned businesses. This study investigated the impact of entrepreneurship education and venture intention of female engineering students in Nigeria. A descriptive research design was used. Copies of the questionnaire were distributed to collect quantitative data on the link between entrepreneurship education and venture intentions of Landmark university female engineering students. The sample size for this study was determined based on the entire population of 32. This study used purposive random sampling techniques for the selection of the respondent. Hence, each participant was given an equal chance of being chosen from the population in no particular order. Regression analysis was used to analyse the stated hypotheses through a statistical package for social science (SPSS). The findings revealed that effective implementation of entrepreneurship education elements stimulate students' entrepreneurial activities, particularly among female engineering students. This study advanced knowledge and concluded that entrepreneurship education elements such as pedagogy, educators' competence, and learning environment have a significant impact on venture intention.
Effectiveness of Online Positive Psychology Intervention on Psychological Well-Being among Undergraduate Students
Author: Yurayat, Phamornpun
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Positive Attitudes,Intervention,Well Being,Undergraduate Students,Online Courses,Foreign Countries

Positive psychology intervention is mediation that aims to promote quality of life and well-being. Current research integrating positive psychology with the Internet is called online positive psychology (OPP) which promotes and prevents mental health problems, improves well-being, and reduces depression. This experimental research aimed 1) to compare the psychological well-being of the experimental group that received online positive psychology intervention in the phase of pre-test, post-test, and follow up and 2) to compare the psychological well-being between the experimental group and the controlled group. The subjects were 24 undergraduate students from Mahasarakham University, Thailand, selected by purposive sampling. Thereafter, the subjects were equally divided into experimental and controlled groups. Measures used in this study were as follows: 1) the online positive psychology intervention to improve psychological well-being and 2) the scale of psychological well-being based on Ryff's psychological well-being. The statistics used in the data analysis were the Friedman Test, Wilcoxon signed-rank test, and the Mann Whitney U Test. The results of the pre-test and the post-test showed that the mean scores of psychological well-being of the experimental group were significantly different at 0.05 levels. Additionally, the mean scores of psychological well-being between the experimental group and the controlled group in the phases of post-test and follow-up were significantly different at 0.05 levels. The online positive psychology intervention was effective in increasing the psychological well-being of undergraduate students.
Education for Sustainable Development: A Qualitative Analytical Study on the Impact of the Jordanian Universities&apos; Role in Supporting Innovation among University Students
Author: Jarrar, Amani
Date: 2021-00-00
Type: Journal Articles
Subjects: Environmental Education,Sustainable Development,Universities,Cross Cultural Studies,Undergraduate Students,Student Attitudes,Foreign Countries,Grounded Theory,Systems Approach,Innovation,Knowledge Level,Teaching Methods,Attitude Change,Behavior Change

This study aimed at exploring and theorizing the role of Jordanian Universities in supporting innovation among university students within the context of education for sustainable development from the point of view of Jordanian University students. For that, the researcher adopted the grounded theory methodology by Strauss and Corbin. The study was conducted at two Jordanian Universities: the University of Jordan and Philadelphia University in the academic year (2019-2020), and the study population consisted of students from the two universities. The researcher chose (300) students from both genders from different faculties and academic years. By applying the grounded theory, the study concluded that the key category that emerged after analyzing the student's responses describing the impact of the Jordanian Universities' role in supporting innovation among university students for educational sustainable development is the emphasis on the need for developing proper University innovation ecosystems in their educational systems. Also, the respondents -- through online interviews -- have emphasized this concept of proper University innovation ecosystems. The key category of this study found that positive and negative impacts could result from applying or neglecting to apply this concept, which generated behaviors toward the concept, which could be considered as the phenomena in the current research.
Entrepreneurship Skills Needed by Nigerian Tertiary Institution Students and Graduates for Global Relevance
Author: Okoro, P. E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Entrepreneurship,College Graduates,Skill Development,Business Administration Education,College Faculty,Teacher Attitudes,Marketing,Money Management,Technological Literacy,Information Technology,Computer Software,Undergraduate Students,Teaching Methods,Foreign Countries

The study examined entrepreneurship skills needed by students/graduates for global relevance. The survey research design was chosen for the study. The population of the study comprises Business Education lecturers and students from three polytechnics, four Colleges of Education and Delta State University, Abraka, all in Delta State. A sample of 110 was randomly selected comprising 53 lecturers and 57 students. Data collection was via the questionnaire which was validated by three Business Education lectures from Delta State Polytechnic Ozoro, College of Education, Agbor and Delta State University, Abraka, all in Delta State, Nigeria. In analyzing data, mean and standard deviation were used for research questions, while independent samples t-test was used to test hypotheses at 0.05 level of significance. The findings revealed that entrepreneurship skills needed by students/graduates of tertiary institutions include trade show planning, promotion and execution. Others include skills for processing inventories, gross and net profit as well as keeping debt ledgers. The findings also specified ICT skills needed by students/graduates to include skills for accessing contra vision electronic software, deleting and merging mails, keying in data, copying, pasting and inserting in appropriate locations. Also revealed in the findings are significant difference between entrepreneurship and ICT skills essential for students and those essential for graduates. On the basis of these findings, it was recommended that some of these skills should be integrated into the tertiary education curriculum so that undergraduate students could be exposed to them as early as possible.
Which Governance Model for Moroccan Universities?
Author: Ayad, Khalid
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Governance,Higher Education,Educational Administration,Models,Institutional Autonomy,Institutional Characteristics,Administrative Organization,Values,Economic Development,Global Approach,Public Colleges,Arabs,Cultural Influences,Educational Legislation,Politics of Education

The issue of the university's models of governance is of cardinal importance and provokes great controversy. Academic literature has referred to different models or classifications of university governance. A few articles address the issue of governance models in Moroccan universities. Here, we aimed to highlight the governance model currently adopted by Moroccan universities, adopting a descriptive and analytical approach, through reading and analysis of the legislative texts and official reports that govern higher education in Morocco. We found that the governance of higher education evolved with Law 01.00 of the year 2000 from a model of governance controlled by the State to a model of governance supervised by the State. As a result, the autonomy of Moroccan universities has been strengthened, and stakeholder involvement has broadened. It is a mixed model that brings together to some extent and to different degrees, characteristics of the &quot;academic&quot; model, the &quot;political&quot; model, the &quot;bureaucratic&quot; model, and the &quot;stakeholder model.&quot; However, given the multiple challenges and pressures that Moroccan universities face, such as employability and funding problems, we believe that they must change the paradigm to adopt a governance model that combines respect for academic values with contribution to the nation's socioeconomic development: a more flexible model, more inclusive, more participatory, and more entrepreneurial, that encourages self-employment and maintains a global vision and a regional vocation, oriented towards local development. This research is a first attempt at understanding Moroccan university governance models. It enriches the theoretical literature on the crisis of Moroccan higher education--mainly the issue of governance models--and opens the way to new studies that aim to improve governance and the quality of higher education.
Exploring Factors That Predict STEM Persistence at a Large, Public Research University
Author: Suárez, Mario I.
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Academic Persistence,Majors (Students),College Students,Ethnicity,Racial Differences,Gender Differences,First Generation College Students,African American Students,White Students,Asian American Students,Minority Group Students,Hispanic American Students,Multiracial Persons,Pacific Americans,Student Characteristics,College Entrance Examinations,Grade Point Average

The present study explores demographics, pre-university characteristics and multi-year (2003-2013) tracking of a census of 53,077 students who initially declared a STEM major upon entering a research university in the United States Southwest and seeks to predict graduation with a STEM and non-STEM degree. Guided by QuantCrit theory, we use multilevel models to determine factors that predicted persistence in any major and factors that predicted persistence in STEM. We also use marginal effects to explore the intersection of ethnicity, gender, and first-generation status. Results highlight the disparity that exist amongst Black students and their White counterparts with regards to persistence in any major. We also highlight the gap between first-generation White and Black first-generation females and their Asian and International counterparts with regards to persistence in STEM. Implications for future research and practitioners suggest further attention needs to be paid to Black first-generation students in STEM.
Investigation of the Preschool Teacher Candidates&apos; Philosophical Views on the Nature of Mathematics
Author: Çelik, Meryem
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Student Attitudes,Educational Philosophy,Mathematics,Foreign Countries,Undergraduate Students

Teachers' views on the nature of maths have a crucial effect on their interactions with children, their choice of method and technique to be used while preparing the curriculum, their decision on the type and frequency of activities to be applied, their behaviors in the classroom, children's attitudes towards maths and their achievement. With this research, it is aimed to examine teacher candidates' philosophical views on the nature of maths. The research is in relational scanning model. &quot;The Scale of Philosophical Thoughts on the Nature of Mathematics&quot; was implemented to 141 pre-school teacher candidates studying in 2019-2020, which constitute the sample of the study. As a result of the analysis, it has been found that 52.5% of teacher candidates have an absolutist view, the views of female and male teacher candidates support each other and there is a significant difference between the grade level in they study.
Omani Undergraduate Students&apos; Awareness and Experiences of the Research-Teaching Nexus
Author: Al-Nofli, Mohammed Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Experience,Student Participation,Research Skills,Student Attitudes,Experiential Learning,Teacher Role,Teacher Researchers,Knowledge Level,Student Research,Instructional Program Divisions

The research-teaching nexus is an important factor in the enhancement of the quality of teaching and learning in higher education institutions. The purpose of the study was to explore undergraduate students' awareness and experiences of research in one faculty at Sohar University, Oman. Data were gathered from 240 undergraduate students using an online survey. Overall, results indicated that while there was good evidence of students' awareness and experiences of research, less than half of the students in the sample were aware of or had experienced important research activities. Some students reported advantages arising from their participation in research--including developing research skills and gaining new knowledge. They also reported the need for more hands-on research experience and instructor support. Some findings were generally consistent with the literature on students' awareness and experiences of research. The study provided important implications for the research-teaching nexus at Sohar University.
Task-Based Reading Activities Using Authentic Materials and Skills
Author: Gavell, Mina
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Reading Instruction,Authentic Learning,Reading Skills,English (Second Language),Second Language Instruction,College Students,Foreign Countries

One of the biggest challenges seasoned English language teacher Mina Gavell has faced in the classroom is how to liven up reading classes. Not only is reading inherently a quiet and solo task, but the standard skills teachers are trying to build in their students--skimming, scanning, making predictions and inferences, guessing vocabulary meaning from context--require practice, practice, practice. While useful and necessary, such practice can easily come to feel repetitive, redundant, and downright boring. One solution Gavell came up with while teaching university students in Uzbekistan combines the use of authentic materials, task-based learning, and stations. This article discusses this activity and how it evolved into two separate stages, both of which can easily be adapted for a variety of needs, levels, and age groups. The strategy encourages learners to explore, make their own choices, and apply critical thinking, all while changing their physical space. It is a strategy that can be used once in a semester or on a more regular basis. The result will be a reading class that is active, engaging, and effective.