ethanporcaro/eric-fulltext-meta huggingface dataset:
The Needs of Students in Saudi Arabia Seeking to Study in Japan: A Poll-Survey Analysis
Author: Kinoshita, Hiroko
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Study Abroad,Expectation,Student Interests,College Students,Student Mobility

This study attempts to bridge the gap in the research for students in Saudi Arabia going abroad to study. While there is research done in the field of higher education in Western countries, or even students who have reached Japan for future studies, very few study have tried to investigate the issue such a study for Saudi Arabians before they shift to Japan. Thus this research focused on prospective students to understand their intention and their needs for information on studying in Japan though a poll survey. Through examined both descriptive statistics and used a regression model on its survey data, the results revealed that respondents had extremely high expectations about studying in Japan, especially for obtaining degree (bachelor, master and Ph.D.). However, the regression analysis showed that even though their interests for studying in Japan were high, the information they need were only very basic, such as research facilities and admissions and requirements. This indicated that the students in Saudi Arabia had not reached a level of interest in which they required detailed information on studying in Japan. Although an Increasing number of students are choosing to study abroad in Japan in these days, thus indicating the prospects of future developments in this area.
Parental Influence on Student Educational Expectations: Results from the 2012 Qatar Education Study
Author: Sellami, Abdel Latif
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Influence,Secondary School Students,Gender Differences,Age Differences,Instructional Program Divisions,Expectation,Academic Aspiration,Higher Education,Student Characteristics,Parent Participation,Grade 8,Grade 9,Grade 11,Grade 12,Parent Background,Educational Attainment,Homework

This study investigated factors that are likely to influence students' educational expectations in the State of Qatar, concentrating on selected parental factors. Drawing on recent work in the field, the study examined the intersection of student demographic and socio-economic attributes along with contextual factors, on student educational expectations. The study uses student and parent data from a nation-wide survey of preparatory and secondary schools, the 2012 Qatar Education Study. The results showed students' gender and grade level positively affect their reported educational expectations, with females and those in higher grade levels more likely to report higher expectations. While student reports of parental involvement were not significant, parent reports were marginally significant. The paper concludes with some recommendations for further study and research.
The Influence of Resilience on Psychological Well-Being of Malaysian University Undergraduates
Author: Idris, Izazol
Date: 2019-00-00
Type: Journal Articles
Subjects: Influences,Resilience (Psychology),Well Being,Psychological Patterns,Undergraduate Students,Foreign Countries

Psychological well-being is fundamental to the overall health of undergraduates, particularly to enable them to address challenges at the university. A review of related literature showed that there are various factors influencing individual's psychological well-being. The purpose of this study is to investigate the influence of resilience on the psychological well-being of university undergraduates. For this purpose, a total of 200 undergraduates from local public universities (male = 90, female = 110) participated in this exploratory study. Responses were analysed using Smart PLS 3.0 to model the influence of the two variables. Results demonstrated two significant findings. Firstly, reliable and valid adapted instruments measuring resilience and psychological well-being were established, and secondly, resilience is a significant predictor and it explained 48.2% variance in psychological well-being. The findings are discussed in relation to the development of a model that relates the two constructs.
Investigation of Classroom Teaching, Selfefficacy and Motivation in Social Studies Classrooms
Author: Aktan, Sumer
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Classroom Techniques,Self Efficacy,Teacher Motivation,Student Motivation,Social Studies,Correlation,Middle School Students,Grade 7,Student Attitudes,Foreign Countries

The aim of this study is to examine the relationships between classroom teaching, self-efficacy, and motivation in the context of social studies lesson. The research was of the survey type and the predictive correlational design was preferred. A total of 1301 middle school seventh grade students participated in the study. Social Studies Motivation Scale (SSMS), Social Studies Self-Efficacy Scale (SSSES), and Responsive Environmental Assessment for Classroom Teaching in Social Studies [REACT/SS] to determine perceptions of the students about the teaching process were used as data collection tools. SSMS consists of a total of five factors and twenty-one items. SSSES consists of a single factor and twenty-three items, while REACT/SS consists of six factors and thirty-five items. Correlation analysis and multiple regression analysis were applied to the data obtained from the study. According to the results, REACT / SS scores of middle school students are a significant predictor of students' self-efficacy and motivation levels. Again, students' self-efficacy levels predict their motivation levels significantly. According to the results obtained from the study, it was determined that the instruction given by the teacher in the classroom was an important variable on self-efficacy and motivation that directly affect the academic success of the students. In this context, it can be said that the teacher is very effective on two critical variables affecting the students' academic achievement. The results of the study are considered to have multiple effects on both pre-service and in-service teacher trainings.
The Impact of a Collaborative Consultation Service Delivery Model for Rural Deaf/Hard of Hearing Students
Author: Pedersen, Holly F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Hearing Impairments,Deafness,Delivery Systems,Consultation Programs,Students with Disabilities,Program Effectiveness,Rural Schools,Knowledge Level,Self Efficacy,Faculty Development,Special Education Teachers,Access to Education,Middle School Teachers,Teacher Collaboration

Educating students who are deaf and hard of hearing (D/HH) is complex; compounding this complexity is the situation in rural areas, where the incidence levels are lower, students are more spread out, and the availability of specialty staff is more limited. The purpose of this mixed-methods action research study was to examine the impact of a collaborative consultation (CC) service delivery model on the knowledge and self-efficacy of school professionals who serve students who are D/HH in rural areas. A case study research design was used on a team of 3 school professionals from a rural school in the Upper Midwest. Findings indicated that CC increased the knowledge and self-efficacy of school professionals serving rural D/HH students. Implications for social change pertain to education administrators, inservice educators, and D/HH students.
The Changing Role of the Department Chair in the Shifting Landscape of Higher Education
Author: Weaver, Lisa D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Department Heads,Administrator Role,Educational Change,Administrator Attitudes,Rural Schools,Small Colleges,Administrator Responsibility,Leadership Training,Scholarship,Student Recruitment,Collegiality,Stress Variables,Faculty Workload,Faculty Development

Historically, empirical research exploring the roles, responsibilities, and challenges of department chairs has been limited and narrow in scope. In addition, these studies have not kept pace with the rapidly changing nature of higher education. The current study consists of data collected from a survey of current and former chairs at a small, rural university in Pennsylvania. Questions in the survey included topics such as dealing with bureaucracy, lack of time for individual research, job-related stress, dealing with noncollegial faculty, excessive workload, and training for department chairs. Findings are in line with previous empirical research and illustrate the need for evidence-based decisions regarding the nature of academic department chair leadership training and support.
Pragmatic Hedges in Court Trial: Indonesian Case
Author: Fitri, Nidya
Date: 2019-00-00
Type: Journal Articles
Subjects: Pragmatics,Court Litigation,Indonesian,Discourse Analysis,Computational Linguistics,Language Usage,Phrase Structure,Classification,Linguistic Theory,Form Classes (Languages),Speech Acts,Foreign Countries

The usage of hedges in trial discourse context is interested to be explored. This paper presents a description of phenomena related to the use of hedges by witnesses and experts in Indonesian court trial. It focuses on the usage of hedges in the form of words, phrases, clauses, and utterances in court trial context. Conversation among participants in court was taken as a corpus of this study. From the corpus, the data were collected in the form of transcription. Three-levels of hedges that classified by Lakoff (1973), Prince, et al. (1982), and Fraser (2010) were used to analyze the data. The analysis was also related to quantity maxim and quality maxim proposed by Grice maxim (1975). This study has shown that the usage of hedges in Indonesian was classified into propositional, approximator, and adjective hedges. They were used to show politeness as well as to hide the real meaning of their utterance.
Environmental Education and Education for Sustainable Development in Romania. Teachers&apos; Perceptions and Recommendations (II)
Author: Ilovan, Oana-Ramona
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Sustainable Development,Teacher Attitudes,Preschool Teachers,Elementary School Teachers,Geography Instruction,Knowledge Level,Interests,Participation

This paper analyses a part of the results regarding environmental education (EE) and education for sustainable development (ESD) in Romania, obtained by administering a survey in 2017, willingly and anonymously filled out by 335 teachers (preschool teachers, primary school teachers, Geography teachers). It examines: respondents' interest, importance, knowledge and involvement in EE and sustainable development (SD); activity impact on teacher knowledge, attitude and behaviour towards SD and environment in Romania; importance of aims and levels in EE and ESD; EE and SD activities involving preschoolers and pupils as well as their frequency; the efficiency of some activities in preschoolers' and pupils' EE and ESD; problems that may occur due to a subpar EE. In its conclusions, the paper highlights several measures for an increase in EE and ESD levels.
Improving the Teaching-Learning Process of Geography by Integrating Online WebGIS Applications
Author: Ivan, Ramona
Date: 2019-08-00
Type: Journal Articles
Subjects: Geography,Geographic Information Systems,Computer Assisted Instruction,Student Participation,Learning Activities,Discovery Learning,High School Students,Web Sites,Student Interests,Open Source Technology,Foreign Countries,Instructional Improvement

In order to increase students' participation in learning activities, a significant role is played by the use of the computer in Geography lessons. The efficiency of computer-assisted learning involves correlation between several essential factors: the quality of online platforms and educational software, the use of appropriate teaching strategies and the creation of learning situations that enable students to learn actively. In this context, the aim of the paper is to observe and evaluate students' involvement in learning activities and their interest when various web applications are integrated in the teaching-learning process through which students discover information themselves and solve work tasks. We have chosen as a case study a Geography lesson for the eleventh grade students. In this lesson, we proposed to the students several learning activities based on two web applications, created in ArcGIS Online. In order to highlight the efficiency of these applications and cartographic support, a questionnaire was applied to the students, where they evaluated the degree of interactivity of these applications, their accessibility, usefulness, as well as their interest towards this type of learning activities.
Shortchanging Complexity: Discourse, Distortions, and Diversity Policy in the Age of Neoliberalism
Author: Arce-Trigatti, Andrea
Date: 2019-07-22
Type: Journal Articles
Subjects: Neoliberalism,Cultural Pluralism,Political Attitudes,Educational Trends,Educational Policy,Student Diversity,Policy Formation,Government Publications,Definitions,State Policy,Federal Legislation,Disadvantaged,Minority Group Teachers,Teacher Recruitment,Databases,Elementary Secondary Education,Economic Factors,Diversity

With this paper we explore the practical materialization of select diversity policies in the United States via an analysis of their implementation at different institutional levels. Specifically, using a cultural studies framework that is guided by Stuart Hall's (1993) concept of distortions, we investigate how discursive conceptualizations of diversity have been translated into educational policy at the federal and state levels. We contend that the complexity of diversity is often inconsistent with existing neoliberal reform trends that embrace standardization and accountability, making meaningful practical applications exponentially more challenging (Manna, 2011; Wong, 2008). Finally, we look to how these analyses might inform future iterations of diversity policy in a time where rapid changes in education policy and characteristically partisan political agendas have become the norm.
Epistemic Beliefs and Googling
Author: Ståhl, Tore
Date: 2019-00-00
Type: Journal Articles
Subjects: Epistemology,Beliefs,Online Searching,Search Engines,Internet,Users (Information),Constructivism (Learning),Misconceptions,College Students,Information Seeking

With the introduction of internet as a source of information, parents have observed youngsters' tendency to prefer internet as a source, and almost a reluctance to learn in advance since &quot;you can look it up when needed&quot;. Questions arise, such as 'Are these phenomena symptoms of changing beliefs about knowledge and learning? Is it at all possible to learn on a deeper level simply by looking up the basic facts, without memorizing them?' Within an existing line of investigation, epistemic beliefs have been described as a set of dimensions. Although internet-based information and internet as a source of information have been acknowledged, studies so far have not explored how dealing with internet-based information relates to other epistemic beliefs dimensions. Besides including beliefs about learning, this study also challenges earlier assumptions regarding uncorrelated dimensions.
An Analysis of the English Pre-Class Language
Author: Qin, Zhou
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Educational Objectives,Outcomes of Education,Linguistic Input,Teaching Methods,Prior Learning,Relevance (Education)

The English pre-class language, as one of the educational languages, has a direct impact on realization of the objectives of a class. This paper gives a detailed analysis of the value of the English pre-class language, its related theoretical proof as well as its main characteristics, which proves the significance of the pre-class language.
Using Word Study Approach to Improve Omani EFL Students&apos; Spelling Performance
Author: Al-Yahmedi, Zainab
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Spelling,Females,Comparative Analysis,Teaching Methods,Vocabulary Development,Spelling Instruction,Learning Activities,Tests,Elementary School Students,Pretests Posttests

The purpose of this study was to investigate the effect of Word Study approach on the development of spelling performance of Grade Five female students in the Sultanate of Oman. The sample of the study consisted of 66 grade five female students from a Governmental Basic Education school in South Al Batinah Governorate. They were divided into two groups: an experimental group who studied spelling using Word Study approach and a control group who studied spelling using the traditional basal approach. The results showed a statistically significant difference between the two groups in favor of the experimental group. The study puts forward some recommendations for future research and for teaching.
Language Assessment Literacy in the Middle East and North Africa (MENA) Region
Author: Davidson, Peter
Date: 2019-07-00
Type: Journal Articles
Subjects: Language Tests,Geographic Regions,Second Language Learning,Second Language Instruction,English (Second Language),Test Construction,Test Use,Barriers,Assessment Literacy,Pedagogical Content Knowledge,Teacher Competencies,Foreign Countries,Guidelines,Graduate Study,Online Courses,Faculty Development,Books,Periodicals,Summer Programs,Conferences (Gatherings),Professional Associations

Language assessment literacy (LAL) has become a critical topic in English language teaching since the late 1990s. Unfortunately, this is mainly due to the fact that so many English language teachers are not assessment literate. In other words, many English language teachers lack the knowledge and skills to write good language tests, evaluate the effectiveness of their tests, and use test results in meaningful ways. The purpose of this paper is to critically examine the status of LAL in the Middle East and North Africa (MENA) region. After defining what LAL is, we will discuss why it is important that teachers are assessment literate, and we will examine some of the barriers to teachers becoming assessment literate. We will then propose a course of action to improve LAL amongst teachers, such as devising an Assessment Competency Framework, and helping teachers to become more assessment literate. We will then move on to look at the state of LAL in the MENA region, and finally we will report on a number of initiatives that the Testing, Assessment and Evaluation Special Interest Group (TAE SIG) of TESOL Arabia has implemented to improve LAL amongst English language teachers in the region.
&quot;From the Mouths of Babes&quot;: Using a Charrette Model to Assess Student Learning and Engage External Stakeholders
Author: Hart, Laura C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Evaluation,College Students,Stakeholders,College Faculty,Meetings,Learning Experience,Feedback (Response),Story Telling,College Graduates,Educational Improvement

Today, higher education faces increased accountability to assess and measure student learning. However, traditional metrics (like standardized tests and graduation rates) fail to provide a comprehensive understanding of exactly what students learn in a contextualized program of study. To address this gap, the researchers piloted a charrette model to bring together students, faculty, and external stakeholders. Current and former students were asked to metacognitively reflect on their learning experiences and share them in a storytelling format. Stakeholders then provided critical feedback to faculty on what they perceived students had learned. Data results showed that external stakeholders were able to assess student learning and to provide actionable feedback on next steps, establishing trust and enhanced understanding between all groups. This model may serve as a viable approach to provide much-needed context to stakeholders on student learning outcomes in higher education.
An Assessment Norm of Communicative Arabic Proficiency
Author: Alabar, Rahaf
Date: 2019-07-00
Type: Journal Articles
Subjects: Semitic Languages,Language Proficiency,Native Speakers,Intercultural Communication,Cultural Awareness,Language Tests,Sociolinguistics,Language Teachers,Evaluators,Teacher Attitudes,Student Attitudes,Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Higher Education,Dialects,Standard Spoken Usage,College Students,College Faculty,Foreign Countries

The concept of the &quot;native speaker&quot; (NS) remains a constant interest in the field of language pedagogy due to the need the field has for models, goals and norms (Davies, 2003, p. 1). On the other hand, some other researchers such as Byram (1997) in his model of intercultural competence (ICC) and Cook (2012) in his model of multi-competence have argued against the NS as a norm of assessment and deemed it an idealistic, unrealistic goal. In the context of Arabic language, given its complex sociolinguistic situation, it is essential to identify the role of NS for assessing the non-native learner's level of proficiency. This paper discusses the usefulness of the NS as the only source of language data, and investigates whether it should be taken as an assessment norm in an Arabic language context. Semi-structured interviews were conducted with nine assessment stakeholders who fall into three categories; assessor teachers, teachers, and learners of Arabic as a foreign language in the UK Higher Education context. Findings showed contested opinions regarding the assessment norm of Communicative Arabic Proficiency (CAP), and pointed out an existing norm of the educated native speaker despite the complex relationship between the concepts &quot;proficiency and education&quot; in the Arabic context. Alternatively, a diglossic competent L2 user was identified as a potential norm, although the definition of this concept remains unclear.
How Are Faculty Rewarded and Recognized for Assessment Work outside the Classroom?
Author: Smith, Elizabeth E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Rewards,College Faculty,Student Evaluation,Teacher Attitudes,Administrator Attitudes,Teacher Participation,Professional Recognition,Tenure,Faculty Promotion,Department Heads,College Administration,Compensation (Remuneration),Data Use,Data Analysis,Data Collection

Although faculty are an important part of collecting, analyzing, and using student learning data for improvement, significant barriers often prevent faculty from being involved in assessment work outside the classroom. One potential obstacle to faculty involvement in assessment is the misalignment between the work and faculty rewards structures. Through a multi-level sequential development mixed methods study, this paper addresses a gap in the assessment literature by describing how faculty are rewarded and recognized for assessment work outside the classroom. Stipends and course releases, food and drinks at assessment meetings, promotion and tenure consideration, and general campus exposure were the rewards most frequently described by faculty participants. Administrators seeking to improve faculty engagement in assessment work should consider creating specific policies permitting assessment work to be included in the promotion and tenure process to both recognize the importance of assessment work and reward faculty for participating in such efforts.