ethanporcaro/eric-fulltext-meta huggingface dataset:
Insights from Senior-Secondary Physical Education Students on Teacher-Related Factors They Perceive to Influence Academic Achievement
Author: Whittle, Rachael J.
Date: 2019-06-00
Type: Journal Articles
Subjects: Student Attitudes,Physical Education Teachers,Physical Education,Secondary School Students,Secondary School Teachers,Teacher Characteristics,Teacher Attitudes,Teacher Student Relationship,Relevance (Education),Foreign Countries,Academic Achievement

This research aimed to explore student perceptions of teacher-related factors that may influence academic achievement in the context of Victorian Certificate of Education (VCE) Physical Education. This qualitative study involved 23 VCE Physical Education students from three government and one independent secondary school in Victoria, Australia. Focus groups utilising a semi-structured interview schedule explored student perceptions of teacher-related factors on academic achievement. The importance of teachers having a good 'attitude', a broad repertoire of teaching strategies, making real-world connections, developing positive student-teacher relationships and facilitating access to themselves outside of scheduled class time were perceived by students as important influences.
A Review of Some Diverse Models of Summer Bridge Programs for First-Generation and At-Risk College Students
Author: Grace-Odeleye, Beverlyn
Date: 2019-00-00
Type: Journal Articles
Subjects: Models,Summer Programs,Transitional Programs,First Generation College Students,At Risk Students,College Freshmen,College Preparation,Academic Persistence,Open Universities,Program Effectiveness,College Readiness

Many colleges are pursuing innovative alternative approaches for the development of education that aims to accelerate students' progress in gaining important academic competencies. Summer bridge programs are one such approach. These bridge programs offer underprepared and at-risk students the opportunity to advance toward college-level coursework during the summer before their freshman year. These summer bridge programs have grown increasingly popular, as a strategy for providing students with the foundational college courses, knowledge and skills required for college success. Many integrated programmatic approaches and resources have been developed to address this issue, including general education freshman courses in reading, writing, peer counseling programs, and upperclassmen and faculty mentoring programs providing students with academic preparation and social support. This review examines recent research on bridge program conduct with four selected summer bridge programs from diverse public, open access universities in large urban and non-urban areas with diverse backgrounds, experience, and socioeconomic status of students. This review concludes with conflicting evidence of the effectiveness of summer bridge programs in student retention, self-efficacy, academic improvements, and persistence. It offers recommendations for successful academic practices and suggestions on current and potential evaluation methods for use in future assessments of bridge programs as a continual programmatic revision to meet the needs of the participating students.
Less Than/More Than: Issues Associated with High-Impact Online Teaching and Learning
Author: Montelongo, Ricardo
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Learning,Teacher Participation,Higher Education,Teacher Attitudes,Faculty Development,Online Courses,Teaching Methods,Integrated Learning Systems,Educational Technology,Technology Uses in Education,Web Based Instruction,Virtual Classrooms,Academic Achievement,Distance Education

The increased presence of online education in higher education in the United States continues to challenge educators in their perceptions of teaching and learning experiences in virtual environments. While critiques of online education typically focus on its &quot;less than&quot; shortcomings, this literature review encourages educators to take a &quot;more than&quot; approach when providing institutional support. Online education provides beneficial outcomes for faculty, students, and administration when viewed for its potential in providing innovative teaching and learning. The financial challenges involved in providing these practices are addressed to justify investment in faculty effort, organizational support and professional development, and equitable student support.
Does a &quot;Science, Technology and Social Change&quot; Course Improve Scientific Habits of Mind and Attitudes towards Socioscientific Issues?
Author: Çalik, Muammer
Date: 2019-06-00
Type: Journal Articles
Subjects: Science and Society,Social Change,Cognitive Processes,Problem Solving,Scientific Attitudes,Foreign Countries,Social Studies,Preservice Teachers,Scientific Literacy,Social Attitudes

The study aimed at exploring whether a &quot;Science-Technology-Social Change&quot; course improved pre-service social studies teachers' (PST) scientific habits of mind and attitudes towards socio-scientific issues. Within a pre- and post-course experimental design, the study was conducted with 135 second-year PST (68 males and 67 females) from two classes at Department of Social Studies Teacher Education in a large-size university, Turkey. Two different Likert type scales, Scientific Habits of Mind Scale and Attitudes towards Socioscientific Issues Scale, were employed to collect data before and after the course. The data were imported to SPSS 15TM for descriptive and inferential statistics in order to address research questions. The results indicated that the STSC course had some shortcomings in improving the PST's scientific habits of mind and attitudes towards socio-scientific issues. The current study recommends enriching the STSC course with tasks that integrate socio-scientific issues and scientific habits of mind into social studies.
Democratic Contribution or Information for Reform? Prevailing and Emerging Discourses of Student Voice
Author: Charteris, Jennifer
Date: 2019-06-00
Type: Journal Articles
Subjects: Democracy,Partnerships in Education,Educational Change,Student Empowerment,Preservice Teacher Education,Academic Language,Accountability,Foreign Countries

While a range of typologies frame and critique the scope, purpose and power relations of different student voice approaches, it is timely to look at the direction that student voice literature has taken in recent years and map dominant discourses in the field. In the article the following questions are addressed: (a) What are the dominant discourses in student voice literature? (b) What are the ways forward, to ensure there is both systemic quality assurance and democratic (if not radical) student participation? The discourses named and interrogated in this article include: governmentality; accountability; institutional transformation and reform; learner agency; personalising learning; radical collegiality; socially critical voice; decolonising voice; and refusal. Consideration is given to the ongoing impetus to position students as consumers and resources for quality control. It is an ongoing concern that student voice projects can miss opportunities for reconfiguring the status of students within democratic schooling partnerships. There is an important role for ongoing and initial teacher education that addresses a politics of voice associated with systemic quality assurance, decolonisation and democracy.
Developing Children&apos;s Physical Literacy: How Well Prepared Are Prospective Teachers?
Author: Dinham, Judith
Date: 2019-06-00
Type: Journal Articles
Subjects: Children,Physical Education,Foreign Countries,Preservice Teachers,Child Development,Physical Activities,Self Esteem,Preservice Teacher Education,Practicums,Theater Arts,Art Education,Health Education,Early Childhood Education,Elementary Education,Program Implementation

While the known health impacts of sedentary lifestyles have focused attention on children's outdoor activity, the development of their physical literacy -- the physiological, social, cultural, cognitive, expressive, and psychological dimensions of their physicality -- is much less in focus. Developing children's physical literacy is embedded in the Early Years Learning Framework and Primary curriculum: Health and Physical Education, and the performing arts subjects within The Arts. This study asks &quot;How well prepared are pre-service teachers to implement a program that contributes to developing children's physical literacy?&quot; This mixed methods study includes an environmental scan of BEd courses at 12 Australian universities; and at one university, a content analysis of units, a review of 227 students' practicum records, and an online survey of 57 pre-service teachers. The study finds that pre-service teachers are generally well-informed, committed and confident but have limited diagnostic and practical pedagogical skills to effectively develop children's physical literacy.
Effects of Content-Based Instruction on English Language Performance of Thai Undergraduate Students in a Non-English Program
Author: Vanichvasin, Patchara
Date: 2019-00-00
Type: Journal Articles
Subjects: Immersion Programs,English (Second Language),Second Language Learning,Foreign Countries,Instructional Effectiveness,Undergraduate Students,Lesson Plans,Student Attitudes,English Curriculum,Communication Skills,English Teachers,Language Teachers,Second Language Instruction

The research purposes were to: 1) develop lesson plans for content-based instruction; 2) evaluate the students' perceptions of the effectiveness of content-based instruction; and 3) investigate the effects of content-based instruction on English language performance of Thai undergraduate students in a non-English program. The sample group was 19 Thai undergraduate students. The research instruments were: 1) lesson plans for content-based instruction; 2) an evaluation form of lesson plans; 3) an effectiveness questionnaire on content-based instruction; and 4) English language performance tests. Data were analysed the mean, standard deviation, content analysis and a t-test. The research results were: 1) the lesson plans were developed and evaluated by experts as applicable for use at a high level and pilot-tested with 14 non-targeted Thai undergraduate students with the perceived effectiveness at a high level; 2) the 19 targeted Thai undergraduate students perceived the content-based instruction as an effective methodology and essential aid in generating opportunities to use English at a high level. They thought that it was fun and helped them practice, have a better attitude and gain more courage to express themselves in English; and 3) the post-course English language performance were significantly (P &lt; 0.05) higher than the pre-course English language performance. In conclusion, content-based instruction produced positive results and could be used as an effective methodology and essential aid in generating opportunities to use English, which resulted in increased English language performance.
A Semantic Prosody Analysis on Two Synonymous Pairs in English Native Speakers&apos; and Chinese Learners&apos; Writings
Author: Bi, Zhou
Date: 2019-00-00
Type: Journal Articles
Subjects: Semantics,Suprasegmentals,Intonation,English (Second Language),Second Language Learning,Chinese,Native Language,Second Language Instruction,Student Attitudes,Vocabulary Development,Phrase Structure,Teaching Methods,Writing (Composition),English,Computational Linguistics,Contrastive Linguistics,Word Frequency,Language Usage

The concept of semantic prosody has attracted great research interest in language teaching. Identifying learners' perception of semantic prosody and collocation may be beneficial to vocabulary teaching. This study analyzes two pairs of synonyms in English writings of Chinese students and English native speakers based on the ICNALE corpus. The analysis finds that Chinese writers' perception of semantic prosody is mostly consistent with that of native speakers. However, the use of collocation is quite different between them.
A Comparative Analysis of Higher Education Entrance Examination: A Case Study of Chinese Gaokao and Nigeria WASSCE/UTME
Author: Ogunniran, Moses Oladele
Date: 2019-05-00
Type: Journal Articles
Subjects: Comparative Education,Higher Education,College Entrance Examinations,Case Studies,Foreign Countries,Student Attitudes,Teacher Attitudes,College Faculty,Teacher Student Relationship

This study compared students and lecturers perspective of university entrance examination using the Chinese Gaokao and Nigeria WAEC/UTME education system as a case study. Five objectives with five research questions were generated for this study and a descriptive survey research design of the ex-post facto type were used to answer the research questions. Both qualitative and quantitative methods will be used during the course of this study. Purposive sampling technique was used to select University of Ibadan in Nigeria and Beijing Normal University in China. A sample of 122 students and 27 lecturers in China and 100 students and 20 lecturers in Nigeria were used for the study. Descriptive statistics of frequency counts and simple percentage were used for the analysis of data. The findings from the study show that students' perspective of Gaokao in China is extremely tense and nervous which is the major cause of failing the examination. The findings also revealed that lecturers' perspective of Gaokao in China is that there should be another screening exercise for students after passing Gaokao. The findings equally indicated that students' perspective of WAEC/UTME is that score obtained from UTME examination should be used for admission for more than one year. Nigeria lecturers' perspective on WAEC/UTME is that the presence of Post-UTME screening exercise for students after passing UTME still remains the best. Similarly, the findings indicated that students and lecturers perspective of Gaokao and WAEC/UTME as university entrance examination in China and Nigeria respectively is that both examinations were tough and not easy to pass. While UTME requires PUTME before admission into Nigerian universities, Gaokao does not require additional exam before admission into Chinese universities. The study ended with recommending that Chinese government should embark on programmes that will reorient Chinese students on all examinations especially Gaokao. Students should see examinations as a test of knowledge and not a do or die affair to make them less nervous and reduce high rate of psychological disorder/disease. Nigerian government should allow scores obtained in the UTME to be used for admission for more than one year. This will reduce the high rate of students enrolling for the examination every year. Students and lecturers will also believe that UTME examination is not a mere extortion from the populace.
Increasing Student Interactivity Using a Think-Pair-Share Model with a Web-Based Student Response System in a Large Lecture Class in Guyana
Author: Persaud, Vineeta
Date: 2019-00-00
Type: Journal Articles
Subjects: Interaction,Models,Web Based Instruction,Audience Response Systems,Large Group Instruction,Lecture Method,Foreign Countries,Undergraduate Students,Active Learning,Peer Groups,Group Discussion,Information Systems,Cooperative Learning,Developing Nations,Student Attitudes,Intervention,Teacher Student Relationship

This study investigated the feasibility of using a web-based Student Response Systems (SRS) to promote interaction in an undergraduate class of 239 students. The study was conducted at a tertiary institution in Guyana, a developing country, faced with technological challenges that made it impractical for every student in the class to respond individually using the SRS. The challenges were addressed by using the Think-Pair-Share model which uses peer discussions, in combination with the shared use of response devices, whereby the large class was subdivided into smaller groups of two to four students, with one student from each group posting the response using the SRS. The Interactivity construct was measured through aspects of learning which included involvement, engagement, participation, feedback and self-assessment. An independent samples t-test was conducted to compare student perceptions of their level of interactivity in class before and after the study. Results indicated that there was a significant difference in their average levels of interactivity before (1.7±0.536) and after the study (4.4±0.483); t = -53.6, p = 0.000 suggesting that the use of shared response devices to post responses in combination with the Think-Pair-Share model can increase individual student interactivity even in a large class.
Using a Translanguaging Approach in Teaching Paraphrasing to Enhance Reading Comprehension in First-Year Students
Author: Hungwe, Vimbai
Date: 2019-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Translation,Bilingualism,Reading Strategies,Reading Comprehension,Writing Skills,Medical Students,Bilingual Students,College Freshmen,Reading Instruction,Metacognition,Bilingual Education,Paragraph Composition

Background: The teaching of reading strategies that enhance comprehension is a priority for many practising lecturers involved in academic literacy programmes. However, due to the unprepared nature of a large section of students entering the Higher Education system, a number of students have been found to lack basic literacy skills such as reading for comprehension. A plethora of studies has been conducted locally and internationally with the aim of finding solutions to help students who struggle with text comprehension, especially at university level. Objectives: The purpose of this research is to show how paraphrasing as a strategy can be combined with a translingual approach to instruct students explicitly on how to read and comprehend texts. Method: Using a group of first-year multilingual medical students, this research included translanguaging as an additional component to the use of paraphrasing as a reading comprehension strategy. Results: The paper provides insight into how translanguaging can be used to assist multilingual students to understand texts through paraphrasing. Drawing empirical data from classroom activities, this paper shows how lecturers can help students to use translanguaging and paraphrasing as metacognitive strategies to help improve their comprehension of texts. Conclusion: Finally, the importance of allowing students to utilise their multilingual repertoires is emphasised and reiterated, through translanguaging, in order to enhance learning.
The Impact of Digital Copyright Law and Policy on Access to Knowledge and Learning
Author: Pistorius, Tana
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Copyrights,Laws,Intellectual Property,Access to Information,Information Security,Information Technology,Federal Legislation,Court Litigation,Developing Nations,Foreign Countries

Background: The evolution in digital technologies has had an enormous impact on traditional copyright notions. Works in digital form have uniform characteristics and these works can be copied, distributed and stored with ease. Objectives: The focus of this article was how to attain a balance between the need to promote access to works and therefore knowledge and learning, on the one hand, and the protection of the interests of copyright holders, on the other. Method: Technological protection measures (TPMs) are applied to copyright works in digital form to curb infringement. The authors explore the extent to which TPMs impact on access the knowledge and learning. Results: The findings of this article suggest a need for possible countermeasures in promoting knowledge and literacy through legislative reform that address the needs of creators and users in developing communities. Conclusion: The authors conclude that TPMs may hinder data literacy, access to works, teaching and learning, particularly in developing communities. For example, recent attempts to revise South African copyright law have not attained a balanced approach.
Battling Academic Corruption in Higher Education: Does External Quality Assurance Offer a Ray of Hope?
Author: Nabaho, Lazarus
Date: 2019-00-00
Type: Journal Articles
Subjects: Quality Assurance,Higher Education,Antisocial Behavior,Integrity,Standards,Standard Setting,Accreditation (Institutions),Periodicals,Information Dissemination,Sanctions,Institutional Evaluation,Personnel Selection

The post-1980s changes in the global higher education landscape have triggered a burgeoning of incidents of academic corruption in higher education institutions. Since 2000, the discourse on how to combat academic corruption has gained traction in higher education and quality assurance is advanced as one of the strategies for fighting corruption in higher education. In 2016, the United Nations Educational, Scientific, and Cultural Organization (and the Council for Higher Education Accreditation) issued a &quot;wakeup call&quot; to quality assurance systems to take up a leading role in the battle against academic corruption in view of the massive societal risks associated with the vice. However, there is a dearth of empirical and conceptual studies on how the quality assurance systems, in general, and external quality assurance systems, in particular, can take up a leading role in the crusade against academic corruption. This conceptual article, using the crime-- punishment model as an analytical lens, discusses how the national quality assurance agencies (and systems) can exercise the leadership role in combating academic corruption. The article advances the setting of academic integrity standards, institutional and program accreditation, accreditation of academic journals, sharing information and promoting whistleblowing, monitoring of institutions, applying sanctions, and ranking of higher education institutions on the basis of integrity indicators as options that are available to quality assurance agencies to exercise their leadership role in combating academic corruption. These approaches are likely to create both incentives and disincentives for the higher education institutions and staff in connection with engaging in academic corruption. Nevertheless, the article takes cognizance of the idea that external quality assurance is necessary but not sufficient in combating corruption at the academy level.
Indirect Feedback: A Dialoguing Approach to Assessment
Author: Tejeiro, Ricardo
Date: 2019-06-00
Type: Journal Articles
Subjects: Feedback (Response),Student Evaluation,College Students,Foreign Countries,Self Evaluation (Individuals),Barriers,Time Factors (Learning)

Although there is consensus in the current literature that feedback plays a fundamental role to student performance and learning, there is debate about what makes it effective. Particularly, some assessment instruments, like the National Student Survey in the United Kingdom, reveal that evaluation and feedback are systematically among the areas that students are less satisfied with. The aim of this article is to describe the indirect feedback technique, which was devised and used by the principle author in his previous tenure as a professor at the University of Cadiz in Spain and to reflect on how it can be applied to overcome some of the limitations presented in a different context of practice. It is argued that indirect feedback meets many of the principles of good practice (facilitation of self-assessment skills, delivery of quality information about the students' learning, encouragement of dialogue, and improvement of teaching).