ethanporcaro/eric-fulltext-meta huggingface dataset:
What Master Teachers Do: A Case Study of Planning, Facilitating, Role Modelling and Developing Materials
Author: Ibrahim, Noraini
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Effectiveness,Master Teachers,Case Studies,Educational Planning,Role Models,Best Practices,Secondary Education,Secondary School Teachers,Teacher Characteristics,Research Design,Ethnography,Discourse Analysis,Facilitators (Individuals),Teaching Styles,English Teachers,Qualitative Research,Observation,Interviews

Teaching is the foundation of our educational system. As such teachers are privileged with the responsibility of nurturing the young and inadvertently, shaping the future. To this end, the Malaysian government is fully cognizant that our future is dependent on the development of a highly skilled and innovative workforce serving as the critical enabling factor for economic growth. Hence, several initiatives were introduced in the education sector, and one of them is the &quot;Skim Guru Cemerlang&quot; or Excellent Teacher Scheme. The premise is that these Master Teachers comprise the &quot;crème de la crème&quot; of the Malaysian teaching profession and their teaching practices will be different from the general, non-master teachers. This paper reports on a study that investigated the best practices of three Master Teachers of the English language in two secondary schools in Malaysia. As these master teachers were selected by the Ministry of Education based on very stringent prerequisites, the question is, how different are master teachers from &quot;normal&quot; teachers? Further, in terms of classroom discourse, how is this difference manifested? Based on a research design that incorporated ethnography and applied discourse analysis, three master teachers were selected and observed during formal teaching hours as well as outside the classroom. Interviews were then conducted with the teachers as well as other stakeholders, namely the students and school administrators to triangulate the data. Additionally, documents were then collected and perused. The data went through a four-step analysis. Several key findings will then be revealed and the paper ends with suggestions for further work.
Conversation Analysis--A Discourse Approach to Teaching Oral English Skills
Author: Wu, Yan
Date: 2013-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Interpersonal Communication,Oral English,English Instruction,Language Skills,Teaching Methods,Instructional Effectiveness,Course Descriptions,Instructional Design,Instructional Materials,Reading Material Selection,Summative Evaluation,Formative Evaluation

This paper explores a pedagocial approach to teaching oral English---Conversation Analysis. First, features of spoken language is described in comparison to written language. Second, Conversation Analysis theory is elaborated in terms of adjacency pairs, turn-taking, repairs, sequences, openings and closings, and feedback. Third, under the theoretical framework of Conversation Analysis, a syllabus for improving learners' oral English skills is designed in consideration to learner profile, needs analysis and communicative events and materials employed in teaching. And a teaching model is explored with reference to Riggenbach (1999). Finally, two types of assessment are discussed to provide insights for teachers on the effect of teaching and learning. All the issues discussed above will provide teachers and scholars with a clear instruction on how to apply conversation analysis to teaching oral English skills and the discussion will lead to the feasibility of applying a conversation analysis approach to teaching learners' oral English skills.
Web-Based Learning as a Tool of Knowledge Continuity
Author: Jaaman, Saiful Hafizah
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Blended Learning,Web Based Instruction,College Students,Knowledge Level,Retention (Psychology),College Mathematics,Accounting,Web Sites,Academic Achievement,Student Improvement

The outbreak of information in a borderless world has prompted lecturers to move forward together with the technological innovation and erudition of knowledge in performing his/her responsibility to educate the young generations to be able to stand above the crowd at the global scene. Teaching and Learning through web-based learning platform is a complementary method of conventional teaching and learning approaches which has a lot of potential to produce a more meaningful learning experience. In the School of Mathematical Sciences of Universiti Kebangsaan Malaysia, courses such as Basis Accounting and Finance have begun to employ web-based learning website known as &quot;Connect&quot; provided by the book publisher &quot;McGraw-Hill.&quot; This paper discusses the importance of cultivating teaching and learning through such formal website as a useful tool of providing learning experiences to students in the process of enhancing students' knowledge retention thus improve their academic performances. In this paper, students' performances in the academic session prior to introduction of web-based learning where only traditional and e-learning approaches are used is investigated and compared to performances of students employing web-based learning in addition to the traditional and e-learning methods. Findings of this paper found that students' performances, specifically students whom are considered as &quot;weak&quot;, improve when web-based learning is introduced.
The Changing Landscape of Afterschool Programs
Author: Hynes, Kathryn
Date: 2010-00-00
Type: Journal Articles
Subjects: After School Programs,Educational Change,Educational Trends,Trend Analysis,Access to Education,Children,Low Income Groups,African American Students,Racial Differences,Attendance,Data Collection,Information Sources,National Surveys

In the past 15 years, the need for quality school-age child care has combined with concerns about children's academic performance, delinquency, and safety to create tremendous momentum around out-of-school time (OST) programming. Public funding for programs has simultaneously increased, bringing greater demand from policymakers and private funders for better information about whether, and when, OST programs are a cost-effective way to improve children's outcomes. Though OST programs receive a lot of attention, it is often hard to find even basic information about the types of programs operating, the amount of exposure children have, and the remaining demand. This article provides a clear picture of the changing landscape of afterschool programs. The authors use a variety of well-respected nationally representative data sources--with information from parents and from school administrators--to document trends in three areas. First, they highlight trends in program availability and use, showing trends in the percentage of children attending OST programs and the percentage of schools offering programs. Where possible, they highlight trends for policy-relevant subgroups such as low-income children and African-American children. This information helps in understanding children's exposure to OST programs. Second, the authors provide information about trends in the types of programs that are operating. They highlight the changes in the proportion of programs that are school-based, the varying focus of school-based programs, and variation in the hours these programs operate. This information helps in understanding what children are experiencing when their parents report that they attend &quot;an after-school program.&quot; Finally, the authors use a relatively new data source to contribute information about unmet need for programming.
Rasch Model Analysis on the Effectiveness of Early Evaluation Questions as a Benchmark for New Students Ability
Author: Arsad, Norhana
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Ability,Engineering Education,Item Response Theory,Benchmarking,Prior Learning,Knowledge Level,College Freshmen,College Admission,Student Evaluation,Admission Criteria,Evaluation Methods,Statistical Analysis,Taxonomy

This paper discusses the effectiveness of the early evaluation questions conducted to determine the academic ability of the new students in the Department of Electrical, Electronics and Systems Engineering. Questions designed are knowledge based--on what the students have learned during their pre-university level. The results show students have weak basic knowledge and this is in contrast to the results obtained during the application for admission to Year 1 of university. Thus, early evaluation questions were implemented to see the relevance in assessing the student's ability, obtained by the use of Rasch analysis, WinSteps. The findings show that the initial assessment is an effective and appropriate method to assess the ability of students, where the Cronbach-a is 0.69 and achieve the acceptable ranges of PT-Measure, Mean Square Outfit or Outfit Mean Square (MNSQ) and z-standardized values (ZSTD) Outfit. This shows that Rasch analysis can be used to classify the questions and the students according to their performance level accurately and thus, reveal the true level of the students' ability, despite the small number of samples.
Kacang Cerdik: A Conceptual Design of an Idea Management System
Author: Murah, Mohd Zamri
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Management Information Systems,Information Management,Computer System Design,Systems Analysis,Systems Approach,Models

An idea management system is where ideas are stored and then can be evaluated and analyzed. It provides the structure and the platform for users to contribute ideas for innovation and creativity. Designing and developing an idea management system is a complex task because it involves many users and lot of ideas. Some of the critical features for an idea management system are supports for the ideas generation process, stimulate users to actively participate, facilitates reuse of ideas and encourages open collaboration among the users. This paper discusses a conceptual architecture design of an idea management system called &quot;Kacang Cerdik&quot; based on three novel concepts; actor, object and workflow. In the system, an idea is an object or an entity that can be manipulated by the users. An idea as an object can be used to generate other ideas. It can also derive its features from other ideas. In this system, an idea is linked with other ideas in the system. The idea will flows from one state to another state in a single workflow. A single workflow is a process or a pipeline that consists of many states. At each of the states, an idea (an object) can manipulated by a user (an actor) based on his current role. The single workflow consists of five different states which are editing, collaborating, reviewing, publishing and evaluating. In the system, a user is an actor who has multiple roles such as a submitter, a reviewer or an evaluator. Based on this concept, a user can submit a new idea or can review an existing idea or can vote on an idea. The system also uses the concept of crowd wisdom to evaluate the ideas. Finally, the potentially viable ideas at the end of the workflow or the pipeline can be further evaluated in a new product development cycle. This conceptual design encourages open collaborations among the users, reuse of previous ideas and use of crowd wisdom in ideas evaluation. A working prototype called &quot;Kacang Cerdik&quot; has been developed using these concepts as a proof-of-concept.
Academic Performance of Pre-Graduate Students
Author: Amin, Hazilah Mohd
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Higher Education,Information Science Education,Information Technology,Student Certification,College Admission,Academic Degrees,Grade Point Average,Statistical Analysis,Admission Criteria,Degree Requirements,Graduation Requirements,Student Surveys,Undergraduate Students

This study aims to investigate the performance of FTSM [Faculty of Information Science and Technology] students' academic achievement, based on the number of years of their study and entry requirements. The main objectives of this study are to look at the STPM [Malaysian Higher Education Certificate], Matriculation and Diploma students' academic achievement while studying in IHE [Institution of Higher Education], and whether students with low-entrance CGPAs [Cumulative Grade Point Average] could compete in IHE. Data were analyzed using the descriptive statistics and statistical inference, ANOVA. The findings of this study show that students with low-entrance CGPAs could still obtain the equivalent CGPAs as the high-entrance CGPA students while in IHE. STPM students have managed to improve their CGPAs in IHE. Matriculation students with low CGPA managed to improve their performance, while those with excellent CGPAs were able to maintain theirs. The results found that only Diploma holders have shown a decrease in their FTSM CGPAs compared with their entrance CGPAs. The results of this study may be able to enhance the motivation of students with poor entrance CGPAs, and also to motivate lecturers to continue guiding students with low entrance CGPAs.
Examine Counting Procedure among Students with Mild Intellectual Disability: A Case of Penang Malaysia
Author: Taibat, Adiat B.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mild Mental Retardation,Computation,Numeracy,Gender Differences,Hypothesis Testing,Difficulty Level,Mathematics Skills,Statistical Analysis

This study investigates counting procedure in number counting based on gender among students with mild intellectual disability. Quantitative approach was used for testing counting procedure in number counting among these students. The samples for the study comprise fifteen male and fifteen female students with intellectual disability. Descriptive statistics and T-test were used in analyzing the data. It was revealed from the result of the study that students with mild intellectual disability showed understanding of counting procedure in number counting. However, the results of the study showed that these students have difficulty in number counting using abstraction principle and order irrelevance principle. It was shown that there was no significant difference between males and females in number counting when applying counting procedure.
African-American Male Students with Emotional Behavioral Disorders: A Study of the Effects of Ethnic Identity on Preference for School Counselors
Author: Kosnitzky, Adam
Date: 2004-00-00
Type: Journal Articles
Subjects: African American Students,Males,Emotional Disturbances,Behavior Disorders,School Counselors,Student Attitudes,Preferences,Ethnicity,Multivariate Analysis,School Counseling,High School Students,Urban Schools,Interviews

This study explored African-American adolescent males with emotional behavioral disorders (EBD) preferences for a school counselor in terms of gender and ethnicity. Participants were administered the Multigroup Ethnic Identity Measure (MEIM) to assess their ethnic identity levels, and the School Counselor Preference Inventory (SCPI) to assess their counselor preferences. Using a 4x2 Multiple Analysis of Variance (MANOVA), results of the study indicated that individuals with higher levels of ethnic identity had stronger preferences for ethnically similar school counselors. When counseling involved personal issues, the participants preferred ethnically similar school counselors regardless of gender. A lack of preference towards White male school counselors resulted when counseling involved career issues.
Facebook-Infused Identities: Learners' Voices
Author: Hashim, Ruzy Suliza
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Networks,Web Sites,Gender Issues,Case Studies,Undergraduate Students,Action Research,Educational Innovation,Sexual Identity,Social Behavior,Interpersonal Relationship,Interviews

The National Higher Education Strategic Plan of Malaysia focuses on graduates who are innovative and knowledgeable to meet the standards and challenges of 21st century. This paper, then, explores how an innovation practice has taken place in a course entitled &quot;Gender Identities: Malaysian Perspectives&quot; where students scrutinize gender across Facebook &quot;texts,&quot; as opposed to using literary texts. By using Facebook as baseline data to analyze online gender construction, students have learned the ways in which cyberspace deconstructs certain parameters of identity construction. Following this premise, this article discloses how students analyze gender identities. They analyze Facebook accounts of a male educator in United States, a female Malaysian college instructor residing in United States, and a law/politics Malaysian undergraduate. Firstly, the students revealed that identity in Facebook spaces is shown through genuine names and profile pictures; rightfully so for job, networking, and relationship purposes. Secondly, by selecting specific audiences, negotiating identities of a friend, co-worker, lover and most importantly future employee in Facebook is a difficult task. Conflicts usually occur while &quot;masking&quot; certain information on Facebook as they go about connecting with friends, students, parents, and prospective partners. Thirdly, societal constraints limit opposite gender's approval of friend requests. Lastly, identity construction reveals that having voices and emotions on Facebook have both positive and negative implications. Pedagogical recommendations are also presented as a result of this inclusion of Facebook in literature classrooms.
A Comparative Analysis between Direct and Indirect Measurement of Year I Integrated Project
Author: Abdullah, Siti Rozaimah Sheikh
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,Curriculum Development,Course Descriptions,Integrated Curriculum,Curriculum Implementation,Comparative Analysis,Information Seeking,Lifelong Learning,Communication Skills,Teamwork,Student Centered Curriculum,Active Learning,Academic Achievement,Outcomes of Education,Problem Solving,Independent Study,Evaluation Methods,Educational Benefits,Teacher Expectations of Students,College Students

The Integrated Project (IP) has been practised in the Department of Chemical and Process Engineering (JKKP) since the 2006/2007 session. Initially, the IP is only implemented for the Year II students for both Chemical (KK) and Biochemical Engineering (KB) programmes. Previously, the Year 1 curriculum was only based on the common faculty courses. Starting in the 2010/2011 session, a new curriculum was introduced for Year I with some reshuffling of the courses offered, in which the programme syllabuses are tailored to the offered departmental offerings starting in Year I. Based on the new curriculum, the students registered under the KK and KB programmes have undergone the IP since Semester I of their first-year studies. This implementation project encourages and gives the opportunity to students to take part in the open-ended problem-solving project. The students are trained to obtain information independently through lifelong learning, communication skills in terms of written and oral communications and identify the current issues and involve team work. The training can reduce the phenomenon of student dependence on lecturers or &quot;spoon-feeding&quot; to obtain information in order to understand a theory of learning. The exposure could also transform the learning scenario from lecture-centred to student-centred learning, which requires students to participate more actively in the learning process. The student achievement of the programme outcomes (POs), which has been set in terms of lecturer assessment (direct measurement) and student perception through questionnaires (indirect measurement), was compared at the end of the implementation of the IP in Semester II of the 2011/2012 session. From the comparison, it was found that both measurement methods gave very similar results for all the outlined POs with insignificant differences detected between the POs. This proves that the students gain benefits through the implementation of the IP which are in line with the lecturers' expectations.
Success Factors for Using Case Method in Teaching and Learning Software Engineering
Author: Razali, Rozilawati
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Method (Teaching Technique),Engineering Education,Computer Software,Computer Science Education,College Students,Student Surveys,Student Attitudes,Data Analysis,Success,Class Size,Handheld Devices,Audience Response Systems,Classroom Environment,Teaching Styles,Instructional Effectiveness

The Case Method (CM) has long been used effectively in Social Science education. Its potential use in Applied Science such as Software Engineering (SE) however has yet to be further explored. SE is an engineering discipline that concerns the principles, methods and tools used throughout the software development lifecycle. In CM, subjects are presented to students by means of real cases whereby students themselves either individually or in group discussions work through the problems and issues presented in the cases. The CM approach is deemed necessary for SE education in order to expose students to real scenarios that challenge them to develop the appropriate skills to deal with practical problems. As a largely theoretical subject, SE students could understand more about the practical application of SE concepts and ideas via such active learning activities. This paper presents a survey conducted on two sets of students who were exposed to CM in learning SE. Besides confirming the acceptance of CM among SE students, the surveys aimed to discover the contributing factors and elements that influence the efficacy of the method. The participants consisted of 64 undergraduates that comprised local full-time and executive students. The survey was performed in two semesters through group interviews. Data from the survey were analysed qualitatively using content analysis. The results showed that there are four factors that are important to teaching SE using CM, namely Environment, Case, Instructor, and Student. Each of these factors has certain criteria and characteristics that suggest how CM can be successfully used in teaching and learning SE. These findings can be used by SE educators to more effectively plan the use of CM as one possible teaching method in SE.