ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Blended Learning on EFL College Readers
Author: Al-Jarf, Reima
Date: 2007-07-00
Type: Speeches/Meeting Papers
Subjects: Blended Learning,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,College Freshmen,Reading Instruction,Online Courses,Reading Skills,In Person Learning,Program Effectiveness

Technology is not currently used in EFL classrooms at my university. Therefore an attempt was made to use online learning in EFL reading instruction from home, as a supplement to classroom instruction. Two groups of freshman students participated in the study. The pre-test scores showed no significant differences between both groups in their reading ability. Then, both groups studied the same reading textbook, and completed the same reading passages and exercises in that textbook. In addition, the experimental group used an online course with Nicenet (www.nicenet.org). For extra practice, I also added reading websites related to the reading skills and themes practices in class in the 'Link Sharing&quot;. The reading websites contained explanation, reading exercises, a daily reading lesson, and reading quizzes. In the Conferencing&quot; area, I also posted exercises that required the students to write the topic of several paragraphs; locate specific details in the reading selection; find the meaning of words in context; find the referents of pronouns; write a summary of the reading selection or parts of it; fill out an outline; classify vocabulary items in categories and so on. The students were encouraged to check the reading links, respond to the questions and discussion threads, add reading links, and post reading threads. Comparisons of the post-test mean scores showed significant differences between the experimental and control groups. Results showed that in learning environments where technology is unavailable to EFL students and instructors, use of blended learning, i.e. technology and traditional classroom techniques) helps motivate and enhance EFL students' learning and development of the reading skills in English. The students and instructor's attitudes, roles and the problems they faced will be reported.
Pre-Service Teachers&apos; Imaginary Creative Approaches to Address Students&apos; Erroneous Understanding of Algebraic Expressions
Author: Eroglu, Deniz
Date: 2023-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Misconceptions,Teacher Student Relationship,Teaching Methods,Preservice Teachers,Mathematics Teachers,Teacher Education Programs,Creativity,Lesson Plans,Elementary School Teachers,Foreign Countries

This study examines the creative responses of pre-service mathematics teachers in their lesson plays designed to address sixth-grade students' misconceptions about algebraic expressions. This research employs a qualitative descriptive research design, involving 78 third-year students enrolled in an elementary mathematics education program. Using lesson plays, the pre-service teachers developed hypothetical lessons that demonstrated how dialogues between teachers and students could unfold in a classroom. The research revealed that the pre-service teachers exhibited pedagogical and mathematical flexibility in addressing students' misconceptions in algebraic expressions. While the participants did not display mathematical and pedagogical originality, they were able to create a variety of hypothetical instructional settings. This study highlights the potential of lesson plays as an effective tool to examine pre-service teachers' creativity and explores various pedagogical approaches in their hypothetical instruction. The findings suggest that teacher education programs should include more opportunities for pre-service teachers to develop their creativity using lesson plays and for preparing them to effectively and originally address students' misconceptions about algebraic expressions.
The Mediating Role of Subjective Well-Being in the Relationship between Empowering Leadership and Organizational Resilience
Author: Limon, Ibrahim
Date: 2023-00-00
Type: Journal Articles
Subjects: Teachers,Well Being,Leadership,Teacher Empowerment,Teacher Administrator Relationship,Organizational Culture,Resilience (Psychology),Predictor Variables,Foreign Countries,Teacher Attitudes,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,High School Teachers

This study investigates the mediating role of teachers' subjective well-being in the relationship between empowering leadership and the organizational resilience of schools. The sample consists of 410 teachers working in Kocaeli province. Participants were reached by a convenient sampling method. Data were collected with the &quot;Empowering Leadership Scale&quot;, &quot;Teacher Subjective Well-being Scale&quot; and &quot;Organizational Resilience Scale&quot;. The validity and reliability of the scales were tested within the scope of the current study, which yielded satisfactory results. Before the data analysis, the distribution of the data and whether there was a multicollinearity problem among the predictor variables were tested. Path analysis was used to test the research hypotheses. The findings suggested that the participants' perceptions of the variables were relatively positive. There were statistically significant, positive associations between the variables. On the other hand, empowering leadership significantly predicted teacher subjective well-being and organizational resilience, and teacher subjective well-being significantly predicted organizational resilience. Lastly, teachers' subjective well-being had a mediating role in the relationship between empowering leadership and organizational resilience. Drawing on these findings, it can be concluded that empowering teachers positively contribute to their subjective well-being (engagement in school and teaching efficacy) which in turn increases schools' organizational resilience.
Perceived Social Support and Emotion Regulation as Predictors of the Quality of Life of the Private School Teachers
Author: Roblico, Danilo A., Jr.
Date: 2021-04-00
Type: Reports - Research
Subjects: Quality of Life,Social Support Groups,Emotional Response,Self Control,Private Schools,Correlation,Age Differences,Gender Differences,Teaching Experience,Foreign Countries,Teaching Conditions,Stress Variables,Psychological Patterns,Empathy,Interpersonal Relationship,Caring,Teacher Burnout

This study investigated the predictors of quality of life i.e. perceived social support and emotion regulation among the 124 private school basic education teachers in the Division of San Carlos. Descriptive-correlational method was utilized by the researcher in this study. Result of Pearson Product Moment Correlation revealed that social support positively correlates to quality of life; whereas no correlation was observed between emotion regulation and quality of life using Spearman correlation. The level of emotion regulation and quality showed no significant difference when grouped according to age, gender, and number of years in teaching. On the other hand, perceived social support also showed no significant difference when grouped according to demographics except in number of years in teaching; however, post hoc test using Tukey HSD does not reveal any significant difference between pairwise groups. Using multiple regression analysis, a significant regression was found. The regression equation formed is given by &quot;Quality of Life&quot; = 73.618 + 4.028(&quot;PSS&quot;) + 0.841(&quot;ER&quot;). It indicated that a unit increase in perceived social support increases the quality of life by 4.028 units, assuming that emotion regulation is constant. This result underscores the unique and influential role of social support in contributing to the well-being of teachers. [This paper was published in &quot;Global Scientific Journal&quot; v9 n4 2021.]
Reading Intervention for Students with ASD in the Middle Grades: An Alternating Treatment Study of Embedded Interests Reading and Expository Text Conditions
Author: Solis, Michael
Date: 2021-06-21
Type: Reports - Research
Subjects: Autism Spectrum Disorders,Students with Disabilities,Intervention,Reading Instruction,Vocabulary Development,Reading Comprehension,Program Effectiveness,Student Characteristics,Context Effect,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Achievement Tests,Student Interests

Aim: We conducted two separate but related multiple baseline with alternating treatment single-case design studies to investigate the effect of the same reading intervention for students with autism spectrum disorder being implemented under different conditions. Method: We conducted a researcher-implemented study in a public school (Study 1) and a teacher-implemented study in a specialized private charter school for children with ASD (Study 2). In each study, we compared a typical intervention approach with interest-based text intervention that included reading on each child's interest area. The treatment included systematic vocabulary instruction and main-summarization strategy instruction. Results: Findings from Study One showed consistent increases in comprehension and vocabulary outcomes compared to baseline. In Study Two the baselines phases were unstable with small differences in mean scores detected for vocabulary during the intervention phase favoring the interest-based treatment for three of four participants. Conclusion: The results across studies were mixed indicating the importance of taking into account contextual factors including student characteristics and learning environment. [This is the online first version of an article published in &quot;Developmental Neurorehabilitation.&quot;]
Synchronous Online Training Workshops
Author: Al-Jarf, Reima
Date: 2013-02-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Online Courses,Training,Workshops,Graduate Students,Linguistics,Research Skills,Skill Development,Synchronous Communication,Student Attitudes

This paper describes a series of interactive, synchronous online training workshops in which linguistics graduate students studying in Australia, UK, USA and Saudi Arabia participated. The aim of the workshops was to develop graduate students' research skills in linguistics, to introduce them to latest trends and developments in linguistic research, and to communicate with expert linguists worldwide. The workshops were initiated, organized and hosted by the Saud Linguists' Society (SAL) created by a Saudi Ph.D. student. Since SAL has a limited budget, free web conferencing software were tried out such as PalTalk, &quot;Skype,&quot; &quot;How-to Geek&quot; and &quot;WEbex.&quot; Registration in the workshops was made free for graduate students. SAL's workshop coordinator invited the speakers, selected the workshop theme, prepared the workshop poster, announced the workshops online, scheduled the workshops, and registered participants. A detailed description of the steps in preparing for and conducting online workshops will be given. Participants' views on the benefits and shortcomings of synchronous online workshops are reported and recommendations for conducting effective, interactive, synchronous online workshops and for extending free web conferencing and webinar tools to other educational settings in Saudi Arabia are given.
A Bibliometric Analysis of School Effectiveness Research
Author: Limon, Ibrahim
Date: 2023-00-00
Type: Journal Articles
Subjects: Bibliometrics,School Effectiveness,Information Retrieval,Authors,Citations (References),Periodicals,Networks,Foreign Countries,International Cooperation

School effectiveness research has received considerable attention for over half a century, resulting in abundant literature. However, there is a gap in the literature in terms of presenting this knowledge base through a bibliometric analysis. To fill this gap, the current study examines the articles on school effectiveness published in journals indexed in the Web of Science Core Collection (WoS) database between 1981 and 2021. The search was conducted using the terms &quot;school* effectiv*&quot;, &quot;effectiv* school*&quot;, &quot;effectiv* of school*&quot;, &quot;effectiv* in school*&quot; and &quot;or&quot; between them. Only articles published in the English language were included in the analysis. The initial search yielded a total of 3089 articles, but when the studies that did not satisfy the study's inclusion criteria were excluded, a total of 1102 studies remained. The research findings include the general profile of the articles, the annual frequency distribution of the articles by year, the most productive researchers, journals, and countries by the number of articles, the most influential articles in terms of the number of citations, the most frequently occurring author keywords, and their co-occurrence pattern. The findings also reveal co-authorship and cross-country collaboration patterns. The findings are anticipated to provide substantial implications for researchers to develop a deeper and more detailed insight into school effectiveness as a research field by structuring the existing literature. Additionally, some suggestions were made based on the findings.
Student Profiling on Behavioral Patterns in an Online Mathematics Game: Clustering Using K-Means
Author: Norum, Reilly
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Games,Game Based Learning,Student Characteristics,Visual Aids,Student Behavior,Behavior Patterns,Mathematics Instruction,Teaching Methods,Algebra,Outcomes of Education,Grade 7,Middle School Students

This preliminary study examined whether distinct student profiles (N = 760) emerged based on their behavioral patterns in an online algebraic learning game. We applied k-means clustering analysis to clickstream data collected in the game and then examined how students' behavioral patterns varied across the clusters using data visualization. The results identified four groups of students based on their in-game behaviors, showing that there was a large variation in their behavioral patterns for engaging with the game.
Intellectual Property and eLearning at Saudi Universities: Problems and Solutions
Author: Al-Jarf, Reima
Date: 2013-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Intellectual Property,College Students,College Faculty,Attitudes,Misconceptions,Legal Responsibility,Electronic Publishing,Electronic Learning,Copyrights,Plagiarism

This study investigates the availability and awareness of intellectual property rights of electronic material and resources at Saudi universities and reports students and instructors' views of the infringements of intellectual property, reasons for infringements, and misconceptions of proper use.
A Qualitative Inquiry into Affordances and Challenges of Online Language Teaching and Learning
Author: Günes, Hilal
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Online Courses,Teaching Methods,Language Teachers,Foreign Countries,English (Second Language),Student Attitudes,Teacher Attitudes,Technological Literacy,Pedagogical Content Knowledge,State Universities,College Students,College Faculty,Faculty Development,Teacher Student Relationship,Ethics,Class Size,Attendance,Learning Motivation,Personal Autonomy,Faculty Workload

This study explores the perceived affordances and challenges of online teaching and learning among English instructors and students. Qualitative data were gathered through semi-structured interviews from 8 online English instructors and 8 online English learners at a state university in Turkey. Using Nvivo software, content analysis was employed for data analysis. Results indicate a strong consensus among the instructors and students on the affordances and challenges of online language education. Participants view online education positively for its flexibility, accessibility, comfort, technology integration, cost-saving benefits, and opportunities for autonomy and individual development. However, concerns have also been raised about the sudden transition to online education, leaving both instructors and students feeling unprepared. Consequently, participants perceive online education as demanding and challenging. Identified challenges include difficulties in teaching language skills and using language teaching methods, lack of interaction and communication, inadequate technical infrastructure, limitations of the online platform, poor attendance and participation, insufficient teacher training, ethical concerns, large class sizes, limited online material infrastructure, low motivation and autonomy among students, and increased workload for instructors. These technical, pedagogical, and attitudinal issues collectively influence the overall perception and effectiveness of online teaching and learning. The findings underscore the need for comprehensive training, improved technical and material infrastructure, and a reevaluation of online course design to ensure a high-quality teaching and learning experience.
Language Attitudes and Policy Preferences: Insights from International Scholarship Applicants to Hungraian Universities
Author: Mambetaliev, Askar
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Attitudes,Multilingualism,Learning Motivation,Career Choice,Language of Instruction,English (Second Language),Second Language Learning,Foreign Students,Scholarships,College Applicants,Student Attitudes,Native Language,Foreign Countries,Educational Policy,Correlation,Second Language Instruction,Word Frequency,Gender Differences,Undergraduate Students,Graduate Students,Doctoral Students,Student Characteristics,Language Usage,Language Proficiency,Study Abroad,Student Surveys

This study examined the attitudes of individuals seeking scholarships to study abroad, exploring whether their views on languages and language policy models vary based on gender, study programs, and countries. An online survey was administered to approximately 130 Hungarian government scholarship applicants from diverse nations. Statistical methods were employed to analyze responses, revealing variations and correlations between demographic and attitudinal variables. Participants expressed preferences for multilingual and monolingual language policies, aligning with their attitudes. The findings indicate that most participants pursued language learning with instrumental motivation, aiming to achieve educational and career objectives. Most participants expressed a desire for a multilingual language policy model in their home countries. While many embraced the proposal to adopt English as the medium of instruction, others maintained a critical perspective, acknowledging both the positive and negative impacts of English and multilingualism. Additionally, participants underscored the significance of preserving native languages in their respective countries.
Career Technical Education among California High School Graduates
Author: Boochever, Audrey
Date: 2023-11-00
Type: Reports - Descriptive
Subjects: Vocational Education,High School Graduates,Public Schools,Racial Differences,Ethnicity,Gender Differences,Occupations,Educational Attainment,Socioeconomic Status

Career Technical Education (CTE)--a structured series of courses that provides high school students technical and vocational skills, paving the way to postsecondary education and careers--is key to aligning secondary education with both labor market needs and college opportunities. CTE provides high school students with the chance to engage in practical learning experiences, boosting engagement and expanding students' exposure to and preparation for a variety of careers. CTE participation is linked to increased high school graduation rates, greater likelihood of enrollment in two-year colleges, and higher earnings. With the promise of improved student outcomes, California has invested substantially in CTE over the last ten years. While CTE is generally linked to better educational and earnings outcomes, these outcomes vary across student subgroups and industry sectors. Within each industry sector, there are a number of pathways--a sequence of two or three courses with a final capstone course--that a student may choose to complete. Participation in specific CTE pathways is a function of many factors beyond student choice, including but not limited to course availability and scheduling within a high school or at an alternative school site, distance from the student's high school to the CTE program, and partnerships between high schools and local businesses. As such, pathways are not equally available to students across schools. This extended infographic provides an updated look at CTE pathway completion among California public high school graduates and how completion patterns vary by student race/ethnicity, gender, and CTE industry sector.
Online Instruction and Creative Writing by Saudi EFL Freshman Students
Author: Al-Jarf, Reima Saado
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,College Freshmen,Poetry,Creative Writing,English (Second Language),Second Language Instruction,Essays,Student Characteristics,Language Proficiency,Teaching Methods,Creativity,Interpersonal Relationship,Females

This study shows how online courses encouraged non-native freshman students to write poems and short stories in English as a foreign language. The 38 creative writers were enrolled in writing, grammar, vocabulary and reading courses that the author taught over 6 semesters. They were also registered in an asynchronous online course that was used as a supplement to in-class instruction. Samples of the students' poems and essays were collected, and a content analysis was performed. The study describes the online learning environment and what online writing tasks were used. It also shows the characteristics of creative writers, whether creative writing is related to creative writers' proficiency level in English, and what learning conditions, and strategic approaches impacted EFL students' creativity. Sample poems, essays and stories and examples of student-student and instructor-student interactions are appended.
Characteristics of Ph.D. Dissertations of Saudi Students Who Graduated from American Universities between 1969-1985
Author: Al-Jarf, Reima
Date: 1991-09-23
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Doctoral Dissertations,Doctoral Students,Foreign Students,Gender Differences,Geographic Location,Intellectual Disciplines,Educational Research

This study aimed to describe some characteristics of doctoral dissertations in education by Saudi students who graduated from American universities between the years 1969-1985 in terms of the number of dissertations written, type of academic degree awarded, universities that granted the degree, dissertation length in pages, authors' gender, topic of the dissertation, the courses examined, subjects' educational level (university, high school, middle school, primary school and so on), the title, the research problem, the research methodology used, the sample, statistical analysis methods, and the results. The results of the analysis revealed the number of women holding a doctoral degree in the time period under study was five. Most of the dissertations were completed at Michigan State University, the University of Northern Colorado, and then Indiana University. The typical dissertation is 201 pages long. More than half of the dissertations focused on four specializations: higher education, curriculum and instruction, educational administration, and science education; 35.71% of the dissertations focused on the university level; 92.47% dealt with traditional (old) topics; and 21.43% of the dissertations titles had good writing style and content; 68.62% of the dissertations were descriptive; 23.85% were correlational; 7.53% were causal, while 4.6% only were experimental. The questionnaire was used in 66.49% of the dissertations. The study recommended that doctoral dissertations be analyzed every every five years or so to find out the research trends and characteristics in them.