ethanporcaro/eric-fulltext-meta huggingface dataset:
Lung Disease, Indigestion, and Two-Way Tables
Author: Watson, Jane
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Tables (Data),Diseases,Smoking,Drug Therapy,Faculty Development,Statistics,Mathematics Teachers,Student Surveys,Elementary School Students,Secondary School Students,Foreign Countries,Coding,Critical Thinking,Responses,Correlation,Statistical Analysis

This paper considers the responses of 115 school students to two problems based on information provided in two-way tables. In each case the question asks if one of the variables involved depends on the other. Contextual knowledge might suggest a dependent relationship in both but in one problem the data show independence while in the other the data imply an inverse relationship. A wide range of solution strategies illustrates the cognitive complexity dealing with information in two-way tables.
Korean College EFL Learners' Task Motivation in Written Language Production
Author: Kim, Bomin
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,English (Second Language),Writing (Composition),Learning Motivation,Task Analysis,Questionnaires,Writing Achievement,Writing Improvement,Lexicology,Syntax,Comparative Analysis,Writing Instruction,Difficulty Level

The aims of the present study were to explore the effects of two different types of task conditions (topic choice vs. no choice) on the quality of written production in a second language (lexical complexity, syntactic complexity, and cohesion) and to investigate the effects of these two different task conditions on task motivation. This research was conducted by means of a task motivation questionnaire and a collation of the writings of 31 Korean college students learning English as a foreign language. The data was analyzed using Coh-Metrix 3.0. The major findings were as follows: 1) The writings of participants in the topic choice condition were better than those in the no-choice condition in terms of lexical sophistication and temporal cohesion. However, participants' written production in the no-choice condition was better than that in the topic choice condition in terms of syntactic complexity. 2) The participants' task motivation levels were higher for the perceived choice domain in the topic choice condition than in the no-choice condition. These findings should help L2 writing instructors, materials developers, and researchers to design L2 writing instruction with a focus on written production specifically for Korean college-level learners.
Selection Determinants in College Students' Financial Tools
Author: Huang, Wei-Ting
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Money Management,Financial Services,Selection Criteria,Questionnaires,Opinions,Specialists,Student Attitudes,Community Attitudes,Attitude Measures,Risk Management,Demography,Weighted Scores,Preferences,Selection Tools,Foreign Countries

Recently, considerable concern has arisen over the complex financial markets, which are inclined to require more individual responsibility. Accordingly, students have to bear more responsibility for their financial management. Nevertheless, in a sluggish economy with high unemployment, the commercial events during the last decade have rendered the transition into financial independence more challenging for social freshmen. In addition, some statistical information has revealed the negative outgrowth that occurred in the wake of student loans and the reduction of beginning salaries. Given the aforementioned hidden risks of finance and the importance of money management, we thus endeavored to investigate the factors students consider when choosing financial tools. For the sake of providing students with information for reference, we delivered a similar questionnaire to professionals in the field. We used the received data to examine the gap between experts' views and students' perceptions and then inferred possible reasons for the comparison results.The AHP serves as the chief instrument for calculating relative importance and weighting the significance of the factors. We sent the questionnaires to 140 college students at National Chiayi University and 20 professionals in the financial field and 20 professionals in financial field. The general results indicate that opinions differ among individual students, and opinions of students are rather different from those of the experts; thus, we propose that financial institutions should take different opinions into consideration when designing their financial products.
Satisfaction with College Major: A Grounded Theory Study
Author: Milsom, Amy
Date: 2015-00-00
Type: Journal Articles
Subjects: Grounded Theory,Majors (Students),College Students,Student Experience,Performance Factors,Participant Satisfaction,Course Selection (Students),Decision Making,Career Development,Undergraduate Students,Semi Structured Interviews,Student Interests,Ability Identification,Values,Academic Advising,Student Attitudes

All college students must eventually choose and complete a major. Many switch majors, and some change it multiple times. Despite extensive literature addressing factors that influence students' initial choice of major, few scholars have examined students' experiences after enrollment in a selected major. In this study, we used a grounded theory study to investigate the experiences of 10 college students in their major with an emphasis on factors that influenced their (dis)satisfaction. An emergent theory explains the development of (dis)satisfaction with choice of college major by highlighting factors related to self and career awareness as well as personal reflection. Implications for college academic advisors are shared.
The Relationship between Socio-Economic Status, General Language Learning Outcome, and Beliefs about Language Learning
Author: Ariani, Mohsen Ghasemi
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,Socioeconomic Status,Language Tests,English (Second Language),Second Language Instruction,Graduate Students,Foreign Countries,Student Attitudes,English for Special Purposes,Islam,Religious Education,Language Proficiency,Questionnaires,Statistical Analysis,Factor Analysis,Negative Attitudes,Language Teachers,Management Development

The objective of this study is to explore the probable relationship between Iranian students' socioeconomic status, general language learning outcome, and their beliefs about language learning. To this end, 350 postgraduate students, doing English for specific courses at Islamic Azad University of Neyshabur participated in this study. They were grouped in terms of their socioeconomic status. They answered a questionnaire in which they indicated their beliefs about language learning in different contexts of language use. Besides, a general language test of proficiency (a Practice test of a TOEFL Test) was administered to all the participants to homogenize them in terms of general language proficiency or general language learning outcome. The quantitative data were subjected to a set of parametric statistical analyses, including descriptive statistics and factor analysis. The findings manifested a positive relationship between the students' economic status and general language learning outcome. Besides, the findings manifested a significant relationship between the participants' language learning outcome and their beliefs about language learning. The findings suggest if language instructors are equipped with the necessary information to assist language learners in coping with their negative beliefs, the process of language learning is not only accelerated, but also probable measurement errors may decrease.
Impact-Based Training Evaluation Model (IBTEM) for School Supervisors in Indonesia
Author: Sutarto
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Supervisors,Training Methods,Program Evaluation,Research and Development,Program Implementation,Guides,Program Development,Program Effectiveness,Program Validation,Models,Mathematical Formulas,Interviews,Position Papers

This article represents a study aiming at developing: (1) an IBTEM which is capable to promote partnership between training providers and their client institutions, easy to understand, effective, efficient; and (2) an IBTEM implementation guide which is comprehensive, coherent, easy to understand, effective, and efficient. The method used in the study was Research and Development (R &amp; D) suggested by D. Gall, P. Gall, and Borg (2007) that was simplified into three phases: pre-development, development, and validation phases. The pre-development phase was used to review related theories, interview resource persons, and collect relevant documents. The result of this phase was an IBTEM draft. The development phase was used to organize a focus group discussion (FGD) attended by participants from the Yogyakarta Education Quality Assurance Institute, Regional Offices of Education, school supervisors, principals, and teachers. The result of this phase was a revised IBTEM draft. The validation phase consisted of internal and external validations. The internal validation was done through a Delphi technique. The team in the Delphi involved experts in educational evaluation, educational management, and vocational education. The result of the internal validation phase was a theoretical IBTEM that was then validated externally. The external validation was conducted by carrying out limited field testing of the theoretical IBTEM involving three institutions: the Center for Development and Empowerment for Arts Teachers, Center for Development and Empowerment for Mathematics Teachers, and the Yogyakarta Education Quality Assurance Institute. The external validation phase resulted in a final IBTEM. The study results confirm that: (1) the developed IBTEM is capable to promote partnership between training providers and their client institutions, easy to understand, effective, and efficient; and (2) the developed IBTEM implementation guide which is comprehensive, coherent, easy to understand, effective, and efficient.
Strengthen the Bond: Relationships between Academic Advising Quality and Undergraduate Student Loyalty
Author: Vianden, Jörg
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Advising,Undergraduate Students,Counseling Effectiveness,Correlation,Student School Relationship,Models,Predictor Variables,Likert Scales,Interpersonal Competence,Interpersonal Relationship,Counseling Techniques

Extant research suggests that student loyalty, a strong bond between the student and university, positively affects important student outcomes, most notably retention. In this article, we advance the notion that academic advisors should become managers of the student-university relationship. We examine the correlation between respondents' perceived quality of academic advising and their loyalty to the university as measured by our recently developed Student University Loyalty Instrument, administered to 1,207 undergraduates at three comprehensive midwestern institutions. Results suggest that a positive relationship exists between the perceived quality of academic advising and student loyalty, other meaningful indicators of the student-university relationship, and specific student demographic characteristics. Recommendations for academic advising practice are shared.
The Implementation of Team-Based Discovery Learning to Improve Students' Ability in Writing Research Proposal
Author: Arifani, Yudhi
Date: 2016-00-00
Type: Journal Articles
Subjects: Discovery Learning,Research Proposals,Proposal Writing,Teamwork,Writing Ability,Capacity Building,Program Implementation,Research Skills,English Curriculum,Theses,Action Research,Portfolio Assessment,Pretests Posttests,English (Second Language),Foreign Countries

Writing research proposal in educational setting is a very complex process involving variety of elements. Consequently, analyzing the complex elements from introduction to data analysis sections in order to yield convinced research proposal writing through reviewing reputable journal articles is worth-contributing. The objectives of this research are to improve students' ability in generating a research topic from reputable journal articles, developing thesis proposal draft, and writing comprehensive thesis proposal. A classroom action research administered at English Department University of Muhammadiyah Gresik Indonesia is adopted. The results reveal that the implementation of team-based discovery learning may improve students' ability in generating a research topic, developing research proposal draft and writing comprehensive research proposal. Several suggestions are addressed. First, although the syntax of the team based discovery learning is quite similar to the remaining strategies but it will not work more optimally if it is not followed by relevant sets of guiding questions reflecting the detailed content of each reputable journal article in each meeting. Second, learning innovations activities through intensive writing practices and consultations should be taken into account to foster the steps of discovery learning in group discussion process. Finally, the results of commonalities of strategies may be used as a reference to enhance students' ability in writing comprehensive research proposal.
Advising as Servant Leadership: Investigating Student Satisfaction
Author: Paul, W. Kohle
Date: 2015-00-00
Type: Journal Articles
Subjects: Investigations,Participant Satisfaction,Counseling Effectiveness,Student Attitudes,Leadership Styles,Counseling Techniques,Multiple Regression Analysis,Altruism,Questionnaires,Emotional Adjustment,Academic Advising,Correlation,Predictor Variables,Student Behavior,Undergraduate Students,Student Surveys

Student satisfaction with advising is positively linked to first-year student retention and sophomore persistence to their senior year. However, inconsistencies in the advising literature confound conclusions about the most effective advising approach to elicit student satisfaction. Positive links between the servant leadership approach and advising behaviors have been shown, but student satisfaction remains unexamined. We investigate student satisfaction with servant leadership--based advising. Utilizing hierarchical multiple regression analysis, we found positive correlations between servant leadership and student satisfaction with advising. In particular, advisors' altruistic behaviors elicited the greatest impact on student satisfaction. Implications for practice include advancing advising pedagogy and improving advisor selection and professional development.
International Student-Athlete Adjustment Issues: Advising Recommendations for Effective Transitions
Author: Newell, Emily M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Adjustment,College Athletics,Transitional Programs,Literature Reviews,Foreign Students,Academic Advising,Foreign Student Advisers,Athletes,Counseling Techniques,Models,Caseworker Approach

Through an extensive literature review, student--athlete college transition issues as well as concerns of international student-athletes are identified. Research on general student advising, developmental advising, and mentoring literature points to successful tactics for assisting domestic students, international students, and student-athletes through the transition to college life. This review culminates in a table that combines findings from previous studies into a set of suggested practices for academic advisors working with international student-athletes. Advisors can use this research to support international student-athletes during recruitment and throughout their collegiate career.
Intercultural Communication Competence: Advising International Students in a Texas Community College
Author: Zhang, Yi
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Advising,Phenomenology,Qualitative Research,Foreign Students,Two Year College Students,Community Colleges,Intercultural Communication,Competence,Cognitive Processes,Affective Behavior,Teacher Behavior,College Faculty,Knowledge Level,Teacher Attitudes,Communication Skills,Interviews,Student Characteristics,Student Needs,Barriers,Cultural Differences

Academic advising has long been considered a critical factor to student success. With a qualitative, phenomenological research design, this study was undertaken to better understand the lived experiences of academic advisors in communicating with international students in a community college context. Intercultural communication competence was used as a multidimensional construct to guide data collection and analysis used to assess the cognitive, affective, and behavioral dimensions of academic advisors' experiences with international students. The findings of the study provide important information on academic advisors' knowledge, attitudes, motivation, and skills in communicating with international students and offer implications for practice, policy, and future research.
A Preliminary Report of Advisor Perceptions of Advising and of a Profession
Author: Aiken-Wisniewski, Sharon A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Phenomenology,Academic Advising,Faculty Advisers,Occupational Information,Occupational Surveys,Professional Identity,Teacher Attitudes,Semi Structured Interviews,Focus Groups,Recognition (Achievement),Participant Characteristics,Educational Practices,Power Structure,Interaction

Practicing advisors may not agree, know, or understand that advising does not meet the scholarly definition of a profession. Through a phenomenological study, members of NACADA: The Global Community for Academic Advising were invited to describe the position of academic advisor. The data gathered were used to address two research questions: &quot;How do advisors describe the occupation of advising?&quot; and &quot;How do advisors describe a profession?&quot; Answers to these questions provided a foundation to understand advisors' views of advising as an occupation, definition of their own career, and understanding of a profession as it relates to advising.
The Mobilization of the Formal Normative Rules in an Educational Institution: A Sociological Study in Portugal
Author: Serpa, Sandro
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Sociology,Guidelines,Foreign Countries,Educational History,Disadvantaged,Females,Poverty,Administrator Attitudes,Governance,Residential Institutions,Decision Making,Archives

The formal dimension can greatly condition the operation of an organization. The present article aims to study the mobilization of organizations' formal structures within educational institutions. To achieve this goal, I analyze the situations between 1858 and 1913 in which the bylaws and/or regulations of the &quot;Disadvantaged Children's Shelter of Horta&quot; (&quot;Asilo de Infância Desvalida da Horta-AIDH&quot;), the Azores, Portugal, are explicitly noted with different chairmen and administrations through documents found in the organization's archives. We find that these formal instruments are mobilized not only by the chairman and the administration but also by the governance, whether to justify the shelter's operation, legitimize decisions already made, or refer to the importance of these formal official normative guidelines. As a result, we find that this formal dimension is of the utmost importance, not only as a potential guiding framework but also for legitimizing action, even though it does not necessarily reflect the operations of an organization
English Learning Achievement and EFL Learners' Cheating Attitudes and Cheating Behaviors
Author: Rahim, Mehrak
Date: 2016-00-00
Type: Journal Articles
Subjects: Cheating,English Language Learners,Student Attitudes,Student Behavior,Junior High School Students,Ethics,Questionnaires,Correlation,Regression (Statistics),Academic Achievement,Student Experience,Scores,Predictor Variables,Foreign Countries

The aim of the current study was investigating the role of achievement in learning English as a foreign language in EFL learners' cheating attitudes and cheating behaviors. Eight hundred junior high-school students were selected based on random cluster sampling and participated in the study. Their attitudes towards academic dishonesty and their cheating behaviors in language classes were examined by two questionnaires. The result of data analysis revealed significant correlations between achievement in learning English and cheating attitudes and behaviors. Further, the result of regression revealed that achievement in learning English had weak power to predict cheating attitudes (0.7%). However, the power of achievement in learning English to predict cheating behaviors of language learners in language classes was five times stronger (3.5%).
Exogenous and Endogenous Impacts into Teachers' Work Performance Sphere
Author: Nasrun
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,High Schools,Influences,Teacher Competencies,Statistical Analysis,Statistical Inference,Principals,Motivation,Leadership Responsibility,Incentives,Questionnaires,Path Analysis

By this synopsis research which conveyed of findings to unfold mutual effect between teachers' performance and incentive scheme and teachers' personal competency, and principal leadership, and work motivation, by means of explanatory research in which ex facto method was ad hock model chosen because of classified as non-experiment. The grounds populations of research target were upon teachers of Public Senior High School around Medan city which the total about 1446 teachers, 241 teachers set out as sample apart. Though Ex post facto as a means to examine proposed hypothesis it was found significant influence between free variable teacher's personal competence toward work motivation and teacher's work performance as bound variable. Carried out with statistical descriptive analysis and inferential analysis. Alluded to inferential analysis by technically path coefficient analysis whereby direct contribution of: 1) incentive scheme toward work motivation was 41%, 2) teachers personal competency toward work motivation was 17%. 3) Principal leadership toward work motivation was 25%. 4) Incentive scheme toward teachers' work performance 17%. 5) Principal leadership toward teachers' work performance was 16%. 6) Work motivation toward teachers' work performance was 39%.