ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptions of Effectiveness and Job Satisfaction of Pre-Law Advisors
Author: Knotts, H. Gibbs
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Academic Advising,Faculty Advisers,Job Satisfaction,Law Schools,Law Students,Legal Education (Professions),College Admission,Likert Scales,Self Efficacy,Self Evaluation (Individuals),Regression (Statistics),Surveys,Statistical Analysis

Despite playing an important role, preprofessional advising has received little research attention. For this study, 313 U.S. preprofessional advisors were surveyed in 2015. Drawing on work adjustment and social cognitive career theories, we analyzed the job satisfaction and perceived effectiveness of pre-law advisors. The major findings reveal that advisors having a law degree, the ability to secure more resources, and a commitment to spending significant hours weekly in advising tend to be more satisfied and perceive themselves to be more effective in helping students gain admission to law school and preparing them for academic success than other pre-law advisors. Other factors related to participant self-perceptions on advising future law students are also discussed.
Qualitative Analysis of Student Perceptions: &apos;&apos;Some Advisors Care. Some Don&apos;t.&apos;&apos;
Author: Walker, Ruth V.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Attitudes,Academic Advising,Faculty Advisers,Teacher Student Relationship,Qualitative Research,Interviews,Counseling Effectiveness,Coding,Grounded Theory,Counselors,Interpersonal Communication,Expectation,Student Satisfaction,Scheduling,Meetings

University-based academic advising at a large, Great Lakes state institution was designed to support first-year students' transition to college. We conducted individual interviews and facilitated story circles with 162 students to determine their perceived effectiveness of advising. Analyses revealed four overarching themes: student difficulty making the distinction between roles of high school guidance counselors and postsecondary academic advisors, advisor communication, student desire for a relationship, and advisor accessibility. On the basis of data gathered, we developed a model for understanding the formation and maintenance of student advising perceptions.
Assessment for Faculty Advising: Beyond the Service Component
Author: He, Ye
Date: 2017-00-00
Type: Journal Articles
Subjects: Faculty Advisers,Academic Advising,Literature Reviews,Student Personnel Services,Counselor Role,Content Analysis,Delivery Systems,Counseling Effectiveness,Counseling Services,Scholarship,Program Evaluation

The faculty plays a critical role in the academic advising process in higher education settings. On the basis of a review of current literature on faculty advising, we propose a paradigm shift from assessment of faculty advising to assessment for faculty advising that extends the consideration of advising beyond the service component. Building upon an overview of the faculty advisor role, we unpack this paradigm shift and discuss aspects to consider to enhance the quality and assessment for faculty advising in terms of advising content, process, and impact. We highlight faculty engagement in the scholarship of academic advising to recognize faculty advising as more than faculty service responsibilities.
Using Systems Theory to Understand the Identity of Academic Advising: A Case Study
Author: Bridgen, Sean
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Advising,Case Studies,Systems Analysis,Professional Identity,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Organizational Objectives,Administrative Principles,Administrative Policy,Qualitative Research,Counseling Objectives,Counseling Services,Counseling Theories,Student Personnel Services

For decades, advising practitioners and scholars have worked toward developing an identity for advising as a unique field of scholarly inquiry and practice. To date, the identity crisis in advising remains. This study presents an examination and description of the function, purpose, and identity of a university advising system through comparisons of ideals espoused by advisors and administrators with practice. Based on systems theory as a framework, this study shows that the identity of academic advising can be misunderstood because of systemic issues. Addressing systemic flaws may help clarify the identity of academic advising within a specific system and possibly the field as a whole.
Survey of Needs and Expectations for Academic Advising in a Hong Kong University
Author: Cheung, Rhonda Y. S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Expectation,Academic Advising,Undergraduate Study,Questionnaires,Student Surveys,Preferences,Faculty Advisers,Counselor Client Relationship,Counseling Techniques,Foreign Countries,Needs Assessment,Student Needs,College Students

Universities in Hong Kong implemented a new 4-year undergraduate curriculum in 2012, and many initiated academic advising programs to help students from different academic backgrounds and with various levels of preparedness to review their options and manage challenges in college. For this study, we administered a questionnaire survey to discover students' views on and expectations for academic advising. The results show an overall positive evaluation of academic advising from students, who expected academic advisors to help them understand their study options and preferred a developmental over a prescriptive approach. Students reported that discussing career issues was their greatest need for academic advising.
Application of Tablet PCs to Lecture Demonstrations on Optical Mineralogy
Author: Hoisch, Thomas D.
Date: 2010-09-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Mineralogy,Teaching Methods,Science Instruction,Lecture Method,Demonstrations (Educational),Laboratory Equipment,Shared Resources and Services,Summative Evaluation,Student Attitudes,Computer Software,College Science,Student Surveys,Interviews,Teacher Attitudes,Observation

Learning optical mineralogy requires students to integrate a complex theory with microscope manipulations and image interpretation. To assist student learning, we performed lecture demonstrations during which digital photomicrographs were taken and delivered to students using Tablet PCs, whereupon they were imported into note-taking software and annotated with digital ink by both instructor and students. We tested two different methods for delivering images: (1) images were delivered via an ad hoc wireless network using the file transfer capability of NetSupport School, using the instructor's computer as the hub, and (2) images were saved to a shared folder that could be accessed by students via the regular campus wireless network. Students loaded the images into either Microsoft OneNote or PowerPoint, and then annotated them with digital ink using the stylus pen as the instructor lectured. Use of the campus wireless network resolved issues of slow image delivery encountered with the ad hoc wireless network. Summative assessment revealed that most students thought the Tablet PCs helped them to understand the complex visualizations. The degree of acceptance among students of using Tablet PCs for note-taking during lectures improved considerably when the issue of slow image delivery was resolved. In addition, students commented that it was helpful to have the images close up and that the colors were highly accurate.
Examining Teaching of Professional Concepts in Teacher Training and Investigating Students&apos; Cognitive Structures Regarding Professional Concepts
Author: Karakus, Memet
Date: 2017-12-23
Type: Journal Articles
Subjects: Cognitive Structures,Concept Teaching,Teacher Attitudes,Case Studies,Semi Structured Interviews,Misconceptions,Preservice Teacher Education,Student Teacher Attitudes,Foreign Countries

The study aims to determine education faculty students' cognitive structures regarding professional concepts, and to reveal the views of the students and faculty members about conceptual teaching. The participants of the study, which was designed as a case study, were determined using the criterion sampling method. In the study, which was carried out with a total of 69 education faculty second grade students and with one faculty member responsible for the course of Introduction to Educational Sciences, Word Association Test and semi-structured interview forms were used as the data collection tools. The results of descriptive analysis demonstrated that the concept in which the students had the lowest level of misconception was the concept of curriculum, and that the concept of education was the one with the highest level of misconception and with the most superficial knowledge. In addition, the data obtained by interviews were analyzed with inductive content analysis. It was found that the teaching-learning process carried out in relation to professional concepts contributed to professional competency; that factors like use of learning strategies and different information sources supported the process; and that the students' misconceptions and the faculty member's use of a single teaching method made the teaching process difficult. In the study, it was concluded that it is necessary to give examples related to concepts, and to use various teaching methods and techniques for the improvement of the process.
Perceptions of EFL College Students toward Collaborative Learning
Author: Chen, Yingling
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Cooperative Learning,Qualitative Research,English (Second Language),English Language Learners,Student Attitudes,Interviews,Foreign Countries

The purpose of the study was to understand the perceptions of EFL college students toward collaborative learning (CL). This qualitative research design used narrative approach since the study emphasized on each participant's learning experiences with CL strategy. The data collection instruments for this research were consisted by interview questions. The researcher observed, took notes, and recorded Interview responses from each participant in order to understand their perceptions of collaborative learning. The finding of this study provides inspirations and motivation for English teachers to offer second language learners suitable curriculum and environment. Through collaborative learning, the results show that students quickly realize that they are able to solve problems as a group that they would not be able to solve as individuals. Students were satisfied by peer coaching, and peer review. Students worked together and brought effective strategies into the classroom activity.
Earlier Is Better: Learning English in Saudi Arabia
Author: Alsairi, Meshari A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Language Acquisition,Age,Learning Readiness,Native Speakers,Performance Factors,Teacher Attitudes,Student Attitudes,Middle School Students,Qualitative Research,Likert Scales,Semi Structured Interviews,Questionnaires,Statistical Analysis

Various studies have been carried out in order to find out the suitable age for foreign language acquisition. Every research study has had a different Critical Period (CP) and most of them have not been really close together in terms of years. Critical Period refers to the actual time frame during which foreign language acquisition should take place. The study at hand does not look at the actual age, but at theories about why there is an age. Age comes as a result of factors that urge one into learning a second foreign language. These factors are known as domains. Due to this fact this survey investigates why children should be taught a foreign language earlier as well as assessing their feelings about learning a new language (Li &amp; Schmitt, 2009).
No English Learner Left Behind: How Can States and Teacher Preparation Programs Support Content-Area Practitioners
Author: Diarrassouba, Nagnon
Date: 2018-00-00
Type: Journal Articles
Subjects: Content Area Reading,Content Area Writing,Population Trends,Demography,English Language Learners,School Statistics,Student Diversity,Teacher Educator Education,Educational Practices,Change Strategies,Elementary Secondary Education,Educational Change,Qualitative Research,Case Studies

This study investigates the responses that education stakeholders give to regular teacher and teacher candidate professional needs because of the increasing number of English learners. Two major research questions related to the increase of English learners in US schools and to the responses that stakeholders have provided guided the inquiry. Using a case study approach, the results show that not only have the numbers of English learners risen, but also that some school districts have witnessed drastic demographic shifts. In response to these shifts, decision makers have attempted to meet teacher professional needs. In light of these findings, I formulate recommendations to educational stakeholders at national, state, local, and to teacher preparation program developers to engage in systematic reforms to meet regular practitioner needs.
The Primacy of Bilinguals and Trilinguals College Students&apos; Views on Reading and Language Learning
Author: Alsheikh, Negmeldin
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Bilingual Students,Multilingualism,Interviews,Qualitative Research,Arabs,Blacks,Student Attitudes,Reading Habits,Learning Motivation,Bilingualism

This study aimed at understanding the essence of reading and language learning by bilinguals and trilinguals college students. The study is based on data from two separate yet related studies that were completed. The study used interviews as a qualitative means to glean the views of Arab bilinguals (n=10) and African trilinguals (n=3). The study is based on symbolic interactionism approach to incorporate a focus on intersubjective realities of bilinguals and trilinguals, openness to bilinguals and multilinguals' experiences and a search for invariant indispensable meaning in their descriptions of their bilingualism and multilingualism. In a very important sense, this study attempted to get beyond the immediacy of an experienced world in order to articulate the pre-reflective level of lived-world of bilinguals and trilinguals. The preliminary results of this study revealed that both bilinguals and trilinguals viewed reading as an establish tool for gleaning meaning. On the other hand, trilinguals viewed language from a larger intersubjective scope where the shared common understandings through ongoing symbolic interaction with the others. The trilingual also assigned more spatial perspectives, more metalinguistic awareness of reading and languages learning than the bilinguals.
A Correlation Study among Achievement Motivation, Goal-Setting and L2 Learning Strategy in EFL Context
Author: Han, Jing
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Achievement Need,Goal Orientation,Learning Strategies,Second Language Learning,College Students,Predictor Variables,Metacognition,Questionnaires,Statistical Analysis,Learning Motivation,Foreign Countries

Achievement motivation as one of the most important parts in learning motivation indicates a concern with success in competition with some standard of excellence. Learners who are highly motivated to learn a language are likely to use a variety of strategies. Besides achievement motivation, goal setting, a very important cognitive mediator between motivational antecedents and motivational behaviour, becomes another variable influencing learners' strategy use. Therefore, the current study will focus the influence of achievement motivation and goal setting on learners' strategy use, aiming to deal with (1) the typical types of learning strategies held by the college students under investigation; (2) effect of different levels of achievement motivation on the use of learning strategies; (3) the relationship among goal-setting, learning strategies and achievement motivation. The results show that compensation and metacognitive strategies are reported as being used the most frequently, followed by cognitive and affective strategies, while the three least frequently used individual strategies involve &quot;use words differently,&quot; &quot;start L2 conversation,&quot; and &quot;ask for native's help.&quot; Concerning the relationship between achievement motivation and strategy use, motive to achieve success (Ms) is positively and significantly correlated with four of the six types of learning strategies, i.e. cognitive, metacognitive, affective and social strategies. On the contrary, motive to avoid failure (Mf) is negatively but not significantly correlated with all the strategies. With regard to goal-setting and strategy use, the study shows that all six learning strategies are significantly correlated with goal-setting except affective strategies. As to relationship between goal-setting and achievement motivation, motive to achieve success (Ms) has significant positive relations with three levels of goal-setting, while motive to avoid failure (Mf) is positively related to &quot;short-term goal&quot; and &quot;mastery goal.&quot;
The Effect of Buzz Group Technique and Clustering Technique in Teaching Writing at the First Class of SMA HKBP I Tarutung
Author: Pangaribuan, Tagor
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,Teaching Methods,Intermode Differences,Writing Processes,Writing Strategies,Statistical Analysis,Writing Tests,Pretests Posttests,Predictor Variables,Experimental Groups,Control Groups,Hypothesis Testing,College Programs,Foreign Countries

This research held at SMA HKBP 1 Tarutung North Sumatra on the research result of test XI[superscript 2] and XI[superscript 2] students, after they got treatment in teaching writing in recount text by using buzz group and clustering technique. The average score (X) was 67.7 and the total score buzz group the average score (X) was 77.2 and in clustering technique, the average score (X) was 74.5 it mean that there is an improvement of students score after they got treatment. From the score of the test, a calculation was made to find out whether the buzz group and clustering technique significantly affects students writing ability. In Buzz group allows everyone's ideas to be expressed. Students learn to work in real-life situations where others' opinions are considered., in BG sets the groundwork to get discussion, expressing opinions, it is good for dealing with controversial subject Buzz group is significantly effect writing skill of the students.
Use of Extended Flute Techniques in Flute Education in Turkey
Author: Sakin, Ajda Senol
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Music Education,Music Techniques,Musical Composition,Musical Instruments,Teacher Surveys,Teacher Attitudes,High Schools,Music Theory

Extended flute techniques, which are frequently found in contemporary flute literature, carry the flute to a different dimension, pushing the boundaries of composers and performers. Although the number of pieces containing these techniques in the world has increased rapidly, along with Turkish flute repertoire, written Turkish sources about extended flute techniques are limited to theses and articles. In this research, the use of extended flute techniques in flute education programmes in Turkey was investigated. A survey method was used in the research, and 20 teaching staff members participated in the survey by answering the questionnaire. As a result of the research, it was determined that 18 teaching staff members included extended flute techniques in their flute education programmes, and 2 teaching staff members did not use these techniques in flute education, particularly because &quot;the techniques and pieces do not accord with the levels of the students&quot; and because of &quot;the difficulty of the pieces.&quot; In the conclusion, the difficulties faced by the teaching staff during training in extended flute techniques are summarized, and the suggestions of the teaching staff are mentioned.
Staff Perspectives of the Four-Day School Week: A New Analysis of Compressed School Schedules
Author: Turner, Jon Scott
Date: 2018-01-00
Type: Journal Articles
Subjects: School Schedules,Teacher Attitudes,Rural Schools,Employee Attitudes,Questionnaires,Likert Scales,Time Management,Time on Task,Community Benefits,Tenure,Elementary Secondary Education

The four-day school week is a concept that has been utilized in rural schools for decades to respond to budgetary shortfalls. There has been little peer-reviewed research on the four-day school week that has focused on the perception of staff that work in school districts that have recently switched to the four-day model. This study collects data from 136 faculty and staff members in three rural Missouri school districts that have transitioned to the four-day school week within the last year. Quantitative statistical analysis identifies strong support of the four-day school week model from both certified educational staff and classified support staff perspectives. All staff responded that the calendar change had improved staff morale, and certified staff responded that the four-day week had a positive impact on what is taught in classrooms and had increased academic quality. Qualitative analysis identifies staff suggestions for schools implementing the four-day school week including the importance of community outreach prior to implementation. No significant differences were identified between certified and classified staff perspectives. Strong staff support for the four-day school week was identified in all demographic areas investigated. Findings support conclusions made in research in business and government sectors that identify strong employee support of a compressed workweek across all work categories.
30 Years Trend of Competitive Balance in Turkish Football Super League
Author: Inan, Tugbay
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Competition,Trend Analysis,Team Sports,Game Theory,Longitudinal Studies,Incidence

We must point out that the results of football games affect the competitive balance degree. In other words, the calculations we made in the score table at the end of the season give us a degree of competitive balance. The degree on which the concept of competitiveness is based is cited as competitive balance in football. Sports economics can be defined as the degree to which overall league attendances are raised by such measures as media effect, home advantage, income sharing, all of which aim to strengthen the competitive balance. The aim of this study was to gauge the competitive balance in Turkish football league. Using long term competitive balance analysis, some of the matters encountered and possible precautions to be taken were approached in a way that can discuss the mentioned subjects throughout the 1987-2017 seasons in Turkish Football Super League (TSL). The present study examined the way that competitive balance level followed in the history of super league (30 years). For this purpose, C5 Competitive Balance Index (C5CBI) and a Herfindahl index of competitive balance (HICB) were benefited. Finally, competitive balance factor was observed to have occured time to time; however, when looked in terms of total, a view apart from competitive balance can be clearly seen.