ethanporcaro/eric-fulltext-meta huggingface dataset:
Students' Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses
Author: Federici, Roger A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Student Attitudes,Mathematics Teachers,Teacher Student Relationship,Emotional Response,Social Support Groups,Student Motivation,Mathematics Anxiety,Help Seeking,Grade 9,Grade 10,Structural Equation Models,Correlation,Predictor Variables,Factor Structure,Questionnaires,Factor Analysis

We explored whether students' perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students' perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking behavior, and effort. The participants were 309 Norwegian students in 9th and 10th grade. The data were analyzed by means of structural equation modeling (SEM). The results revealed that emotional and instrumental support constitute separate but strongly correlated constructs. Directly or indirectly, both emotional and instrumental support was related to all motivational constructs. The strongest relations were found for instrumental support. Additionally, instrumental support predicted lower levels of anxiety. One implication of this study is that teachers should aim at providing both emotional and instrumental support.
Emphases of Parenting in the Light of Three Comparison Groups
Author: Laukkanen, Ella
Date: 2014-00-00
Type: Journal Articles
Subjects: Child Rearing,Comparative Analysis,Parenting Skills,Case Studies,Grade 2,Elementary School Students,Elementary School Teachers,Questionnaires,Essays,Freehand Drawing,Content Analysis,Parent Child Relationship,Parenting Styles,Parent Attitudes,Teacher Attitudes,Childhood Attitudes,Foreign Countries,Semi Structured Interviews,Safety,Well Being,Social Development,Emotional Development,Family Environment,Parents as Teachers,Parent Role,Interpersonal Relationship

Parenthood is a phenomenon that is not easy to research. This study analyzed the emphases of parenting in the light of three comparison groups. The research was grounded on Bradley's (2007) theory of six fundamental parenting tasks. This was a case study focusing in one second-grade classroom. The teacher, 18 parents, and 19 pupils were recruited in the study. The data comprised three sets as well: questionnaires for parents, pupils' essays and drawings, and the teacher interview. The data were collected in 2012. The analysis represented theory-led content analysis. The results showed that the emphases of parenting tasks varied among the comparison groups and the emphases are illustrated in a triangle showing the variation. The most important task was the present parent who loves the children, and discusses and gives time for them. The role of parental love as the fundamental basis of parenting is discussed.
Rethinking Mindscapes and Symbols of Patriarchy in the Workforce to Explain Gendered Privileges and Rewards
Author: Semali, Ladislaus M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Gender Issues,Gender Bias,Feminism,Masculinity,Power Structure,Labor Force,Gender Differences,Semiotics,Salary Wage Differentials,Case Studies,Sex Fairness

In this article the authors contend that gender inequalities in occupational divisions of labor are better understood in reference to the concept of symbolic patriarchy. The conceptual framework is informed by social constructionist theories that view gender not merely in light of sexual or biological differences but as interwoven, fluid, and contesting boundaries of authority. The goal here is to locate the labyrinths of power and unequal treatment of women, evidenced through the &quot;gender pay gap&quot; and derived from the social landscapes and mindscapes of inequality. The study concludes that workforce-based privileges and rewards for men seem to be sustained and reinforced by patriarchal socio-cultural systems of inequality and domination that maintain visible and invisible mechanisms of power, privilege and influence in symbolic, figurative, and metaphoric cultural forms, rendering them the norm.
Tourism Curriculum in a Global Perspective: Past, Present, and Future
Author: Wattanacharoensil, Walanchalee
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Tourism,Curriculum Development,Higher Education,Educational History,Hospitality Occupations

This article summarizes the development of tourism curricula over the past 20 years from the perspective of global tourism. The paper proposes a generic framework for a future tourism curriculum on the basis of a review of literature in the American, British, and other European contexts. The proposed tourism curriculum aims to create well-rounded tourism graduates who view the tourism industry as a fully integrated system, are aware of the importance of connectivity in society, and can make appropriate contributions based on current demands and situations. Once understood and delivered by tourism graduates, the implicit value embedded in the tourism curriculum will inspire respect for this curriculum in higher education. In addition, balance in the development of the tourism industry is expected to be achieved in the future.
Learner Autonomy and Curriculum Delivery in Higher Education: The Case of University of Uyo, Nigeria
Author: Udosen, Alice E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Personal Autonomy,College Curriculum,Teaching Methods,College Instruction,College Faculty,College Seniors,Questionnaires,Statistical Analysis,Educational Media,Technology Uses in Education

Nigeria has much hope on her higher education for the production of manpower needs of the nation. And manpower production is a function of the curriculum and its delivery modes which can only be as good as its teachers. It is no gain saying that the traditional methods of curriculum delivery can no longer serve our purpose. Efforts are being made the world over to focus on curriculum delivery modes that build on the recent technological developments and the enriched learning experiences they provide to foster learner autonomy. But the curriculum delivery modes of lecturers in higher education institutions, regarding learner autonomy is not known. This study therefore sought to find out whether the curriculum delivery mode of lecturers in the University of Uyo and their media utilization are such that can foster learner autonomy. Four hundred final year students from four out of the nine faculties were randomly selected and they responded to the questionnaire. Data were analyzed using frequencies, percentages, and one way ANOVA statistics. Results showed that lecturers' delivery modes tended towards teacher-centredness and their media utilization was more of the low level type. Some of them were more of talk and chalk type. Among the recommendations made based on the findings of the study was the need for workshops and seminars to be organized for lecturers to acquaint them of the use of new technologies for effective curriculum delivery to achieve the goals of higher education in Nigeria. Also, lecturers should see themselves as facilitators of learning by adopting learner-centered strategies that would wean the students of their dependence to take charge of their learning and become effective learners that the nation desires.
Educational Encouragement, Parenting Styles, Gender and Ethnicity as Predictors of Academic Achievement among Special Education Students
Author: Khan, Aqeel
Date: 2014-00-00
Type: Journal Articles
Subjects: Parenting Styles,Child Rearing,Gender Differences,Predictor Variables,Ethnic Groups,Special Education,Academic Achievement,Positive Reinforcement,Adolescents,Foreign Countries,Correlation,Fathers,Mothers,Siblings,Friendship,Interpersonal Relationship,Questionnaires,Student Records,Parent Influence,Peer Influence,Family Influence

Current study examines the predictors of academic achievement: role of parenting styles, educational encouragement, gender and ethnicity among special education students. Participants of this study consisted 200 special education students (N = 105 boys and N = 95 girls) age varies 14 to 19 years from one school located at Kuala Lumpur, Malaysia. Results showed authoritative parenting styles were mostly used by the parents of their special education students. Significant relationships were existed in parenting styles, educational encouragement and academic achievement among special educational students. Educational encouragement from mother, father, sibling and friends, ethnicity and gender were found to be significant predictors for academic achievement. Findings of current research suggested parenting styles and educational encouragement contribute to special education student's academic achievement. The results of the current study provide the insight for the educators, teachers and parents dealing with special education adolescents.
Universiti Kebangsaan Malaysia Learning Contract Course: Experience and Performance of the First Cohort
Author: Ani, Adi Irfan Che
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Performance Contracts,Cohort Analysis,Required Courses,College Students,Skill Development,Student Projects,Program Effectiveness,Questionnaires,Statistical Analysis,Self Esteem,Literature Reviews

Research from different parts of the world recognizes the effectiveness of a learning contract course in improving the personal skills of students. Therefore, UKM has chosen this approach to improve the personal soft skills of its students. The university has carried out this approach by making HHHC9118-Soft Skills as a compulsory course for all students. This course requires the students to implement a project or activity in accordance with a written contract that they plan together with their instructors. Moreover, the students are awarded with eight credit hours after taking up this course. This research evaluated the effectiveness of the learning contract course in developing the soft skills of the 2,378 participants, who had already finished the course. A literature review and a survey were conducted to obtain the data. The questionnaire contained 10 statements, which were either positive or negative, that asked about the self-esteem levels of the respondents. Data were analyzed using the Statistical Package for Social Science (SPSS) software. The results showed the respondents positively interpreted all the statements in the questionnaire, which proved that a learning contract successfully improved the soft skills and self-esteem of UKM students. Therefore, this approach effectively improved the soft skills of the students.
The Study of the Phenomenon of Hesitation as a Cognitive Process in Iranian French Learners' Oral Production
Author: Rahmatian, Rouhollah
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Processes,Second Language Learning,Oral Language,Adult Learning,Case Studies,Language Fluency,Speech Communication,Repetition,Language Patterns,French,Interviews,Field Studies

Hesitation, when speaking a foreign language, is studied through its components: beginnings, pauses, and repetitions. This paper aims to identify, through the study of this phenomenon, vulnerable zones among Iranian learners when they speak French. A case study of 30 adult learners shows that hesitation is not random and at different levels (A1 to B2) it is differentiated and divided into fluent, semi-fluent, and disfluent utterances. Problematic linguistic elements and those structures that have not yet been internalized make up speaking vulnerable zones, cognitively manifested by hesitations. The results show the least fluent learners at each level had more finished beginnings. The less a learner was fluent, the more they had in-word beginnings. In addition, the number of modified beginnings was greater than the finished ones when more fluent learners spoke. There are, therefore, implications for oral proficiency assessors who may conclude that the learner knows the rules but still has to practice to reach fluency. The results also show that there were more filled pauses than silent ones at all levels except A2. At B2 level, there were considerably less pauses, a sign of learner autonomy.
Proportional Reasoning: How Do the 4th Graders Use Their Intuitive Understanding?
Author: Sumarto, Sylvana Novilia
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Logical Thinking,Intuition,Grade 4,Mathematical Concepts,Mathematics Instruction,Elementary School Mathematics,Problem Solving,Elementary School Students,Pretests Posttests,Interviews

In Indonesia, proportion is being taught formally in Grade 5 (10-11 years old). However, the existing learning approach does not support the development of the students' proportional reasoning. The way to teach proportion by giving cross multiplication is not meaningful for the students. They just memorize the procedure without understanding how it works. Within a design research, a learning sequence was developed for Grade 4 students (9-10 years old) in order to develop their proportional reasoning as well as their ability to solve the proportional problem before they learned more formally in Grade 5. The students of Grade 4 might have an intuitive understanding about proportionality and they might be able to deal with the comparison problem. How do they use this intuitive understanding to solve the comparison problem and what kind of difficulties that they faced? These questions were addressed through the analyzing of the students' work on the pretest and the video of students' interview. The result shows that the students' intuitive understanding, in principle, can help them to deal with the comparison problem. The students' experience may lead them to use the concept of proportionality instead of the absolute value in simple comparison problem.
Factors Influencing the Acquisition of Employability Skills by Students of Selected Technical Secondary School in Malaysia
Author: Dania, Jovinia
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Employment Potential,Job Skills,Skill Development,Secondary School Students,Vocational Education,Gender Differences,Extracurricular Activities,Industrial Education,Student Participation,Career Development,Self Concept,Multiple Regression Analysis,Questionnaires

The main purpose of the study was to assess the acquisition of employability skills by vocational students in Malaysia. A total of 214 students participated in the study. We used the SCANS instrument to assess vocational students' employability skills. The overall mean of vocational secondary students' employability skills was 3.81 (SD = 0.34). Students' employability skills were found to be correlated with gender (r[subscript pb] = -0.172, p = 0.012), industrial training (r[subscript pb] = 0.137, p = 0.046), involvement in extracurricular activities (r = 0.177, p = 0.010), participation in career development activities (r = 0.218, p = 0.001) and self-concept (r = 0.429, p = 0.000). We used a step-wise multiple regression to determine the variables that best predict students' acquisition of employability skills. We found that three variables (self-concept, participation in career development activities, and industrial training) explained 23.1% of the total variance in the acquisition of employability skills, with self-concept being the main predictor (ß = 0.39), followed by participation in career development activities (ß = 0.29), and industrial training (ß = 0.19).
Oral Academic Discourse Socialisation: Challenges Faced by International Undergraduate Students in a Malaysian Public University
Author: Mahfoodh, Omer Hassan Ali
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Discourse,Oral Language,Socialization,Undergraduate Students,Foreign Students,Public Colleges,Qualitative Research,Semi Structured Interviews

This paper reports a qualitative study which examines the challenges faced by six international undergraduate students in their socialisation of oral academic discourse in a Malaysian public university. Data were collected employing interviews. Students' presentations were also collected. Semi-structured interviews were transcribed verbatim and qualitative content analysis was employed to examine the challenges faced by international undergraduate students in their socialisation of oral academic discourse. The results reveal that the major difficulties international undergraduate students face in their oral academic discourse socialisation are related to linguistic knowledge, presentation skills and content-related difficulties. Linguistic difficulties constrain students to express complex concepts and ideas while engaged in oral presentations. Difficulties related to presentation skills are associated with how to prepare PowerPoint slides and how to organise the content of the presentations. This study also reveals that content difficulties may be related to the specific topics the students are asked to prepare presentations on. In this study I argue that understanding the challenges faced by undergraduate international students in their oral academic discourse socialisation can be one of the essential steps to help them overcome the challenges they face.
Ethical Decision Making in Academic Dishonesty with Application of Modified Theory of Planned Behavior: A Review
Author: Meng, Chan Ling
Date: 2014-00-00
Type: Journal Articles
Subjects: Ethics,Decision Making,Cheating,Behavior Theories,Ideology,Higher Education,College Students,Student Behavior,Literature Reviews

This conceptual paper studies the application of the Theory of Planned Behavior (TBP) in academic dishonesty with the mediating variable of ethical ideologies. The study reviews literature on the Theory of Planned Behavior and past studies pertaining to academic dishonesty. The paper analyses the relationship of the variables of TPB on academic dishonesty with ethical ideologies. A conceptual research framework is presented; it provides insight into predicting and understanding how academic dishonesty can occur. The framework suggests that ethical ideology is significantly strengthened by the application of TPB in understanding and predicting how academic dishonesty occurs. Given that ethical ideology provides guidance in judging right and wrong, duty, obligation and moral responsibility, it is an appropriate tool for the researcher, who needs better understanding to diagnose the influences of ethical ideology on unethical behaviour.
The Closeness of Fit: Towards an Ecomap for the Inclusion of Pupils with ASD in Mainstream Schools
Author: Emam, Mahmoud Mohamed
Date: 2014-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Inclusion,Mainstreaming,Elementary Schools,Secondary Schools,Foreign Countries,Case Studies,Interviews,Teacher Attitudes,Teacher Aides,School Personnel,Observation,Social Development,Emotional Development,Interaction,Educational Environment,Developmental Stages,Interpersonal Communication,Peer Relationship,Teacher Student Relationship,Theory of Mind

The number of pupils with autism spectrum disorder (ASD) who join mainstream schools in the UK has been increasing over the last decade. Given the difficulties in social and emotional understanding which these children have, their inclusion in schools is likely to be challenging. Their ASD-related manifestations, moreover, tend to allow for tensions to arise between them and the different systems of the school ecology. We examine the inclusion of these pupils from a developmental-systems perspective as articulated by the bio-ecological and the transactional models. Using data from a qualitative research project which explored the effect of autism-related difficulties in social and emotional understanding on the inclusion of 17 pupils with ASD the study describes the working dynamic of the arising tensions at the micro-system level. The study outlines an ecopmap of the nested structures at the micro-, meso-, exo-, macro- and chrono-systems which may facilitate or impede the children's inclusion.
Imaginary Companions: Pretending They Are Real but Knowing They Are Not
Author: Taylor, Marjorie
Date: 2008-00-00
Type: Journal Articles
Subjects: Imagination,Play,Children,Childhood Attitudes,Cognitive Processes,Comprehension,Emotional Response,Friendship

Parents and child specialists are o?ften concerned about the role imaginary companions play in children's lives. Recent research shows that the creation of an imaginary companion is a common and healthy type of pretend play. There are many di?fferent kinds of imaginary companions, including those based on various types of props as well those that are invisible. Although children describe many imaginary companions as kind and obedient, others they depict as disruptive and unruly. When children express strong emotion for imaginary companions or claim to have difficulty controlling the companion, they may appear confused about the boundary between fantasy and reality. However, the authors argue to the contrary: Most children are very clear in their understanding that their imaginary companions are pretend. Taylor and Mottweiler base their claim partly upon spontaneous statements of children they interviewed concerning the fantasy status of imaginary companions.
Causes of Students' Violence at Al-Hussein Bin Talal University
Author: Alrawwad, Theeb M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Violence,Foreign Countries,College Students,Student Behavior,Questionnaires,Cultural Influences,Social Influences,Tribes,Educational Environment,Stress Variables,Psychological Patterns,Religious Cultural Groups,Time Management,Hypothesis Testing,School Policy,Socioeconomic Influences,College Faculty,Statistical Analysis,Student Characteristics,Social Class,Emotional Response,Political Issues

This study aimed at identifying the causes of students' violence from the student's point of view, and also aimed at investigating the proper solutions to reduce the spread of violence at Al-Hussein Bin Talal University. The study sample consisted of (906) male and female students from Al-Hussein Bin Talal University, who have enrolled the summer semester during the academic year (2011/2012). The sample was selected randomly from faculties of Arts, Science, Information Technology, Education, Engineering, Tourism Archaeology, Business Administration &amp; Economics and Faculty of Nursing. Respondents--both males and females--belong to different academic years: first, second, third and fourth year. In order to invistigate the most significant reasons of violence, information were gathered through a questionnaire of a five point scale for the measurement of the scale, and the results had showed that the major causes of violence as reported by the respondents were tribal fanaticism, nepotism, tribal effects on the society, not respecting students and improper treatment, psychological stress and disorders, weakness of the religious restrain and bad investment of free time.
Play in America from Pilgrims and Patriots to Kid Jocks and Joystick Jockeys: Or How Play Mirrors Social Change
Author: Cross, Gary
Date: 2008-00-00
Type: Journal Articles
Subjects: Play,Social Change,Child Development,Time,United States History,Family (Sociological Unit),European History,Recreational Activities,Social Behavior,Religious Cultural Groups,Social Life,Industrialization,Commercialization,Technological Advancement,Playgrounds

Drawing on a range of sources in the history of play, this article discusses how play for all ages mirrors social change, especially but not exclusively in America. The article explores three broad themes from colonial times to the present: first, how play was shaped by changes in work and time at work; second, how play activities were transformed by emerging technologies of the nineteenth and twentieth centuries and by commercialization; and third and finally, how play and its meanings changed along with childhood and the family.