ethanporcaro/eric-fulltext-meta huggingface dataset:
Stakeholder Management Strategies: The Special Case of Universities
Author: Chan, Germaine
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Governance,Stakeholders,Administrative Organization,College Faculty,College Administration,Models,Organizational Change,Teacher Administrator Relationship,Peer Influence,Strategic Planning,Social Networks,Performance Based Assessment,Faculty Evaluation,Administrator Attitudes,Teacher Attitudes,Deans,Foreign Countries,Librarians,Institutional Evaluation

Universities must secure stakeholder support to ensure the successful implementation of most initiatives. However, given the shared governance structures and collegial cultures of many universities, what strategies do university leaders enact to obtain stakeholder support? Although several stakeholder management and organizational response models have been proposed, there is limited empirical research on the actual strategies university leaders use to secure stakeholder support. This study focuses mainly on university academics - a powerful, autonomous, and intelligent stakeholder group whose support for most higher education initiatives is essential. Guided by a theoretical stakeholder management model, this research examines the strategies university leaders employ to manage this salient and sometimes adversarial group with respect to a major organizational change initiative. The evidence shows that university leaders use strategies that centre mostly on themes of shared goals, consensus, partnerships and engagement, which align with the strategies proposed by the theoretical model. However, to manage non-supportive stakeholders peer influence is enacted rather than the defend strategy recommended by the theoretical model. As a result, this study contributes to stakeholder management theory and proposes a revised stakeholder management model that is particularly applicable to the higher education sector.
A Comparison of the Multiple Intelligence Profiles of Trainee Music Teachers in Respect of Music Genre Preference
Author: Pirgon, Yuksel
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Multiple Intelligences,Preservice Teachers,Music,Preferences,Age Differences,Gender Differences,Personality Traits,Socioeconomic Influences,Cultural Influences

The aim of this study was to compare the multiple intelligence profiles of students in the Music Education Department of Necmettin Erbakan University, Ahmet Kelesoglu Faculty of Education, Department of Music Teaching of Fine Arts Department, in relation to the variable of music genre to which they preferred to listen. The data collection tool used in the research was the 80-item &quot;Scale for the Evaluation of Multiple Intelligence Areas&quot;, developed by Armstrong, and to obtain the relevant variables, a structured interview form was prepared. The scale was applied to 106 trainee music teachers. Conformity of the data obtained to normal distribution was assessed with the Kolmogorov-Smirnov test, and in the comparisons of multiple groups, the One Way ANOVA test was applied as the data showed normal distribution. The most general result that emerged was that there was a difference between the points of the multiple intelligence profiles that the students have developed according to the music genre to which they listen. A striking result was that there was a significant difference between all the intelligence profile points of the students who preferred to listen to rap/hip-hop music and those of the students who preferred other music types.
An Investigation into the Influence of Blended Learning on Oral English Proficiency of Senior High School Students
Author: Xin, Li
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Oral Language,Language Proficiency,Second Language Learning,Second Language Instruction,English (Second Language),Technology Integration,Teaching Methods,Comparative Analysis,Pronunciation,Intonation,Accuracy,Vocabulary Skills,Language Fluency,Grammar,High School Students,National Standards,Cultural Awareness,Units of Study,Online Courses,Scoring,Language Tests,Pretests Posttests,Foreign Countries

We advocate the in-depth integration of information technology and education in the digital age, and we also encourage teachers of all disciplines to actively carry out online and offline blended learning. This study attempts to use an empirical research to apply the Blended Learning to the oral English teaching in the first year of senior high school. A one-semester teaching experiment is conducted to explore whether there is a significant difference in the students' oral English proficiency between the experimental class and the controlled class. The major findings of the study are as follows: (1) There are significant differences of students' oral English proficiency before and after the experiment in the experimental class and the controlled class; (2) Blended learning can improve students' oral English proficiency, among which pronunciation and intonation, range and accuracy of vocabulary and fluency of language are the most significant ones, while the accuracy and complexity of grammatical structure are insignificant.
Assessment of Biological Literacy Levels among Third-Grade Secondary School Students in Medina
Author: Anakara, Hazem Riad Suleiman
Date: 2021-00-00
Type: Journal Articles
Subjects: Biology,Scientific Literacy,Secondary School Students,Teaching Methods,Instructional Effectiveness,Social Problems,Grade 3,Scientific Concepts,Visual Aids,Science Teachers,Foreign Countries,Science Instruction

This research aims to assess the levels of biological literacy (nominal, functional, structural, and multi-dimensional) among students of the third grade of scientific secondary school in Medina. To achieve the objectives of the research, the researcher used the descriptive and analytical method, and a sample of (340) students was selected by the random cluster method. A scale was prepared in the light of Project (2061) Vision, and the Uno and Bybee model (Uno &amp; Bybee, 1994) to assess students' ability to identify biological concepts (nominal literacy), define some biological concepts (functional literacy), and understand biological diagrams (structural literacy), and measuring some students' skills on understanding a short biological text (multi-dimensional literacy). The results reflected a high level of nominal literacy and a low level of multi-dimensional literacy. The results also showed that the students possessed the functional level and the structural level. The study recommends that biology teachers use effective teaching methods that enable them to present biological knowledge in the form of social issues and problems related to technology and other sciences.
French-English Cognates in the Jordanian Foreign Language Learning Classroom: Friends or Foes?
Author: Azieb, Samia
Date: 2021-00-00
Type: Journal Articles
Subjects: French,Second Language Learning,Second Language Instruction,Translation,Task Analysis,Foreign Countries,Bilingualism,Word Recognition,Majors (Students),Graduate Students,Undergraduate Students,English (Second Language),Language Proficiency,Language Processing,Contrastive Linguistics,Language Tests,Teaching Methods,Vocabulary Development

The aim of the present study is two-fold in essence. First, it aims at finding out the extent to which cognates' recognition aids Jordanian French-English bilinguals to translate from English into French. Second, it seeks to determine if such recognition can be a good strategy in learning foreign languages. Accordingly, a Translation Elicitation Task containing cognates and false cognates was devised and given to a sample of 31 students majoring in French at both the B.A and M.A levels at the University of Jordan. Findings of the study showed that most students did benefit from their English language background, and thus cognates facilitated their comprehension of French. However, some students participating in the translation test were not mindful of the lexical differences between English and French, thus producing an incorrect interpretation of the text. The study ends with a recommendation for foreign language instructors to teach cognate recognition strategies explicitly.
Needs Assessment to Develop Online Counseling Program
Author: Yurayat, Phamornpun
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Countries,Student Needs,Access to Health Care,Counseling,Needs Assessment,Telecommunications,Mental Health,Student Characteristics,Health Needs

Undergraduate students are always faced with diverse mental health problems. Nowadays, they can easily access online counseling services to reduce their problems. This research determines the most desired component to develop the online counseling program which aims 1) to study the needs to develop an online counseling program, 2) to compare the needs to develop this program by categorizing with gender, year, academic program, and grade point average (GPA), and 3) to rank the priority needs for developing this program. Participants were 416 undergraduate students who studied in Mahasarakham University and were selected by stratified random sampling. The research instrument was the needs assessment questionnaire to develop this program. The data were analyzed using percentage (%), mean (M), standard deviation (S.D.), independent sample t-test, one-way ANOVA, and modified priority needs index (PNI[subscript Modified]). The results revealed that: 1) the mean of actual condition was at a high level (M = 3.76, S.D. = 0.59) and the mean of the desired condition was at the highest level (M =4.50, S.D.= 0.56) with the significant difference at 0.05 level in all four domains. 2) Undergraduate students from different academic programs exhibited the marked different means of needs for the online counseling program. The scores on actual conditions among students of Mahasarakham Business School were higher than students from others. 3) Students showed the highest priority needs on characteristics of counselor and online application for counseling (PNI[subscript Modified] = 0.203). They showed that the secondary needs on characteristics of online counselee (PNI[subscript Modified] = 0.192) and therapeutic relationship after online counseling (PNI[subscript Modified] = 0.177).
The Contribution of Monuments to Educating about Holocaust Commemoration in Israel
Author: Dorot, Ruth
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Jews,Death,European History,Foreign Countries,Art,Historic Sites,Memory,History Instruction,Role,Information Sources,Case Studies,Catalogs,Experiential Learning,Social Class,Social Differences,Program Descriptions,Values,Personal Narratives,Tourism

&quot;After the death of the last witnesses the memory of the Holocaust must not be left to historians alone, now is the time for works of art&quot; Aharon Appelfeld. This study focuses on the role and contribution of monuments to educating about Holocaust commemoration in Israel. Holocaust monuments are located throughout Israel, from north to south, and over the years memorial centers have been added, which contain additional monuments commemorating the story of the specific place and/or personal stories. Many of the latter have original displays from the period of the Holocaust and, according to definitions that will be presented below, these too can be defined as &quot;monuments&quot; and their place as a commemorative site. Commemoration of the Holocaust is an important value in the education of the young generation, as a lesson and as a call to always remember that which happened. The educational system has a very significant role in providing instruction on the memory of the Holocaust and it must teach this complex topic using interesting visual means such as monuments, which have a meaningful role in the story of the Holocaust, similar to journals, letters, films, and drawings. The study explores the role of monuments as meaningful, reliable, and historically valid sources of information, which serve as a visual text for Holocaust instruction. This is with the purpose of examining the meaning of monuments as a source of information in learning about the Holocaust. The research method: Qualitative research based on observations of a case study consisting of an educational program dealing with remembrance based on monuments and on a catalogue of monuments. The catalogue, built specifically for this study, is unique in its scope and categorizes and charts monuments from different locations throughout Israel, providing a venue for educational activities studying the memory of the Holocaust and its commemoration. The research findings show that there is at present no organized study program encouraging schoolchildren's visits to monuments in Israel, and these remain abandoned, with no visitors. In many cases they are displayed in open public spaces, and those passing by do not stop to learn their story. Hence, the contribution of the educational program based on the catalogue and on the visit to the monuments will have an effect on all learners, encouraging learning based on experience, i.e., learning outside the classroom. The program blurs the distinction between social classes and sectors and lets each and every student embark on a journey that includes touring, learning, experiencing, and leading.
A Nexus of Group Learning and Collaborative Learning Facilities in Stimulating Oral Interaction of Learners: A Case of Saudi Arabia
Author: Abulhassan, Abdulbagi Babiker Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Oral Language,Interpersonal Communication,Grade 10,Males,Student Attitudes,Teaching Methods,Instructional Effectiveness,English (Second Language),Second Language Instruction,Language Skills

The collaborative learning environment promotes socialization and learning among the students. Therefore, the present study has focused on stimulating oral interaction among students through group and collaborative learning. A qualitative survey study was conducted by selecting ten tenth-grade male students with ages ranging between 14 and 15 years. A total of 10 students were randomly selected from collaborative learning classrooms and were asked about their experiences in that particular environment. The data gathered through interviews were transcribed and presented in the form of themes to highlight students' perceptions towards a collaborative learning environment. The results demonstrated that most students perceived that the collaborative learning environment was very beneficial for them. It built self-confidence, improved their oral presentation skills, made them responsible, performed diverse tasks, and respected opinions. Therefore, it is suggested that collaborative learning concepts should be implemented in EFL education programs for in-service and pre-service teachers.
The Use of Audio-Visual Materials in the Education of Students with Hearing Loss
Author: Akay, Elif
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Grade 4,Elementary School Students,Audiovisual Aids,Hearing Impairments,Foreign Countries,Teaching Methods,Instructional Effectiveness

Learning is the process of restructuring mental schemas through adaptation to new experiences. Instructional materials help form a suitable and individualized educational environment for students with hearing loss while facilitating lexical development and comprehension of academic content. This case study aims to demonstrate the contribution of visual and audiovisual materials to the efficiency of the Social Studies Course for 4th-grade students with hearing loss. Findings of the study have been collected through video recordings of the lessons, validity meetings, the research log, realia, photographs/images, graphic organizers, and educational videos/documentaries. Data analysis demonstrates that the use of visual and audiovisual materials contributes substantially to students' (a) comprehension of the questions and explanations, (b) participation in and drawing conclusions from classroom discussions, and (c) understanding of new vocabulary and concepts. Based on the results, it can be argued that the use of visual and auditory materials presented so as to cater to the individual needs of the students, together with various educational strategies, provides significant advantages in the acquisition of academic knowledge by students with hearing loss.
An Example of a Study with Instructed Music Listening Activities with Information and Concert Event Content
Author: Sakin, Ajda Senol
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Listening,Teaching Methods,Learning Activities,Secondary School Students,Instructional Effectiveness,Knowledge Level,Grade 7,Grade 8,Foreign Countries

It is thought that music education in general education, especially for individuals of all ages and levels, is important in the musical development of the individual. Besides, it is seen that the &quot;listening-singing&quot; learning area in general music education teaching programs has an important weight in the program. In this context, it is considered necessary that music listening activities carried out for this learning area should be among the main activities that support other musical activities in classroom music education, which form the basis for the students to benefit from music education. For this reason, it is thought that the active participation of the students in music listening activities will contribute to effective and efficient music education. With this study, it is aimed to determine the contribution of instructed music listening activities to music culture learning outcomes in secondary school music education. For this purpose, an instructed music listening activity was held for students in a secondary school. The effect of the activity performed on the level of success was measured with knowledge tests. According to the results it is found that most of the students achieved an above-moderate success from the recorder family knowledge test.
Investigation of the Relationship between Class Teachers&apos; Levels of Mathematical Thinking and Mathematics Teaching Anxiety in Terms of Different Variables
Author: Küçüktepe, Coskun
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Anxiety,Teacher Attitudes,Elementary School Teachers,Correlation,Gender Differences,Teacher Background,Institutional Characteristics,Teaching Experience

The current study aimed to investigate the relationship between class teachers' level of mathematical thinking and level of anxiety about mathematics teaching in terms of different variables. To this end, the correlational and causal comparative method, one of the qualitative research methods, was used in the study. The study group of the current research is comprised of 509 class teachers working in state primary schools in the city of Istanbul in the 2019-2020 school year. As the data collection tools, the &quot;Class Teachers' Mathematical Thinking Scale&quot; and the &quot;Mathematics Teaching Anxiety Scale&quot; were used. In the analysis of the data obtained from the scales, descriptive and parametric analyses (t-test and ANOVA) and Pearson Product-Moment Correlation were used. A low and negative correlation was found between the class teachers' levels of mathematical thinking and mathematics teaching anxiety. Moreover, the class teachers' levels of mathematical thinking and mathematics teaching anxiety were found to be varying significantly depending on gender. In addition, the class teachers' levels of mathematical thinking and mathematics teaching anxiety were also found to be varying depending on the type of high school graduated and the length of service in the profession.
Investigating University Students&apos; Views on Distance Education at Associate Degree Level
Author: Öz, Recep
Date: 2021-00-00
Type: Journal Articles
Subjects: Associate Degrees,Student Attitudes,Vocational Education,Distance Education,Program Effectiveness,Gender Differences,Institutional Characteristics,Teaching Methods,Competence,Online Courses,Instructional Program Divisions,Foreign Countries

The study aimed to determine the associate degree students' views on the dimensions of personal suitability, effectiveness, teaching, and predisposition towards teaching offered in distance education environments and examine whether their views differed significantly according to gender, class, and vocational school type. The data of the study were collected from 2061 students studying in vocational schools of a state university located in eastern Turkey. All students in the study population were aimed to be reached; however, 2061 out of 2963 students who participated voluntarily and answered all the questions were included. Among these 2061 students, 1152 were male and 909 were female. When classified according to school type, 1429 participants were studying at vocational schools, 401 at health, 136 at justice, and 95 were studying at tourism. Learners' Views on Distance Education Scale (LVoDE) was used as the data collection tool. LVODE included 18 items and four factors as personal appropriateness, effectiveness, informativeness and predisposition. The scale was on 5-point Likert rating scale ranging from 1 to 5 indicating 1 (never agree), 2 (rarely agree), 3 (sometimes agree), 4 (usually agree), 5 (always agree). The reliability coefficients of the scale including four sub-dimensions as personal suitability, effectiveness, teaching, and predisposition varied between .81 and .91. The descriptive statistics were used to ascertain the opinions on the sub-dimensions of personal appropriateness, effectiveness, informativeness and predisposition offered to students in distance education environments. A factorial ANOVA test was performed for independent samples to check whether students' views on teaching offered in distance education settings differed significantly according to gender, grade level, and type of school. According to the research results, it was noticed that the students did not find themselves sufficient for distance education activities in terms of personal convenience and effectiveness and thought that face-to-face education was more effective than distance education. They regarded themselves insufficient in completing their homework and similar tasks given during their online classes by teachers. There was no significant difference in views of the students upon distance education in terms of both gender and grade levels. However, a significant difference was found in their views on distance education according to the types of vocational schools. The opinions of the students studying in health and justice vocational schools were found to be at a more positive level than the ones enrolled in hotel and tourism vocational schools.
Short Vowels and Context Effects: The Case of English Speakers Reading Arabic
Author: Shehata, Asmaa
Date: 2021-00-00
Type: Journal Articles
Subjects: Semitic Languages,Vowels,English,Native Speakers,Adults,Adult Learning,Second Language Learning,Word Recognition,Accuracy,Reading Skills,Orthographic Symbols,Context Effect,Language Proficiency,Oral Reading

The present study examines the impact of both short vowels and context on adult native English speakers' reading accuracy of Arabic orthography. To this end, two groups of adult Arabic learners with different proficiency levels were recruited: 30 second-year, and 30 third-year learners. Subjects were instructed to read 50 isolated words, 20 sentences and 10 paragraphs in two different reading conditions: vocalized and unvocalized. Findings demonstrated a significant positive influence of both short vowels and context on second-year learners' word recognition of the target stimuli. That is, second year Arabic learners had better accuracy when reading vocalized texts compared to unvocalized ones and were significantly more accurate at reading paragraphs and sentences than isolated words. However, third-year students' reading accuracy was only significantly affected by the reading context.