ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing a Qualitative Research for Evaluation of English for Academic Purposes Activity in Teacher Education
Author: Zascerinska, Jelena
Date: 2010-00-00
Type: Reports - Research
Subjects: Competency Based Teacher Education,Student Teachers,Communicative Competence (Languages),English for Academic Purposes,Learning Activities,Research Design,Qualitative Research,Teaching Models,Mixed Methods Research,Foreign Countries

Competence-based teacher education provides new knowledge within the knowledge triangle of education, research and innovation. Communicative competence is of the greatest importance which individuals need for personal fulfilment and development, active citizenship, social inclusion and employment (European Commission, 2004). The successful development of teachers' communicative competence requires English for Academic Purposes activity in teacher education to be evaluated. Aim of the following paper is to identify the qualitative research design to examine efficiency of English for Academic Purposes activity in teacher education. The study presents how the steps of the process are related: qualitative evaluation research [right arrow] principles of the qualitative evaluation research  [right arrow] the methodology of the qualitative evaluation research [right arrow] methods of the qualitative evaluation research [right arrow] empirical study within a multicultural environment. The findings of the research reveal the qualitative evaluation research design to evaluate efficiency of English for Academic Purposes activity in teacher education for the improvement of student teachers' communicative competence. Directions of further research are elaborated. (Contains 1 table and 7 figures.)
Conditions for Student Teacher Professional Development
Author: Zascerinska, Jelena
Date: 2010-00-00
Type: Reports - Research
Subjects: Student Teachers,Democracy,Global Approach,Foreign Countries,Communicative Competence (Languages),Professional Development,Postsecondary Education,English for Academic Purposes,Questionnaires

The rapidly changing nature of Europe and of education and culture that includes conditions for student teacher professional development is generated by the democracy transition from opportunity to choose towards qualities and purposes in the context of cultural and educational globalization. Conditions of contribution applied to enhance student teachers' professional development become particularly important for the development of education and culture change in the constantly changing environment. The success of student teacher professional development requires conditions of contribution applied to be considered. The aim of the following contribution is to identify and to analyze conditions for student teacher professional development within a multicultural environment. The meaning of the key concept &quot;professional development&quot; is studied within the search for conditions. Moreover, the study demonstrates how the key concept is related to the idea of &quot;conditions for development.&quot; The directions of further research include the search for the institutionalized process of tertiary teaching and learning to develop the system of external and internal perspective both for students and educators as well as educator's efficient contribution to promote the development of students' communicative competence as the prerequisite of teacher professional development. A Questionnaire is appended. (Contains 1 table and 6 figures.)
Conditions, Criteria, Indicators and Levels of Forming Communicative Competence
Author: Zascerinska, Jelena
Date: 2010-02-00
Type: Information Analyses
Subjects: Criteria,Communicative Competence (Languages),Constructivism (Learning),Interpersonal Communication,Cultural Context,College Students,Foreign Countries,English for Academic Purposes,Language Proficiency,Educational Indicators,Second Language Instruction,Second Language Learning

Individuals need communicative competence for personal fulfillment and development, active citizenship, social inclusion and employment. However, the success of communicative competence within a multicultural environment requires that a system of criteria, indicators and levels of forming communicative competence have to be considered. Aim of the following paper is to identify the system of criteria, indicators and levels for the analysis of communicative competence on the pedagogical discourse. The meaning of the key concepts of communicative competence, conditions and criteria, indicators and levels of forming communicative competence is studied within the search for a system of criteria, indicators, levels. The results reveal the system of criteria, indicators, levels to analyze communicative competence for individuals becoming more mobile, learning from the experiences of others and working in a qualitative way. A bibliography is included. (Contains 1 figure and 4 tables.)
Factors Forming Collaboration within the Knowledge Triangle of Education, Research and Innovation
Author: Zascerinska, Jelena
Date: 2009-10-00
Type: Information Analyses
Subjects: Cooperation,Education,Research,Innovation,Influences,Nonverbal Communication,Cultural Influences,Social Influences,Listening,Interaction,Teaching Methods,Age,Psychological Patterns,Student Motivation,Learning Experience

A proper combination of education, research and innovation is provided by varied cooperative networks. However, the success of collaboration within a multicultural environment requires that the key factors enabling synergy between education, research and innovation have to be considered. Aim of the following paper is to identify and to analyze these key factors within the knowledge triangle of education, research and innovation. The meaning of the key concepts of education, research and innovation is studied within the search for factors forming collaboration. The results of the paper reveal the factors forming successful collaboration to become more mobile, to learn from the experiences of others and to work in a qualitative way.
English for Academic Purposes Activity in Language Education
Author: Zascerinska, Jelena
Date: 2009-12-10
Type: Information Analyses
Subjects: Validity,Sociocultural Patterns,Professional Education,Second Language Learning,Second Language Instruction,English for Academic Purposes,Models

Introduction. The greatest importance of the continuing professional development is the use of 3-5 languages, with at least 2-3 on the level of native/first language to form varied cooperative networks for the creation of new knowledge. English for Academic Purposes activity as a form of life activity is a basic demand for studying English for Academic Purposes. Aim of the Study. Aim is to identify and analyze English for Academic Purposes activity on the pedagogical discourse. Materials and methods. The search for English for Academic Purposes activity on the pedagogical discourse involves a process of analyzing the meaning of key concepts "English for Academic Purposes", "joint activity" and "outcome".  Moreover, the study demonstrates how the key concepts are related to the idea of "English for Academic Purposes activity". Main results: the study presents a potential model for development indicating how the steps of the process are related following a logical chain: English for Academic Purposes [right arrow] English for Academic Purposes activity [right arrow] outcome [right arrow] empirical study. Conclusions. English for Academic Purposes activity offers many interesting possibilities for studying English for Academic Purposes lifelong, life-near and lifewide learning. (Contains 2 tables.)
Clustering for the Development of Engineering Students' Use of Enterprise 3.0
Author: Bassus, Olaf
Date: 2011-11-00
Type: Reports - Research
Subjects: Engineering Education,Summer Programs,Educational Technology,Engineering,Foreign Countries,Internet,College Students,Technology Integration,Computer Uses in Education,Student Surveys

Enterprise 3.0 which penetrates our society more thoroughly with the availability of broadband services has already been widely integrated into the contemporary processes and work environments. The synergy between Enterprise 3.0 and clustering advances innovation-stimulating environments in engineering education. The present research proposes phases of clustering to enhance engineering students' use of Enterprise 3.0 in tertiary education. Aim of the research is to analyze effectiveness of clustering for the development of engineering students' use of Enterprise 3.0 in tertiary education. The meaning of the key concepts of &quot;Enterprise 3.0&quot; and &quot;clustering&quot; is studied. Moreover, the study demonstrates how the key concepts are related to the idea of &quot;engineering education&quot;. The explorative research has been used. The empirical study was conducted within the Sixth Baltic Summer School &quot;Technical Informatics and Information Technology&quot; at Kaunas Technical University, Lithuania, August 13-28, 2010. The sample involved 28 participants of the Sixth Baltic Summer School. Descriptive statistics (mean and standard deviation) were used for primary data analysis. The empirical results reveal that clustering with use of Enterprise 3.0 within the Sixth Baltic Summer School &quot;Technical Informatics and Information Technology&quot; is effective for the development of engineering students' use of Enterprise 3.0. Finally, directions for future research are proposed. (Contains 6 figures and 4 tables.)
Clustering in Engineering Education in the Baltic Region
Author: Ahrens, Andreas
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Economic Development,Engineering Education,Innovation,Unions,Foreign Countries,Sustainable Development,Unemployment,Migration,Skilled Workers,Self Employment,Competition,Job Skills

The contemporary situation in the Baltic region, namely, the lack of working places due to the structural problems, a high unemployment rate, the migration of highly qualified people and the low rate of self-employees, demands on innovation as an engine of the economic development with a strong impact on sustainable development in the European Union. Clusters became a target for local and regional initiatives to promote competitiveness and job-creation. Cluster contributes to new and better jobs in new industries and offers potential solutions for the quality, maintenance and sustainable development of the economy in the European Union. Cluster is formed by the collaborative process based on mutual sustainability, complementarity and reflexivity. University in a cluster provides student engineers with the appropriate skills and competences for innovation and creates new knowledge within the &quot;knowledge triangle&quot; of education, research and innovation. The hypothesis for further studies is put forth. A bibliography is included. (Contains 2 tables, 3 figures, and a bibliography.)
Professional Language in Engineering Education
Author: Zascerinska, Jelena
Date: 2010-04-21
Type: Information Analyses
Subjects: Constructivism (Learning),Engineering Education,Cultural Pluralism,Factor Analysis,Engineering,Networks,Languages for Special Purposes,Teaching Methods,Role,Language Research,Evaluation Criteria,Second Language Learning,Second Language Instruction,Foreign Countries,Summer Programs,Program Descriptions

Introduction: The use of 3-5 languages that involves professional language to form varied cooperative networks for the creation of new knowledge is of the greatest importance for the development of humans, institutions and society (Maslo, 2006). Aim of the Study: To identify and analyze professional language in engineering education on the pedagogical discourse.  The methodological foundation of the present research to analyze professional language in engineering education on the pedagogical discourse is formed by the System-Constructivist Theory that is based on (Maslo, 2006) Parson's system theory (Parson, 1976) where any activity is considered as a system, Luhmann's theory (Luhmann, 1988) which emphasizes communication as a system, the theory of symbolic interactionalism (Mead, 1973; Goffman, 2008) and the theory of subjectivism (Groeben, 1986).The issue here is that the emphasis of the System-Constructivist Theory on the subjective aspect of human being's point of view and experience that plays the central role in a construction process makes the search for a definition of professional language difficult. Professional language offers many interesting opportunities for engineering education lifelong, life-near and lifewide. Further research on professional language includes subject-content structure of professional language, activity modelling for developing professional language within a multicultural environment, factor analysis, determination of criteria, indicators and levels of professional language, and empirical studies. (Contains 2 figures.)
Social Dimension of WEB 2.0 in Teacher Education: Focus on Peer-Learning
Author: Zascerinska, Jelena
Date: 2010-09-00
Type: Reports - Research
Subjects: Student Teachers,Foreign Countries,Social Environment,English for Special Purposes,Teaching Methods,Peer Teaching,Computer Uses in Education,Educational Technology,Internet,Preschool Teachers,Elementary School Teachers,Teacher Education Programs,English (Second Language)

The research deals with the analysis of efficiency of teaching techniques with the use of the social dimension of Web 2.0 within the English for Specific Purposes course in pre-school and primary teacher education that would help students to become more cognizant and more responsive to the emerging needs of the market for educational services and to promote use of the social dimension of Web 2.0 by pre-school and primary student teachers. The paper introduces the study conducted in Latvia in 2008-2009. The conducted explorative research comprises four stages. The sample involved 47 pre-school and primary student teachers and revealed that teaching techniques with the use of the social dimension of Web 2.0 are efficient if peer-learning is emphasized to provide student's personal experience in use of the social dimension of Web 2.0 as a condition for creation of new knowledge. (Contains 5 figures.)
Social Dimension of Web 2.0 in Teacher Education: Pedagogical Guidelines
Author: Ahrens, Andreas
Date: 2010-09-00
Type: Reports - Research
Subjects: Foreign Countries,Preservice Teachers,Data Analysis,Social Environment,English for Special Purposes,Second Language Instruction,Second Language Learning,Guidelines,Preservice Teacher Education,Elementary Education,Early Childhood Education,Efficiency,Cooperative Learning,Peer Relationship,Constructivism (Learning),Qualitative Research,Content Analysis,Web 2.0 Technologies,Student Needs,Educational Needs,Needs Assessment,Social Networks,Questionnaires,Student Surveys,Computer Uses in Education,Student Evaluation

The research deals with the analysis of efficiency of the process of teaching and learning with use of the social dimension of Web 2.0 within the English for Specific Purposes course in pre-school and primary teacher education that would help students to become more cognizant and more responsive to the emerging needs of the market for educational services and to promote their use of the social dimension of Web 2.0. The analysis involves a process of analyzing the meaning of the key concepts &quot;social dimension of Web 2.0&quot;, &quot;teaching and learning&quot; and &quot;peer-learning&quot;. Moreover, the study demonstrates how the key concepts are related to the idea of &quot;efficiency&quot;. The paper introduces the study conducted in Latvia in 2008-2009. The conducted explorative research has been used. The sample involved 47 pre-school and primary student teachers. Descriptive statistics was implemented for primary data analysis. The findings of the research allow drawing conclusions on efficiency of the process of teaching and learning with use of the social dimension of Web 2.0. Directions of further research on the development of student's personal experience in use of the social dimension of Web 2.0 as a condition for creation of new knowledge are elaborated. (Contains 1 table and 6 figures.)
Enterprise 3.0 in Engineering Education
Author: Ahrens, Andreas
Date: 2011-04-27
Type: Reports - Research
Subjects: Engineering Education,Summer Programs,Educational Technology,Information Science,Foreign Countries,Sustainable Development,Computer Uses in Education,Computer Science,Surveys

Enterprise 3.0 offers potential solutions for the quality, maintenance and sustainable development of services. The synergy between Enterprise 3.0 and engineering education advances the development of innovative products, processes and services in the European economy. Aim of the research is to analyze student engineers' use of Enterprise 3.0 within engineering education. The meaning of the key concepts of Enterprise 3.0 and Enterprise 3.0 curriculum are studied. Moreover, the study demonstrates how the key concept is related to the idea of engineering education. The explorative research has been used. The sample involves 28 participants of the Sixth Baltic Summer School &quot;Technical Informatics and Information Technology&quot; at Kaunas Technical University, Lithuania, August 13-28, 2010. The empirical results reveal that the student engineers are able to adapt new technologies and their benefits easily. Directions of further studies are elaborated. (Contains 4 figures and 2 tables.)
E-Collaboration Technologies in Teaching/Learning Activity
Author: Zascerinska, Jelena
Date: 2009-12-01
Type: Reports - Evaluative
Subjects: Cooperation,Telecommunications,Teaching Methods,Computer Uses in Education,Computer Mediated Communication,Cooperative Learning,Educational Technology,Social Networks,Internet,Social Influences,Cultural Influences,Nonverbal Communication,Foreign Countries,Summer Programs,College Students

A proper use of e-collaboration technologies in the teaching/learning process is provided by varied cooperative networks, which penetrate teachers' and students' activity more thoroughly with the availability of broadband services. However, the successful use of e-collaboration technologies in teaching/learning activity within a multicultural environment requires that the key factors have to be considered. Aim of the following paper is to identify and to analyze these key factors in the use of e-collaboration technologies in teaching/learning activity. The meaning of the key concepts of e-collaboration technologies, collaboration and factors is studied within the search for factors affecting the use of e-collaboration technologies. The results of the paper reveal the factors forming a successful use of e-collaboration technologies in teaching/learning activity to become more mobile, to learn from the experiences of others and to work in a qualitative way. (Contains 2 figures.)
Predicting Success in College: The Importance of Placement Tests and High School Transcripts. CCRC Working Paper No. 42
Author: Belfield, Clive R.
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Honors Curriculum,High Schools,Grade Point Average,Validity,College Credits,Scores,Student Placement,Measurement,Correlation,Course Selection (Students),Community Colleges,Academic Records,Two Year College Students,Academic Achievement

This paper uses student-level data from a statewide community college system to examine the validity of placement tests and high school information in predicting course grades and college performance. We consider the ACCUPLACER and COMPASS placement tests, using two quantitative and two literacy tests from each battery. We find that placement tests do not yield strong predictions of how students will perform in college. Placement test scores are positively--but weakly--associated with college grade point average (GPA). When we control for high school GPA, the correlation disappears. Placement test scores are positively associated with college credit accumulation even after controlling for high school GPA. After three to five semesters, a student with a placement test score in the highest quartile has on average nine credits more than a student with a placement test score in the lowest quartile. In contrast, high school GPAs are useful for predicting many aspects of students' college performance. High school GPA has a strong association with college GPA; students' college GPAs are approximately 0.6 units below their high school GPAs. High school GPA also has a strong association with college credit accumulation. A student whose high school GPA is one grade higher will have accumulate approximately four extra credits per semester. Other information from high school transcripts is modestly useful; this includes number of math and English courses taken in high school, honors courses, number of F grades, and number of credits. This high school information is not independently useful beyond high school GPA, and collectively it explains less variation in college performance. We also calculate accuracy rates and four validity metrics for placement tests. We find high &quot;severe&quot; error rates using the placement test cutoffs. The severe error rate for English is 27 to 33 percent; i.e., three out of every ten students is severely misassigned. For math, the severe error rates are lower but still nontrivial. Using high school GPA instead of placement tests reduces the severe error rates by half across both English and math. (Contains 11 tables, 5 figures and 17 footnotes.)
Social Dimension of Web 2.0 in Student Teacher Professional Development
Author: Ahrens, Andreas
Date: 2010-05-00
Type: Information Analyses
Subjects: Economic Progress,Student Teachers,Innovation,Sustainable Development,Professional Development,Social Capital,Internet,Web Sites,Economic Development,Educational Technology,Student Needs,Needs Assessment,Knowledge Level,Foreign Countries,Global Approach,Social Influences

The modern issues of global developmental trends emphasize &quot;a prime importance in sustainable development that is to meet the needs of the present without compromising the ability of future generations to meet their own needs&quot; (Zimmermann, 2003, p. 9). Thus, the life necessity to develop the system of two perspectives, namely, external and internal, reveals student teacher professional development to promote the sustainable development of innovation-friendly societies to transform social capital into economic growth (Lifelong Learning for Creativity and Innovation, 2008, p. 5). Contemporary teachers need to become more cognizant and more responsive to the emerging needs of the market for educational services. Social dimension of Web 2.0 which penetrates our society more thoroughly with the availability of broadband services has the potential to contribute decisively to the sustainable student teacher professional development. However, the success of social dimension of Web 2.0 in student teacher professional development requires needs analysis to be considered. Aim of the following paper is to analyze the student teachers' needs in social dimension of Web 2.0 within student teacher professional development on the pedagogical discourse. The meaning of the key concepts of &quot;social dimension of Web 2.0&quot; and &quot;needs analysis&quot; is studied. The results of the empirical study within a multicultural environment emphasize that needs analysis of social dimension of Web 2.0 contributes to the use of social dimension of Web 2.0 by student teachers within student teacher professional development. The conclusion reveals that the social dimension of Web 2.0 in student teacher professional development is an opportunity for enhancing student teacher experience as a condition for creation of new knowledge. The recommendation here is an outlook on the social dimension of Web 2.0 within student teacher professional development as a basis for providing the system of external and internal perspectives. (Contains 5 figures.)