ethanporcaro/eric-fulltext-meta huggingface dataset:
Building a Global Future through Research and Innovative Practices in Open and Distance Learning
Author: Mahmood, Sheikh Tariq
Date: 2014-10-00
Type: Journal Articles
Subjects: Plagiarism,Student Behavior,Cheating,Likert Scales,Questionnaires,Statistical Analysis,Misconceptions,Student Attitudes,Student Research,Research Skills,Distance Education,Foreign Countries,Science Process Skills,Graduate Students,Copyrights,Citations (References),Bibliographies

The current study aims to investigate awareness of research students about the concept of plagiarism and to suggest possible ways to avoid it; a descriptive survey study was conducted. The objectives of the study were to examine the researcher's knowledge about concept of plagiarism, knowledge about specific terminologies, types of plagiarism, and consequences of plagiarism and to suggest possible ways to avoid it. Study was delimited to the research students of Faculty of Education at PhD, M.Phil. and MA level in Allma Iqbal Open University. A sample of hundred students was selected through snowball sampling technique, five point Likert scale questionnaire was used to collect the data. Data were analyzed through descriptive statistics. Major finding were that most of the students had misconception of plagiarism, most of them were unaware about the specific terminologies and types of plagiarism. Majority of the students were unaware about the consequences of plagiarism. On the basis of findings it was concluded that they were not properly taught about the concept of plagiarism during their course work in research and it had implications on the quality of research. The major recommendations were to add sufficient material about plagiarism in research courses and students may be informed about the HEC polices about plagiarism.
Need Assessment of Inmates of Prisons through Distance Education
Author: Aziz, Tahir
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Institutionalized Persons,Correctional Institutions,Correctional Education,Educational Needs,Needs Assessment,Distance Education,Educational Attainment,Questionnaires,Likert Scales,Nonformal Education,Continuing Education,Surveys,Attitudes

To meet the educational needs of inmates, educational scholars of the world have attempted numerous strategies and interventions designs to facilitate learning and to improve achievement. The real function of a prison is to help develop better citizens, not just better inmates. Therefore, the present study was designed to investigate the educational needs of inmate's prisons. The objective of study was to assess the educational needs of inmates of prisons through distance education. The sample of the study comprised of 57 inmates of graduation/master level available in the jail at the time of survey adopting cluster technique. Data collected through questionnaires was tabulated and descriptively analyzed according to 5 point Likert scale. With the help of summary obtained from Likert scale analysis, mean was calculated. The study revealed that majority of inmates was interested in further education above their obtained level. It was concluded that the inmates give too much importance to education. It was recommended that non-formal wing of Ministry of Education may include prisons while allocating funds for non-formal education and establishment of non-formal basic education schools in prisons. It was further suggested for Allama Iqbal Open University to extend its facilities for prisons to meet his motto &quot;the education at door step&quot;.
Forms, Factors and Consequences of Cheating in University Examinations: Insight from Open and Distance Learning Students
Author: Mokula, Lebeloane Lazarus Donald
Date: 2014-10-00
Type: Journal Articles
Subjects: Distance Education,Open Education,Cheating,College Students,Tests,Testing,Testing Problems,Influences,Gender Differences,Age Differences,Regional Characteristics,Geographic Location,Discipline Policy,Sanctions,Suspension,Inferences,Credibility,Universities,Foreign Countries,Qualitative Research

The present study narrated the forms, factors and consequences of cheating in university examinations by UNISA Open and Distance learning students from anecdotal data. The results showed that the perpetrators mostly used crib materials on paper, ruler and calculator cover. The factors that influenced examination cheating were gender, age range and regional locations of candidates. The consequences were monetary fines and suspension periods. The limitation of the study is that inferences are based on documented evidence only without verification through interviews. The study provides some recommendations that may provide Registrars of universities with insight to tighten up examination regulations so that the credibility of degrees universities offer is upheld through awarding degrees to deserving students only.
Multivariate Analysis for the Choice and Evasion of the Student in a Higher Educational Institution from Southern of Santa Catarina, in Brazil
Author: Queiroz, Fernanda Cristina Barbosa Pereira
Date: 2014-10-00
Type: Journal Articles
Subjects: Multivariate Analysis,Foreign Countries,Higher Education,Decision Making,College Choice,Professional Education,Student Research,Self Concept,Interviews,Case Studies,Factor Analysis

This paper aims to develop and implement a method to identify the causes of the choice of a course and the reasons for evasion in higher education. This way, we sought to identify the factors that influence student choice to opt for Higher Education Institution parsed, as well as the factors influencing its evasion. The methodology employed was the use of multivariate statistics to identify the factors that contribute to the process investigated. The research method was the case study of a community educational institution from Southern Santa Catarina, in Brazil. Results show that the factors that influence the choice of the Higher Education Institution are the infrastructure for the development of education, and also for the development of research and extension activities, as well as highlight the possibility of the student attending the course chosen and pursue their professional activities.
&quot;Teaching to the Test&quot; in the NCLB Era: How Test Predictability Affects Our Understanding of Student Performance
Author: Jennings, Jennifer L.
Date: 2014-11-00
Type: Journal Articles
Subjects: Federal Legislation,Educational Legislation,Standards,Scores,Achievement Gains,Educational Practices,Achievement Tests,Test Items,Prediction,Test Preparation,High Stakes Tests,Test Construction,Educational Policy,Academic Achievement,Classification,English,Language Arts,Hierarchical Linear Modeling

What is &quot;teaching to the test,&quot; and can one detect evidence of this practice in state test scores? This paper unpacks this concept and empirically investigates one variant of it by analyzing test item--level data from three states' mathematics and reading tests. We show that NCLB-era state tests predictably emphasized some state standards while consistently excluding others; a small number of standards typically accounted for a substantial fraction of test points. We find that students performed better on items testing frequently assessed standards--those that composed a larger fraction of the state test in prior years--which suggests that teachers targeted their instruction towards these predictably tested skills. We conclude by describing general principles that should guide high-stakes test construction if a policy goal is to ensure that test score gains accurately represent gains in student learning.
Toward Independent L2 Readers: Effects of Text Adjuncts, Subject Knowledge, L1 Reading, and L2 Proficiency
Author: Brantmeier, Cindy
Date: 2014-10-00
Type: Journal Articles
Subjects: Second Language Learning,Language Proficiency,Correlation,Prior Learning,Reading Comprehension,Spanish,Second Language Instruction,Advanced Courses,Native Language,Multivariate Analysis,Task Analysis,Reading Ability,Grammar,Questionnaires,Language Tests,College Students,Computer Assisted Testing,Scores

With 97 learners in an advanced Spanish course, the study examines the effects of textual enhancement adjuncts, prior subject knowledge, first language (L1) reading ability, and second language (L2) Spanish proficiency on L2 comprehension of scientific passages. Readings included two texts with two types of embedded questions: a pause or written answer. MANOVA was used to examine the main effects and interaction of textual enhancement adjuncts on three types of comprehension tasks. Findings revealed that embedded questions did not assist L2 readers to comprehend better. The effect of embedded questions on comprehension was not moderated by L1 reading ability, L2 overall proficiency nor by prior subject knowledge. Although prior subject knowledge and L1 reading comprehension were positively related to comprehension, the use of textual enhancements did not compensate for weaknesses. This study provided evidence that, with advanced L2 learners, embedded questions do not aid L2 reading comprehension.
Strategic Processing and Predictive Inference Generation in L2 Reading
Author: Nahatame, Shingo
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Prediction,Inferences,Decision Making,Reading Strategies,Language Proficiency,Recall (Psychology),Task Analysis,Reading Processes,Cues,English (Second Language),Second Language Instruction,Reading Tests,Graduate Students,Undergraduate Students,Multivariate Analysis

Predictive inference is the anticipation of the likely consequences of events described in a text. This study investigated predictive inference generation during second language (L2) reading, with a focus on the effects of strategy instructions. In this experiment, Japanese university students read several short narrative passages designed to elicit predictive inferences under instructions either to understand the passage or to anticipate the outcome of the events described. Each passage was followed by a lexical-decision probe word that was related to the expected inference. In addition, a cued recall task was conducted after reading all the passages. Analysis of lexical decision times revealed that inferences were generated during reading only when instructions encouraged predictions. Furthermore, the facilitation effect of instructions was prominent among higher L2 proficiency readers. The results of the recall task showed that readers' comprehension of explicit text information was not impaired by focusing attention on implicit predictive information.
Readings on L2 Reading: Publications in Other Venues 2013-2014
Author: Brantmeier, Cindy
Date: 2014-10-00
Type: Journal Articles
Subjects: Second Language Learning,Reading Skills,Journal Articles,Books,Annotated Bibliographies

This feature offers an archive of articles and books published in other venues during the past year and serves as a valuable tool to readers of &quot;Reading in a Foreign Language&quot; (&quot;RFL&quot;). It treats any topic within the scope of &quot;RFL&quot; and second language reading. The articles are listed in alphabetical order, each with a complete reference as well as a brief summary. The editors of this feature attempt to include all related articles that appear in other venues. However, undoubtedly, this list is not exhaustive.
Reading Rate Gains during a One-Semester Extensive Reading Course
Author: Huffman, Jeffrey
Date: 2014-10-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Achievement,Achievement Gains,Reading Rate,Reading Comprehension,Instructional Effectiveness,Linguistic Input,Second Language Learning,Second Language Instruction,Reading Fluency,Nursing Education,College Freshmen,Foreign Countries,English (Second Language),Reading Tests

Extensive reading (ER) is an effective way to provide large amounts of comprehensible input to foreign language learners, but many teachers and administrators remain unconvinced, and it has been argued that there is still insufficient evidence to support the claims that have been made regarding its benefits. Few studies have looked at ER's effect on reading fluency. This article reports on an investigation of the reading rate gains of Japanese nursing college freshmen during a one-semester ER course, with students in an intensive reading (IR) course serving as the comparison group (N = 66). The ER group achieved significantly higher reading rate gains (20.73 wpm) than the IR group (-0.62 wpm), without sacrificing comprehension. These results add to a growing body of empirical evidence of the effectiveness of ER.
How Much Input Do You Need to Learn the Most Frequent 9,000 Words?
Author: Nation, Paul
Date: 2014-10-00
Type: Journal Articles
Subjects: Second Language Learning,Linguistic Input,English (Second Language),Novels,Reading Processes,Vocabulary Development,Computational Linguistics,Word Frequency

This study looks at how much input is needed to gain enough repetition of the 1st 9,000 words of English for learning to occur. It uses corpora of various sizes and composition to see how many tokens of input would be needed to gain at least twelve repetitions and to meet most of the words at eight of the nine 1000 word family levels. Corpus sizes of just under 200,000 tokens and 3 million tokens provide an average of at least 12 repetitions at the 2nd 1,000 word level and the 9th 1,000 word level respectively. In terms of novels, this equates to two to twenty-five novels (at 120,000 tokens per novel). Allowing for learning rates of around 1,000 word families a year, these are manageable amounts of input. Freely available &quot;Mid-frequency Readers&quot; have been created to provide the suitable kind of input needed.
The Impact of Negative Life Events on Young Adolescents: Comparing the Relative Vulnerability of Middle Level, High School, and College-Age Students
Author: Mann, Michael J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Early Adolescents,Middle School Students,High School Students,College Students,Comparative Analysis,At Risk Persons,Experience,Influences,Emotional Response,Gender Differences,Foreign Countries,Trauma,Psychological Patterns,Proximity,Anxiety,Depression (Psychology),Family Environment,Parent Background,Educational Attainment,Family Income,Age Differences,Least Squares Statistics,Statistical Analysis,Regression (Statistics)

Early adolescence represents a particularly vulnerable period of development during which young people are susceptible to establishing lifelong behavior patterns associated with poor life, health, and educational outcomes. Previous research demonstrates older adolescents and young adults often experience negative life events (NLEs) prior to corresponding periods of depression, anxiety, and anger and that NLE-related distress can influence students' readiness to learn. Educators, especially in the middle grades, must provide increasingly responsive support and intervention to help reduce the lifelong educational and health-related consequences too often associated with NLEs. In this study, the authors investigated the relative influence of NLEs on middle level, high school, and college students. Specifically, they examined young adolescents' emotional vulnerability to NLEs and described how these vulnerabilities changed during adolescence. The authors also assessed the impact of event intensity, timing, and gender. This study makes an important contribution to the professional literature on readiness to learn in the middle grades by helping researchers and practitioners better understand how emotional vulnerability changes during adolescence and by discussing the implications of these changes for professional practice. Further, it promises to help middle level professionals become better prepared to assist young people coping with NLEs and to create school environments that support student success.
Neighbourhood Analysis to Foster Meaningful Learning Using Concept Mapping in Science Education
Author: Correia, P. R. M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Neighborhoods,Concept Mapping,Scientific Concepts,Science Instruction,Feedback (Response),Teaching Methods,Instructional Innovation,Higher Education,Learning Processes,Outcomes of Education,Student Evaluation,Classification,Graphs,Foreign Countries,Undergraduate Students

One critical aspect that hinders the systematic use of concept mapping in everyday classrooms is the difficulty of providing high-quality feedback to students so as to keep improving and revising their concept maps (Cmaps). The development of an innovative way to analyse, at a glance, students' Cmaps is presented to allow a diagnostic assessment of student conceptual learning. This paper proposes Neighbourhood Analysis (NeAn) as an innovative way to foster meaningful learning through the identification of Limited or Inappropriate Propositional Hierarchies (LIPHs) in Cmaps. The instructional strategy that underlies NeAn involves the selection of a compulsory concept (CC), which must be a threshold concept addressing the Cmap's focal question. The goal is to estimate students' understanding of the subject, in order to detect the presence (or absence) of LIPHs. We analysed 69 Cmaps from a higher education setting and found that 175 propositions were related to the CC. This subset of all propositions was enough for instructors to provide specific high-quality feedback to their students, even under normal teaching conditions. NeAn is a straightforward way to identify LIPHs allowing instructors to make diagnostic assessments of students' conceptual outcomes during the learning process, and to track the effects of their instructional options. NeAn can be meaningfully applied for assessing science students at secondary level and above, with special potential applicability across science subjects.
Influence of Computer-Assisted Roundhouse Diagrams on High School 9th Grade Students' Understanding the Subjects of &quot;Force and Motion&quot;
Author: Kocakaya, F.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physics,Science Instruction,Motion,Science Achievement,Computer Assisted Instruction,Teaching Methods,Pretests Posttests,Multiple Choice Tests,Scores,Experimental Groups,Visual Aids,Student Attitudes,Scientific Concepts,High School Students,Quasiexperimental Design,Grade 9

Main aim of this study is to examine the influence of computer-assisted roundhouse diagrams on high school 9th grade students' academic achievements in the subjects of &quot;Force and Motion&quot;. The study was carried out in a public high school in Diyarbakir the province in the Southeast of Turkey. In the study, the &quot;pre-test-post-test control group model&quot;, which is among experimental models, was applied. The lessons were taught to the control group students by carrying out the activities previously determined in the curriculum; in other respects, besides these activities, the lessons were taught to the experimental group students by forming roundhouse diagrams that included the subject-related concepts. In the present study focusing on the subjects of &quot;Force and Motion&quot;, a multiple-choice achievement test consist of 20 questions related to the subjects of &quot;Force and Motion&quot; was applied as pre-test and post-test to the students to determine the changes in their achievements. The study showed that computer-assisted roundhouse diagrams have significant effect on students' academic achievement in the subjects of &quot;Force and Motion&quot; (P &lt; 0.05). Besides the multiple-choice test used, another test of 20 fill-in-the-blank and true-false questions was applied as pre-test and post-test in the study. According to the results of this test, the scores of the participants were found high in favour of the experimental group (P &lt; 0.05). In addition to these two tests measuring the academic achievements of the participants, a questionnaire for the experimental group students' views about the roundhouse diagrams was conducted. As a result of the analysis of the data obtained via this scale, it was found out that the students enjoyed studying with the roundhouse diagram and that they considered the roundhouse diagram as a beneficial method in learning concepts.
Engaging Students in STEM Education
Author: Kennedy, T. J.
Date: 2014-00-00
Type: Journal Articles
Subjects: STEM Education,Learner Engagement,High School Students,Academic Achievement,Alignment (Education),Curriculum Development,Educational Quality,Student Improvement

With the &quot;flattening&quot; of the global economy in the 21st century, the teaching of Science, Technology, Engineering, and Mathematics (STEM) has taken on new importance as economic competition has become truly global. STEM education has evolved into a meta-discipline, an integrated effort that removes the traditional barriers between these subjects, and instead focuses on innovation and the applied process of designing solutions to complex contextual problems using current tools and technologies. Engaging students in high quality STEM education requires programs to include rigorous curriculum, instruction, and assessment, integrate technology and engineering into the science and mathematics curriculum, and also promote scientific inquiry and the engineering design process. All students must be a part of the STEM vision, and all teachers must be provided with the proper professional development opportunities preparing them to guide all their students toward acquiring STEM literacy. By focusing on student engagement, educators from institutions of higher education and K-12 schools can work together to develop pedagogical models that provide rigorous, well-rounded education and outstanding STEM instruction. This paper defines the necessary attributes of STEM programs designed to engage all students, describes a number of model programs focused on student engagement, and discusses assessments in progress.
An Evaluation of the Pattern between Students' Motivation, Learning Strategies and Their Epistemological Beliefs: The Mediator Role of Motivation
Author: Sen, S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Motivation,Learning Strategies,Epistemology,Beliefs,Achievement Need,Structural Equation Models,Questionnaires,Attitude Measures,Factor Analysis,Path Analysis,Undergraduate Students

This study aims at analysing the relations between students' achievement motivation, learning strategies and their epistemological beliefs in learning through structural equation modelling, and at exploring the mediation role of motivation in the relations between learning strategies and epistemological beliefs. The study group was composed of 446 undergraduate students attending the Faculty of Education. The Motivated Strategies for Learning Questionnaire (MSLQ) in addition to the Epistemological Belief Scale was employed as the instrument of data collection in the research. The data obtained were then analysed via confirmatory factor analysis and the path analysis. In consequence, it was found that the model consisting of such variables as learning strategies, motivation and the belief that learning depends on effort yielded the acceptable fit indices, and it was also found that motivation variable mediated between the relations holding between the belief that learning depends on effort and the learning strategies.