ethanporcaro/eric-fulltext-meta huggingface dataset:
Childhood Adversity, Families, Neighborhoods, and Cognitive Outcomes: Testing Structural Models of the Bioecological Framework
Author: Olofson, Mark W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Neighborhoods,Socioeconomic Status,Child Development,Structural Equation Models,Correlation,Cognitive Development,Elementary School Students,Secondary School Students,Family Relationship,Conflict,Disadvantaged,Race,Family Income,Intelligence,Achievement Tests,Cognitive Tests,Children,Intelligence Tests,Gender Differences,Longitudinal Studies,National Surveys,Safety,Parent Child Relationship,Psychological Patterns,Factor Analysis

Over half of the children in the U.S. experience adversity early in childhood. These experiences, along with conditions in their families and neighborhoods, have profound developmental effects. The bioecological model of development includes these proximal contexts in a theory of development that incorporates the threats and supports present in these spaces to describe child development. This study used structural equation modeling to build latent measures of childhood adversity, family conflict, and neighborhood quality and tested theoretically-implied pathways to determine the relationships among these measures and cognitive outcomes in children. This study of US children ages 5-17 (N = 2,907) employed a nationally representative sample from the Panel Study of Income Dynamics to create and test these measures. Results indicate that adversity, family conflict, and a lack of neighborhood quality negatively impact cognitive function, even when controls for socioeconomic status and race are introduced. Testing of models indicated that family conflict and neighborhood quality are mediated by adverse childhood experiences, and these contexts should not be related to cognitive outcomes without the inclusion of adversity measures. This study provides further insight into the relationships among these contexts and children's lives, and offers guidance for future research with these constructs.
Classroom Management and Novice Language Teachers: Friend or Foe?
Author: Sánchez Solarte, Ana Clara
Date: 2019-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Beginning Teachers,Language Teachers,Second Language Instruction,Educational Strategies,Teacher Effectiveness,Teacher Role,Planning,Discipline,Conflict,Classroom Environment,Time Management

This article describes the importance of classroom management for language teachers, particularly for novice L2 teachers since it can affect their permanence in the teaching profession. A definition of classroom management along with a description of its dimensions, a set of initial principles and practical ideas to approach teaching with more confidence are provided in this paper. It is expected that this information will contribute to equip inexperienced teachers with procedures and strategies that can be translated and adapted to their teaching situation and ease the transition from student-teacher to being in charge of a classroom on their own.
EFL Teacher Professionalism and Identity: Between Local/Global ELT Tensions
Author: Torres-Rocha, Julio César
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Civil Rights,Native Language,Language Attitudes,Applied Linguistics,Professional Identity,Professionalism,Political Attitudes,Language Teachers,Global Approach,Language Variation,Teaching Methods,Teacher Attitudes

This article of reflection considers socio-political issues such as linguistic perialism, native speakerism, English as an International language, and appropriate teaching methodologies, which are currently contentious issues in the ELT community. Framed within a critical approach of applied linguistics, these issues are addressed in three sections (global/local tensions, teacher professional identity, and a new EFL professional identity) in order to argue that a dynamic, shifting, and multifaceted perspective of a globally-minded EFL teacher professional identity is needed so that Colombian EFL professionals can define or redefine their own identities in taking an informed and critical political stance.
Cooperative Learning Principles Enhance Online Interaction
Author: Jacobs, George
Date: 2015-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Accountability,Heterogeneous Grouping,Computer Mediated Communication,Educational Principles,Teaching Methods,Peer Relationship,Student Participation,Web 2.0 Technologies,Collaborative Writing,Concept Mapping,Technological Literacy,Educational Technology

Research suggests that cooperative interactions are associated with enhanced cognitive and affective outcomes. This paper describes eight principles that can be used to promote such interactions among students working in online environments. The principles derive from a well-established approach to education, known variously as cooperative learning and collaborative learning. Each principle is explained as to what it means, why it is important and how it can be deployed. The eight principles are heterogeneous grouping, teaching collaborative skills, group autonomy, maximum peer interactions, equal opportunity to participate, individual accountability, positive interdependence and cooperation as a value.
Impediments to Enhancing Research within Universities in Developing Context: The Case of Pakistani Universities
Author: Muborakshoeva, Marodsilton
Date: 2015-00-00
Type: Journal Articles
Subjects: Universities,Foreign Countries,Developing Nations,Academic Freedom,Higher Education,Educational Change,Knowledge Economy,College Faculty,Educational Research

Universities in some developing countries are undergoing reforms over the recent decades so that they become research-based institutions. It has been stressed that research is of paramount importance for enhancing the economy of a country and for societies to become knowledge-based. However some of these concepts and challenges faced by these universities are hardly explored. Relying on the analysis of qualitative interviews and document analysis, this paper examines how the Higher Education Commission (HEC) has taken numerous initiatives to boost the research capacity of universities in Pakistan. Even then, numerous challenge remains in the attempt to enhance research quality. Funding and its effective use, academic freedom, and value of research in the society emerged as major impediments to research development at the universities. Critical voices from the university faculty are rarely taken into account by those responsible for higher education bodies, therefore many of such challenges persist till date. The article proposes solutions for overcoming some of these challenges and situates the experience of Pakistani universities within the broader experiences of universities world-wide.
Cambodia: From Dependency to Sovereignty -- Emerging National Leadership
Author: McNamara, Vincent
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Religious Factors,Cultural Influences,Foreign Policy,Political Influences,Freedom,Power Structure,Educational Policy,Educational Development,Risk,Strategic Planning,Early Childhood Education,Vocational Education,Elementary Secondary Education,Technical Education,Informal Education,Educational Quality,Administrative Organization,Access to Education,Educational Resources,Teacher Effectiveness,Social Class,Capacity Building,Leadership,Self Determination,Poverty,Social Differences

In the millennium leading up to its days of glory and regional leadership under the iconic Angkor empire, and even in the centuries of dependence since, Cambodia has often benefited significantly from the influence of its patrons, starting with traders from India who sailed up the Mekong at the beginning of a magnificent water transport system including an inland sea. Most recently such benefits have been from global and multilateral sources. Equally, due to its pivotal strategic location at the centre of the South-East corner of Asia, Cambodia has also suffered, at times enormously, from the competing influences of a plethora of well-intentioned but radically different influences: religious, cultural, linguistic, imperial, political, ideological and educational. This article will review the educational system of Cambodia and the issues that come with achieving political and now psychological freedom from dependence on foreign dominance and tutelage.
Teacher Perceptions of the Impact of Peer Learning in Their Classrooms: Using Social Interdependence Theory as a Model for Data Analysis and Presentation
Author: Cockerill, Maria
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Peer Teaching,Tutoring,Cooperative Learning,Program Implementation,High School Students,Foreign Countries,Outcomes of Education,Peer Relationship,High School Teachers,Social Theories,Cross Age Teaching,Randomized Controlled Trials,Reading Improvement,Reading Achievement,Instructional Effectiveness,Reading Aloud to Others,Vocabulary Development

Peer tutoring is a structured process of co-operative learning, supported by social interdependence theory shown to have cognitive and affective level benefits. During a RCT, this study explores teacher perceptions (n=62) of effects of co-operative learning, including implementation issues, using a mixed methods approach during a 16-week peer tutoring intervention in 58 classes (10 secondary/high schools) in England. Data suggested strengthened peer relationships enhanced student learning. Teacher perceptions remained consistent and are congruent with social interdependence theory and research validating the theory. Implications for research, theory, practice and policy are discussed. Research was supported by Educational Endowment Foundation grant: Spring2012-105.
The Relationship among Iranian EFL Teachers&apos; Professional Identity, Self-Efficacy and Critical Thinking Skills
Author: Moslemi, Negar
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Foreign Countries,English (Second Language),Second Language Learning,Professional Identity,Self Efficacy,Critical Thinking,Thinking Skills,Teacher Attitudes,Beliefs,Language Teachers,Cognitive Tests,Predictor Variables

Teachers' beliefs, attitudes, and identities have been considered as the main factors in improving their performance to enhance students' learning. The present study aimed to explore the relationship among Iranian EFL teachers' professional identity, their self-efficacy, and their critical thinking skills in their teaching process. To achieve the objective of the study, 75 EFL teachers participated in this study. Three instruments were used to collect the required data including professional identity, TEBS-Self questionnaires, and the Watson-Glaser Critical Thinking Appraisal test. The findings in the present study demonstrate that there was a strong positive relationship of the EFL teachers' professional identity between their self-efficacy and their critical thinking skills. The results of the ANOVA (analysis of variance models) test indicated that the EFL teachers' professional identity could predict their self-efficacy and their critical thinking skills.
Effects of Mentoring and Gender on the Achievement of Low-Performing Students in Biology
Author: Jegede, S. A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mentors,Low Achievement,Biology,Science Instruction,Secondary School Students,Secondary School Science,Foreign Countries,Pretests Posttests,Test Reliability,Gender Differences,Science Teachers,Experimental Groups,Control Groups

This study investigated the effect of mentoring and gender on the achievement of low-performing students in Biology. Its main purpose was to measure the response rate of each gender to mentoring approach of science teaching. It is believed that this will assist in developing individual potentials to becoming better science learners. The study employed the non-randomized pre-test, post-test, control quasi-experimental design. The population of the study was all senior secondary school students in South West Nigeria. The sample comprised 180 Biology students (consisting of 70 males and 110 females) selected from six secondary schools through random and purposive sampling techniques. The instruments used to collect the relevant data for the study was a Biology Concept Test (BCT) which was administered as both pre-test and post-test. The instrument was validated by experts in science education and tests and measurement respectively. Its reliability was ascertained using test-retest method and a reliability coefficient of 0.72 was obtained. The experimental group was treated with a mentoring package involving Classroom Adjunct Instruction Learning Model (CAILM). Data collected were analyzed using Analysis of Covariance (ANCOVA) and Multiple Classification Analysis (MCA). It was discovered from the study that mentoring enhanced the achievement of low-performing students and that female students performed better than their male counterparts in mentoring relationship. Based on the findings of the study, it was recommended (among others) that mentoring should be used by teachers as an adjunct to normal classroom teaching for bringing up slow and poor students to improved level of performance.
A Methodological Approach for Researching National Classroom Practices
Author: Tee, Meng Yew
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Research,Research Methodology,Educational Practices,Curriculum Implementation,Foreign Countries,Decision Making,Public Schools,Sampling,Data Collection,Classroom Techniques,Student Evaluation,Feedback (Response),National Surveys

Little continues to be known about what actually happens in classrooms, particularly from a national perspective. Descriptions of classroom practices from a national vantage point can provide a bird's eye view of salient patterns and variations within an education system, especially one as centralised as that of Malaysia. With these descriptions, especially if the primary data consists of video recordings, one can also begin to compare movements in classroom practices across time and space; theorise about the nature of practice within the system as well as inform policy deliberations. This paper examines key methodological decisions of conducting a national study to research classroom educational practice within Malaysia's public school system. The case is made for the use of such studies to gain a bird's eye perspective of classroom practices in a national system as well as to lay the foundations for inter-system comparisons. Potential implications and opportunities of these types of studies are also discussed.
The Gender Gap in Malaysian Public Universities: Examining the &apos;Lost Boys&apos;
Author: Tienxhi, Jonathan Yong
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Public Colleges,Equal Education,Private Colleges,STEM Education,Economic Factors,Intellectual Disciplines,Disproportionate Representation,Community Colleges,Undergraduate Students,Vocational Schools,Study Abroad,Outcomes of Education,Academic Achievement,Secondary School Students,Socialization

This paper examines the growing gender gap between men and women in Malaysian public universities, using the Gender Parity Index (GPI) to measure gender disparities over time. It considers the gender gap in University of Malaya with other prominent overseas universities, and compares the GPI between all twenty public higher education institutions for the years 2009-2013. It also compares the GPI of public universities in Malaysia with local private education institutions, and examines the gender disparities in public universities in terms of subject segregation. Particular attention is paid to the gender segregation in terms of Science, Technology, Engineering and Mathematics (STEM) subjects; gender segregation in STEM subjects in Malaysian public universities is compared to East Asia Pacific averages. Lastly, various causes and explanations for the gender gap are explored.
Reflections on Educational Issues among Modern Language Students
Author: Peñaloza, Anna Carolina
Date: 2019-00-00
Type: Journal Articles
Subjects: Modern Languages,Second Language Learning,Second Language Instruction,Student Attitudes,Teaching Methods,Art,Universities,College Students,Art Products,Peer Evaluation,Cooperative Learning,Practicums,Foreign Countries,Reflection,Females,Educational Attitudes,Social Problems

The following pedagogical proposal seeks to understand what types of reflections Modern Languages students reveal about educational issues when analyzing artwork within their context. We worked with twelve Modern Languages students in their fifth and sixth semester at a public university in Colombia. The students began by analyzing four murals located within the university. Then, they created their own artwork and provided reflections on each other's pieces of art. The findings showed that the students first began analyzing visual aspects of the murals and artwork, followed by the educational issues represented in each piece. As a common theme, the students reflected on the idea that working together yields a diversity of solutions. Finally, the students demonstrated that they could benefit from reflective practices despite not having started their teaching practicum.
Corporate Universities and Corporation-University Partnerships in Thailand: Complementing Education in Learning, Leadership and Change
Author: Crocco, Oliver S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Corporate Education,School Business Relationship,Partnerships in Education,Foreign Countries,Labor Force Development,Higher Education,Organizational Change,Leadership Training

With an estimated workforce of 285 million and the establishment of the Association of Southeast Asian Nations (ASEAN) Economic Community in 2015, ASEAN faces vast challenges in human resource development (HRD) and higher education. These challenges in Thailand have resulted in the rise of corporate universities and corporation-university partnerships. Corporate partnerships in education adapt quickly to industry needs and are increasingly popular and complementary to traditional higher education. This research looks at one corporate university and one corporation-university partnership to investigate how, if at all, corporate universities and partnerships address HRD issues such as adult learning, leadership development, organisational change, corporate social responsibility (CSR), as well as ethical and global issues. This research finds initial evidence that corporate educational strategies address a variety of HRD issues and have the potential to revolutionise and complement higher education in Thailand in a way that drives the nation toward a more sustainable future.
Language Assessment Practices and Beliefs: Implications for Language Assessment Literacy
Author: Giraldo, Frank
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Tests,Knowledge Level,Student Evaluation,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Reflection,Diaries,Alternative Assessment,Instructional Improvement,Teaching Methods,Teacher Attitudes,Language Teachers,Academic Achievement,Correlation,Peer Evaluation,Faculty Development,Evaluation Methods,Grounded Theory

This study reports the contextual Language Assessment Literacy (LAL) of five Colombian English language teachers. Two semi-structured interviews and reflective journals were used for data collection. The findings show that the teachers used varied traditional and alternative assessment instruments, assessed language and non-language constructs, used assessment information to improve teaching and learning, evaluated assessment results, and engaged students in quantitative peer assessment. As for beliefs, data show that students' success and failure in assessment were connected to past experiences, and that assessment was appropriate given a number of features. Participants' answers about LAL show a complex and multifaceted construct. Taken together, the findings serve as baseline data to further professional development in language assessment.
The Comparative Effect of Teaching Collocations through Literary vs. Non-Literary Content on EFL Learners
Author: Saedpanah, Elahe
Date: 2019-00-00
Type: Journal Articles
Subjects: Phrase Structure,English (Second Language),Second Language Learning,Second Language Instruction,Pretests Posttests,Teaching Methods,Language Tests,Experimental Groups,Foreign Countries,Comparative Analysis,Literature,Scores,Instructional Effectiveness

This study investigates the comparative effect of teaching collocations through practicing them in literary and non-literary contents. The participants were composed of 30 EFL students selected from a cohort of 52 intermediate students in an English language institute in Sanandaj City, Iran. They were selected based on their scores on the Preliminary English Test (PET) and a collocation test, developed and piloted in advance. The selected participants were randomly divided into two experimental groups. Collocations were taught through literary content in one group; the others were instructed via non-literary content. At the end of the period of treatment with both groups, a collocation test was administered to both groups as a posttest. The analysis of collected data, using One-way ANCOVA and Descriptive Statistics, reveals that teaching the new collocations through literary contents proved significantly more effective than teaching them through non-literary contents.
When Virtual Becomes Better than Real: Investigating the Impact of a Networking Simulation on Learning and Motivation
Author: Abdel-Maksoud, Nahed F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Environment,Educational Quality,Instructional Effectiveness,Computer Software,Computer Networks,Student Motivation,Undergraduate Students,Foreign Countries,Computer Simulation,Virtual Classrooms,Computer Science Education,Experiential Learning,Laboratories,Correlation,Attention,Relevance (Education),Student Satisfaction,Self Efficacy,Troubleshooting,Learning Motivation

Virtualization technology has been around for many years, and its use is increasingly becoming common in education, in general and in computing fields, in particular. This can be attributed partly to its potential to reduce costs, boost efficiency and overcome limited resources through its virtual applications such as servers, storage devices and networks. However, the question is: &quot;would that be at the cost of the quality of learning?&quot; Besides, the way virtualized environments impact motivation needs further clarification, since it is a neglected area of research. This quasi-experimental study tried to address such questions through investigating the impact of virtualized networking software (OPNET Network Simulator) on students' learning and motivation. 116 undergraduate students enrolled in a computer networking class at one of the universities in Egypt participated in this study, who were then randomly assigned to an experimental group (N= 59), which used the OPNET Network simulator, and a control group (N= 57) which studied the same content via the traditional physical lab. Two instruments; a networking test, and a Motivation Scale were administered to both study groups prior and post the intervention. Results showed that students of experimental group who used OPNET Networking simulator had significantly higher grades and greater motivation levels than those of the control group.