ethanporcaro/eric-fulltext-meta huggingface dataset:
Transition to Company-Based Vocational Training in Germany by Young People from a Migrant Background -- The Influence of Region of Origin and Generation Status
Author: Beicht, Ursula
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Vocational Education,Generational Differences,Differences,Regional Characteristics,Educational Attainment,Educationally Disadvantaged

Context: For young people with a migrant background in Germany transition from school to company-based vocational training is much more difficult than for non-migrants. This remains true, when data is controlled for the lower performance of young migrants in general education. In this paper we investigate if and how far the chances of transition to companybased vocational training and the acquisition of different school leaving certificates depend from the migration generation and the region of origin of young migrants. The question is, if disadvantages of young migrants diminish with a longer stay of their family in Germany and if this is also the case for the different groups of regions of origin (Southern Europe, East Europe, Turkey, other Middle East and North Africa, Other regions). Approach: We conduct multivariate analyses on the basis of data from the German Educational Panel Study (NEPS). Our analyses relate to young people who left a general education school after Year 9 in the summer of 2011 or Year 10 in the summer of 2012. Our database comprises information provided by a total of 5,952 school leavers. Findings: For all four origin groups worse chances in comparison to non-migrants were detected. But there are differences in the disadvantages of opportunity between the various groups. They acquire more often lower school qualifications than their counterparts not from a migrant background and also have worse chances than the latter of successfully progressing to company-based vocational education and training. This applies even if other important influencing factors such as social origin are taken into account. Young people from a Turkish or Arab background have the lowest chances in general education and vocational training. As generation status rises disadvantages diminish for all origin groups, but with different magnitudes. A clear upwards-directed integration can be observed solely for the East European origin group. Conclusion: The results of our analyses signalise a clear need for action on the part of German policy makers and German society to reduce the educational disadvantages suffered by young migrants and to develop an effective support mechanism. Integration is rarely achieved in the short term. It is a long-term task which frequently extends over several generations.
Octennial Review (2010-2018) of Literature on M-Learning for Promoting Distributed-Based Medical Education in Sub-Saharan Africa
Author: Yunusa, Abdullahi Abubakar
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Medical Education,Electronic Learning,Affordances,Distance Education,Educational Research,Research Design,Research Methodology,Influences,Barriers,Higher Education

Medical education in Africa is in desperate need of reforms, evident in widespread diseases, and an inability to mobilise and train the required medical workforce to deal with these health issues. However, the exponential rise in the use of mobile technologies due to the spread of the Internet and increased telecommunication networks offer an opportunity for the transformation of medical education and practice through the deployment of mobile devices as a medium for learning and conveying health care services to the remote and resource-constrained locations of Sub-Saharan Africa (SSA). This paper reviewed articles on the affordances of m-learning for distributed medical education in SSA published between 2010-2018. Results from 18 articles identified in the review revealed a slow-paced ascendancy of practice and research in the field; it further exposed competing priorities, infrastructural deficit, and chronic workforce shortages as the bane of m-learning implementation in the subregion. This paper makes recommendations that will enhance the growth of mobile-based distance medical education and practice in SSA.
Development and Validation of an Attitude Assessment Scale for the Use of 3D Printing in Education
Author: Gurer, Melih Derya
Date: 2019-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Preservice Teachers,Student Attitudes,Public Colleges,Usability,Intention,Technology Integration,Printing,Computer Peripherals,Elementary School Mathematics,Special Education,Language Teachers,Foreign Countries,Test Validity

The purpose of this study was to develop and validate a scale aiming to assess pre-service teachers' attitudes towards 3D printing for teaching and learning processes. The data were collected from 250 pre-service teachers in different departments at a public state university. The validity of the scale was tested with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). As a result of EFA, the scale consisted of three factors; perceived ease of use, perceived usefulness, and intention to use, with 18 items in 5 point Likert scale. The fit values from the CFA confirmed the three-factor structure of the scale. The correlations among the factors were positive, and collinearity among the factors was not evident. The scale and factors demonstrated a satisfactory level of internal reliability, ranging from 0.68 to 0.94. The findings of this study showed that the scale was valid and reliable, and could be used by researchers interested in technology integration in teaching and learning environments.
Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School
Author: Borup, Jered
Date: 2019-04-00
Type: Journal Articles
Subjects: Parent Participation,Online Courses,Virtual Classrooms,Educational Technology,Technology Uses in Education,High Schools,Academic Persistence,High School Teachers,Teacher Attitudes,Facilitators (Individuals),Barriers,Interpersonal Relationship,Parent Role,Progress Monitoring,Student Motivation

Just as they have in face-to-face courses, parents will likely play an important role in lowering online student attrition rates, but more research is needed that identifies ways parents can engage in their students' online learning. In this research we surveyed and interviewed 12 online teachers and 12 on-site facilitators regarding their experiences and perceptions of parental engagement. Guided by the Adolescent Community of Engagement framework, our analysis found that teachers and facilitators valued parents' engagement when parents advised students on course enrollments, nurtured relationships and communication with and between students, monitored student progress, motivated students to engage in learning activities, organized and managed students' learning time at home, and instructed students regarding study strategies and course content when able. Teachers and facilitators also identified obstacles that parents faced when attempting to engage in their children's online learning as well as obstacles that teachers and facilitators encountered when they attempted to support parents.
Quality Frameworks and Learning Design for Open Education
Author: Stracke, Christian M.
Date: 2019-04-00
Type: Journal Articles
Subjects: Educational Quality,Instructional Design,Open Education,Role of Education,Educational Innovation,Holistic Approach,Learning Processes,Learning Theories,Standards,Needs Assessment,Educational Objectives,Learning Strategies,Academic Achievement

This article discusses the need to innovate education due to global changes to keep its status as a human right and public good and introduces Open Education as a theory to fulfil these requirements. A systematic literature review confirms the hypothesis that a holistic quality framework for Open Education does not exist. For its development, a brief history and definition of Open Education are provided first. It is argued that Open Education improves learning quality through the facilitation of innovative learning designs and processes. Therefore, sources of learning quality and dimensions of quality development are discussed. To support the improvement of the learning quality and design of Open Education, the Reference Process Model of ISO/IEC 40180 (former ISO/IEC 19796-1) is introduced and modified for Open Education. Adapting the three quality dimensions and applying the macro, meso, and micro levels, the OpenEd Quality Framework is developed. This framework combines and integrates the different quality perspectives in a holistic approach that is mapping them to the learning design, processes, and results. Finally, this article illustrates potential adaptations and benefits of the OpenEd Quality Framework. The OpenEd Quality Framework can be used in combination with other tools to address the complexity of and to increase the quality and impact of Open Education. To summarize, the OpenEd Quality Framework serves to facilitate and foster future improvement of the learning design and quality of Open Education.
The Offline Nature of Online Community: Exploring Distance Learners&apos; Extracurricular Interactions
Author: Berry, Sharla
Date: 2019-04-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Distance Education,Extracurricular Activities,Graduate Students,Doctoral Programs,Student Attitudes,Sense of Community,Student Experience,Social Media,Computer Oriented Programs,Peer Relationship,Service Learning

Despite the importance of interpersonal contact to students' sense of community, little is known about how online students form relationships outside of class. Drawing on interviews with 20 students from one online doctoral program, I explore the ways in which distance learners create community outside of class. In the case study I explore how students use social media and group texting apps to develop relationships with peers. I also explore how online students connect in-person at study groups and sporting events. Lastly, I consider the ways in which a three-day, in-person orientation helped online students connect on and offline. Findings indicate that online students' perceptions of community were not limited to their in-class experiences. In addition to their in-class interactions, online students were impacted by their extracurricular interactions in digital and physical spaces.
Systematic Mapping Study of Academic Engagement in MOOC
Author: Guajardo-Leal, Brenda Edith
Date: 2019-04-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Learner Engagement,Journal Articles,Foreign Countries,Educational Research,Periodicals,Authors

MOOCs are presented as an affordable and easily accessible modality that offers the opportunity to democratize education in our time; however, this convenience training favors a low completion rate of the participants. Faced with this situation, scholars have suggested that it is necessary to deepen the construct of academic engagement, a concept that has been addressed in the study of face-to-face training, to better understand how students participate in this educational modality. This article systematically explores the existing literature, in the period of 2015-2018, about the construct of academic engagement in online, massive and open learning courses, through a Systematic Mapping of Literature, a method which aims to identify the characteristics of production in a given subject. The results show that there is a considerable increase in published articles that associate academic engagement and MOOCs, mainly from the United States, Australia, and the United Kingdom. Most of the mapped publications employ qualitative methods, with an exploratory approach, although there are several correlational studies. The study of participation patterns and instructional design appear as the main topics of interest in the field. In addition to providing a general overview of production on the subject, the research provides accurate information that will identify works for more in-depth reviews. Thus, it also offers a replicable and flexible literature search method for different research interests.
Computer-Mediated Communication and Language Education: Focus on Written Communication
Author: Babni, Abderrahmane
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Second Language Instruction,English (Second Language),College Students,Writing Skills,Performance,Program Effectiveness,Foreign Countries,Teaching Methods,Student Attitudes,Essays,Teacher Attitudes,Educational Technology,Technology Uses in Education

It is apparent that the internet-based and computer-mediated tools can be considered as the most recent step in the development of communication technologies. This paper aims at investigating the type of impact computer-mediated communication (CMC) tools' use has on Moroccan EFL university students' writing skills and performance. Two research instruments were used to collect the needed data, a questionnaire and a writing task. The findings reveal that the use of CMC tools has a positive impact on students' writing skills and performance. Yet, the results obtained from the writing task show that the use of CMC tools has a detrimental impact on students' academic written productions because most students failed to confine to the standards of academic writing in terms of layout, organization, style, level of formality, grammar, content, mechanics and tone.
The Reasons behind the Poor Performance of Saudi Students in IELTS
Author: Alzahrani, Mohsen
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Graduate Students,English (Second Language),Language Proficiency,English for Academic Purposes,Language Tests,Second Language Learning,Language Teachers,English Teachers,Test Wiseness

The purpose of this phenomenological study is to investigate the challenges and barriers that Saudi graduate students experience with the English entrance exam, the International English Language Testing System (IELTS). The sample of this study consisted of six Saudi graduate students and two English teachers from two different English schools in Denver, Colorado, United State of America. Qualitative methodology and analysis were used in the study to collect and analyze the data. Two major themes emerged from the data: &quot;Inadequate preparation for IELTS test&quot; and &quot;Limited access to academic English&quot;. Under these main themes, the sub- themes are reported. These findings could lead to implications and future research on the phenomena.
Textese Categories and Textese Application in L2 Class Discussion
Author: Totanes, B. C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Foreign Countries,Language Usage,Second Language Learning,Computer Mediated Communication,Teacher Student Relationship,Interaction,Private Schools,High School Students,High School Teachers,Age Differences,Comprehension,Grammar

The present study seeks to determine significant similarities and differences of teacher-textism and student-textism styles. It also investigates on the use of textism in the actual class discussion shared by the participants of the study. To wit, results show that textism is significantly utilized by both teachers and students (12.84%). The texting styles stipulated are contraction, clipping, onomatopoeia, sound representation, abbreviation, acronymy, letter dropping, emoticons and some novel styles (AbuSA'aleek, 2013; Bieswanger , 2007; Crystal, 2001; Lee, 2006; Smith 2003). Likewise, this paper opens awareness to the use of textese as a &quot;conscious&quot; activity in violating grammar and lexical rules, and building connection among users. Moreover, the inevitable use of textese in class discussion has been brought to light. Based on the FGD responses, four functionalities of textism in L2 class context are drawn: (1) Small Group Language Functionality; (2) Hook/Engagement Functionality; (3) Low Filter Functionality; and (4) Learning Comprehension Functionality.
Use of Computer Assisted Instruction to Improve Students&apos; Reading Skill in English Language
Author: Habib, Mohammed Abba
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Computer Assisted Instruction,Educational Technology,Reading Skills,Reading Comprehension,English (Second Language),Vocabulary,Instructional Effectiveness,Foreign Countries,Secondary School Students

This paper examines the use of Computer Assisted Instruction to develop students' Reading Skill in English Language. Two objectives and two research questions were formulated to guide the study. Senior Secondary School Students two (SS II) of a selected school were the participants of this study. Due to the timeframe and nature of the research, only forty (40) students in SS II were selected to constitute the sample size using purposive sampling technique. Twenty (20) control and 20 treatment group were formed to test the effect of the CAI. Pre-posttest were applied to measure the effect of CAI. The findings of the study revealed that use of computer assisted instruction (CAI) improves students' reading skill in English language. Therefore, it is recommended that educational stakeholder should ensure that ICT facilities are sufficiently available in schools and language teachers should be adequately trained to utilize computers in their instructions.
&quot;It&apos;s in My Blood&quot;: An Expatriate English Language Teacher&apos;s Pedagogical Practices and Identity
Author: Aysan-Sahintas, Zeynep
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Nationals,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Professional Identity,Teaching Methods,Cultural Differences,Teacher Student Relationship,Peer Relationship,Teacher Administrator Relationship,Culturally Relevant Education,Inclusion,Cultural Background,Sociocultural Patterns,Classroom Communication,Dialogs (Language),Language of Instruction,College Faculty,Foreign Countries

In recent years, increasing numbers of English language teachers have started to work internationally. As a result, expatriate English language teachers experience a challenging situation in which they have to adapt to a new environment which may be ethnically, linguistically and/or culturally different than theirs as well as working for reconstructing and reshaping pedagogical practices and professional identities. How expatriate English language teachers, then, accommodate their pedagogical practices and professional identities to others' linguistic and cultural diversity to become accomplished professionals becomes an enthralling issue. Therefore, the aim of this study is to offer an account of pedagogical practices and professional identity of an accomplished expatriate teacher of English as a Foreign Language (EFL). Based on deep semi-structured interviews conducted with a single participant, the findings reveal that her pedagogical practices and professional identity basically stand on three pillars: cooperation with the students, colleagues and administration; linguistically and culturally responsive teaching; and inclusive approach. They indicate that she has been affected deeply by her own as well as the other stakeholders' past and current sociocultural background in such a way that shapes her teaching and identity.
An Investigation of Teacher Practices for the Instruction of French as a Third Language among Spanish-Speaking Students
Author: Surinn, Anna
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Spanish Speaking,French,Secondary School Students,Public Schools,Hispanic American Students,Bilingualism,Multilingualism,Language Teachers,Teacher Competencies,High School Teachers,High School Students,Learning Strategies,Student Attitudes,Social Influences,Teacher Education,Faculty Development,English (Second Language)

World Language (WL) instruction in the U.S. can no longer be aimed toward a monolingual English speaker acquiring a second language (L2). Secondary students who take WL courses may speak a variety of languages, bringing their home language and culture into the classroom. Spanish is the second most commonly spoken language in the U.S. and many Hispanic students are enrolled in Georgia public schools, where this research study took place. However, it is presently unknown to what degree WL teachers are equipped to teach a third language (L3) to students who are bilingual or Heritage speakers of Spanish. The authors attempted to uncover secondary-level French teachers' preparation and training with this unique population of learners. A survey was administered to 100 Georgia French teachers and follow-up interviews were conducted with 10 survey respondents. Data were analyzed qualitatively and the results indicated that French teachers do not receive sufficient training on L3 instruction as pre-service teachers nor do they have adequate professional development opportunities as in-service teachers to learn research-based strategies for teaching French as an L3 to Spanish-speaking students.
An Interprofessional, Intercultural, Immersive Short-Term Study Abroad Program: Public Health and Service Systems in Rome
Author: McComb, Sara A.
Date: 2019-04-00
Type: Journal Articles
Subjects: Interprofessional Relationship,Intercultural Communication,Study Abroad,Public Health,Foreign Countries,Undergraduate Students,Engineering Education,Nursing Education,Outcomes of Education,Alignment (Education)

The purpose of this paper is to describe a short-term study abroad program that exposes engineering and nursing undergraduate students from the United States and Italy to an intercultural and interprofessional immersion experience. Faculty from Purdue University and Sapienza Università di Roma collaborated to design a technical program that demonstrates the complementary nature of engineering and public health in the service sector, with Rome as an integral component of the program. Specifically, the intersection of topics including systems, reliability, process flow, maintenance management, and public health are covered through online lectures, in-class activities and case study discussions, field experiences, and assessments. Herein, administrative issues such as student recruitment, selection, and preparation are elucidated. Additionally, the pedagogical approach used to ensure constructive alignment among the program goals, the intended learning outcomes, and the teaching and learning activities is described. Finally, examples of learning outcomes resulting from this alignment are provided.
An Analysis of the Connections between Involvement in Study Abroad, Other High Impact Educational Practices, and Co-Curricular Activities
Author: Di Maggio, Lily M.
Date: 2019-04-00
Type: Journal Articles
Subjects: Study Abroad,Student Participation,Racial Differences,Ethnicity,Gender Differences,Majors (Students),Student Characteristics,College Seniors,Student Surveys,Social Capital,College Students,Foreign Countries,Volunteers,Extracurricular Activities

In the present study, the linkages between study abroad participation, participation in other high-impact educational practices, and participation in co-curricular activities were examined. It was the purpose of the study to determine if study abroad participants also chose to participate in multiple other high-impact educational practices and co-curricular activities at significantly higher rates than their peers who did not study abroad. The present study demonstrated that many students who study abroad tend toward multiple-participation (e.g., participation in multiple voluntary activities) when controlling for race/ethnicity, gender, and academic major. While multiple-participation was established among many study abroad subgroups, the current study was not able to substantiate multiple-participation among all student subgroups.