ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational and Integration Problems of Immigrant Turkish Youth in Germany
Author: Arslan, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigrants,Social Integration,Labor Force,Developing Nations,History,Immigration,Foreign Workers,Educational Attainment,Problems,Political Attitudes,Islam,Beliefs,Organizations (Groups),Elementary Secondary Education,Preschool Education,Vocational Education,Higher Education,Cultural Pluralism,Foreign Countries

Germany, which reorganized its industry after the second world war, met a serious workforce insufficiency in the 1960s and tried to compensate this workforce deficit from developing countries. During these years there occurred big worker immigration to Germany from Turkey, which had a serious unemployment problem and an active population. The problems that could have stemmed from such an immigration movement did not receive enough and serious attention neither from Turkey, which sent the workers nor from Germany, which invited these workers. On the contrary, these workers were considered as foreign currency income by the Turkish government, and as a cheap workforce by the German government. In addition, the German government believed that these were guest workers and when the due day came they would go back to their countries. However, Turkish workers started to call their families to Germany from the 1970s on and had the purpose of staying in this country in the long term. In this country, where the third generation has been receiving education, the education and integration problems of Turkish children have always been on the agenda. They have various educational problems from pre-school education and vocational education to higher education. Furthermore, they came across with the thread from various fundamentalist religious or political organizations. In our age, as there have occurred such approaches as multiculturalism and cross-culturalism, realistic steps have to be taken in order to avoid the dangers that might stem from the integration problems of Turkish youth in Germany. In this study, such an integration problem will be discussed and some practical solutions will be put forward.
Multiage Education: An Exploration of Advantages and Disadvantages through a Systematic Review of the Literature
Author: Ronksley-Pavia, Michelle
Date: 2019-05-00
Type: Journal Articles
Subjects: Mixed Age Grouping,Small Schools,Educational Practices,Context Effect,Teacher Role,Curriculum Implementation,Foreign Countries,Classroom Environment,School Policy,Journal Articles

This systematic quantitative literature review explores existent empirical studies with an interest in multiage education in small school settings, with a specific focus on curriculum and pedagogy. Database searches were methodically conducted across six data bases. The inclusion criteria specified the need for empirical research, and publication dates ranged from 1997 to 2017. The article begins by setting the scene for the systematic review, exploring historical and international practices related to multiage complexities and terminology. Curriculum and pedagogical practices are explored to identify key advantages and disadvantages associated with a multiage approach in small school contexts.
Difference between Expectations and Perceptions of Students Regarding Service Quality of Public Sector HEIs
Author: Ali, Hafiz Yasir
Date: 2019-04-00
Type: Journal Articles
Subjects: Expectation,Student Attitudes,Educational Quality,Foreign Countries,Public Colleges,Reliability,Student School Relationship,Empathy,Student Satisfaction,Trust (Psychology),Business Administration Education,Medical Education,Engineering Education,Undergraduate Students,Graduate Students,Models,Student Needs

The aim of the present study is to find the gap between expectations and perceptions of students regarding the service quality of higher education public institutions of Lahore, Pakistan. Paired sample t-test was used to explore the gap between expectation and perception of the students of the higher education of the public institutions of Lahore. Stratified random sampling technique was used to collect the data from the students. The results indicated that there were differences between the expectations and perceptions of the students which relate to Reliability, Responsiveness and Assurance dimension. There was no significant difference between the expectations and perceptions of the students towards service quality of higher education public institutions of Lahore, Pakistan in terms of Assurance and Empathy. Research limitations: The data was only collected from the capital city of the province of Punjab. Moreover, the study focused only on higher education public institutions. The research methodology of this study is different from all the other studies which were conducted on this topic. In this study, we have focused to find the problem that students may face in service quality in higher education public institutions.
Examining Grade 9 Students&apos; Engagement in Mathematical Problem-Solving (MPS) When Working as Individuals and in a Small Group Settings
Author: Alvi, Effat
Date: 2019-04-00
Type: Journal Articles
Subjects: Grade 9,Mathematics Instruction,Problem Solving,Small Group Instruction,Individualized Instruction,Foreign Countries,Teaching Methods,Secondary School Mathematics,Secondary School Students

Problem-solving is central to mathematics education across the world. The National Curriculum for Mathematics (Grade I-XII) in Pakistan emphasizes the importance of problem-solving in developing students' mathematical knowledge and understanding. Informed by Polya's heuristics that guides the problem-solving process, this study examined Grade 9 students' mathematical problem-solving (MPS) when working as individuals and in a small group setting. Data were triangulated through multiple methods including semi-structured interviews, observations of episodes of students solving problems in a small group, written responses to the problems, and focus group interview. The findings reveal that the participants demonstrated variations in the emphasis given to each stage as well as the manner in which problem-solving was operationalized at an individual and a group level. Moreover, students both individually and while working in a small group go back and forth among different stages of Polya's heuristics. These findings have implications for the teaching and learning of MPS in academically less advanced countries similar to Pakistan.
Equitable Higher Education: Students&apos; Perspective on Access to Resources, Participation, and Educational Outcomes
Author: Parveen, Iram
Date: 2019-04-00
Type: Journal Articles
Subjects: Equal Education,Student Attitudes,Access to Education,Outcomes of Education,Public Colleges,Universities,Foreign Countries,Correlation,Family Financial Resources,Parent Background,Educational Attainment,Social Justice,Undergraduate Students,Graduate Students,Educational Resources,Classroom Environment,Rural Urban Differences,Teacher Expectations of Students

Equity refers to fairness in education, which represents all irrespective of any differences with the goal of access, participation and progression in education. The study, thus, analyzed students' equity in terms of access, participation and outcomes at higher education. The data had been collected from 641 students enrolled in three public sector general universities of the Punjab using multistage sampling technique. The tool of the study was a self-developed questionnaire, comprising 65 items on Likert-type scale. The quantitative data analysis included percentage analysis, correlation, &quot;t-test&quot; and ANOVA. The study confirmed the link of equitable access and equitable participation to equitable educational outcomes. The results presented the less positive situation of equity in public sector higher education, whether related to equitable access to resources, equitable participation and equitable educational outcomes. Significant differences were also observed in students' equity, with respect to family income and mother education. Findings suggested that the education system needed to commit to the principle of fairness leading to equitable higher education.
Role of High-School Teachers in Academic Decision Making Practices: A Comparative Study of Two Provinces of Pakistan
Author: Ahmed, Sadaf Zamir
Date: 2019-04-00
Type: Journal Articles
Subjects: Teacher Role,High School Teachers,Decision Making,Comparative Analysis,Foreign Countries,High Schools,Teaching Methods,Geographic Regions

Teachers of high schools play a pivotal role in qualitative improvement and quantitative expansion of education system. This study was designed to explore the current academic decision making practices in high schools of Punjab and Khyber Pakhtunkhwa and to highlight similarities and dissimilarities of academic decision making practices in high schools of Punjab and Khyber Pakhtunkhwa. The data revealed that both the Provinces use same academic decision making for planning objectives, targets setting, design strategies to achieve the objectives, equal distribution of work among staff members, performance appraisal of the staff members, internal and external examinations, developing skills, interest and aptitude among the students, and monitoring the students' activities. It was also found that academic decisions made in secondary schools of both the provinces for supervision of teachers include assigning subjects to teachers according to their professional skills, guidance in selecting relevant material, professional guidance in solving identified problems, evaluating and supervising the teaching methods and planning curricular and co-curricular activities to implement curricula. Results also elicited that community is involved in decision making in both the provinces and legal backup has been given to the community participation, and School Councils have been established in the Punjab province whereas parent-teacher councils have been established in the province of Khyber Pakhtunkhwa.
A Review of Studies on Blended Learning in EFL Environment
Author: Altay, Ismail Firat
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Blended Learning,Teaching Methods,Barriers,Teacher Attitudes,Student Attitudes,Instructional Effectiveness

Blended learning has played an important role both in English as a Second Language (ESL) and English as a Foreign Language (EFL) learning field around the world for years. However, no systematic review of literature has been conducted on blended learning in EFL environment. Thus the aim of this study is to review blended learning studies conducted in EFL context to draw a general picture of blended learning studies in EFL environment, to evaluate the current literature as well as to guide future research studies. A systematic review of 10 research articles published between January 2010 and March 2015 and investigated blended learning and EFL were analyzed. To understand the common themes, main results and implications/suggestions parts of the articles were analyzed using the content analysis. Three common themes generated are benefits of blended Learning in EFL environment, problems/challenges encountered in blended learning environment, and implications and suggestions for blended learning in EFL environment.
Quantitative and Verbal Aptitudes as Predictors of Senior Secondary School Students&apos; Performance in Economics
Author: Anazia, Innocent Uche
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Verbal Ability,Economics,Private Schools,Public Schools,Mathematical Aptitude,Foreign Countries,Predictor Variables,Academic Achievement,Performance

This study examined the predictive power of quantitative and verbal aptitudes on the performance of senior secondary school students in Economics. The study arose from the poor performance of students in the Senior School Certificate Examination and the General Certificate in Education Economics. The study adopted descriptive survey research design. Multistage sampling technique was employed in selecting a total of three hundred and thirty senior secondary two Economics students from ten schools comprising of five private and five public schools. Data were gathered with three test instruments, namely the Economics Achievement Test, the Quantitative Aptitude Test and the Verbal Aptitude Test. The reliability coefficient was established using Pearson Product Moment correlation coefficient and was found to be 0.86 for the first test, 0.81 for the second and 0.93 for the last. Data were analyzed using ANOVA and multiple regression of the SPSS. The findings revealed that quantitative and verbal aptitudes have predictive power on the performance of senior secondary school students in Economics. However, quantitative aptitude has more predictive power (B = 0.339) than verbal aptitude (B = 0.206). Based on the findings, it is recommended that school authorities should provide learning materials that will promote the acquisition of quantitative and verbal skills; teachers should use appropriate teaching methods and promote high-order thinking and logical reasoning in the students; and government should recruit adequate and qualified teachers to teach Economics, quantitative and verbal related subjects.
The Effects of Student Success Workshops on Undergraduate Hispanic STEM Students on the U.S.-Mexico Border
Author: Casey, J. Elizabeth
Date: 2019-00-00
Type: Journal Articles
Subjects: Hispanic American Students,STEM Education,Academic Achievement,Success,Intervention,Mentors,Student Motivation,Student Empowerment,College Students,Workshops,Program Effectiveness,College Readiness,Majors (Students),Career Development

The goal of the College of Arts &amp; Sciences Community-aid (CASC-aid) project, a National Science Foundation grant funded study (2016-2021), is to develop, implement, and evaluate a program that fosters a community of academic success for Hispanic STEM students. This Hispanic Serving Institute continues to provide a variety of supports to safeguard success for Hispanic CASC-aid scholars through effective communication. Along with scholarships, Project CASC-aid delivers mentoring and intervention strategies related to non-cognitive behavioral practices to ensure scholars are motivated and empowered, and to support the postsecondary educational success of Hispanic students (Blackwell, Trzesniewski, &amp; Dweck, 2007). Embedded within the research is a Formative Experiment (Reinking &amp; Bradley, 2008), which allowed researchers to gather data on one facet of the project. CASC-aid scholars responded to surveys after Student Success Workshops held across the 2017-2019 academic years. Analysis of results demonstrated that workshops were effective in supporting students' long-term goals, career major decisions, and overall knowledge of a wider STEM field.
English Language Textbook and Development of Oral Communicative Competence in Grade VIII Students of Public Sector Schools in Punjab
Author: Syed, Naureen Mumtaz
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Oral Language,Language Skills,Student Needs,Textbook Content,Sociolinguistics,Learning Activities,Communicative Competence (Languages),English Instruction,National Curriculum,Grade 8,Secondary Education

The researcher attempted to ascertain the extent to which the English language textbook, English for Class 8, endorsed by the Punjab Textbook Board is compatible with Pakistani learners' language learning needs. The purpose of the study was to investigate the degree the prescribed textbook facilitates language acquisition, its meaningful application, and development of oral communicative competence. A qualitative approach was employed. The findings of this study reflect that the textbook does not cater to the target learners' future academic and professional language needs because the incorporated activities do not focus on sociolinguistic and discourse-level aspects of the target language. Furthermore, many activities offer meaningless and discrete-point exercises which do not contribute to any oral skill development. There are limited opportunities to develop oral communicative competence. By incorporating adequate visual supplementary material the prescribed English language textbook can become an effective tool for developing oral communicative competence.
Investigating Secondary School Effectiveness: Peer-Teacher Relationship and Pedagogical Practices
Author: Behlol, Malik Ghulam
Date: 2019-04-00
Type: Journal Articles
Subjects: Secondary Schools,Secondary School Students,Student Attitudes,School Effectiveness,Peer Relationship,Teacher Student Relationship,Educational Practices,Grade 10,Foreign Countries

The research objectives of the study were to investigate the effectiveness of public secondary schools with respect to peer-academic relationship, teacher and students' academic relationship, significance of pedagogical practices, and school plant-infrastructure for learning-supportive. Survey method was applied to collect data with the five-point Likert scale. Population of the study were 10th grade students studying in Government Municipal Corporation Secondary Schools in Rawalpindi city. Convenient sampling technique was applied to select students. The result of the Year 2007-2011 of 10th grade and enrollment trends were also analysed. The main conclusions of the study were that the enrollment rate in the public secondary schools is decreasing. It is reflected that the decreasing trends are due to the missing facilities in public schools and lack of student centered learning opportunities. Students may be involved in decision making relating to academic activities, and dialogue between students and teachers in the form of question answer may be encouraged. Teachers may be trained to assign group work activities for accelerating learning of average, mediocre and bright students that may also enhance the peer-teacher-academic relationship.
Learning Experiences and Motivation of Undergraduate Students in Pakistani EFL Classrooms: A Qualitative Study
Author: Islam, Muhammad
Date: 2019-04-00
Type: Journal Articles
Subjects: Learning Experience,Learning Motivation,Undergraduate Students,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Urdu,Comparative Analysis,English Teachers

In this study, the researcher explored various aspects of Pakistani undergraduate students' learning experiences in their immediate (both formal and informal) learning context. In addition, the researcher also found out and discussed the possible motivational role of these aspects of participants' immediate learning contexts. This qualitative study is based on 20 semi-structured interviews conducted after seeking the written consent of the participants, selected among the students, participated in a large-scale L2 motivation research (Islam, Lamb &amp; Chambers, 2013). In general, the majority of participants appeared overtly enthusiastic and satisfied with their experiences of learning English in their universities. This enthusiasm may largely be because of their strong internalization of the utilitarian roles of English in their future lives. Participants with the English medium background and good communication skills were more confident and satisfied with their English learning experiences as compared to those with the Urdu medium background or less proficient skills. Teachers may create an enabling learning environment, based on necessary motivational tools, to encourage even less proficient and shy students participate in the classroom interaction and learning process. Teachers may also assess the learning preferences of their students, especially those of the less proficient, to address psychological and social obstacles/issues, which hinder their participation in the class.
Relationship between the Levels of Motivation and Learning Strategies of Prospective Teachers at Higher Education Level
Author: Rashid, Sehar
Date: 2019-04-00
Type: Journal Articles
Subjects: Correlation,Learning Strategies,Questionnaires,Motivation,Preservice Teachers,Higher Education,Foreign Countries

Motivation is a key element which facilitates students to adopt different learning strategies according to high, moderate and low level of motivation. The research aimed to identify the relationship between the levels of motivation in prospective teachers and their learning strategies. The research was correlational in nature. A survey method was used to collect data. The population included all the prospective teachers in a public university. The sample of 300 prospective teachers was randomly selected for data collection. Motivation strategies for learning questionnaire (MSLQ) was adopted as a research instrument to collect data. Data were analyzed by applying the Pearson r correlation technique using SPSS. Findings revealed that high motivation of prospective teachers showed positive significant correlation with all learning strategies except 'help-seeking', while a moderate level of motivation and low level of motivation in prospective teachers showed positive significant correlation with other learning strategies except 'effort regulation'.
Internationalization and English as a Medium of Instruction in Mongolian Higher Education
Author: Gundsambuu, Sainbayar
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Language of Instruction,Universities,International Education,Educational Trends,English (Second Language),Second Language Learning,Educational Policy,College Faculty,Teacher Attitudes,Private Colleges,Employment Potential,Reputation,Profiles,Language Skills,College Graduates,Faculty Development,International Cooperation,Institutional Mission

In the growing global trend of internationalization, Mongolian universities plan to increase courses and programs in English in order to improve their competitiveness and ultimately to become internationally visible, at least in Asia. This study discusses the current process of internationalization at Mongolian universities and explores the rationales of implementing English as a Medium of Instruction (EMI) at Mongolian universities. The analysis focuses on how the top-down national-level policies to internationalize the higher education sector influence both national and private universities, and what drives universities to adopt EMI policies. This paper intends to answer these questions through document analysis and an online survey at two private universities in Mongolia. Forty faculty members participated in the survey. All data went through the qualitative document analysis, &quot;describing, classifying and connecting&quot; (Coffey &amp; Atkinson, 1996) to portray a comprehensive picture of the internationalization of higher education and the concept of EMI in Mongolia. The findings revealed that the Mongolian government is the key player in internationalization at the national level by making policies, taking initiatives, and encouraging national universities. However, the process of internationalization is much slower at private universities. The two private universities in Mongolia implement EMI for the following four reasons, 1) increasing the employability of domestic graduates, 2) promotion of international collaboration, 3) generating more income, and 4) increasing domestic and international profile. The faculty members of the two leading private universities understood that the introduction of EMI at their universities aimed to equip their graduates with English language skills to operate globally and to improve their universities' international profile.