ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing an Emotional Intelligence Program Training and Study Its Effectiveness on Emotional Intelligence of Adolescents with Emotional and Behavioral Problems That Living in Single Parent Families
Author: Motamedi, Farzaneh
Date: 2017-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Behavior Problems,Adolescents,Questionnaires,One Parent Family,Parent Child Relationship,Foreign Countries,Quasiexperimental Design,Pretests Posttests,Child Behavior,Check Lists,Control Groups,Semi Structured Interviews,Likert Scales,Statistical Analysis,Experimental Groups,Comparative Analysis

Development of children and adolescents' personality is strongly affected by their parents, and absence of one of them has an undesirable effect on their development, and makes them vulnerable to later psychological disorders and behavioral problems. The purpose of this study was to develop an emotional intelligence training program and to evaluate its effectiveness on increasing emotional intelligence of adolescents with emotional and behavioral problems that living in single parent families. The study utilized a quasi-experimental research method with pretest-posttest and follow-up with control group. The sample of the study selected by a purposive sampling method and 11 students in the experimental group and 12 students in the control group were among the adolescents with emotional and behavioral problems that living in single parent families. This program was offered through workshop which consisted of 10 sessions, two hours per session. The instruments which were used in this study included Child Behavior Checklist (CBCL), and Youth Self Report (YSR), and Bar-on Adolescents' Emotional Intelligence Scale. The obtained data was analyzed using Repeated Measures of Analysis of Variance, which showed that emotional intelligence training program could significantly increase emotional intelligence in adolescents with emotional and behavioral problems in single parent families.
Homework: Voices from EFL Teachers and Learners
Author: Amiryousefi, Mohammad
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Homework,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Attitudes,Student Attitudes,Semi Structured Interviews,Questionnaires,Likert Scales,Language Skills,Skill Development,Instructional Design,Student Needs,Student Interests,Educational Benefits,Outcomes of Education,Assignments,Satisfaction,Reading Improvement,Writing Improvement,Listening Skills,Time on Task,Preferences

Previous studies have mainly focused on homework in courses such as math and physics with little attention to homework in EFL (English as a foreign language) classes. The main purpose of the study reported in this paper was to give a voice to both EFL teachers and learners with regard to English homework. To this end, 8 EFL teachers and 19 EFL learners took part in a semi-structured interview first. Then, based on their responses to the interview questions and a comprehensive review of the literature, a questionnaire was developed and validated to investigate EFL learners' and teachers' perspectives on different aspects of English homework. The questionnaire was finally completed by 283 EFL learners and 46 English teachers from two famous English institutions in Iran. Results revealed that English homework can help EFL learners with their language learning apart from enabling them to improve their reading, writing, vocabulary, and grammar. However, the homework assignments that are currently being used are not very interesting and do not help EFL learners improve all their English skills. The majority of EFL learners usually finish their homework in a hurry just before class begins; others do not spend the time that their teachers require them to spend on doing homework. English teachers should, therefore, design homework based on their students' needs and interests as well as resort to employing modern opportunities such as online resources and self-access centers.
Exploring Transcendence in EFL Learners' Reading Comprehension through Computerized Dynamic Assessment
Author: Ebadi, Saman
Date: 2016-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Computer Assisted Testing,Language Tests,Reading Tests,Reading Comprehension,Computer Software,Teacher Education,Difficulty Level,Generalization,Learning Theories,Evaluation Methods,Advanced Students,Undergraduate Students,Foreign Countries,Pretests Posttests,Readability,Second Language Instruction,Language Teachers,Qualitative Research,Statistical Analysis

Derived from Vygotsky's works, dynamic assessment (DA) enables learners to move beyond their current level of functioning through offering needs-sensitized mediation. This study aimed at exploring the learners' development in novel and increasingly more challenging situations called transcendence (TR) in an L2 context focusing on reading comprehension through computerized dynamic assessment (CDA). An overall number of 32 BA TEFL advanced students were selected from among undergraduates of a university in Iran to participate in this study. To fulfil the purpose of the study, the researchers developed Computerized Dynamic Reading Assessment to examine Transcendence (CDRAT) software which included reading comprehension CDA tests. To monitor the maintenance of learning in different time intervals, two software programs named CDRAT1 and CDRAT2 were utilized in specific time intervals after the posttest. The results indicated that not only did increased task complexity not lead to regression of students' development, but also it had an effect on enhancing their development. Thus, transcendence had an effect on the generalizability of the contentions to a great extent. In conclusion, it was disclosed that there is no endpoint to progress and merely gaining a low or high score should not be interpreted as the inability of a special learner to surpass. This would more reinforce the need for applying TR in other future DA studies.
Multicultural Competence in Student Affairs: The Case of the University of Botswana
Author: Major, Thenjiwe Emily
Date: 2014-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Student Personnel Workers,Foreign Countries,Student Personnel Services,Student Diversity,Higher Education,Role,Student Needs,Metacognition,College Students

Universities and colleges of education all over the world are experiencing student populations who bring diverse values and experiences into the learning environment. Student affairs professionals are faced with the challenge of accommodating each student's unique needs. This paper intends to address the essentiality of multicultural competence in student affairs administration in higher education. It discusses the meaning of multiculturalism; the role of the student affairs in the development of the students; and the importance of multicultural competence in student affairs administration.
Enhancing the Professionalisation of Student Affairs through Assessment
Author: Gansemer-Topf, Ann M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Personnel Services,Professionalism,Student Personnel Workers,Evaluation,Evaluation Methods

The past decades have seen an increase in the attention and focus of student affairs work in Africa. As the profession works to strengthen its reputation and value within higher education through conferences, organisations and publications, student affairs professionals can also raise the stature of the profession through work on their individual campuses. Engaging in assessment may be one such opportunity. As a way to create a common language regarding student affairs assessment, this paper provides an overview of the definitions, types and purposes of assessment. The thought is that viewing assessment as an integral, rather than &quot;extra&quot; aspect of student affairs and incorporating these activities within their work, student affairs professionals will not only improve the effectiveness of their work with students but also can help legitimise the field as a profession.
Can We Become Friends? Students' Cross-Racial Interaction in Post-Apartheid South African Higher Education
Author: Wertheim, Samantha Shapses
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Racial Segregation,Undergraduate Students,Student Attitudes,Racial Relations,Student Diversity,Interaction,Social Influences,Social Attitudes,Whites,Blacks,College Environment,Semi Structured Interviews,Coding,Critical Theory,Race,Qualitative Research

This article investigates and documents how undergraduate students in South Africa make meaning of cross-racial interaction on the college campus in the post-apartheid era. Additionally, it explores how students perceive that interactions with diverse peers have shifted since apartheid, and how these interactions are indicative of the larger social dynamic of South Africa. Utilising Jansen's (2009) framework for understanding Afrikaner student perspectives and Critical Race Theory (CRT), this qualitative exploration collected interviews from 10 students at a higher education institution (HEI) in South Africa. Findings identified three overarching themes found among students including contradiction within and across racial groups, Afrikaner white vs. English white and racial segregation on campus. These themes directly correspond with personal and societal aspects that influence meaning making in South Africa, including intrapersonal and interpersonal dynamics, historical legacy and institutional structures.
The Contours of Inequality: The Links between Socio-Economic Status of Students and Other Variables at the University of Johannesburg
Author: van Zyl, André
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Socioeconomic Status,Predictor Variables,Success,Social Stratification,Living Standards,Social Indicators,Statistical Analysis,Social Influences,Student Surveys,Student Attitudes,Disadvantaged,Questionnaires,Demography,College Students

The low level of student success in South Africa is an intractable problem, with levels of success differing between the various groups that make up South African society. One of the major constraints influencing student success involves the socio-economic status (SES) of newly entering students. In the South African context, with its very high levels of SES inequality and other social stratifications, a better understanding of issues related to SES would allow them to be addressed in targeted ways that lead to improved student success. This study was conducted at the University of Johannesburg and used data collected between 2010 and 2015. In this study, the SES of students was determined by measuring their self-reported Living Standards Measure (LSM) level. The relationships between the SES level and various socio-demographic variables were then tested using the chi-square test with standardised residuals. The trends that emerged can assist institutions to gain a more nuanced understanding of SES and its impact in the South African context. Three clear clusters emerged each with their own distinguishing attributes and risk profiles.
Joining Hands across the Seas: The Genesis of IASAS
Author: Ludeman, Roger B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Professional Associations,Student Personnel Services,International Organizations,Organizational Objectives,Intellectual History,International Cooperation,Professional Identity,Global Approach,Partnerships in Education,Foreign Countries

In this article, Roger Ludeman outlines the personal and organisational journey he took with many friends of student affairs and services around the world to envision and then create a new global professional association--the International Association of Student Affairs and Services (IASAS). During its 20 years of development, IASAS has come to serve as a platform that promotes and allows discussion of issues and best practices in the field: higher education student affairs and services. No matter that there are great differences in delivery methods, breadth of service, views of the student, and sometimes conceptual underpinnings, when focusing on the student, all these differences are celebrated in the context of common values, and make for interesting discussions by practitioners coming from over 30 countries. Herein, Ludeman, privileged to be at the centre of most of the efforts to form IASAS, provides a personal and reflexive account of the genesis of IASAS.
The Case for an Integrated Approach to Transition Programmes at South Africa's Higher Education Institutions
Author: Young, Dallin George
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Transitional Programs,Integrated Activities,Literature Reviews,College Freshmen,Student Experience,Student Behavior,Student Development,Educational Environment,Theory Practice Relationship

This paper advocates an integrated approach to transition programmes at South Africa's higher education institutions through drawing on the US literature on the first-year student experience and specific reference to behavioural interaction theory. The case for developing intentional and vertically integrated transition programmes is tied to: the need to understand the desired behaviours and learning outcomes at each stage of a student's experience; an appreciation of the cognitive, psychosocial and identity development at different years of study; and a recognition of environmental influences and how they relate to, and can be adapted to, changing student characteristics and needs. Particular reference is made to Chickering and Reisser's seven vectors of identity development, Baxter Magolda's work on young adults' journey toward self-authorship, and Bronfenbrenner's developmental ecology model. It is concluded that an intentional, vertical integration of transition programmes requires horizontal alignment between objectives (desired behaviour), the developmental needs of students, and educational environments. In this regard, a number of recommendations for higher education instructional and support staff are proposed.
Building South African Women's Leadership: A Cohort Model for the PhD in Student Affairs
Author: Person, Dawn
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Women Administrators,Educational Administration,Graduate Students,Womens Education,Student Attitudes,Student Experience,Expectation,Barriers,Aspiration,Doctoral Programs,Interviews,Qualitative Research,Case Studies

Despite the presence of a historically male-dominated culture in leadership, gender-mediated obstacles and challenges, black women in South Africa have the passion to develop professionally and move to higher levels as educational leaders. The current study assessed female students' perceptions regarding a joint pilot doctoral programme between the University of the Western Cape (UWC) and California State University, Fullerton's (CSUF) Higher Education programme, and their experiences while in the programme. Five participants described programme expectations, challenges, strengths, weaknesses and programme completion. Moreover, the research focused on the participants' future hopes, aspirations and their observations regarding any changes in their professional and academic growth. Students expressed that coming to CSUF after their experiences at UWC enabled them to learn from faculty members with expertise in student affairs, which has further developed their knowledge concerning student development strategies, philosophy and history. Recommendations for the programme centred on increased cohort meetings, expanded programme resources such as research, student support outside the classroom settings, and the improvement of programme funding in order to provide more financial support to students. The importance of professional development and formalised training programmes, expanding research dynamics, and teaching components with international collaborations are promising practices to address the challenges and obstacles that black women face in preparing to become leaders in South African higher education.
A Proposed Model for the Continued Professionalisation of Student Affairs in Africa
Author: Selznick, Benjamin
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Personnel Services,Professional Identity,Professionalism,Models,Career Education,Distance Education,Professional Development,Professional Education,Training Methods,Student Personnel Workers,Foreign Countries

This article presents a model that can inform the continued professionalisation of student affairs as both a field and a practice in Africa. After providing a brief overview of the African post-secondary educational climate and establishing student affairs as an internationally recognised profession, I analyse three pieces authored or co-authored by Mirko Noordegraaf (2003; 2007; 2011) that develop the concepts of socially constructed professionalism, management of practices-in-transition and hybrid professionalism. I then employ these concepts to create a professionalisation model that incorporates an awareness of the complex and diverse nature of African student affairs work. I next examine two key areas present across the modern African post-secondary environment--career education and distance learning--and discuss how the model can guide student affairs professionalisation and practice when working in these important educational spaces. I conclude by briefly commenting on the potential for practitioners in the African context to develop new pathways forward for the international student affairs community.
Listen, Live and Learn: A Review of the Application Process, Aiming to Enhance Diversity within the Listen, Live and Learn Senior Student Housing Initiative at Stellenbosch University
Author: Smorenburg, Mathew
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Housing,Peer Relationship,Stereotypes,Social Integration,Student Diversity,Holistic Approach,Admission Criteria,Student Placement

The Listen, Live and Learn (LLL) initiative at Stellenbosch University (SU) is a senior student housing model with the aim of providing an experiential opportunity for students to make contact with &quot;the other&quot;. It is posited on the social contact theory assumption that if people of different genders, races, ethnicities, and/or religions make contact and interact with one another on an equal level, then less stereotyping by them will occur. The initiative therefore aims to enhance interaction between diverse students and to enable social integration. However, as diversity is a core element of LLL, an application and selection process had to be developed in order to provide a holistic, transparent, unbiased and scaleable tool. The present results suggest that the application and selection process, specifically developed for the enhancement of diversity within the LLL initiative, maintained the distribution of race and gender, as constructs of diversity throughout the process. The conclusion can be drawn that the process is holistic, transparent, unbiased and scaleable while providing a practical example of a standardised alternative selection process for programmes seeking to increase diversity.
Student Activism and Democratic Quality in Ghana's Fourth Republic
Author: Van Gyampo, Ransford Edward
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Activism,Student Role,History,Democracy,Political Issues,Educational History,Qualitative Research,Interviews,Violence,College Students,Higher Education,Politics of Education,Civil Rights,Equal Education,Accountability,Participation

Student activism has been pivotal in Ghana's political and democratic history. Prior to Ghana's Fourth Republic, student activism was highly confrontational and entailed student support or opposition to the various regimes depending on the extent to which the regimes were accepted by all as being rightful or legitimate. After 23 years of uninterrupted constitutional democracy, Ghana has earned the accolade of being a successful electoral democracy. However, in terms of democratic progression, the mere conduct of periodic elections that sometimes lead to alternation of power is described as elementary and a low quality democracy. Given that Ghana's democratisation process since 1992 has not been static, some remarkable strides have been made in improving the nation's democratic quality. Using a purely qualitative research design and interviews with some former student activists, this study argues that the modest strides made in the quest for high quality liberal democracy in Ghana cannot be meaningfully discussed without acknowledging the invaluable contributions of student activism. The study further suggests a relationship between democratic quality and student activism. It postulates that the shift from the usually oppositional and sometimes violent student activism in Ghana's Fourth Republic could partially be attributed to the country's strides made in the drive towards democratic maturity. For students to continue their role as vanguards of democracy in Ghana, the study recommends an amalgamation of all tertiary networks and other student splinter groups under the National Union of Ghana Students; and a shift in the &quot;modus operandi&quot; of the Union from confrontation to the use of dialogue and other peaceful democratic means to achieve its objectives. This could contribute to the restoration of the Union's former glory as a united, national and independent mouth-piece of students in all national issues.
Language Teaching and Its Contexts
Author: Byram, Michael
Date: 2013-01-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Citizenship Education,Periodicals,Educational Environment,Family Environment,Language Minorities,Official Languages,Language Role,Learning Processes,Qualitative Research,Statistical Analysis,Advocacy,Teaching Methods,Cultural Awareness,Intercultural Communication

The title of this new journal provides opportunity to review the many contexts which need to be taken into account in reflecting upon foreign language teaching. These contexts include the educational, the fact that much language teaching takes place within general educational and often compulsory educational settings and institutions. Learners thus encounter foreign languages alongside other languages--their language of the home, the official language of the country, languages of minorities and others--and this needs to be part of the thinking about learning and teaching. Furthermore, since language is the tool for learning throughout life and especially in educational institutions, where the languages of other subjects are languages in themselves which learners have to learn if they are to be successful in education, teachers of all subjects need to be aware of language as the tool of learning. Yet another issue is the relationship of language teaching with citizenship education and the development of &quot;intercultural citizenship.&quot; The title of the journal also refers to &quot;research&quot; and here too there is potential for reflection on the modes and paradigms of research which are relevant to investigating language teaching and learning. Distinctions of quantitative and qualitative research are misleading and need to be reviewed. The higher order distinctions are between research which seeks explanation, that which seeks understanding and that which involves advocacy.