ethanporcaro/eric-fulltext-meta huggingface dataset:
Deserving Poor: Are Higher Education Bursaries Going to the Right Students?
Author: Wyness, Gill
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Financial Aid,Economically Disadvantaged,Educational Finance,Efficiency,Equal Education,Low Income Students,College Students,Tuition Grants,Foreign Countries

After the abolition of student maintenance grants in 2016, higher education bursaries will be the major source of non-repayable aid for poor students in England, with £300 m spent per year. The aims of the bursary system were never explicitly laid out by government, making it challenging to evaluate this unique form of aid. In this paper, I examine the bursary system on the grounds of equity and efficiency, using a unique dataset collected from 22 universities. I show that the bursary system is inequitable; as a direct consequence of the decentralized nature of the system, there are vast inequalities in aid receipt among poor students. Nevertheless, I find that the poorest, most able students tend to receive the most bursary aid, suggesting the system could be seen as efficient. Clearer guidance from government on the purpose of bursaries is required in order to understand whether the system is meeting its aims, and how it could be improved.
Water Pollution and Leukemia: A Model for Interdisciplinary Research in the Classroom Experiences Incorporating Effective Pedagogical Approaches for Community College General Biology I Lab Students
Author: Xu, Na
Date: 2016-00-00
Type: Journal Articles
Subjects: Water Pollution,Cancer,Community Colleges,Two Year College Students,Two Year Colleges,Biology,College Science,Science Laboratories,Science Instruction,Science Education,STEM Education,Undergraduate Students,Environmental Education,Engineering Education,Relationship,Student Recruitment,School Holding Power,Peer Teaching,Mentors,Laboratories

STEM (Science, Technology, Engineering, and Mathematics) education in the United States faces a host of problems including low recruitment and retention in STEM disciplines, under-representation of multiple segments of the US population, and a host of other issues. These problems are well recognized and a variety of solutions are being implemented by interested parties at multiple points along the STEM education pipeline. Incorporating research into STEM classes is an effective way of enhancing student success in STEM education at the undergraduate level. This paper describes the development and implementation of a research-based laboratory module for community college General Biology I lab students that addresses potential relationships between water pollution and cancer while simultaneously implementing established High Impact Practices. This work is part of a larger effort to recruit and retain the next generation of Earth and Environmental Systems engineering students at the undergraduate level. Our inherently interdisciplinary model, which integrates multiple pedagogical elements, can be adapted for implementation in a wide variety of undergraduate STEM courses. This laboratory module allows students to benefit from authentic research, while gaining skills in gathering scientific data, making connections with global and personal issues, and illustrating relevant discipline concepts.
DICONALE: A Novel German-Spanish Onomasiological Lexicographical Model Involving Paradigmatic and Syntagmatic Information
Author: Sánchez Hernández, Paloma
Date: 2016-00-00
Type: Journal Articles
Subjects: German,Spanish,Contrastive Linguistics,Dictionaries,Electronic Publishing,Bilingualism,Lexicography,Semantics

This contribution, based on the DICONALE ON LINE (FFI2012-32658) and COMBIDIGILEX (FFI2015-64476-P) research projects, aims to create an onomasiological bilingual dictionary with online access for German and Spanish verbal lexemes. The objective of this work is to present the most relevant contributions of the dictionary based on two lexemes from the COGNITION conceptual field, the LERNEN/APRENDER subfield. The DICONALE dictionary aims to fill the gap left by the current German-Spanish bilingual lexicography. The novelty is not only the electronic format, but also the inclusion of paradigmatic and syntagmatic information into one dictionary, and the contrastive aspects, subjects that until now have not been found in any onomasiological dictionaries in this area. In addition to the description of the paradigmatic and syntagmatic relationships, it also presents certain characteristics related to the contrastive analysis of the two lexemes. On the one hand, it aims to offer a panoramic view of the most relevant features of the dictionary while, on the other hand, attempting to demonstrate the relevance of said criteria in the contrasting German-Spanish lexicography. Contains a list of references and notes.
Contribution to Cultural Organization, Working Motivation and Job Satisfaction on the Performance of Primary School Teacher
Author: Murtedjo
Date: 2016-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Elementary School Teachers,Organizational Culture,Hypothesis Testing,Teacher Evaluation,Foreign Countries,Teacher Motivation,Statistical Analysis

The purposes of this study are: (1) describes the performance of the teacher, organizational culture, work motivation and job satisfaction; (2) determine whether there is a significant direct relationship between organizational culture, work motivation and job satisfaction on the performance of primary school teachers. Through the study of the structural model, the variables are arranged in the form of a variable-lane diagram to find a model of the relationship between variables. Furthermore, hypothesis testing using Smart PLS Tools. Based on the results of hypothesis testing, factors organizational culture and work motivation is not directly related to the performance of primary school teachers. Job satisfaction factors have a direct relationship and significant the performance of primary school teachers. The results can be used as a basis for the development of teacher performance. For the education department, the results of this study can be used for the development of teacher resources and the quality of learning. For other researchers, the results of this study can be used as a trigger to develop similar research.
&quot;How It's Done&quot;: The Role of Mentoring and Advice in Preparing the Next Generation of Historically Black College and University Presidents
Author: Commodore, Felecia
Date: 2016-00-00
Type: Journal Articles
Subjects: Black Colleges,College Presidents,Mentors,Trustees,Professional Personnel,Semi Structured Interviews,Qualitative Research,Skills,Professional Development

The college and university presidency is one of the most coveted positions in academe. Due to the projected retirements of current Historically Black College and University (HBCU) presidents, the researchers interviewed 21 current presidents, institutional board members, and presidential search firm personnel to explore what current HBCU leadership identifies as important mentoring/mentee practices, mentoring/mentee opportunities, and professional advice for HBCU presidential aspirants to consider. The findings, based on the coding and analysis of semi-structured qualitative interviews, revealed that self-awareness, focusing on the essential aspects of the job and not merely the perks, openness to being mentored and willingness to shadow a successful leader, experience in serving in various administrative capacities, participating in professional leadership development activities, earning of a terminal degree, displaying humility, understanding academic politics, and learning how to present oneself as an executive is important in the preparation of a leader of an HBCU.
The Kind of Knowledge Assessed through Mature Age Entry Admission Tests in Namibia Institutions of Higher Learning: Case Study of the University of Namibia and the Polytechnic of Namibia
Author: Shaketange, Lydia
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Entrance Examinations,Adult Students,Prior Learning,Interviews,Examiners,Test Content,Qualitative Research

The 21st century has witnessed the emergence of a framework for Recognition of Prior Learning (RPL) as a supplementary assessment strategy. The aim of this study is to report on the research that explored the knowledge assessed through Mature Age Entry (MAE) admission tests in Namibian institutions of higher learning. The transformative model was used to discuss the knowledge that was being assessed through these tests. The data were collected through interviews with the MAE examiners and through documentation of MAE papers. The findings suggest that despite work experience being the main requirement to qualify for MAE admission tests, the knowledge assessed during the tests is purely academic, conforming to Mode 1 knowledge. The study also found that the examiners of MAE admission tests did not understand the practice of the RPL. This scenario may have influenced assessment tools used during these tests. There is a need to distinguish between prior certificated learning and prior non-certificated learning in the MAE assessments. Therefore, the assessors at Namibian institutions of higher learning need adhere to RPL policy by accommodating certificated and prior non-certificated learning in MAE assessments.
Flipping the Classroom: A Pedagogical Approach to Applying Clinical Judgment by Engaging, Interacting, and Collaborating with Nursing Students
Author: Peisachovich, Eva Hava
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Medical Evaluation,Nursing Students,Learner Engagement,Active Learning,Nursing Education,Core Curriculum,Undergraduate Students,Experiential Learning,Blended Learning,Curriculum Design,Educational Cooperation,Electronic Learning,Audience Response Systems,Simulated Environment,Vignettes,Case Method (Teaching Technique)

The flipped-classroom format offers students opportunities for engagement and ownership of learning by enabling them to make sense of their views and perspectives and connect their personal and professional experiences. Student engagement and the infusion of active learning are core concepts of the educational process; given the present generation of students' exhibited preference for digital literacy, experiential learning, interactivity, and immediacy, technology is increasingly being integrated into higher education milieus to enhance student involvement and knowledge attainment. Combined with the changing curriculum needs in nursing education today, a core course in the undergraduate program of an Ontario university was recently redesigned through implementation of a flipped-classroom format; experiential teaching/learning approaches were integrated to provide a greater opportunity for application of clinical judgment. The flipped-classroom format included prerecorded lecture modules, online forums and quizzes, unfolding-case studies, a classroom student-response system, and lab activities. Outcomes and recommendations are provided on the basis of this implementation.
Experiences of Student Support in the Distance Mode Bachelor of Nursing Science Degree at the University of Namibia
Author: Du Plessis, Carol Denise
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Academic Support Services,Student Personnel Services,Qualitative Research,Focus Groups,Interviews,Nursing Students,Distance Education,Educational Technology,Technology Uses in Education,Documentation,Content Analysis,Videoconferencing,Delivery Systems

The aim of this study was to understand the way in which students experienced the support services offered by the University of Namibia's distance education unit--the Centre for External Studies. The study explored students' experiences and their perceptions of the administrative, social and academic support services provided by the University of Namibia. The research design was qualitative and exploratory with the study using focus groups and interviews for the purposes of data collection. The sample comprised forty Bachelor of Nursing Science students who were enrolled at both campuses of the university between 2005 and 2011, as well as seven staff members who were involved in the student support services. Relevant documents and interviews pertaining to the envisioned support services from the Centre for External Studies served as the basis for the evaluation of the services offered. The data were analysed using thematic content analysis. The findings from the two campuses were then compared. The findings reflected positive experiences of support from both family and lecturers, as well as positive perceptions of institutional offerings such as video conferences. However, the study also found some institutional weaknesses in terms of programme delivery such as the late delivery of study materials, which had an impact on the students' submission of assignments, and inadequate communication systems which affected the delivery of support workshops.
Terminology Standardization in Education and the Construction of Resources: The Welsh Experience
Author: Andrews, Tegau
Date: 2016-00-00
Type: Journal Articles
Subjects: Standards,Web Sites,Welsh,Computer Software,Dictionaries,Higher Education,Elementary Secondary Education,Language Usage,Continuing Education,Standard Spoken Usage,Foreign Countries

This paper describes developments in Welsh-language terminology within the education system in Wales. Following an outline of historical terminology work, it concentrates on the consolidation of terminology standardization at the Language Technologies Unit, Bangor University, with particular reference to two projects, one concerned with terminology for school-age and further education, the second concerned with higher education. The developments described include the adoption of international standards in terminology standardization and their incorporation in an online terminology standardization environment and dissemination platform that enable access to the centralized terminological dictionaries via a number of sophisticated websites, portals and mobile apps featuring rich dictionary entries. Some of the issues in managing large term collections are explored, and usage statistics are presented for the resources described.
Self-Confident Approach in Coping with Stress and Social Appearance Anxiety of Turkish University Students: The Mediating Role of Body Appreciation
Author: Bakalim, Orkide
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Esteem,Coping,Anxiety,Physical Characteristics,College Students,Structural Equation Models,Correlation,Statistical Analysis,Path Analysis

During adolescence, it can be very stressful for young men and women to accept their bodies. However, it is important during this stage of their development to accept their body as it is. If they cannot complete this task successfully, young people may experience stress and anxiety. This study aims to investigate the mediating effects of body appreciation on the relationship between the self-confident approach and social appearance anxiety of Turkish female and male university students. Participants include 653 students from the Education Faculty of Usak University (349 women, 304 men). These participants were assessed with the self-confident approach with the Ways of Coping Inventory; (WCI), Social Appearance Anxiety Scale (SAAS), and Body Appreciation Scale (BAS). Structural equation modeling (SEM) techniques were employed for assessing the mediation model. Results indicate that general body appreciation acts as a mediator in the relationship between the self-confident approach and social appearance anxiety for women, men, and the total sample.
Project-Based Curriculum for Teaching Analytical Design to Freshman Engineering Students via Reconfigurable Trebuchets
Author: Herber, Daniel R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering Education,College Freshmen,Student Projects,Design,Experiential Learning,Cooperative Learning,Mixed Methods Research,Program Effectiveness,Mathematical Models,Models,Computer Uses in Education,Educational Technology,Equipment

This paper presents an effort to revitalize a large introductory engineering course for incoming freshman students that teaches them analytical design through a project-based curriculum. This course was completely transformed from a seminar-based to a project-based course that integrates hands-on experimentation with analytical work. The project is centered on a reconfigurable trebuchet kit that student groups assemble and work to identify design decisions that will maximize projectile launch distance. Challenges include streamlining the project experience for the large enrollment (up to 148 students) with limited contact hours, and helping students fuse hands-on experiences with quantitative engineering analysis. A mixed-methods approach supported the claim that the curriculum improved the students' engineering judgment and demonstrated to students the value of engineering analysis and mathematical models in practical engineering design. A rigorous statistical analysis of student trebuchet launch performance at different course stages is included. A qualitative assessment of student learning is derived through students' reflection of their course experience. Comprehensive results comparing students' design iterations &quot;versus&quot; algorithmic design optimization iterations provide important insights into student design intuition, paving the way for hybrid design education models that teach students how to combine human design intuition with quantitative design tools to design superior systems.
Counterstories about Leadership: A Latina School Principal's Experience from a Less Documented View in an Urban School Context
Author: Hernandez, Frank
Date: 2016-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Principals,Self Concept,Disadvantaged,Minority Group Students,Race,Critical Theory,Professional Identity,Racial Identification,Cultural Awareness,Racial Bias,Gender Bias,Urban Schools,Administrator Attitudes,Whites,Academic Achievement,Educational Experience,Instructional Leadership,Equal Education,Elementary Secondary Education

Latina/o school leaders are receiving increasing visibility in research based on their representation in K-12 administrative ranks. However, even though they bring cultural knowledge in providing social and academic support to teachers, families, and especially students of color, their own experiences still reflect less documented histories and contributions because of challenges related to racial identity, racism, sexism, and other historically marginalizing emblems of identity, often invisible in the school leadership research and practice. This study highlights one Latina school leader in the National Latina/o Leadership Study and her experiences developing a professional and racial identity within urban school contexts. Employing Critical Race Theory and LatCrit Theory, this includes the following questions: (a) In what ways Latina/o school principals develop their professional and racial identity? and (b) How do Latina/o school principals negotiate these identities in the context of their schools? Findings reveal the development of a professional and racial identity amidst challenges related to White teachers' resistance in preparing students of color for successful experiences in schools.
&quot;Way-Centered&quot; versus &quot;Truth-Centered&quot; Epistemologies
Author: Horsthemke, Kai
Date: 2016-00-00
Type: Journal Articles
Subjects: Epistemology,Indigenous Populations,Indigenous Knowledge,Beliefs,Ethics

In recent years, a criticism of &quot;indigenous knowledge&quot; has been that this idea makes sense only in terms of acquaintance (or familiarity) type and practical (or skills-type) knowledge (knowledge-how). Understood in terms of theoretical knowledge (or knowledge-that), however, it faces the arguably insurmountable problems of relativism and superstition. The educational implications of this would be that mere beliefs or opinions unanchored by reason(s), such as bald assertions, superstitions, prejudice and bias, should not be included in the curriculum, at least not under the guise of &quot;knowledge.&quot; Worthy of inclusion are skills and practical knowledge, as are traditional music, art, dance and folklore (&quot;qua&quot; folklore). Moreover, anything that meets the essential requirements for knowledge-that could in principle be included. Against this understanding of knowledge, and its educational implications, it has been contended that indigenous knowledge places no special emphasis on &quot;belief,&quot; &quot;evidence&quot; or &quot;truth,&quot; but that, according to indigenous practitioners, it is rather &quot;the way&quot; that constitutes knowledge, harmonious interaction and appropriate models of conduct. It has been argued, further, that cognitive states are (to be) seen as &quot;maps&quot;, as useful and practical action-guides. This is why (so the argument for &quot;polycentric epistemologies&quot; or &quot;polycentric global epistemology&quot; goes) divination, rain-making, rain-discarding, shamanism, sorcery, ceremony, ritual, mysticism, &quot;etc.,&quot; must be acknowledged as ways of knowing (and as educationally valuable) alongside animal husbandry, botany, medicine, mathematics, tool-making, and the like. The present paper investigates whether the &quot;way-based&quot; epistemological response is a plausible reply to the &quot;truth-based&quot; critique of indigenous knowledge (systems).
Aspects Concerning &quot;Play&quot; for the Promotion of Preschool Children with Severe Speech- and Language Impairment
Author: Ullrich, Dieter
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Play,Speech Impairments,Language Impairments,Severity (of Disability),Speech Therapy,Outcomes of Treatment,Behavior Problems,Emotional Problems,Correlation,Student Improvement,Child Development

Speech and language abilities are of great importance for later participation in economical and social life. In Lower Saxony/Germany, severely speech-/language (SL) impaired children may obtain special treatment during preschool in a so-called &quot;Sprachheilkindergarten&quot; (STK), a kindergarten focusing on early SL therapy. Purpose: This work analyzes the role of play during SL-therapy at the STK and monitors the long-term development and success of SL-impaired children. Methods: Long-term development (up to 19 years) of 71 children, who were dismissed from a STK during 1993 and 2006, was investigated. Playing habits were observed in 21 children (male: n = 14, female: n = 7), who were treated at STK in the years 2011/2013. The study was designed as a register study. Results: Approximately 75% of the children attend a regular school or complete a standard professional training after being treated at the STK. Upon admittance, 100% of the children had severe SL impairment, in addition 75% of the children exhibit deranged, not age-appropriate playing behavior. Additionally, children often show indication of social-emotional problems. At dismissal from the STK, the children show measurable improvement of SL and playing abilities due to SL therapy and educational measures. But according to the present study there were no close statistical relations between play- and SL development. Conclusion: Due to active promotion and therapy, many children achieve to improve their SL and playing abilities. The apparent independent improvement of these skills allows them to catch up with other children in their age group. Potentially, this is the crucial aspect for a child's long-term development as it profits from its peer group.