ethanporcaro/eric-fulltext-meta huggingface dataset:
Preliminary Findings of the iCGPA Implementation on Diploma in Public Administration Programme of Faculty of Administrative Science and Policy Studies, Universiti Teknologi MARA
Author: Bin Mohd Yusof, Mohd Idham
Date: 2019-12-00
Type: Journal Articles
Subjects: Grade Point Average,Grading,Student Evaluation,Program Implementation,Public Administration Education,College Students,Foreign Countries,Program Evaluation,Outcomes of Education,Academic Achievement,Grades (Scholastic),Student Educational Objectives

In line with Malaysia Education Blueprint (Higher Education) 2015-2025, the implementation of Integrated Cumulative Grade Point Average (iCGPA) for Diploma in Public Administration (DPA) in the Faculty of Administrative Science and Policy Studies (FSPPP), Universiti Teknologi MARA (UiTM) was started in July - October 2016 academic session. Hence, there is a need to evaluate the implemention of the iCGPA attainment. Therefore, this paper aims to examine the iCGPA achievement on the first cohort of the DPA students based on their examination and academic performance. Results from the first iCGPA cohort in DPA were analysed and compared to produce a report on the iCGPA evaluation. The findings had revealed that the DPA students were able to attain better GPA and CGPA and lower percentage of failure rates. In addition, the findings had revealed that the faculty was able to meet its academic Key Performance Indicators (KPI). Indeed, throughout the iCGPA implementation, students were able to reach grade B and A+ for all the nine (9) learning outcomes proposed in iCGPA. To monitor the results, the faculty has developed the iCGPA Reporting Card (iRC) in 2017 which aims to assess the attainment of Program Learning Outcomes (PLOs) to monitor the continuous improvement efforts in teaching and learning and a friendly user reporting card in reporting the overall undergraduate academic programme achievement (iCGPA). It was suggested that iCGPA is to be continued at diploma levels with proper modifications and should be extended to all UiTM campuses which offer DPA programme.
Career Guidance Services in Public Senior Secondary Schools in Kano, Nigeria
Author: Abubakar, Isa Ado
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Career Guidance,School Counseling,Career Planning,Secondary School Students,School Counselors,Educational Planning,Gender Differences,College Choice,Student Placement,Counselor Role,Decision Making,Goal Orientation

The study examines career guidance services provided by school counsellors in secondary schools in Kano state. The study used 387 sample respondents drawn through purposive sampling from randomly selected schools. Questionnaire instrument with satisfactory psychometric properties was employed in data collection process. The results show that school counsellors assist students to identify their strength, abilities and learning style, help students to make appropriate career pathway selection, set educational and career goals, search for information about careers and work choices. However, school counsellors under-perform in helping students to make future educational planning, college selection and placement. Moreover, no significant difference was found among gender excepts in educational Planning, college selection and placement with female students having better educational planning, college selection and placement. It is concluded that the school counsellors play greatly in the area of career decision making, goal setting and personal awareness. However, it is recommended that school counsellors should improve services involving future educational planning, college selection and placement.
Identifying Factors Affecting Acceptance of Virtual Reality in Classrooms Based on Technology Acceptance Model (TAM)
Author: Majid, Faizah Abd
Date: 2019-12-00
Type: Journal Articles
Subjects: Computer Simulation,Technology Integration,Usability,Intention,Teacher Attitudes,21st Century Skills,Foreign Countries,Public Colleges,Classroom Techniques,Graduate Students

Technology Acceptance Model (TAM) has received great recognition through the various research conducted on determining users' acceptance of relevant technology innovation. Past researches have focused on technology innovation in education such as e-learning, Learning Management Systems and online applications. The 21st century teaching and learning framework has identified the relevance of the Internet of Things (IoT) and online applications as part of the teaching and learning process. Besides e-learning, MOOCs, Virtual and Augmented Reality have also found their place in the emerging teaching and learning platforms. As Virtual Reality only became popularized in classrooms in the recent years, not much is known about users' acceptance of this technology innovation in the classroom. This paper, which is based on the TAM, attempted to identify the factors that could affect the respondents' acceptance of Virtual Reality (VR) in classrooms. Factors on the perceived ease of use (PEoU) and perceived usefulness (PU) affecting the respondents' attitude and intention to use VR in their classrooms were studied. Employing a quantitative research design, a set of questionnaire based on constructs adapted by Davis (1989) and adapted from past researches (Ngai et al, 2005; Weng et al, 2018, Muhamad Sufi, 2019) was distributed to a group of in-service teachers who were pursuing their postgraduate studies in one of the faculties in Universiti Teknologi MARA. The data was analyzed using SPSS in determining the relationships between the independent variables and the dependent variables. The analysis has further confirmed past research findings. However, in the context of VR, some suggestions to improve current practice are suggested. Policymakers and decision-makers could be enlightened by the present study's findings. Likewise, teachers may find VR a more convincing platform to be integrated in their classrooms.
Intentionally Creating a Safe Space for All: The School Library as Refuge
Author: Wittmann, Paula
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Environment,Elementary Schools,Elementary School Students,Muslims,Autism,Pervasive Developmental Disorders,Antisocial Behavior,Behavior Problems,Emotional Problems,Library Role,School Libraries,Student Needs

This piece focuses on creating a safe space for several subsets of the elementary school student population, including Muslim students, children with autism spectrum disorder, and students with social-emotional challenges. These groups do overlap and intersect, and they are united in their reliance on the library as a refuge. However, school librarians know that any child might seek out the library at any time, depending on their situational needs and the day. Thus, the final subset is the nucleus of even-keeled, neurotypical children who still express the need for a school library's sheltering space.
The Write Aid for ELLs: The Strategies Bilingual Student Teachers Use to Help Their ELL Students Write Effectively
Author: Sunseri, Anita B.
Date: 2019-00-00
Type: Journal Articles
Subjects: English Language Learners,Writing Strategies,Bilingual Students,Student Teachers,Spanish Speaking,Elementary School Students,Native Language,Private Colleges,Reading Strategies,Vocabulary Development,Language Skills,Writing Improvement,Practicums

Many students, especially English language learners (ELLs), struggle when they write. This study examined the various writing strategies 3 Spanish-speaking bilingual student teachers used to help their elementary school ELL students write. This was a case study that looked at how these student teachers used their primary language, among other writing methods, to help their ELLs access writing strategies so these students could write effective English compositions. The authors used the interviews of student teachers, their lesson plans, and reflective journals to identify the instructional methods these student teachers used with their students. These methods included strategies such as helping their ELL students write their ideas in Spanish and English and using Spanish and English cognates to build students' word banks. The knowledge from this study is important because it showed how ELLs may benefit when their teachers use the students' primary language to help them write English compositions.
Understanding US Undergraduate Students&apos; Perceptions of International Teaching Assistants
Author: Khan, Asma A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Foreign Students,Teaching Assistants,Research Universities,Interpersonal Communication,Intercultural Communication,Communication Problems

The purpose of this mixed-method study was to better understand undergraduate students' perceptions of international teaching assistants (ITAs) at a major research institution. Data collected through surveying a sample of 436 undergraduate students from different colleges and at different class levels were analyzed both qualitatively and quantitatively. Undergraduate students' perceptions of ITAs were derived through qualitative analysis of the open-ended survey data, which resulted in themes both established in previous research (e.g., language) and original ideas. For example, one perception identified was the connection of language to pedagogic difficulties, while another perception focused on the interactive construct of communication. Further, students who indicated that they did not have problems with ITAs were less likely to articulate perceptions that were relational, whereas students who did report having a problem with ITAs articulated perceptions that involved an interaction (communication and language as a barrier interfering with pedagogic performance of ITAs).
Academic Prereading Activity Menus to Support International ESL Students in Higher Education
Author: Maunsell, Matthias
Date: 2019-00-00
Type: Journal Articles
Subjects: Prereading Experience,English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Teaching Methods,Critical Reading,Language Proficiency,Intervention,College Students,College Faculty,Academic Language,Barriers,Reading Comprehension

Academic reading at college and university poses a real challenge for international students with English as a second language. Often the main hurdles are a lack of language proficiency, critical-reading skills, or background knowledge. Also, unfamiliarity with cultural and academic conventions plays a role. Even with intensive English-language training, reading success remains elusive without the support and participation of faculty, especially at the critical prereading stage. This article examines the obstacles that negatively affect student reading and elaborates on the importance of faculty intervention by incorporating effective prereading strategies in their classrooms. Specifically, 3 activity menus are provided that contain a selection of strategies to help with activating prior knowledge, analyzing text features, and developing vocabulary.
Ranking Japan&apos;s Institutions of Higher Education, 2017: A Comparative Analysis
Author: Cramer, Kenneth M.
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Colleges,Reputation,Correlation,Performance,Grants,Teacher Student Ratio,Foreign Students,Grades (Scholastic),Educational Quality,Educational Resources,Employees,Enrollment,Language of Instruction,Student Attitudes,Career Counseling

The present study examined the 2017 Times Higher Education annual rankings for Japanese institutions of higher learning. Based on the analytic model as mapped out previously using Canadian data, we offered a similar protocol for the top 100 institutions of higher education in Japan. Three analyses showed that: (a) overall rank correlated with individual index ranks for 9 of the 13 indices, (b) the schools appearing among the top institutions overall ranked significantly better on 8 of the 13 indices compared to schools appearing among the bottom institutions overall, and (c) schools were empirically grouped into four meaningful families or clusters whose constituent members shared a comparable profile of indices. We offer a juxtaposition of the present results to annual evaluations from Canada's institutions of higher learning. The wider implications include an international comparison of institutions of higher learning, a proposed analysis protocol that Japanese education administrations may further pursue, and a categorical breakdown of educational institutions in Japan. Directions for future research are outlined.
Improving the Performance of MUET Students in Report-Writing: From Experiment to Actions
Author: Voon, Boo Ho
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,College Students,Technical Writing,Reports,Language Tests,Language Proficiency,Scores,Teaching Methods,Writing Skills,Written Language,Test Format,Student Needs

Students always need sincere and kind guidance from the teachers. Hence, a true customer orientation is instrumental in teaching English as it is always good to understand the students' needs to improve their performance. This paper addresses the requirement to understand the students' needs and then teach accordingly to improve the quality of the Malaysian University English Test (MUET) report-writing. A class-room based experiment was done on 40 students in a government school. The students were briefed on the requirements for report writing in MUET. There were experimental and control groups in this study. This research found that the format-driven teaching (FBT) had significantly improved the writing performance of the MUET students. The results indicated that the overall mean score of the students before the FBT teaching stood at 18.50 (out of maximum 40.00), but the score significantly increased to 23.95 after the students were briefed and taught based on the format and requirements of the report-writing. The quality of their writings was much better than before. This research suggested the need of putting the interests of the students first in teaching. The students might have different needs such as not knowing the expectations of the examiners or teachers. Implications and direction for future research were also discussed.
Examining the Use Behaviour of Augmented Reality Technology through MARLCardio: Adapting the UTAUT Model
Author: Nizar, Nur Nabihah Mohd
Date: 2019-12-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Preservice Teachers,Computer Oriented Programs,Foreign Countries,Preservice Teacher Education,Social Influences,Influences,Student Attitudes,Human Body,Heart Disorders

Augmented reality (AR) is one type of learning process that can be applied through mobile learning known as mobile augmented reality. AR offers an innovative learning space through an active interaction of superimposing digital contents into the real context to enhance learning experiences. Previous studies have found that AR in education is able to lead students to achieve higher levels of engagement in the learning process. In contrast, the potential of AR in education has not been explored intensively. Therefore, this article is to look into factors that might influence pre-service teachers use behaviour of Mobile Augmented Reality Learning Cardiovascular (MARLCardio). A self-designed MARLCardio app has been used as an experimental instrument in collecting data. The influencing factors towards use behaviour of MARLCardio are performance expectancy, effort expectancy, social influence and facilitating conditions. This study is a part of an on-going research. In this study, a total of 75 respondents used MARLCardio app before answering a survey questionnaire. The respondents were pre-service teachers at one public university in Malaysia. All data from the questionnaire were analysed using multiple regression analysis. As a result of this investigation, findings showed that effort expectancy is the dominant factor in determining the use behaviour of MARLCardio. Interestingly, performance expectancy did not show any significant relationship.
Leaps of Faith: Cuyamaca College&apos;s ESL &quot;BOOST&quot; Program
Author: Colls, Guillermo R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Program Descriptions,English (Second Language),Second Language Learning,Second Language Instruction,Acceleration (Education),Writing Skills,Educational Philosophy,Educational Change,Departments,Academic Standards,Curriculum Development,Teaching Methods,Writing Instruction,Academic Language,Community Colleges,Two Year College Students,Program Effectiveness,Barriers

This article recounts some of the motivations, hurdles, and successes the Cuyamaca ESL Department in San Diego encountered while transforming its curriculum to an accelerated model. The college discovered that the new program, while challenging, increased the success and rate of passing among its language learners and improved the quality of their writing in ways even the implementers did not expect. The concerns, philosophy, and results behind Cuyamaca's move away from traditional ESL classes are examined.
i-Sign: Sign Language Learning Application via Gamification
Author: Saman, Fadhlina Izzah
Date: 2019-12-00
Type: Journal Articles
Subjects: Hearing Impairments,Deafness,Sign Language,Language Skills,Teaching Methods,Game Based Learning,Children,Usability,Program Effectiveness,Student Satisfaction,Foreign Countries,Telecommunications,Handheld Devices,Elementary School Students

Hearing loss is a type of disability where people who suffer from it could not hear a sound or can only listen to a sound with certain levels. People with hearing loss use sign language to communicate with others and to help them in their learning process. For this study, an interview and survey were conducted with teachers and students from SK Pendidikan Khas Melaka and few problems have been identified in the learning spectrum of children with hearing disability. They face difficulties in learning due to the lack of exposure about the correct sign language since young, difficulty in interpreting sign language in the conventional teaching material due to the nature of its static image contents, and hearing loss children are also usually less focused in the learning process and are easily distracted by their surroundings when the class is in session. To solve these problems, i-Sign is developed as a learning application that incorporates simple gamification in its development that could help hearing loss children to learn the alphabet and basic words of sign language. The use of gamification and multimedia elements provide a more interactive and fun learning environment for the students instead of using static contents, and are also used to direct students' attention to the learning activity making them more focused in the learning process. i-Sign was developed using the ADDIE model which includes the Analysis, Design, Development, Implementation, and Evaluation phases. In the evaluation phase, a usability test was conducted on 8 children with hearing loss to test the acceptance of the user towards this application and 91.89% of the respondents found that the application meets their expectation of the application capability in terms of its effectiveness, efficiency and user satisfaction. This shows that gamification can be used as an alternative learning material for hearing loss children and help expose the correct sign language to them. The application can also be used by the public that wants to learn about sign language.
Organizational Processes of Problem Solving Groups
Author: Herron, Jason P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Problem Solving,Undergraduate Students,Preservice Teachers,Cognitive Processes,Participative Decision Making,Group Dynamics

The purpose of this study is to examine organizational decision-making processes of problem-solving groups. This experimental design study utilized a case study method bounded by a fictional problem-solving scenario to illicit problem solving in groups. Fourteen undergraduate pre-service teachers were placed into six groups and given 45 minutes to create a collaborative solution to the problem-solving scenario. Data sources consisted of group observations and focus group interviews. Data were analyzed using an inductive thematic technique. Results indicated seven themes that illuminate the nature of the group's organization of cognitive processes and possible solutions. The results of this study may help understand how groups organize information, solutions, and cognitions in a complex group decision-making environment.
Expert User Education: Redefining Role of Design and Designers of IR 4.0 in Rehabilitation Setting
Author: Yusof, Nurhikma Binti Mat
Date: 2019-12-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Occupational Therapy,Design,Rehabilitation,Educational Technology,Technology Uses in Education,Creativity,Innovation,Allied Health Personnel,Technology Integration

Interdisciplinary is a huge innovation in education. It sets a wide perspective of knowledge boundaries with different background of expertise in order to achieve better outcome and social impact. Innovation in the other way closely related to creative mind as being portrayed as design thinking. A cross-field research has being conducted between occupational therapist (expert-user) and designer due to innovation activities occurs in the rehabilitation setting. Increasing creation on assistive technology (AT) for patients grows in numbers but unfortunately issues of low rate of usage being highlighted. What went wrong to those creation? The purpose of this paper is to investigate the effective design practice that suits to the need of interdisciplinary for design intervention in rehabilitation setting. In design education, several approaches are being applied by the designers to help the non-designer to innovate products in their field such as co-creation. Hence, a total of selected studies from design and innovation journal between year 2010 until 2018 being reviewed using Mendeley to analyse the difference design activities involved. Upon findings, attributes for interdisciplinary for design education for expert-user are including types of user, experience and technology factors. Recommendation for further research in design method for interdisciplinary collaboration for expert-user is perceived to bring better creation by future Design Innovation Catalyst (DIC) where they can adopt design intervention in their field for effective problem solving; either in design or non-design activities. The importance of these findings for design interdisciplinary are discussed.
How to Design and Implement a Flipped Classroom Lesson: A Bottom up Procedure for More Effective Lessons
Author: Papadakis, Spyros
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Homework,Video Technology,Lesson Plans,Teaching Methods,Graduate Study,Foreign Countries,Elementary Secondary Education,Faculty Development

This paper investigates the impact of designing and implementing a Flipped Classroom (FC) learning design at primary and secondary education schools as part of teachers' professional development. During a bottom-up procedure, 376 teachers who participated in a middle-scale seminar for this model were trained in &quot;flipped classroom strategy&quot; with the same blended learning model. In the first phase, they proposed their flipped classroom lesson plans and in the second phase they analyzed them in a peer-review processing. As a result, we have created and propose a learning design template in LAMS available for teachers to author and implement a flipped classroom lesson with the aim of active participation instead of a passive experience.