ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect from Coaching Based Leadership
Author: Moen, Frode
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Coaching (Performance),Leadership,Goal Orientation,Agenda Setting,Self Efficacy,Middle Management,Administrators,Corporations,Business,Experimental Groups,Control Groups,Management Development,Training,Statistical Analysis,Competence,Attribution Theory,Questionnaires,Hypothesis Testing

The main purpose of the present study was to implement an experiment to explore the effects from coaching based leadership on goal setting, self-efficacy, and causal attribution. The study comprised of 20 executives and 124 middle managers at a branch of a Norwegian Fortune 500 company who all voluntarily participated in an experiment over a period of one year. The executives who were randomly chosen for the experiment group conducted a coach specific training programme over one year and executed coaching based leadership with the middle managers in the experiment group. The study uses ANCOVA to explore possible effects from coaching based leadership on psychological variables that have an impact on performance. The ANCOVA analyses from this study supported none out of three proposed hypotheses. Only one significant change in the experiment group was found, as successful attributions to ability increased. This study raises important questions about coaching based leadership. The results are mainly discussed related to possible conflicting roles in coaching based leadership and possible lack of competencies among the executives to efficiently fulfil their roles as coaches. Coaching in business is a fast growing industry and this study is a contribution to expand the amount of empirical studies with an experiment- and control group design that explore the effects from coaching based leadership.
Why Did They Come Here?--&quot;The Influences and Expectations of First-Year Students' College Experience&quot;
Author: Nadelson, Louis S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Expectation,Student Experience,Correlation,College Freshmen,Reputation,Marketing,Student Surveys,College Choice,Influences,Student Characteristics,Student Attitudes,Gender Differences,Institutional Characteristics,First Generation College Students,Parent Background,Educational Attainment,Statistical Analysis,Racial Differences,White Students,Asian American Students

Students' expectations and experiences with university life are influenced by a number of variables. Many universities develop programs or promote aspects of existing programs to market the university's image. This research was motivated by our desire to determine the relationships between first-year students' college expectations and experiences, their awareness of the university's programming and projected image, the influence of the programming and image on their decision to attend the institution, and the students' personal characteristics. Our survey of 351 first-year students revealed positive perceptions of their university expectations and experiences, a mixture of influences on their decision to attend the university, and correlations between program awareness and the influence on students' university attendance. We also uncovered a number of relationships between expectations, experience, and perceptions of influences with the personal characteristics of the students. Implications, directions for future research, and limitations are discussed.
Results of Using the Take-Away Technique on Students' Achievements and Attitudes in High School Physics and Physical Science Courses
Author: Carifio, James
Date: 2012-00-00
Type: Journal Articles
Subjects: Science Instruction,Secondary School Science,Physics,Physical Sciences,High School Students,Science Achievement,Student Attitudes,Teaching Methods,Mechanics (Physics),Experimental Groups,Control Groups,Scores,Attitude Change,Anxiety,Metacognition,Long Term Memory,Active Learning,Learner Engagement,Surveys,Questionnaires,Pretests Posttests

The Take-away Technique was used in High School Physics and Physical Science courses for the unit on Newtonian mechanics in a teacher (6) by grade level (4) partially crossed design (N = 272). All classes received the same IE instructional treatment. The experimental group (classrooms) did a short Take-away after each class summarizing the key concepts and points covered in the class, whereas the control group (classrooms) wrote a short evaluation of what they liked and disliked about the class. The experimental group performed better than the control group on the standardized Force Concepts Inventory achievement measure (Hestenes et al., 1992) using Hake normalized gain scores by a quarter to two-thirds of a standard deviation. Neither group showed the typical decline in attitudes towards Physics that occurs in IE approaches. The experimental group students gave the same positive benefits for the Take-away technique as given in a previous study done with college undergraduates in a psychology course with those students in the control group citing much lower rates of these benefits and primarily emotional expression benefits. Given its design, the increased achievement observed in this study could be attributed directly to the Take-away technique as opposed to other rival hypotheses.
Assessing the Academic Benefit of Study Abroad
Author: Cisneros-Donahue, Teresa
Date: 2012-00-00
Type: Journal Articles
Subjects: Study Abroad,Educational Benefits,Higher Education,Pretests Posttests,Control Groups,Outcomes of Education,Knowledge Level,Achievement Gains,College Students,Attitude Change,Learning Experience,Hypothesis Testing,Student Surveys,Likert Scales,Interpersonal Competence,Cultural Awareness,Statistical Analysis

Study abroad is a growing phenomenon in higher education. Although such growth is typically lauded, efforts to measure the impact of international experiences on student learning have been limited. This study assesses the academic benefit of a study abroad program, offered by a U.S. university, with measures of self-reported learning. Study abroad participants were tested before and after completing their program and results are compared to a control group that did not study abroad. Study abroad students reported significantly greater knowledge than stay-at-home students on two of five cognitive dimensions. Further, study abroad students reported greater knowledge upon return than they did pre-departure on all five cognitive dimensions. The enhancements in knowledge were not significantly affected by sex, major, or ethnicity. Results of the study offer support for the value of study abroad in improving student perceptions of the learning experience. Implications for researchers and practitioners are discussed including additional steps that could be taken for study abroad assessment.
Adopting Creative Pedagogy into Asian Classrooms?--&quot;Case Studies of Primary School Teachers' Responses and Dilemma&quot;
Author: Lin, Yu-sien
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Creative Teaching,Elementary School Teachers,Grade 6,Elementary School Students,Teacher Attitudes,Context Effect,Case Studies,Creativity,Dramatics,Semi Structured Interviews,Qualitative Research,Expectation

Albeit school teachers' traditional concepts are believed one of the obstacles of fostering children's creativity, their voices and demands were not heard among the attempts of promoting creativity education in Taiwan. This study aims to gain an in-depth understanding of primary school teachers' responses of adopting creative pedagogy in an Asian context. Ten-week lessons based on the framework of creative pedagogy were designed and taught to two six-grade classes by the researcher. During the lessons, the classroom teachers acted as non-participant observers; their views concerning the pedagogy and ethos were collected through individual interviews in the end of the project. Strategies employed in the lessons were considered useful in developing creative qualities. Tensions of adopting creative pedagogy were also indicated. Their concerns revealed certain misconceptions of as well as the support they need in adopting creative pedagogy. A need to contextualise creative pedagogy is urged in this paper.
Being There: Establishing Instructor Presence in an Online Learning Environment
Author: Ekmekci, Ozgur
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Asynchronous Communication,Online Courses,Computer Mediated Communication,Experiential Learning,Adult Learning,Case Method (Teaching Technique),Problem Based Learning,Peer Evaluation,Teaching Methods,Models,Higher Education,Educational Theories,Educational Technology

The purpose of this essay is to critically examine course structure and the role it may play in improving teaching presence in an asynchronous online learning environment. The examination is grounded in experiential learning; adult learning principles; case-based and problem-based learning methods; and peer reviews. The discussion is concluded with a proposed course structure and a learning intervention model that might be used to enhance and strengthen teaching presence for instructors engaged in asynchronous online education.
The Effect of Public Support on College Attainment
Author: Trostel, Philip A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Finance,Financial Support,Higher Education,State Aid,Educational Attainment,College Attendance,Enrollment Rate,Paying for College,Models,Least Squares Statistics,Regression (Statistics)

This study estimates the extent that state financial support for higher education raises college attainment. Despite its manifest importance for policy, this is the first study to estimate this effect directly. Many studies have estimated the effect of college price on attendance, but state support for higher education and college price do not have a one-to-one correspondence. Moreover, state support for higher education can affect enrollment through college quality, not just price. A two-stage instrumental-variables approach is employed to account for the possibility that state funding for higher education may endogenously depend on anticipated college enrollment. Using 22 years of U.S. interstate data (1985-2006) and controlling for fixed state effects, the results of this study indicate that state funding for higher education has significant causal effects on both college enrollment and degree attainment. The estimated state-support elasticity of college enrollment and college degree attainment is about 0.35.
Morphophonemic Analysis of Inflectional Morphemes in English and Ibibio Nouns: Implications for Linguistic Studies
Author: Josiah, Ubong Ekerete
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Morphemes,Morphophonemics,English,African Languages,Comparative Analysis,Nouns,Contrastive Linguistics,Suprasegmentals,Multiple Choice Tests,Secondary School Students,English (Second Language),Tone Languages,Intonation,Second Language Learning,Learning Problems

Linguists generally acknowledge that there exists an inevitable inter-relationship between different levels of linguistic analysis--phonetics, phonology, morphology, syntax and semantics. Various linguistic labels are used to describe such a link. In particular, there exists a bridge between the phonology and morphology of particular languages. The term &quot;morphophonemics&quot; is generally used to describe linguistic statements that can be made of the phonemic structure of morphemes and their effect on the grammatical content of languages. This paper basically attempts a morphophonemic analysis of inflectional morphemes of nouns in two structurally and historically distinct languages (English and Ibibio) in order to discover points of differences and similarities using the Contrastive Analysis (CA) model of investigation as its theoretical framework. The results indicate that the two languages are structurally different. For instance, Ibibio is agglutinative, tonal and analytic in nature while English is basically analytic and intonational. The paper, therefore, analyzes the problem that the Ibibio speaker of English is likely to encounter in the study of the English word structure. Again, based on its findings, the paper corroborates Greenberg's (1964) and Essien's (2003) classifications of African and Southern Nigerian languages respectively.
Improving Nutrition Education in U.S. Elementary Schools: Challenges and Opportunities
Author: Perera, Thushanthi
Date: 2015-00-00
Type: Journal Articles
Subjects: Nutrition Instruction,Educational Improvement,Elementary Schools,Mail Surveys,Elementary School Teachers,Teacher Surveys,Teacher Attitudes,Integrated Curriculum,Food,Parent Participation,Barriers,Statistical Analysis

Poor food choices in childhood are core contributors to obesity and chronic diseases during adolescence and adulthood. Food choices and dietary behaviors develop in childhood and are difficult to change in adulthood. Nutrition education in elementary schools can provide children with the information and skills to develop healthy food choices and dietary behaviors. Current approaches for teaching nutrition and dietary behavior are largely ineffective to change elementary school students' food choices. Using a cross-sectional, anonymous mail survey, we asked classroom teachers how to improve nutrition education in 17 Oregon elementary schools. Among 106 teachers who responded, most perceived that nutrition education in elementary school is very to somewhat important (97%) and can improve students' food choices long-term (53%) or at least short-term (16%). Teachers noted multiple barriers for nutrition education, the primary being competing academic expectations (52%), lack of available time (48%), lack of suitable curricula (36%), and a food environment at school and home that does not reinforce what is taught in the classroom. Teachers preferred nutrition education that is integrated into the math, science, and/or English curriculum (54%) and includes a school cafeteria component (70%) and parent participation (53%). In conclusion, there is insufficient time and incentive to teach nutrition education as stand-alone curriculum. Renewed focus should be on developing and implementing nutrition education programs that are integrated in the math, science, and/or English curriculum and that involve and target also the food environment. Unless the food environment at school and home reinforce what is being taught in the classroom, nutrition education will have limited impact on students' food choices.
The Quality Assessment of the Services Offered to the Students of the College of Education at King Saud University Using (SERVQUAL) Method
Author: Alhabeeb, Abdurrahman Mohammad
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Personnel Services,Expectation,Student Attitudes,Measures (Individuals),Higher Education,Correlation,Quality Assurance,Statistical Analysis

The goal of this study is measuring the level of quality service offered to students at the college of education at King Saud University, specifically the gap between students' perceptions and expectations of the quality of the offered service. The descriptive analytical approach has been applied in the study using SERVQUAL method to collect data from 199 students of the college. Results of the study are: The students' order of these dimensions through their answers is that the trust comes first in the scale of priorities. While responsibility comes last in the scale of priorities. By calculating the difference between the average of expectations as well as perceptions for each aspect, it is found that trust has the highest gap where the expectations level of students has exceeded their perceptions by (1.90). On the other hand, responsibility has the lowest gap, where the level of students' expectations in terms of the responsibility has exceeded their perceptions by (1.01).
Causes of Climate and Environmental Changes: The Need for Environmental-Friendly Education Policy in Nigeria
Author: Nwankwoala, H. N. L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Climate,Conservation (Environment),Ecology,Natural Resources,Environmental Education,Pollution

Man cannot naturally be detached from his environment. From time to time, changes in climate and environmental conditions occur as a result of natural and human factors. Obviously, the natural factors are almost beyond human control. But, the human factors are to a very large extent under human control. Thus, this paper tried to discover natural and human factors that cause climate and environmental changes which have negative effects on the existence of man on earth. Such human factors include, air, water and land pollutions, production of greenhouse gases, deforestation, desertification, emission of carbon dioxide, carbon monoxide and other harmful gases. Natural factors include, volcanic eruption, ocean variations, solar variations, Plate Tectonics, Thermohaline circulations, etc. Amazingly, the paper discovered that there is a complete negligence of climate and environmental education in many countries' education systems, including Nigeria. This is proven by the fact of the absence of climate and environmental education stipulations, in the National policy of education, 2004 edition. It is based on this that the paper advocated for the inclusion of climate and environmental education in Nigeria education policy. There were suggested policy statements made that will enhance climate and environmental education which will enlighten people about the dangers of causing harm to the environment. When this done, there will be a drastic reduction in the negative effects of climate and environmental changes.
Assessment of Adaptive PBL's Impact on HOT Development of Computer Science Students
Author: Raiyn, Jamal
Date: 2015-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Thinking Skills,Computer Science Education,Learning Strategies,Computer Assisted Testing,Skill Development,Learning Processes,Teacher Student Relationship,Educational Assessment,Student Evaluation,Critical Thinking

Meaningful learning based on PBL is new learning strategy. Compared to traditional learning strategy, the meaningful learning strategy put the student in center of the learning process. The roles of the student in the meaningful learning strategy will be increased. The Problem-based Learning (PBL) model is considered the most productive way to encourage development of higher order thinking. In this paper we introduce application of an innovative approach to complex, adaptive, and computer-mediated assessment of HOT skills development of individual students. The complexity of assessment is expressed by forming the combined creative and analytical assessments of HOT skills. Analytical assessments skills are focused on evaluating, selecting, contrasting, comparing, and ordering. Creative Assessment adaptation is provided for individual students as for a study group. Creative assessments skills are focused on originality, efficiency, flexibility, problem finding, and elaboration. Results showed that PBL changes the learning process in many ways. It changes the relationship between learner and teacher, and has an impact at the learner level. The class has been re-organized and re-evaluated according of the principles of PBL. From the teacher's perspective, PBL demands fundamental and deep reflection on work practices.
An Investigation into the Self-Handicapping Behaviors of Undergraduates in Terms of Academic Procrastination, the Locus of Control and Academic Success
Author: Akça, Figen
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Behavior,Time Management,Locus of Control,Academic Achievement,Correlation,Multiple Regression Analysis

The aim of this study was to investigate the relationship between self-handicapping, academic procrastination, the locus of control and academic success. The aim was also to determine whether these variables predicted self-handicapping behavior. The population of the study consisted of 263 undergraduates studying in different departments of the Faculty of Education at Uludag University. The Self-Handicapping Scale (Akin, 2012), Academic Procrastination Scale (Çakici, 2003), and Locus of Control Scale (Dag, 1991) were used as data collection tools. Data was analyzed via Pearson correlation analysis and multi linear regression. As a result of the correlation analyses, a positively significant relationship was determined between self-handicapping, the external locus of control and academic procrastination. As a result of the regression analysis, it was concluded that academic procrastination, the locus of control and academic success predicted self-handicapping in terms of their explanation rates, respectively. Educators and psychological counselors discussed this issue and they made suggestions in line with the findings.
An Analysis of &quot;Rank-Shift&quot; of Compound Complex Sentence Translation
Author: Widarwati, Nunun Tri
Date: 2015-00-00
Type: Journal Articles
Subjects: Translation,Sentence Structure,Novels,Accuracy,Qualitative Research,Phrase Structure,Indonesian,Syntax,Data Analysis

The focus of the research is to describe the &quot;rank-shift&quot; of compound complex sentence translation in Harry Potter and the Order of the Phoenix novel translation by Listiana Srisanti and also to describe the accuracy of those translation. This research belongs to qualitative descriptive research which document and informants are being the main sources data. The research findings are as follow. First, the form of &quot;rank-shift&quot; in the translation of compound complex sentences are: simple sentence, compound sentence, complex sentence and compound complex sentence. Second, the accuracy of translation is classified into three, namely: very accurate translation, accurate translation and inaccurate translation with percentage 31 sentences (62%) belong to very accurate translation, 16 sentences (32%) belong to accurate translation and 3 sentences (6%) belong to inaccurate translation.
Effects of Behavioural Objectives-Based Instructional Strategy on Senior School Students' Academic Performance in Mathematics in Omu-Aran, Nigeria
Author: Salman, M. F.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Secondary School Students,Correlation,Quasiexperimental Design,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Predictor Variables,Mathematics Tests,Scores,Educational Strategies,Teaching Methods,Behavioral Objectives,Measures (Individuals),Statistical Distributions

This study sought for the effect of the use of behavioural objectives on Senior Secondary students' academic performance in Mathematics in Omu-Aran, Kwara South Senatorial District Area of Kwara State, Nigeria. The target population for the study comprised Senior Secondary Two (SS II) students in Omu-Aran town. Purposive sampling technique was employed to select 179 students for the study. A quasi-experimental, non-randomized, non-equivalent, pre-test, post-test control group involving a 2 x 3 factorial design was employed as research design. The dependent variable was the Mathematics Academic Performance Test (MAPT) administered. The independent variables were the instructional strategy and the scoring levels. The test scores were analyzed using mean scores, standard deviations, t-test and Analysis of Covariance on the two null hypotheses formulated. An alpha level of 0.05 was used to determine the significant level. Findings from the study showed that the experimental group significantly performed better in Mathematics Academic Performance Test than the control group. Based on this finding, it was recommended among others that teachers of Mathematics should always present the set behavioural objectives to the students prior to the lesson in order to enhance students' full participation in the lesson. Mathematics students should also be provided with academic counselling.