ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of the Educational Administration Program in Light of the Academic Accreditation Standards
Author: Al-Azmi, Issa Falah Dhiab
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Administration,Administrator Education,Program Effectiveness,Academic Standards,Accreditation (Institutions),Universities,College Faculty,Teacher Attitudes,Teacher Characteristics,Foreign Countries

The aim of this study was to evaluate the degree of the evaluation of the educational management program in light of the academic accreditation standards in the universities of Jordan in Irbid from the point of view of the faculty members. The researchers used the descriptive analytical approach and the study sample consisted of (17) faculty members specialized in educational administration. The results showed that the degree of evaluation educational administration program in the light of academic accreditation standards from the viewpoint of faculty members was average (3.47), and a mean of (0.46) and the results showed that there were no significant in estimates of faculty members to the degree of evaluation of the educational administration program due to variables (gender, academic rank, and experience), the recommendations include working on improving the educational administration program in light of the academic accreditation standards in terms of the content and goals, study plan.
Cultivation of Student Translator Autonomy in UK Higher Education
Author: Fang, Xiaoqing
Date: 2021-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Translation,Language Teachers,Teacher Attitudes,College Students,Teacher Student Relationship,Learning Processes,Student Responsibility,Independent Study,Self Management,Self Evaluation (Individuals),Educational Resources,Educational Technology,Student Journals,Cooperative Learning,Peer Evaluation,Reflection,Foreign Countries

This study, based on two questionnaires directed to translation lecturers in UK Higher Education (HE), aims to explore the teacher awareness of learner autonomy in the UK university translation classroom, and the extent to which students of translation are encouraged to become autonomous learners. It covers six aspects of translation education, i.e., objective setting, learning strategies, resources, technology, learner reflection and assessment, and teacher's role. The results provide insights to the teachers' understanding of student choice, control and responsibility in autonomous translation learning. The findings suggest that the translation students in UK HE are offered the most choice in translation resources and technologies, and the least choice in co-deciding translation syllabi, specialized professional goal and teaching materials; they seem to share consistent control with their teachers over the whole learning process, from goal-setting, to translation task completion, group collaboration, final version and translation quality criteria decision, to self-evaluation and reflection; they are encouraged to take responsibility for their translation products, collaboration in class, for learning to translate, and learning to evaluate and reflect. Nevertheless, the importance of encouraging student self-evaluation, peer-evaluation and self reflection in UK translation education seems to be underestimated, and is recommended to be brought to the forefront of further research.
Moderating the Relationship between Student&apos;s Gender and Science Motivation
Author: Daher, Wajeeh
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Differences,Student Motivation,Science Instruction,Elementary School Students,Middle School Students,High School Students,Teaching Methods,Student Characteristics,Teacher Characteristics,Self Efficacy,Self Determination,Career Choice,Grades (Scholastic)

Researchers are interested in students' motivation to learn science as it impacts other aspects of students' learning. One aspect of this motivation is the gender issue, how it impacts student's motivation and how it is mediated and moderated by other educational variables. The issue of gender impact on motivation has been studied for more than two decades, which makes the present research interested in studying how background variables as student's ability, school level and teacher's gender moderate the relationship between student's gender and the different components of science motivation. The research design is that of moderation design through multiple regression. The sampling was a cluster sampling. The instrument used was the social-cognitive motivation questionnaire, and data analysis was done using regression and moderation analysis in SPSS 25 Statistical Package. Eight hundred, thirty-seven students, from the primary, middle and secondary schools participated in the research. The research results indicated that each of the three variables moderated between student's gender and part of the components of science motivation. The research concludes that the science teaching methods need to be diverse to fit both male and female science students, which could assist the learning of science in the secondary school from the two genders. Moreover, utilizing different teaching methods would support all ability-level students. In addition, holding workshops for teachers that discuss the gender issue in science education can help address this issue.
Becoming a Socially Responsive Co-Learner: Primary School Pupils&apos; Practices of Face-to-Face Promotive Interaction in Cooperative Learning Groups
Author: Kristiansen, Selma Dzemidzic
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Interaction,Elementary School Students,Group Activities,Peer Relationship,Peer Influence,Verbal Communication,Nonverbal Communication,Knowledge Level,Foreign Countries,Barriers,Small Group Instruction

Promoting pupils' face-to-face promotive interaction (FtFPI) is crucial for effective cooperative learning (CL) in group work. This article provides insight into interpersonal behaviour and supportive communication as two important aspects of FtFPI. Sixteen pupils 9-10 years of age were videotaped in four structured mixed-ability groups during CL sessions at two primary schools in post-war Bosnia and Herzegovina (BiH). The features of FtFPI that pupils use for peer support in small CL groups and on interfering factors that pupils encounter during FtFPI were analysed using a thematic hybrid approach. The study found that pupils used verbal and non-verbal features for co-learners' responsive actions during FtFPI. However, the findings also revealed some factors that interfere with the pupils' FtFPI, such as having insufficient knowledge and personal skills about peer attention, encouragement and praising. The study recommends that future studies should implement the intervention necessary to foster both teachers' and pupils' understanding and functional knowledge of FtFPI for successful small CL groups.
Preparing Pre-Service Teachers for Mathematics Teaching at Primary Schools in Vietnam
Author: Tinh, Phan Thi
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Elementary School Teachers,Mathematics Instruction,Preservice Teachers,Preservice Teacher Education,Teacher Education Programs,Pedagogical Content Knowledge,Teaching Skills,Knowledge Base for Teaching,Student Needs,Teaching Methods,Learning Activities,Student Evaluation,Student Characteristics

This article aims to identify the professional competencies that primary school teachers in Vietnam need for effective mathematics teaching and the extent to which teacher-training colleges prepare pre-service teachers with those competencies. A mixed method approach with an explanatory sequential design was employed. Questionnaires were sent to 493 pre-service teachers and interviews were conducted with 20 teacher trainers from five major teacher-training colleges in Vietnam. The findings indicated that Vietnamese pre-service teachers were adequately trained in terms of mathematical content knowledge yet were less ready in terms of mathematical teaching pedagogies. Mathematical pedagogical content knowledge was reportedly an often-neglected area at teacher-training colleges and was subsumed under general pedagogical content knowledge. The study has both theoretical and practical contributions to the development of professional qualities for primary school teachers teaching mathematics at primary school in Vietnam.
Evaluate the Feasibility of the Implementation of E-Assessment in Objective Structured Clinical Examination (OSCE) in Pharmacy Education from the Examiner&apos;s Perspectives
Author: Chuo, Wen-Ho
Date: 2021-00-00
Type: Journal Articles
Subjects: Pharmaceutical Education,Computer Assisted Testing,Performance Based Assessment,Objective Tests,Examiners,Satisfaction,Foreign Countries

With the wide application of the OSCE in the field of pharmacy, the development of e-assessment in OSCE is a predictable trend. However, the feasibility of its practical application and the acceptance of examiners who are accustomed to using traditional paper-based methods are worthy of being discussed. The e-assessment system (EAS) was constructed in this study and used in the examination process. Examiner satisfaction and changes in acceptance of EAS were evaluated. Examiners showed high recognition for the advantages of EAS in data processing, but EAS obviously made the examiner more nervous than the paper-based method. After repeated use of the e-OSCE system, the examiner's satisfaction and acceptance significantly improved, which showed that there was a certain correlation between examiner's familiarity with the assessment method and their acceptance. Besides, EAS has great advantages over traditional paper-based methods, and it is feasible in clinical practice examination of pharmacy education.
Beyond Transformational Giftedness
Author: Sternberg, Robert J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Gifted,Transformational Leadership,Definitions,Identification,Change Agents,Individual Development,Self Actualization

This article discusses kinds of transformational giftedness, or giftedness that makes a positive, meaningful, and possibly enduring difference to the world. We extend previous work by suggesting that there are two kinds of transformation that matter: self-transformation and other-transformation. Combining these two kinds of transformation yields a 2 × 2 grid of four kinds of giftedness: non-transformational giftedness (no transformation), transformational giftedness (self- and other-transformation combined), self-realized giftedness (whereby one transforms oneself but not others), and other-realized giftedness (whereby one transforms others but not oneself). We open with a discussion of some of the history of conceptions of giftedness. Then we discuss transformational giftedness as it has been defined in the recent past. We then introduce our concepts of self- and other-transformation. We also describe two other kinds of giftedness--inert giftedness, which is giftedness in personal attributes that has not been realized in interactions with others and the world; and transactional giftedness, which is a give-and-take form of giftedness whereby one meets certain societal expectations in exchange for being identified as gifted. We finally conclude that the gifted movement needs to focus much more on developing transformational giftedness, or at least the potential for it, in our young people.
School Effectiveness in Multilingual Education: A Review of Success Factors
Author: Kirss, Laura
Date: 2021-00-00
Type: Journal Articles
Subjects: School Effectiveness,Multilingualism,Bilingual Education,Predictor Variables,Academic Achievement,Institutional Characteristics,Literature Reviews

School effectiveness research (SER) and bi/multilingual education research have been largely developed as separate research paradigms. Hence, SER research does not facilitate clear conclusions on bi/multilingual (the term 'multilingual' is used henceforth) education and its effectiveness. Despite the intensification of multilingual education research over the last four decades, only a few authors and studies have focused on offering a compact overview of what factors need to be in place for the programs to be effective. These works are neither recent nor systematic. In this article, we aim to contribute to this research gap by systematically reviewing the research evidence on specific factors explaining multilingual student success in multilingual education programs. The findings of this systematic literature review integrate the current evidence regarding the critical factors conducive to student success in multilingual education. The results reveal that the reviewed studies mostly discussed school level factors and only occasionally talked about state/regional or individual level factors. We also underscore the critical role of leadership in making multilingual education successful. The implications of this review are twofold: by using a conceptual framework to discuss the success factors, the interdependence of the variables shaping multilingual education is highlighted, while the results collect the latest evidence for decision makers in multilingual education.
The Transformative Role of Peer Learning Projects in 21st Century Schools--Achievements from Five Portuguese Educational Institutions
Author: Carvalho, Ana Raquel
Date: 2021-00-00
Type: Journal Articles
Subjects: Transformative Learning,Peer Teaching,Program Effectiveness,Program Implementation,21st Century Skills,Soft Skills,Skill Development,Student Centered Learning,Elementary Secondary Education,Higher Education,Teacher Attitudes,Student Attitudes,Educational Innovation,Foreign Countries

Rethinking the role of education in the 21st century implies acknowledging the power of learning and the urgency of making learning provision more meaningful, inclusive, and student-centred, which assumes particular importance when learner disengagement is still a global issue in elementary and secondary education. Rooted in social constructivism principles, peer learning is a learner-centred approach that facilitates the development of soft and technical skills, with evidence-based contributions to learners' academic performance under the cognitive, affective, and social dimensions. This study aims to find evidence of the transformative role of peer learning projects in four Portuguese secondary schools and a higher education institution through teachers and peer teacher students' (PTS) perceptions of these projects' purpose, implementation, and impact on the educational community, particularly on PTS. Data were collected by means of a semi-structured in-depth interview and a survey by questionnaire, and content analysis and descriptive statistics were the techniques used. Results show cooperation and interpersonal skills' improvement as major strengths of these projects, whereas the challenges are mostly organisational, e.g., reduced teacher service time and coordination of learners' schedules. Conclusions highlight the potential of peer learning projects to promote pedagogical transformation and innovation in 21st century schools.
Designing Mini-Games as Micro-Learning Resources for Professional Development in Multi-Cultural Organisations
Author: Arnab, Sylvester
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Design,Educational Games,Game Based Learning,Professional Development,Cultural Awareness,Units of Study,Multimedia Instruction,Employees,Corporations,Corporate Education,Intercultural Communication,Cognitive Style,Power Structure,Teamwork,Organizational Culture,Stereotypes,Electronic Learning,Foreign Countries

The need for self-directed learning for professional development drives an increase in the delivery of easy to use 'just-in-time' resources that respond to the often-dynamic workplace and work culture. This is especially important in the era of globalisation, when the number of employees, who are culturally diverse, increases each year. Most medium and large companies operate in an international environment, and this is due to the expansion of international enterprises with branches in various countries that requires cooperation with foreign clients, and the employment of foreign nationals in their companies. In order to guarantee the effectiveness of workings in companies, there is a need for continuous education in the aspect of the cultural diversity. This paper explores micro-learning, which focuses on delivering brevity through bite-sized learning units or short-term learning activities. Learning content in this case can take many forms, from text to interactive multimedia. These contents are often created on demand, which can sometimes be less contextualised and pedagogically informed. Based on a case study of the need for training on cultural risks in multi-cultural organisations, this paper focuses on the design of mini-games as playful learning resources for supporting an online learning platform that has been developed as a response to this training need. Fifteen mini-games have been developed to complement eight main topics related to cultural risks and to promote reflection, practice and the self-assessment of knowledge acquired through the platform. The main eight topics represent the risk areas identified that include cultural awareness, understanding different cultures, communication, learning styles, hierarchy, team-working, qualities in the working place, and stereotypes through a survey carried out with personnel (n=154) from multi-cultural organisations across five countries - Cyprus, Italy, Latvia, Poland, and the UK. The discussions include unpacking the mapping of pedagogical and gameful design considerations based on Arnab et al.'s (2015) Learning Mechanics-Game Mechanics Mapping (LMGM) model. The paper also discusses the findings from the testing of the online platform across 5 countries including 166 participants (two-step testing). The insights provided will be valuable to researchers, practitioners, designers, and developers of micro-learning resources.
English as a Career Subject: Analysis of Nepalese Students&apos; Expectations, Achievements and Reflections
Author: Luitel, Binod
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Masters Degrees,Graduate Students,Personal Narratives,Student Attitudes,Content Analysis,Human Capital,Employment Opportunities,Career Development,Masters Programs,Learning Motivation,Occupational Aspiration

The present study explores the novice Master's degree pass-outs' initial expectations for learning English as a career subject (ECS), their achievements from learning it and their reflections on the achievements. Ten novice Master's pass-outs' (NMPOs') narrative biographical stories were obtained by applying a questionnaire via the e-mail. The data obtained in the form of the NMPOs' stories were analyzed using the content analysis technique. It was found that the mismatches between the initial expectations and the final achievements outnumbered the links between them. The expectations the NMPOs have achieved are mostly of the integrative kind and those they have not are of the instrumental kind - the latter being an area of their dissatisfactions. Drawing from the results, a future direction suggested to the concerned authority is that ECS should be considered in the light of education as an investment for life.
Teachers&apos; Knowledge and Perceptions on ADHD and Overexcitabilities in Gifted Learners
Author: Al-Hroub, Anies
Date: 2018-00-00
Type: Journal Articles
Subjects: Knowledge Level,Teacher Attitudes,Attention Deficit Hyperactivity Disorder,Academically Gifted,Foreign Countries,Secondary School Teachers,Misconceptions,Gifted Disabled

The purpose of this study is to examine Jordanian teachers' knowledge and perceptions on overexcitability, and attention deficit hyperactivity disorder (ADHD) in gifted students. Twelve semi-structured in-depth interviews were conducted with secondary classroom teachers including one school counselor. The study was conducted at an independent co-educational secondary school for gifted and talented students in Jordan. The interviews explored issues related to the conceptions and characteristics of giftedness, ADHD and overexcitability, and the overlap between ADHD and overexcitability in gifted learners. The findings of the study are discussed and reported.
Identifying Guessing in English Language Tests via Rasch Fit Statistics: An Exploratory Study
Author: Coniam, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Tests,Guessing (Tests),English (Second Language),Second Language Learning,Test Validity,Identification,Multiple Choice Tests,Comparative Analysis,Goodness of Fit

This article explores the issue of identifying guessers -- with a specific focus on multiple-choice tests. Guessing has long been considered a problem due to the fact that it compromises validity. A test taker scoring higher than they should through guessing does not provide a picture of their actual ability. After an initial description of issues associated with guessing, the article then outlines approaches which have been taken to either discourage test takers from guessing or which attempt statistically to handle the problem. From this, the article moves to a novel way of identifying potential guessers: from the post hoc use of Rasch fit statistics. Two datasets, each consisting of approximately 200 beginner level English language test takers were split into two. In each dataset, half the test takers' answers were randomised -- to approximate guessing. Results obtained via a Rasch analysis of the data was then passed to an analyst who used the Rasch fit statistics to identify possible guessers. On each dataset, 80% of guessers were identified.
Perception and Interest of English Language Learners (ELL) toward Collaborative Teaching; Evaluation towards Group Activities
Author: Abulhassan, Abdulbagi Babiker Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Teaching Methods,Learning Activities,Gender Differences,Public Schools,Cooperative Learning,Preferences,Instructional Program Divisions

This study focuses on evaluating the perceptions of Saudi ELLs enrolled in secondary classes, with an emphasis on group activities. A total of 424 ELLs were enrolled in this study on the basis of purposive sampling technique from eight public schools in Riyadh city, Saudi Arabia during the time period of January 2020 to May 2020. A close-ended questionnaire comprising 23 items was distributed online to collect data regarding perceptions of participants towards collaborative teaching and group activities. Descriptive statistics, independent t-test and One-Way ANOVA were used as statistical tools to analyze the data through SPSS version 25.0. Collaborative teaching techniques and group activities were preferred by ELLs with respect to gender differences and grade-level differences, respectively. It was concluded that students studying in different classes preferred group activities in comparison with collaborative teaching techniques.