ethanporcaro/eric-fulltext-meta huggingface dataset:
Strategy: What Universities Can Learn from Corporate Success Stories
Author: Aleong, Chandra
Date: 2018-00-00
Type: Journal Articles
Subjects: Universities,Strategic Planning,Entrepreneurship,Case Studies,Comparative Analysis,School Business Relationship,Program Implementation,Teamwork,Higher Education,Organizational Culture,Competition,Technology,Decision Making

This paper identifies the need to view strategic management and implementation with new insights from entrepreneurs and researchers who have attained and studied successful enterprises. The backdrop is the rate of disruption taking place all over the U.S. as well as globally. The objective is to understand major changes to garner ideas for more effective decision-making at universities. Case studies, articles in scholarly journals, and newspaper reports are the data used for the study. Technology, teamwork, and culture are pivotal in the intrinsic role they play in the new era of competition.
Angst about Academic Writing: Graduate Students at the Brink
Author: Holmes, Barbara
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Writing Attitudes,Anxiety,Academic Discourse,Qualitative Research,Focus Groups,Writing Ability,Time Management,Information Sources,Scholarship,Writing Assignments,Self Efficacy

This paper offers some insights into the anxieties graduate students bring into the classroom about academic or technical writing. In this qualitative study, a focus group of graduate students was utilized to describe the specific negative feelings, attitudes and experiences held about writing. Findings suggest that students were able to identify three main reasons or causes of writing anxiety: (1) lack of confidence in writing ability (2) lack of time to devote to writing activities and (3) lack of skills in utilizing scholarly resources. Participants also suggest that colleges and universities take more proactive steps in implementing strategies early in the matriculation process to support graduate students in acquiring writing competency. This exploration suggests that there is still much to be learned from graduate students about what colleges and universities can do to improve writing literacy, help graduate students acquire writing self-efficacy and create a culture of writing expectations.
Applying Measurement of Situational Self-Determination Theory to Use of a Self-Access Centre at a Japanese University
Author: Robson, Graham G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Personal Autonomy,Self Determination,Language Laboratories,Undergraduate Students,Measures (Individuals),Test Validity,Test Reliability,Correlation,Factor Structure,Factor Analysis,Foreign Countries,English (Second Language),Least Squares Statistics,Statistical Analysis

One way to promote autonomy in the second language can be through the use of Self-access Centres (SACs). These are spaces for students to engage in activities such as self-study or communication with other learners, or native-speakers of the target language. However, merely having these spaces available does not guarantee that students will use the facility effectively, or even attend at all, so a degree of learner motivation linked with visiting the SAC would be necessary. Deci and Ryan's (1985) Self-Determination Theory (SDT) has been used as the base for numerous studies in second language learning, including those in Japan. Proponents claim SDT is both universal and can be measured on different levels, which are global, situational and state. The authors sought to validate a measure of four subscales of SDT (Intrinsic Motivation, Identified Regulation, Introjected Regulation and External Regulation) written for this study at the situational level among undergraduates using an SAC at a Japanese University (n = 83). The rationale for items at this level comes from the field of psychology (Vallerand &amp; Ratelle, 2002) and a study of second language constructs (Robson, 2016). A factor analysis confirmed four reliable factors, as hypothesized. Further, simplex correlations between the subconstructs somewhat confirms the underlying continuum posited by SDT researchers. These results may lead to a body of work that validates SDT theory in second language learning.
Analyzing Entrepreneurship Skill Levels of the 3rd Grade Primary School Students in Life Sciences Course Based on Different Variables
Author: Polat, Hüseyin
Date: 2018-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Grade 3,Elementary School Students,Biological Sciences,Foreign Countries,Parents,Elementary School Science,Science Instruction,Self Esteem,Correlation,Statistical Analysis

The purpose of this study is to investigate Life Sciences course entrepreneurship skills of the 3rd grade primary school students as evaluated by their parents. The study was conducted with the screening model. The participants of the study were the parents (47 mothers and 23 fathers) of the students (32 girls, 38 boys) who study in the center of the province of Adiyaman, Turkey, in the academic year of 2017-2018. In order to collect the data, &quot;entrepreneurship skill condition&quot; survey form, which evaluates the entrepreneurial gains from the 1st and 2nd grade Life Sciences course, was used. According to the findings, the entrepreneurship skill level of the students was found 98.81 out of 130, which is &quot;good.&quot; The entrepreneurship skill level of the students showed a significant difference depending on the parent variable, where mothers evaluated their children more favorably compared to fathers. The entrepreneurship skill level of the students did not show a significant difference depending on their gender. Depending on their success in the school and the Life Sciences course, however, there was a significant difference (p&lt;0.05) in their entrepreneurship skill level. A positive correlation was detected between the entrepreneurship skill level and the success in the school and the Life Sciences course. The entrepreneurship skill level of the students also varied significantly (p&lt;0.05) depending on their self-confidence level. High self-confidence and the entrepreneurship skill level were found to be positively correlated.
Curriculum Orientations and Educational Philosophies of High School Arabic Teachers
Author: Alsalem, Abeer Saleh
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum Development,Educational Philosophy,Secondary School Teachers,Statistical Analysis,Correlation,Foreign Countries,Semitic Languages,Language Teachers,Teacher Surveys

This study aims to investigate the curriculum orientations of High school Arabic teacher in Riyadh city and to examine the relationship between curriculum orientation and their educational philosophies. The quantitative method (descriptive study) was adopted in this questionnaire survey-based study. Mean and standard deviation for the overall of the curriculum orientations and for each orientation were obtained and Pearson correlation coefficient was also used to examine the relationship between the curriculum orientations and their educational philosophies. The results show that Arabic teachers of High school considered all five curriculum orientations with the self-actualization/ Humanism ranked the highest orientation and the cognitive process ranked the lowest orientation. The current study also indicates that there is a positive relationship at the level of (0.05) between the curriculum orientations and the educational philosophies of the Arabic language teachers in High school.
Defining a New 21st Century Skill-Computational Thinking: Concepts and Trends
Author: Haseski, Halil Ibrahim
Date: 2018-00-00
Type: Journal Articles
Subjects: Thinking Skills,Computation,Definitions,Content Analysis,Trend Analysis,Problem Solving,Literature Reviews

Computational Thinking is a skill that guides the 21th century individual in the problems experienced during daily life and it has an ever-increasing significance. Multifarious definitions were attempted to explain the concept of Computational Thinking. However, it was determined that there was no consensus on this matter in the literature and several different concepts were mentioned in the definitions found in the literature. It was considered that this fact made it difficult to understand the concept of Computational Thinking. To establish a more comprehensive approach, the present study aimed to identify the concepts that are included in the Computational Thinking definitions that were presented in previous studies. It also aimed to reveal trends in the identified concepts throughout the years. As a result of the search, a total of 59 definitions were identified and a content analysis was conducted on these definitions. Analysis results demonstrated that Computational Thinking was defined based on several concepts such as problem solving, technology, thinking, individual and social qualities. Furthermore, it was determined that statements on thinking were prominent before 2006, and today, emphasis on problem solving and technology became more significant. It was considered that the present study would contribute to a better understanding of the Computational Thinking concept. At the end of the study, certain suggestions were presented for further research.
Educational Game Design as Gateway for Operationalizing Computational Thinking Skills among Middle School Students
Author: Wu, Min Lun
Date: 2018-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Middle School Students,Educational Games,Design,Case Studies,Qualitative Research,Learning Theories,Novices,Systems Approach,Interpersonal Communication,Language Usage,Foreign Countries,Grade 7,Grade 8,Questionnaires,Observation,Worksheets

This qualitative case study reports descriptive findings of digital game-based learning involving 15 Taiwanese middle school students' use of computational thinking skills elicited through programmed activities in a game design workshop. Situated learning theory is utilized as framework to evaluate novice game designers' individual advancement in developing a designer language, mindset, and use of computational thinking skills. Three strands of findings were extrapolated from analyzing observational data, participant-generated written responses and artifacts: Understanding games as systems and how components work together in meaningful relationships in game design; Developing growing sophistication in communicating with other novice game designers using language germane to game design; Improving understanding and application of computational thinking skills through game design activities. Extended discussions on three focal cases revealed that using design pedagogy, participants operationalized computational thinking skills in design tasks. Promises and pitfalls of using game design to facilitate computational thinking skills are discussed.
Humanizing the Classroom: Praxis of Full Day School System in Indonesia
Author: Suyatno
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Full Time Students,Day Schools,Humanization,Praxis,School Schedules,Program Implementation,Qualitative Research,Elementary School Students,Participant Observation,Interviews,Questionnaires,Data Analysis,Employed Parents,Democracy,Learner Engagement,Outcomes of Education,Student Educational Objectives,Teacher Role,Role of Education,Problem Based Learning,Phenomenology

The full day school program is a new model in the education management system in Indonesia. This phenomenon is interesting because there is a paradox in it. Education in Indonesia is often criticized for the learning which is too heavy, but the full day school program gets a positive response from the community although it has longer school hours. This research aims to answer the questions; 1) How is a full day school praxis program in Indonesia? Second, how is the implementation of humanizing the classroom learning program in schools that implement the full day school program? This research is a qualitative research with locus at Islam Terpadu Salsabila Elementary School (SDIT Salsabila), Yogyakarta. Research subject is determined by purposive sampling. Method of data collections are: 1) participant observation, 2) in-depth interview, 3) questionnaire, and 4) document analysis. Data analysis technique is inductive-qualitative. The results are; First, the full day school program in Indonesia is growing as a result of the increasing number of busy working parents. They do not have the opportunity to accompany their children at home because they are busy working from morning to evening. The full day school program is an educative solution for them. Secondly, humanizing the classroom is implemented through students' active involvement in the classroom and the learning process is democratic and fun. This approach is a solution so that students do not feel boredom in learning although they spent their time throughout the day at school.
Elementary Teacher Education in the Top Performing European TIMSS Countries: A Comparative Study
Author: Sabrin, Mohammed
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Comparative Education,Achievement Tests,Elementary Secondary Education,Foreign Countries,International Assessment,Mathematics Achievement,Mathematics Tests,Science Achievement,Science Tests,Teacher Education Programs,Pedagogical Content Knowledge,Teacher Role,Educational Research,Admission Criteria,Academic Achievement,Field Experience Programs,Teaching Methods,Knowledge Base for Teaching,Accreditation (Institutions),Teacher Salaries,Faculty Development,Case Studies

This paper analyzed elementary teacher education (hereafter 'TED') programs in the top performing European (TIMSS) countries to help inform future elementary TED policy in the Kingdom of Saudi Arabia. Methodological emphasis revolved around how much emphasis should be placed on general content knowledge (GCK), as opposed to general pedagogical knowledge (GPK), as opposed to methodological pedagogical knowledge (MPK). This study explored these questions while analyzing the elementary TED programs of Germany, Finland, and the U.K. relying mainly on peer-reviewed literature on these topics published between 2000 and 2016 in the English language. Three theoretical frames of reference, aside from TIMSS, were also analyzed during this process: whether the programs were consecutive or concurrent, the model of partnership followed between universities and institutions where field experiences took place, and the overall status and role of teachers in the society as categorized by career-based or position-based. It was found that the top performing European TIMSS countries usually: have consecutive and concurrent options; attract the top academic achievers into their programs; have strict filters for admission; provide very intensive TED experiences to their students focusing on practical and diverse field experiences; enforce students to major in at least one academic subject and place more emphasis on academic subject expertise than pedagogy; have challenging criteria (including exams and portfolios) for graduation from the program; have national accreditation institutes for unifying standards; their sponsor countries enforce various types of induction and professional development once in the field; and lastly these countries offer salaries competitive with other professions that require the same amount of years and training since they are usually career-based positions.
The Dominant Factor of Teacher&apos;s Role as a Motivator of Students&apos; Interest and Motivation in Mathematics Achievement
Author: Tambunan, Hardi
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Role,Mathematics Instruction,Mathematics Achievement,Educational Objectives,Cognitive Style,Student Motivation,Learning Motivation,High School Students,Questionnaires,Student Attitudes,Path Analysis,Statistical Analysis,Correlation,Teaching Methods,Foreign Countries,Regression (Statistics)

This study aims to identify the most dominant factor of the teacher's role as a motivator that influences students' interest and motivation to perform in mathematics achievement. It is conducted in eighth grade of senior high school with 209 students, consisted of five state schools and two private schools from seven regencies in North Sumatera. The data collecting technique uses questionnaire about students' interest and motivation toward mathematics and teacher's role as motivator. Numerical data on mathematics achievement of students is obtained from school documents. The result of data with path analysis is obtained by dominant factor of teacher's role as motivator that is factor of delivery of learning goal and learning comfort equal to 6.10%, and 6.00% is influenced by the delivery of learning objectives and variations of learning approaches, 5.17% is influenced by the delivery of learning objectives, 5.06% is due to variations in the learning approach, 4.61% is influenced by learning comfort and variation of learning approach, and 4.26% influenced by pleasant class atmosphere.
Influence of Motor Activity on the Development of Voluntary Attention in Children Aged 6-7 Years in Rural and Urban Micro-Community
Author: Zakharova, Larisa M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Activity Level,Young Children,Rural Areas,Urban Areas,Attention,Correlation,Kindergarten,Athletics,School Readiness,Questionnaires,Parents,Parent Surveys,Life Style,Eating Habits,Barriers,Comparative Analysis,Statistical Analysis,Foreign Countries

The article is devoted to the problem of the influence of physical activity on the development of voluntary attention in children aged 5-7, which largely determines the success of schooling. The studies conducted in different countries prove the existence of such a correlation, which, at the same time, is not always unambiguous. We studied the nature of this correlation in the children of rural and urban kindergarten. The results of the pilot study showed that there were no significant differences in the development of the basic indicators of voluntary attention among the rural children attending various sports clubs and those who do not go in for sports, in contrast to the children attending kindergarten in the city. The influence of the family on the children's desire to lead an active lifestyle has been also determined.
The Relation between Science Student Teachers&apos; Approaches to Studying and Their Attitude to Reflective Practice
Author: Efe, Rifat
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Teachers,Student Teachers,Student Teacher Attitudes,Reflection,Correlation,Teacher Education,Teacher Education Programs,Science Instruction,Faculty Development,Foreign Countries,Study Skills,Study Habits,Statistical Analysis,Multiple Regression Analysis

In this study, the relation between science student teachers' approaches to studying and their attitude to reflective practice were investigated. The participants were 345 science student teachers on teacher education course during 2015-2016 academic year. The data was collected through Approaches and Study Skills Inventory for Students (ASSIST) and Student Teachers Attitude to Reflective Practice questionnaires. Pearson correlations and multiple regressions were used to analyse the data. The study found that the participant science student teachers' approaches to studying were significant predictors for their attitude to reflective practice. The findings have important implications for student teachers' professional development while they are training to become teachers.
The Challenges of Using the Differentiated Instruction Strategy: A Case Study in the General Education Stages in Saudi Arabia
Author: Aldossari, Ali Tared
Date: 2018-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Foreign Countries,Case Studies,Teaching Methods,Educational Strategies,Regular and Special Education Relationship,Questionnaires,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Statistical Significance,Statistical Analysis

The study identifies the most important challenges facing general education male and female teachers in applying the differentiated instruction strategy in different stages of education in the Eastern Province in the Kingdom of Saudi Arabia. To achieve this, the researcher designed a questionnaire consisting of 47 paragraphs on five axes. It was distributed to 275 male and female teachers in Dammam city, after having verified its validity and stability, The results indicate that the degree of the challenge of using the differentiated instruction strategy was medium overall. The challenges related to students were ranked first, followed by challenges related to the school environment, then the nature of the differentiated instruction, challenges related to teachers, and, finally, challenges related to study courses. However, the results were not statistically significant for the variable of the educational stage (primary, intermediate, and secondary), although there were significant differences for the gender variable in favour of males. The study recommends creating a school environment that supports the use of a differentiated instruction strategy and holding workshops for teachers to train them in differentiated instruction activities.
Quality of Educational Resources: A Comparative Evaluation of Schools That Joined PISA 2015 from Turkey and Singapore
Author: Özkan, Metin
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Resources,Educational Quality,Comparative Analysis,Comparative Education,Regression (Statistics),Classification,Instructional Materials,Questionnaires,Principals,Statistical Analysis,Secondary Education,Educational Facilities,Foreign Countries,Secondary School Students,International Assessment,Achievement Tests

The objective of the study was to make a comparison among the two countries according to the level of sufficiency of educational resources and to determine the accuracy level at which variables related to educational resources can classify the schools on the basis of countries. Relational survey model was used. The sample group of the study was comprised of 186 schools from Turkey and 174 schools from Singapore for a total of 360 schools. Descriptive analyses and chi-square statistics were used to put forth whether there are differences with regard to the items. Logistic regression analysis was used to make an accurate classification of the schools according to their countries. Statistically significant differences between Turkish and Singapore schools were attained as a result of the chi-square analyses in all variables including lack of educational material, inadequate or poor quality educational material, lack of physical infrastructure and inadequate or poor quality physical infrastructure variables. A total of four variables included in the study explain about 60 % of the variance of Turkish and Singapore schools in having adequate educational resources. The equation obtained from analysis shows that lack of educational material is more important than lack of physical infrastructure. This alone puts forth that school success is related more to the quality of educational material than to physical inadequacies. As a result of the logistic regression with these variables, it was determined that the equation classifies 82% of the total number of 360 schools accurately. As a general conclusion of the study, it was observed with regard to its contributions to the model acquired via logistic regression.