ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Incidental and Intentional L2 Vocabulary Learning on Depths and Breadth Dimensions of Vocabulary Knowledge
Author: Ahmadi, Seyyed Rasool Mirghasempour
Date: 2016-10-00
Type: Journal Articles
Subjects: Incidental Learning,Vocabulary Development,Second Language Learning,Cognitive Style,Undergraduate Students,Second Language Instruction,Translation,Language Proficiency,Scores,Language Tests,Student Placement,Reading Comprehension,Test Items,Reading Programs,Grammar,Associative Learning,Teaching Methods,Intention,Comparative Analysis,Foreign Countries

Through the introduction of different dimensions of vocabulary knowledge, depths and breadth dimensions, various studies attempted to examine numerous effective factors on these dimensions. The present study aimed to show the effects of different vocabulary learning styles through extensive and intensive reading programs on depth and breadth aspects of vocabulary knowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translation in Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on their level of language proficiency, Michigan English Placement Test was administered. Then, in order to homogenize the participants, the mean and standard deviation of participants' scores were measured and the number of participants reduced to 35. The ultimate subjects' scores on the reading comprehension items of MEPT show that they are all at the intermediate level of reading ability. Participants were randomly divided into three experimental groups: two groups were in the extensive reading program with different form-focused and meaning-focused tasks as incidental vocabulary learning style. The third group was in the intensive reading program as intentional vocabulary learning style. Participants in these experimental groups read long stories or passages with about 2000 to 4000 words per week with ten goal-oriented words. After 8 weeks, the Word Associates Test (WAT) and Vocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also, determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results of Paired-samples and Independent T-tests revealed that both the incidental and intentional groups developed in the period between the pre- and post-test. Furthermore, the findings indicated that learners' depth and breadth dimensions of their vocabulary knowledge surpassed more in the incidental learning in the form of ER program than in the intentional learning in the form of IR program. Moreover, learners' depth and breadth dimensions of vocabulary knowledge enhanced when they worked with form-focused tasks.
&quot;Bring Your Own Device&quot; Policies: Perspectives of Both Employees and Organizations
Author: Gökçe, Kevser Gülnur
Date: 2019-06-00
Type: Journal Articles
Subjects: Handheld Devices,Internet,Computer Security,Administrators,Information Security,Administrator Attitudes,Employee Attitudes,Privacy,Ownership,Telecommunications,Employer Attitudes,Personnel Policy

Bring Your Own Device (BYOD) policy, which allows employees to use their own mobile devices for work and connection to their corporate network, is getting popular in enterprises. While companies want to improve the efficiency and productivity of employees, employees prefer to use their own devices at work, which make them feel more comfortable and free. Although BYOD seems attractive, companies and employees have some security concerns in different and various ways. The aim of this study is to explore employee and organization perspectives about BYOD. Empirical part of the research has two parts: Qualitative and quantitative. Manager's opinions were determined through a series of interviews and then the findings were analyzed. In quantitative part, a questionnaire has been developed based on the literature review and qualitative findings. 12 interviews and 93 surveys were used in the analysis. It has been found that while organizations and employees percept BYOD as having benefits in many ways, their security and privacy concern is a strong barrier on the implementation of BYOD policy.
The Fluency Way: A Functional Method for Oral Communication
Author: Samifanni, Faramarz
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Fluency,Oral Language,Second Language Learning,Second Language Instruction,Teaching Methods,Language Proficiency,Linguistic Theory,Grammar,Cultural Awareness,Cognitive Ability,Teacher Student Relationship,Communicative Competence (Languages),Teacher Role,Student Role,Suggestopedia,Direct Instruction

This study delves into the analysis of theories of language acquisition and teaching methods. A qualitative approach was used to analyze three language acquisition theories and five teaching methods to help and provide teachers with methods that are relevant and applicable in developing and enhancing the speaking skills of the students. Findings revealed that grammatical skill is not the focus of Second Language Acquisition. It is concluded that language learning and acquisition are dynamic activities requiring social, cultural, and cognitive competencies on the part of the teacher. The teaching of language is most effective and productive when the learners are actively engaged in authentic tasks that are conducted in a natural and spontaneous manner to enable learners to gain a total psycho-socio-cultural-linguistic experience. Learner-centeredness is a universal theme and the teacher-learner relationship is a cooperative and collaborative partnership for relevant and functional language competence. Suggestions and recommendations for future studies were proposed.
Exploring Pre-Service Teachers&apos; Perception of Interactional Activities in Lesson Planning
Author: Justina, A. Njika
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Lesson Plans,Student Attitudes,Interaction,Teacher Student Relationship,Classroom Communication,Second Language Instruction,English (Second Language),Class Activities

With the plethoric number of students in Cameroonian classrooms today, there is a common cry from teachers about the impracticability of creating interactional language lessons in the English as a foreign language (EFL) classroom. The implication of this is that, if interactional lessons have been identified as cardinal in the process of language learning, our learners are not or are less likely to be learning English as a foreign language. This paper holds that no teacher will be able to create interactive lessons if they do not fully understand what it is and how it works. The paper therefore investigates student teachers' perception of interaction on a less theoretical stance to posit that their readiness to teach is governed by their perception of the concept of interaction and an understanding of how it works. Data were collected from two batches of 30 pre-students students from the Department of English at ENS Yaounde in 2018 and 2019. Upon completion of three semesters that qualify them to do practicum, they were asked to submit language lessons meant for interactive classrooms. The lessons were coded identifying trends related to interactive activities and later classified. Evidence from the data demonstrates significant recourse to previous learning culture of top-bottom lessons and high incidences of question--and-answer as a dominant pattern of interaction. In keeping with this, the paper questions the training approaches and argues that the inability of pre-service teachers to demonstrate practical understanding of classroom interaction is counterproductive to what potentially holds as language learning and that modules of training which allow teachers to seek patterns would be more productive than those which train them on classroom interaction.
Career and Technical Education for Sustainability: A Multiple Case Study of Innovative Community College Programs
Author: Gregson, James A.
Date: 2017-12-00
Type: Journal Articles
Subjects: Vocational Education,Sustainability,Industry,Labor Needs,Institutional Mission,Rural Urban Differences,Advisory Committees,Influences,Labor Force Development,Sustainable Development,Conservation (Environment),Postsecondary Education,Higher Education,Energy Conservation,Community Colleges,Curriculum Development,Program Effectiveness,Educational Change

This multiple case study explored Career and Technical Education (CTE) programs that were identified as having a focus on sustainability. Using the Association for the Advancement of Sustainability in Higher Education, Sustainability Tracking, Assessment, and Rating System (AASHE STARS) as a conceptual framework, the researchers interpreted whether the social, economic, and environmental concepts of sustainability were included in these programs' curriculum. Findings suggested that several factors impacted program curriculum: (1) attentiveness to industry trends; (2) sustainability as an institutional core value; (3) geographic location of urban versus rural; (4) program maturity; and (5) advisory committee influence. Findings also suggested a unifying definition for sustainability was lacking among these programs though participants demonstrated understanding of some common sustainability concepts.
E-Waste Disposal Awareness among the Malaysian Community
Author: Mahat, Hanifah
Date: 2019-09-00
Type: Journal Articles
Subjects: Hazardous Materials,Sanitation,Consciousness Raising,Foreign Countries,Electronic Equipment,Conservation (Environment),Sustainable Development,Developing Nations,Knowledge Level,Community Attitudes,Recycling,Public Opinion,Access to Information

E-waste is any refuse created by discarded electronic devices and components as well as substances involved in their manufacture or use. Minimising the production of e-waste helps preserve resources and reducing the amount of energy drawn from the earth. One of the strategies to address this problem is raising e-waste disposal awareness in a sustainable manner among the community. This article aims to identify the level of e-waste disposal awareness among the Malaysia community. This study involved 500 people from nine districts in Selangor, Malaysia by using stratified random sampling method. A questionnaire instrument was used to obtain feedback. The three variables of e-waste disposal awareness studied were e-waste disposal knowledge, e-waste disposal attitudes and e-waste disposal practices. Each variable was divided into three sub-variables; environmental, social and economic. The results showed that the respondents' e-waste disposal knowledge and e-waste disposal attitudes were at a high level, while their e-waste disposal practice were at a medium level. The findings and issues studied can be used as a reference for the government, non-governmental organisations, the authorities and the community when seeking to develop a more sustainable community life.
Under the Equity Discourse: Divergent School Practices for Rural Migrant Children in Chinese Urban Schools
Author: Zhang, Donghui
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Urban Schools,Rural to Urban Migration,Equal Education,Public Schools,Educational Practices,Social Bias,Inclusion,Educational Environment

This paper examines how Chinese urban schools respond to the unprecedentedly large number of rural migrant children under the emerging discourse of educational equity. Drawing upon longitudinal field research in two Beijing public schools, this study finds two contrasting school practices with regards to the migrant children, one emphasizing tailored education (&quot;differentiation&quot;) and the other acting school-wide upon the same curriculum and pedagogy (&quot;mainstreaming&quot;). While the two schools both claim to serve the best interest of their migrant intakes and promote educational equity, they have not been able to meet the migrant students' true educational needs. Student-oriented, inclusive education is advocated as an alternative concept of equity for Chinese schools at the end of the paper.
A Survey of Indonesian Science Teachers&apos; Experience and Perceptions toward Socio-Scientific Issues-Based Science Education
Author: Nida, Safwatun
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Science and Society,Teacher Attitudes,Curriculum Implementation,Barriers,Scientific Literacy,Junior High School Teachers,Student Development,Science Education,Knowledge Level,Consciousness Raising,Skill Development,Moral Development

This survey explored Indonesian science teachers' experience and perceptions toward science teaching that is based on socio-scientific issues (SSIs). The participants were asked whether or not they already used corresponding practices in their own teaching and whether they experienced any challenges in implementing SSI-based pedagogies. Further focal points were the teachers' views on student competencies that can be fostered through SSI-based education, the connection of SSI-based pedagogies with students' character formation, potential topics for implementing SSIs in science education, and the teachers' interest in such implementation. Data were collected with the help of a questionnaire that was administered to 99 science teachers. This was then followed up by interviews with 20 intentionally selected teachers taken from the overall sample. The study revealed that teachers' familiarity with SSI-based pedagogies varies greatly. Regardless of their familiarity with the term, some of the teachers had already implemented corresponding practices at varying levels of intensity. Although almost all of the participants saw potential in SSI-based pedagogies for increasing student competency development and character formation, most of the respondents did not implement SSI-based teaching very often in their lessons. They mentioned several challenges that hindered them in implementing SSI in their teaching practices. Reasons included the lack of necessary students' competencies, a lack of teacher expertise, the content in the official curriculum, inadequate facilities, and a lack of time for lesson preparation and implementation. When asked for ideas in implementing SSI-based education, teachers basically suggested topics related to the environment or technology as suitable for SSI-based education. In spite of the many challenges, most of the teachers were still interested in implementing SSIs in their classes.
An Empirical Study of Knowledge Sharing: A Case of South African Healthcare System
Author: Adeyelure, Tope Samuel
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Information Dissemination,Health Services,Networks,Allied Health Personnel,Barriers,Hospitals

The importance of knowledge sharing in healthcare organisations cannot be overemphasised. This is mainly due to the dynamic and sensitive nature of knowledge within the healthcare sector that can assist in caring for the patients and other administrative operations. The absence of knowledge sharing and retention practice in healthcare organisations may result in negative repercussions. Hence, using Actor-Network Theory, the study will investigate and identify the factors influencing the current knowledge sharing taking place within the South African healthcare system. One of the top healthcare organisations was selected for data collection, and a qualitative research method was adopted in this study. The findings revealed the different actors involved in the sharing of knowledge and the networks that enable knowledge sharing and retention. The study also highlights the factors that triggered knowledge sharing.
Proactive, Reactive, Sustainable? Analyzing South Africa&apos;s &quot;Policy and Strategic Framework on HIV and AIDS for Higher Education&quot;
Author: Bruce, Elizabeth R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Acquired Immunodeficiency Syndrome (AIDS),School Policy,Colleges,Public Health,Sustainability,Economic Development,Social Bias,Access to Health Care,Labor Force Development,Health Promotion,Role of Education,College Environment,Social Justice

This analysis examines South Africa's &quot;Policy and Strategic Framework on HIV and AIDS for Higher Education.&quot; According to the Foreword by the Minister of Higher Education and Training, it is addressed towards &quot;all&quot; at higher education institutions, including students, university management, and other role players, for implementation and as a &quot;guide&quot; for institutions to develop their own policies (p. 2). Analysis of this policy is important, not only because it is to influence policy-making at individual institutions. This version, in alignment with the &quot;National Strategic Plan on HIV, STIs and TB 2012-2016,&quot; drew from 2008's &quot;Policy Framework on HIV and AIDS for Higher Education&quot; as well as research findings (Higher Education HIV/AIDS Programme [HEAIDS], 2012). It is expected future versions will be arrived at similarly. As such this article examines what is, and is not, a part of the policy to subsequently improve the next version so as to further combat HIV.
Merits of Creating a Revised CTE National Research Agenda for 2020
Author: Lambeth, Jeanea M.
Date: 2018-05-00
Type: Journal Articles
Subjects: Vocational Education,Educational Research,Agenda Setting,Educational Policy,Innovation,National Standards,Public Policy,Industrial Arts,Technology Education,Consumer Science,Family Life Education,Agricultural Education,Professional Associations

This article promotes the idea that clearly focused scholarly inquiry needs direction developed through a collaborative and informative process. The authors propose that the National CTE Research Agenda adopted in 2008 should be revised and updated to reflect the contemporary issues and policies of the career and technical education profession. The aim of this discussion is to propose a systematic research approach with the potential to influence policy for career and technical education. The challenge for our profession will be to create a united and informed agenda that will transform policy, promote innovation in scholarly endeavors, and foster improved outcomes for all CTE stakeholders.
Promoting Active and Sustained School-Business Partnerships: An Exploratory Case Study of an IT Academy
Author: Hernandez-Gantes, Victor M.
Date: 2017-12-00
Type: Journal Articles
Subjects: Partnerships in Education,School Business Relationship,Career Academies,Vocational Education,Career Readiness,Information Technology,Social Capital,Educational Planning

In support of the national push for promoting career readiness, school-business partnerships have been noted as an Important support strategy. However, there is limited research in the context of career academies. Thus, we sought to explore the nature of a partnership between an information technology (IT) career academy and local business partners. We found that the development of social capital is required to keep the network of partners bonded toward a common goal, bridged through a Business Advisory Council to facilitate planning and related supports, and linked by a local web of connecting relationships. Study findings add to the limited literature on the interface of school-business partnerships, career academies, and the promotion of career readiness in particular occupational contexts such as IT.
Factors Impacting Former FFA Members&apos; Decision to Discontinue FFA after High School
Author: Eve-Marie Sanok, Danielle
Date: 2018-12-00
Type: Journal Articles
Subjects: Group Membership,High School Students,Student Organizations,Agricultural Education,Decision Making,Persistence,Alumni,Advertising,Undergraduate Students,Student Attitudes,Faculty Advisers,Student Interests,Incentives,Youth Clubs,Vocational Education

The purpose of this study was to explore the factors impacting former National FFA Organization (FFA) members' decision to discontinue FFA membership after high school. Data were collected using focus groups. Data indicated areas of improvement for how to retain membership on the alumni level within colleges and other local FFA Alumni chapters. Participants noted a lack of advertising from the FFA during their high school experience, and this may partially explain why FFA loses a majority of its membership after high school. Additionally, advisors played an influential role in deciding not to continue with FFA, and participants expressed a need for career building opportunities for members as participants felt Collegiate FFA and the FFA Alumni lacked these opportunities. Other reasons participants' discontinued FFA involvement included lack of time, FFA burnout, and priority of FFA in their life. We recommend colleges and FFA consider implementing professional development to help advisors encourage participation in FFA beyond high school, increase advertising efforts about FFA opportunities, and publish tips, training, and information on how to start, manage, and maintain a successful alumni chapter. We also recommend local alumni chapters on college campuses consider increasing advertising and hosting career development opportunities. Moreover, as Collegiate FFA is no longer recognized as an official member type by the national organization, FFA should consider how to engage students who are involved at the collegiate level and are transitioning to FFA Alumni. Beyond the FFA, adult organizations should consider researching reasons for participation, since adults also seek learning opportunities, a sense of belonging, and achievement outside of the workplace.
A Qualitative Study on the Influence of Quality Systems in Meeting Performance Funding Criteria in Wisconsin Technical College System Institutions
Author: Jacobson, Kinga N.
Date: 2017-05-00
Type: Journal Articles
Subjects: Educational Quality,Educational Finance,Financial Support,Performance,Technical Institutes,Higher Education,Accreditation (Institutions),Accountability,Benchmarking,Feedback (Response),Strategic Planning,Budgeting,Institutional Mission,Educational Improvement

This case study investigated the influence of quality systems on meeting performance funding criteria in Wisconsin Technical College System institutions. Using qualitative text-analysis methodology, the case study identified the common processes, systems, values, and culture of three Wisconsin Forward Award-recognized technical colleges, looking for ways these characteristics were used for attaining performance-based funding goals. Sources analyzed included the colleges' Wisconsin Forward Award application documents and evaluator feedback reports, and the transcripts of six interviews conducted with professionals with expertise in organizational effectiveness and performance funding at these institutions. Findings indicated that the entities shared quality, benchmarking, feedback, strategic planning, and budgeting processes and systems, as well as student-focused values and culture. The case study conclusions suggested that these commonalities were not aligned with performance-based funding goals. Interviewees felt that it was too early to draw conclusions on the effectiveness of these goals. The researcher recommends consideration of the processes, systems, values, and culture shared by these colleges by other technical colleges, and improved alignment of organizational practices with performance-based funding expectations. Suggestions also include improving the convergence of various state accountability and quality improvement initiatives to reduce leading institutions in divergent directions.