ethanporcaro/eric-fulltext-meta huggingface dataset:
Internet Addiction in Kurdistan University Students: Prevalence and Association with Self-Control
Author: Babakr, Zana H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Internet,College Students,Incidence,Correlation,Self Control,Foreign Countries,Student Attitudes,Conceptual Tempo,Psychometrics,Measures (Individuals)

This study aims to reveal the prevalence of internet addiction among Kurdish university students and its association with self-control. 623 students form 19 universities in various colleges and schools, 335 boys (54%) and 288 (46%) girls took part in this study in which they were asked to complete an internet addiction and self-control self-report. The findings indicated that the prevalence of internet addiction among Kurdish university population is very high, concluding that 36.5% of the participants met the internet addiction criteria. In addition, it was found that males and females are equally susceptible to becoming addicted to the internet. The results also showed that internet addiction correlates negatively to the self-control and positively with impulsive behaviour. Based on the regression analysis, 15.7% of the variance of internet addiction can be explained by self-control. Further study should investigate the effect of internet addiction on discomfort intolerance.
Jubail Industrial College (JIC) Educational Quality Assurance and Management Procedures: Chemical and Process Engineering Technology Department as an Example
Author: Elzagheid, Mohamed Ibrahim
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Quality,Quality Assurance,Foreign Countries,Higher Education,Engineering Technology,Program Implementation,Chemical Engineering,Methods,Outcomes of Education,College Students,College Faculty

The main goal of this paper is to briefly describe the educational quality assurance procedures of Jubail Industrial College and share its experience with other local and international institutions that are potentially interested in implementing similar quality assurance procedures in their various departments. This paper follows a document and descriptive method. Document analysis qualitative approach was opted. In essence, implementing quality assurance procedures within any educational institution ensures quality education and helps to maintain an organized structure. Internal quality assurance policies and practices guarantee that the quality of education in an academic institution is consistently monitored. This paper can be utilized by both academic planners and quality assurance personnel in academic institutions. The quality assurance procedures described in this paper are used to ensure the quality of education specific to the Jubail Industrial College; however, it can be applied in other academic institutions as well.
Reflections of Fears of Children to Drawings
Author: Talu, Ertugrul
Date: 2019-00-00
Type: Journal Articles
Subjects: Fear,Children,Freehand Drawing,Elementary School Students,Foreign Countries,Animals,Medical Services,Color,Evaluation Methods,Gender Differences,Age Differences

The purpose of this study is to examine the fears of children who are 6-10 years old via drawings. In this study, phenomenology research design which is among qualitative research methods was used. The study group of the study consisted of 314 children aged between 6 and 10 years in three primary schools in Kirsehir city center in 2017-2018 academic year. The data obtained from the participants were analyzed by using the content analysis method. As a result of the research, the drawings were collected under 6 categories according to their similar characteristics. When the drawings obtained from the children were classified, it was seen that the most fear is related to the category of animals, while the least fear is related to the drawings of the category of fears related to medical. In addition, children preferred to use black, red, blue, yellow and green colors in their fear-themed drawings.
Scientific Approach to Promote Response Fluency Viewed from Social Intelligence: Is It Effective?
Author: Zainudin, M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intelligence,Interaction,Control Groups,Experimental Groups,Pretests Posttests,Interpersonal Competence,Grade 8,Junior High School Students,Mathematics Instruction,Secondary School Mathematics,Problem Solving,Scientific Methodology,Direct Instruction

This study was aimed at investigating whether or not there is an interaction between learning approach and social intelligence towards response fluency. A number of 126 eighth grade students (M = 13.9; SD = 0.5 years) in Bojonegoro, Indonesia were randomly selected to participate in this study. This research used 2x3 factorial quasi-experiment with the matching static comparison design. The statistical Analysis Of Covariance (ANCOVA) were implemented for analysis of data in the study. The results show that: there is a significant difference in response to fluency between students who learn with a scientific approach and direct learning approach; there are significant differences in response to fluency between students who have high, medium, and low social intelligence, both in scientific and direct learning approaches, the students with high social intelligence levels have better response to fluency than those with moderate social intelligence or low, and the students with moderate social intelligence have better response to fluency than those with low social intelligence, in all levels of social intelligence, the students who were taught by using scientific approach have better response to fluency than those who were taught by using direct learning approach.
Honors Student Thriving: A Model of Academic, Psychological, and Social Wellbeing
Author: Cuevas, Amanda
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Welfare,Honors Curriculum,Mental Health,Academic Achievement,Interpersonal Relationship,Sense of Community,Student College Relationship,Religious Factors,Teacher Student Relationship,On Campus Students,Majors (Students),Student Educational Objectives,Positive Attitudes,Psychological Characteristics,Student Participation,Undergraduate Students,Citizenship

Thriving--defined as academic, psychological, and interpersonal wellbeing and engagement (Schreiner, &quot;Thriving: Expanding&quot;)--is a recent concept that expands the traditional approach of measuring college student success, which has historically been measured by such cognitive measures as GPA. The main purpose of the present study was to develop a pictorial model of honors student thriving by investigating the pathways that predict a psychological sense of community, campus involvement, spirituality, student-faculty interaction, living on campus, certainty about a major, degree goals, and first choice of institution. This study further aimed to better understand honors students' levels of academic determination, engaged learning, positive perspective, diverse citizenship, and social connectedness. Better understanding how honors students thrive can enable honors administrators, faculty, and staff to engage students in more productive and meaningful ways.
Is the Study Abroad (SA) Program Important for Indonesian Students?
Author: Nanda, Dodi Widia
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Student Attitudes,Educational Benefits,Cultural Awareness,Second Language Learning,English (Second Language),Cultural Differences,Program Implementation,Student Development,Self Efficacy,Communicative Competence (Languages),Cultural Education,Prerequisites

This paper aims to investigate how the concept of language, culture, identity and difference work together in the implementation of the SA Program for Indonesian students and how important its application for them. Concerning the interrelatedness between the four concepts in the employment of SA program, it is found that there is a chance for Indonesian learners to create new cultures after having interaction and dialogues through English as the target language. They also construct their new identity as people who have high-skills in English, in which they are marked out differently by other people. Furthermore, regarding the importance of joining in the SA program, it is seen that the program is vital to improve students' language skills, affect their cultural transformation and increase their level of confidence in using English. However, it should be applied carefully and put some considerations due to some challenges, including the limitation of English competence, the different of learning culture characteristics, the likelihood of crisis identity. Hence, all of the emerged insights above might be beneficial for policymakers of the SA program to revisit the regulation and enhance the quality of their guided SA program. Then, it may be useful as well for the SA program educators to design and employ suitable learning strategies to be suitable with students' demands. Ultimately, it can be useful insights as well for students to be well-prepared before joining the SA program.
Facebook Utilisation to Enhance English Writing Skill
Author: Sabaruddin
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Writing Skills,Writing Instruction,High School Students,Student Motivation,Grammar,Foreign Countries

This paper aims to investigate the use of Facebook in enhancing English writing skill of Indonesian students in the secondary high school context. The result of this research is hopefully beneficial to overcome English writing difficulties of secondary high school students in Indonesia. The discussion informs that Facebook utilisation in teaching writing improves learners motivation to write in English, increases grammar mastery of the students, and provides abundant learning materials for the learners to develop their English writing ability. The result of this study will be useful as a reference for English teachers to adjust Facebook use into their teaching practice in order to help students in improving their English writing skill.
Mental Health Needs in the Honors Community: Beyond Good Intentions
Author: Kelleher, Maureen
Date: 2017-00-00
Type: Journal Articles
Subjects: Mental Health,Health Needs,Honors Curriculum,Undergraduate Students,Educational Environment,Health Services,Mental Health Programs,Students with Disabilities,Student Personnel Services,Interdisciplinary Approach,Faculty Development,Curriculum Development,Parent Rights,Privacy,Student Records,Educational Legislation,First Year Seminars,Teacher Student Relationship,Social Networks

In addressing mental health needs in honors communities, I first need to explain that I am not a mental health practitioner; I am a sociologist. The types of issues that interest me are structural: what can we do to set up supportive environments that help all our students. We need to respond appropriately to individuals, but we also need also to look at the larger system (Bertram et al.; JED Foundation, &quot;A Guide&quot;; Atkins &amp; Frazier). For honors educators, the challenges that students face in their daily lives are an ongoing concern. We are all aware of the rising rates of undergraduate mental health issues (Locke et al.; Cook; Ross et al.; Towbes &amp; Cohen). Our students regularly articulate &quot;fears and anxieties and doubts about their abilities&quot; (Tough) and tell us about barriers that impede their progress, but careful listening reveals concerns that range beyond individual performance anxieties. Students also address a &quot;widespread presence of intrapersonal difficulties, social isolation, and stress&quot; (Mitchell et al. 23). We need, therefore, to look beyond those students we perceive to be at risk and address the larger campus context (Kelleher). Our regular efforts to respond to students in crisis may include connecting students to campus health care services, exploring disability service options, and reaching out for help (if appropriate) to residential life services, academic advisors, and individual faculty (Novotney). We also sometimes contact families. Although we are limited, sometimes severely so, by inadequate institutional resources, we are uniquely situated in honors to expand our view beyond the individual to the larger social environment in which our students interact. Honors educators use multiple resources during any given day and have thus become adept at seeing how our programs fit into both our campus communities and the larger national discourse on both honors and, more generally, higher education.
Institutional Variability in Honors Admissions Standards, Program Support Structures, and Student Characteristics, Persistence, and Program Completion
Author: Cognard-Black, Andrew J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Honors Curriculum,College Admission,Admission Criteria,College Students,Student Characteristics,Academic Persistence,Graduation Rate,Educational Trends,Graduation Requirements

In the autumn of 2014, the National Collegiate Honors Council (NCHC) launched the &quot;Admissions, Retention, and Completion Survey&quot; (ARC) in an attempt to collect for the first time honors program benchmarking data on important admissions, persistence, and completion metrics, data that are already widely used throughout higher education generally. The ARC survey is part of NCHC's ongoing effort to collect such data, which began in 2012 with the first iteration of what has come to be known as the NCHC Census, an omnibus survey asking a wide range of questions about honors administrative practices, curricular offerings, basic staffing, and the characteristics of honors directors and deans. While these surveys do not examine honors relative to the larger institutional contexts within which honors programs are located, the data emerging from the surveys allow us to begin identifying the extent of variation among key features of honors programs. The survey results have special value to the honors administrators who serve the approximately 350,000 honors students enrolled at NCHC member institutions. Results from the 2012-13 survey revealed differences especially between honors colleges and honors programs in terms of faculty and administrative resources and in the delivery of their programs (Scott), but they also revealed a substantial degree of similarity across honors programs and colleges in the provision of specific elements of curricular programming such as undergraduate research and senior-level capstone experiences (Cognard-Black and Savage). Data resulting from the 2012-13 NCHC survey allowed us to paint a more complete picture of honors nationally, but the final version of that survey did not include any items tapping into honors admissions practices or the measures of persistence and completion that have come to dominate discussions of higher education in the last decade. While limitations and risks are associated with restricting our discussions to measures like four- and six-year graduation rates (Humphreys) or with the very process of deciding what and how to measure and incentivize (Guzy; Portnoy), we have had little data in honors to even start such discussions. The NCHC ARC survey is one of the first large-scale attempts to begin to fill that gap.
Bridging the Gap between Discourse Analysis and Language Classroom Practice
Author: Alsoraihi, Maha H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Teaching Methods,Classroom Techniques,Classroom Environment,English (Second Language),Second Language Instruction,Teacher Effectiveness,Language Teachers,Instructional Effectiveness,Educational Quality

This paper deals with the emergence of discourse analysis (DA), its significance and its application in the classroom environments. It also sheds light on (DA) dimensions and how its relevance to English language teaching (ELT) will enhance the quality of teaching/learning a language. This research paper supports the fact that language cannot be learned or taught in isolation. Effective language learning/teaching requires learners to be engaged in actual/social contexts in order to apply their knowledge and skills for achieving a successful communication which is the ultimate goal of learning a language. This paper discusses various associated applications of discourse analysis in language classrooms in an attempt improve the quality of language teaching/learning techniques and outcomes. The researcher also reviews the most prominent challenges that hinder the effective implementation of this approach and provide certain solutions that can be used in order to overcome these challenges. This paper assumes that learners who focus on relating linguistic knowledge to social and cultural contexts will demonstrate high levels of communicative performance and self-confidence.
Reimagining Primary Teacher Preparation in Moçambique: Literacy Mentoring in Hybrid Spaces as a Transformative Practice
Author: Goia, Elsa
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Code Switching (Language),Foreign Countries,Literacy Education,Preservice Teacher Education,Teacher Student Relationship,Elementary School Teachers,Cultural Background,African Languages,Mentors,Program Descriptions,Portuguese,Transformative Learning,Tutoring,Practicums,Pedagogical Content Knowledge,Student Attitudes,Teaching Methods,Preservice Teachers,Native Language,Second Language Learning

In this article, we describe our collaborative work with the Moçambique Ministry of Education in reimagining primary literacy teacher preparation through an initiative that promotes closer personal (literacy focused) relationships between preservice teachers (formandos) and primary-aged students during the formando's preparation program. Our work seeks to disrupt traditional notions of Moçambique teacher preparation, which are mostly didactic and disconnected from community-based interactions with children. We are working to move toward ideologies that recognize and draw on children's cultural and linguistic resources. Our collaboratively designed literacy methodologies call for building personal relationships, engaging in responsive teaching, promoting translanguaging, encouraging children to take the lead in their own literacies, and drawing on community resources in our work with formandos. This report will focus on a description of the literacy mentoring program we are enacting and the results of a feasibility study at the Instituto de Formac¸a~o de Professores de Chitima. We will summarize the mentoring program and the findings from research, discuss our successes and challenges and the ways in which this initiative has the potential to reframe the current mode for academic coursework in primary teacher preparation, and our next steps in Moçambique. This collaborative model stands to inform a re-imagining of teacher preparation that is situated locally and grounded in practice.
Transformative Learning: Lessons from First-Semester Honors Narratives
Author: Knapp, Kyler
Date: 2017-00-00
Type: Journal Articles
Subjects: Transformative Learning,College Freshmen,Honors Curriculum,Personal Narratives,Student Experience,Program Effectiveness,Educational Objectives,Rural Schools,Self Concept,Interpersonal Relationship,Student Development

The primary purpose of the current study was to explore the nature and process of transformation as described by students in their stories of first-semester experiences and to compare these processes to those outlined in transformative learning models in order to examine the degree to which they correlate. The secondary goal was to investigate how honors students spontaneously described the role of honors programming that had been put into place with the goal of promoting transformative outcomes. This process-oriented assessment is useful in highlighting which of the strategic elements of the program are perceived to be most effective by students who believe they have been transformed.
The Implementation of the Lesson Study in Basic Teacher Education: A Research Review
Author: Kanellopoulou, Eurydice-Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Collaboration,Instructional Effectiveness,Foreign Countries,Preservice Teachers,Student Attitudes,Teaching Methods,Internship Programs,Student Improvement,Student Motivation,Educational Objectives,Journal Articles

The lesson study is a teaching practice that was first applied to the educational system of Japan. It is a form of classroom research in which teachers cooperatively plan, teach, observe and share the results in a class lesson. The purpose of this study is to review the effectiveness of the implementation of the lesson study in basic teacher education through the review of 29 empirical researches conducted both in Greece and the world over the past decade (2008-2018). In particular, a. the contribution of the lesson study in mobilizing and improving the performance of preservice teachers and b. the attitudes and beliefs of preservice teachers and their educators on the use of this particular teaching approach. The results of the research revealed that lesson study contributes to mobilizing preservice teachers, improving their performance, and developing positive attitudes and beliefs of learners and trainers regarding its use in higher education. There is also a need for further research on the implementation of the lesson study in higher education, mainly in Greece, compared to the international field.
Sportsmanship Orientations of University Students Receiving Education in Sports
Author: Yanik, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Physical Education,College Athletics,Athletes,Sportsmanship,Gender Differences,Team Sports

The aim of this study was to examine the sportsmanship orientations possessed by university students who were receiving training in the field of sports education with regard to certain variables. The study was designed in the survey model. The &quot;Sportsmanship Orientation Scale&quot; was applied to a total of 566 students, selected with the random sampling method, studying at Balikesir University. The research findings revealed that the mean sportsmanship orientation level of the participants was 3.45±0.63. A significant difference in favour of female participants was observed for the scale as a whole and in the subdimensions. With regard to the variable of department attended, it was determined that students studying in the sport management department had higher levels of sportsmanship. According to the class level variable, it was determined that students in the third grade had the lowest levels of sportsmanship orientations. In the &quot;respect for opponents&quot; subdimension, it was determined that participants who played team sports had higher levels of sportsmanship orientations. In conclusion, with the aim of increasing sportsmanship orientation levels of university students receiving training in the field of sports sciences, it is recommended that more attention should be given to the subjects of sports ethics and values education in course curricula.