ethanporcaro/eric-fulltext-meta huggingface dataset:
W(h)ither the Honours Degree in Australian Universities?
Author: Horstmanshof, Louise
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Honors Curriculum,Bachelors Degrees,Higher Education,Universities,Undergraduate Students,Educational Trends,Role of Education,National Standards

Australian universities offer diverse approaches to bachelor's (honours) degrees as a means of dealing with a range of contemporary demands. These demands include responding to (i) the Bologna Declaration, (ii) tensions between the conventional role for honours as a PhD pathway and an emerging role for honours as professional development, and (iii) the rigid Commonwealth funding model for honours. Benchmarking of honours across the Australian higher education sector remains problematic, much as it did in the 2009 Australian Learning and Teaching Council review of Australian honours programs. Little research into honours degrees has been done since that review. Nevertheless, while honours degrees continue as a pathway to higher degree research, other modes of honours and other programs (e.g. master's) vie for equivalent status in the Australian higher education sector, each seeking to adapt to professional development and accreditation education demands. These shifts raise questions about the role of honours in Australian higher education, hence our question, 'W(h)ither the honours degree in Australian universities?'
Examiner Feedback and Australian Doctoral Examination Processes
Author: Dally, Kerry
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Examiners,Doctoral Dissertations,Doctoral Students,Supervisors,Revision (Written Composition),Student Reaction,Oral Language,Formative Evaluation

Doctoral thesis examination is the litmus test for doctoral quality. Of those candidates who reach examination, most are notified they have more work to do on their thesis. Receiving and responding to feedback are integral parts of a formal learning process that continues until the final thesis is submitted. However, little is known about what happens after examiner reports are received by an institution, how recommendations and feedback are filtered through institutional processes to influence thesis outcomes, or about the roles that candidates and supervisors play in determining and giving action to thesis revisions. This article reports the findings from a desktop review of institutional protocols and policies governing doctoral thesis examination in Australian universities. Given that the PhD Viva, or oral examination, is rare in Australian universities, the authors question whether current examination processes allow adequate opportunities for candidates to actively engage with examiner feedback and take advantage of this final opportunity to demonstrate, or further develop, authoritative judgement and research autonomy.
More Work for Less Reward: Academic Perceptions of Service Teaching
Author: Clifton, Delma
Date: 2019-00-00
Type: Journal Articles
Subjects: Deans,Science Instruction,Foreign Countries,Teacher Attitudes,College Science,Teacher Effectiveness,Teaching (Occupation),Intellectual Disciplines

Service teaching, through which core courses or modules are provided by a department other than the one administering the degree, occurs in universities worldwide, but there have been many reports of student dissatisfaction with their service-taught courses. The experiences of service teachers have received little attention and may help to suggest strategies for improvement, so we surveyed service and discipline teachers from the science departments/faculties at Australian universities for their perceptions of the difficulty, the effect on the likelihood of promotion, and qualifications needed, for each type of teaching. Both service and discipline teachers perceived service teaching to be significantly more difficult, yet significantly less valuable for promotion, than discipline teaching. More research is needed to investigate whether these perceptions reflect the realities of service teaching because, if they do, they will have implications for university policies and workload models.
My Classroom: Kyrgyz Republic
Author: Mettille, Jonathan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Politics of Education,Educational Change,Second Language Instruction,English (Second Language),Language Teachers,Faculty Development,Students with Disabilities

Throughout her childhood, education was important to Mukadas Tashieva. She attended a village school in the mountainous Kara-Suu region, where students would either walk or arrive by horse. Under the Soviet educational system, education was free and compulsory, teachers were strong, and classes were highly structured. There were challenges, however, as curricula often were outdated and lacked opportunities to develop critical thinking. In 1991, Kyrgyzstan declared independence from the Union of Soviet Socialist Republics, renamed itself the Kyrgyz Republic, and established a democratic government and market economy. Changes affected life throughout the country, including the remote villages. Mrs. Tashieva recalls, &quot;We had independence, but we struggled to change and to survive in this new system, as there were few jobs, and businesses were just starting.&quot; As economic, political, and social reforms took place, new ways of life had to develop. This article describes Ms. Tashieva, and her most important take away from her early childhood education as a drive to help others through compassionate leadership. This was a very early idea that shaped her entire professional life as she set about rebuilding a school system during the transition of Kyrgyzstan to the independent Kyrgyz Republic in a time of significant changes to education and challenges to teachers. Her journey, studies, lessons, as well as concerns and goals for the future are shared.
Peer Feedback in Second-Language Writing Classes: &quot;Dear My Friend … &quot;
Author: Yol, Özge
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Feedback (Response),Second Language Learning,Writing Instruction,Letters (Correspondence),Friendship,Learning Activities,Questioning Techniques,Freshman Composition,English (Second Language),Writing Improvement

Özge Yol is a former composition instructor and ESL/EFL teacher. Currently a doctoral candidate in the Educational Theory and Practice program at Binghamton University, she describes a &quot;write a letter to your friend&quot; activity she designed using peer-feedback to facilitate student engagement through the use of guiding questions. The task itself is composed of seven steps. Students are guided from the beginning step, exchanging their essays, to the last one, discussing the feedback with their peers. Students use their answers to those questions to form constructive feedback, expressed in a letter. They then have a one-on-one conversation to better understand the points made in the letter and discuss further questions and issues.
The End of Endeavour: The Short and Tumultuous Life of &apos;Australia&apos;s Fulbright&apos;, the Endeavour Program
Author: Barker, Joanne
Date: 2019-00-00
Type: Journal Articles
Subjects: Scholarships,National Programs,Graduate Students,Study Abroad,Fellowships,Educational History,Outcomes of Education

In April 2019, the Australian Government's well-regarded Endeavour Leadership Program was quietly scuttled. Since 2003, the Endeavour program (previously known as the Endeavour Scholarships and Fellowships program) had supported Australian postgraduate students, researchers and career professionals to study overseas. It also brought talented international scholars and fellows to Australia from all over the world. On the data available for the past 12 years, about 2000 Australians and 4500 foreign nationals were the recipients of Endeavour awards. This article provides a brief history of the program.
The Ramsay Centre and &apos;Western Civilisation&apos;: An attempt at Historical Perspective. A Reaction to Martin Davies&apos; Paper
Author: Bonnell, Andrew G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Universities,Foreign Countries,Philanthropic Foundations,Western Civilization,Educational Finance,Academic Freedom,Institutional Autonomy,College Curriculum,Humanities Instruction

Martin Davies' paper seeks to vindicate the efforts of the Ramsay Centre to fund courses in 'Western Civilisation' at selected Australian universities. He begins by lamenting the rejection of vast amounts of philanthropic money for the humanities, and all too quickly dismisses the stated grounds for the Australian National University's decision to decline a deal with the Ramsay Centre: 'The issue of academic autonomy has been raised as a reason, but this is, at best, ostensible', Davies writes. He then goes on to defend the concept of courses in Western civilisation more generally. This article will briefly address a number of relevant points in reaction to Martin Davie's paper: (1) the concept 'Western Civilisation' has its own, comparatively recent, history, and needs to be viewed in its own historical context; (2) the term 'civilisation' has relatively little utility as a unit of scholarly analysis; (3) proponents of an academic program on (or for) 'Western Civilisation' are operating with a reified and artificially unified concept that breaks up under closer examination; and (4) that some of the advocacy for a 'Western Civilisation' program betrays an animus against the modern, secular, public university. [For &quot;Three Cheers for the Ramsay Centre,&quot; by Martin Davies, see EJ1228236.]
Using Narrow Reading to Develop Fluency
Author: Redmer, Guy
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Reading Instruction,Teaching Methods,Reading Fluency,Word Recognition,Reading Materials,Reading Strategies,Vocabulary Development,College Students

Most teachers who use textbooks know that they are restrictive by nature. Units jump from topic to topic without recycling much vocabulary. One effective solution to truly developing reading fluency in terms of word recognition may be Narrow Reading (NR)-- that is reading several texts about a single narrow topic. NR may involve reading five short texts about water pollution or constantly immersing oneself in articles about Asian cuisine. NR is championed by some as benefiting word recognition due to a decreased vocabulary load; that is because in NR, a core set of word items is recycled. Author Guy Redmer, teaches in Taiwan, and every year one of his university classes is made up of non-English majors. Based on what is known about NR to date, Redmer was inspired to try it as a supplement in an undergraduate English as a foreign language (EFL) course. He decided to do NR with this group, using running news stories and have them record reading speed as well as answer comprehension questions. This article describes the procedure, teacher preparation, and results that were experienced using this method, and some lessons learned by the author.
The Impact of Peer Instruction on Academic Achievements and Creative Thinking Skills of College Students
Author: Bulut, Birol
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Teaching,Academic Achievement,Social Studies,Departments,Teaching Methods,Foreign Countries,Creative Thinking,Thinking Skills,Pretests Posttests,Comparative Analysis,Undergraduate Students,Skill Development,Instructional Effectiveness,Achievement Tests

In the context that it was scrutinized in the present study, peer instruction was initially developed by Eric Mazur, a physicist. The aim of the present study was to determine the impact of peer instruction method on academic achievements and creative thinking skills of the students. The study was conducted with the pre-test-posttest control group method, a quasiexperimental design, which was defined as a two-factor mixed design. The study was conducted with sophomore students attending Firat University (FU), Faculty of Education, Social Studies Teaching Department in Turkey during the 2018-2019 academic year spring semester. The experiment (N = 30) and control (N = 30) groups were determined with convenience sampling (a non-random sampling method). Present study findings demonstrated that peer instruction method improved the achievement and creative thinking skill levels of the students. However, it was observed that the method was more effective on course achievement.
Learner Access to Resources for eLearning and Preference for Elearning Delivery Mode in Distance Education Programs in Ghana
Author: Arthur-Nyarko, Emmanuel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Technology Uses in Education,Distance Education,Teaching Methods,College Students,Access to Computers,Energy,Internet,Preferences,Student Attitudes

eLearning is a learning process which aims at creating an interactive learning environment through the use of computers and the Internet. This paper sought to investigate distance learner's access to resource for eLearning and its influence on preferred eLearning delivery mode. The study employed an analytical survey to collect and analyze data from 517 participants made up of 284 undergraduate and 233 graduate students from two distance education institutions in Ghana. However, 468 questionnaires were received and analyzed. The Chi-square Test of Independence was used in the data analysis. It was found that access to ICTs and access to electricity had a significant influence on learner's eLearning delivery mode preferences. However, Internet access did not significantly influence preference for eLearning delivery mode. The study recommended that the government should establish a scheme to supply affordable ICT devices to distance educations. In addition, Internet service providers in Ghana should provide reliable, affordable and accessible Internet to distance education students.
Examination of Test Anxiety in Samples of Australian and U.S. Higher Education Students
Author: Lowe, Patricia A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Anxiety,Cross Cultural Studies,Student Attitudes,Foreign Countries,Correlation,Factor Structure,Factor Analysis,Scores,Personality Traits,Measures (Individuals),Undergraduate Students,Validity

Invariance testing and correlational analyses were conducted on a new test anxiety questionnaire, the Test Anxiety Measure for College Students (TAM-C), with 1.050 Australian and U.S. higher education students. The samples were administered the TAM-C along with other questionnaires. Results from the aforementioned analyses supported a modified six-factor structure for Australian students, U.S. students, males, and females and strong invariance across countries and across genders. Latent mean factor analyses found differences across countries and across genders on the questionnaire and validity evidence for the TAM-C scores in the Australian and U.S. student samples were found. Implications of the findings for counselors and researchers who work with Australian and U.S. undergraduates are discussed.
Research on Classification Method of Undergraduates&apos; Creative Ability for Classified Teaching
Author: Xu, Yi
Date: 2019-00-00
Type: Journal Articles
Subjects: Classification,Undergraduate Students,Creative Thinking,Creativity Tests,Scores,Innovation,Evaluation Methods,Academic Achievement,Student Motivation,Job Skills

In this paper, a quantitative system of undergraduates' creative ability is proposed through analyzing characteristics of Amabile creative theory, and the objectivity and feasibility of CAT, TTCT and AMS in creative ability quantification. The academic test scores, TTCT scores and AMS scores are used as the quantitative index of professional skills, innovation skills and task motivation in the quantitative system of undergraduates' creative ability. Classification method of undergraduates' creative ability using distance based K-medoids clustering method is proposed based on the quantitative system to improve the pertinence of creative ability cultivation. The feasibility and effectiveness of proposed classification method are verified by instance verification and effect analysis.
Accountability of School Stakeholders in Ensuring Orphaned Children&apos;s School Attendance
Author: Ogina, Teresa A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Access to Education,Attendance,Children,Stakeholders,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Student Needs,Child Abuse,Moral Values,Social Values,Resources,Social Support Groups,Sexual Abuse,Foreign Countries,Rural Areas,At Risk Students,Accountability,Family (Sociological Unit),Family Environment

Background: In recent years, there appears to have been more interest than ever in the education of orphaned children, especially in terms of their school attendance. Although some studies have reported on the efforts of caregivers, teachers, government, Non-Governmental Organisations and others in providing the educational needs of orphaned learners, little is known about accountability in terms of their school attendance. Aim: The aim of this study was to explore the perspectives of school stakeholders on managing the school attendance of orphaned learners. Setting: This research study was conducted in three primary schools with large numbers of orphaned children and high rates of absenteeism in a district in the Limpopo province, South Africa. Methods: A qualitative approach was adopted, using semi-structured interviews to collect data from nine participants who were identified through purposive sampling. The participants were class teachers, life orientation teachers and teachers responsible for orphaned learners. Results: The findings reflect that there is a lack of material resources and emotional support, physical and sexual abuse, little moral responsibility, few family values and inadequate use of resources provided by government and Non-governmental organizations to support the education of orphaned children. Conclusion: In this article, the researchers argue that the provision of material resources and emotional needs alone do not fully address the problem of the school absenteeism of orphaned learners and suggest a combined accountability of, and consequential measures for, school stakeholders in ensuring the school attendance of orphaned children.
Determination of Attitude Levels of Teachers Working in School for Disabled Students toward the Sportive Activities of Mentally Disabled Individuals (Mus Province Example)
Author: Zengin, Serkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Attitudes,Students with Disabilities,Intellectual Disability,Attitudes toward Disabilities,Foreign Countries,Athletics,Gender Differences,Age Groups

The main aim of this study is to determine what factors affect the attitudes of teachers working in the special education school toward their occupations. In this study, effect of teachers was investigated in terms of gender, teaching domains, sports branches and age. It was carried out with the participations of totally 40 special education teachers working in the body of Mus Province National Education in 2018-2019 education-training year. The scale of attitude toward the sportive activities of mentally disabled individuals was developed by Ilhan, Esentürk, and Yarimkaya (2016) (ZEBSEYTÖ). Validity and Reliability working sample was used. SPSS 23.0 package program was used in the analysis of data obtained and finding of the calculated values. It was determined that data do not show normal distribution by performing test of normality. For this reason, Mann Whitney-U test was used for the pairwise independent groups, error margin was taken 0.05 in this study. Once the attitude scale sub-dimensions were examined, no statistically significant difference was found between the genders. When the sub-dimensions of attitude scale were examined, no statistically significant difference was found between whether the participants engage in a sports branch or not. Significant difference was not seen in the participants in terms of doing sports and age.
Foundation Phase Science Teacher Identity: Exploring Evolutionary Module Development to Promote Science Teaching Self-Efficacy
Author: Meiring, Leslie F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Teachers,Self Efficacy,Elementary School Students,Foreign Countries,National Curriculum,Pedagogical Content Knowledge,Preservice Teacher Education,Student Teacher Attitudes,College Faculty,Decision Making,Psychological Patterns,Teaching Methods,Learning Processes,Science Instruction

Background: The South African national school curriculum for the foundation phase (6- to 9-year-olds) does not have a unique subject called 'science', but 'hidden' away in the subject 'life skills', one detects a great deal of science, but not all of it overtly presented. This presents a challenge to teachers who might be limited in their science content knowledge and lack understanding of the processes of science, both of which might contribute to low levels of science teaching self-efficacy. Aim: This article explores an evolutionary module development process designed to promote science teaching self-efficacy. Setting: Pre-service foundation phase student teachers taking a single method module in science. Methods: The study is anchored within the Scholarship of Teaching and Learning (SoTL). On completion of the module, student teachers complete anonymous module-evaluation questionnaires. An interpretive, qualitative approach is used to support discussion of the module's principles, content and delivery within the context of module development. Results: Data originate from two cohorts of student teachers (2011 and 2014). These data inform lecturers' decisions on the re-development of the module for the following year. The intervening years (2012-2013) saw the module being firmly anchored on three pillars, namely teacher identity, science teaching self-efficacy and the nature of science. Conclusion: This article outlines the evolution of a pre-service foundation phase science module, from a science-content-only module (2006) through to a module whose underpinning principles and content attempt to address the hopes, fears and challenges faced by prospective foundation phase teachers.