ethanporcaro/eric-fulltext-meta huggingface dataset:
Inductive/Deductive Learning by Considering the Role of Gender--A Case Study of Iranian French-Learners
Author: Rahmatian, Rouhollah
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,French,Second Language Learning,Logical Thinking,Cognitive Style,Questionnaires,Gender Differences,Learning Motivation,Correlation,Constructivism (Learning),Masters Degrees,Doctoral Degrees

This article defines the objective of discovering the first preferred styles of Iranian learners of French as a Foreign Language (FFL) as regards inductive or deductive learning; and secondly, the difference between gender-based learning tendencies. Considering these points as target variables, the questionnaire developed by Felder and Silverman in 1988 was applied to form the learning styles and consequently to associate them with inductive and deductive approaches. The results led the team to set the idea which is based on the choice of induction or deduction in language learning and the gender variable that follows different directions. Consequently, in terms of the inductive approach, we find ourselves facing a rather male solicitation. A proportion of the use of this approach is also associated with women whose motivation is seen rather noticeably. Moreover, the significance is relative rather than significant in all the relationships studied in this research: males and inductive (1)/deductive learning (2); females and inductive (3)/deductive learning (4); inductive (5)/deductive (6) among Iranians.
The Relationship between Teachers' Trust in Students and Classroom Discipline Beliefs
Author: Arslan, Yaser
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,Trust (Psychology),Teacher Student Relationship,Scores,Models,Teacher Attitudes,Classroom Techniques,Discipline,Beliefs,Measures (Individuals),Foreign Countries,Likert Scales,Secondary School Students

This study was aimed to identify the relationship between teachers' trust in students and their classroom discipline beliefs. Correlational research design was used in this study. Participants of the study were 255 teachers who worked in Kocaeli, a city from the Marmara region of Turkey. Data were gathered with trust instrument which was developed by Mayer and Davis (1999), and beliefs about discipline inventory which was developed by Glickman and Tamashiro (cited in Wolfgang &amp; Glickman, 1986). The relationship between teachers' trust in students and their beliefs about classroom discipline were tested using correlation technique. Results indicated that there was a moderate, negative relationship between teachers' trust in students and their scores of rules and consequences model; there was a low, positive relationship between teachers' trust in towards students and their scores of relationship-listening model; and there was a low, positive relationship between teachers' trust in students and their scores of confronting-contracting model.
The Path to Becoming a Resident Assistant at a Japanese University
Author: Robson, Graham G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Resident Advisers,College Students,Foreign Countries,College Housing,Interviews,Foreign Students,Motivation,Qualitative Research,Student Attitudes

Resident Assistants (RAs) are a mainstay of many universities worldwide that offer accommodation to visiting students. They look after both the administrative side and, more importantly, the emotional side of ensuring visiting students, including students from other countries, fit primarily into the university accommodation, and also the host culture as a whole. With an increase in the number of foreign students coming to Japan, it has become necessary at hosting universities to employ RAs at university-provided accommodation for non-Japanese students. This qualitative study used interview data from three RAs employed at a university in Tokyo and inductively produced six sub-headings of data. The aim of the study is to find out motivations for becoming an RA and participants' perceptions prior to and during their jobs as RAs.
Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations
Author: Alrashidi, Oqab
Date: 2016-00-00
Type: Journal Articles
Subjects: Learner Engagement,Definitions,Models,Academic Achievement,Comparative Analysis,Student Behavior,Psychological Patterns,Cognitive Processes,Correlation

Engagement is a prominent theoretical orientation that has received great attention from educators and researchers. This article provides a literature overview of the engagement construct pertaining to its various definitions, dimensions, and major conceptualisations. In addition, the review sheds light on two major approaches to engagement in the current literature: one entails students' cognitive, behavioural, and emotional engagement (Fredricks, Blumenfeld, &amp; Paris, 2004), and the other approach is characterised by vigor, dedication, and absorption (Schaufeli, Salanova, Gonzalez-Rom, &amp; Bakker, 2002). Further, the association between these two models and students' performance is discussed.
The University and the Voluntary Work Culture: Reality and Perspective
Author: Almaraee, Mohammed Abdullah
Date: 2016-00-00
Type: Journal Articles
Subjects: College Role,Foreign Countries,Mixed Methods Research,Work Environment,College Faculty,School Personnel,College Students,College Environment,Role,Teacher Attitudes,Student Attitudes,Gender Differences,Likert Scales,Questionnaires

To explore the present role of universities in propagating the culture of voluntary work in the Saudi community, mixed research design has been incorporated along with descriptive statistics for retrieving outcomes. The research design has been implemented in order to evaluate the concept of voluntary work culture among the university staff and students and the factors associated with it. A structured questionnaire was designed and distributed to the sample of university students and staff members of Najran University to find the present situation of the university from the perspective of staff members and students and their role in propagating voluntary work culture. Universities play a modest role in propagating the voluntary work culture. Moreover, the students and faculty agree regarding the concept of voluntary work culture. No statistically significant differences exist among the male and female staff of the university. The research participants have emphasized on spreading voluntary work culture.
Assessment of Matrix Multiplication Learning with a Rule-Based Analytical Model--&quot;A Bayesian Network Representation&quot;
Author: Zhang, Zhidong
Date: 2016-00-00
Type: Journal Articles
Subjects: Alternative Assessment,Multiplication,Matrices,Learning,Task Analysis,Bayesian Statistics,Networks,Student Evaluation,Graduate Students,Models,Diagnostic Tests,Problem Solving

This study explored an alternative assessment procedure to examine learning trajectories of matrix multiplication. It took rule-based analytical and cognitive task analysis methods specifically to break down operation rules for a given matrix multiplication. Based on the analysis results, a hierarchical Bayesian network, an assessment model, comprising of 2 layers of explanatory variables-Matrix Multiplication, Performance and Semantic Explanations; and one layer of evidential variables containing 9 evidential variables-was developed. With the simulating data, 9 students' Performance and Semantic Explanation evidences were recorded. The results indicated that the hierarchical Bayesian assessment effectively traced and recorded students' learning trajectories; and assessed students' learning dynamically and diagnostically.
Citizenship Education in Ecuador: Perceptions of Students and Teachers
Author: Chavez, Andres Alberto
Date: 2016-00-00
Type: Journal Articles
Subjects: Citizenship Education,Class Activities,Foreign Countries,Teacher Surveys,Student Surveys,Patriotism,Student Attitudes,Interviews,Teacher Attitudes,Qualitative Research,Classroom Techniques,Textbooks,Teaching Methods,Cultural Pluralism,Prosocial Behavior,Statistical Analysis

The purpose of this study is to review literature about citizenship education in order to develop a framework for transformative citizenship education and compare that framework to the intended and implemented citizenship education curriculum in Ecuador. This study presents qualitative research carried out in eight schools in four provinces of Ecuador in June 2014. Information was gathered through surveys regarding teacher and student perspectives on the purpose of citizenship education, as well as students' feelings of patriotism, compassion, and appreciation for diversity. Teachers were also interviewed in order to gain understanding about common practices in the classroom and uncover obstacles that teachers face in teaching this course. Based on the surveys and teacher interviews, it is evident that there are some obstacles to the successful implementation of citizenship education in Ecuador. Two main obstacles are a lack of resources, including textbooks, as well as a shortage of participatory class activities and projects.
Can Activity Projects Improve Children's Wellbeing during the Transition to Secondary Education?
Author: Akister, Jane
Date: 2016-00-00
Type: Journal Articles
Subjects: Children,Well Being,Transitional Programs,Secondary Education,Foreign Countries,Early Intervention,Mental Health,Educational Attainment,Questionnaires,Behavior Problems,Child Behavior,Screening Tests,Summer Programs,At Risk Students,Self Esteem,Anxiety

Promoting child mental wellbeing is an important part of UK early intervention policy. Children with poor physical or mental health have significantly lower educational attainment and lower social status as adults. &quot;Activity&quot; projects are one form of early intervention used to try and help vulnerable children. Evidence relating to the effectiveness of activity programmes is limited and there is little to say which children benefit most. This paper reports on a summer activity project for children identified as vulnerable in the transition from primary to secondary school and is a repeat measures, longitudinal design. Reasons that children were referred to the transition project included concerns about their behaviour, school attendance, self-confidence and self-esteem. Pre-project Strengths and Difficulties Questionnaires show that most of these children have borderline or high Overall Stress scores, suggesting teachers are right to be concerned about them. The most significant improvement following the project was for children with high scores for emotional distress. There were no improvements for children referred for behavioural concerns.
Learners' Perceptions of the Use of Mobile Technology in a Task-Based Language Teaching Experience
Author: Calabrich, Simone L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Surveys,Student Attitudes,Telecommunications,Handheld Devices,Second Language Learning,Second Language Instruction,Teaching Methods,Technology Integration,Private Schools,Computer Mediated Communication,Search Engines,Travel,Information Seeking,Student Motivation,Preferences,Cognitive Style,Statistical Analysis

This research explored perceptions of learners studying English in private language schools regarding the use of mobile technology to support language learning. Learners were first exposed to both a mobile assisted and a mobile unassisted language learning experience, and then asked to express their thoughts on the incorporation of mobile devices into the language classroom. The mobile assisted tasks involved learners posting a review online based on a real past experience, as well as using web-search engines to gather enough information to plan a hypothetical trip. Findings revealed overall positive attitudes amongst the students surveyed. Arguments in favour of the incorporation of mobile technology in the language classroom included: the possibility of having access to a range of materials superior in both quality and quantity when using mobile devices to access the Internet, among others. However, a significant amount of scepticism towards Mobile Assisted Language Learning emerged. Arguments against suggested that the format of presentation, rather than the type of task, seemed to constitute a motivational factor that played a psychologically significant role to some of the learners.
Content-Based Recreational Book Reading and Taiwanese Adolescents' Academic Achievement
Author: Chen, Su-Yen
Date: 2017-00-00
Type: Journal Articles
Subjects: Recreational Reading,Academic Achievement,Social Studies,Sciences,Literature,Books,Foreign Countries,Single Sex Schools,Females,High School Students,Tests,Scores,College Entrance Examinations,Achievement Gains,Content Area Reading,Correlation,Regression (Statistics)

The linkage between reading for pleasure and language ability has been well established, but the relationship between content-based recreational reading and academic achievement in various subject areas has rarely been explored. To investigate whether reading literature, social studies, and science trade books for pleasure is related to students' growth in achievement for the subjects of Chinese, social studies, and science, respectively, this study used data from 4,730 students at a Taiwanese girls' high school. Based on students' high school entrance exam test scores in three subject areas as control variables, and their college entrance exam scores as the outcomes, the findings indicated that pleasure reading in a specific content area might lead to growth in achievement for that particular content area, and in some cases, reading in other content areas might help as well. A reading program that invites students to engage in self-sponsored reading can promote disciplinary literacy and academic achievement.
Faculty Perceptions Pertaining to Attributes of Successful Universities and Future Learning Environments
Author: Hashim, Khairuddin
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Environment,Success,Universities,Teacher Surveys,Foreign Workers,Gender Differences,Interviews,Questionnaires,Online Surveys,Trend Analysis,College Administration,Instructional Effectiveness,School Effectiveness,Best Practices,Performance Factors,Statistical Analysis

Significant changes are driving the wheels of progress. In the context of higher education, developments in technology and globalization have made a profound impact. There is need for universities to take stock of developments to plan with realistic goals so as not to be left behind in a highly competitive globalized environment. With rapid changes in requirements, universities face the challenge of being relevant. There is need to identify the attributes of successful universities and future learning environments for universities to prepare themselves towards achieving success. This study investigates the perception of respondents pertaining to attributes of successful universities and future learning environments. Data were collected using a specially designed survey during the 2016 academic year. The sample size was 89 international academics. The results highlights critical attributes, management elements and dominant pedagogical and technological trends. The paper also reports significant differences between gender and discipline sub-groups. The findings identify key themes, trends or perceptions that can be used as a foundation for more in-depth research to discern possible strategies towards achieving success.
The Role of School Principals in the Governorate of Ma'an in Promoting Intellectual Security among Students
Author: Waswas, Dima
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Role,Intellectual Development,Gender Differences,Experience,Educational Attainment,Questionnaires,Likert Scales,Scores,Activities,Teacher Administrator Relationship,School Community Relationship,Statistical Analysis,Multivariate Analysis

This study aims at identifying the role played by school principals in the Governorate of Ma'an to strengthen intellectual security of the school students; and identifying whether there are statistically significant differences in the roles of principals attributed to the variables: gender, academic level, and years of experience in administration. To achieve this, the researchers adopted the descriptive approach which is appropriate for the nature of this study. Data were collected and analyzed by using a questionnaire that determines the role of school principals in the promotion of intellectual security. The questionnaire includes three areas: the role of principals toward teachers, the role of principals toward school activities, and the role of principals toward community service. The study sample consisted of 120 male and female school principals in Ma'an governorate. The results showed that the arithmetic means of the three domains in the questionnaire ranged from (3.547-4.129) with high degree of agreement; where the domain: &quot;the role of principals toward teachers&quot; scored the highest value, and the domain: &quot;the role of principals toward community service&quot; scored the lowest value.
Towards a Better Understanding of Academic Persistence among Fresh-Men: A Qualitative Approach
Author: Roland, Nathalie
Date: 2016-12-00
Type: Journal Articles
Subjects: Academic Persistence,Qualitative Research,Dropouts,Dropout Rate,Student Attitudes,Semi Structured Interviews,Foreign Countries,College Freshmen,Psychology

Persistence in the first year at university is a phenomenon that has been studied many times. However, most research has taken a very linear view of the persistence process and little research has attempted to understand persistence by taking into account its full complexity. Yet the process of academic persistence is punctuated by striking events and critical moments that may interact with the characteristics of the student and his environment and then have some influence on persistence. In this perspective, a qualitative study was conducted to better investigate the process of persistence. This study confirms the idea that persistence is a more complex phenomenon than it had previously seemed and shows that there are different pathways resulting in students persisting or dropping out.
An Application of Flipped Classroom Method in the Instructional Technologies and Material Development Course
Author: Özpinar, Ilknur
Date: 2016-12-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Homework,Video Technology,Teaching Methods,Academic Achievement,Student Motivation,Student Attitudes,Quasiexperimental Design,College Students,Experimental Groups,Control Groups,Program Effectiveness,Foreign Countries,Preservice Teachers,Teacher Competencies,Likert Scales,Student Surveys,Achievement Tests,Blended Learning

A natural outcome of change in technology, new approaches towards teaching and learning have emerged and the applicability of the flipped classroom method, a new educational strategy, in the field of education has started to be discussed. It was aimed with the study to examine the effect of using flipped classroom method in academic achievements and motivations of students and reveal the student opinions. The quasi-experimental method was used in this study and the participants were 50 sophomores studying Elementary Mathematics Education in a state university. The results of the study shows that the flipped classroom method does not have a significant effect on improving students' perceptions of technology use, and the students in the experimental group were more successful and had higher levels of motivation than the students in the control group. It was also revealed that the students had positive thoughts about the implementation of the flipped classroom method.
The Failure to Construct Proof Based on Assimilation and Accommodation Framework from Piaget
Author: Netti, Syukma
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Validity,Protocol Analysis,Mathematical Logic,Mathematics Education,Cognitive Processes,Qualitative Research,College Students,Interviews,Error Patterns,Observation

The purpose of this article is to describe the process of a proof construction. It is more specific on the failure of the process. Piaget's frameworks, assimilation and accommodation, were used to analyze it. Method of this research was qualitative method. Data were collected by asking five students working on problems of proof using think aloud strategy. Students' works were compared with the problem structures. Based on the data analysis, it shows that there were three causes of failure of proof construction. The failure occurs on constructing proof because (1) Incomplete schemes on assimilation, (2) Incomplete schemes on accommodation process, (3) Complete schemes but unrelated on assimilation and accommodation process.
Supporting Low-Achieving EFL Learners: Expectations, Procedure and Significance of Remedial Sessions at a Saudi University
Author: Alghamdi, Fatimah M. A.
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,College Students,Semi Structured Interviews,Screening Tests,Low Achievement,At Risk Students,Remedial Instruction,Student Attitudes,Student Behavior,Interviews,Teacher Attitudes,Program Effectiveness,Teacher Role,Case Studies

This study reports on and investigates an institutionalized remedial approach held by an English language institute (ELI) at a Saudi University in order to support foundation year struggling students who often achieve low grades or fail to pass a certain level of the English language program. The study utilizes semi-structured interviews to address three issues: (1) Screening for low-achieving learners; (2) Remedial sessions' procedure and significance; and (3) Learners' attitudes and conduct during remedial sessions. Thematic analysis of interviews with teachers shows that time limitation and lack of logistical structure lower the effectiveness of remedial sessions in terms of numbers of supported learners and the remedial procedure itself. It was also found that class teachers' role is often lacking in this case-study. Low-achieving learners are rarely referred by their teachers, but instead come on their own to seek support. However, this optional nature of the process resulted in remedial sessions receiving learners who are self-motivated, have positive attitude, and exhibit different classroom conduct than students in the mainstream classes. Furthermore, the analysis yields other findings related to the usefulness and significance of remedial intervention. Learners were found to seek remedial support for two main reasons: supportive environment and simplified instruction. Much of this can be addressed in regular classrooms. The study concludes with other implications for remedial sessions' logistics and practices, as well as for the teaching/learning process of low-achievers.