ethanporcaro/eric-fulltext-meta huggingface dataset:
Expediting the Quest for Quality: The Role of IQAC in Academic Audit
Author: Nitonde, Rohidas
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Audits (Verification),Institutional Evaluation,Educational Quality,Quality Assurance,Higher Education,Foreign Countries,Self Evaluation (Groups),Educational Assessment,Teacher Evaluation,Student Evaluation,Student Development,Feedback (Response),Staff Development,Human Resources

Academic Audit is an important tool to control and maintain standards in academic sector. It has been found highly relevant by the experts across the world. Academic audit helps institutions to introspect and improve their quality. The present paper intends to probe into the possible role of Internal Quality Assurance Cell (IQAC) in Academic Audit as a measure to expedite its quest for quality.
&quot;I Didn't Want My Life to Be Like That&quot;: Gangs, College, or the Military for Latino Male High School Students
Author: Huerta, Adrian H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Males,Hispanic American Students,High School Students,Qualitative Research,Ecology,High Achievement,Goal Orientation,Postsecondary Education,Juvenile Gangs,Military Service,College Preparation,Interaction,Recruitment,Semi Structured Interviews,Mexican Americans

Nationally, only half of Latino males graduate from high school (Contreras, 2011). Scholars are beginning to critically examine the various internal and external influences which contribute to low academic achievement for Latino males. This qualitative study uses a human ecological theory to examine how Latino male high school students with high academic achievement understand and develop goals to attend postsecondary education versus engaging in gangs or the military. The findings highlight the students' different levels of college preparation, interactions with military recruitment, and their gang connections.
Conceptual Level of Understanding about Sound Concept: Sample of Fifth Grade Students
Author: Bostan Sarioglan, Ayberk
Date: 2016-00-00
Type: Journal Articles
Subjects: Concept Formation,Acoustics,Grade 5,Middle School Students,Instructional Effectiveness,Misconceptions,Teaching Methods,Scientific Concepts,Pretests Posttests,Foreign Countries,Science Instruction

In this study, students' conceptual change processes related to the sound concept were examined. Study group was comprises of 325 fifth grade middle school students. Three multiple-choice questions were used as the data collection tool. At the data analysis process &quot;scientific response&quot;, &quot;scientifically unacceptable response&quot; and &quot;no response&quot; categories were used. While about the concept of sound before instruction scientific answer rate was very low, after instruction the rate of misconceptions has decreased. At students &quot;the sound is not spread in solid and liquid phase&quot; and &quot;sound spread velocity does not depend on the phase&quot; misconceptions were encountered. After instruction students' scientific answer rate has been increased. Experimental based instruction process has been effective in changing students' ideas about the concept of sound. Different studies can be done for investigating in this age group students' ideas about the concept of sound.
Depression and Suicidal Ideation among College Students with and without Learning Disabilities in Nigeria
Author: Oladele, Adetoun Olubanke
Date: 2016-00-00
Type: Journal Articles
Subjects: Depression (Psychology),Suicide,College Students,Higher Education,Learning Disabilities,Foreign Countries,Schools of Education,Young Adults,Correlation,Postsecondary Education,Comparative Analysis,Mental Health,Mental Health Workers,Attention Deficit Hyperactivity Disorder

This study investigated depression and suicidal ideation in students with and without learning disabilities in two Colleges of Education in Nigeria. The students in this study were between 18 and 24 years old, numbering 391 in total. The number of male students was 165, while female students were 226. Five valid and reliable instruments were used to carry out the study. The study adopted a descriptive research design, and purposive sampling technique was used to select the population. Data was analyzed using mean, standard deviation and Pearson product moment correlation. In this study, students with learning disabilities experienced more depression and were more prone to suicidal ideation when compared to their mates without learning disabilities. One of the recommendations in the study is that mental health experts need to address mental health issues and suicidality affecting students in tertiary institutions.
Global Mental Health for Twenty First Century Education
Author: Moradi Sheykhjan, Tohid
Date: 2015-06-23
Type: Reports - Descriptive
Subjects: Mental Health,Mental Disorders,Health Education,Health Services,Global Approach,Access to Health Care,Urban Areas,Role of Education

Delivering mental health programs and services in education is not a new idea but it is time to bring mental health into focus. Momentum is gaining in terms of raising awareness, increasing understanding, and articulating strategies for advancing and integrating mental health. We need to know that all over the world everything is unique and unparalleled. As long as we do not respect the uniqueness of every individual, rivalry, competition, murders and violence will remain. The purpose of a real life is to observe, to learn, to grow, to love. Mental and behavioral disorders are the leading cause of disability worldwide. On the other hand mean problem is untruth brings success, if we have any love for mankind and if we really want to establish a new world, we have to think: From where has the present man come? From where has the present society been born? All of this violence that goes on, this suffering, anguish, helplessness and poverty in the world and where are all these coming from? We should rethink clearly as to what exactly is going wrong; we need to choose between: Education based on competition! Or Education based on love! The present education system is responsible for the current situation which is created by such education. There is no greater violence than that of pushing oneself ahead by pulling others back. But we are teaching this violence and calling it education. In a world based on this violence, if there are continuous wars it is no wonder! How long will this continue? Where will it stop? From where are these hydrogen bombs and atom bombs coming? Who is creating this situation? Can the world be a better place to live in when the poison of competition and ambition is being poured into the minds of children? Have we ever taught them to live a life of peace and joy? Is there any place for those who are unsuccessful? We are just creating the fever of success and in this way the factories of education are increasing. We call them schools and universities! Conviction and commitment to advancing mental health as a global health priority will transform for the better the lives of hundreds of millions of people around the globe in the twenty first century. [This Two-Day Seminar was presented in collaboration with the State Resource Centre (SRC) Kerala, Indian Adult Education Association (IAEA) &amp; Kerala State Youth Welfare Board, Nedumkandam, India.]
Health Education Strategies for Coping with Academic Stress
Author: Moradi Sheykhjan, Tohid
Date: 2015-01-09
Type: Reports - Descriptive
Subjects: Health Education,Coping,Stress Management,Well Being,Time Management,Stress Variables,Parent Participation

The purpose of the study was to find out the significance of health education strategies for coping with academic stress. Comprehensive health education strategies for coping with academic stress can help students obtain the greatest benefits from education and become healthy and productive adults .One child out of four has an emotional, social, or physical health limitation that interferes with learning. Such problems include poor nutrition, lack of physical activity, substance abuse, family and social violence, mental health problems, and factors during pregnancy affect child development. Teachers and parents are in a unique position to influence young people's physical, mental, and social well-being. The following sections of this report summarize strategies that can be used by academic centers, parents, and students to alleviate academic stress. All events in life brings about a reaction, but there are varied ways through which people reacts or responds to them, coping with stress is the attempt to manage or deal with stress. In their view, coping does not necessarily result in success. They comment that successful coping includes becoming aware of incidents and situations that one perceives as being stressful, and recognizing stressors means being aware of how your body responds to stress. Even though the counseling centre advises individual students who avail themselves for counseling on time management, it is envisaged that workshops, seminars and conferences on &quot;techniques in managing stress&quot; and &quot;time management&quot; for all students will go a long way to equip students with ways of coping with stress. [The St. Joseph's Training College is affiliated with Mahatma Gandhi University, Kottayam, India.]
Componential Differences and Varying Developmental Patterns Exhibited in Immersion Programmes
Author: Asano, Sachiko
Date: 2015-00-00
Type: Journal Articles
Subjects: Immersion Programs,Comparative Analysis,Concept Formation,Individual Development,Correlation,Factor Analysis,Statistical Analysis,Individual Differences,Second Language Learning,College Students

In bilingual literature, few studies have examined the processes of concept formation (CF); even fewer studies have discussed their developmental changes. This study explores language-cognition links and CF fractionation processes by comparing total and partial immersion programmes (TIPs and PIPs). Descriptive statistics (DS), correlational analysis (CA) and principal component analysis (PCA) are performed to investigate language-cognition relationships and similarities and differences in developmental aspects between TIPs and PIPs. The DS and CA for PIPs demonstrate varying inter-individual differences depending on the courses and programmes. Moreover, despite the nearly equal ratio in the two languages used for the courses at the PIPs, the PCA results exhibit componential fractionations and time-sequential (developmental) changes similar to those for TIPs, suggesting unique language-cognition links. On one hand, the results for the two PIPs revealed a unique composition depending on the IP, and on the other hand, the extracted components mediated by the two languages demonstrated a similar developmental pattern. The findings for PIPs, since they share common CF characteristics with TIPs, imply that the instructional and developmental significance of the CF process transcends time and educational systems. In particular, the fractionation and diversification processes of components cannot be accounted for within a constrained framework of independent model in existing research on bilingual education. Based on the statistical outcomes, an interactive/developmental model may be a more viable alternative educational model.
Linking Literacies through a Creative Group Project in English Classes
Author: Luo, Jeng-Jia
Date: 2015-00-00
Type: Journal Articles
Subjects: Literacy Education,Teaching Methods,English (Second Language),Foreign Countries,Second Language Instruction,College Students,Drama,Group Activities,Student Surveys,Student Attitudes,Qualitative Research,Statistical Analysis,Writing Skills,Language Skills,Listening Skills

Linking literacies as a teaching approach has been perceived by language educators as natural and necessary (Dodson 2002; Hinkel 2006). Nevertheless, the literature has not documented much regarding how to adopt this approach in English classes, especially in EFL contexts. The present study was thus conducted to examine how EFL learners perceive a project work, which foregrounds productive skills (writing and speaking) and backgrounds receptive skills (reading and listening). In particular, the researcher intended to investigate which tasks in the skill-integration process would benefit these learners. The study was implemented at a university in central Taiwan. Two high-level English classes, one comprised of Creative Design/Science majors and the other of Social Science majors, participated in this study. The students in each class formed groups to work on an English play project. This project required every group to complete these tasks: revisiting the news stories they had reported, adapting at least one self-selected story to compose a play outline, drafting a play based on the instructor's feedback, revising the draft according to the instructor's advice, reading the scripts to the instructor, and performing the English play in class. At the end of the semester, the instructor conducted a survey to examine how her students perceived the above tasks and then analyzed the students' responses quantitatively and qualitatively. The results show the students in the two classes held different perceptions of news story selection and play outlines; however, the majority of them seemed to consider drafting, revision, performance and, in particular, scripts reading helpful to improve their English proficiency.
Adaptive Behaviour Assessment System: Indigenous Australian Adaptation Model (ABAS: IAAM)
Author: du Plessis, Santie
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Adjustment (to Environment),Psychological Testing,Behavior Rating Scales,Mixed Methods Research,Observation,Psychometrics,Test Reliability,Error of Measurement,Test Validity,Correlation,Accuracy,Factor Analysis,Special Needs Students,Elementary School Students,Secondary School Students

The study objectives were to develop, trial and evaluate a cross-cultural adaptation of the Adaptive Behavior Assessment System-Second Edition Teacher Form (ABAS-II TF) ages 5-21 for use with Indigenous Australian students ages 5-14. This study introduced a multiphase mixed-method design with semi-structured and informal interviews, school observations, and psychometric analyses of existing and new Northern Territory student data. It trained teachers to undertake psychological testing of Indigenous students. The cross-cultural adaptation was performed according to the internationally recommended methodology, using forward translation, back-translation, revision by an expert committee, and a pilot trial. The reliability was estimated through internal consistency and standard error of measurement. The validity was assessed through test content, response process, internal structure, internal consistency, age group differences, inter-correlations among adaptive domains, and correlations with other variables. A clinical validity study tested students' performance with and without special education needs. The results indicated good internal consistency for the adaptive domains and composite score (Social Adaptive Domain, alpha = 0.92; Conceptual Adaptive Domain, alpha = 0.94; Personal Adaptive Domain, alpha = 0.78; General Adaptive Composite, alpha = 0.94). The standard error of measurement indicated high test accuracy. Content-, construct-, and concurrent validity were measured. Concurrent validity evaluated the mean scores of students with and without special education needs, indicated significant variance (p&lt;0.001). The data showed that the cross-cultural adaptation process was successful, and the adapted instrument demonstrated satisfactory psychometric properties, making it valid and reliable to use in the Indigenous context
A Study of Teacher Training in the United States and Europe
Author: Ries, Francis
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Secondary School Teachers,Masters Degrees,Teacher Qualifications,Models,Preservice Teacher Education,Required Courses,Teacher Certification,Beginning Teacher Induction,Training Objectives,Educational Objectives

Governments and multilateral organizations frequently employ comparative studies, which are receiving increased attention in the contemporary process of globalization. Within the assessment of educational policies, this comparison is used to define the parameters of quality and the models of efficiency, and it allows us to see the roles that policy-makers pursue to confer upon the educators. The present paper focuses on the teacher training for general secondary school teachers in Spain, United States (Texas) and in two small states in Europe, namely Luxembourg and Iceland. In Spain, the adaptation of university degrees to the European Higher Education System (EHES) has resulted in the creation of a new compulsory Master's degree, which is required in order to become a secondary education teacher. In Luxembourg, future secondary school teachers need to pursue their Master's degree abroad, whereas in Iceland and due to new legislation teachers need to complete a Master's degree consisting of 300 ECTS or equivalent, plus training, in order to become a qualified compulsory and upper secondary teacher. The aim of this study is to perform a comparison of the main elements that make up the three models analyzed of teacher training: duration, curriculum (disciplinary training, teaching and practice) and the induction process, in order to draw conclusions that provide elements of analysis for evaluating models of initial teacher training. [NOTE: The volume number (17) shown on the attached PDF is incorrect. The correct volume number is 16.]
Adaptation and Validation of Aricak's Professional Self-Esteem Scale for Use in the Pakistani Context
Author: Iqbal, Hafiz Muhammad
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Esteem,Foreign Countries,Test Validity,Construct Validity,Likert Scales,Test Reliability,Cultural Relevance,Urdu,Translation,Teacher Effectiveness,Teacher Attitudes,Factor Structure

One of the characteristics of teachers having great bearing upon students' learning is their professional self-esteem. Various instruments are available for measuring general self-esteem and professional self-esteem of teachers. For the present study it was deemed appropriate to use a Turkish professional self-esteem scale developed by Aricak (Aricak, 1999). However, before conducting the actual study, it was decided to check the construct validity of the Aricak scale and to see how the instrument behaves in the Pakistani context. This instrument is a Likert type (five points) scale having originally 30 items with 14 positive and 16 negative statements. Aricak (1999) reported a Cronbach Alpha coefficient 0.93 (n = 152) and test-retest reliability coefficient 0.90 (n = 92, p&lt;01) of the scale. However, the first administration of the original English version of the scale in Pakistan resulted in 0.84 reliability of the scale, which was considered less than satisfactory. Two measures were taken to adapt the Aricak scale and to improve its validity and reliability to reflect and suit the local values. Firstly, the scale was translated into Urdu, the national language of Pakistan in order to increase its comprehensibility, resulting in the improvement of the reliability of the Urdu version of the scale with its original 30 items to 0.89. At the second stage, seven more items (4 positive and 3 negative) were added to the scale. Reliability of the revised scale with 37 items was found to be 0.93. The paper also describes that unlike the original scale having three factors, 37 items of the revised and adapted scale loaded on five factors.
Predictors of Psychological Well-Being among Malaysian Graduates
Author: Panahi, Soheila
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Well Being,Predictor Variables,Mental Health,Psychological Patterns,Graduate Students,Structural Equation Models,Emotional Response,Self Control,Social Support Groups,Physical Activity Level,Planning,Student Surveys,Regression (Statistics)

Investigations in the field of psychology have traditionally paid attention to studying mental health problems and their prevention (Kaplan, Shema, &amp; Leite, 2008; Kokko, Korkalainen, Lyyra, &amp; Feldt, 2012). However, a lack of psychological problems is not necessarily an indicator of the psychological well-being of individuals. Therefore, this study is an attempt to investigate the extent to which the components of cognitive emotion regulation, social support, and physical activity influence the psychological well-being of graduate students in a Malaysian university (University Putra Malaysia). A total of 534 graduate students were selected from this university and the sample size was determined by proportional sampling. Data was analyzed using the Structural Equation Model. The findings of the study revealed that the psychological well-being of Malaysian graduate students was significantly influenced by planning, catastrophizing, significant others' support, reappraisal, other-blame, self-blame, friend support, putting into perspective, acceptance, and walking. Among these, it appeared that planning was the main strategy that influenced the psychological well-being of the Malaysian graduate students in this study.
Teaching the Use of WebQuests to Master Students in Pablo de Olavide University
Author: Gutiérrez Pérez, Regina
Date: 2016-00-00
Type: Reports - Research
Subjects: Technology Uses in Education,Second Language Learning,Preservice Teacher Education,Blended Learning,Cooperative Learning,Teaching Experience,Web Based Instruction,Multimedia Instruction,Hypermedia,English (Second Language),Learning Activities,Technological Literacy,Task Analysis,Learning Modules,Instructional Innovation,Electronic Learning,Foreign Countries

This paper deals with the new pedagogical approaches that the European Space of Higher Education (ESHE) demands in the university system. More specifically, it describes the experience of teaching the use of WebQuest to future educators in the module of foreign languages belonging to the &quot;Máster de enseñanza de profesorado de educación secundaria obligatoria y bachillerato, formación profesional y enseñanza de idiomas&quot;. In the module of English, a unit is dedicated to new ways of teaching and learning. Blended learning, e-learning, tandem learning and cooperative learning are dealt with in detail. The WebQuest activity is provided as an example of blended learning and cooperative learning. This paper shows the objectives and outcomes of the implementation of this teaching experience. [For the complete volume, &quot;New Perspectives on Teaching and Working with Languages in the Digital Era,&quot; see ED565799.]