ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Reading Bilingual Books on Vocabulary Learning
Author: Zhang, Zhiying
Date: 2019-04-00
Type: Journal Articles
Subjects: Bilingualism,Books,Reading Materials,Vocabulary Development,English (Second Language),Second Language Learning,Language of Instruction,Teaching Methods,Program Effectiveness,Foreign Countries,Mandarin Chinese,Vocational Education,Late Adolescents

This study investigated the effects of reading bilingual books on vocabulary learning. Eighty-two Chinese English as a foreign language (EFL) learners read different versions of the same text: English-only text, English text with target words glossed, English text followed by the Chinese text, and Chinese text followed by the English text. A pretest, immediate posttest, and delayed posttest were used to measure incidental vocabulary learning. The findings showed that (a) all four groups made significant gains in lexical knowledge, (b) those who read glossed text and bilingual text had significantly durable knowledge gain, (c) the participants who read glossed text or read the English version of the text before the Chinese version had significantly higher scores text in the immediate posttest than the participants who read the English-only text, and (d) the participants who read bilingual texts had significantly higher scores on the delayed posttest than those who read the English-only text.
Distance Communication of the Lecturer and Students in the Higher Education
Author: Yavich, Roman
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,College Faculty,College Students,Distance Education,Foreign Countries,Teacher Student Relationship,Telecommunications,Models

The article suggests an information-pedagogical model of a teacher-student interaction via telecommunication means. The necessity of information technologies implementation into the educational process is determined by the changing role of the teacher in today's education. The suggested model may help to develop the theoretical grounds for comprehensive management of students' educational activity distantly, the model may be also used for the work with the students who take full-time course.
Internationalization Context of Arabia Higher Education
Author: Al-Agtash, Salem
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Higher Education,Program Implementation,Study Abroad,International Cooperation,Educational Cooperation,Arabs,Universities,Curriculum Design,International Educational Exchange,Research,Brain Drain

Internationalization in Arabia higher education space is expanding rapidly. It has taken different shapes with no systematic approach to evaluate its success and impact. By analysing patterns of mobility; trends; and forms of academic cooperation in Arabia, a framework for internationalization is introduced. The purpose is to guide efforts towards a strengthened position of higher education in the international dimension. Internationalization promotes the idea of making the university a dynamic cross-boarder educational environment. The higher education space in Arabia is analysed mainly in the internationalization perspective. The German Jordanian University is presented as an illustrative example. The objective is to draw on its experience as a benchmark for devising a workable scenario for implementing internationalization as an important dimension of higher education. The results show the importance of the derived benefits of study abroad, program cooperation, partnership, internship, and research collaboration as essential ingredients of internationalization in higher education systems.
Using Digital Tools to Assess and Improve College Student Writing
Author: Law, Sweety
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Evaluation,Writing Evaluation,Evaluation Methods,Educational Technology,Technology Uses in Education,Writing Skills,Graduate Students,Teaching Assistants,Grading,Integrated Learning Systems,Writing Assignments,Time,Essays

Employers have continually indicated that writing instruction is much needed in higher education across all majors. It has become more imperative now than before to better prepare our graduates for professional success in an age of increasing writing necessity, data analytics and reporting, and technical sophistication. Writing assessment in a class setting has learning goals and needs to be differentiated from a mass testing evaluation context. When learning to write well, especially relating to subject-specific content, feedback is necessary. Performing analysis and evaluation, then providing explanation and recommendations takes time. Newer digital tools can provide formative feedback; and therefore transparency about grading as well. Among teaching tasks, grading assignments consumes the majority of online faculty time. This study identifies what type of online grading could take up the majority of faculty time and specifies estimates of time needed for such grading. Faculty workload is high in adopting an optimal combined formative and summative assessment model. Results of the study might help develop more sound policies of academic support. Faculty might use the study?s information for better curricula planning and improved utilization of student assistants.
Approaches to Assess Computational Thinking Competences Based on Code Analysis in K-12 Education: A Systematic Mapping Study
Author: Da Cruz Alves, Nathalia
Date: 2019-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Competence,Elementary Secondary Education,Programming Languages,Computer Science Education,Feedback (Response)

As computing has become an integral part of our world, demand for teaching computational thinking in K-12 has increased. One of its basic competences is programming, often taught by learning activities without a predefined solution using block-based visual programming languages. Automatic assessment tools can support teachers with their assessment and grading as well as guide students throughout their learning process. Although being already widely used in higher education, it remains unclear if such approaches exist for K-12 computing education. Thus, in order to obtain an overview, we performed a systematic mapping study. We identified 14 approaches, focusing on the analysis of the code created by the students inferring computational thinking competencies related to algorithms and programming. However, an evident lack of consensus on the assessment criteria and instructional feedback indicates the need for further research to support a wide application of computing education in K-12 schools.
Cultivating Teacher Leaders: A Union-Led Effort Connects Classroom Practice to Education Policy
Author: Vitucci, Robin
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Faculty Development,Unions,Educational Policy,Teacher Influence,Public Schools,Action Research,Advocacy,Teacher Collaboration,Policy Formation,Academic Achievement,Elementary Secondary Education,Educational Practices

Teacher leadership is vital to student success, with research finding positive connections between student achievement and teacher leadership and collaboration. While teacher leadership is certainly not a new idea, it is increasingly important in the nation's current climate to ensure students are taught in environments that are focused on their needs rather than on the ideas of far-removed politicians and policymakers, or those who have little experience in public education. Since 2011, the American Federation of Teachers (AFT) Teacher Leaders Program (TLP) has helped prepare educators (typically teachers) to facilitate discussions of policy issues that impact the profession both locally and nationally. The program has brought together and coached cohorts of teachers to take active leadership roles in their individual schools, school districts, and local communities. As teacher leaders, these educators have served as catalysts to build the profession and strengthen not just the union but also its connection to the community, in order to generate support for and better understanding of public schools. This article describes how the Teacher Leaders Program works and discusses the role and importance of peer-to-peer leaders, school-level leaders, and system leaders, respectively.
Computational Thinking Self-Efficacy Scale: Development, Validity and Reliability
Author: Kukul, Volkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Self Efficacy,Programming,Programming Languages,21st Century Skills,Likert Scales,Test Construction,Test Validity,Test Reliability,Secondary School Students,Factor Structure,Factor Analysis,Abstract Reasoning,Predictor Variables,Goodness of Fit

The aim of this study is to develop a self-efficacy measuring tool that can predict the computational thinking skill that is seen as one of the 21st century's skills. According to literature review, an item pool was established and expert opinion was consulted for the created item pool. The study group of this study consists of 319 students educated at the level of secondary school. As a result of the exploratory factor analysis, the scale consisted of 18 items under four factors. The factors are Reasoning, Abstraction, Decomposition and Generalization. As a result of applied reliability analysis, the Cronbach Alpha reliability coefficient can be seen to be calculated as 0.884 for the whole self-efficacy scale consisting of 18 items. Confirmative factor analysis results and fit indexes were checked, and fit indexes of the scale were seen to have good and acceptable fits. Based on these findings, the Computational Thinking Self-efficacy Scale is a valid and reliable tool that may be used in measuring to predict Computational Thinking.
The Role of Faculty Mentoring in Improving Retention and Completion Rates for Historically Underrepresented STEM Students
Author: Chelberg, Kelli L.
Date: 2019-00-00
Type: Journal Articles
Subjects: American Indian Students,Tribally Controlled Education,College Faculty,Mentors,Teacher Role,Disproportionate Representation,STEM Education,School Holding Power,Graduation Rate,Undergraduate Students,Student Attitudes,Photography,Social Action,Low Income Students,First Generation College Students,Barriers

There is a growing recognition of the need for science, technology, engineering, and mathematics (STEM) workers who provide diverse perspectives enabling companies to keep up with the demands of the 21st -century workforce. Creating a diverse workforce requires improving access to STEM education for historically underrepresented students, including low-income students and first-generation students. However, significant challenges and barriers exist. The purpose of this paper is to showcase an innovative approach to mentoring historically underrepresented STEM students which integrates photovoice and photo-elicitation. This new approach in mentoring takes student &quot;participation&quot; one step further by asking students to document and share their lived experiences through photographs (e.g., photovoice). Then, photo-elicitation is used to further engage students in discussing what led to their subsequent empowerment in leveraging successes or overcoming barriers. The study was conducted with 19 participants who were primarily American Indian students attending a small college in Wisconsin, USA. The findings suggest students benefited from the mentoring program and perceived it as an enriching learning experience which aided in goal development, accountability, and an opportunity to learn more about strategies for student success. The implementation of this new approach and the results gathered from this study are important as they may inform educational leaders and postsecondary institutions serving historically underrepresented STEM students on supports and strategies that could be carried out on their campuses.
Exploring Business English Talent Training Model under the Background of the Belt and Road Initiative
Author: Guo, Guihang
Date: 2019-00-00
Type: Journal Articles
Subjects: Business English,Talent Development,Models,Foreign Countries,International Trade

After thirty years of rapid development, China has become the second largest economy in the world. In order to strengthen economic cooperation with countries along the Belt and Road and assume more responsibilities as a major power, China has put forward the Belt and Road Initiative, which puts great pressure on the demand for Business English talents in society. However, at present, there is a shortage of high-level Business English talents in China. The traditional Business English talent training model cannot meet the needs of the business industry, which results in the serious disconnection between the cultivation of business talents and the market demand. Under the background of the Belt and Road Initiative, how to cultivate Business English talents has become a strategic issue. This research firstly combs the research of Business English talent training objectives and training model from the perspective of ESP Needs Analysis Theory, and then discusses the drawbacks of the current Business English training model from such aspects as curriculum setting, teaching system, and evaluation system, and gives suggestions in order to explore an appropriate Business English training model that meets the needs of the Belt and Road Initiative.
The Test of Accessibility of Higher Education in Israel: Instructors&apos; Attitudes toward High-Functioning Autistic Spectrum Students
Author: Davidovitch, Nitza
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Access to Education,Foreign Countries,Autism,Pervasive Developmental Disorders,Teacher Attitudes,Social Integration,Self Efficacy,Teacher Student Relationship,Teaching Methods,Social Environment,Mentors,College Faculty,Undergraduate Students,Graduate Students,Students with Disabilities

This study deals with a case study of a program that integrates high-functioning autistic spectrum students in Israeli academia. The case study focuses on the attitudes of students and faculty towards high-functioning autistic spectrum (HFA) students, aiming to examine their contribution to the integration of HFA students in academia, with regard to the academic-social climate and their perceived self-efficacy. The case study may serve academic institutions as a model for the adjustment and integration of autistic spectrum students, with the inclusion of academic and administrative elements. The study is based on mixed methods methodology, utilizing both qualitative and quantitative research methods. Five hundred twenty six students, 103 faculty, as well as 30 students with ASD (autism spectrum disorder) and 27 mentoring students participating in the program, were asked to complete a quantitative research questionnaire. The research findings show that the integration of HFA students in academic studies is potentially possible, predicated on awareness among faculty and students as to the nature of the disability. Variables with high significance for the program's success were detected, involving teaching tools, institutional support, and a tolerant academic-social climate. The research findings indicate that with regard to nearly all the variables the faculty have the highest awareness of and sensitivity to integrating HFA students in academic studies. The literature review, as well as the findings of the current study, support the integration of people with HFA in various institutions and confirm the conditions for this success: institutional and social motivation together with a tolerant atmosphere.
An Analysis of the In-Class Oral Feedback Provided by the Teachers of Turkish as a Foreign Language
Author: Kaya, Fatma Bolukbas
Date: 2019-03-00
Type: Journal Articles
Subjects: Turkish,Second Language Instruction,Feedback (Response),Language Teachers,Classroom Communication,College Faculty,Foreign Countries

Feedback can be defined as the act of providing information to the student regarding their behavior throughout the learning process as well as how much progress has been achieved as a result of such behavior. In other words, it is the communicative process that explains how successful or unsuccessful a student is at a given topic, by providing them with the opportunity of self-assessment and correction. The aim of this study is to specify the in-class oral feedback elements provided by the teachers of Turkish as a Foreign Language, along with the analysis of these feedback types and offering suggestions to those who work in the field. Employing the specific case study method among the existing qualitative research methods, this study involves the 4-week observation of the courses given by the instructors of Turkish as a Foreign Language at Istanbul University Language Center at A1, A2, B1, B2 and C1 levels. The oral feedback provided by the instructors throughout the observation sessions has been noted down and compiled. These feedback items were then analyzed in accordance with Schimmel's feedback classification (1988). Accordingly, these feedback items were classified in four groups as confirmation feedback, correct response feedback, explanatory feedback and bug-related feedback. The results of the study have shown that the instructors preferred mostly the confirmation feedback and the correct response feedback, usually used the confirmation feedback and correct response feedback in combination. On the other hand, the frequency of explanatory feedback decreased as the students' language competence level increased, and the least preferred feedback type was found to be the bug-related feedback.
Predicting Vocational Satisfaction of Pre-Service ELT Teachers by Vocational Values
Author: Tutkun, Tugay
Date: 2019-03-00
Type: Journal Articles
Subjects: Preservice Teachers,English Teachers,English (Second Language),Job Satisfaction,Values,Gender Differences,Prediction,Foreign Countries,Questionnaires,Work Attitudes,Need Gratification,Student Satisfaction

Identification and recognition of the values that an individual possesses can help predict his future behaviors. In this context, it is important to examine the concept of values since it leads individual's preferences. It is also possible to see one's value orientation in profession choice. Individuals are expected to work in professions where their values can be met. It can be assumed that values are also related to vocational satisfaction. Individuals caring about their independency would be more satisfied if their occupation allows them to work independently. According to the Theory of Work Adjustment, which examines the place of vocational values in occupational choice and occupational satisfaction, the harmony between the individuals' values and the characteristics of the environment they work with ensures high vocational satisfaction. The aim of this study is to examine the relationship between the departmental satisfaction, vocational values and predicted reinforcer pattern for each type of value of pre-service English language teachers studying in Çanakkale Onsekiz Mart University, Faculty of Education, and Department of English Language in the context of Work Adjustment theory. In this descriptive study, Turkish version of the Minnesota Importance Questionnaire (TMIQ) and Predicted Reinforcer Pattern (PRP) scale were used as data collection tools. Results of the study are presented using descriptive statistics, mean comparison tables and graphics. Although females were more satisfied than males, pre-service ELT teachers were found to being satisfied for choosing ELT major in general. Results suggest that the majority of ELT students believe that becoming a teacher will probably satisfy their needs associated to associated to achievement, altruism and safety. However, majority of ELT students believe that becoming a teacher will probably not satisfy their need for; autonomy, status and comfort.
Pre-Service Teachers&apos; Views about Digital Teaching Materials
Author: Demirkan, Ozden
Date: 2019-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Educational Technology,Technology Uses in Education,Program Effectiveness,Technology Integration,Web 2.0 Technologies,Student Interests,Student Motivation,Student Participation,Discussion (Teaching Technique),Feedback (Response),Foreign Countries,Teaching Methods

This study aims to reveal pre-service teachers' views about digital teaching materials which they have in their Technologies in Teaching and Materials Design course. In this qualitative study, phenomenological design was used. The participants of the study consist of 55 pre-service teachers studying and taking the above-mentioned course at Gazi Faculty of Education. Data were collected through &quot;Written Form for Pre-service Teachers' Views about Digital Teaching Materials&quot; developed by the researcher. Content analysis method was used to analyze the qualitative data collected. Findings of the study showed that pre-service teachers found the preparation of digital teaching materials useful, interesting and gripping, suitable for the age of technology, effective for their field of study. They also stated that the use of this kind of digital teaching materials needed to be more common. The study also revealed that pre-service teachers found Web 2.0 tools which they learnt to use such as presentation (Emaze and Powtoon), discussion (Padlet and Voice Threat) and interactive evaluation (Kahoot and Plickers) technically different, unusual, attractive, user-friendly, enhancing creativity and visually rich. The most frequently emphasized strengths of using these tools in the classroom were being interesting, attention grabbing, enhancing motivation and permanence, enabling active participation and effective discussion atmosphere, providing instant feedback. The limitations of using these digital teaching materials in the classroom were stated as such: the need for internet, many characters and features not being free of charge, it may lead to distraction if not used effectively, students might make insulting comments on each other, some students might feel unhappy when their faults are revealed, competition may lead to ambition. Challenges of using these tools in the classroom were stated as such: the need for fast internet connection, some tools have parts that are not free of charge and it hinders complete use of the tool, some tools are difficult to use. Considering the views regarding how digital teaching materials would support teaching process, it was found out that pre-service teachers thought such materials would draw and raise attention, make the lesson enjoyable; diverse, original and effective content would be created; more practice would be possible, learning would become permanent and easier; students' active participation would be enabled; students' motivation would be increased; effective communication would be possible; technology would be involved in the process; students' success would increase.