ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Oral English Communication Ability of Thai EFL Undergraduates via Interactive Reading Comprehension Teaching (IRCT)
Author: Shimray, Yaruingam Phungshok
Date: 2021-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Oral English,Second Language Learning,Undergraduate Students,Young Adults,Student Motivation,Self Efficacy,Reading Comprehension,Reading Assignments,Reading Instruction,Instructional Effectiveness,Small Group Instruction,Teaching Methods,Interaction,Foreign Countries

This paper reports on the effectiveness of Interactive Reading Comprehension Teaching (IRCT) in improving the oral English communication ability of Prince of Songkla University (PSU) undergraduates. It is based on a preand post-test quasi-experimental study employing IRCT, composed of self-study reading assignments and a structured peer-teaching project. The participants who were purposively sampled to partake in the study included 105 second- and third-year undergraduates from various faculties who were enrolled in a functional reading course, of which 46 was assigned to the control group and 49 was treated as the experimental group. One-on-one and group oral assessments were administered to both groups at the end of the course after IRCT implementation. The results showed IRCT had a very positive effect on the oral communication skills of the students in the experimental group, significantly improving their confidence and motivation toward speaking English. The students' opinions from a questionnaire also revealed high speaking improvement, reinforced by evidence from close observations, interviews, and student work samples. IRCT was, therefore recommended as a reading-based approach to improving students' oral English communication.
Mentoring: The Way to Academic Excellence
Author: K, Nnabuife Ezimma
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Academic Achievement,Literature Reviews,Interpersonal Relationship,Foreign Countries,Higher Education

This study is aimed at exploring the rationale behind academic mentor's success, as mentoring is a developmental process involving capacity-building, knowledge transfer and employee retention in organizations. This paper is a conceptual study conducted with an extensive review of relevant literature on mentoring. The reviewed literature centres on meaning, forms and types of mentoring, qualities of a good mentor, stages and benefits of mentoring, challenges of mentoring, mentoring and academic excellence. This study was anchored on the descriptive mentoring theory by Kram (1985). The study found that regardless of how well a mentor and mentee fit together, either in form or in a positive way, the relationship should be professionally structured as well as considered and respected by both parties. The study also concludes that most successful mentorship usually evolve into friendship with both partners learning and providing support for each other. This paper contributes in the existing literature by examining the rationale for successful mentorship and ways to overcoming mentors challenges. No previous research has illustrated the ways mentorship could lead to academic excellence in Nigerian tertiary institution.
Relationship between Art Education and Government Policy towards Sustainable Urban Development in Tehran
Author: Karim, Paria
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Art Education,Public Policy,Government Role,Urban Planning,Sustainable Development,Strategic Planning,Stakeholders,Technical Occupations,Engineering,Community Development,Living Standards,Foreign Countries

The study aims to examine the relationship between art education and government policy towards sustainable urban development in Tehran. The mixed approach of quantitative and qualitative was adopted as the study design. Stratified sampling technique coupled with simple random sampling was used to sample 300 respondent for this study. Students, as well as development partners, were targeted. Both questionnaire and interviews for literate and non-literate respondents were used respectively. Likert scale questions were used to obtain the required data for the study. The study found that there is a strong relationship between art education and sustainable urban development in Tehran and hence more collaboration is required from the government and development partners to train engineers and Urban planners based on art education.
Mobile Phone Use for Instructions in Senior High Schools in Ghana: Views and Opinions of University Students
Author: Butakor, Paul Kwame
Date: 2021-00-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Technology Uses in Education,Influence of Technology,High School Students,Undergraduate Students,Preservice Teachers,Student Attitudes,Educational Policy,Academic Achievement,Foreign Countries

The purpose of this research was to explore the opinions of second year university students on mobile phone usage and effects in Senior High Schools in Ghana. This was necessary because while the Ministry of Communication and Ministry of Education have disclosed the intention to allow the use of mobile devices in High Schools, the Ghana Education Service insists on banning their use. The study adopted the exploratory and descriptive research methods to explore the opinions of 68 second year students of a public university in Ghana. The study found that there are indeed some educational benefits if Senior High School Students are allowed to use phones in schools. However, the device can also be a deadly destructive tool for students and can make them perform poorly in their academic work. In this regard as stake holders in charge of education in Ghana are still contemplating on whether or not to allow the use of mobile phones in high schools, all the necessary considerations must be done, before the final decision is taken.
Professional Development Barriers of Teachers: A Qualitative Research
Author: Eroglu, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development,Inservice Teacher Education,High School Teachers,Barriers,Negative Attitudes,Scheduling,Teaching Load,Teacher Burnout,Financial Problems,Family Problems,Course Content,Teacher Evaluation,Job Performance,Pedagogical Content Knowledge,Organizational Climate,Program Effectiveness,Urban Schools,Foreign Countries

The purpose of the study is to reveal the professional development barriers of teachers. The study was designed in the qualitative approach and as the research method, &quot;phenomenology&quot; was used. The maximum variation sampling method, which is one of the purposive sampling methods, was used in the selection of the study group. Since high school teachers face the phenomenon of professional development more often, the study was carried out with twelve branch teachers who work in high schools in Elazig city center in Turkey. Participants have the maximum variation in terms of participant profiles like gender, branch, seniority and educational level variables. The semi-structured interview was used as the data collection tool. Qualitative data was analyzed by using the descriptive analysis method. The results of the study indicated that teachers' professional development barriers were the inadequacy of in-service training, problems in school functioning, individual problems and other problems. Also, professional development barriers such as negative attitudes towards in-service training courses, inconvenient course time, the monotony of course content, inefficacy of course trainers, out of content knowledge, unsatisfactory performance evaluation, heavy workload, financial problems and, lack of professional development opportunities were emphasized more by the participants. The results of the study are consistent with the results of other studies in the literature on teachers' professional development. It was emphasized by the researchers that professional development programs should be developed according to the characteristics of effective professional development programs and, the professional development of teachers should be supported by stakeholders in order to overcome these obstacles.
Scaffolding Prompt Questions and Learners&apos; Self-Regulated Learning about the Nature of Science in Hypermedia
Author: Tasar, Mehmet Fatih
Date: 2021-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Prompting,Questioning Techniques,Self Management,Hypermedia,Instructional Effectiveness,Preservice Teachers,Elementary School Science,Scientific Principles,Science and Society,Protocol Analysis,Questionnaires,Learning Strategies,Foreign Countries

This study aimed to investigate the impact of scaffolding prompt questions on learners' self-regulated learning about the Nature of Science (NOS) in a hypermedia environment. In this study, mixed methods research design was employed. Sixty-four pre-service science teachers (n=64) were randomly assigned to the experimental group (N:33, scaffolding for self-regulation) and the control group (N:31, no scaffolding for self-regulation). Both groups were trained on how to use hypermedia while learning about NOS. Participants in the experimental group were scaffolded regarding how to regulate learning with hypermedia, whereas participants in the control were not given any instruction about self-regulation. MSLQ and think-aloud protocols were used to measure participants' self-regulation behaviors. Also, we collected data via VOSTS questionnaire to identify any changes in participants' understandings about NOS from pre-test to post-test. The findings that emerged from MSLQ showed that the experimental group performed better self-regulation behaviors than the control group. Also, it was found that participants in the experimental group used several effective self-regulated behaviors which seemed to foster their learning. By contrast, participants in the control group were not effective at regulating their learning. According to the control group, the analyses of post-tests of VOSTS indicate that the experimental group achieved a more informed understanding of NOS. Implications for enhancing our understandings of how learners self-regulate their learning process and what assistance they need are presented.
New Students&apos; Perceptions on the Implementation of Zoning-Based PPDB
Author: Raharjo, Sabar Budi
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Zoning,Reputation,Foreign Countries,Place of Residence,Public Schools,Geographic Regions,Proximity,Junior High School Students,High School Students,Study Habits,Costs,Social Justice,Admission (School)

This research aims to determine the perceptions of new students on the implementation of zoning-based PPDB (New Learner Admission Activities). The method in this research was mixed-method approach. Primary data was obtained through distributing questionnaires filled out by students. Samples were taken using purposive sampling technique in five cities, including Bandung, Surakarta, Surabaya, Pontianak and Serang. The data analysis technique used the Miles and Huberman model. The results show that the school which initially received the favourite label is still the favourite one because of the facilities and infrastructure and the implementation of the existing learning process in the school. The zoning system based on student perceptions does not reduce enthusiasm for learning. The zoning-based PPDB for junior high school and senior high school is more guaranteed for students who live close to the school to get the target school. The zoning system has been well implemented in four cities, including Surabaya, Bandung, Surakarta and Pontianak. In addition, the zoning system can save money.
On the Teaching Reform of Translation Course Based on the Cultivation of Applied Talents
Author: Shen, Huijia
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Translation,Economics Education,Finance Occupations,Language Processing,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Majors (Students),Educational Change,Problems,Talent Development,Educational Objectives,Course Descriptions,Instructional Effectiveness,Economic Development,Educational Innovation

This article, taking the translation courses for English majors in Zhejiang University of Finance and Economics Dongfang College as an example, starts from the current teaching problems of translation courses in application-oriented colleges and universities. In order to clarify the teaching system, highlight the local characteristics, and find a way to adapt to the teaching objective of high-quality applied talents, this article establishes the teaching idea of &quot;solid foundation, application-oriented and strong ability&quot; and discusses the teaching reform of translation course by optimizing the teaching syllabus, teaching content, teaching mode, teaching method and evaluation system. The innovation of translation teaching reform mainly lies in the consistency, integration and effectiveness of the &quot;Four-in-One&quot; teaching mode which taking practical ability as the core, integrate the teaching objective, teaching content, teaching methods and teaching evaluation as a whole, so as to solve the existing problems of the translation course and follow the changes of social and economic development.
Preparing Students for Success in a Changing World: The Role of Virtual Whiteboards in the Modern Classroom
Author: Fuchs, Kevin
Date: 2021-00-00
Type: Journal Articles
Subjects: Visual Aids,Educational Technology,Active Learning,Technology Integration,Undergraduate Students,Learner Engagement,Technology Uses in Education,Electronic Learning,Foreign Countries,Student Attitudes

Information communication and technologies (ICT) as a facilitator of active learning (AL) in higher education is becoming an increasingly important tool. One of the most significant developments with the use of ICT in higher education over the last decade has been the integration and application of e-learning systems to support the processes of teaching and learning. The implementation of ICT into the classroom should not be seen as merely an add-on, but should be included with purpose: meaningfully implemented based on pedagogy. Despite the suggested power of ICT in educating students for a modern future, the implementation of these technologies into the classroom is not as widespread as expected; debate still abounds as to what role ICT should play in the classroom. This research examined a variety of dependable attributes that assessed the engagement of undergraduate students (n[subscript 1]=87) through virtual whiteboards. This quantitative inquiry revealed that students perceived virtual whiteboards as beneficial for their learning and improved their engagement level in the classroom. Furthermore, a correlation between the level of engagement and the year of study was revealed as the primary implication of this research.
Towards Professional Development: Training Needs Assessment of Primary School Theater Teachers in Greece
Author: Pavlou, Vasileios
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development,Inservice Teacher Education,Educational Needs,Program Effectiveness,Teacher Attitudes,Elementary School Teachers,Theater Arts,Art Education,Aesthetic Education,Foreign Countries

The purpose of this research is to investigate the professional training needs of theater educators, as they arise based on their views, who work in primary education. The fact that triggered the inception of this research was that studies concerning aesthetic education in Greece refer to all specialties (musicians, visual artists, theater educators). In some cases, research addressed in training needs that music educators or visual artist have, but not for training needs theater educators have. Consequently, the educational needs of the above specialties may converge in some areas, but, depending on the specialty, they differ in others. Additionally, until 2019, the Greek ministry of education considered the in job-training of theater educators a minor issue. For those reasons, emerged the importance of a research for the specialty of theater educators. In this context, therefore, a qualitative research was designed and conducted using a sample of thirteen theater educators, who work in primary schools in the prefecture of Heraklion, Crete. Semi-structured interviews were used to collect data and the results were analyzed by topic. The thematic analysis showed that there is an urgent need for training programs in certain areas.
Suppressed History: The Intentional Segregation of America&apos;s Cities
Author: Rothstein, Richard
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Segregation,African Americans,Racial Bias,Racial Discrimination,College Students,United States History,Neighborhoods,Zoning,Federal Legislation,Civil Rights

Until the last quarter of the 20th century racially explicit policies of federal, state, and local governments defined where whites and African Americans should live. Today's residential segregation in the North, South, Midwest, and West is not the unintended consequence of individual choices and of otherwise well-meaning law or regulation but is the result of unhidden public policy that explicitly segregated every metropolitan area in the United States. Segregation by intentional government action is not &quot;de facto.&quot; Rather, it is what courts call &quot;de jure:&quot; segregation by law and public policy. This article discusses how racially explicit government policies to segregate metropolitan areas were neither subtle nor intangible and were sufficiently controlling to construct the &quot;de jure&quot; segregation that is now present in neighborhoods (and hence in schools). African Americans were unconstitutionally denied the means and the right to integration in middle-class neighborhoods, and because this denial was state sponsored, the nation is obligated to remedy it. [This article is excerpted from &quot;The Color of Law: A Forgotten History of How Our Government Segregated America&quot; by Richard Rothstein. Liveright Publishing Corporation, a division of W. W. Norton &amp; Company, Inc., 2017.]
Speaking Struggles of Young EFL Learners
Author: Günes, Çigdem
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Speech Skills,Delayed Speech,Public Schools,Grade 4,Elementary School Students,Children,Language Aptitude,Language Attitudes,Negative Attitudes,Correlation,Foreign Countries

English lessons are obligatory from second grade onwards in Turkish state schools which means that language learners are exposed to English early on. Despite an early start, language learners struggle to acquire foreign language speaking skills. The problem of speaking English is a frequently encountered topic of discussion in educational contexts. There are various factors that are listed as the possible causes of language learners' incompetence in speaking English which have to be investigated. In order to explore the potential reasons behind young EFL (English as a foreign language) learners' difficulties with foreign language speaking skills 88 young EFL learners were examined. The Foreign Language Speaking Delay Inventory was created and applied to fourth-grade students from four intact groups of a primary school. Data were analyzed through frequencies that were calculated for each answer provided to the inventory. The results indicated that the young EFL learners in focus were eager to speak in the EFL lessons but that some factors such as attitude, language aptitude, negative beliefs about foreign language speaking skills, and linguistic difficulties evoked a delay in speaking.
Student-Related Variables and Academic Outcome of Social Science Education Students in the University of Calabar, Nigeria
Author: Ekpoto, David Francis
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Characteristics,Undergraduate Students,Academic Achievement,Social Sciences,Peer Influence,Socioeconomic Influences,Family Income,Parents,Self Esteem,Predictor Variables,Foreign Countries

This study examined the influence of student-related variables like peer influence, parental income and self-esteem on the academic outcome of Social Science Education Students in the Department of Social Science Education in University of Calabar, Calabar, Nigeria. The descriptive survey design was used for the study; while the purposive sampling technique was used in selecting 150 undergraduate students for the study. A 20-item Student-Related Variables Questionnaire (SRVQ) and a 60-item Social Science Education Achievement Test (SSEAT) were used to collect data for the study. Data analysis techniques adopted were the Pearson's Product Moment Correlation Coefficient (r) and Independent t-test. The result showed that peer influence significantly relates with students' academic outcome, and that parental income, and students' self-esteem; significantly influence students' academic outcome. Based on the findings, it was recommended amongst others that students should be encouraged to put in the best into their studies and avoid all forms of distractions especially associating with any group that would not enhance their academic outcome; as this might help in addressing the problem of poor academic outcome.
The Burnout Levels of EFL Teachers at Primary Schools, and Their Coping Strategies
Author: Erdag, Gülsen
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Language Teachers,English (Second Language),Elementary School Teachers,Coping,Stress Management,Prevention,Correlation,Problem Solving,Relaxation Training,Family Work Relationship,Emotional Response,Foreign Countries

This study aimed to investigate the burnout levels of teachers of English as a foreign language (EFL) at primary schools in Turkey, and how they cope with burnout. It was also aimed to examine if there was a relationship between the teachers' burnout levels and their adopted coping strategies. The participants of the study comprised 108 EFL teachers working in primary schools in Tekirdag province during 2018-2019 school year. They were selected using convenience sampling method and on voluntary basis. The data were collected via &quot;The Teacher Burnout Scale&quot; (Richmond et al., 2001) and a coping strategies multiple response questionnaire adapted by the researchers (Kyriacou, 2001; Küçükoglu, 2013). For the piloting purpose, the questionnaire was administered to 29 EFL teachers. After the piloting, it was found that Cronbach's alpha of the questionnaire was 0.789. Then, the main study period was conducted with the participant teachers. The data were analysed using descriptive statistics. The findings revealed that the burnout levels of the participant EFL teachers was quite low. Furthermore, the results indicated that the teachers with severe burnout levels benefited less from both palliative/emotion-focused strategies and direct action/problem-focused coping strategies than the teachers with substantial, some and low burnout levels, respectively.