ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Geogebra on Students&apos; Conceptual and Procedural Knowledge: The Case of Applications of Derivative
Author: Ocal, Mehmet Fatih
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Educational Technology,Technology Uses in Education,Teaching Methods,Program Effectiveness,Mathematics Achievement,Pretests Posttests,Experimental Groups,Control Groups,Comparative Analysis,Calculus,Conventional Instruction,Mathematical Concepts,Concept Formation,Foreign Countries,Mathematics Tests,Scores,Knowledge Level,Statistical Analysis,Preservice Teachers

Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students' achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students' responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students' scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students' scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students' learning these subjects meaningfully and conceptually.
A Study of the Correlation of the Improvement of Teaching Evaluation Scores Based on Student Performance Grades
Author: Chen, Chi Yuan
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Teacher Evaluation,Scores,Academic Achievement,Foreign Countries,Grade Inflation,Student Evaluation of Teacher Performance,Grades (Scholastic),Predictor Variables,College Students,College Faculty,Student Attitudes,Instructional Improvement,Teacher Effectiveness,Questionnaires,Statistical Analysis

The purpose of the study is to explore the influence of teaching evaluations on teachers in that they might try to please their students by giving higher grades in order to get higher teaching evaluation scores. To achieve this purpose, the study analyzed the correlations between teaching evaluation scores, student's final grades and course fail rates, and it also examined whether students' final scores and course fail rates are important predictors of teaching evaluation scores. The study used teaching evaluation scores and students' final grades of the courses offered in the fall term of academic year 2014 and the spring term of academic year 2015 in one university in Taiwan as research samples. The results showed that both student's final grades and course fail rates are predictors of teaching evaluation scores. There is a positive correlation between teaching evaluation scores and students' final grades, and a negative correlation between teaching evaluation scores and course fail rates. Based on the findings, the study inferred that the implementation of teaching evaluations may influence teachers to give better grades and lower course requirements to please their students in order to get higher teaching evaluation scores.
Evaluation of Age-Gene Correlation and the Association with Hypertriglyceridemia Using Adiponectin Receptor Single Nucleotide Polymorphism: A Potential Genetic Screening to Lower Risk of Vascular Disease in Young Asian Males
Author: Huang, William C. W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Differences,Age Differences,Genetics,Correlation,Metabolism,Screening Tests,At Risk Persons,Males,Asians,Young Adults,Females,Comparative Analysis,Life Style,Foreign Countries,Statistical Analysis

Purpose: This study was to investigate whether there is an age dependent effect on the association between ADIPPOR1 SNP and hypertriglyceridemia for each gender. Materials and Methods: 116 individuals aged 20 and above who claimed to be healthy were enrolled and grouped into male and female populations. Blood samples were taken to determine hypertriglyceridemia and genomic variants. Sample t-tests were performed for basic comparison. To ascertain the contribution of genetic variants and age to lipid metabolism, a multivariate logistic regression analysis was conducted to identify the correlates for hypertriglyceridemia adjusting for life styles. Results: For males, individuals with hypertriglyceridemia tended to be younger (p-value = 0.02), less stressed (0.05), and have a higher proportion of ADIPOR1 minor allele carriers (0.03). However, no significant differences were found in age, stress, diet, and genetic variances in females. In regression analysis, males showed age-gene correlation with 1.5 times higher detection of hypertriglyceridemia risk when both factors were considered. In contrast, females showed no correlation between age-gene. In addition, age was positively associated with hypertriglyceridemia in females while males showed an inverse association. Conclusion: Our findings presented data that suggests age may be a contributing factor to the association between ADIPOR1 and hypertriglyceridemia in males while age showed a significant inverse association with hypertriglyceridemia. Thus, age-gene correlation may be implied during primary practice to encourage lifestyle adjustments by screening for ADIPOR1 SNP minor allele carriers to prevent cerebrovascular disease in males.
An Investigation of Learner Autonomy in Turkish EFL Context
Author: Cakici, Dilek
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Student Participation,Personal Autonomy,Learner Engagement,Preservice Teachers,Language Teachers,Gender Differences,Foreign Countries,Questionnaires,Student Surveys,Statistical Analysis,Correlation

This study investigated the teachers' perceptions as to what extent learners should be involved in decision making processes concerning the general aspects of learner autonomy. The primary aim of the research was to find out learning autonomy perceptions of Turkish prospective teachers of English. It is also aimed to explore the effect of gender on the views held by prospective English as a foreign language (EFL) teachers. To this end, a total of 88 senior students (54 females, 34 males) in the Department of English Language Teaching (ELT) at Ondokuz Mayis University participated in this study. Data were collected by the questionnaire &quot;Learner Autonomy: the Teachers' Views&quot; developed by Camilleri (1997). The obtained data were analyzed and interpreted in the form of percentage level for related items. The results of this study indicated that EFL student teachers seem to be ready to take more responsibility and control for their own learning in certain aspects of learner autonomy, whilst in some other areas they still demand teachers' support and guidance. Furthermore, the results demonstrated that overall males and females held similar views about learner autonomy in EFL context. However, a significant gender-based difference was reported in three items.
Development and Preliminary Technical Adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool
Author: Algozzine, Bob
Date: 2017-06-00
Type: Journal Articles
Subjects: Fidelity,Program Implementation,Disabilities,Inclusion,Educational Change,Elementary Schools,Middle Schools,Validity,Reliability,Usability

U.S. public education systems are required to provide free appropriate public education to students with disabilities in least restrictive environments that are appropriate to meet their individual needs. The practice of educating students with disabilities in neighborhood schools in age-appropriate general education classrooms and other school settings to meet this requirement has come to be known as &quot;inclusive education.&quot; The long-standing interest in keeping students with disabilities in the same classrooms with their neighbors and peers has created a need for reform to establish equity in America's schools. Schoolwide Integrated Framework for Transformation (SWIFT) is a whole-system school reform model provided through a national technical assistance center that addresses core features of inclusive education support for elementary and middle schools, particularly those that are chronically low performing and those serving students with the most extensive needs. We describe the development and preliminary technical adequacy of SWIFT Fidelity of Implementation Tool (SWIFT-FIT) as a means to document the extent to which schools are implementing inclusive education. Findings provide preliminary support for trained assessors using SWIFT-FIT as a valid and reliable instrument to produce evidence that describes the extent to which schools install, implement, and sustain these evidence-based practices. Researchers and other school personnel can use these data to evaluate the impact of implementation on progress as well as important student and other outcomes.
Effective Laboratory Work in Biochemistry Subject: Students' and Lecturers' Perspective in Indonesia
Author: Anwar, Yunita Arian Sani
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Biochemistry,Science Laboratories,Student Attitudes,Teacher Attitudes,College Students,College Faculty,Questionnaires,Teaching Methods,College Science,Science Instruction

Biochemistry subject had problem in learning and teaching, especially in laboratory work. We explored laboratory learning implementation in Biochemistry subject. Participants of this research were 195 students who took biochemistry subject and 4 lecturers of biochemistry in three universities in Indonesia. We obtained data using questionnaires and free response data. Questionnaires of students' analysis showed there were two statements that obtained very positive perception, five statements that obtained positive perception and ten statements with negative perception. Biochemistry lecturers' questionnaire analysis showed seven statements that had been implemented and nine statements had not been implemented. Free response data indicated that effective learning in the laboratory was affected by several aspects which were pre-lab stage that could increase the students' motivation, lab-work stage with complete tools and materials as well as better ability of the assistants, and post-lab stage that could give feedback to the experiments' report and chances for the students to present their investigation results.
Achievements and Lessons Learned from Vietnam's Higher Education Quality Assurance System after a Decade of Establishment
Author: Nguyen, Huu Cuong
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Quality,Quality Assurance,Foreign Countries,Accreditation (Institutions),Higher Education,Standards,Educational Policy,Leadership,Educational Administration,Self Evaluation (Groups),Institutional Evaluation

Higher education quality assurance and accreditation were officially implemented in Vietnam over twelve years ago. From a totally centralized model, Vietnam's accreditation system has been becoming more independent, especially with the establishment of accrediting agencies. The first accreditation certificates were also awarded to universities that met quality standards and criteria. This paper investigates the development of Vietnam's higher education quality assurance and accreditation for the last decade since the national quality assurance organization was established. The study first synthesizes the results achieved within this system, both in policy and practice, leadership and management. It also discusses human resources development for quality assurance and accreditation in the national context. Next, the paper highlights the self-evaluation and external evaluation activities, two of the most important steps of the accreditation process. In addition, building a quality culture within higher education institutions is also paid attention to. Finally, lessons from the establishment and development of Vietnam's accreditation are drawn. This study looks at an overall picture of Vietnam's higher education quality assurance system since its establishment with a focus on policy, practice, leadership and management. It also hopes to contribute to the literature related to accreditation of Vietnam's higher education.
A Model for Teaching Large Classes: Facilitating a &quot;Small Class Feel&quot;
Author: Lynch, Rosealie P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Teaching Methods,Class Size,Lecture Method,Critical Thinking,Teacher Attitudes,College Faculty,Course Descriptions,Teacher Student Relationship,College Students,Role,Teaching Assistants,Small Group Instruction,Writing Skills,Writing Instruction,Mentors,Discussion (Teaching Technique),Peer Teaching,Grading,Attendance,Educational Practices

This paper presents a model for teaching large classes that facilitates a &quot;small class feel&quot; to counteract the distance, anonymity, and formality that often characterize large lecture-style courses in higher education. One author (E. P.) has been teaching a 300-student general education critical thinking course for ten years, and the other (R. L.) has assisted in the administration and instruction of said course for four years. Detailed here is an instructional model, developed over a period of ten years, for teaching large classes that is more active, conversational, and characterized by stronger relationships between students and instructors than is typically found in large courses offered in higher education. This model relies on the role of teaching assistants and graders, small group work, instructor presence, writing skills support, student mentoring, and large class discussion, among others.
Strategies to Address English Language Writing Challenges Faced by International Graduate Students in the US
Author: Ravichandran, Swathi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Writing Strategies,English (Second Language),Second Language Learning,Writing Difficulties,Interviews,Student Surveys,Student Attitudes,Needs Assessment,Change Strategies,Qualitative Research,Grammar,Vocabulary Skills,Literary Styles,Critical Thinking,Rhetorical Invention,Plagiarism,Assignments,Feedback (Response),Peer Counseling,Academic Support Services

Since 2000, there has been a 72% increase in the number of international students attending US institutions of higher education. The increase, specifically of international graduate students, has brought to light the writing challenges experienced by this population of students. This study explored specific writing challenges experienced by international graduate students and determined strategies to alleviate these challenges. Interviews were conducted with 15 international graduate students representing a variety of geographic backgrounds and disciplines. Responses revealed that writing challenges faced related to grammar and vocabulary, organization and flow of ideas, critical thinking, and plagiarism. Participants offered specific suggestions on how subject-matter faculty, friends, and peer mentors could assist in improving English-language writing skills. Implications for higher education institutions are discussed.
The Relationship Between Second Language Anxiety and International Nursing Students Stress
Author: Khawaja, Nigar G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Nursing Students,Stress Variables,Anxiety,Second Language Learning,Demography,Cognitive Development,Acculturation,Online Surveys,Questionnaires,Regression (Statistics),Separation Anxiety,Fear,Language Proficiency,Undergraduate Students,Statistical Analysis,Predictor Variables,Student Attitudes,Correlation,Foreign Countries

We examined the relationship between second language anxiety and international nursing student stress after taking into account the demographic, cognitive, and acculturative factors. International nursing students (N = 152) completed an online questionnaire battery. Hierarchical regression analysis revealed that spoken second language anxiety and the acculturative factors of marginalization and separation were significantly related to academic-related and placement-related stress in international nursing students. The results suggest that international nursing students, along with the pressures of their course, encounter second language anxiety particularly with reference to its spoken aspect. Subsequently, interventions aimed at building resilience in international nursing students should include coping and management of second language issues.
Does the Use of Case-Based Learning Impact the Retention of Key Concepts in Undergraduate Biochemistry?
Author: Kulak, Verena
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Retention (Psychology),Foreign Countries,Biochemistry,Science Instruction,Undergraduate Students,College Science,Scientific Concepts,Questionnaires,Outcomes of Education,Problem Based Learning,Case Studies,Control Groups,Experimental Groups,Critical Thinking,Statistical Analysis,Regression (Statistics),Age Differences,Gender Differences,Learning Strategies

Objective: Enhanced knowledge retention and a preference towards a deep learning approach are desirable pedagogical outcomes of case-based learning (CBL). The CBL literature is sparse with respect to these outcomes, and this is especially so in the area of biochemistry. The present study determined the effect of CBL vs. non CBL on knowledge retention in an undergraduate biochemistry course; it also investigated associations of learning approach, age and gender. Methods: We used the Revised Two-Factor Study Process Questionnaire, a retention test, final exam grades and other demographic information to statistically compare academic outcomes of students subjected to either CBL or non-CBL active learning techniques. Results: We showed that students exposed to CBL in a second year course performed significantly better on a retention test conducted nine months after the final exam, and that there was a positive correlation between a deep learning approach and higher retention scores. We did not find an association between gender and age with the retention of biochemistry concepts. Conclusions: Our findings suggest that use of CBL in undergraduate biochemistry education may confer benefits in terms of retention of knowledge of key concepts.
Vietnamese Graduate International Student Repatriates: Reverse Adjustment
Author: Le, Anh T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Vietnamese People,Student Adjustment,Adjustment (to Environment),Cultural Capital,Cultural Differences,Interviews,Demography,Employment Opportunities,Attachment Behavior,Interpersonal Relationship,Gender Differences,Separation Anxiety,Foreign Countries,College Graduates

The purpose of this study is to explore the experiences of Vietnamese international students who have returned to Vietnam after graduation from a U.S. higher education institution. The findings suggest that participants found it harder to readjust to Vietnam than to adjust to the U.S. even though they had lived most of their lives in Vietnam. Time in the U.S. had changed them considerably, making it difficult for them to fit back into their old lives in Vietnam. Most of them did not expect to experience reserve culture shock, and most had made real efforts to fit back into the Vietnamese environment and culture.
Selling the PSS in a School of Business: Relationship Selling in Practice
Author: Titus, David
Date: 2017-00-00
Type: Journal Articles
Subjects: Business Schools,Business Administration Education,Curriculum Implementation,Curriculum Development,Sales Occupations,Professional Education,Educational Practices,Interpersonal Competence

This paper presents a step-by-step process for the development and implementation of a professional selling specialization program in the marketing curriculum of a school of business at an AACSB accredited state university. The program is presented in detail along with the process followed in order to develop support for the program with three primary stakeholders: faculty, administrators, and regional and national employers. Ongoing program challenges, successes, and growth opportunities are discussed. Program outcomes and stakeholder perceptions are included.
Psychological Adaptation, Marital Satisfaction, and Academic Self-Efficacy of International Students
Author: Bulgan, Gökçe
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Adjustment,Marital Satisfaction,Self Efficacy,Emotional Adjustment,Well Being,Life Satisfaction,Spouses,Multiple Regression Analysis,Online Surveys,Student Surveys,Predictor Variables,Psychological Characteristics,Gender Differences,College Students,Adjustment (to Environment),Interpersonal Relationship,Measures (Individuals)

The authors investigated marital satisfaction and academic self-efficacy in relation to psychological adaptation (i.e., psychological well-being, life satisfaction) in a sample of 198 married international students. Results of multiple regression analyses indicated that marital satisfaction and academic self-efficacy accounted for 45.9% of variance in psychological well-being and 25.8% of variance in life satisfaction scores. Based on the results, the differences between cognitive and emotion oriented processes during psychological adaptation were explained. The authors discuss implications for programs with international students and mental health professionals working in university campuses.
International Students Reported for Academic Integrity Violations: Demographics, Retention, and Graduation
Author: Fass-Holmes, Barry
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Behavior,Integrity,Demography,Academic Persistence,Graduation Rate,Statistical Analysis,Trend Analysis,Incidence,Enrollment Rate,Cohort Analysis,Gender Differences,Majority Attitudes,Racial Discrimination,Cheating,Ethics,Student Records,College Students,Sanctions

How many international students are reported for academic integrity violations (AIV), what are their demographics, and how do AIV sanctions affect their retention and/or graduation? Descriptive statistical analyses showed that the number of internationals reported for AIVs at an American West Coast public university increased almost six-fold between academic years 2009-10 and 2013-14. However, that number represented less than 7.5% of these students' total enrollment. Among reported ones, undergraduates outnumbered graduate students, males outnumbered females, Chinese outnumbered other nationalities, Economics majors outnumbered other majors, and the most common AIV was exam misconduct. More than half who were reported and suspended for AIVs graduated and/or were retained. These findings' administrative, policy, and theoretical implications are discussed.