ethanporcaro/eric-fulltext-meta huggingface dataset:
Environment-Based Supplementary Reading Materials for Junior High School Students
Author: Azizah, Dinar Martia
Date: 2019-00-00
Type: Journal Articles
Subjects: Junior High School Students,Supplementary Reading Materials,Environmental Education,Conservation (Environment),Curriculum Development,Grade 8,Student Needs,Vocabulary Development,Cartoons,Ecology,Foreign Countries,Reading Comprehension,Relevance (Education)

One effort toward instilling environmental care in students is the development of environment-based supplementary reading materials. The objectives of this article are to investigate the need of junior high school students for environment-based supplementary reading materials, and to develop environment-based supplementary reading materials suitable for these students. The subjects of this research and development were eighth grade students of a junior high school. The resulting reading material has been developed into three units, each unit consisting of a list of new vocabulary, a comic, a main text, and exercises. The exercises at the end of each unit have the purpose of confirmation. The texts aim to convey an ideal relationship between humans and environment. [Note: The print ISSN 2162-3104 and online ISSN 2166-3750 shown on the PDF are incorrect. The correct print ISSN is 2166-2681, and the correct online ISSN is 2690-0408.]
A Hierarchical Model of Coping in the College Student Population
Author: Pickens, Bryon C.
Date: 2019-05-00
Type: Journal Articles
Subjects: Coping,Mental Health,Student Welfare,Stress Management,Stress Variables,Undergraduate Students,Context Effect,Student Personnel Services,Individual Differences,Psychological Characteristics

Research has indicated a fall in college student mental health over the past 16 years, with no corresponding increase in use of mental health care services. To investigate how college students choose to manage stressful issues, we assessed coping styles as measured by the dispositional COPE inventory in a multi-state sample of undergraduate students (N = 109). We tested a four-factor, hierarchical model of coping with a factor-based variant of partial least squares structural equation modeling (PLS-SEM), an approach noted for its accuracy with small sample sizes. Results indicated the existence of a hierarchical effect that explained 67.4 percent of variance in coping subscale scores, and validated the four factors of Approach, Avoidance, Social-Contextual, and Individual-Contextual coping styles. All coping style pairs had significant positive relationships (p [less than or equal to] 0.002) with one exception; Approach and Avoidance had a significant negative relationship (p &lt; 0.001). Implications for researchers and practitioners are discussed.
Teaching Activities and Students&apos; Preferences in Integrated College English Reading and Writing Classes
Author: Nam, Eun-Hee
Date: 2020-00-00
Type: Journal Articles
Subjects: Preferences,Student Attitudes,Teaching Methods,Instructional Effectiveness,Native Speakers,English,English (Second Language),Second Language Learning,Korean,Literacy Education,College Freshmen,Teacher Attitudes,Second Language Instruction,Language Teachers,College Faculty,Teacher Characteristics,Foreign Countries

This study was designed to explore effective techniques to be used in IERW (Integrated English Reading and Writing) classes for college students. The study last for 15 weeks and included 457 students and 11 instructors at E University. The participants were freshmen who were taking a compulsory English reading and writing class, and the instructors were seven native English speakers and four Koreans. To ensure the effectiveness of IERW classes, it is important to identify what teaching activities are being used and which activities students prefer. To address these issues, the instructors were interviewed regarding their teaching activities in IERW classes. From the interview results, a survey was made that asked students which class activities they consider useful. The results show that most students responded positively to the activities that the instructors were using, with a preference of around 70 percent. Notably, pair or group activities were rated as less favorable than other activities, with a score of under 50 percent. Some implications of the findings and suggestions for teaching activities for IERW classes are provided.
The Summer Bridge Program: An Effective Agent in College Students&apos; Retention
Author: Howard, Barabra L.
Date: 2019-05-00
Type: Journal Articles
Subjects: Summer Programs,Transitional Programs,School Holding Power,Higher Education,Best Practices,STEM Education,Minority Group Students,College Students,Student Participation,Majors (Students),Academic Achievement,Program Effectiveness

Student retention is a consequential effort of all institutions of higher learning today. The survival of the institution is dependent upon the success of students in obtaining their degrees (Knox, 2005; Noel, 1978). In order to continue to grow a base of Science, Technology, Engineering and Mathematics (STEM) students and produce quality graduates, it is imperative that best practices in student success and retention be identified, documented and replicated. This study looked at the Tennessee Louis Stokes Alliance for Minority Participation Summer Bridge program results in STEM major retention and success in designated courses. Three years of the TLSAMP Summer Bridge were randomly chosen from the inception of the first joint TLSAMP Summer Bridge Program in 2004 and the last one in 2013. The years chosen for this study were 2008, 2012 and 2013. The following information was gathered for participants in the 2008, 2012, and 2013 TLSAMP Summer Bridge Programs: (1) Major; (2) If student returned to school after freshmen year; (3) If a change of major after freshman year; (4) First English course grade; and (5) First Math course grade. TLSAMP Summer Bridge showed an indication to be a best practice for student retention and success in those targeted courses addressed in the bridge program. From a broader perspective, it can be inferred that what works for STEM majors can also work for other majors when tailored for them and the culture of the institution. Further study on the effectiveness and implementation of summer bridge programs on student recruitment and student retention is recommended.
Reliability Analysis of Self-Efficacy in Dealing with Legal and Ethical Issues: A Preliminary Study on Trainee Counselors in Malaysia
Author: Subarimaniam, Neerushah
Date: 2019-05-00
Type: Journal Articles
Subjects: Self Efficacy,Counselor Training,Trainees,Ethics,Legal Responsibility,Foreign Countries,Test Reliability,Measures (Individuals),Graduate Students,Counseling Effectiveness

The aim of this preliminary study is to disseminate the reliability of Ethical and Legal Issues in Counseling Self-Efficacy Scale (ELICSES). ELICSES consists of 23 items and it is used to measure trainee counselors' self-efficacy in dealing with legal and ethical issues. We performed a small-scale study to assess the degree of reliability in a university setting. The findings revealed acceptable internal consistency reliability of the full scale and three subscales. Hence, the scale is an ideal instrument to measure trainee counselors' self-efficacy in dealing with legal and ethical issues. However, we suggest the future researchers work on test-retest reliability and examine ELICSES across cultures involving multination.
Exploring Faculty and Student Reflections on Collaborative Teaching in the Honors Seminar Classroom
Author: Looft, Ruxandra
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,College Students,Teacher Attitudes,Student Attitudes,Honors Curriculum,Team Teaching,First Year Seminars,Interdisciplinary Approach,Instructional Effectiveness

University Honors programming in the United States is interdisciplinary and collaborative; from First Year Seminars to capstone research projects for upperclassmen, students embrace multidisciplinary learning and research. This approach, however, does not always translate into an incorporation of diverse perspectives of multiple faculty members in a given course. Utilizing a mixed-methods approach to explore the impact and results of a collaboratively taught Honors Seminar, this article departs from the authors' model of a co-taught course and then moves to an exploration of student responses that considers student perceptions of multi-instructor formats. In closing, this article addresses challenges to team-taught courses, from scheduling to institutional barriers, in an effort to encourage continued discussion about interdisciplinary and collaborative teaching in Higher Education. [Notes: (1) The page range (140-157) shown on the PDF is incorrect. The correct page range is 140-156; and (2) The print ISSN 2162-3104 and online ISSN 2166-3750 shown on the PDF are incorrect. The correct print ISSN is 2166-2681, and the correct online ISSN is 2690-0408.]
Combating Teaching Failure: An Interdisciplinary Approach to Educating the Next Generation and Producing Market-Ready Graduates
Author: Henson, Cassandra R.
Date: 2019-05-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Career Readiness,Leadership,Ethics,Business Administration Education,Theory Practice Relationship

Preparing future professionals in any industry requires specific education and detailed training early on in the academic process ideally, prior to the influences of the work environment. Many schools and programs offer standard industry courses but much more needs to be accomplished, as the scope and management of private industry and public service continues to expand. In some cases, the current standard pedagogical practices have failed to prepare students for the workplace, an environment that is ever-changing due to advancing technologies, political agendas and societal pressures. By teaching in a silo and being focused on one content area, much of the educational system is providing a disservice to students by not removing the blinders. Sector lines have become increasingly blurred, so the education of future professionals must now take an interdisciplinary approach to successfully navigate this new environment. Market-ready graduates must have the ability to successfully navigate the private, public and nonprofit sectors. This research will suggest several possible avenues to an interdisciplinary pedagogy model, by examining the core competencies of three 'flagship' sector degrees. By combining traditional academic pedagogy with cross-sector topics, we may reduce instances of failed academic preparation and may in fact encourage the next generation of leaders to be even more dynamic than those who've come before, successfully converting theory to practice.
Integration as the New (General) Education
Author: Brandenburg, Cynthia
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,General Education,Vocational Education,Liberal Arts,Academic Degrees,Role of Education,Interdisciplinary Approach,Problem Solving,Relevance (Education)

The authors articulate how the contemporary realities of higher education do not square with its existing structures. Specifically, the disciplinary siloing of knowledge inhibits our ability to sponsor learning experiences that prepare students to solve complex problems. The authors contend that allowing for the primacy of integration is a way to answer questions about the worth of a college degree from an increasingly skeptical public concerned about higher education's utility. Integration, the article contends, provides a bridge between the growing trend of higher education as vocational training and more classic forms of liberal arts education that remain an integral part of the academy.
Pedagogy for Interdisciplinary Habits of Mind
Author: Newell, William H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Habit Formation,Learning Strategies,Active Learning,Reflection,Thinking Skills,Course Organization,Conventional Instruction,Teaching Methods,Integrated Activities,College Faculty

Teaching interdisciplinary courses requires instilling interdisciplinary habits of mind by using strategies for active learning and reflective thinking. This publication emerged from discussions and surveys used to evaluate interdisciplinary habits of mind and pedagogies drawn from different disciplines. Prior to face-to-face discussions, surveys were sent to 75 expert faculty who had great experience teaching IDS courses. The breakout discussions were observed, transcribed, and analyzed. After analysis, the authors came to three conclusive inferences: (1) course organization and structure have an important albeit indirect effect on pedagogy; (2) traditional pedagogies have an important role to play in teaching interdisciplinary courses; and (3) active learning is especially important in interdisciplinary pedagogy, not just a supplement. [Note: The print ISSN 2162-3104 and online ISSN 2166-3750 shown on the PDF are incorrect. The correct print ISSN is 2166-2681, and the correct online ISSN is 2690-0408.]
(Un)Disciplining Interdisciplinarity: Root Metaphors, Matrices, and the Limits of Psychology in Postmodern Education
Author: Dennis, Jeremy
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychology,Postmodernism,Figurative Language,Interdisciplinary Approach,Teaching Methods,Educational Philosophy,Epistemology

In interdisciplinary education, metaphors often provide the epistemological clarity that is lacking in our definitions and theories of interdisciplinarity. The problem is that ineffective and unsubstantiated metaphors proliferate. We lack a root metaphor or shared world view of interdisciplinarity. Is it time that we move away from thinking in terms of metaphors? Some instrumentalists in interdisciplinary studies argue yes and propose a pragmatic constructionist approach for interdisciplinary education. This theoretical study determines that this proposal is incomplete. It reveals that an intertextual view of interdisciplinarity is not only more appropriate, but it integrates the competing theoretical and pedagogical approaches in the field. This article also identifies &quot;the matrix&quot; as the metaphor best positioned to sustain this integration and to bridge the widening gap between disciplines.
Effect of Communicative Approach on Proposal Writing Skills of Distance Learners at Allama Iqbal Open University Islamabad
Author: Samiullah, Muhammad
Date: 2018-00-00
Type: Journal Articles
Subjects: Proposal Writing,Writing Skills,Distance Education,Open Universities,Foreign Countries,Graduate Students,Communicative Competence (Languages),Instructional Effectiveness,Writing Improvement,Content Area Writing,Chemistry,Science Education,Teaching Methods

The purpose of this research was to find out the effect of communicative approach on proposal/synopsis writing skills of students at Allama Iqbal Open University Islamabad as it was found from the literature that Communicative Language Teaching (CLT) had a noteworthy influence to improve proposal writing skills. The researcher used the quasi-experimental research method for this study. The design of the study was pre-test post-test non-equivalent control group design. The sample was chosen by convenience sampling technique at Allama Iqbal Open University (AIOU) Islamabad. The students were 60 M. Phil scholars. The tool employed for data collection was proposal writing test. The validity of test was checked by experts' opinion and the reliability was measured by Chronbach Alpha. Both the groups were pretested and post-tested before and after intervention of Communicative lessons. The tests were scored in the light of scoring rubrics. Threats to validity were undertaken properly. Data were analyzed by t-statistics. The experimental group performed significantly better than the control group. CLT is recommended for distance learners in other educational institutions of Pakistan where Open Distance Learning (ODL) is being offered. It might be useful to teach other genres related to writing as well.
Investigation of Attitudes and Success of Secondary School 7th Grade Students towards Turkish Language Lesson in Terms of Various Variables
Author: Özcan, Mehmet Fatih
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Grade 7,Student Attitudes,Language Attitudes,Native Language Instruction,Turkish,Gender Differences,Siblings,Parent Background,Academic Achievement

The study was conducted to investigate the success and attitudes of the secondary school 7th grade students towards Turkish language lesson in terms of various variables. The study is a descriptive study and based on data collection. In this study, a 27-item attitude scale and a personal information protocol consisting of 5 questions were used. In addition, a pre-prepared multiple-choice Turkish course achievement test consisting of a total of 30 questions was applied. Students' attitudes towards Turkish language lesson were measured and compared with success and other variables. The attitude scale, personal information protocol and achievement test were applied to 48 students in total. The population of the study consists of the students studying in Sarikamis county of Kars province. The sample of the study consists of 7th grade students studying in Halit Pasa Secondary School and Sehit Taner Baran Regional Boarding Secondary School in Sarikamis county of Kars province. The obtained data was interpreted by conducting t test, variance analysis with SPSS 20 package program. As a result of the findings, it was determined that there was a difference in the attitudes of the students in terms of gender and the number of the siblings. It was found out that the attitudes of the students towards Turkish language lesson did not differentiate in terms of mother educational background and interest in the lesson.
Challenges and Successes of Blended Learning in Directorate of Distance Education, IIIUI
Author: Jumani, Nabi Bux
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,College Students,College Faculty,Distance Education,Teaching Methods,Educational Technology,Technology Uses in Education,Integrated Learning Systems,Student Evaluation,Feedback (Response),Student Satisfaction,Computer Mediated Communication,Barriers,Program Effectiveness,Faculty Development,Interaction

This article presents challenges and successes of Blended Learning experienced by students and faculty members of Directorate of Distance Education, International Islamic University Islamabad. The study has followed mixed method approach including sequential explanatory design. A survey was conducted to probe the experiences of (126) students enrolled in (FALL 2016) distance education programs, while interviews were conducted from (20) faculty members. Quantitative data were analyzed by using mean scores and percentages, while the interviews were analyzed by utilizing thematic approach. In the view of teachers, BL has enhanced their pedagogical practice. Similarly, e-assessments and feedback via LMS also improved students' understanding of the content. Students' satisfaction with BL technology, BL activities, provision of sufficient resources on LMS, use of WhatsApp for interactive communication, LMS training sessions and quality of support services provided to resolve technical issues were also regarded as predictor of success. Challenges of BL included technical problems hindering internet access, technological competency gap, teachers' workload and weak audio/video connectivity during Skype sessions. The study has recommended to; organize an advance level of LMS training session(s) for the faculty and students, improve the grading and feedback practice on the part of teachers and enhance audio/video connectivity of Skype sessions.
Investigation of Classroom Assessment Literacy of University Teachers of Punjab
Author: Shams, Jahan Ara
Date: 2018-00-00
Type: Journal Articles
Subjects: Assessment Literacy,College Faculty,Public Colleges,Private Colleges,Foreign Countries,Faculty Development,Knowledge Level,Teacher Competencies,Measures (Individuals)

The main objective of the study was to investigate the assessment literacy of university teachers. The study was quantitative in nature. A survey was conducted to investigate the assessment literacy of regular teaching faculty of universities. A total of 5755 in public and private sector general universities in Lahore, Pakistan constituted the population of the study. A sample of 500 university teachers was randomly selected. Teachers' Classroom Assessment Literacy test was adapted to collect the data. It was developed by Mertler (2003). It covers seven standards for measuring teachers' competence in educational assessment of students. The test consisted of 35 MCQs type items. It was piloted, and the Cronbach Alpha reliability coefficient value was found to be 0.89. The findings of the study revealed the significant difference between the mean achievement scores of classroom assessment literacy of private and public sector university teacher. It highlighted the need to develop related training sessions and programs to deal with the issue of low level of teachers' classroom assessment literacy.
Prediction of Achievements of Distance Learners from Locus of Control
Author: Naseer, Naila
Date: 2018-00-00
Type: Journal Articles
Subjects: Distance Education,Locus of Control,Academic Achievement,Predictor Variables,Teacher Education Programs,Foreign Countries,Preservice Teachers,High Achievement,Low Achievement,Graduate Students,Undergraduate Students

The purpose of the study was to predict academic achievement of distance learners from Locus of Control. The study was delimited to teacher education Programs (M.A., M.Ed and B.Ed) offered by universities of Pakistan through distance learning mode. A total number of 1513 students was selected through stratified sampling technique. The Nowicki-Duke Locus of Control Scale developed by Duke and Nowicki (1974) was administered to check the locus of control of distance learners. A pilot study was also done (randomly selected 100 distance learners) to validate the scale. The expert opinion of 5 experts was sought and test-retest reliability (0.81*) of the scale was also checked. Final exam grades were taken to measure the academic achievement of students. Data analysis was done by using mean, percentage and regression analysis technique. The findings of the study indicated that distance learners with internal LOC had high achievements and those with external LOC had low achievements. It was recommended that the prediction of distance learners' achievements from LOC generated the need intervention training program for low achievers so that they may improve their performance.
Development and Validation of a Scale to Measure Volition for Learning
Author: Keller, John M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Individual Power,Test Construction,Test Validity,Test Reliability,Undergraduate Students,Online Courses,Foreign Countries,Student Motivation,Educational Environment,Factor Analysis

Volition explains the transition from desire, or motivation, to action especially when faced with competing goals. In learning environments, the concept refers to acting with the aim of achieving learning objectives. Despite the importance of volition in learning environments, research has rarely addressed the volition construct. Thus, the purpose of this study was to explore and develop a valid and reliable scale to measure the volition construct in online and face to face learning environments. The data for this research were collected from 594 undergraduate online learners who also took some courses face to face at a state university in Turkey. After analyzing the validity and reliability of the scale, a two-factor, 13-item volition for learning scale was developed. The scale was comprised of two factors: action planning and action control. Confirmatory factor analysis results confirm the factor structure of the scale. Results indicated that the volition for learning scale is a valid and reliable instrument that can be utilized to measure learners' volition in learning environments.