ethanporcaro/eric-fulltext-meta huggingface dataset:
Management Strategies for Enhancing Students&apos; Entrepreneurship in Industrial and Community Education Colleges of the Northeastern Thailand
Author: Agsonsua, Pha
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Community Colleges,Two Year College Students,Administrators,College Faculty,College Administration,Vocational Education

The objectives of this research were to study the needs assessment and to develop management strategies for enhancing the entrepreneurship of students. This study was conducted by utilizing Mixed Methods Research. The sample group used in this study consisted of School Directors and Teachers totaling 226 persons under the Northeastern Industrial and Community Education Colleges in Thailand. The tools used for data collection were questionnaires and strategic evaluation forms. Data were analyzed through descriptive statistics, namely, frequency distributions, percentages, means, standard deviations, and PNI[subscript Modified]. The results of the research revealed the followings: 1)In all, the current conditions of management for enhancing the entrepreneurship of the students were at a &quot;High&quot; level. Regarding the desired conditions, it was, in general, at the &quot;Highest&quot; level. As for the needs priority, it was found that the most needed aspects were the characteristics of Entrepreneurship, the management of an 'Entrepreneurial Incubation Center, and Teacher Development, respectively. 2) The management strategies for enhancing the entrepreneurship of students comprised visions, missions, targets, of 9 strategies with 62 measures, and 67 indicators. Some recommendations and suggestions for future research were introduced.
Thai Undergraduate and Graduate Students&apos; Perceptions towards Effective English Teacher Attributes
Author: Chumworatayee, Tipamas
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Graduate Students,Student Attitudes,Teacher Effectiveness,Language Teachers,English (Second Language),Second Language Instruction,Teacher Characteristics,Teacher Student Relationship,Knowledge Base for Teaching,Teaching Methods

This study investigated effective English teacher attributes perceived by 125 Thai undergraduates and graduates in terms of five categories, namely rapport, delivery, fairness, knowledge and credibility, and organization and preparation. Descriptive and inferential statistics were used to rate and compare the responses of the undergraduate and graduate groups obtained through a 42-item questionnaire with a 7-point Likert scale. The results indicated both similarities and differences to some extent. While both groups placed rapport the highest rank, followed by organization and preparation, delivery was rated the lowest. The two groups, however, ranked fairness and knowledge and credibility in the opposite order. Graduates considered knowledge and credibility to be more important than fairness, and vice versa. Nine attributes were found to be significantly different between the two groups. While undergraduates weighed using Thai selectively, treating all students fairly, and preparing students well for exams more importantly, graduates favored teaching grammar, asking individual students to answer questions, requiring students to work hard during class, teachers' having a good knowledge of grammar and vocabulary, and explaining the instructional methods to the class more. These findings are useful for university English teachers to understand their students' expectationsin order to help their students at different levels reach their true potential in English learning.
Sustainability Pedagogy: Effects and Impacts on High School Students&apos; Knowledge, Behaviour Intention and Actual Behaviour about Sustainability
Author: Grandisoli, Edson
Date: 2020-00-00
Type: Journal Articles
Subjects: Sustainable Development,Environmental Education,Conservation (Environment),Sanitation,High School Students,Adolescents,Student Behavior,Intention,Knowledge Level,Program Effectiveness,Active Learning,Socialization,Private Schools,Foreign Countries

The sustainability pedagogy has been considered a central framework for projects in Education for Sustainability due to its importance of equipping people with knowledge, values, skills, attitudes, and behaviors compatible with sustainability. Despite its theoretical-practical importance, there is still a gap in works that demonstrate its actual effectiveness. This work presents the outcomes of the Education for Sustainability Project (EfS) (2010-2016) developed by high school teachers and students in Sao Paulo, Brazil. The EfS considered a particular sustainability pedagogy as a guide for its activities and interventions in the school through active learning methodologies and multi-stakeholder social learning. Its effects and impacts on participant students' knowledge, actual behavior, and behavior intention were assessed quali-quantitatively by open-ended questions pre and post-tests. The participant students presented marked changes in knowledge and behaviors (compared to a control group) considering the adopted sustainability pedagogy, evidencing its effectiveness as a framework for different projects aiming at the formation of more sustainable individuals and societies.
Avoidance of the English Passive Construction by L1 Chinese Learners
Author: Wang, Yang
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Form Classes (Languages),Chinese,Native Language,Transfer of Training,Interference (Language),Linguistic Theory,Task Analysis,Context Effect,Language Usage,Foreign Countries,Error Analysis (Language),Grammar,Language Tests

This research investigated avoidance behaviour, one of the strategies L2 learners may resort to because of L1-L2 differences, or the non-existence of L2 structures for L1 learners, i.e. the Avoidance Behaviour Hypothesis (Schachter 1974). However, based on the Factors of L2 Non-Avoidance Hypothesis (FNAH) (Thiamtawan &amp; Pongpairoj, 2013, 2019), despite the aforementioned factors, L2 avoidance does not necessarily emerge. The study recruited thirty L1 Chinese intermediate participants. The tasks used to elicit data were the Comprehension Task and the Indirect Preference Elicitation (IPE) Task. Results showed that the participants significantly produced more passives than actives, which means they tended not to avoid the English passive construction. The study investigated further the different contexts in the IPE task. Findings revealed that the participants tended to avoid the English passive under non-adversity contexts because of the complexities of the passive compared with the active. However, they would not avoid the passive construction under adversity contexts due to transfer of training in the Chinese setting. The overall results were in support of FNAH.
Preparing Counselor Education and Supervision Doctoral Students through an HLT Lens: The Importance of Research and Scholarship
Author: Brown, Cian L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Doctoral Students,Counselor Training,Learning Theories,College Faculty,Faculty Publishing,Institutional Characteristics,Classification,Research,Scholarship,Career Development,Student Research,Student Experience

We examined the publication trends of faculty in 396 CACREP-accredited counselor education and supervision (CES) programs based on Carnegie classification by exploring 5,250 publications over the last decade in 21 American Counseling Association and American Counseling Association division journals. Using Bayesian statistics, this study expounded upon existing literature and differences that exist between institution classifications and total publications. The results of this study can be used to inform the training and preparation of doctoral students in CES programs through a Happenstance Learning Theory framework, specifically regarding their role as scholars and researchers. We present implications and argue for the importance of programs and faculty providing research experience for doctoral students in order to promote career success and satisfaction.
Are Early Period Maladaptive Schemas Effective in Adolescence? Their Effect on Parenting Styles and the Need for Social Approval
Author: Eksi, Halil
Date: 2020-00-00
Type: Journal Articles
Subjects: Parenting Styles,Schemata (Cognition),College Students,Student Attitudes,Peer Acceptance,Parent Child Relationship,Psychotherapy,Problem Solving,Correlation,Emotional Adjustment,Anxiety Disorders,Models,Measures (Individuals)

The aim of this study is to examine the mediating effect of early maladaptive schemas in the relationship between parenting style and the need social approval. In this study, scales were applied to 379 university students and analyzes were conducted in line with their answers. As a result of the final analysis, it was concluded that the high standard scheme had an intermediary role effect between parenting style and the need social approval. Positive studies on early childhood schemes in psychotherapy can help people to solve their problems.
Education Viruses That Agonizing Education Systems Components
Author: Gelen, Ismail
Date: 2020-00-00
Type: Journal Articles
Subjects: Problems,Barriers,Learning,Educational Quality,Influence of Technology,Tests,Addictive Behavior,Health,Homework,Discipline,Educational Legislation,Educational Practices,Academic Failure,Obesity,Nutrition,Violence,Language Usage,Bullying,Acoustics,Urbanization,Mass Media Effects,Private Education,Relevance (Education),Substance Abuse,Moral Issues,Foreign Countries

The purpose of the research is to define the factors that negatively affect education and learning process. Descriptive content analysis, one of the non-interactive qualitative research designs, was used to analyze the data. The analyses were conducted in six stages. First, aim, subject, and research questions were determined. Literature review was done according to the inclusion and exclusion criteria, the literature was read, the literature tags were created in the form of a table, the codes, categories, themes were created inductively according to the descriptive content analysis, and finally, analysis, association, interpretation, signification, and reporting were made. To this aim, 238 research conducted between 2014 and 2018 were jointly investigated within the framework of determined criteria. Correlation between raters was determined as rp= 0.94. According to the obtained results, variables that negatively affect learning related to technology and media may be indicated as phone, tablet, computer, game, internet, cartoons, social media, television, and TV series. Private teaching institutions and central examinations that negatively affect teaching are among the variables related to exams. Negative and disruptive factors arising from the school, education system, and educational practices; assignments, disconnection from real life, discipline problems, legislation and procedures, teaching practices that do not change or be updated, and a low possibility for failing a class are educational fashions. Addiction related viruses such as drugs, technology addiction, smoking habits affect education negatively. Obesity and excessive consumption culture and unhealthy nutrition problems that are health-related problems are also observed. Violence, swearing, using slang words, peer bullying, moral collapse, noise pollution, and problems stemming from ignoring others are the problems arising from all kinds of school environments.
&apos;Writing to Learn&apos; Research: A Synthesis of Empirical Studies (2004-2019)
Author: Chmarkh, Mustapha
Date: 2021-00-00
Type: Journal Articles
Subjects: Content Area Writing,Teaching Methods,Native Language Instruction,Second Language Instruction,Educational Research,Instructional Effectiveness,Student Attitudes,Teacher Attitudes,Intellectual Disciplines,Instructional Program Divisions,Influences,Foreign Countries,Elementary Secondary Education,Higher Education

This paper adds to writing to learn research by reporting on empirical and conceptual studies on the subject matter but also by speculating on the learning virtues that writing offers besides its function as an assessment tool, namely that it can provide students with an adequate avenue to reflect on their learning. For this purpose, I reviewed 17 studies spanning a 17-year period (2004-2020) and representing both the L1 and L2 contexts. Reviewed studies examined writing to learn in different disciplines and grade levels across countries, including the US, Canada, Turkey, Norway, Spain etc. Later in this paper, I set out to elaborate on thematic patterns if these existed and identify areas where further research may be warranted. Findings indicated that writing to learn is an effective instructional strategy across different grade-levels and disciplines both in the L1 and L2 teaching and learning contexts. Finally, this paper overviews relevant pedagogical implications and future research directions.
A Corpus-Based Study of the Vocabulary Profile of High School English Textbooks in China
Author: Yu, Min
Date: 2021-00-00
Type: Journal Articles
Subjects: Textbook Content,Textbooks,Secondary School Curriculum,National Curriculum,High Schools,Academic Standards,Vocabulary Development,English (Second Language),Second Language Instruction,Second Language Learning,Word Lists,Word Frequency,Repetition,Foreign Countries

The study investigates the vocabulary profile of a set of English textbooks &quot;New Senior English for China,&quot; which is widely used for senior secondary education in China. It examines how the words required by the 2017 National English Curriculum Standard for General Senior Secondary Education in China are covered, repeated and distributed in the textbooks. The results show that the textbooks cover only about 80% of the lemmas required by the 2017 English Curriculum Standard. Among the lemmas covered in the textbooks, half of them are repeated less than five times in the textbooks. Most of the lemmas which recur more than five times in the textbooks have dispersion values above 0.5. Lemmas with dispersion values below 0.1 are mainly composed of theme-based words. Although the study indicates that some words are distributed favorably, the textbooks fail to provide sufficient coverage and repetition of the words required by the 2017 English Curriculum Standard. Therefore, extra exposure and repetition of these words are required for optimal learning.
Examining Validity of the Candidate Notification Scale for Gifted Children by Mokken Scale Analysis
Author: Bilgen, Özge Bikmaz
Date: 2020-00-00
Type: Journal Articles
Subjects: Academically Gifted,Talent Identification,Measures (Individuals),Test Validity,Test Reliability,Factor Structure,Factor Analysis,Scaling,Item Response Theory,Nonparametric Statistics,Preschool Children,Foreign Countries

The purpose of this study is to examine the validity of the scale for identifying gifted children, whose validity was proven by exploratory, confirmatory factor analysis, and whose reliability was proven the Cronbach alpha coefficient for identifying children in the 3-6 age group, using Mokken scaling based on nonparametric item response theory. The study group of the research consists of 253 students. As a result of the analysis of the 13-item 3-dimensional scale (&quot;above average ability,&quot; &quot;creativity&quot; and &quot;task commitment&quot;) with Monotone homogeneity Model, it is seen that a one-dimensional structure is obtained and the model fits when analyzed as a three-dimensional construct. For model data fit, when the discrimination and reliability values of the items are examined, it can be said that the one-dimensional structure of the scale is at an acceptable level, and relatively higher values are obtained for each criterion in the three-dimensional structure compared to the one-dimensional structure. Based on the findings, it can be interpreted that a parallel result was obtained in the validity study based on non-parametric item response theory of the scale, which was developed based on confirmatory factor analysis.
Corpus-Based Creation of Tourism, Hotel, and Airline Business Word Lists
Author: Laosrirattanachai, Piyapong
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,English for Special Purposes,Second Language Learning,Second Language Instruction,Word Lists,Computational Linguistics,Air Transportation,Language Usage,Web Sites,Periodicals,News Reporting,Guides,Specialists,Feedback (Response),Word Frequency

A lack of technical vocabulary is a major problem for English for Specific Purposes (ESP) learners in a foreign setting. In this paper, we argue for using word lists to help learners expand their technical lexis repertoire. Therefore, we propose English word lists in three disciplines constructed from compiled corpora--the Tourism Business Word List (TBWL), the Hotel Business Word List (HBWL), and the Airline Business Word List (ABWL). The three word lists were derived from the vocabulary and technical terms appearing in the Tourism Business Corpus (TBC), the Hotel Business Corpus (HBC), and the Airline Business Corpus (ABC), which comprise language used in hospitality official websites, magazines, news, and work operation manuals. The corpora for ESP learners were carefully filtered through Filter Lexical Frequency, Filter Lexical Range, Filter Lexical Profiling, Filter Lexical Keyness, and via input and feedback from specialists and experts. Ultimately, the TBWL, HBWL, and ABWL were narrowed down to 378, 274, and 245 words, respectively, each of which was categorised into 13, 9, and 8 sub-word lists, respectively. The findings also revealed that the TBWL covered 7.76% of the TBC, the HBWL covered 7.67% of the HBC, and the ABWL covered 6.74% of the ABC.
Cyberbullying: The Case of Public Figures
Author: Saengprang, Suriya
Date: 2021-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Incidence,Social Media,Cultural Differences,Asian Culture,Western Civilization,Classification,Speech Acts,Linguistic Theory,Intention,Aggression,Language Usage,Korean,English,Contrastive Linguistics,Foreign Countries,Singing,Musicians,Programming (Broadcast),News Reporting

Cyberbullying has become a serious global issue. Previous studies focusing on the prevalence and the consequences of cyberbullying have paid little attention to its linguistic features, especially in celebrity cases. This current study fills this gap by investigating the language that constitutes cyberbully toward celebrities from different cultures. Data were collected from the Instagram accounts of two celebrities representing Asian and Western culture, one is Korean, and another one is British. This study employed the notion of cyberbullying (Patchin &amp; Hinduja, 2006; Smith et al., 2008) to label bully comments and categorized them into cyberbullying's type (Willard, 2006). Moreover, speech acts theory was employed to identify the intention of those comments distinguishing cyberbullying from other aggression. To compare the similarities and differences between the two cultures, direct and indirect speech acts were used. An analysis reveals that Korean celebrity received harassment, whereas British celebrity experienced harassment and denigration according to cyberbullying's types. In addition, four classifications of speech act were found: representatives, directives, expressives, and commissives. The findings show different forms of language are used. Indirect speech acts are commonly found in the case of Korean, whereas direct speech acts are frequently used in the case of British.
A Comparison of Two Standard-Setting Methods for Tests Consisting of Constructed-Response Items
Author: Ozarkan, Hatun Betul
Date: 2020-00-00
Type: Journal Articles
Subjects: Standard Setting (Scoring),Responses,Test Items,Cutting Scores,Comparative Analysis,Achievement Tests,Mathematics Tests,Grade 8,Classification,Mathematics Teachers,Middle School Students,Middle School Teachers,Foreign Countries

Purpose: This study aimed to compare the cut scores obtained by the Extended Angoff and Contrasting Groups methods for an achievement test consisting of constructed-response items. Research Methods: This study was based on survey research design. In the collection of data, the study group of the research consisted of eight mathematics teachers for the Extended Angoff method, 75 eighth grade students, and a mathematics teacher for the Contrasting Groups method. Data were collected through math achievement test consisting of constructed-response items, scoring rubrics, expert opinion form for Extended Angoff method and student classification form for Contrasting Groups method. Findings: Cut score was determined to be 13,38 by the Extended Angoff method and 12,50 by the Contrasting Groups method. It has been determined that the two standard-setting methods do not make significant difference between the master accepted student ratios. It has been found that there is a high level of harmony between the methods in terms of classifying the students as qualified and unqualified. Implications for Research and Practice: This study was restricted to test consisting of constructed-response items and two standard-setting methods. It is suggested that future research tests should include different types of items and compare different methods. In the COVID-19 pandemic process, judge panel discussions can be made online in the Extended Angoff method. Online meetings can allow the creation of a heterogeneous judge group. Therefore, both methods can be used in the COVID-19 process.
Beliefs in a Just World, Gender and Academic Achievement
Author: Cirak Karadag, Sevinc
Date: 2020-00-00
Type: Journal Articles
Subjects: Beliefs,Social Justice,Gender Differences,Academic Achievement,Undergraduate Students,Student Attitudes,Foreign Countries,World Views

Purpose: Individuals who have higher levels of beliefs in a just world are purported to motivate themselves better than others, thereby, have higher levels of academic performance. However, previous research performed in this field conducted mainly with Western participants and secondary level school students. The present study aims to investigate the relationship between beliefs in a just world (BJW) and academic achievement. Also, this study examined gender differences in the main variables and the moderating effect of the gender on the relationship between beliefs in a just world and academic achievement with undergraduate students from Kyrgyzstan. Research Methods: A correlational research design was adopted for the current study. A convenience sample of 302 undergraduate students participated in this study. The participants completed a questionnaire, including demographics, grand point average (GPA), and measures of beliefs in a just world. Findings: Analyses revealed that personal BJW, general BJW, and a two-way interaction of gender and general BJW predicted academic achievement. Additionally, the positive relationship between general BJW and academic achievement was moderated by gender. Low levels of general BJW adversely impacted male students but did not affect female students. In this study, gender differences were also found in academic achievement, general and personal BJW. Implications for Research and Practice: Future research needs to replicate gender's moderating role on the general beliefs in a just world and academic achievement since, to our knowledge, it is a novel finding in the just world hypothesis and academic achievement research.