ethanporcaro/eric-fulltext-meta huggingface dataset:
Helping Students to Climb the Mountain: A Study to Inform the Development of a Resource to Improve the Learning of Statistics in Psychology
Author: Davies, Emma L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Statistics,Psychology,Educational Resources,Pilot Projects,Student Attitudes,Student Satisfaction,Research Methodology,Methods Courses,Student Surveys,Anxiety,Self Efficacy,Knowledge Level,Cohort Analysis,Undergraduate Students,Student Improvement,Foreign Countries

Students often struggle with learning about statistics, which encompass a large proportion of a psychology degree. This pilot study explored how first- and final-year students reflected on their experiences of being taught this topic, in order to identify needs that could be addressed in a project to improve their learning. First-year students reported that they initially found their module challenging but that it became easier towards the end.Third-year students recognised the importance of the topic but were not confident in their abilities. Most students reported anxiety about statistics. Although students were positive about practical classes, many felt that they could not easily remember the materials. The findings suggested three areas of focus to improve student learning. Firstly, diverse needs and levels of ability should be catered for. Secondly, students need help to go beyond surface learning and button clicking. Finally, low levels of engagement should be addressed. This work has informed a project to develop an online resource to address the above identified needs to enhance teaching of this important topic.
Publishing with Undergraduates: Some Further Observations
Author: Griffiths, Mark
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Publications,Writing for Publication,Observation,Scholarship,Psychology,Student Research,Research Reports,Educational Practices,Educational Strategies,Foreign Countries

This paper provides some additional observations on publishing with undergraduates following the short paper by Hartley (2014) in a previous issue of &quot;Psychology Teaching Review.&quot; This paper's main focus relates to how students can develop as scholars by lecturers actively encouraging students to disseminate their written and oral undergraduate work to wider audiences via many different outlets (e.g. journal papers, magazine articles, trade press articles, conference papers, etc.). Examples are provided. [For &quot;Publishing with Undergraduates&quot; (Hartley 2014), see EJ1146476.]
Prospects for Technical and Vocational Education and Training (TVET) in Nigeria: Bridging the Gap between Policy Document and Implementation
Author: Akanbi, Grace Oluremi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Educational Policy,Educational Practices,Educational History,National Curriculum,Program Implementation,Board of Education Role,Fidelity,Educational Change,Educational Development,Comparative Education

This paper discusses the prospects technical and vocational education and training (TVET) in Nigeria through bridging the gap between the policy document and practice. At the 1969 National Curriculum Conference and the eventual emergence of the National Policy on Education (NPE) in 1977, TVET was given prominence but, unfortunately, in theory only. However, the imperative of TVET for national development is no longer arguable, especially in the face of a dwindling economy, mass unemployment and the irrelevance of some academic content to societal needs. In the conceptual framework of globalization of education, this paper discusses the gaps between the TVET policy document and practice. This is historical research for which both primary and secondary sources of information were explored, including: all editions of the NPE, the Internet, and relevant journals and textbooks. A number of recommendations are made including that making education relevant to the needs of the society is desirable.
Am I Wearing the Right Hat? Navigating Professional Relationships between Parent-Teachers and Their Colleagues
Author: Lipsky, Eliana
Date: 2017-00-00
Type: Journal Articles
Subjects: Role Theory,Phenomenology,Parent Teacher Cooperation,Teacher Collaboration,Interpersonal Relationship,Role Conflict,Higher Education,Early Childhood Education,Elementary Education,Private Schools,Jews,Christianity,Semi Structured Interviews,Coding

Utilizing organizational role theory and cognitive role theory as a theoretical framework, this phenomenological study examined the experience of parent-teachers and colleague-teachers in small educational settings and their perceptions of these dynamic relationships and potential areas of conflict. Findings highlighted perceived strengths, yet tensions and challenges persisted as teachers used a variety of management techniques to navigate their unique intrapersonal and interpersonal roles. Discussed are the themes that emerged from the data collected regarding role conflict, boundary crossing, boundary blurring, and management of the related tensions. The researchers argue that open communication concerning this phenomenon is important to improve a school's culture and organizational health. This study explored a small sample of voices at three small but distinct schools spanning early childhood through college level. The researchers believe this study begins a much needed dialogue about the impact parent-teachers in small school settings have on their respective school communities.
Achievement Flourishes in Larger Classes: Secondary School Students in Most Countries Achieved Better Literacy in Larger Classes
Author: Alharbi, Abeer A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,Large Group Instruction,Class Size,Secondary School Students,Outcomes of Education,Foreign Countries,International Assessment,Achievement Tests,Scores,Ability Grouping,Parent Background,Socioeconomic Status,Statistical Analysis,Educational Benefits,Literacy,Reading Comprehension

There is no consensus among academics about whether children benefit from smaller classes. We analysed the data from the 2012 Programme for International Student Assessment (PISA) to test if smaller classes lead to higher performance. Advantages of using this data set are not only its size (478,120 15-year old students in 63 nations) and representativeness but also that the 2012 PISA data set, for the first time, includes the class size for each participating child. We found that, in most countries, children in smaller classes had a lower performance score in solving reading comprehension problems than those in larger classes. We further analysed the relationship between class size and factors that can explain this paradoxical phenomenon. Although grouping of students by ability and the socioeconomic status of parents played some role in some countries, these factors cannot fully explain the effect. We finish by discussing the overlooked potential advantages of larger classes.
Educational Foundations in Trinidad and Tobago: Reformulating a Masters Course and Building a Learning Community
Author: Geofroy, Stephen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foundations of Education,Masters Programs,Qualitative Research,Case Studies,Teaching Experience,Teacher Attitudes,Communities of Practice,Questionnaires,Peer Evaluation,Student Attitudes,Educational Change,Student Experience,Education Courses,Graduate Students,Teacher Educators,Interpersonal Competence,Inservice Teacher Education

The context of this study is a Masters course in educational foundations, adjusted from an overall theoretical format to one which places heavy emphasis on the social interaction of participants toward the building of a community of learning. In a learning community, situations arise which require of its members social competencies conducive to positive social interaction. Subsequent to the course re-format, a qualitative case study was undertaken to gather responses over two course offerings. Data were analysed from teacher-participants, lecturers and tutors, as well as from sections of an assignment. Teacher experiences reveal that success in building a learning community needs scaffolding through in-depth sensitization into what a learning community entails. The challenge to lecturers is to examine their commitment to an emphasis on community building rather than discrete disciplinary knowledge in the philosophy, psychology and sociology of education.
Teaching Research Methods to Encourage the Transition from &quot;Reluctant Scientist&quot; to Psychologist: A Longitudinal Study
Author: Robertson, Julia M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Research Methodology,Student Development,Psychology,College Freshmen,Professional Development,Courses,Classroom Techniques,Formative Evaluation,Summative Evaluation,Student Improvement,Educational Change

The challenge of teaching Research Methods to frequently unwilling undergraduate psychologists has long been recognised. Whilst a number of studies have sought to investigate and address the barriers to its effective teaching, few have taken a quantitative approach and fewer still a longitudinal design in order to examine the efficacy of specified interventions. This study employed such a design, the sample consisting of three cohorts of first-year psychology students (N=286) over three consecutive years who were undertaking Research Methods as a compulsory module. Changes were implemented in both the delivery and assessment regime to facilitate a more engaging delivery of the material and greater consolidation of basic principles though iterative classroom techniques and the use of formative and summative assessments. A significant improvement in student marks, despite an increase in the difficulty of the assessments, was found with overall marks increasing by a whole grade band. Further analysis of the different assessed elements of the year-long module also demonstrated improved performance in each of the constituent parts. This study, therefore, extends the growing body of evidence-based literature on the use of effective teaching techniques and assessment regimes in a challenging area.
On Learning to Write Those **** References
Author: Hartley, James
Date: 2014-00-00
Type: Journal Articles
Subjects: Psychology,College Students,Citations (References),Teaching Methods,Student Research,Writing Skills,Writing Strategies,Guidelines

In this article, the author discusses how difficult it is for psychology college students to learn to write multiple disciplines of references. It is hard for students to understand why all details have to be written in the right order and the right type-style--depending upon which reference system is used. In this article, the author proposes that students should not be taught the minutiae of referencing in psychology until they reach a later stage: the second-year for example. A social media citation guide is included.
Rethinking Curriculum in the Linguistics Component of a Major on Bilingual Education
Author: Arias-Cepeda, Carlos
Date: 2017-00-00
Type: Journal Articles
Subjects: Bilingual Education,Metalinguistics,Student Teachers,Linguistics,Role,Majors (Students),Phenomenology,Second Language Learning,Second Language Instruction,Higher Education,College Faculty,Criticism,Qualitative Research,Undergraduate Students,Foreign Countries,Educational Change,Teacher Education Curriculum,Teacher Educators

The aim of this article is to report the partial findings resulting from a phenomenological study that intends to document the theoretical and empirical sources to inform a curricular proposal for the linguistic component of a major on bilingual education. From the theoretical point of view, this paper will present several perspectives about curriculum in tertiary education and the role of linguistics in a major on bilingual education. As for the empirical data, the paper will document how some professors in the second language teaching and linguistics fields, when analyzing the linguistic component of the curriculum in the major, advocate for a conscious use of metalanguage, the choice of content that empower student teachers to build their praxis and compete in their field, the use of the first and second language for instruction, and a switch towards the problematic nature of the object of study rather than the subdiscipline fragmentation of knowledge. This paper also triangulates some of the participants' perspectives with existing theory in an attempt to reach more informed grounds for a curricular proposal.
Transnational Learning and Chinese Sayings
Author: Liu, Haedy
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Qualitative Research,Semi Structured Interviews,Confucianism,Learning Experience,Figurative Language,Folk Culture,Proverbs,Chinese,Diversity (Institutional),Models,Web Sites,Position Papers,Content Analysis,Educational Needs,College Faculty

Chinese sayings within the context of transnational education have not been extensively explored within higher education. In this qualitative study, which utilized semi-structured interviews, data were collected from 24 participants to explore their transnational study experience. Chinese sayings, framed within a rich Confucian history, provide a culturally appropriate way for participants to understand their transnational learning experience. By using Chinese sayings and metaphors, the participants found meaning in their transnational education experience for personal growth and to strengthen their communities. The article provides a discussion of implications for higher education contexts and recommendations.
Vertical Enhancement of Second-Year Psychology Research
Author: Morys-Carter, Wakefield L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Psychology,Student Research,Research Methodology,Methods Courses,Ethics,Student Publications,Peer Evaluation,Feedback (Response),Statistics,Teaching Methods,Educational Practices,Educational Strategies,Undergraduate Students,Research Skills,Educational Experiments,Educational Improvement,Curriculum Enrichment,Foreign Countries

Statistics and Research Methods modules are often unpopular with psychology students; however, at Oxford Brookes University the seminar component of the second-year research methods module tends to get very positive feedback. Over half of the seminars work towards the submission of a research-based experimental lab report. This article introduces and reflects on some of the recent changes made to improve this coursework by increasing the similarities with staff research; specifically targeting the areas of supervision, ethical review, peer review and dissemination. These developments are aligned with the teaching fellowship project, Vertical Enhancement of Statistics and Psychology Research, and aim to encourage second-year students to treat their group experiments as part of the department's research activity, rather than simply as pieces of coursework. Enhancing this research-based aspect of the student experience teaching will hopefully, in turn, lead to higher quality third-year dissertations by increasing student enthusiasm for academic research.
What Expectations Do Sixth-Form Students Have of Their Learning and Their Teachers and What Expectations Do Teachers Have of Their Students? Stage One of the Action Research Cycle
Author: Deuker, Charmaine
Date: 2014-00-00
Type: Journal Articles
Subjects: Action Research,Transitional Programs,Teacher Expectations of Students,Student Educational Objectives,Student Role,Teacher Role,Focus Groups,High School Students,Study Skills,Independent Study,Teacher Student Relationship,Articulation (Education),Change Strategies,Foreign Countries

Action research is an invaluable resource, which can be utilised by those involved in teaching and learning as a reflective tool enabling a person to make informed decisions about their working practices. Developing and improving teaching skills is an essential part of the teacher's role so this method was used to explore concerns that were evident around two main issues. The first issue centred around how best to explore difficulties that may be experienced by sixth-form students in their learning, especially when making the transition between GCSEs and A-levels, and secondly what teachers and learners expected of each other in their respective roles. Insights gained from these issues could then be used to inform and address intervention strategies to deal with the concerns highlighted. This study is, therefore, a first stage of the action research cycle and it is hoped that the findings and conclusions that emerge from this study will inform future research to address these matters.
Comparing the Indonesian Kurikulum 2013 with the Australian Curriculum: Focusing on Science for Junior Secondary Schools
Author: Michie, Michael
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Comparative Education,Comparative Analysis,Competency Based Education,Minimum Competencies,Elementary Secondary Education,Curriculum Design,Educational History,Criticism,Science Curriculum,Barriers

The introduction of a new curriculum in Indonesian schools seeks to bring about changes in Indonesian society as well as students' knowledge base. The curriculum is based on two layers of competencies: Core Competencies, and Basic Competencies. Core Competencies are applicable at all year levels and for all subjects. They include religious and social attitudes as well as knowledge, skills, and the application of knowledge. The Science Curriculum for junior high school is promoted as integrative science; some of the basic competencies demonstrate a cross-curriculum approach more successfully than others. When compared to the Australian Curriculum, the Science Curriculum reveals that the contents are similar, as are key ideas and skills, and each curriculum has its approach to assessing achievement. Sustainability is a major cross-curriculum feature of both curriculums. The introduction of Kurikulum 2013 has not been without controversy, with schools using the previous curriculum while Kurikulum 2013 undergoes further trialling.
Implementation of Attachment Theory into Early Childhood Settings
Author: Shirvanian, Natalia
Date: 2017-00-00
Type: Journal Articles
Subjects: Attachment Behavior,Early Childhood Education,Child Care,Child Caregivers,Caregiver Child Relationship,Caregiver Training,Educational Policy,Teacher Student Ratio,Parent Participation,Intervention

Because numerous studies show that early child-adult attachment significantly affects a child's socio-emotional and cognitive development, we propose that establishing attachment-based child care can contribute to a healthy and happy childhood. This proposition is part of a new theoretical and experimental field and, thus, research is limited. There is a lack of clarity in definition, criteria, and common terminology of this type of child care. By synthesizing the literature around the attachment-based interventions in early child care centres, this review provides a conceptualization of attachment-based child care. Based on research findings, major components of this type of child care are: training for caregivers on attachment theory and sensitivity; employment of an appropriate policy, such as the appointment of a key person; a small child-adult ratio; and collaboration with parents that includes education about secure attachment and sensitivity.
An Analysis of the Development Path of Business English Teachers in Local Institutions of China
Author: Wang, Xin
Date: 2017-00-00
Type: Journal Articles
Subjects: Business English,English (Second Language),Second Language Instruction,Teaching Methods,Language Teachers,Teacher Education,College Faculty,Foreign Countries,Intellectual Disciplines,Local Issues,Resource Allocation,Talent,Student Recruitment,Faculty Development,Teacher Collaboration,Teacher Qualifications,Sustainable Development,Educational Policy,Incentives

The application-oriented development of local institutions has become a trend. Business English, with its &quot;compound and cross-disciplinary&quot; characteristics and the development of local economy have put forward higher requirements for the development of business English teachers in local institutions. This paper surveys and analyzes the current situation and development bottleneck of business English teachers in local institutions of China, and puts forward the development path of business English teachers from four aspects. It aims to provide reference for the construction of business English teaching faculty and the construction of business English discipline.
Benefits and Difficulties of Learning in Group Work in EFL Classes in Saudi Arabia
Author: Alfares, Nurah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Groups,Educational Benefits,Teaching Methods,Second Language Learning,Second Language Instruction,Student Attitudes,Language Teachers,Interviews,Telecommunications,Questionnaires,English (Second Language),Secondary School Students,Mixed Methods Research,Learning Motivation,Cognitive Processes,Behavior Problems,Group Dynamics,Student Behavior,Cooperative Learning,Middle School Students

This study investigates learners' perceptions of the benefits and the difficulties of group work (GW) in EFL (English as a foreign language) classes. The purpose of this study is to explore the possible effects of GW, in order to better understand learners' attitudes towards GW, and to inform language teachers of students' views of using GW. A mixed-methods approach (quantitative and qualitative methods) was used to collect the required data for the study. Questionnaires were collected from 188 students in five private language institutions. These institutions specialise in teaching EFL to adult students studying in intermediate and secondary schools. From this sample, 20 students were interviewed in more detail in follow-up telephone interviews. The questionnaire examined learners' general perceptions, and the telephone interviews further explored the questionnaire findings. The findings revealed that many language learners consider the advantages of GW to be mainly related to (1) cognitive aspects, i.e. benefits that help learners in the learning process; and (2) emotional aspects, which are benefits that enhance motivation for learners. However, some learners identified difficulties, mostly related to learners' behaviours, which can result in uncooperative work in groups. These findings revealed that Saudi learners regard GW as effective in learning, but that some students' negative behaviours may prevent them from obtaining the benefits of GW.
Foreign Language Anxiety among First-Year Saudi University Students
Author: Tanielian, Adam R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Surveys,College Freshmen,Statistical Analysis,Anxiety,Second Language Instruction,English (Second Language),Communication (Thought Transfer),Likert Scales,Measures (Individuals),Second Language Learning,Student Attitudes,Academic Achievement,Correlation

This study surveys 156 Saudi male and 131 Saudi female students in their first year at King Faisal University in the Eastern Province of Saudi Arabia. Demographic data is collected along with quantitative data using a self-reporting Foreign Language Classroom Anxiety Scale (FLCAS) with a 5- point Likert scale. English performance data is collected via course grades. Comparisons are made between genders, majors, course levels and academic terms using ANOVA and descriptive statistics. Correlations and regression assess relationships between FLCA and English performance. Results show moderate levels of FLCA and moderate, negative correlations with performance. Further qualitative data is collected in the form of feedback from foreign English instructors and university administration. Qualitative data is compared to prior research and results from the quantitative study in order to ensure reliability. The discussion and conclusion leads to recommendations for teachers and administrators with the intent of reducing FLCA and increasing educational opportunity.