ethanporcaro/eric-fulltext-meta huggingface dataset:
The Agile Approach with Doctoral Dissertation Supervision
Author: Tengberg, Lars Göran Wallgren
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Dissertations,Supervision,Supervisors,College Faculty,Teaching Methods,Graduate Students

Several research findings conclude that many doctoral students fail to complete their studies within the allowable time frame, in part because of problems related to the research and supervision process. Surveys show that most doctoral students are generally satisfied with their dissertation supervision. However, these surveys also reveal some students think their supervisors meet with them too infrequently, lack interest in their dissertation topics, and provide insufficient practical assistance. Furthermore, many countries will soon witness a large turnover in the labour market as people near retirement. Because this is also the case at many universities and colleges, the expectation is that there will be many teaching and research vacancies. Therefore, many new doctoral students who plan to enter academia after earning their doctoral degrees are needed. In responding to these complaints, this conceptual paper examines the use of the agile approach--which has achieved recognition and approval in software development--in the doctoral dissertation process. In the teaching/learning sphere, the agile approach can be used in iterative meetings between doctoral student and supervisor for dissertation planning, direction, and evaluation. The focus of the iterations, the so-called Sprints, is on communication and feedback throughout the entire process. The paper is based in theories on teaching/learning and on the author's personal experience with the agile approach. Use of the agile approach, which can decrease the time required for doctoral studies, may thus increase the number of graduates with doctoral degrees. The paper makes suggestions for practical implementation of the agile approach.
The Effect of iPad on School Preparedness among Preschool Children with Hearing-Impairments
Author: Turkestani, Maryam Hafez
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Hearing Impairments,School Readiness,Preschool Children,Kindergarten,Control Groups,Experimental Groups,Comparative Analysis,Program Effectiveness,Statistical Significance,Measures (Individuals),Correlation,Validity,Reliability

With modern technological developments and with the fast expansion of mobile technical equipment, conducting a field study to find out how technology influences various developmental aspects of normal and special needs children at the preschool stage was deemed appropriate and timely hearing impairment. In this study aimed at finding out the effect of iPad on school preparedness among school children with hearing impairment. In this study, the children attended the national kindergarten in Al-Riyadh. The study sample was divided into control (7) and experimental (8) groups. Children in the experimental group used the iPad for 15 weeks. Results showed improvement of the experimental group in all measured areas. The control group, those who did not use the iPads, improved in both their kinetic and social areas. In addition, differences were found between groups on post measurement favoring experimental group. The study recommended conducting more experimental and longitudinal studies to further delve into the effects of using iPads in preschools with children who have impaired hearing.
The Influence of Pre-University Students' Mathematics Test Anxiety and Numerical Anxiety on Mathematics Achievement
Author: Seng, Ernest Lim Kok
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Mathematics Tests,Mathematics Achievement,Correlation,Regression (Statistics),College Bound Students,Foreign Countries,Test Anxiety,Statistical Analysis,Rating Scales,Likert Scales,Gender Differences,Secondary School Students,Factor Analysis

This study examines the relationship between mathematics test anxiety and numerical anxiety on students' mathematics achievement. 140 pre-university students who studied at one of the institutes of higher learning were being investigated. Gender issue pertaining to mathematics anxieties was being addressed besides investigating the magnitude of the variables for mathematics test anxiety and numerical anxiety. The data revealed that there was a positive correlation between mathematics test anxiety and numerical anxiety on students' mathematics achievement. Results of the multiple regressions showed that all the variables of mathematics anxieties were statistically significant on students' mathematics achievement. Non-parametric tests also revealed that mathematics anxiety was statistically significant in measuring students' mathematics achievement.
The Influence of Mathematics Anxiety in Middle and High School Students Math Achievement
Author: Al Mutawah, Masooma Ali
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Middle School Students,High School Students,Secondary School Mathematics,Mathematics Achievement,Foreign Countries,Correlation,Underachievement,Student Surveys,Statistical Analysis,Grade 8,Grade 9,Grade 10,Grade 11,Factor Analysis,Multivariate Analysis

Math anxiety has been the focus of much psychological and educational research in the past few years, there are many international studies showing that mathematics anxiety is an influence on student's achievements in school, but little research has been done about this issue in Bahrain. Bahrain is a country in the Arabian Gulf region, its economic development is increasing rapidly, and there is currently a focus on improving the school education outcomes to fit the 21st century requirements. Bahrain started a huge curriculum project in September 2013 by changing the primary math curriculum across the country, and will continue the changes to secondary curriculum in the coming years. These changes are intended to improve mathematics education in the country, since Bahraini math scores have been below the international mean for a very long time. This study attempts to investigate if there is a relationship between anxiety and underachieving in mathematics in Bahrain. The Revised Mathematics Anxiety (R-MANX) Survey (Bursal, 2006) was translated into Arabic and administered to 1352 primary students. The data was analyzed to explore the reliability and validity of the translated survey and the associations between Mathematics anxiety and achievement. This paper reports the findings of the study.
The Integration of Teacher's Pedagogical Content Knowledge Components in Teaching Linear Equation
Author: Yusof, Yusminah Mohd.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pedagogical Content Knowledge,Equations (Mathematics),Algebra,Qualitative Research,Case Studies,Mathematics Teachers,Computer Software,Reliability,Interviews

This qualitative research aimed to explore the integration of the components of pedagogical content knowledge (PCK) in teaching Linear Equation with one unknown. For the purpose of the study, a single local case study with multiple participants was used. The selection of the participants was made based on various criteria: having more than 5 years of experience teaching mathematics and possessing high and low level of knowledge in algebra and high general PCK in mathematics. Six teachers were selected to be the respondents in this research. The data were collected using i) stimulated recall interview, ii) observation, and iii) analysis of documents. Nvivo 8 software was used to help the researcher organize and analyze the data. Kohen Kappa reliability values obtained from three experts were very good, exceeding 0.8. The findings showed that the integration of content knowledge component of pedagogical implications (C?P) is the most frequently used component in the teaching of Linear Equations with one unknown. This indicates that teachers focus mostly on the components of content knowledge and knowledge about students. The teachers were least likely to integrate content knowledge with pedagogical knowledge, which has implications on the knowledge of the students (C&amp;P?S). The study suggests the need to improve teacher's knowledge through collaborative partnership with colleagues and through courses.
Advanced EFL Learners' Beliefs about Pronunciation Teaching
Author: Alghazo, Sharif M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),College Students,Student Attitudes,Beliefs,Pronunciation Instruction,Majors (Students),Teaching Methods,Questionnaires,Likert Scales,Bilingual Education,Instructional Design,Language of Instruction,Cognitive Style,Teaching Styles,Feedback (Response),Native Speakers,Teacher Student Relationship

This paper explores EFL learners' beliefs about English pronunciation teaching and aims to provide insights into current teaching practices of English pronunciation at both college and university levels. To this end, the study sought to elicit the beliefs of a group of 71 third- and fourth-year EFL learners majoring in English at a university college in Saudi Arabia about crucial aspects of pronunciation teaching. The study utilized a survey containing five-point Likert scale items as well as multiple-choice questions. Open-ended questions were also included in order to gain fuller understanding of students' views. Data were thematically analyzed and consequently categorized into five major areas: course design, language of instruction, learning and teaching style, types of feedback, and nativeness of teachers. It was found that students in this study context are cognizant of the value of learning English pronunciation, and of what they find useful and less useful. Students also proved willing to help improve pronunciation instruction by providing helpful perspectives on the proper way, at least in their views, to present this sub-skill.
Developing the Mathematics Learning Management Model for Improving Creative Thinking in Thailand
Author: Sriwongchai, Arunee
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Creative Thinking,Secondary School Students,Control Groups,Experimental Groups,Comparative Analysis,Pretests Posttests,Grade 8,Models,Mathematics Teachers,Secondary School Teachers,Mathematics Instruction,Instructional Effectiveness,Predictor Variables,Grade 9,Measures (Individuals),Secondary School Mathematics,Qualitative Research,Interviews

The study purposes were: 1) To study current states and problems of relevant secondary students in developing mathematics learning management model for improving creative thinking, 2) To evaluate the effectiveness of model about: a) efficiency of learning process, b) comparisons of pretest and posttest on creative thinking and achievement of students, and c) comparison of creative thinking and achievement between experimental group and control group. The model was created and implemented with grade eight students of secondary schools, in Thailand, and compared with control group, provided in traditional approach. The research results were: Most of relevant teachers didn't concentrate in mathematics learning for improving creative thinking, and lacked using strategies to engage divergent thinking. The model was designed through methodology of R&amp;D, which was composed of: 1) principles and theoretical concepts, 2) learning objectives, 3) learning process, 4) social system, 5) principles of response, 6) the support system. Whereas, the activities in learning process consisted of 1) engagement and understanding prior knowledge, 2) encountering problems with thoughtful thinking, 3) analyzing alternative and investigating solutions, 4) modifying of thinking patterns, 5) concluding and evaluating for creative thinking. The findings indicated that effectiveness of model based on achievement score was 76.25%, and based on creative thinking was 61.67%. The average posttest in learning achievement and creative thinking abilities of the experimental group were higher than pretest, and experimental group showed higher creative thinking than control group at the 0.01 level of significance.
Parent Participation in the Spanish School System: School Councils
Author: Cobano-Delgado, Verónica
Date: 2015-00-00
Type: Journal Articles
Subjects: Parent Participation,School Councils,Parent School Relationship,School Administration,Educational Practices,Participative Decision Making,Educational Policy,Elementary Secondary Education,Foreign Countries

Parents of pupils participate in the supervision and management of Spanish schools through the School Council [&quot;Consejo Escolar&quot;], which is the principal body through which such participation and oversight is channeled. Through it families, pupils, teachers and non-teaching staff contribute collectively to making the important decisions affecting schools. Its members are chosen by means of an electoral process that must be public and objective; voting must be personal, direct, secret and not delegatable. The Council's composition varies from one Autonomous Community to another and its character depends on the characteristics of each school--public or private--on the type of education offered as well as on the space, teaching staff and pupils it has at its disposal. Under the recent educational reform, democratic participation on the part of the various sectors which make up the school community has been drastically curtailed. Parents' representatives, teachers, pupils, administrative and municipal staff on the School Council find their contribution relegated to a merely consultative level.
The Power of ROFO Principle Together with Companywide Training in Executing Lean Production Strategy
Author: Goh, Ah Bee
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Administrative Principles,Productivity,Industrial Training,Case Studies,Instructional Effectiveness,Employees,Surveys,Interviews,Observation

This paper reports the findings of the case study conducted at Schaffner Thailand (ST) factory regarding the application of the ROFO principle coupled with companywide training on the execution of Lean Production (LP) strategy. The case study was motivated by 3 main objectives: 1) to examine the effectiveness of the ROFO principle and companywide training on the execution of LP strategy, 2)to study whether there were significant improvements in productivities between periods I and II, and 3) to assess whether ROFO principle had influenced significantly in changing the mindset of the staff. Companywide training was carried out on 3 modules: the ROFO principle, 5S and Lean Production (LP) concepts. The training of the 3 modules was implemented in period II (2008 to 2012) but not in period I (2003 to 2007). The methods used were survey, interview, and observations. The findings fully support the 3 objectives. The results were encouraging as productivities were not only improved in period II but also the willingness mindset of the staff. This is the power of the ROFO principle as each cycle of the ROFO principle resulted in a chain of corrective actions and learning.
The Relationship between Organizational Trust and Organizational Silence with Job Satisfaction and Organizational Commitment of the Employees of University
Author: Fard, Parastoo Gashtasebi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Job Satisfaction,School Personnel,Universities,Employee Attitudes,Organizational Culture,Work Attitudes,Trust (Psychology),Correlation,Questionnaires,Structural Equation Models,Likert Scales,Statistical Distributions

This study aimed to investigate the structural model between organizational trust and organizational silence with job satisfaction and organizational commitment of the employees of Islamic Azad University of Isfahan, (Khorasgan) branch. The study method is descriptive-correlation. The study population is the employees of Islamic Azad University of Isfahan branch (Khorasgan) as 340. 180 employees are selected by simple random method and sampling Table (Krejcie &amp; Morgan, 1970). The questionnaires of organizational trust (Ellonen et al., 2008) and organizational silence questionnaires, job satisfaction and organizational commitment (Bouradas &amp; Vakola, 2005). For analysis of study findings, Pearson correlation coefficient and structural equations modeling are applied. The results of study showed that organizational trust had inverse and significant relation with organizational silence and had positive and significant relationship with job satisfaction and organizational commitment. Also, there was an inverse and significant relationship between organizational silence and job satisfaction and organizational commitment. The results of structural equations modeling showed that organizational trust had direct impact on organizational silence (-64) organizational commitment (0.45) and job satisfaction (0.39) and has indirect impact via organizational silence on organizational commitment (0.29) and job satisfaction (0.29). Also, organizational silence had direct impact on organizational commitment and job satisfaction (-45). The model has good conditions in terms of fitness indices and fitness data.
Use of Blended Learning for Effective Implementation of English-Medium Instruction in a Non-English Higher Education Context
Author: Im, Jin-Hyouk
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,English (Second Language),Language of Instruction,Higher Education,Global Approach,College Students,Models,Educational Policy,Program Implementation,Educational Benefits,Outcomes of Education,Language Role,Official Languages,Qualitative Research,Interviews

Although researchers agree with the strengths of an English-medium instruction (EMI) in addressing internationalization of a non-English higher education (HE) context, its implementation in classrooms has been widely criticized, mostly because of ineffective delivery of course content and a lack of evidence of English improvement. Grounded upon a critical review of the current state of internationalization of Korean HE and the subsequent examination of supplementary interview data from 15 college students who have taken EMI courses, this study proposes a model which integrates critical factors of EMI into one framework. This model aims at guiding the EMI policy from initiation to implementation. A major feature of this model is blended learning as a strategy to address the shortcomings of current EMI in this context and to facilitate the allocation of diverse online materials to scaffold EMI instruction. The benefits of the approach are presented from the perspectives both of policy-makers and of classroom participants.
Personal Spaces in Public Repositories as a Facilitator for Open Educational Resource Usage
Author: Cohen, Anat
Date: 2015-10-00
Type: Journal Articles
Subjects: Resource Units,Shared Resources and Services,Access to Information,Information Storage,Information Retrieval,Data Analysis,Classification,Computer Uses in Education,Educational Technology,Higher Education,Elementary Secondary Education,Electronic Publishing,Teaching Methods,Users (Information),Behavior,Computer Mediated Communication,Internet,Open Source Technology

Learning object repositories are a shared, open and public space; however, the possibility and ability of personal expression in an open, global, public space is crucial. The aim of this study is to explore personal spaces in a big learning object repository as a facilitator for adoption of Open Educational Resources (OER) into teaching practices and to gain more insight into different types of OER user behaviors by analyzing the users' behaviors in the Bookmark Collection of MERLOT (a personal space, formerly known as Personal Collection), along with other community activities in that repository: writing comments and peer reviews, as well as sharing learning materials, learning exercises, and contents that were built with the content builder. In addition, using a data mining methodology, most active Bookmark Collection contributors (N = 507) were classified into clusters of users with the same patterns of activity. Three clusters resulted, which gave insights into different types of contributor behavior. Furthermore, it was found that personal spaces are applicable for a variety of uses with diverse goals. Members create personal spaces for their own use, while allowing others to view and copy; or for other users. Personal space encourages the reuse of learning materials and enables the construction of unique learning processes that suit the learner's needs. They may offer the possibility of personalizing public repositories and promoting the reuse of OER.
How Factors of Personal Attitudes and Learning Environments Affect Gender Difference toward Mobile Distance Learning Acceptance
Author: Liaw, Shu-Sheng
Date: 2015-10-00
Type: Journal Articles
Subjects: Educational Technology,Telecommunications,Technology Uses in Education,Handheld Devices,Distance Education,Teaching Methods,Gender Differences,Student Attitudes,College Students,Questionnaires,Attitude Measures,Foreign Countries,Student Surveys,Internet,Self Efficacy,Anxiety,Self Control,Social Media,Likert Scales,Statistical Analysis

Mobile technology for learning empowers the shift from traditionally pure instructor-centered classroom teaching to fully learner-centered educational settings. Although mobile learning (m-learning) accessing Internet resources anytime and anywhere and it may cause gender difference toward it; thus the issue of the relationship between gender perspectives and m-learning environments has been a controversial topic. Therefore, the main research objective of the research is to explore gender differences toward APP-based, m-learning environments. Subjects of the study were selected university students who had already used an APP-based, m-learning system for one month. A total of 159 valid questionnaires were collected and were split evenly between female and male Taiwan university students. The statistical analyses lead to significant conclusions. Both female and male learners have highly positive perceptions toward m-learning. Additionally, the proposed research model is an acceptable conceptual model for investigating female and male learner attitudes. Furthermore, factors of personal attitudes and learning environments affect gender difference toward m-learning acceptance.