ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Multiple Intelligences Activities on Writing Skill Development in an EFL Context
Author: Gündüz, Zennure Elgün
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing Skills,Multiple Intelligences,Experimental Groups,Elementary School Students,Grade 6,Foreign Countries,Skill Development,English (Second Language),Second Language Learning,Second Language Instruction,Pretests Posttests,Quasiexperimental Design,Scores,Student Attitudes,Control Groups,Teaching Methods,Statistical Analysis

This study aims at exploring the effects of multiple intelligences activities versus traditional method on English writing development of the sixth grade students in Turkey. A quasi-experimental research method with a pre-test post-test design was applied. The participants were 50 sixth grade students at a state school in Ardahan in Turkey. The participants were divided as an experimental and a control group randomly. Experimental group was instructed through multiple intelligences activities while the control group was instructed through traditional method. In addition to pre-test and post-test scores, participants' reflections about the methods and their writing experiences during the study were considered in order to arrive at some implications. The findings suggest that the experimental group instructed through multiple intelligences activities showed more improvement from their pre-test to their post-test scores than the control group instructed through traditional method. Experimental group also outperformed the control group according to the post-test scores. In addition, the participants reflected on the multiple intelligences activities more positively than the traditional way of instruction.
Understanding the Role of Dimensions of Perfectionism on Anxiety Sensitivity
Author: Erozkan, Atilgan
Date: 2016-00-00
Type: Journal Articles
Subjects: Anxiety,Role,Personality Traits,Measures (Individuals),Correlation,Structural Equation Models,Standards,Parent Aspiration,Criticism,Preservice Teachers,Teacher Education Programs,Foreign Countries,Student Attitudes,Likert Scales,Statistical Analysis,Depression (Psychology)

This study investigated the relationship between dimensions of perfectionism and anxiety sensitivity. The study group is composed by 398 (211 female; 187 male) students who were studying at the pedagogical formation certificate program at Mugla Sitki Kocman University. The data were collected by using the Frost Multidimensional Perfectionism Scale and Anxiety Sensitivity Index-R. Pearson product-moment correlation analysis was employed to study the relationships between anxiety sensitivity and dimensions of perfectionism; structural equation modeling was also used for explaining the predictive role of dimensions of perfectionism on anxiety sensitivity. Concern over mistakes, personal standards, parental expectations, parental criticism, doubts about actions, and organization dimensions of perfectionism were found to be significantly correlated to anxiety sensitivity. A significant impact of six dimensions of perfectionism on anxiety sensitivity was detected. The theoretical implications of the link between perfectionism and anxiety sensitivity were discussed.
Research Map of Research Priorities in HE Studies in the Kingdom of Saudi Arabia
Author: AlSumih, A. M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Scientific Research,Higher Education,Research Needs,Agenda Setting,Concept Mapping,Delphi Technique,Expertise,Statistical Analysis,Scores,Improvement

This study presents a research map for the key research priorities of higher education (HE) in the Kingdom of Saudi Arabia. The study diagnoses and analyzes the research reality in HE studies in KSA in terms of strength points and improvement opportunities. It also explores the research map fields of current and prospective research priorities in HE in KSA. Moreover, it applies a descriptive and forward-looking approach. &quot;Delphi technique&quot; to determine the research priorities of HE studies and foresee them at present and in the future in KSA. The study population was composed of 83 HE experts. The current study has reached several conclusions, most importantly: The experts strongly agreed on the research reality in KSA HE studies in terms of points of strength; the average of all points of strength was (2.3) out of (3). The experts strongly agreed on the research reality in KSA HE studies in terms of development opportunities; the average of all points of strength was (2.65) out of (3). The experts strongly agreed on 216 priorities in 13 HE study fields, thus forming a map of research priorities for current and upcoming HE studies in KSA.
Transitioning to Performance-Based State Funding: Concerns, Commitment, and Cautious Optimism
Author: Wayt, Lindsay K.
Date: 2016-00-00
Type: Journal Articles
Subjects: State Aid,Financial Support,Educational Finance,Higher Education,Performance,Outcomes of Education,Models,Organizational Change,State Policy,Inquiry,College Administration,Qualitative Research,Case Studies,Interviews,Focus Groups

The introduction of performance-based state funding of higher education can be traced to the late 1970s which eliminated bonuses, and replaced regular state funding in part or completely, with funding tied to achievement of state-defined performance goals, which often include student outcomes, like graduation and retention rates. In this article, the authors developed a visual model of inquiry to guide the study, one that drew upon Kezar's (2012, 2014) framework on organizational change, which allows for the consideration of various organization members throughout the change/transition process. The model depicts the hierarchical relationship between state performance-based funding policy; decisions by institutional leadership and senior administration, midlevel administration, and faculty and student-facing staff; and the impact on student outcomes.
Reconceptualizing Educational Productivity for New South Wales Public Schools: An Empirical Application of Modified Quadriform Analytics
Author: Rolle, R. Anthony
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Productivity,Public Schools,Elementary Schools,Secondary Schools,Comparative Analysis,Efficiency,Economics,Educational Finance,Financial Support,Academic Achievement,Achievement Tests,Scores,School Effectiveness,Measurement Techniques,Educational Research

Little is known about the educational productivity of public schooling organizations when examined outside of market-based, cost-minimization frameworks. The purpose of this research was to extend the literature that supports the appropriateness of measuring levels of the economic efficiency of public schools via an alternative approach, utilizing modified quadriform analytics (MQA) to assess the educational productivity of New South Wales public elementary and secondary schools in Australia over three school years, 2008-2010. This study identified and compared the economic efficiency of New South Wales schools in terms of level of fiscal resources and national, mandated academic test scores while taking into account sociodemographic factors over which a school has no control. This article: (1) presents historical background and alternative perspectives on educational productivity and its measurement; (2) describes the history of primary and secondary school funding in Australia and New South Wales; (3) reviews recent efficiency research on Australian schools; (4) explicates MQA, research methods, and data sources; and (5) presents analytical results. The article concludes with summary findings and implications of the study for educational efficiency theory, research, and policy within the Australian context. Recommendations are made for future research.
Policy Perspectives on State Elementary and Secondary Public Education Finance Systems in the United States
Author: Verstegen, Deborah A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Public Education,Elementary Secondary Education,State Policy,Funding Formulas,State Surveys,State Programs,Educational Finance,Educational Facilities,Student Transportation,Systems Analysis,Educational Practices,Resource Allocation

The purpose of this article is to describe and compare individual state funding systems for public elementary and secondary education in the United States. States' major education funding systems are described as well as funding mechanisms for students with disabilities; English language learners (ELL); gifted and talented students; and low income or &quot;at-risk&quot; students, the latter more broadly defined as those who are at risk of dropping out of school. Third is a description of state funding for vocational, career, and technical education programs, an area that is of particular importance to students who do not plan to pursue postsecondary education. Fourth are funding programs that are generally, but not always, outside the state's major funding system that are district-based. These include state funding related to sparsity and density factors; transportation costs; and infrastructure-related expenses for capital outlay and associated debt. The research reported in this article was based upon a 50-state survey of chief education officers with regard to their respective state's funding system for public elementary and secondary education for the 2014-2015 academic year. As a result, this article presents a comprehensive view of formulas and other mechanisms states employ to fund PK-12 education at present.
An Analysis of Teachers' Opinions about Their Knowledge of Curriculum Terms Awareness
Author: Ozkan, Hasan Huseyin
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Opinions,Knowledge Level,Curriculum,Vocabulary,Test Construction,Measures (Individuals),Teacher Surveys,Statistical Analysis,Gender Differences,Educational Attainment,Instructional Program Divisions,Academic Degrees

The purpose of this research is to determine the teachers' awareness of curriculum terms and the level of their knowledge and to develop a valid and applicable measurement tool that can be used in determining the teachers' awareness of curriculum terms and the level of their knowledge. This research is in survey model. The data collection tool used in this study is developed by the researcher and applied to 602 teachers. The obtained data is analyzed using statistical techniques such as percentages, frequency, arithmetic average, T-test and ANOVA. According to the findings; the mean of teachers' terms awareness is over 60% in terms of the frequency percentages calculated for the overall survey, and the mean of each section is over the half of the maximum level. According to the findings for the subsections of the survey, it is clear that female teachers, teachers having a post graduate degree, primary and secondary school teachers, primary school teachers and classroom teachers have higher curriculum terms awareness than those of male teacher, teachers having a graduate degree, high school teachers, secondary school teachers and branch teachers, respectively, and that the term awareness of teachers having 1-10 years of seniority significantly differs from those of the teachers having more than 10 years of seniority.
Comparison of Pre-Service Teachers' Metaphors Regarding the Concept of &quot;Scientific Knowledge&quot;
Author: Akinoglu, Orhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Preservice Teachers,Figurative Language,Comparative Analysis,Scientific Concepts,Phenomenology,Qualitative Research,Content Analysis,Knowledge Level,Correlation,Cluster Grouping,Foreign Countries

The aim of this research was to analyze pre-service teachers' perceptions of the concept &quot;scientific knowledge&quot; through metaphors. Phenomenology, one of qualitative research designs, was used in the study. A total of 189 pre-service teachers, including 158 females and 31 males, studying at different departments in the education faculty of Kocaeli University, Turkey in spring semester of 2013-2014 academic year, participated in the study. Data of the study was obtained by asking pre-service teachers to complete the sentence &quot;Scientific Knowledge is like ...... because .....&quot; and analyzed by content analysis method. Chi-square test, a non-parametric test, was employed to examine the relationship between the department and pre-service teachers' perceptions of the concept of scientific knowledge. According to the study findings, pre-service teachers produced a total of 129 valid metaphors regarding the concept of scientific knowledge. These metaphors were divided into 13 different conceptual categories after they were examined in terms of their common features. A statistically significant relationship was identified between the department of study and pre-service teachers' perceptions of the concept of scientific knowledge.
Training Needs for Faculty Members: Towards Achieving Quality of University Education in the Light of Technological Innovations
Author: Abouelenein, Yousri Attia Mohamed
Date: 2016-07-10
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Educational Needs,Educational Quality,Technology Uses in Education,Questionnaires,Statistical Analysis,Quality Assurance,Faculty Development,Higher Education,Quasiexperimental Design,Interviews

The aim of this study was to identify training needs of university faculty members, in order to achieve the desired quality in the light of technological innovations. A list of training needs of faculty members was developed in terms of technological innovations in general, developing skills of faculty members in the use of technological innovations and promoting university faculty members in quality assurance skills. The study followed the descriptive-analytic design in presenting the literature. The data collection was based on a questionnaire developed to assess university faculty members' needs in four areas, these are: teaching, scientific research, community service and promoting quality assurance procedures. The participants were 135 university faculty members chosen from different Saudi universities. Results were statistically analyzed using SPSS. The results revealed the need for university faculty to be trained in the light of technological innovations. The study recommends a program for training faculty members, to use technological innovations, meet their scientific research needs, university teaching, and community service and meet course requirements in terms of quality standards and performance indicators.
The Relation between Prospective Teachers' Goal Orientations and Academic E-Dishonesty
Author: Sicak, Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Undergraduate Students,Goal Orientation,Ethics,Cheating,Plagiarism,Deception,Delinquency,Student Behavior,Correlation,Measures (Individuals),Regression (Statistics),Scores

The purpose of this study is to investigate the relation between prospective teachers' goal orientations and academic e-dishonesty behaviors, and also the effects of their goal orientations on academic e-dishonesty behaviors. This research was conducted with correlational method. Participants of the study were 669 prospective teachers attending at Bulent Ecevit University, Eregli Faculty of Education. The data were collected with goal orientation scale and academic e-dishonesty scale. Mean and standard deviation were used for data analysis, and Pearson product-moment correlation was used for revealing the relations between variables. Additionally, stepwise regression analysis was conducted to reveal the prospective teachers' goal orientation scores' predictive power on their academic e-dishonesty scores. Finally, negative, weak, and significant relation was found between learning goal orientation and plagiarism, falsification, delinquency and unauthorized help which are sub-dimensions of the academic e-dishonesty scale. In addition positive, weak and significant relation was found between performance avoidance and all of the sub-dimensions of the academic e-dishonesty scale. The prospective teachers' performance-avoidance orientation became the most powerful and significant predictor of all of the sub-dimensions of the academic e-dishonesty scale.
The Impact of Student Support Services on Students Enrolled for National Certificate Vocational in Motheo District, Free State, South Africa
Author: Maimane, Joseph Ramathibela
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Personnel Services,Vocational Education,Student Needs,Academic Support Services,Mixed Methods Research,Student Surveys,Academic Achievement,Program Effectiveness,Questionnaires,Likert Scales,Student Attitudes,Semi Structured Interviews

The Department of Higher Education and Training introduced the national certificate vocational (NCV) in Further Education and Training colleges in January 2007. The entry requirement for this qualification is Grade 9. However, this qualification has attracted students with grades between Grades 9 and 12. Students enrolling for the NCV qualification have the different educational background and different needs. Appropriate student support system to accommodate these diverse students is imperative for them to enhance opportunities afforded by the college. Once students are conscious of what the college does for them, it will operate effectively and at its maximum. The focus of the study is to explore the impact of student support services have on students enrolled for national certificate vocational in Motheo District, Free State Province, South Africa and their contribution to the academic success of students. Data was collected from a random sample of 120 students (85 females and 35 males). A mixed-method approach was used to collect data. Students who signed the agreement form to participate in the study were requested to respond to thirteen questions relating to the student support services. The Microsoft Excel 2010 was used in the analysis of data. The results lead to the conclusion that student support services, if coordinated effectively, could contribute immensely to students' academic achievement and bigger opportunities.
Students' Perceptions and Faculty Measured Competencies in Higher Education
Author: Malechwanzi, J. Muthiani
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Student Attitudes,Teacher Competencies,Teacher Competency Testing,Educational Research,Teacher Responsibility,Academic Advising,Mixed Methods Research,Multiple Regression Analysis,Undergraduate Students,Predictor Variables,Statistical Significance,Productivity,Instructional Effectiveness,Likert Scales,Questionnaires,Interviews,Correlation,Teacher Attitudes,Foreign Countries,Student Evaluation of Teacher Performance

This study aims to investigate whether there is significant relationship between students' perceived faculty competencies and faculty evaluated competencies. The study identified four main dimensions for measuring faculty competencies namely: teaching, research, additional services and advising. This study adopted a mixed method design. The study used purposive sampling to select school of Mechanical Science and Engineering in Huazhong University of Science and Technology, China. The researchers used a random sampling technique in coming up 25 faculties and 187 undergraduate students. We conducted a Multiple linear regression analysis to examine whether independent variables are statistically significant to explain dependent variables. The results showed that all the four dimensions of faculty competency jointly predict students' perception with an R square value of 0.792. The study therefore, developed a model: SP=ß[subscript 0] + ß[subscript 1]T + ß[subscript 2]R + ß[subscript 3]S + ß[subscript 4]A + µ implying that students' perceptions are influenced by faculties' measured competencies. The research recommends the use of this model in universities as a guiding principle for faculty performance appraisal.
Scientific Skills in Mexican Graduate Students: Curriculum, Mentoring and Institutional Support
Author: Cuervo, Angel Alberto Valdés
Date: 2016-00-00
Type: Journal Articles
Subjects: Mexicans,Graduate Students,Scientific Concepts,Science Process Skills,Teaching Methods,Curriculum Development,Mentors,Foreign Countries,Graduate Study,Questionnaires,Correlation,Predictor Variables,Case Studies,Student Attitudes,Natural Sciences,Engineering,Statistical Analysis,Multiple Regression Analysis,Maximum Likelihood Statistics

In our research we examined the the relationship between the perception of scientific skills acquisition in Mexican graduate students with their awareness of scientific competences considered in the curriculum, mentoring practices and availability of institutional resources for conducting research. The study involved a conventional sample of 147 graduate students (M age = 28, DS = 6.52 years) in natural sciences and engineering from public higher education institutions from a northwest state of Mexico. The results of multiple linear regression show that the variables studied are significantly associated with the perceived acquisition of scientific skills during the program, the importance of scientific competence in the curriculum, mentoring practices and available resources for research. Implication for graduate programs are discussed in light of the results.
Pedagogical Implications, Possibilities, and Pitfalls of Offering a Semester 3 Credit Course in Nine Consecutive Days
Author: Coggins, Porter E., III.
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Design,Active Learning,Scheduling,Acceleration (Education),Course Descriptions,Performance Factors,Cognitive Processes,Difficulty Level,Short Term Memory,Barriers,Time Factors (Learning),College Programs,Nursing Education,Educational Opportunities,Statistics,Undergraduate Study,Learner Engagement

As colleges and universities consider the purpose, curriculum, delivery, and design of undergraduate degrees in the twenty-first century, part of that discussion must involve pedagogical implications of courses that are both content rich and time-condensed. A review of the literature on construction courses under these constraints indicates that there is a gap in the literature and educators could benefit from a principled approach that can serve as a template for designing such courses. To help fill that gap and generate continued discussion, we present pedagogical implications and pitfalls of offering a 3 credit, full semester applied statistics course for nursing majors in just nine consecutive days. Although a great deal of thought goes into course construction no matter the length of the course or the delivery format, running a full semester, three credit course in just nine days required special consideration. Attention to higher order thinking, cognitive load, and time management become critical. As schools consider ways to save students money, allow them to graduate sooner in order to enter the workplace sooner, and to give students incentive to matriculate at institutions which allow students a fast-track, our nine consecutive day course may serve as a model for entire degree programs based on that model.