ethanporcaro/eric-fulltext-meta huggingface dataset:
Blended Language Learning: An Effective Solution but Not without Its Challenges
Author: Johnson, Christopher P.
Date: 2014-09-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Teaching Experience,Educational Change,Best Practices,Lifelong Learning,Personal Autonomy,Student Motivation,Student Participation,Focus Groups

The study discussed in this investigation is part of a larger collaborative initiative between Laureate Education and Cambridge University Press (LEP-CUP collaboration). This second phase of the research, completed in 2013, aimed to further explore the conclusions from phase 1 and set out to identify &quot;effective&quot; and &quot;appropriate&quot; best practice blended learning models within the network. A study was set up with 36 teachers, all experienced ELT teachers with differing levels of experience in blended language teaching, who took part in extended focus groups discussions sessions prompted by a series of questions. Responses from these groups of teachers indicated that a flipped classroom model is beginning to develop. The authors of this study found evidence of changing approaches to language teaching, changes that are not without their challenges, but for a number of the teachers who participated in this research sample these changes are bringing considerable benefit to their teaching experience. This study offered teachers another opportunity to become change managers for students who need to acquire the autonomous, life-long learning skills of the 21st as they transition into professional life. The scope of this study cannot address and solve all of the issues involved in this process, but it provides a step towards that end.
Education for Sustainable Development in Higher Education: State-of-the-Art, Barriers and Challenges
Author: Fernández-Sánchez, Gonzalo
Date: 2014-09-00
Type: Journal Articles
Subjects: Sustainable Development,Higher Education,Barriers,Teaching Methods,Futures (of Society),Educational Strategies,Universities,Synthesis

Education for Sustainable Development (ESD) is a new educational paradigm that allows Universities to lead and respond to social needs towards a more sustainable life. The ESD is a global preparedness and complex phenomena in relation to the effects of human activity on the environment, society and economy in spatial (global, regional and local) and temporal dimensions (learn from the past, act in the present and anticipate the future). This essay provides an important synthesis of the vast literature in recent years in relation to ESD. It analyzes the areas and elements to be integrated into the application and integration of Sustainability in Higher Education (SHE), the importance of sustainability curricula and changing the teaching and learning methods into more participative and active techniques. The essay ends with a proposal of steps to follow to implement a sustainability plan, the various existing integration strategies, and the identification of barriers and remaining challenges into ESD.
The International Baccalaureate (IB) Programme: An International Gateway to Higher Education and Beyond
Author: Hill, Ian
Date: 2014-09-00
Type: Journal Articles
Subjects: Advanced Placement Programs,Access to Education,Higher Education,Global Approach,International Education,Constructivism (Learning),High School Graduates,College Readiness,Career Readiness,Educational Benefits,Critical Thinking,Cultural Awareness,Literature Reviews

The aim of this article is to present the International Baccalaureate (IB) Programme and briefly outline its core components, followed by a review of what authoritative reports identify as skills for the future, esteemed by universities and the job market. There is a striking match between these skills and IB outcomes; thus, DP graduates perform well in higher education and add to the reputation of those institutions. After a review of the literature, the authors found the IB Diploma Programme has been studied in many countries by both consultants and educational agencies, and also by a wide array of universities themselves; however, there are fewer qualitative studies concerning the degree to which IB graduates display attitudes, values, and behaviours in line with the IB Learner Profile. This is why the authors stress the claims made are supported by examples of significant research, noting that there is a dearth of qualitative longitudinal studies to sufficiently substantiate the affective domain claims that currently rely more on anecdotal evidence. The authors conclude by pointing out more research is needed in order to substantiate anecdotal evidence regarding future employment success for IB Diploma Programme graduates.
Keeping Students in by Sending Them Out: Retention and Service-Learning
Author: Yob, Iris M.
Date: 2014-06-00
Type: Journal Articles
Subjects: Service Learning,School Holding Power,Academic Persistence,Learning Theories,Adult Learning,Learning Experience,Social Integration,Learner Engagement,College Students,Literature Reviews

This review of recent literature examines the research on the impact of service-learning on student retention. The theoretical framework of the review draws on both Tinto's model of student attrition and Knowles's theory of adult learning, which together suggest that academic and social integration, active participation and engagement in learning, and application and relevancy of the subject-matter under study are key factors in student success. The role of these factors has been confirmed in a growing body of research around learning experiences in general and, as this review shows, particularly in service-learning experiences. Suggestions are made for how future research might expand and critically deepen this evidence and offers some implications for service-learning as a means of improving student retention.
Becoming a Scholar: Everything I Needed to Know I Learned on Sabbatical
Author: Maranville, Steven
Date: 2014-03-00
Type: Journal Articles
Subjects: Scholarship,Sabbatical Leaves,College Faculty,Faculty Development,Tenure,Business Administration Education,Productivity,Job Satisfaction,Autobiographies,Ethnography,Self Actualization,Writing for Publication,Conferences (Gatherings)

The essence of being a faculty member is to be a scholar. And, the work of a scholar is to think. However, the demands of academic life correlated with mid-career concerns can form a distraction away from this essential activity. As such, the goal of this essay is to discuss matters of professional development for tenured business professors at teaching-oriented universities. These faculty members are at particular risk of a career plateau accompanied by diminished productivity and satisfaction. Employing autoethnographic methods, the author reflects on his personal experience and posits initiatives for career revitalization, positing that professional development is vital at this career stage. The essay postulates that professional development begins with the creation of a thinking agenda that defines the scholar's field of study and the particular projects to be studied. The author concludes by stating that neither teaching nor publishing is the essence of a self-actualized faculty member; rather, teaching and publishing are channels for the knowledge work of the scholar.
Metaphoric Perception of Gifted Students about Physical Education Course and Physical Education Teachers
Author: Yilmaz, Aynur
Date: 2017-00-00
Type: Journal Articles
Subjects: Academically Gifted,Figurative Language,Student Attitudes,Physical Education Teachers,Physical Education,Qualitative Research,Foreign Countries,Middle School Students,Grade 5,Grade 6,Grade 7

It is to determine the perception of the gifted students who participate to &quot;Science and Art Center&quot; about &quot;Physical Education Course&quot; and &quot;Physical Education Teachers&quot; via metaphors. The working group of the research consists of 48 students who participate Science and Art Center in 2014-2015 school years. Among the purposive sampling methods, criterion sampling method is used in choosing the working group. In the research, among the qualitative research approaches, phenomenological design is used. The data is gathered by semi-structured metaphor form and gathered data have been subjected to content analysis. It was seen that, toward the physical education, they described it in a way that includes positive qualifications as a good lecture, a mean of freedom, a source of life, an educating activity, a competition area and a natural event. It was determined that generally the students' perception towards physical education teachers are positive and they are described as a mentor, compassionate, fun, capable, knowing, hard-working and strong. It can be said that the students see the physical education more as a mean to have fun, to have great time and to move freely. The physical education teacher is also described as a mentor, compassionate and fun person.
Emotional Intelligence vs. General Intelligence: Aspects to Consider in Teaching
Author: Martínez-Rubio, José Luis
Date: 2014-03-00
Type: Journal Articles
Subjects: Intelligence,Emotional Intelligence,Scores,Measurement,Intelligence Tests,College Students,Correlation,Teaching Methods,Empathy,Self Control,Statistical Analysis,Gender Differences,Wellness,Foreign Countries

The main objective of this study was to analyze the way in which emotional competencies (EI) in students are linked to general intelligence (IQ), and how the crossing of the two measurements determines their academic performance. To conduct this research, two tests were applied. First, the TEIQue (Trait Emotional Intelligence Questionnaire) assessment was administered and, secondly, the R scale of the PMA Test (Primary Mental Abilities). The sample consisted of 58 university students between 18 and 51 years old, of which 76% are women and 24% are men. The results show that there is no direct relationship between emotional intelligence and general intelligence. However, it is important to consider the size of the sample, since it presents limitations when interpreting the results. Nonetheless, an interesting finding is the interaction discovered between a performance indicator, such as the selectivity score, and the overall EI score. These results are in line with those found by Schutte et al. (1998). This result is even more significant, if possible, when realizing the selectivity score showed a negative correlation (inverse relationship) with the score on the PMA-R (Reasoning) test. [This paper was presented at the &quot;Jornadas Internacionales de Innovación Universitaria&quot; (&quot;JIIU&quot;) (International Conference on Innovation in Higher Education) (10th, Villaviciosa de Odón Campus, Universidad Europea de Madrid, Spain, July 11-12, 2013).]
Supporting Online Faculty Holistically: Developing a Support Website Resource
Author: Nordin, Eric
Date: 2014-03-00
Type: Journal Articles
Subjects: Postsecondary Education,College Faculty,Online Courses,Web Sites,Technology Uses in Education,Educational Technology,Online Surveys,Teacher Surveys,Access to Information,Educational Resources,Computer Mediated Communication,Personnel Needs

Current trends in post-secondary education enrollment indicate that colleges and universities are likely to experience an increase in the number of online students. The purpose of this study was to ascertain the type of resources and support features online faculty need, desire, and expect in a support website. The method used to collect research findings was an online survey. The participants for this study consisted of the online faculty population at an institution of higher learning in the southwestern United States. Participants were invited by email to participate in a 13 question survey which asked participants to rate the importance of the questions listed. Of the 2,522 survey invitations e-mailed to potential participants, 380 responded with completed surveys, providing a response rate of 15.06%. Although this was a relativity low response rate, researchers felt the demographics of the respondents provided an accurate representation of the population studied. Findings from the survey indicated participants agree there is a need to implement a support website. Participants indicated the support website should provide support resources, communication forums, and resources to increase connectivity to the institution. The authors note providing online faculty with support websites could be a differentiation strategy to recruit and retain quality online faculty.
Improving Bilingual Higher Education: Training University Professors in Content and Language Integrated Learning
Author: Strotmann, Birgit
Date: 2014-03-00
Type: Journal Articles
Subjects: College Faculty,Teaching Methods,Cross Cultural Studies,Questionnaires,Foreign Countries,Statistical Analysis,Bilingual Education,English (Second Language),Language of Instruction,Language Proficiency,Teacher Motivation,Qualitative Research

Few studies have been conducted at the tertiary level on Content and Language Integrated Learning (CLIL). The current study aims to gather and share preliminary data concerning CLIL in higher education at several universities in different countries. A questionnaire and brief description of the project and its objectives were emailed to all teachers at a Spanish university listed as having taught content courses in English in the last academic year, and to all the Language Center directors within the network with instructions to pass the questionnaire along to the CLIL teachers at their respective universities. The questionnaire was answered by 168 teachers, with 79% of responses (n = 133) coming from four universities in Spain, Malaysia, People's Republic (P.R.) of China, and Turkey. The questionnaire results were exported to Excel and analyzed using statistical software. This preliminary phase of the research project, in which quantitative data has been analyzed, shows that CLIL teachers are intrinsically-motivated, language proficient, and aware of the need to adapt material to the bilingual classroom. In the next, qualitative phase of the project, issues regarding English language assessment, use of L1 in the classroom and scaffolding will need to be analyzed in depth in order to propose guidelines for future good practices and bilingual teacher training. [This paper was presented at the &quot;Jornadas Internacionales de Innovación Universitaria&quot; (&quot;JIIU&quot;) (International Conference on Innovation in Higher Education) (10th, Villaviciosa de Odón Campus, Universidad Europea de Madrid, Spain, July 11-12, 2013).]
Effect of Table Tennis Trainings on Certain Physical and Physiological Parameters in Children Aged 10-12
Author: Tas, Murat
Date: 2017-03-00
Type: Journal Articles
Subjects: Athletics,Training,Physical Development,Exercise Physiology,Preadolescents,Females,Control Groups,Experimental Groups,Pretests Posttests,Statistical Analysis,Comparative Analysis,Body Composition,Metabolism,Foreign Countries,Secondary School Students,Muscular Strength

In the research it was aimed to examine the effects of basic table tennis trainings, which were implemented on girls aged 10-12 for 16 weeks, on certain physical and physiological parameters. A total of 40 students, as randomly selected 20 test groups and 20 control groups at an age range of 10-12 participated in the research. These students were first applied pre-test measurement, and final test measurement was performed following application of basic table tennis trainings for 16 weeks. Statistical analysis of data was performed using SPSS 20.0 statistical package program. Mann Whitney U test was used in comparison of two variable groups, and the result being p&lt;0.05 was considered significant when examined statistically. Statistical differences between measurements of body fat percentage, flexibility, vertical jumping, standing long jump, 30 m sprint, anaerobic strength, right and left hand grip strength, visual and audio reaction times, resting heart rate, and VC, FVC, FEV and FEV1 were found to be significant in favour of the test group (p&lt;0.05). No statistically significant differences occurred between the two groups in height, body weight, body-mass index, maxVo2, and systolic and diastolic blood pressure values (p&lt;0.05). Consequently, it was observed that the table tennis trainings, which were performed for 16 weeks, provided positive contributions to certain physical and physiological properties of girls aged 10-12, and improved them.
English Cooperative Learning Mode in a Rural Junior High School in China
Author: Zhang, Haiyan
Date: 2017-03-00
Type: Journal Articles
Subjects: Rural Schools,Foreign Countries,Cooperative Learning,Teaching Methods,Statistical Analysis,Questionnaires,English (Second Language),Second Language Learning,English Teachers,Correlation,Junior High Schools,Comparative Analysis,Junior High School Students,Academic Achievement,Second Language Instruction

Cooperative learning is one of the most recognized and fruitful research areas in modern education practice. It has been widely used in many countries as an effective teaching strategy to improve class efficiency and students' comprehensive language ability since the 1990's. This paper takes JA Junior High School, a rural junior high school in Nantong, China, as a case to explore its English cooperative learning mode. A questionnaire was designed based on nine factors namely learning expectation, learning interest, learning initiative, emotional experience, cooperative awareness, cooperative ability, learning effectiveness, learning evaluation and English usage level. The purpose is to try to find whether gender, grade and academic achievements have an effect on English cooperative learning. 515 valid questionnaires were collected and analyzed by t-test and One-way ANOVA. After analysis, it turned out that these three factors have an impact on the effectiveness of English cooperative learning. The results showed that the differences of gender, grade and academic achievements should be taken into consideration in accordance with the characteristics of rural middle school in constructing the English cooperative learning mode.
Investigating Prospective Social Studies Teachers? Perceptions of European Union through Metaphor Analysis
Author: Akgün, Ismail Hakan
Date: 2017-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Teacher Attitudes,Foreign Countries,Phenomenology,Figurative Language

The purpose of this study is to investigate metaphors developed by social studies teacher candidates about the European Union. 185 second, third and fourth year social studies teacher candidates participated in the study. This study was designed as a phenomenological study and mataphor analysis was conducted. At the end of the study, the students developed 168 metaphors about the European Union. The metaphors developed by the students were grouped into 4 categories after coding and extracting phases. The categories were (1) &quot;a religious community,&quot; (2) &quot;a seemingly powerful but decadent formation,&quot; (3) &quot;a powerful formation&quot;; and (4) &quot;does anything for its own interest.&quot; It was determined in the study that the students perceived the EU mostly as a powerful formation (36.14%), followed by a religious community (34.33%), does anything for its own interest (20.48%) and a seemingly powerful but decadent formation (8.43%).
Pastoral Care and Mindfulness: A Teaching Practice
Author: Strongman, Luke
Date: 2017-03-00
Type: Journal Articles
Subjects: Teaching Methods,Qualitative Research,Social Life,Daily Living Skills,Mentors,Self Esteem,Well Being,Supervision,Supervisor Supervisee Relationship,Empathy,Caring,Altruism,Work Environment

From the earliest modern academic literature of industrial organization, supervision education and training, managerial considerations involve leveraging to improve the work of the supervisor and supervisee, and accentuating the value added opportunities for work improvement (Dawson, 1926, pp. 293-295). Reflecting the incorporation of the &quot;pastoral&quot; within the industrial, Kadushin's model of supervision has short and long-range objectives. The short-range objective is &quot;to improve the [knowledge] worker's capacity to do [his or her] job more effectively.&quot; The long-range objective is to instill the capacity to perform a &quot;particular service&quot; that the organization is mandated to offer (Kadushin &amp; Harkness, 2002, p. 20). This article discusses the concepts of mindfulness and pastoral care in teaching practices. By defining both pastoral care and mindfulness and situating them in a context of relational teaching practice it is argues that self-esteem, confidence and student focused support may be enhanced by the application of concepts from auxiliary health fields.
Perceptions Regarding the Care and Education of Children from Birth to Age Three among Students of Early Childhood Education: Changes between Pre-Training and Post-Training
Author: Russo-Zimet, Gila
Date: 2017-03-00
Type: Journal Articles
Subjects: Early Childhood Education,Foreign Countries,Teacher Education,Caregivers,Child Care Centers,Statistical Analysis,Questionnaires,College Students,Education Majors,Teacher Attitudes,Research Design

Many theoreticians focus on understanding the belief system regarding the mind of the learner--The Mind Theory. Olson &amp; Brunner (1996) referred to this belief system as &quot;folk psychology.&quot; They named the processes required to promote learners' knowledge and understanding &quot;folk pedagogy.&quot; In their opinion, folk pedagogy reflects the learners' folk psychology. In other words, the study of folk psychology has focused on how everyday people--those without formal training in the various academic fields of science--go about attributing mental states. This domain has primarily been centered on intentional states reflective of an individual's beliefs and desires. The present study set up to characterize the folk psychology (contains expressions and summaries of various settings as a way of informally shaping quite general meanings or organizing experience) and the folk pedagogy, which deals with where, when and why people teach or educate one another in various ways for the sake of making out of things (Olson &amp; Bruner, 1996) in early childhood education students with respect to education and care during the first three years of life and examine whether these views change during the course of their formal education. The sample comprised of 379 students of education majoring in early childhood education at three colleges in Israel. Data was gathered by a structured questionnaire examining five domains: the impact of year of life on child development, domains affecting child development, care and educational settings, care and educational methods and the role of caregivers. The findings reveal that the perceived influence of family care centers and daycare centers influence on child development decreases between the beginning and the end of their studies. The perceived effectiveness of coping through awareness increased, while strict coping methods were perceived as less effective after the training.