ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Teachers&apos; Use of Data Feedback for Improving Their Teaching Skills in Science and Technology in Primary Education
Author: Bom, Peter L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Teachers,Data Use,Feedback (Response),Teacher Improvement,Teaching Skills,Science Education,Technology Education,Elementary Education,Data Collection,Internship Programs,Data Interpretation,Foreign Countries

In this study, student teachers explored four data collection methods for data feedback to improve their teaching skills in Science and Technology [S&amp;T]. The aim was to verify whether these methods were suitable for collecting data concerning their teaching skills during S&amp;T activities in their internships. They analysed the collected data and drew conclusions about the quality and possible improvements of their teaching skills. Logbooks and focus group interviews were used to collect data regarding the suitability of the utilised data collection methods. The findings indicate that the questionnaires, interviews, and observations provided suitable data in some cases; however, this strongly depended on how the student teachers applied these data collection methods. The results provide insights into the problems student teachers encounter in collecting, analysing and interpreting data and how they can be supported therein. Furthermore, it appeared that student teachers need to possess sufficient knowledge and skills to utilise data collection methods, so that specific training in this field is required.
Comparison of Seventh-Grade Turkish and Iranian Social Studies Textbooks in Terms of Value Education
Author: Kaya, Kemal
Date: 2019-11-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 7,Social Studies,Textbooks,Values Education,Cultural Differences,Textbook Content,Citizenship Responsibility,Caring,Religion,Justice,Personal Autonomy,International Relations,Peace,Sciences,Social Influences,Altruism,Ethics,Social Justice,Aesthetics,Freedom,Responsibility,Interpersonal Relationship,Money Management,Patriotism

One of the objectives of comparative education research is to compare within a certain period of time educational systems that have developed in similar or different environments and processes. The aim of this qualitative study is to compare the value education in Turkish and Iranian seventh-grade social studies textbooks. Data were collected using document analysis. Results show that both books underscore the values of scientificity, sensitivity and responsibility. Unlike the Turkish social studies textbook, the Iranian social studies textbook addresses the religious aspects of those values as well. The Iranian social studies textbook also highlights the values 30% more than its Turkish counterpart. This article examining textbooks is limited to determining the placement of values; it is not intended to measure the effectiveness of textbooks in the formation of attitudes.
The Approach of Learning a Foreign Language by Watching TV Series
Author: Mehmet, Ulker
Date: 2019-11-00
Type: Journal Articles
Subjects: Second Language Learning,Turkish,Television Viewing,Teaching Methods,Language Skills,Reading Skills,Writing Skills,Speech Skills,Listening Skills,Foreign Countries,Adolescents,Adults,Comprehension

In this study, the process of learning Turkish as a foreign language by watching TV series was analysed. It is a qualitative based study with document analysis, case study and mixed research design. The case study is based on the analysis of data obtained from 44 citizens of the Republic of Kosovo who have learned Turkish by watching TV series. 56.81% of these people do not know Turkish, while 29.54% of them know very little. It was found that after they watched a TV series with content in the target language and subtitles in their native languages for a period of 1 to 2 years, they achieved gains in four language skills at different levels. Accordingly, it was found that reading skill was obtained at B1 level with an average score of 3.02, writing skill at A2 level with an average score of 2.93, speaking skill at B1 level with an average score of 3.07, and listening skill at B1 level with an average score of 3.14. During this period, the TV series were basically watched for entertainment purposes, not for learning. The content of the TV series was in Turkish which is the target language. Subtitles in native languages, such as Albanian or Bosnian were added. After some time, they do not need subtitles in their native languages to understand the TV series. Learning takes place in a natural learning environment, either through acquisition or unconsciously. Language skills are learned in the sequence covered in the literature. The most difficult language skill is writing. Technological tools such as television, smartphone and computer together with some learning styles are also employed. The approach of learning a foreign language by watching TV series is considered to be authentic in terms of learning and teaching style, method, theory, strategy, and so on. In this context, it is recommended that detailed studies and analyses that will contribute to its adaptation to existing systems and better understanding of the system be made.
Personal Characteristics as Determinants of Entrepreneurial Self-Efficacy among University Students in Pakistan
Author: Shakir, Muhammad
Date: 2019-12-00
Type: Journal Articles
Subjects: Entrepreneurship,Self Efficacy,Foreign Countries,Undergraduate Students,Graduate Students,Rural Urban Differences,Educational Attainment,Parent Background,Family Income,Occupations,Place of Residence,Student Characteristics

Entrepreneurship is considered as a solution to unemployment. It is believed that Entrepreneurial Self-Efficacy (ESE) is imperative for a person to be an entrepreneur. This study aims to examine the determinants of ESE among university students in Pakistan. This is one of the fundamental constructs in the psychology of entrepreneurship research and often integrated in entrepreneurial intentions models to explain why some persons are more likely than others to become entrepreneurs. Entrepreneurial Self-Efficacy Scale prepared by Chen, Greene, and Crick (1998) was used in this study for collecting data. Total 800 questionnaires were distributed among conveniently selected students out of which 742 completely filled questionnaires were returned with a response rate of 92.75%. The results revealed a significant difference between bachelor and master class students in terms of ESE. The model R-squared indicated that 5.7 percent of the variation in the ESE is explained by the personal characteristics. The paper concludes by pointing out some limitations of the study and discussing the possible effect of personal characteristics on ESE.
A Comparative Study of Critical Thinking Skills between English and Japanese Majors in a Normal University
Author: Zhou, Fenglin
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Thinking,Talent,Thinking Skills,National Standards,Second Language Learning,Second Language Instruction,English (Second Language),Japanese,Foreign Countries,Metacognition,Undergraduate Students,Majors (Students),Universities,Inferences,Comparative Analysis

Critical thinking is one of the core objectives of talent training in higher education. Meanwhile, the cultivation of critical thinking skills in foreign language teaching has become more and more urgent, and it has also been written into the national standards for the training of foreign language talents. A good critical thinking includes both a skill dimension (Critical Thinking Skills) and a disposition dimension (Critical Thinking Dispositions). Critical Thinking Skills include interpretation, analysis, evaluation, inference, explanation and self-regulation. This study intends to explore the current situation of the critical thinking skills of undergraduates in foreign language majors (English and Japanese) in a Normal University, and then attempts to find out the similarities and differences in critical thinking skills between English majors and Japanese majors after years of study at college. The results show that a clear difference exists between English majors and Japanese majors in overall critical thinking skills. In particular, English majors are superior to Japanese majors. Another finding is that there are also differences between the two majors in the three core sub-skills of critical thinking skills, analysis, evaluation and inference.
Perceptions of International Student Mobility: A Qualitative Case Study
Author: Javed, Bushra
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Students,Study Abroad,Developing Nations,Foreign Countries,Brain Drain,Aspiration,Young Adults,Student Motivation,Economic Impact,Migration Patterns,Undergraduate Students,Graduate Students,Cultural Awareness,Immigration,Educational Quality,Reputation,Professional Recognition,Salaries

International Student Mobility (ISM) is progressively becoming a significant aspect of the higher education scenario. The universal higher education milieu has undergone a tremendous change due to ISM as the number of students going abroad for higher education is growing incessantly with every passing year. Pakistan is a developing country that has experienced increasing ISM in the last forty years. Despite all academic and professional opportunities available to students, they desire to go abroad for higher education and settle down there, causing brain drain in the country. This research study attempts to identify the determinants of international student mobility from the perspective of either students, who are in the process of enrolling in international universities or those who are aspiring to go abroad for higher studies. This study used qualitative research approach based on interpretivism paradigm. A total of 14 students from different public and private sector universities participated, out of which nine were male and five were female with ages between 18 and 24 years approximately. Thematic analysis was used to analyze the subjective data. The findings brought to light key academic, professional and social motivations of individuals for studying abroad. These findings can act as a guideline for higher education institutions and national policy makers to draft policies and strategies that might enable reversal of the vicious phenomena of brain drain.
Business Studies and Employability Skills Development in Junior Secondary Schools in Ilorin Metropolis, Kwara State
Author: Oluwalola, Felicia Kikelomo
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Business Education,Junior High Schools,Junior High School Students,Job Skills,Employment Potential,Skill Development,Junior High School Teachers,Knowledge Level,Teacher Attitudes,Employer Attitudes,Basic Skills,Computer Literacy,Thinking Skills,Office Occupations,Accounting,Office Practice,Marketing

The study examined business studies and employability skills development in junior secondary schools in Ilorin metropolis Kwara State. Five research questions and three hypotheses guided the study. A survey research designed was adopted for the study. The population of this study comprises all the 4570 teachers in all the private and public junior secondary schools and the employers in Ilorin Metropolis, Kwara State. However the target population includes all the 1305 business studies related teachers in all the junior secondary schools in Ilorin Metropolis, Kwara State. The sample of the study includes 250 teachers in all the junior secondary schools and 250 employers in Ilorin Metropolis, Kwara State. A structured questionnaire titled &quot;Business Studies Questionnaire&quot; (BSQ) and &quot;Employability Skill Development&quot; (ESDQ) were used to obtain relevant data. Descriptive statistics of mean and standard deviation while inferential statistics of Pearson Product-Moment correlation was used to test the hypotheses formulated at 0.05 level of significance. The findings revealed that level of knowledge acquisition in business studies was rated high by business studies teachers, employability skills level of junior secondary schools students were rated high by the employers of labour also, there was positive relationship exists between accounting, office practice, marketing and employability skills development in junior secondary school Ilorin Metropolis Kwara State. The study concluded that the students that graduated within Ilorin metropolis are possessed with basic soft skills; digital, technical and analytical skills required that could make them employable after graduation. Based on the findings it was recommended among others that there should be provisions of qualified teachers who can instill the right knowledge, innovations, skills, and attitude to the students for them to be employable in the outer world.
Historical Policy Influences on Balancing Educational Equity, Adequacy, and Local Control
Author: Pijanowski, John
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Equity (Finance),Educational Policy,Educational History,Elementary Secondary Education,Kindergarten,Federal Government,Educational Finance,Taxes,Correlation,School Districts,Governance,Educational Resources,Educational Theories,Political Influences,Guidelines,Resource Allocation

In the United States, presidential election cycles tend to bring with them a spate of proposals for how the federal government can address adequacy and equity issues in K-16 education. The overall cost, complex web of independent funding mechanisms in play, and the lack of appetite for giving up more local (or state) control tends to temper those proposals in practice. However, as these debates continue, it is worth reflecting back on the history of the more influential ideas of how to provide a more adequate and equitable education to children. These key cases and scholarly theories provided the foundation for the current debate around how to balance equity and adequacy for students and taxpayers. This article tracks the evolution of these concepts and how they inform current tensions between equity, adequacy, and local control in educational policy proposals.
De-Evolution of Expectations for Evidence-Based Practices in Public Education in the United States
Author: Brady, Michael P.
Date: 2019-10-28
Type: Journal Articles
Subjects: Expectation,Evidence Based Practice,Public Education,Educational Practices,Educational Change,Educational Policy,Accountability,Teacher Effectiveness,Student Evaluation,Teacher Education Programs

Public education in the United States has been undergoing a shift from an empirical tradition in which practices and policies are derived from research, practice, reflection, and implementation. In this empirical tradition, professionals embrace a culture and commitment to evidence-based practices (EBPs) and expect that practices and policies in the field are supported by rational, data-driven models. In this paper, we present an argument and three cases that illustrate how educators have been undergoing a gradual shift away from empiricism toward a de-evolution of EBP. We propose that this gradual shift is based on a political-social context, in which practices and policies are implemented using the language of an accountability model of reform, in which national and state regulations, and accreditation bodies, establish expectations often devoid of an empirical basis for the practices they mandate.
Effect of Personal and Occupational Characteristics on Attitudes to an Obligatory Retirement Age--A Content Analysis Investigation
Author: Eckhaus, Eyal
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Retirement,College Faculty,Age,Tenure,Academic Rank (Professional),Teacher Attitudes,Older Adults,Foreign Countries,Labor Legislation,Teacher Characteristics,Intellectual Disciplines

This study is a pioneer study examining the effects of personal and occupational background variables on the attitude of faculty members to an obligatory retirement age in academia. Previous studies on performance measures of academic faculty in research, teaching, academic administration, and contribution to the community, testified to associations between faculty member achievements and their personal characteristics (gender, age) as well as features related to their academic field of occupation (faculty, academic rank, tenure). Hence, these quality measures of academic faculty have meaning for and influence on research, even after the customary retirement age. Obligatory retirement age is a well-known issue and it is arousing much interest in general, and in academia in particular. Academic work includes activity focused on research, teaching, advisory work, participation in academic committees and conferences--namely, activities that require human thinking. This leads to the question of whether and to what degree personal and occupational characteristics are associated with the attitude of faculty members to retirement age. One hundred and eight questionnaires administered to senior faculty were collected in a case study of a single university. Qualitative and statistical research tools were employed, with the aim of creating a model that expresses the association between faculty members' personal and occupational characteristics and their attitude to retirement age in academia. The research findings show that the background variables affecting the attitude of faculty members to retirement are age and tenure--faculty members' age and status as tenured faculty determine their objection to the obligatory retirement age.
The Influence of School Accountability Incentives on Advanced Placement Access: Evidence from Pennsylvania
Author: Beach, Paul
Date: 2019-10-28
Type: Journal Articles
Subjects: Accountability,Incentives,Advanced Placement Programs,Access to Education,Educational Policy,Outcomes of Education,Equal Education,Educational Change,Program Evaluation,Program Effectiveness,Policy Analysis,Program Design

This study employed hierarchical piecewise growth modeling and two interrupted time series models to examine the effect of introducing an Advanced Placement (AP) school accountability incentive on AP access in Pennsylvania. Specifically, we examined whether adoption of an advanced course access accountability indicator was associated with an increase in AP course offerings initially and in the three years after the policy intervention. We also analyzed if the indicator differentially affected schools we hypothesized as sensitive or nonsensitive to the policy and examined demographic differences between those school groups. Pennsylvania's AP accountability incentive was associated with an initial increase in schools' AP course offerings, but the trajectory of change during the post-policy intervention period did not differ from the pre-policy baseline period. Also, the sizeable gap between schools with the most and fewest AP course offerings did not narrow across time. Instead, the gap widened. Our results suggest that adoption of AP school accountability incentives may not be a long-term solution to improving AP access for all schools or narrowing disparities in access between schools. We call for examinations in other states to determine if, and under what conditions, AP accountability incentives increase AP course offerings while narrowing access disparities.
The Struggle for Higher Education Gender Equity Policy in Afghanistan: Obstacles, Challenges and Achievements
Author: Hayward, Fred M.
Date: 2019-11-04
Type: Journal Articles
Subjects: Equal Education,Barriers,Foreign Countries,Females,Women Faculty,Educational Policy,College Environment,Gender Discrimination,Inclusion,Enrollment Trends,Violence,Safety,Sexual Harassment,College Housing,Stress Variables,Strategic Planning,Access to Education,Islam,College Students

The struggle for gender equity in Afghanistan has been a long and difficult one under war conditions. Nonetheless, amazing progress has been made both in transforming higher education and in improving the situation for women students and women faculty members over the last few years. What is particularly striking about this effort is the level of success in a very challenging environment. Part of the success, as we suggest, is a consequence of the focus on gender policy in higher education, which operates in an amazingly free environment. That has allowed the kind of analysis and discussion of traditional views about women to be examined and new policies put in place moving toward the MoHE goal of gender equity. Higher education has moved from a situation of virtually no women students, faculty, or staff in 2001 to 28% women students and 14% women faculty members in 2017. The atmosphere for women has changed remarkably with a Higher Education Gender Strategy to continue the process of change and a range of other policies and actions designed to create an open, comfortable, and equal environment for women. What is striking about these changes is that we think their success is due in large part to the narrow focus of change on higher education -- a process that probably would not have succeeded if tried at the national level. Nonetheless, it is a first step in expanding improved conditions for women broadly in Afghanistan and is suggestive of a successful approach for other countries with serious problems of gender discrimination.
A MOOC Taxonomy Based on Classification Schemes of MOOCs
Author: Liyanagunawardena, Tharindu R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Taxonomy,Enrollment,Prerequisites,Course Evaluation,Teaching Methods,Educational Quality,Delivery Systems,Course Descriptions

In recent years there has been a significant growth in the number of online courses known as MOOCs available via online providers such as edX and Coursera. The result has been a marked reduction in the clarity around the different course offerings and this has created a need to reconsider the classification schemes for MOOCs to help inform potential participants. Many classifications have been proposed which cover the needs of academics and providers but may not be suitable for learners choosing a course. In this paper, the various classifications used by MOOC providers and aggregator services to categorise MOOCs in presenting information to prospective learners are gathered and analysed. As a result, 13 different categories are identified, which cover information provided to learners before entering a course. These categories are then compared and combined with classifications from the literature to create a taxonomy centred round eight terms: Massive (e.g. enrolments), Open (e.g. pre-requisites), Online (e.g. Timings), Assessment, Pedagogy (e.g. instructor-led), Quality (e.g. reviews), Delivery (e.g. educators), Subject (e.g. Syllabus). Thus, producing a taxonomy capable of categorising MOOCs from a wider perspective.
Study of Corpus&apos; Influences in EAP Research (2009-2018): A Bibliometric Analysis in CiteSpace
Author: He, Chunyan
Date: 2019-00-00
Type: Journal Articles
Subjects: Computational Linguistics,English for Academic Purposes,Academic Language,Discourse Analysis,Citations (References),Second Language Learning,Second Language Instruction,Periodicals,Correlation,Teaching Methods,Journal Articles

Using 328 papers published in SSCI (Social Science Citation Index) journals from the Web of Science between 2009 and 2018, this study analyzed corpus' influences in EAP (English for Academic Purposes) research with mapping knowledge domains CiteSpace. This study found that the relationship between international EAP studies and corpus tends to increasingly tight in the past ten years. Corpus in EAP study mainly acts as the methodology that EAP is studied by means of self-building or existing corpora using retrieval software together with statistical analysis method. International scholars pay more attention to writing teaching, academic literacy and discourse/discourse analysis in EAP study, and the co-cited references mostly tend to the genres study of EAP.