ethanporcaro/eric-fulltext-meta huggingface dataset:
Efficiency at Faculties of Economics in the Czech Public Higher Education Institutions: Two Different Approaches
Author: Flégl, Martin
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Economics Education,Public Colleges,Efficiency,Productivity,Competition,Labor Economics,Comparative Analysis

The paper evaluates research and teaching efficiency at faculties of economics in the public higher education institutions in the Czech Republic. Evaluation is provided in two periods between the years 2006-2010 and 2007-2011. For this evaluation the Data Envelopment Analysis and Index approach are used. Data Envelopment Analysis measures research efficiency according to weighted inputs (average wages of academic staff, number of academic staff, and average number of students) to weighted output (RIV points). Teaching efficiency is measured according to weighted output (average number of absolvents). Index approach compares changes between productivity measured in two different ways (RIV points per academic staff, number of students per academic staff) and changes between average wages adjusted of average inflation rate. Although we evaluate research and teaching efficiency with different approaches, some similiraties can be found. Therefore, the detailed comparison of the results is provided. For the analysis we use data from the Ministry of Education, Youth and Sports (MŠMT) and from the Research, Development and Innovation Council (RVVI).
Business English as a Lingua Franca (BELF)
Author: Wu, Yan
Date: 2013-00-00
Type: Journal Articles
Subjects: Business English,Dialects,Teaching Methods,Educational Research,Literature Reviews,Journal Articles,Electronic Journals,Electronic Libraries,Online Searching,Educational History,Dialect Studies,Foreign Countries

This paper examines BELF (Business English as a Lingua Franca) teaching and researching in China. A literature review is conducted using the China National Knowledge Infrastructure (CNKI) database. This survey includes a cursory literature search on BELF and a thorough literature study of 12 Chinese major academic journals. From the data collected in this study several findings emerge. First, BELF teaching and research has been on the rise since the founding of the People's Republic of China; and it appears that there will continue to be a growth in BELF literature and research. Secondly, BELF literature during this period has covered a wide range of areas, such as teaching methodology, mode and learning strategies, syllabus design, course assessment and reform, translation studies, systemic functional based studies, discourse studies, as well as other areas. Thirdly, some drawbacks are also exposed. For example, the paucity of empirical studies indicates a strong need to improve the quantity of BELF research literature.
Description and Recognition of the Concept of Social Capital in Higher Education System
Author: Tonkaboni, Forouzan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Capital,Higher Education,Social Integration,Interpersonal Competence,Interpersonal Relationship,Trust (Psychology)

The current research is intended to describe and recognize the concept of social capital in higher education based on theoretical method in a descriptive-analytical approach. Description and Recognition of the data, gathered from theoretical and experimental studies, indicated that social capital is one of the most important indices for development and growth of higher education which has three components: social confidence, social integration and social participation. Social capital is obtained from educational institutes since preschool to higher education levels. Higher education is considered as a powerful producer of social capital. Thus, existing social capital is considered as the major precondition of creating opportunity, incentive and capability of individuals in higher education which influences knowledge creation through opportunity and combining capability and knowledge. Functions of higher education and social capital have mutual effects. In order to promote social capital, the elements of higher education must be formulated based on the components of social capital and needs of community.
The Learning Management System at the Defence University: Awareness and Application
Author: Juhary, Jowati
Date: 2013-00-00
Type: Journal Articles
Subjects: Database Management Systems,Military Schools,Familiarity,Technology Uses in Education,Observation,Enrollment Rate,Courseware,Use Studies,Technological Literacy,Electronic Learning,Technology Education,Faculty Development,Change Strategies,Universities,Foreign Countries

This brief paper examines the issues of awareness and application of a Learning Management System (LMS) used at the National Defence University of Malaysia (NDUM), Kuala Lumpur Malaysia. The paper argues that due to the discouraging responses from academics at the university on using the LMS, proactive measures must be taken immediately in order to arrest the situation. While most academics at the defence university can be categorised as Digital Natives, the reality does not reflect the enthusiasm of them to utilise new technologies. The discussion in this paper revolves around the concerns that stop academics to include the LMS in their teaching and learning repertoire. Data were obtained from observations on the use of the LMS and the number of participants who enrolled for the training of the LMS. This paper argues that due to the lack of organisational and structural support, academics at the NDUM may have reservations about using the LMS.
What Arab Students Say about Their Linguistic and Educational Experiences in Canadian Universities
Author: Abukhattala, Ibrahim
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Experience,Linguistic Competence,Foreign Students,Undergraduate Students,English (Second Language),Qualitative Research,Interviews,Participant Observation,Content Analysis,Teacher Student Relationship,Teaching Methods,Second Language Instruction,Second Language Learning,Language Proficiency,Cultural Influences,Memorization,Cognitive Style,Learning Experience,Student Adjustment,Testing Problems,Student Attitudes

In this inquiry, I examine the cross educational experiences of ten Arab undergraduate students in two English-language universities in Montreal. Participants were from Libya, Tunisia, Algeria, and Morocco and have been in Canada for three to seven years. Classic qualitative methodological tools of in-depth interviews, participant observation and document analysis were employed to record, analyze and interpret the experiences of these students. In order to give voice to these students' insights and experiences, a narrative approach is used in presenting and interpreting the data. Three themes identified as educational issues emerged from the analysis: Student-Teacher Relationship; Teaching Methodology; Teaching and learning foreign languages and Examinations. The analysis revealed differences in culture, language, and social and educational systems between these students' countries of origin and Canada as the major sources of these students' positive and negative experiences. The study concludes that Canadian educators can assist these students by becoming aware of their home culture, different learning styles, frustrations in adjusting to school life and in overcoming cultural shock; and by helping them adjust to Canadian educational system and learn about the Canadian culture.
A Comparison of Learning Styles and Study Strategies Used by Low and High Math Achieving Brunei Secondary School Students: Implications for Teaching
Author: Shahrill, Masitah
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Cognitive Style,Low Achievement,High Achievement,Mathematics Achievement,Secondary School Students,Gender Differences,Nonverbal Ability,Instructional Program Divisions,Study Skills,Statistical Analysis,Questionnaires

The survey assessed the learning styles and study strategies used by 135 randomly selected Brunei secondary school students and compared them by educational level, math ability, and gender. Junior students (Forms 1-3) rely heavily on the use of the written-expressive learning style than their senior counterparts (Forms 4-5). In addition, the more able math students dominantly use the auditory-language learning style than their less able peers. Furthermore, high math achievers were better and more efficient users of the text book reading, note-taking, and memory study strategies than low achievers. Moreover, female students were more effective and superior users of the visual-language and auditory-visual-kinesthetic learning styles including the text book reading, note-taking, memory, test preparation, and concentration study strategies. These are perhaps some of the reasons why females perform better at math than males. Overall, the findings seem to have wide-ranging implications for teaching students with high support needs in mathematics.
Fuzzy Failure Analysis: A New Approach to Service Quality Analysis in Higher Education Institutions (Case Study: Vali-e-asr University of Rafsanjan-Iran)
Author: Takalo, Salim Karimi
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Case Studies,Educational Quality,Risk,Failure,Models,Measurement Techniques,Questionnaires,Longitudinal Studies

In recent years, concurrent with steep increase in the growth of higher education institutions, improving of educational service quality with an emphasis on students' satisfaction has become an important issue. The present study is going to use the Failure Mode and Effect Analysis (FMEA) in order to evaluate the quality of educational services in Vali-e-asr University of Rafsanjan in form of case study. In The traditional FMEA method the risk priority number (RPN) index was used for rating the failure items, which is the product of three risk factors: occurrence of failure, severity of failure and detectability of failure. In this traditional method, the weights of risk factors weight are not taken into account such that the same weight value is assumed for each of those factors. To overcome this weakness, much research has been performed, recently. This paper uses Wang and colleagues model to assess and prioritize risks of educational services quality by incorporating Yue model in a Fuzzy Environment. The results illustrate that one of the most significant failure items is students' lack of readiness to get job opportunity because of efficiency absence of theoretical and practical courses presented in university.
Self-Regulation in the Learning Process: Actions through Self-Assessment Activities with Brazilian Students
Author: Punhagui, Giovana Chimentão
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Evaluation (Individuals),Elementary School Students,Grade 8,Learning Strategies,Second Language Learning,Case Studies,Public Schools,Qualitative Research,Content Analysis,English (Second Language),Questionnaires

Learning a foreign language is, among other factors, based on the perception of one's own development and on undertaking strategies for greater communicative competence, which are founded in autonomous procedures that span the necessity for greater responsibility. As learning a language demands constant study, even after the school period--when there are no more teachers as mediators--the development of self-regulated learning skills becomes relevant. One option revealed in literature as a trigger for greater autonomy for learning, is the use of self-assessment. This study aimed at identifying and analyzing the potential of self-assessment for students to plan strategies and control their own actions, procedures which are part of self-regulated learning practice. The research adopted a qualitative approach in the form of a case study, and involved 25 students in the 8th grade of a public school in Northern Paraná, Brazil. Information from the instruments for data collection was subjected to thematic content analysis. The results reveal that self-assessment encourages the use of strategic planning and monitoring of one's own learning only if joined to teacher intervention and motivational strategies.
Working Memory Tasks in Relation to Phonological Processes of Arab Dyslexics in the State of Kuwait
Author: Al-dyiar, Mosaad Abo
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Short Term Memory,Phonological Awareness,Language Processing,Dyslexia,Arabs,Correlation,Elementary School Students,Naming,Spatial Ability,Recall (Psychology),Syllables,Acoustics,Repetition,Reading Skills,Accuracy,Gender Differences,Nonverbal Communication,Intelligence Tests,Intelligence Quotient,Sentences,Listening Skills,Statistical Analysis,Tests

The current study investigated the relationship between the working memory tasks and the phonological processes of Arab dyslexics in the primary stage in the State of Kuwait. The researchers used the descriptive research design. The sample of the study consists of 500 pupils (250 males and 250 females), their ages range from (9.05 ± 0.49) years old. The researchers used the working memory scale, the phonological awareness scale and the dyslexia examination scale. Findings of the study revealed that there is a negative correlation between Rapid Object Naming Test and both Forward Spatial Span Test and Backward Digit Recall Test. Also, there is a negative correlation between Backward Digit Recall Test and Rapid Letter Naming Test. Results also show that there is no correlation between some phonological processes (Syllables &amp; Sound Deletion Test, Non-Word Repetition Test, and Non-Word Reading Accuracy Test) and the working memory tasks. It is shown that male pupils were slower than their female counterparts in the Rapid Object Naming Test and the Rapid Letter Naming Test. In addition, male pupils better performed in the Syllables &amp; Sound Deletion Test, Non-Word Repetition Test, Non-Word Reading Accuracy Test, Forward Spatial Span Test and Backward Spatial Span Test tasks, Forward Digit Recall Test and Backward Digit Recall Test. It is also revealed that there is no significant difference between males and females in the tests of Sentence Repetition Test and Listening Span Test. With regard to nationality, it is revealed that there are significant differences between Kuwaiti and non-Kuwaiti pupils in the Syllables &amp; Sound Deletion Test, Non-Word Repetition Test, Non-Word Reading Accuracy Test, Sentence Repetition Test and Forward Digit Recall Test in favor of non-Kuwaiti pupils. It is also revealed that there is no significant difference between males and females in the tests of Sentence Repetition Test and Listening Span Test. In addition, it is revealed that the performance of Kuwaiti pupils is slower than that of their non-Kuwaiti counterparts in the tests of Rapid Object Naming, Rapid Letter Naming. Whereas, no significant differences were detected regarding to nationality variable in the Forward Spatial Span Test, Backward Spatial Span Test and Backward Digit Recall Test.
A Check List for Evaluating Persuasive Features of Mathematics Courseware
Author: Aris, Baharuddin
Date: 2013-00-00
Type: Journal Articles
Subjects: Check Lists,Courseware,Mathematics Instruction,Teaching Methods,Models,Content Analysis,Foreign Countries,Theories,Attitudes,Cognitive Processes,Educational Principles,Coding,Student Attitudes,Educational Technology,Instructional Effectiveness,Social Attitudes,Cues,Prior Learning,Creativity,Computer Uses in Education,Learner Engagement,Qualitative Research,Statistical Analysis

The main purpose of this study is to introduce a check list for evaluating persuasive features of mathematics courseware. Since mathematics is a source of anxiety among students (Zeidner &amp; Matthews, 2010), this research is an attempt to employ persuasive features that can be used in mathematics courseware. Specifically, we sought to determine criteria that are important for persuading learners; and to ascertain persuasive factors that have this ability that are employed in computer based mathematics learning. These features originated in 13 different prior persuasive models, theories, and approaches that are categorized in seven groups. Content analysis was used to extract 16 features. For reporting results of content analysis method, 9 research steps were conducted. In the next step, the check list was prepared by using extracted persuasive principals with 16 criteria. So three of the more popular mathematics courseware in Iran were evaluated by the new designed check list; and the results are reported. The results have shown the most popular mathematics courseware,&quot;Kusha &amp; Misha&quot;, could only haver earned approximately half of check list points. Two others courseware were only able to obtain a third of persuasive points. Totally, it can be concluded that, with more regard to the persuasion, perhaps we can overcome negative attitudes toward mathematics in school students.
Whistle-Blowing Intentions of Prospective Teachers: Education Evidence
Author: Gökçe, Asiye Toker
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Intention,Disclosure,Ethics,Foreign Countries,Student Surveys,Regression (Statistics)

This study investigates whistle-blowing intentions of prospective teachers. Firstly, overall ethical awareness of the participants was examined, and then their underlying ethical reasons of whistle-blowing were investigated. Besides, impact on the intention to blow whistle to internal or external parties offering their job guarantee were searched. Three ethical dilemmas were constructed in three scenarios, and The Multi-dimensional Ethics Scale was used in the study. The results revealed that the students' overall ethical awareness is high, and justice provides strong explanation power for whistle-blowing intention of the participants. While there have been many studies examining whistle-blowing with different factors, there has not been any intention for examining it in education. Thus, this paper aimed to contribute to the extant literature by choosing Turkey and education as context as most studies have been conducted in the Western cultures, and in accounting or marketing service.
Transformative Work in Programs for Children and Youth
Author: Townsend, Lena O.
Date: 2003-00-00
Type: Journal Articles
Subjects: Youth Programs,Youth Opportunities,Developmentally Appropriate Practices,Learning Experience,After School Programs,Student Needs,Student Interests,Educational Philosophy,Learner Engagement,Enrichment Activities,Childrens Art,Creative Activities,Creative Development,Program Descriptions,School Community Programs,Partnerships in Education

Youth programs that meet during the out-of-school hours, particularly those offered by organizations that have historically collaborated with their community members to support their interests and meet their needs, are in a unique position. These programs have the potential for and a history of engaging young people in experiences that can transform their lives in the most positive ways. In this article, the author explores the nature of engagement in what she refers to as &quot;work&quot; and some of the transformative experiences that can and do occur as a result of this &quot;work.&quot; She also highlights and celebrates those programs that engage youngsters in developmentally appropriate transformative experiences. The article concludes that at a time when there is greater pressure to be more &quot;school-like,&quot; after-school programs have a responsibility to think carefully about the developmental needs of the young people they serve and to meet these needs in creative and developmentally appropriate ways.
Validation of the Chinese Version of the Epistemic Beliefs Inventory Using Confirmatory Factor Analysis
Author: Wang, Xihui
Date: 2013-00-00
Type: Journal Articles
Subjects: Epistemology,Beliefs,Factor Analysis,Program Validation,Construct Validity,Media Adaptation,Affective Measures,Cross Cultural Studies,Cultural Context,Models,Undergraduate Students,Likert Scales,Questionnaires,Maximum Likelihood Statistics,Goodness of Fit,Correlation,Item Analysis,Psychometrics,Foreign Countries

The Epistemic Beliefs Inventory (EBI), as a theory-based and empirically validated instrument, was originally developed and widely used in the North American context. Through a strict translation procedure the authors translated the EBI into Chinese, and then administered it to 451 students in 7 universities in mainland China. The construct validity of scores on the Chinese version of the EBI (EBI-C) was examined with confirmatory factor analysis (CFA). The results confirmed the original 5 factors: Simple Knowledge (SK), Certain Knowledge (CK), Innate Ability (IA), Omniscient Authority (OA), and Quick Learning (QL). Yet the overall model fit was unsatisfactory, ?[superscript 2] (449) = 1167.32, GFI = 0.85, and RMSEA = 0.06. After two model respecifications with interpretable solutions, the overall model fit was substantially improved with ?[superscript 2] (265) = 510.81, GFI = 0.92, RMSEA = 0.04. The EBI-C can be used in China and other Chinese-speaking regions and communities. Cross-cultural research in the area of epistemic beliefs becomes more feasible because of the presence of the parallel instrument.
Art + Technology Integration: Developing an After School Curriculum
Author: Betts, J. David
Date: 2003-00-00
Type: Journal Articles
Subjects: Technology Integration,After School Education,After School Programs,Art Education,Program Descriptions,Multimedia Materials,Computer Managed Instruction,Middle School Students,At Risk Students,Youth Opportunities,Youth Programs,Disadvantaged Youth,Computer Graphics,Electronic Publishing,Language Arts,Word Processing,Animation,Video Technology,Computer Literacy,Basic Skills,Curriculum Development,Educational Objectives,Incentives,Participant Characteristics,Educational History,Partnerships in Education,School Community Programs,Grants

More than three million children in the United States participate in some type of after school program (National Study, 1993) offering wide-ranging benefits to children, their families and the community (Pederson, et al, 1998). After school programs of many descriptions provide responsible adult supervision for youth, constructive activities and insulation from harmful peer pressures during high-risk hours (Fox &amp; Newman, 1997). The arts education community, both locally and nationally, is an important source of successful programs that keep young people on track and promote a variety of useful art skills and activities. This article describes the attributes of one such program in Tucson, Arizona. The Multimedia Arts Education Program (MAEP) is an ongoing, intensive, after school computer-mediated art technology program begun in 1996 by the Tucson Pima Arts Council (TPAC). This five-semester program targeted at-risk middle school youth from disadvantaged families. Students worked with professional artist/teachers, learning to do computer graphics and publishing, language arts and word processing, computer animation and video production. Each semester was structured around the acquisition of basic art and computer skills as well as the completion of individual projects.