ethanporcaro/eric-fulltext-meta huggingface dataset:
A Case Study on the Implementation of Reflective Development Model in Improving Intercultural Competence among Business Student in Stamford College
Author: Gowindasamy, Maniyarasi
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Foreign Countries,Mixed Methods Research,Student Surveys,Interviews,Undergraduate Students,Global Approach,Questionnaires,Learner Engagement,Foreign Students,Business Administration Education,Cultural Pluralism,Interpersonal Competence,Cultural Awareness,Intercultural Communication

This study was conducted to evaluate the implementation of reflective development model in improving the intercultural competence among business student in Stamford College. This study will be focus on the local and international students in terms of their cultural competencies through the globalization subjects. An embedded design of mixed methods was applied to conduct this study. The quantitative survey was conducted as the main method of this study and qualitative interview was done to enrich the data. The quantitative survey comprises 250 business students who currently enrolled in the subject of globalization and 10 were chosen for qualitative. This study implements the reflective model that's been suggested by Feng, 2016 which used in the traditional teaching atmosphere context to enhance intercultural competence for the undergraduate students emphasizing the personal development topic for the subject globalization. The model provides a pedagogical approach for motivating students to engage in intercultural interactions, which help them to learn the diverse environment and create awareness. The result shows positive effects on the adoption of the model. Findings of this study encourage the college students to be involved in interactions with students from different culture and ethnicities to experience new multicultural environments and improve their social skills through their interactions with diverse skills.
What Do Trade Unions Think about Continuing Education for Teachers in Galicia?
Author: Ampudia, Baena
Date: 2016-00-00
Type: Journal Articles
Subjects: Unions,Continuing Education,Foreign Countries,Faculty Development,Educational Needs,Qualitative Research

The common ups and downs of school agendas coupled with the existence of new educational challenges have created a complicated scenario that places the issue of continuing education for teaching staff directly under the spotlight. As a consequence, the role of teachers' trade unions as with other requirements of continuing education is now put centre stage. Within these considerations, we have carried out an unprecedented and ongoing survey in Galicia with the intention of taking a closer look at continuing education for non-university teachers promoted by trade union organisations. For this purpose we put forth a qualitative and quantitative methodological approach while using documentary analysis as a tool for gathering data as well as discussion groups and Likert type assessment scale questionnaires. In this essay we provide the data obtained during the intensive-qualitative stage of the investigation. The resulting findings although provisional and partial reveal that an improvement in students' education should go hand in hand with the continuing education of teaching staff. It also becomes apparent that training activities are being substantially conditioned by the legislative jungle that is shrouding continuing education, by the lack of resources and by the pragmatic lines followed by the Education Administration. Furthermore, certain pending issues are cropping up such as the need to channel learned contents into our classrooms, to satisfy the emerging concerns of training recipients regarding their training, to perform follow-up and evaluation tasks regarding the training actions that are being undertaken and to strive for an improved coordination between management staff, users and knowledge workers.
An Investigation of Pre-Service Science Teachers' Level of Efficacy in the Undergraduate Science Teacher Education Program and Pedagogical Formation Program
Author: Çetin, Oguz
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Science Instruction,Undergraduate Students,College Science,Preservice Teacher Education,Foreign Countries,Teacher Effectiveness,Biology,Chemistry,Physics,Sciences,Comparative Analysis

The purpose of this research is to comparatively investigate the efficacy levels of pre-service science (Science, Biology, Physics, and Chemistry) teachers enrolled at the Undergraduate Program of Science Teacher Education and Pedagogical Formation Program. A total of 275 pre-service teachers who were studying in different programmes in the Faculty of Education, Ömer Halisdemir University composed the study group of the research in which the general survey model was used. &quot;Teachers' Sense of Efficacy Scale&quot; developed by Tschannen-Moran &amp; Hoy (2001) and adapted to Turkish by Çapa, Çakiroglu &amp; Sarikaya (2005) was used as the data collection tool in the research. As a result of the study, it was concluded that pre-service teachers' level of professional efficacy was high. In addition, it was determined that while pre-service teachers' level of professional efficacy did not significantly differ based on gender, their efficacy showed differences depending on the program they were studying at and their active teaching status.
Impacts of Insufficient Instructional Materials on Teaching Biology: Higher Education Systems in Focus
Author: Edessa, Sutuma
Date: 2017-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Instructional Materials,Higher Education,College Science,Mixed Methods Research,Observation,Interviews,Teaching Methods,Undergraduate Study,Foreign Countries,Check Lists,Preservice Teachers,Preservice Teacher Education

The purpose of this study was to assess and determine impacts of insufficient instructional materials and ineffective lesson delivery methods on teaching in biology higher education. The participants of this study were 60 trainees who graduated in Bachelor of Sciences from eight public universities in majoring biology. Data for the study was collected while these trainees were attending the course of Biology Teaching Methods in the Post Graduate Diploma in Teaching, both in the regular and summer 2015/2016 training programs at Addis Ababa University. The study employs a mixed method design of both qualitative and quantitative data evaluations. Data was collected through classroom observations and interviews with the trainees. The findings indicated that insufficient instructional materials and ineffective teaching methods in higher education had negative impacts; that have affected the skills of performing biological tasks of graduates 71%. In the course of the Post Graduate Diploma in Teaching training, trainees were unsuccessful to conduct essential biological tasks expected from graduates of biology upon the completion of their undergraduate study program. The study was concluded with emphasis on the need to integrate theory and practice through using adequate instructional materials and proper teaching methods in the higher education biology teaching.
Understanding and Overcoming Barriers: Learning Experiences of Undergraduate Sudanese Students at an Australian University
Author: Gately, Natalie Jane
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Barriers,English (Second Language),Second Language Learning,Student Adjustment,Student Motivation,Language Skills,Immigrants,Language Tests,Scores,Oral Language,Writing Improvement,Self Efficacy,Foreign Countries,College Students,Sociocultural Patterns,Language Proficiency,Questionnaires,Learning Motivation,Measures (Individuals),Academic Achievement,Mixed Methods Research,Focus Groups

An increase in migration of Sudanese and South Sudanese people to Australia due to civil unrest in their home country has increased the numbers of Sudanese students at university. Migrant experiences, particularly those of English as a second language, can impact negatively on education and learning. Inconsistencies between student scores on assessments and oral abilities in class prompted an exploratory project to identify barriers to success and create appropriate resources for students. The project utilised a multi-method approach to explore the experiences of the Sudanese students (n = 22) enrolled at Edith Cowan University in Western Australia. Two quantitative scales examined motivations for learning and English Language Confidence. Interviews or focus groups explored the students' perceptions of their learning and university experiences. The findings indicate that students are extrinsically motivated to study, confident in their language skills but required additional support to improve their written English. The barriers include socio-political factors unique to Sudanese students. Finally recommendations to assist these students are presented.
Examining the Relationship between Academic Achievement and Attitudes of the Middle School Students
Author: Tezer, Murat
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Achievement,Student Attitudes,Middle School Students,Grade 8,Foreign Countries,Technology Uses in Education,Technological Advancement,Technological Literacy,Technology Education,Statistical Analysis,Secondary Schools,Correlation,Educational Attainment,Parent Background,Family Income,Student Surveys

In this study, the relationship between academic achievement and attitudes towards &quot;technology and design lesson&quot; of the middle school, eighth grade students' gender, family income level, parent education level attitudes towards technology and design lesson have been investigated, and examined the relationship between attitudes and academic achievement. Eighth-grade total of 98 students selected from 3 middle schools by simple random sampling method has been identified at research in North Cyprus. The data collection tool used in this study was the &quot;technology and design course attitude scale&quot;. Descriptive survey model was used in the research. The data were analyzed using independent sample t-test, Anova, correlation, frequency and percentage calculations. At the end of the research; no significant difference found between attitudes towards technology and design lesson according to students' gender, family income, parent education levels. Also no significant relationship found between students' academic achievements in &quot;technology and design course&quot; and &quot;attitudes toward the technology and design course&quot;.
What Do Postgraduate Students Think about Special Education?
Author: Ozcan, Deniz
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Graduate Students,Special Education,Interviews,Qualitative Research,Teacher Competencies,Disabilities,Career Choice,Program Effectiveness,Teacher Characteristics

The aim of this study was to determine the opinions of students receiving postgraduate education in special education area about special education. 35 students receiving postgraduate education at Near East University participated in this research. 8 of these students were doctorate student, and 27 of them were master student. This research was conducted in 2014-2015 spring semester. Interview questions used in this research were developed by the researchers. Qualitative research method was used in the research.
The Effect of Different Metacognitive Skill Levels on Preservice Chemistry Teachers' Motivation
Author: Sen, Senol
Date: 2016-00-00
Type: Journal Articles
Subjects: Metacognition,Preservice Teachers,Teacher Motivation,Chemistry,Science Education,Correlation,Science Teachers,Questionnaires,Multivariate Analysis,Self Determination,Self Management,Foreign Countries

The purpose of this study was to determine the metacognitive skill levels and motivation of preservice chemistry teachers and to investigate the effect of different metacognitive skill levels on their motivation. The study was conducted during 2014-2015 spring semester. In this research, survey method was used to reveal the effect of different metacognitive skill levels on motivation. The population of this study was comprised of preservice chemistry teachers attending the faculty of education. The Chemistry Motivation Scale which was developed by Glynn, Brickman, Armstrong and Taasoobshirazi (2011) and adapted into Turkish by Sen and Yilmaz (2014) was applied to determine preservice chemistry teachers' motivation. The Metacognitive Activities Inventory (MCA-I) which was developed by Cooper and Sandi-Urena (2009) and adapted into Turkish by Temel, Dinçol and Yilmaz (2011) was applied to determine metacognitive skill levels. The results revealed that there was a statistically significant difference between preservice chemistry teachers grouped on the basis of differing levels of metacognitive skills on intrinsic motivation and self-determination.
Exploring Pre-Service Teachers' Perceptions of Lesson Planning in Primary Education
Author: Sahin-Taskin, Cigdem
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Lesson Plans,Elementary School Teachers,Preservice Teacher Education,Semi Structured Interviews,Teaching Methods,Foreign Countries,Teacher Effectiveness,Content Analysis

Planning a lesson is a complex process. The relationship between the quality of a lesson plan and an effective teaching-learning process is widely acknowledged by researchers and educators. Therefore, developing preservice teachers' planning skills is considered key in raising effective teachers. This research aims to understand pre-service teachers' perceptions of lesson and how they think their plans facilitate their creating an effective teaching-learning process. The sample involved primary pre-service teachers who enrolled in a Teaching Practice course at a faculty of education. 18 pre-service teachers participated in the research. Data was collected through semi-structured interviews. Content analysis was utilized to analyze the data. Two main categories emerged through the analysis; they have been named Difficulties of Planning a Lesson and Functions of Lesson Plans During the Teaching-Learning Process. The findings of the research revealed that primary pre-service teachers are aware of the importance of planning lessons; however, they found some difficulties during their planning. They claimed that during their visits to primary schools, they do not have enough time to get to know students regarding their needs, characteristics, levels of learning, etc., and these issues influence their planning. Therefore, developing a lesson plan became challenging. The results suggest that opportunities should be created for pre-service teachers to get acquainted with students during their practice. Further investigation will also help us to understand more about how we can help our future teachers to develop skills to plan their lessons effectively.
Blogs as a Way to Enhance EFL Reading Classes in a Lebanese Tertiary Institution
Author: Soufi, Nada
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Web 2.0 Technologies,Electronic Learning,Intensive Language Courses,Language Acquisition,Supplementary Reading Materials,Curriculum Enrichment,Critical Thinking,Reading Motivation,Focus Groups,Interviews,Diaries,College Second Language Programs,Teaching Methods,Comparative Analysis

This study investigated the use of blogs in an intensive English program at a university in Lebanon. The paper reports on how blogs can contribute to language acquisition and the development of related literacy skills. Blogs were incorporated into the required curriculum as supplemental material over two semesters. The aim of the strategy was to see if the use of blogs would yield any observable benefits for students particularly in the areas of critical thinking and motivation to read and use the target language. Data were collected through a research diary and focus group interviews with the students. The findings reveal that the use of blogs can nurture students' critical thinking and enhance their motivation to read and use the target language.
Blending Technology with Constructivism: Implications for an ELT Classroom
Author: Kaya, Haldun
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Constructivism (Learning),Second Language Learning,Second Language Instruction,Teaching Methods,Communication Skills,English (Second Language),Technology Integration,Active Learning,Management Systems,Language Teachers,Oral Language,Feedback (Response),Electronic Publishing,Computer Mediated Communication,Teacher Student Relationship

The constructivist approach in learning a foreign language has been receiving a great deal of attention over the last years due to its tenets, which fully comply with the principles of the effective language learning environment. Taking the foundations of constructivist pedagogy into consideration, the most innovative attempt that English language teachers have made so far is to integrate technology into their classes in order to improve students' communication skills, help them become active learners, and encourage them to reflect on their own learning. Along with a brief literature review on constructivist learning and the use of technology, this article aims to provide the readers with the related practical applications and implications.
Effect of Time Management on the Job Satisfaction and Motivation of Teacher Educators: A Narrative Analysis
Author: Sahito, Zafarullah
Date: 2017-00-00
Type: Journal Articles
Subjects: Time Management,Job Satisfaction,Motivation,Teacher Educators,Foreign Countries,Qualitative Research,Personal Narratives,Semi Structured Interviews,Sampling,Social Networks,Inquiry

The present study was conducted to investigate the relationship between time management, job satisfaction and motivation among teacher educators in university departments, institutes and faculties of education in the Sindh province of Pakistan. Using an interview approach, the researchers recorded the professional stories of 40 teacher educators. The interviews and the analysis focused particularly on teacher educators' skills, routines and characteristics related to time management, job satisfaction and motivation. This article advances current knowledge by revealing the values of narrative analysis including, especially, qualitative research methods as a means for disseminating the evidence-based information. In so doing, it offers teacher educators and heads of universities, faculties, institutes and departments a reliable resource for understanding how teacher educators improve their time management skills to increase job satisfaction and motivation and make their professional and personal lives more meaningful.
Examining the Use of Web-Based Tests for Testing Academic Vocabulary in EAP Instruction
Author: Dashtestani, Reza
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Educational Technology,Technology Uses in Education,Vocabulary,English for Academic Purposes,Undergraduate Students,Questionnaires,Student Attitudes,Self Efficacy,Foreign Countries,Intellectual Disciplines,Comparative Analysis,English (Second Language),Language Tests,Second Language Learning

Interest in Web-based and computer-assisted language testing is growing in the field of English for academic purposes (EAP). In this study, four groups of undergraduate EAP students (n = 120), each group consisted of 30 students, were randomly selected from four different disciplines, i.e. biology, political sciences, psychology, and law. The four groups were homogeneous regarding their English proficiency. Four course-specific web-based tests of academic vocabulary were administered to each group with regard to their specific disciplines. Questionnaires were employed to explore the EAP students' perceptions and self-efficacy concerning web-based language testing. Also, the perceptions of the four groups of undergraduates were compared in order to identify the differences among their attitudes. The findings would have implications for renewing assessment approaches and methods used in EAP instruction.
Critical Incidents Typically Emerging during the Post-Formation Phase of a New Venture: Perspectives for Entrepreneurship Education and Start-up Counselling
Author: Heinrichs, Karin
Date: 2017-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Questionnaires,Risk,Financial Problems,Decision Making,Critical Incidents Method,Teaching Methods,Case Method (Teaching Technique),Vocational Education,Counseling,Case Studies,Content Validity,Tests,Likert Scales,Student Attitudes,Foreign Countries,Statistical Analysis,Business Administration Education,Factor Analysis,College Students

During the post-formation phase, young ventures are often in danger of sliding into bankruptcy. The entrepreneur has to deal with a multitude of complex problems, decisions have to be made under time pressure or uncertainty, and upcoming crises have to be perceived in time. This paper presents seven critical incidents that are (1) realistic, typical, and likely to emerge during the first years of a start-up's existence, (2) assumed to cause severe financial crises for the new venture, but (3) possible to be overcome by the entrepreneur if he makes appropriate decisions. Seven incidents were developed on a theoretical basis and then empirically validated by questionnaires presented to (future) entrepreneurs and start-up counsellors (n = 627) as well as to a sample of students who are at least interested or even engaged in the field of entrepreneurship (n = 367). The incidents reveal likely challenges for entrepreneurs in the post-formation phase. This discovery opens new perspectives for preparing entrepreneurs to deal with the typical risks of the post-formation phase. For example, these lessons provide opportunity for an application within case-oriented courses of entrepreneurship in higher and vocational education and opportunity for reflection on probable emerging crises in start-up counselling.
A Study of Text-to-Speech (TTS) in Children's English Learning
Author: Huang, Yi-Ching
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Technology,English (Second Language),Second Language Instruction,Spelling,Vocabulary,Grade 3,Elementary School Students,Bilingual Education,Pretests Posttests,Questionnaires,Observation,Semi Structured Interviews,Assistive Technology

The purpose of this study was to explore the effects of the digital material incorporated into Text-to- Speech system for students' English spelling. The digital material was made on the basis of the Spelling Bee vocabulary list (approximately 300 words) issued by the selected school. 21 third graders from a private bilingual school in Taiwan were selected for this study. This study employed four data collection techniques, including questionnaire, pre-test and post-test, informal observation and interview, and semi-structured individual interviews. The research results showed that the use of digital material fostered the students' English spelling ability and their self-directed learning.