ethanporcaro/eric-fulltext-meta huggingface dataset:
Attitudinal Factors Affecting Wiki Group Collaboration for English Writing
Author: Chen, Chwen Jen
Date: 2015-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Collaborative Writing,Web Sites,English (Second Language),Second Language Instruction,Writing Skills,Student Attitudes,Cooperative Learning,Writing Assignments,Prewriting,Student Motivation,Usability,Difficulty Level,Scores,Regression (Statistics),Undergraduate Students,Questionnaires,Remedial Instruction,Technology Uses in Education,Self Determination,Foreign Countries,Editing

Wikis, being one of the popular Web 2.0 tools, have impacted students' engagement and performance particularly in the aspects of second and foreign language learning. While an increasing number of studies have focused on the effectiveness of wiki in improving students' writing skills, this study was conducted to examine the attitudinal factors that influence English as a Second Language (ESL) students' group collaboration in using wikis for a writing task that was divided into three phases: pre-writing, individual-construction, joint-constructions. Data collected from these students after completing this task was analyzed based on three attitudinal aspects: motivation, perceived usefulness, and perceived ease of use. The findings reveal high mean scores for all aspects. Further multiple regression analysis reveals that motivation is the most important factor associated with group collaboration, indicating the need to boost students' motivation to encourage effective collaboration in completing wiki writing tasks.
The Effectiveness of Core ER Principles
Author: Jeon, Eun-Young
Date: 2015-10-00
Type: Journal Articles
Subjects: Second Language Learning,Language Proficiency,Meta Analysis,Educational Principles,Program Implementation,Reading Instruction,Reading Programs,English (Second Language),Educational Practices,Reading Achievement

This discussion piece continues the discussion forum on extensive reading (ER) from the April 2015 issue of &quot;Reading in a Foreign Language.&quot; In that forum, a number of the discussions were concerned with the principles of ER (Day &amp; Bamford, 2002) in implementing ER. Our discussion also concerns the principles; we examine ER programs that used what we believe are five core principles and their impact on second language (L2) reading proficiency. The aim is to show how much effect we can expect from ER programs on L2 reading proficiency through the tool of meta-analysis. We discuss the results of a meta-analysis that was done to determine the effect of ER programs on L2 reading proficiency in two settings, English as a foreign language (EFL) and English as a second language (ESL). These ER programs all used the five core principles. For details on the meta-analysis and the study, see Jeon and Day (in progress).
Assessment of the Adequacy of Instructional Resources in Business Education Programmes Relative to NCCE Standards for Colleges of Education in Nigeria
Author: Onyesom, Moses
Date: 2013-00-00
Type: Journal Articles
Subjects: Business Administration Education,Educational Resources,Instructional Material Evaluation,Academic Standards,Schools of Education,Benchmarking,Observation,Educational Technology,Educational Equipment,Educational Facilities,Teacher Student Ratio,College Programs,Foreign Countries

The study assessed the adequacy of instructional resources available for business education programmes at the colleges of education in Edo and Delta states of Nigeria in relation to the standards stipulated by the National Commission for Colleges of Education (NCCE). The study adopted the ex-post facto research design and was guided by five research questions. The population of the study comprised all the six business education departments of the colleges of education in Edo and Delta states of Nigeria. The entire population was studied in terms of adequacy of instructional resources. The data for the study was collected through direct observation using the NCCE benchmarks as inventory and analyzed using ratio and percentage scores. The study found that lecturers and physical facilities available for business education programmes are adequate in some of the colleges and not adequate in others. Equipment and supplies in the typing laboratories, shorthand studios and model offices were found to be grossly inadequate in all the colleges studied. Based on these findings therefore, it was concluded that students of business education in these colleges of education are learning without the necessary and required instructional resources for effective development. To this end, it was recommended among others that the National Commission for Colleges of Education should regularly supervise the programmes of business education and ensure that their stipulated standards are maintained.
Information Literacy Skills: Promoting University Access and Success in the United Arab Emirates
Author: Shana, Zuhrieh
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Literacy,Information Skills,Access to Education,Success,College Freshmen,Minimum Competencies,Pretests Posttests,Evidence Based Practice,Skill Development,Skill Analysis,Cohort Analysis,Achievement Gap,Student Surveys,Performance Based Assessment,Statistical Significance,Likert Scales,Foreign Countries

The focus of this research is to assess the level of information literacy (IL) skills required for the transition-to-university experience across the United Arab Emirates (UAE). This research further seeks to shed light on the IL levels of incoming first-year university students and describe their perceptions of their IL skills. The research population consisted of first-year students from three private universities in the UAE: G1 from Ajman University of Science and Technology (AUST), G2 from Al Ain University of Science and Technology (AAU), and G3 from Al Hosn University (AHU). The three groups were recruited from students enrolled in first year general education classes. A total of 90 students were asked to take an IL pre-test to assess the level of IL skills they possessed upon entering university. Because the authors are currently teaching at AAU, G2 was trained as part of their first-year research skills course at AAU, while the other two groups G1 and G3 did not receive IL training. At the end of the semester, the authors used post-testing to determine if IL training helped improve IL skills of the trained participants. The post-test was given to two groups, including G1, which did not receive any training, and G2, the only trained group. Pre-test results identified a gap between the expectations and existing skills vital for secondary and university-level education in all three groups. The post-test evaluation of skills showed statistically significant increases in all IL assessed competencies. The need for customized curriculum to address the IL deficits revealed by new students is evident.
MOOCS as a Method of Distance Education in the Arab World--A Review Paper
Author: Adham, Raniah Samir
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Arabs,Distance Education,Online Courses,Large Group Instruction,Teaching Methods,Definitions,Developing Nations,Developed Nations,Comparative Education,Educational Technology,Educational Quality,Sex Fairness,Cultural Influences,Educational Opportunities,Equal Education,Gender Discrimination,Credentials,Certification,Access to Education,Educational Benefits

Massive Open Online Courses (MOOCs) in the Arab World are still in their infancy. Many Arab countries are now starting to launch their MOOC platforms; however, there are only a few who have actually implemented such systems. This paper will explore online learning, in particular the rise of MOOCs around the world and their impact on the Arab World. The purpose of this paper is to give a true picture of the development of the first MOOC platforms in the Arab World. It will analyse in detail the concept, definitions, background, and types of MOOCs (xMOOCs and cMOOCs), as well as the main MOOCs platform in the Western and Arab worlds, and a timeline of the development of MOOCs. It will then observe the status of MOOCs in the developed world, opportunities in the Middle East, and the influence of Western MOOCs on the Arab world, from many perspectives, e.g. educational, religious, cultural and social.
Transactional Distance and Autonomy in a Distance Learning Environment
Author: Vasiloudis, G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Distance Education,Personal Autonomy,Learning Processes,Graduate Students,Tutors,Teacher Student Relationship,Open Universities,Student Attitudes,Gender Differences,Questionnaires,Statistical Analysis,Guidelines,Criticism,Foreign Countries,Scores,Reliability,Correlation,Measurement

This paper studies the transactional distance between the students and the tutor as well as the autonomy of students in a postgraduate course of the Hellenic Open University (HOU). The aim of the paper is to examine how the relation between autonomy and transactional distance evolves during an academic year and how this relation is affected by demographic parameters, such as gender, age group and student experience (year of studies). For this purpose an empirical research was conducted and a sample of postgraduate students responded to a questionnaire (which included a scale for transactional distance, a scale for autonomy and demographic questions) during two different time periods within an academic (2012-2013). The results of the statistical analysis showed that during the evolution of the learning process there was a small change in transactional distance, especially for the dimension of co-understanding, while there was also a change in one of the dimensions of autonomy, namely sensitivity to others. However, no relation was observed between transactional distance and autonomy, ether in the first or the second measurement during the academic year. This finding is also regarded in the overall framework of the different critiques and interpretations of Moore's theory.
Challenges and Strategies for Assessing Specialised Knowledge for Teaching
Author: Orrill, Chandra Hawley
Date: 2015-00-00
Type: Journal Articles
Subjects: Specialization,Knowledge Base for Teaching,Educational Strategies,Testing Problems,Test Items,Barriers,Educational Practices,Teacher Competency Testing,Test Construction,Measurement Objectives,Psychometrics,Mathematics Teachers,Change Strategies,Evaluation Methods,Evaluation Problems,Teacher Evaluation

Developing and writing assessment items that measure teachers' knowledge is an intricate and complex undertaking. In this paper, we begin with an overview of what is known about measuring teacher knowledge. We then highlight the challenges inherent in creating assessment items that focus specifically on measuring teachers' specialised knowledge for teaching. We offer insights into three practices we have found valuable towards overcoming challenges in our own cross-disciplinary work to create assessment items for measuring teachers' knowledge for teaching.
Dividing Fractions Using an Area Model: A Look at In-Service Teachers' Understanding
Author: Lamberg, Teruni
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Middle School Teachers,Problem Solving,Word Problems (Mathematics),Mathematical Concepts,Mathematics Skills,Knowledge Base for Teaching,Teacher Competencies,Faculty Development,Pedagogical Content Knowledge,Concept Formation

The paper reports an investigation into how a group of elementary and middle school teachers collectively attempted to solve and understand a fraction division problem using an area model. Solving the word problem required that teachers determine how many two-thirds fit into three-fourths. The teachers struggled to conceptualise fraction division, to meaningfully connect it to the area model, and to interpret the fraction remainder. Developing such understanding was facilitated by allowing sufficient time for group discussion and collective thinking, supported by use of visual representation. During this process, it was important for the teachers to identify an appropriate unit of measure and referent unit, and to make sense of these in relation to each other and to the problem. The importance of connecting concepts to procedures and to comprehending and using other fraction models (linear, set) is noted.
Using Transactional Distance Theory to Redesign an Online Mathematics Education Course for Pre-Service Primary Teachers
Author: Larkin, Kevin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Mathematics,Mathematics Instruction,Preservice Teacher Education,Pedagogical Content Knowledge,Online Courses,Web 2.0 Technologies,Feedback (Response),Student Attitudes,Distance Education,Educational Theories,Anxiety,Instructional Design

This paper examines the impact of a series of design changes to an online mathematics education course in terms of transactional distance between learner and teachers, pre-service education students' attitudes towards mathematics, and their development of mathematical pedagogical knowledge. Transactional distance theory (TDT) was utilised to investigate and describe the interactions among course structure, course dialogue and student autonomy in an online course over a two-year period. Findings indicate that Web 2.0 technologies, when used thoughtfully by teachers, can afford high levels of structure and dialogue. Feedback from pre-service teachers indicated an improved attitude towards mathematics and an increase in their mathematical pedagogical content knowledge. These findings have implications for universities moving towards the delivery of teacher education courses entirely online.
Discrepancies between Standardised Testing and Teacher Judgements in an Australian Primary School Context
Author: Carmichael, Colin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Elementary Schools,Elementary School Mathematics,Elementary School Students,National Programs,National Competency Tests,Educational Testing,Longitudinal Studies,Regression (Statistics),Academic Achievement,Teacher Attitudes,Numeracy,Literacy,Predictor Variables,Student Characteristics,Teacher Characteristics,Disadvantaged Environment,Kindergarten,Measures (Individuals)

This study compares the judgments that teachers make on their students' mathematics achievement with results taken from Australia's National Assessment Program: Literacy and Numeracy (NAPLAN). Using a sample of 2144 students, drawn from the Longitudinal Study of Australian Children (LSAC), the study develops two regression models: one with teacher ratings of achievement as the outcome variable, and the other with NAPLAN numeracy results as the outcome. A number of individual and environmental factors are then regressed onto these outcome variables, and the magnitudes of their effects are compared. The results indicate a consistency between teachers' judgements and NAPLAN test results, except for students with special needs, where a significant discrepancy exists. Implications of these results are discussed.
Improving EFL Learners' Writing through Enhanced Extensive Reading
Author: Mermelstein, Aaron David
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Writing Skills,Pretests Posttests,Writing Tests,Effect Size,Writing Improvement,Undergraduate Students,Intervention,Measures (Individuals),Time on Task,Control Groups,Experimental Groups,Comparative Analysis,Reading Materials,Reading Programs

This study's purpose is to seek out methods of improving reading and writing for EFL learners. This one-year study focuses on an enhanced design of extensive reading (ER) towards improving learners' writing abilities. Pre- and posttests used the Jacobs, Zingraf, Wormoth, Hartfield, and Hughey (1981) measurement of writing, including content, organization, vocabulary, language use, and mechanics. A sixth subscale, fluency, was also added. The results indicate significant differences in gains on all of the subscales favoring the treatment group. A measurement of effect size also demonstrated small to large effects across the six subscales. This study demonstrates that an enhancement of previously established ER protocols can achieve significant gains and sizable effects among learners.
Connecting Reading and Writing Using Children's Literature in the University L2 Classroom
Author: Leal, Priscila
Date: 2015-10-00
Type: Journal Articles
Subjects: Childrens Literature,Second Language Learning,Second Language Instruction,Educational Benefits,Teaching Methods,English (Second Language),Intensive Language Courses,Course Descriptions,Creativity,Language Teachers,Teacher Attitudes,Student Attitudes,Critical Thinking,Reading Instruction,Writing Instruction,College Students,Lesson Plans,Creative Writing,Asians,Foreign Students,Student Journals,Journal Writing,Fairy Tales,Folk Culture,Questionnaires

This article investigates the potential benefits of using children's literature in adult second language (L2) classrooms. A short-term, intensive university course for English reading and writing was designed incorporating children's literature into the curriculum. The author describes the course and discusses how children's literature can be used to improve students' linguistic, cognitive, and socio-emotional skills. Both the teacher's and students' perceptions and attitudes towards the use of children's literature in such a context are addressed. The author concludes that, with adults in the L2 classroom, children's literature can be used as a model for student writing, can engage students in critical thinking, and can be a springboard for meaningful discussions and creative composition. Finally, the author provides suggestions of how language teachers can integrate reading and writing instruction, as well as critical thinking, using children's literature with adults in L2 classrooms.
The Effect of Designed Geometry Teaching Lesson to the Candidate Teachers' Van Hiele Geometric Thinking Level
Author: Yilmaz, Gül Kaleli
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Geometry,Mathematics Instruction,Instructional Effectiveness,Comparative Analysis,Geometric Concepts,Mathematics Tests,Mixed Methods Research,Interviews

The aim of this study is to find out how designed Geometry Teaching Lesson affects candidate teachers' Van Hiele Geometric Thinking Levels. For that purpose, 14 weeks long study was performed with 44 candidate teachers who were university students in Turkey. Van Hiele Geometric Thinking Test was applied to candidate teachers before and after Geometry Teaching Lesson. Percentage, frequency and t-test were used for analyzing the data. When the data was investigated, it is seen that before Geometry Teaching Lesson, candidate teachers' geometric thinking levels and t- test points were really low, after lesson both their levels and t-test points made a considerable amount of progress. In this context, it can be said that designed geometry teaching lesson has an affect on upgrading candidate teachers' geometric thinking levels.
Integrated Reading and Writing: A Case of Korean English Language Learners
Author: Cho, Hyonsuk
Date: 2015-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Reading Tests,Writing Tests,Writing Skills,Scores,Intervention,Control Groups,Experimental Groups,Language Proficiency,Middle School Students,Multiple Choice Tests,Foreign Countries,Student Needs,Student Attitudes,Surveys,Achievement Gains,Asians,Reading Writing Relationship,Writing Instruction,Reading Instruction,Pretests Posttests,Language Tests

This study reports Korean English language learners' perceived needs concerning their learning of reading and writing and how the integrated reading and writing instruction impacts their reading comprehension and summary-writing abilities. The study also delineates teacher's challenges faced during the instruction. A total of 93 students in a middle school in Korea participated in a needs survey, and 69 students at three proficiency levels received the integrated instruction. The study found that students desired extra help on their writing to gain balanced English competence; also they wanted to learn reading and writing together. After the intervention, students at intermediate and advanced levels showed significant improvement on the integrated reading and writing test; however, no improvement was found at the beginning level regarding both experimental and control groups. Yet, the scores on multiple-choice reading test at all levels failed to significantly improve.
Making the Grade through the Front Door: Evaluation and Innovation in a Registered Practical Nurse to Bachelor of Science in Nursing Program
Author: Coffey, Sue
Date: 2016-01-00
Type: Journal Articles
Subjects: Nursing Education,Nursing Students,Student Characteristics,Academic Achievement,Outcomes of Education,Articulation (Education),College Transfer Students,Student Experience,Student Records,Mixed Methods Research,Focus Groups,Student Surveys,Student Attitudes,Statistical Analysis,Time to Degree,Age Differences,Gender Differences,Grade Point Average,College Credits,Educational Innovation,Educational Indicators,Educational Assessment,Foreign Countries

Background: Education of nurses from a diploma to a degree is a global phenomenon. However, bridging is often seen as a &quot;backdoor&quot; route to becoming a Registered Nurse and very little evaluation data exists to challenge this notion. Objectives: This research project was undertaken to explore student characteristics, academic performance, outcomes, and experiences in an RPN-to-BScN Bridging Program. Design: A mixed method design was employed. Student admission and registrarial data were examined in relation to student characteristics and academic performance. Secondary data analysis was conducted on focus group interviews with 110 students that explored their perceptions of the impact of the program on their lives. Setting: Data was collected through University databases and face to face focus groups. Participants: Admission and registrarial data for all students admitted to a nursing bridging program in Ontario, Canada, from 2005-2011 were analyzed. Participants in the qualitative focus group interviews included 110 students across all years of the program. Methods: Descriptive and analytical statistics provide insight into student performance and characteristics. Qualitative data analysis was conducted using NVivo 9 with multi-member teams. Results: Data analysis reveals important insights into student academic performance, including exploration of relevant variables such as ongoing and cumulative GPA, entrance GPA, and program completion. Qualitative analysis provides insight into how studying in the program affects students' lives. Conclusions: RPN-to-BScN education is not a &quot;back door&quot; to a nursing degree. Rather, it is a front door, as rigorous and as personally and professionally transformative as we expect a 4-year BScN Degree to be.