ethanporcaro/eric-fulltext-meta huggingface dataset:
Literacy Teaching Strategies: Do Indonesian Secondary EFL Teachers Practice What They Know?
Author: Widiati, Utami
Date: 2023-00-00
Type: Journal Articles
Subjects: Literacy,Teaching Methods,Secondary School Teachers,English (Second Language),Second Language Instruction,Foreign Countries,Knowledge Level,Teacher Role,Language Teachers,Skill Development

Developing students' literacy skills remains a challenge for many EFL teachers. The current study explores data about which literacy teaching strategies secondary EFL teachers in Indonesia report they know and practice and what roles they think they can play in developing students' literacy skills to support school literacy initiative programs. Quantitative data about literacy-teaching knowledge and practice as well as qualitative data about teacher roles were collected through a questionnaire distributed to as many accessible teachers as possible using a convenience sampling technique with Google Forms. Responses were obtained from 157 voluntary secondary EFL teachers, mostly from East Java Province, Indonesia. The quantitative data were analyzed descriptively to result in percentages demonstrating knowledge, practice, and differences between knowledge and practice, whereas the qualitative data were analyzed using a deductive thematic method. The results show the use of various literacy teaching activities, but do not yet reflect pervasive influence of technology among teachers. Gaps are identified between EFL teachers' knowledge of literacy teaching strategies and their corresponding actual teaching practices, implying that knowing a certain literacy-teaching strategy does not necessarily mean taking actions. The qualitative findings show that EFL teachers played roles as providers of literacy access and facilities, motivators for students' love for reading and reading habits, creators of conducive environments, and role models to optimize literacy programs in school.
Political Communication Apprehension in an Era of Activism: A Survey of Thai Undergraduates
Author: Young, David
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Political Attitudes,Student Attitudes,Anxiety,Communication (Thought Transfer),Activism

With student activism on the rise in Thailand, deep divisions have formed both at home and school. This study places the modern Thai student in context with a review of the Thai national character and a look at repression and demonization of student activists over the past century. 175 first- and second-year undergraduates at a high-ranking university in Thailand were administered the Personal Report of Political Communication Apprehension (PRPCA). Results show that students exhibit a moderate degree of Political Communication Apprehension. Results of this study can aid in determining the extent to which instructors wish to engage students in political classroom discussions.
Integrating Computational Thinking to Enhance Students&apos; Mathematical Understanding
Author: Kaup, Camilla Finsterbach
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Control Groups,Grade 2,Grade 3,Computation,Thinking Skills,Mathematics,Knowledge Level,Intervention,Numbers,Arithmetic,Algebra,Geometry,Academic Achievement,Robotics

This study aimed to examine whether a computational thinking (CT) intervention related to (a) number knowledge and arithmetic (b) algebra, and (c) geometry impacts students' learning performance in primary schools. To this end, a quasi-experimental, nonequivalent group design was employed, with 61 students assigned to the experimental group and 47 students to the control group (n = 108). The experimental group comprised students in primary school who were to be followed across the second and third grades. The experimental group underwent work with digital CT activities, while the control group did not receive such interventions. A one-way analysis of variance (ANOVA) was performed on the data gathered to assess the ability differences between students from the experimental and control groups. The pre-and post-test results revealed that the experimental group's performance was significantly better than the control group's performance for the content areas involving CT activities.
Perspectives on Traditional U.S. Accounting Ph.D. Programs
Author: Grossman, Amanda
Date: 2023-00-00
Type: Journal Articles
Subjects: Accounting,Doctoral Programs,Labor Needs,Educational Change,Program Administration,Administrator Attitudes,Student Characteristics,Doctoral Students,Comparative Analysis,Admission Criteria,Work Experience,Student Recruitment,Supply and Demand,Institutional Characteristics,Declining Enrollment,Program Descriptions

A persisting shortage of accounting Ph.D. program graduates has plagued academia for at least the last two decades. Despite suggestions fueled by research findings, traditional accounting Ph.D. programs appear to have not implemented substantial changes aimed at alleviating this problem. The present study surveys accounting Ph.D. program coordinators in an effort to articulate the current characteristics of their students and programs, admission requirements, recruiting challenges, and potential program changes. Data obtained from responding coordinators at highlevel research institutions are examined in conjunction with prior findings detailing accounting Ph.D. program features. These comparisons unveil that the nature and expectations of these programs remain relatively consistent across the decades. Surprisingly, admissions requirements remain relatively unchanged as well, although the nature of the accounting Ph.D. student seems to be skewing younger, with relatively little professional experience and/or no certifications. Highlevel research institution coordinators report that the demand for students is somewhat higher than the supply, and that relatively intensive recruitment efforts are employed to fulfill enrollment slots. Although the coordinators indicate at least moderate changes to the program requirements over their tenure, they are not expecting major changes to ensue within the next couple of years. Present study findings suggest that programs at high-level research institutions are not employing significant changes to ameliorate the accounting Ph.D. shortage, highlighting the contrast in desired program outcomes between such institutions and lower level research institutions.
An Investigatory Research on Organizational Trust and Its Relationship with Job Satisfaction and Psychological Contract Breach
Author: Jones, Janet
Date: 2023-00-00
Type: Journal Articles
Subjects: Organizational Culture,Trust (Psychology),Job Satisfaction,Correlation,Employer Employee Relationship,Positive Attitudes,Psychological Patterns,Online Surveys

Trust in the work environment often has been associated with being a positive antecedent to many desirable organizational outcomes. Developing favorable organizational relationships builds trust, which might lead to an increase in job satisfaction and a positive attitude toward honoring psychological contracts. Using a quantitative research design, the present study explored the relationship between organizational trust and the related variables of job satisfaction and psychological contracts. An online survey was administered across various regions of the United States and information from 144 participants was collected. A Pearson's correlation technique was utilized to analyze the data collected and two significant findings emerged. First, there is a strong positive correlation between organizational trust and psychological contracts (employer obligations). This finding indicates employees who perceive their employer has fulfilled organizational obligations and commitment and honored all psychological contracts, both perceived and implied, have greater perceptions of organizational trust. The second finding showed a positive, moderate relationship exists between organizational trust and job satisfaction. Therefore, increases in organizational trust are associated with increases in job satisfaction and vice versa.
The KeyMath-3 Essential Resource Program: Mathematics Achievement of Students Served in Resource Settings
Author: Linn, Diana
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Students with Disabilities,Mathematics Education,Program Evaluation,Program Effectiveness,Special Education Teachers,Intervention,Elementary School Teachers,Concept Formation,Mathematical Concepts,Computer Literacy,Problem Solving

Special Education teachers serve students who are struggling in mathematics and continue to fall further behind each year. Educators are faced with the challenge of selecting the most effective program for assessing and teaching mathematics that will promote mathematics achievement for students who are served in resource settings. The KeyMath-3 Essential Resources (KeyMath-3 ER) is a mathematics program aligned with National Council of Teachers of Mathematics standards, which incorporates research-based practices for teaching mathematics to students with disabilities. This study utilized the KeyMath-3 ER program as an intervention with five second-grade students with various disabilities receiving their mathematics instruction in a resource setting. The results demonstrated the potential usefulness of KeyMath-3 ER as an effective program for students in a resource setting. The one outlier was a student with autism who did not show significant progress demonstrating a need for further research to assess the effectiveness of using this program with like students.
The Emergence of Computational Thinking in National Mathematics Curricula: An Australian Example
Author: Whitney-Smith, Rachael Margaret
Date: 2023-00-00
Type: Journal Articles
Subjects: Thinking Skills,Mathematics Curriculum,National Curriculum,Mathematics Instruction,Foreign Countries,Digital Literacy,Educational Change,International Organizations,Achievement Tests,International Assessment,Secondary School Students,Elementary Secondary Education,Mathematics Achievement,Mathematics Tests,Science Tests,Science Achievement,Algorithms,Pattern Recognition,Case Studies,Computer Science Education,Teaching Methods,Learning Processes

As we move further into the digital age, the acquisition of digital literacy (DL) and computational thinking (CT) skills is emerging internationally as an essential goal for students in contemporary school curricula. As the world becomes more uncertain and volatile due to impacts of artificial intelligence (AI), international unrest, climate change, global economic instability and unforeseen catastrophes such as the Coronavirus (COVID-19) pandemic, it is necessary to review, revise and refine school education curricula and policies. The issue of what is essential for students to learn, and how they learn it, is of growing importance to international organisations such as the Organisation for Economic Co-operation and Development (OECD) and the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and is emerging as a significant driver for educational reform across the globe. The growing prominence of CT and DL skills across many industry sectors has prompted recent changes to international assessment frameworks such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). This paper will briefly discuss specific examples of alternative approaches to addressing CT in national curricula for the compulsory years of schooling and explain how CT has been adopted as a driver for mathematics curriculum change in Australia.
Regression Analysis of the Gender Wage Gap in Academia
Author: Humphries, Veronika
Date: 2023-00-00
Type: Journal Articles
Subjects: College Faculty,Gender Differences,Teacher Salaries,Teacher Characteristics,Occupations,Salaries,Teaching Experience,Intellectual Disciplines

According to the Institute for Women's Policy, women in the United States working in the state of Louisiana earn sixty-nine cents on the dollar compared to their male counterparts. This is a substantial discrepancy and has been used as a call for action. However, what is really behind this variance in pay between women and men? For a large part, it is the types of careers that men and women choose to enter. A more valid comparison between men's and women's pay is to look at pay differences within the same chosen career path. This study looks at faculty pay at a regional university to ascertain whether there is evidence of a difference in pay between women and men in academia. This paper's results show that once the area of specialty, rank, and years of experience are considered, male faculty actually, on average, earn less than their female counterparts.
The Systemic Diffusion of Enterprise Systems
Author: Madapusi, Arun
Date: 2023-00-00
Type: Journal Articles
Subjects: Technological Advancement,Innovation,Performance,Systems Approach,Competence,Management Information Systems,Performance Based Assessment

In this study, we empirically examine the diffusion of enterprise systems (ES) systems, and the influence of competency factors on firm performance. A model, based on systems and innovation diffusion theories, was developed and a survey instrument used to gather data from a sample of production firms to test the hypothesized model relationships. The results of the multivariate analyses indicate that ES subsystem implementation statuses influence firm performance differently, and that competency factors play an important role in augmenting firm performance. The findings suggest that an adopter-subsystem-systemic diffusion and competency-based approach to ES implementations can help firms obtain increased benefits from their deployments.
Challenges of e-Learning Adoption in South African Public Schools: Learners&apos; Perspectives
Author: Chomunorwa, Silence
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Technology,Technology Integration,Information Technology,Public Schools,High School Students,Student Attitudes,Barriers,Access to Computers,Costs,Internet,Economically Disadvantaged,Program Effectiveness,Teacher Motivation

Educational technology (EdTech) plays a vital role in teaching and learning with e-learning ensuring equal access to education and continuity even when contact classes are impossible. The South African departments of education are making efforts to realize the use of technology in schools. The COVID-19 pandemic has an adverse impact on the education sector and accelerated the adoption of technology by many institutions with some shifting to distant learning to ensure academic continuity. There are various educational technologies. The aim of the study is to explore public high school learners' perspectives on e-learning and the challenges in its adoption. Secondary data is used to draw conclusion. An interpretivism paradigm with an exploratory sequential mixed-method approach is used. The findings show that e-learning implementation needs careful consideration and planning. The results of this study indicate that lack of access to devices, the high cost of internet access, a perceived lack of interest among teachers and perceived ineffectiveness are the key challenges to e-learning adoption in South African public schools within poor communities. Addressing key challenges will ensure a successful implementation of e-learning.
The Effect of STEM Education on Pre-Service Science Teachers&apos; Perceptions of 21st Century Skills and Competences and Problem Solving Skills
Author: Koculu, Asli
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Preservice Teachers,Science Teachers,21st Century Skills,Problem Solving,Student Attitudes

In the globalizing world, individuals should be educated well-qualified to be effective citizens and workers by adapting the information society of the 21st century. At this point, STEM education is considered to promote the construction and improvement of 21st century skills and competences needed for individuals' living in today's world. In light of this consideration, the purpose of the current research is to examine the effect of STEM education on pre-service science teachers' (PSTs) perceptions of 21st century skills and competences and problem solving skills. In this research, a one group pre- and post-test design was conducted. The participants of the current study were 26 PSTs at a public university. The data of the study were collected with &quot;21st Century Skills and Competences Scale&quot; and &quot;Problem Solving Inventory&quot;. In the data analysis, the paired sample t test was used. Findings revealed that there is a statistically significant difference among pre- and post-test total and sub-factors scores of PSTs' perceptions of both 21st century skills and competences and problem solving skills in favor of the post-test scores. These results suggest that STEM education have a potential to improve PSTs' perceptions of 21st century skills and competences and problem solving skills.
Enhancing the Performance of Educational Systems Using Efficient Opinion Mining Techniques
Author: Mohamed, Mohamed Hegazy
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Practices,Program Evaluation,Opinions,Data Collection,Course Evaluation,Algorithms,Student Attitudes,Teacher Attitudes,Educational Assessment,Accuracy,Models,College Students,Academic Achievement,Prediction,Efficiency

Governments and educational authorities around the world are emphasizing performance evaluation of educational systems. Opinion Mining (OM) has gained acceptance among experts in various regions, including the preparation space. The proposed model involves Two modules: the data preprocessing module and the opinion mining module. The main objective of our article is to enhance educational systems through the analysis of student comments, teacher comments and course comments. Furthermore, the proposed model uses a bundling task to make groups of packs for students from its comments. The datasets were 10,000 instances, 80% of which were for training and 20% for testing. The results showed that K-Means Algorithm had the best accuracy time /Sec of 0.03. The correctly classified 8,000 instances were equal to 96%, and incorrectly classified 2,000 instances were equal to 4%, Accuracy of the model is 95%, Recall is 94.8% and F-Measure is 93.7% between others algorithms. clustering and Association Rule Mining phases Algorithms namely Chi-Square test is good quality than Others Algorithms.
The Role of Project-Based Learning in Promoting Preservice Teachers&apos; Communicative Capabilities
Author: Wuttphan, Narueporn
Date: 2023-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Preservice Teachers,Communicative Competence (Languages),Second Language Instruction,Chinese,Language Teachers,Foreign Countries,Instructional Effectiveness,Student Attitudes

This research aimed to explore the impacts of project-based learning on promoting preservice teachers' communicative capabilities. A survey research design was employed to collect data, using an online questionnaire consisting of seven closed-ended and four open-ended questions. There were two target groups of preservice teachers who were second-year teacher trainees and enrolled on the course of Teaching Chinese as a Foreign Language. The first target group consisted of 23 preservice teachers from the Faculty of Education, Khon Kaen University, Thailand, while the second target group consisted of 25 preservice teachers from the Faculty of Arts, Southwest University, China. Both target groups attended the project-based learning lessons for 15 cycles in the first semester of the academic year 2021. The quantitative results indicated that all participants' Chinese language communicative capabilities in listening and speaking skills were increased, from a total score of 45.47 to 68.25. Besides, the quantitative results showed that their vocabulary acquisition and communication skills improved, from a mean score of 2.62 to 3.33 and 2.67 to 3.29, respectively. In addition, the qualitative results of the 25 preservice teachers from Southwest University revealed that project-based learning is a successful teaching approach, because it provides preservice teachers with an opportunity to develop their Chinese language knowledge and skills through the project engagement set around challenges and problems in the real world. Finally, the qualitative results of the 23 preservice teachers from Khon Kaen University revealed that project-based learning has improved their communicative capabilities in understanding questions and using modern media in their teaching management.
What Abilities Does Business Simulation Cultivate College Students
Author: Wang, Hui
Date: 2023-00-00
Type: Journal Articles
Subjects: Business Administration Education,Simulation,College Students,Decision Making,Competition,Cooperative Learning,Thinking Skills,Communication Skills,Experiential Learning,Foreign Countries

With the popularity of business simulation in universities, there is a crucial question of what abilities the students can get from the business simulation. In this study, using qualitative research methods, we studied 71 students who had engaged in a business simulation called Global Challenge. Through three-level coding analysis of students' course reports, we induced and refined five abilities that students would get from business simulation, which are strategic decision-making, competition and cooperation, analysis and judgment, communication and team spirit, and learning by doing. Further, we in detail explained these abilities based on behaviors and performances of the students in simulating. The main contributions are the following: First, it provides insight into the abilities and matching behaviors and enriches research on the learning effectiveness of business simulation from the perspective of ability. Second, the study combines the advantages of qualitative research methods and quasi-experimental design. The results not only extend and deepen our understanding of abilities trained by business simulation but also have value in guiding the practice of business simulation.
Should a Book Be Judged by Its Back Cover? Some Written/Formal Features as Observed in Happily-Ever-After Women&apos;s Novel Blurbs
Author: Pupipat, Apisak
Date: 2023-00-00
Type: Journal Articles
Subjects: Females,Novels,Form Classes (Languages),Phrase Structure,Language Variation,Fiction,Marketing,Language Usage,Discourse Analysis,Information Sources,Syntax,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Computational Linguistics,Written Language,Morphemes,Language Styles

This study examined written/formal register based on happilyever-after women's fiction conventional blurbs. In particular, the 80 blurbs were equally divided into two types: the classic and mass-marketed. Biber et al. (2021) was used as the framework to extract features to respond to the two research questions: What were the top written/formal features among the classic and mass-marketed happily-ever-after women's novel blurbs? And, which blurb type displayed more resemblance to written/formal register? The functional framework comprised three main groups of features: The passives, adjectivals and adverbials. Results revealed that the first two showed a strong tendency towards written/formal register while the last seemed to show the opposite but was taken here to be in-between features, corresponding to fiction language. The top written/formal features based on the two types of blurbs were the passives (both the full and reduced forms) (26%), full relative clauses (23%), full adverbial clauses (20%) and attributives (13%). The blurb type that seemed inclined towards written/formal nature more was the classic, as substantiated by five salient features: the passives, attributives, -en adjectivals, -ing adverbials and -en adverbials. It is believed that discourse analysts and ESL/EFL teachers can pay more attention to these useful syntactic features, particularly the full and reduced forms, as ways to compress information in formal writing.