ethanporcaro/eric-fulltext-meta huggingface dataset:
Escaping the Drama Triangle: Strategies for Successful Research Administration from the Psychology of Codependence
Author: Clark, Deborah J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Research Administration,Work Environment,Interpersonal Relationship,Stress Variables,Psychological Patterns,Governance,Conflict,Attribution Theory,Bias,Cooperation,Administrator Role

The role of research administrator requires highly efficient and collaborative project management to develop competitive, compliant and properly targeted applications for sponsor support. When problems arise, stress and time pressures may lead to maladaptive forms of manipulation and micromanagement between research administrators and principal investigators that resemble dysfunctional, codependent relationships. Using Karpman's Drama Triangle (1968), this article describes the loss of independence and the cognitive bias that precede the development of codependent thinking and behavior in the workplace, particularly as it relates to research administration. Discussion includes the incidence of &quot;helicopter parenting&quot; and its potential application to research administrators' attempts at risk-averse project oversight and security. The remainder of the article provides suggestions for avoiding workplace codependence within the research office, including specific strategies for engaging with principal investigators with greater clarity, effectiveness and respectful collaboration.
Establishing a Project Management Community of Practice in a Large Academic Health System
Author: Johnson, Marcus R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Administration,Communities of Practice,Universities,Health Programs,Partnerships in Education,Professional Development,Veterans

An organization's ability to accomplish its mission is often contingent upon its collective capacity to execute projects and/or initiatives in a timely and organized manner. Project management has a critical role in the delivery of projects within designated timelines, budgets, and defined quality. Duke University, in its entirety, comprises both its university campus and a growing health system. The organizational complexity of this enterprise necessitated the creation of a shared resource and platform for project managers across the institution to come together to share ideas, best practices, network, and engage in opportunities for professional development to better support the University's research mission. The mission of the Duke Project Management Community of Practice (Duke PMCoP) is to provide a professional network for project managers, including professional development activities; education and training for students, faculty, and staff; and a repository for best practices, tools, and resources in project management. In just over two years from its official launch, the Duke PMCoP has evolved into an active and robust community and boasts over 400 members participating from across Duke University and the local Veterans Affairs Health Care System in Durham, NC. This manuscript describes the development and implementation of the Duke PMCoP, in the context of the successes, challenges, and lessons learned during its establishment in a large, academic health system. Moving forward, the focus of the PMCoP is to sustain and grow the community to achieve recognition as the primary resource for project management expertise and mentorship across campus.
Aligning the Goals of the University with Opportunities in Education Abroad
Author: McGrew, Chris
Date: 2021-00-00
Type: Journal Articles
Subjects: Study Abroad,Program Effectiveness,Program Length,Institutional Mission,Public Colleges,College Students,Alumni,Value Judgment,Skill Development,Job Skills,Career Readiness,Communication Skills,Thinking Skills,Cultural Awareness,Global Approach,Citizen Participation,Social Responsibility,Social Mobility

This quantitative study was conducted at a large four-year, high undergraduate, public university (called Midwest University for the purposes of this article) to compare and assess the perceived benefit of traditional study abroad programs and short-term, faculty-led study abroad programs on participants' employability skills, cultural competency, and global citizenship. Participants reported that their education abroad experience enhanced their understanding of course content as well as their views about global citizenship. The survey collected data about participants' perceptions about social responsibility, global competency, and global civic engagement. In addition, the survey collected data about career competency skills such as teamwork, interpersonal communication, networking ability, leadership, problem solving, and foreign language skills. The study defined education abroad at Midwest University and determined how well the program delivered on the Midwest University promise of social and economic mobility. Given that the resources devoted to short-term, faculty-led experiences are significantly lower than in a traditional study abroad program, the authors argue that this type of experience is more accessible to the students and participants at Midwest University.
Professional Development for Clinical Research Professionals: Implementation of a Competency-Based Assessment Model
Author: Deeter, Christine
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development,Professional Personnel,Promotion (Occupational),Classification,Job Skills,Career Development,Research Administration

Aligning job descriptions at Duke University Schools of Medicine and Nursing with the Joint Task Force for Clinical Trial Competencies (JTFCTC) spurred additional related activities--namely, establishing professional pathways and career ladders for clinical research professional (CRP) positions. CRPs leave Academic Medical Centers for many reasons, but lack of career advancement opportunities is one of the top observations. Duke developed a competency-based tiering system for CRP job classifications. This process of Tier Advancement allows CRPs to advance their tier through demonstration of knowledge, skills, and abilities in a variety of clinical research competencies. Tier Advancement is point-based and permits CRPs to advance within a single job classification, removing the need for onerous reclassification. The point-based nature of the system allows flexibility, in that CRPs can advance by demonstrating a limited set of in-depth specialized competencies or a breadth of responsibilities across a wide array of competencies. Tier Advancement has provided benefit to individual employees by offering an opportunity for self-driven career development. It has also benefited the institution by increasing CRP retention rates and allowed Duke to better understand current competency levels of its workforce.
Motivating Factors and Obstacles behind Grant Research: The Case of a Teaching Focused State College
Author: Sehlaoui, Abdelilah Salim
Date: 2021-00-00
Type: Journal Articles
Subjects: Grants,Influences,Barriers,College Faculty,Fund Raising,Schools of Education,State Universities,Research,Motivation,Proposal Writing,Program Proposals

Faculty motivation to seek external funding includes the ability to conduct research and offer innovative programs and bring prestige and support for universities. However, faculty may decline to participate in the grant-seeking process. In order to better understand the reluctance of faculty to pursue grants, faculty in the College of Education at a Southern state university were asked the following questions in a case study: (1) What motivates you to pursue external funding? (2) What factors may pose an obstacle for you to engage in grant writing? and (3) What recommendations do you perceive as needed for you to engage in this activity? The findings indicated that the main motivating factors are freedom in conducting research (88%), freedom in research topic selection (84%), and ability to hire student workers and other faculty and staff to assist in research (77%). Among the obstacles, time was found to be the most challenging obstacle (80%). Many faculty members also agreed that lack of technical guidance (45%) was a ?common obstacle. Several suggestions were shared to support faculty grant writing. These include implementing policies to incorporate and value grant writing in the tenure process, conducting needs assessment, and creating faculty liaisons for the college.
Developing Research Culture: An Outcomes Perspective
Author: Olvido, Michelle Mae J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Research,Organizational Culture,Teacher Education Programs,Organizational Development,Schools of Education,Foreign Countries,Investment

This paper sought to describe the evidences of the development of research culture from gestation to maturation as a result of the input of human capital and resources. Anchored on the Gestation-Expansion-Maturation Theory of the Development of Research Culture, a narrative inquiry was conducted with key informants from seven reputable teacher education institutions in Region VII. Interview transcripts were coded with the aid of NVIVO 11.3.2. The findings reveal six overarching themes on the return of investments or outputs of an institution's research culture with its corresponding attributes and characteristics. The development of research culture is an investment and is therefore evidence-based consisting of observable and measurable outputs in terms of performance and product. Gestation is achieved with production that consists of conducting research and writing manuscripts. Expansion happens when research outputs are disseminated through paper presentations and article publications. Maturation in terms of outputs lead to creation, which refers to influencing policies and being able to introduce technology geared towards contributing to development and innovation.
Textbook Digitization: A Case Study of English Textbooks in China
Author: Li, Xiangning
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Electronic Publishing,English (Second Language),Second Language Instruction,Educational Technology,Electronic Learning,Listening Skills,Speech Skills,Reading Skills,Writing Skills,Secondary Education

The continuous promotion of e-teaching materials in the international education community prompted the Chinese government to incorporate the use of e-teaching materials in its educational system in 2010. This article introduces the different definitions of e-teaching materials in Chinese and international academia, analyzes the benefits and shortcomings of e-teaching materials by using the 2019 version of the English textbook for high school from The People's Education Press. The study employs content analysis to provide an in-depth interpretation of how task setting in three textbooks reflects an inclination towards e-teaching materials from four aspects: listening, speaking, reading, and writing. Randomly selected units in three textbooks are used to discuss how digital elements contribute to the textbooks and to the emergence of the e-learning trend. Although China's textbooks are not fully digitalized, a variety of teaching contexts, resources, and content connotations that appear in existing textbooks indicate that e-learning is now an essential element in Chinese English-learning textbooks.
Kuwaiti Instructors&apos; Beliefs about English Language Teaching and Their Awareness of Global English
Author: Alnwaiem, Ahmad F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Language Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Global Approach,Language Role,Foreign Countries,College Faculty,Teacher Surveys,Schemata (Cognition),Content Analysis

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.
Exploration and Exploitation of Mobile Apps for English Language Teaching: A Critical Review
Author: Irudayasamy, Julius
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Computer Software,Teaching Methods,Learning Processes,COVID-19,Pandemics,Computer Assisted Instruction,Research Reports,Informal Education,Online Courses,School Closing,Outcomes of Education

With the progression of various mobile technologies, mobile applications have tremendously increased, especially during the Covid-19 pandemic, and such applications have been exploited much in teaching and learning. This study explores the educational potential of using mobile applications in English language teaching (ELT) or Mobile Assisted Language Teaching (MALT). A critical review of the research in mobile applications in English language teaching is explored in this study, specifically from the published papers since 2015. Initially 131 articles were selected from ScienceDirect, SAGE, IEEEXplore, and Google Scholar. However, only 13 articles matched the inclusion criteria. These articles were analyzed and reviewed using the following categories: the role of mobile technology, pedagogical practices, research methodologies, the context of usage, and outcomes. The research found that mobile technologies in teaching language are increasing, and it is expected to rise in the future. In addition, teachers use different technologies to enhance English language teaching in the settings of inside and outside classrooms. During the COVID-19 pandemic, schools have closed indefinitely. This unexpected situation has forced students to stay at home, and online learning seems to grow exponentially. Thus, through this research review, significant educational outcomes are identified for future investigation practices.
The Predictive Role of Morphological Awareness and Productive Vocabulary Knowledge in L2 Postgraduate Students&apos; Academic Writing
Author: Asaad, Hani Qasem Mohammed
Date: 2021-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Second Language Learning,Second Language Instruction,English (Second Language),Metalinguistics,Academic Language,Graduate Students,Prediction,Writing Skills,Difficulty Level,Correlation,Reading Comprehension,Teaching Methods,Learning Processes,Writing Improvement,Educational Benefits,Intensive Language Courses,Foreign Countries,Morphemes,Writing Tests,Language Tests

Studies have found that morphology awareness could assist writers to increase productive vocabulary (e.g. Green et al., 2003; McCutchen &amp; Stull, 2015), reduce vocabulary errors (e.g. Karakas, 2012; Ririn, 2010), and produce complex sentence structures using various forms of words. Postgraduate students as second language users of English (L2) were found to experience lack of vocabulary and have difficulties in their academic writing. Researchers have been concentrating on examining the relationship of morphological awareness with vocabulary reading, reading comprehension, receptive vocabulary knowledge, and spelling; however, there is still a shortage of studies examining the relationship of morphological awareness with academic writing, particularly among L2 postgraduate students. Therefore, this study aims to examine the correlation of morphological awareness with academic writing and investigate the extent to which the dimensions of morphological awareness and productive vocabulary knowledge predict the success of postgraduate students' academic writing in an ESL context. The results showed that there was a significant correlation between morphological awareness and academic writing. The synthetic dimension of morphological awareness had a stronger contribution than the analytic dimension to the L2 postgraduate students' academic writing. The results also showed that learning and teaching morphology could bring benefits to L2 postgraduate students, allowing students to improve their productive writing skills and enabling them to produce texts and convey their ideas meaningfully.
Teachers&apos; Attitudes to Syrian Refugee Students in Turkey
Author: Ekin, Semih
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Teacher Attitudes,Student Adjustment,Second Language Learning,Language Skills,Interpersonal Communication,Teacher Student Relationship,Self Efficacy,Teacher Effectiveness,Preservice Teacher Education,Program Effectiveness,Elementary Secondary Education

From the last decade on, the matter of refugees in Turkey has become a key issue in almost all social and political areas including education. Following the refugee influx from 2011 on, Turkey has immediately taken action to provide the Syrian refugee students with necessary educational opportunities in its mainstream schools. The present study was targeted at revealing Turkish teachers' attitudes towards these Syrian refugee students in their classrooms. A total of 95 in-service teachers from different fields participated in the study. The data were collected through a composite instrument. Teachers' attitudes were categorized under three main subheadings; communication, adaptation, and efficiency. The statistical results indicated that the teachers were eager to help the refugee students overcome their adaptation problems which were mainly caused by their language-related deficiencies. They also had positive attitudes to communicate effectively with these students although they did not have enough practice in their undergraduate years in regards with the refugee education. Moreover, the teachers with high efficacy beliefs had better attitudes toward refugee students in their classrooms. The results were discussed in line with the refugee education and teacher education policies in the literature.
Prospects of Mother Tongue as a Medium of Instruction in Nigerian Primary Level Education
Author: Ozoemena, Johnkenedy A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language of Instruction,Native Language,Elementary Education,Indigenous Populations,Elementary School Teachers,Student Diversity,Multilingualism,Barriers,Teacher Attitudes,Science Instruction,Official Languages,English (Second Language),Teacher Characteristics,Parent Influence,Textbooks

This paper investigates the prospects in the use of mother tongue as a medium of instruction in Nigeria's primary level of education. With the multilingual nature of Nigeria, many scholars have continued to clamour for the use of indigenous languages as a medium of instruction in Nigeria's primary schools. This paper also seeks to justify the reasons why mother tongue education may not be feasible in the nearest future especially with the numerous roles that the English language plays in Nigeria, and the myriads of difficulties which constitute stumbling blocks to its realization. In doing this, two research questions were generated, and data collected from 150 primary school teachers, from both private and public primary schools in Gwagwalada Area Council of Federal Capital Territory (FCT) through purposive sampling technique. The instrument for data collection is a well-structured questionnaire. The questionnaire is made up of two sections, sections A and B. Section A sought for demographic data of respondents, while section B sought for information on the factors militating against mother tongue as a medium of instruction in primary schools in Nigeria. The data collected were analyzed using Crombatch Alpha, mean and standard deviation. The result of the analysis revealed that the multilingual nature of Nigeria, and lack of names of instructional materials and science equipment in the indigenous languages are impediments to the use of mother tongue as a medium of instruction in Nigerian primary level of education.
Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes
Author: Ezeh, Nnenna Gertrude
Date: 2021-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Second Language Learning,English (Second Language),Stereotypes,Instructional Effectiveness,Foreign Countries,Language Teachers,Technology Uses in Education,Language Skills

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher's innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students' engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.