ethanporcaro/eric-fulltext-meta huggingface dataset:
A Student Perspective on Low English Proficiency in Oman
Author: Al-Mahrooqi, Rahma
Date: 2012-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Proficiency,Student Attitudes,Focus Groups,Questionnaires,College Students,Teacher Effectiveness,Educational Quality,High School Graduates,Student Interests,Student Motivation,Low Achievement,Peer Influence,Difficulty Level,Research Methodology,Student Research

The Omani government attaches great importance to English in the education of Omani youth and their preparation for a multicultural world of employment. It has therefore poured large resources into English language teaching in the nation's schools, colleges and universities. Unfortunately, these efforts have not yielded gains proportionate to this investment. Students continue to graduate from schools with inadequate English language proficiency and the majority therefore require remedial or intensive courses in a &quot;foundation&quot; program before beginning tertiary level study. Based on a student perspective, this study investigated the above problem. Using data from focus groups and personal reports (based on a qualitative questionnaire) from 100 tertiary education students, it found that the major factors involved were as follows: ineffective teachers, inadequate curricula, uninterested students, limited exposure to English outside the classroom, unsupportive parents, a poor school system, and peer-group discouragement. Participants suggested a number of solutions and especially encouraging students to learn English by showing them its international status and its importance for their future education and employment.
The Formation of Indicators on Engineering Laboratory Management
Author: Yasin, Ruhizan M.
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,Laboratories,Educational Indicators,Delphi Technique,Facilities,Laboratory Safety,Documentation,Laboratory Equipment,Educational Quality,Accountability,Planning

This research is a developmental study of Engineering Laboratory Management indicators. It is formed to assess the level of quality management of the polytechnic level laboratory. The purpose of indicators is to help provide input into the management process of an engineering laboratory. Effectiveness of teaching and learning at technical institution, mostly depending on the teaching and learning strategies by the lecturer during lecture and practical work in the laboratory. The indicators were developed through four round of the Delphi study. Four clusters of indicators have been identified namely documentation management, safety, environment and equipment. Good management of the laboratory is to ensure that facilities and hardware in good condition, safe and reliable, instruments must be accurate, consistent and can be detected, as well as teaching and learning activities carried out with guaranteed quality and accountability. The results should provide input to the Board of Engineers Malaysia (BEM) where it sets out the requirements of Engineering Studies program at the Institute of Higher Education. It is suggested that the emphasis of the quality should also include laboratory management as well as training and project development with industry to get recognition.
An Investigation of the Effectiveness of Vocabulary Learning Strategies on Iranian EFL Learners' Vocabulary Test Score
Author: Rahimy, Ramin
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary Development,Learning Strategies,Statistical Analysis,English (Second Language),Second Language Learning,Language Tests,Scores,Questionnaires,Second Language Instruction,Student Placement,Institutes (Training Programs),Classification,Correlation

This study aims to investigate the effectiveness of vocabulary learning strategies on Iranian EFL learners' vocabulary test score. To achieve this aim, fifty Intermediate level students from Kish English Institute were randomly selected from among fifteen classes after administering the Oxford Placement Test (OPT). Then, an intermediate level vocabulary test of 20 questions based on their class textbook named Total English was given to them. A questionnaire of vocabulary learning strategies (VLSQ) was, then, distributed among students to find out how each learner learned new vocabulary and in what way. Finally, the whole data gathered from OPT; vocabulary test and VLSQ were analyzed through SPSS by applying Chi-square and descriptive analysis. The findings showed a significant effect of vocabulary learning strategies on EFL learners' performance in a vocabulary test.
Innovative Second Language Speaking Practice with Interactive Videos in a Rich Internet Application Environment
Author: Pereira, Juan A.
Date: 2012-12-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Oral Language,Evaluation Criteria,Surveys,Action Research,Teaching Methods,Interactive Video,English (Second Language),Foreign Countries,Outcomes of Education,Phonetics,College Students,Teacher Education

Attaining a satisfactory level of oral communication in a second language is a laborious process. In this action research paper we describe a new method applied through the use of interactive videos and the Babelium Project Rich Internet Application (RIA), which allows students to practice speaking skills through a variety of exercises. We present an experience with a number of interactive video exercises used in a real world scenario with nearly 100 students of English as a Second Language at a Spanish university. The use of interactive videos with the Babelium application has allowed our students to record their voices and faces (using microphones and webcams) and to be weekly evaluated according to a set of defined oral evaluation criteria. Based on the results of a survey conducted at the end of the semester, we demonstrate that the students involved in this research experiment have significantly increased the number of hours devoted to speaking practice comparing to the methods used in previous years. Finally, this paper suggests new types of interactive video-based exercises to further improve the outcome of the speaking practice with the help of the Babelium Project application.
Enhancing Hispanic Minority Undergraduates' Botany Laboratory Experiences: Implementation of an Inquiry-Based Plant Tissue Culture Module Exercise
Author: Siritunga, Dimuth
Date: 2012-10-00
Type: Journal Articles
Subjects: Hispanic American Students,Minority Group Students,Undergraduate Students,Botany,Science Laboratories,Educational Experience,Inquiry,Active Learning,Science Instruction,College Instruction,Plants (Botany),Hands on Science,Scientific Research,Student Research,Instructional Effectiveness,Science Achievement,Self Esteem

Early involvement of students in hands-on research experiences are known to demystify research and promote the pursuit of careers in science. But in large enrollment departments such opportunities for undergraduates to participate in research are rare. To counteract such lack of opportunities, inquiry-based laboratory module in plant tissue culture was implemented in an undergraduate botany course impacting approximately 140 Hispanic minority students per year. In this module, spread throughout the semester, the students used African violet to gain experience in plant tissue culture techniques. The objective was for the students to learn how to take part of the plant from &quot;in vivo&quot; to &quot;in vitro&quot; culture. This required the establishment of aseptic techniques and the use of different media components to multiply plants under &quot;in vitro&quot; conditions. In depth assessment of gain-of content knowledge and gain-of confidence revealed that our inquiry-based approach allowed the students to learn while increasing their self-perception of scientific methodology. In three semesters, the students reported a 2.5-fold overall increase in the post-module assessment for content knowledge compared to pre-module assessment. Similarly, approximately 85% of the students reported that they gained self-confidence in many aspects pertaining to conducting future research such as the use of primary literature, the design and performance of novel scientific experiments, and the formulation of a testable hypothesis. Though this lab module was solely in plant tissue culture, the inquiry-based nature of the exercise developed students' research skills and built confidence which is important in increasing retention of students in sciences.
Equations, Functions, Critical Aspects and Mathematical Communication
Author: Olteanu, Constanta
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Secondary School Science,Natural Sciences,Equations (Mathematics),Comparative Analysis,Classroom Communication,Science Instruction,Teaching Methods,Mathematical Concepts,Pretests Posttests,Problem Solving,Learning Processes,Barriers,Observation

The purpose of this paper is to present the mechanism for effective communication when the mathematical objects of learning are equations and functions. The presentation is based on data collected while the same object of learning is presented in two classes, and it includes two teachers and 45 students. Among other things, the data consists of video-recordings of lessons and tests. In the analysis, concepts relating to variation theory have been used as analytical tools. The results show that effective communication occurs in the classroom if it has the critical aspects in students learning as its starting point. The communication in the classroom succeeds or not if the aspects of the content supposed to be treated is the same as or different from the aspects of the content of the teacher's representation, and if the aspects of the content of the teacher's representation are the same as or different from the aspects discerned by the students. The results also show that the students cannot make sense of the difference between the highest/lowest value of a quadratic function and the maximum/minimum point; the difference between a quadratic equation and function; the students also have difficulties in solving a quadratic equation if it appears in a new context. The argument of the functions is identified as critical aspect in this study.
Parallel Worlds of Education and Medicine: Art, Science, and Evidence
Author: Johnson, Eileen
Date: 2008-00-00
Type: Journal Articles
Subjects: Best Practices,Research,Medicine,Instructional Effectiveness,Experimental Groups,Control Groups,Evidence,Educational History,Research Methodology,Comparative Analysis,Program Effectiveness,Educational Legislation,Federal Legislation

The No Child Left Behind Act is comprised of four pillars, one of which is &quot;proven education methods.&quot; This paper attempts to provide a historical context for the development of evidence-based education by examining its foundation in medical practice. Next, the rationale for evidence of educational effectiveness based on a scientific &quot;gold standard,&quot; the randomized controlled trial (RCT), is explored and the relative limitations of this approach are outlined. Finally, important distinctions between medicine and education are explained.
A Module for the Administration of Homebound Instructional Programs
Author: Wasserman, Lewis
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Administration,Administrator Role,Home Instruction,Homebound,Disabilities,Student Rights,Guidelines,Access to Education,Decision Making,Eligibility,Educational Policy,Student Needs,Program Effectiveness,Federal Legislation,State Legislation,Educational Legislation,Equal Education,Special Needs Students,Hospitalized Children,State Regulation

Special program and other school administrators regularly confront the issue of whether students under their charge are entitled to receive homebound instruction and if so, what procedures and criteria they should apply in coming to a proper decision. Where a student is entitled to such services the administrator must decide what subjects must be taught as well as their duration, intensity and frequency. Although virtually all state legislatures have addressed a student's right to receive homebound instruction the right to such benefits may intersect with those arising under federal laws such as the Individuals with Disabilities Education Act (IDEA/2004), the Rehabilitation Act (§ 504) and the Americans with Disabilities Act, thereby creating confusion for many administrators. In June, 2007 the Virginia Department of Education (&quot;VDE&quot;) promulgated Instructional Services guidelines implementing the state's statutory requirements. Since the problems of homebound instruction school administrators face are substantially similar across jurisdictions the 2007 VDE guidelines provide an outstanding pedagogical vehicle for educational leadership and policy students in Virginia to practice making decisions about educational entitlements in a safe way. Moreover, it affords them an opportunity to develop analytical and interpretive skills which are transferable to other contexts. It also affords the students an opportunity to consider how local policies are developed and the importance of including the right stakeholders in that process. The author has designed a series of fact patterns where students are asked to apply the VDE guidelines to those patterns. The patterns and their questions can easily be adapted to fit the requirements of other state jurisdictions.
A Profile of School Leaders in Arizona
Author: Wiggall, Ric
Date: 2008-00-00
Type: Journal Articles
Subjects: School Administration,Principals,Administrator Role,Public Schools,Labor Market,Supply and Demand,Administrator Education,Profiles,Elementary Secondary Education

The job of a principal involves a high level of stress and a multitude of responsibilities. The principal is ultimately responsible for the safety, welfare, and behavioral and academic performance of all students in his/her building. General leadership responsibilities involve setting goals and devising plans to meet these goals, making hundreds of decisions each day, and listening to and communicating with central office, teachers, students, parents, and community members. The principal must implement strategies to motivate teachers and students, lead and work with various committees and groups, resolve conflicts and issues, promote a positive culture and climate for learning, lead major changes, and evaluate procedures, programs, and faculty. The principal is accountable for adhering to fiscal and legal policy. This generally means budgeting for supplies and materials, purchase and maintenance of equipment, and facilities management. The principal ensures all practices comply with the law, that mandates are carried out, and that the rights of faculty, students, and parents are upheld. At the secondary level, numerous classes, clubs, and a host of extra-curricular programs require additional administrative fiscal and legal oversight. In many cases, personnel administration takes a majority of the principal's time. In large schools personnel can mean hundreds of teachers and thousands of students. For faculty and staff, this includes recruiting, hiring, placing, developing, and evaluating. Pupil personnel administration includes registration, attendance, class schedules, student records, and discipline. The principal is typically responsible for substitute teachers and parent volunteers. Principals are expected to be the voice of the school and the ear for concerns, complaints, and demands. Principals inform parents, community, central office and school board of the progress and events at their school. Additionally, community politics strongly influence the principal. Elected school board officials, influential community members, teacher organizations and parent organizations all are hopeful of influencing the principal to further their goals. In many districts, the principal is expected to take an active part in community and civic organizations. Yet, the most important job of the principal is to supervise instruction in the classroom. The article also includes a bibliography.
Strategies for Opening New Schools: A Planning Guide for School Personnel
Author: Lane, Kenneth
Date: 2008-00-00
Type: Journal Articles
Subjects: Principals,Administrator Guides,Administrator Effectiveness,Administrative Principles,Administrative Policy,Educational Development,School Administration,Guidelines,Educational Administration,Educational Planning,Strategic Planning,Check Lists,Change Strategies

Too often the principal is left without the benefit of a plan or the awareness of how to deal with the problems that inevitably arise when opening a new school. The school facility is an instructional tool and as such, it may either enhance or detract from the educational program. The success or failure of how a new school opens or is perceived to open depends in a large measure upon the ability of the principal to open the new school. This document provides a listing of the problems, strategies to deal with those problems, and an informational bank from which principals could draw plans to aid them in effectively opening their respective schools. The information would serve to enable the principals to foresee problems and correct them before they become issues that appear unsolvable and have the potential of dividing the community.
An Assessment of the Recently Appointed Administrators' Program: Lessons Learned for Supporting New Principals
Author: Eller, John
Date: 2008-00-00
Type: Journal Articles
Subjects: Program Evaluation,Principals,Consortia,Administrator Education,School Districts,Universities,Program Descriptions,Administrator Role,Socialization,Guidance,Networks,Active Learning,Focus Groups,Standards,Pedagogical Content Knowledge,Futures (of Society)

New principals need support and assistance during the formative years of their careers. School districts can provide some level of support but there are organizations that offer programs to help new principals learn the knowledge, skills, and strategies they need in order to be successful on the job. One such program, The Recently Appointed Administrators Program, operates in Southwest Virginia as a cooperative venture between the Western Virginia Public Education Consortium (WVPEC) and Virginia Tech University. The program has received high ratings from past participants but program sponsors wanted more details about its strengths and limitations so they commissioned a comprehensive program evaluation. The results of this first assessment are outlined in this article along with recommendations that can be applied by coordinators of principal support programs in other locations for new principals. The article includes a brief overview of literature related to the learning and training needs of new principals. The bulk of the article is focused on the study methods, the results, and the lessons learned in the process to provide guidance for those charged with providing high quality programming for the support of new principals.
Challenges of Globalization and Quality Assurance in Nigerian University Education
Author: Nkang, Iniobong Ekong
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Quality Assurance,Questionnaires,College Faculty,Universities,Higher Education,Educational Finance,Libraries,Educational Facilities,Teacher Motivation,Supervision,Instructional Materials,Educational Improvement,Academic Standards,Benchmarking,Total Quality Management,Global Approach

The study was undertaken to examine the state of quality assurance mechanisms in Nigerian universities with a view to proffering measures that would enhance the quality of education obtained in the institutions. The population consisted of professors from federal universities in the south-south region of Nigeria, numbering 624. The stratified sampling technique was used in selecting a sample of 225 professors from the universities for the study. Two null hypotheses were formulated based on the variables of the study. These were tested at 0.05 alpha level, using t-test analysis. Data collection was done with the use of a structured questionnaire tagged &quot;Quality Assurance in Nigerian University Education&quot; (QANUE). The calculated t-values were less than the critical t, leading to the retention of the two null hypotheses. It was therefore concluded that the quality of Nigerian University Education is low and cannot measure up globally due to the poor state of quality assurance mechanisms in the universities. Based on this, measures for improving the quality of Nigerian university education were recommended to include adequate funding, updated libraries, well equipped laboratories and workshops, provision of instructional materials and school infrastructure, lecturer motivation and proper supervision.
Engineering a Business School in a Former Soviet-Era Closed City: The Case of Omsk, Siberia
Author: Chukhlomin, Valeri
Date: 2013-00-00
Type: Journal Articles
Subjects: Engineering Education,Foreign Countries,Universities,International Trade,Business Administration Education,Educational Innovation,Program Development,Program Design,Curriculum,International Education,College Faculty,College Students,Social Change,Educational History

This article describes a modernization project undertaken by a nationally accredited Russian university located in Omsk, Siberia, and aimed at developing a new international business school. A unique feature of the project is that it was successfully implemented in a former Soviet-era closed city. Until 1991, the university hadn't had any international connections and for both local faculty and administrators the concept of international business education was a radical new idea; therefore, the project development team needed to develop the project &quot;from scratch&quot; in an unfavorable environment. The paper describes the process of organizational innovation where gradual modernization was intertwined with radical innovations some of which were fiercely opposed by hardliners and bureaucrats. The paper reveals the need for the project, describes the process of its development, identifies major steps in implementation, explores its design, characterizes curriculum-related problems and innovations, evaluates available resources for internationalization of the school's faculty and students, identifies roles played by various stakeholders, evaluates key success factors and provides recommendations for future research.
Public School Finance Assessment Project Aligned with ELCC Standards
Author: Risen, D. Michael
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Finance,Graduate Study,Teacher Education,Critical Thinking,School Districts,Data,School Personnel,Role Playing,Administrators,School Administration,Meetings,Boards of Education,College Faculty,Superintendents,Budgets,Retrenchment

This is a detailed description of an assessment that can be used in a graduate level of study in the area of public school finance. This has been approved by NCATE as meeting all of the stipulated ELCC standards for which it is designed (1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3.). This course of study appropriate for this assessment is both skills and knowledge focused. The assessment measures the student's ability to think critically and requires students to identify and analyze real school district data regarding revenue and expenditures, a formula for predicting needed staffing levels and a comprehensive listing of personnel data detailing all expenditures per employee. Finally, the assessment provides students the opportunity to role play experiences one might have during a district-wide administrator meeting and during a public school board meeting by presenting their recommendations via a formal presentation with their peers serving as school board members and the professor as the school district superintendent.