ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of English Collocations in Written Translation -- A Case of University English-Majored Students
Author: Trang, Nguyen Huynh
Date: 2021-00-00
Type: Journal Articles
Subjects: Translation,Word Order,English (Second Language),Second Language Instruction,Majors (Students),Language Teachers,College Students,Vietnamese,Form Classes (Languages),Nouns,Verbs,Written Language,Error Patterns,Teacher Attitudes,College Faculty,Grammar,Foreign Countries

The current study attempted to investigate English collocations used in written translation among fourth-year English majors at a university. The participants included forty-one fourth-year English-majored students and three translation teachers who are teaching English-Vietnamese translation courses in the university. To gather data, the researchers used two instruments: a test of English collocations including five types of collocations: an adjective going with a noun, a verb going with a noun, a noun going with a verb, a noun going with a noun and a verb going with an adverb. After data analysis, it revealed that just slightly over half of the student participants were able to find the correct collocations in written translation. Furthermore, a noun going with a verb and a noun going with a noun are the two main lexical errors made by most of the students. The interview was also used to seek translation teachers' perspectives on students' ability to translate texts in general and strategies of translation in particular. They perceived that most of their students were not aware of collocations in written translation and still had difficulties in both grammatical and lexical collocations. Finally, some recommendations on improving English collocations in written translation were also made based on these findings.
Effects of Instructional Materials Used at the Community Learning Resource Centers on Adult Learners&apos; Participation in Community Development Activities in Nyamira North Sub-County Kenya
Author: Bella, Benjamin Obonyo
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Materials,Adult Literacy,Adult Education,Community Programs,Textbooks,Equipment,Computers,Video Technology,Educational Resources,Agricultural Occupations,Natural Resources,Job Skills,Skill Development

This research sought to investigate the effects of instructional materials used at community resource centers on adult literacy learners in community development activities with a specific focus on Nyamira North Sub-County, Kenya. The study was guided by the constructivism theory of learning. It employed the descriptive survey design where a sample of 254 learners was drawn from a population of 492 adult learners in the study area using the stratified random sampling method. Questionnaires were administered to elicit information from the respondents. The collected data were analyzed using descriptive statistical methods. From the findings, there was a clear indication that textbooks and sewing machines were more available and adequately utilized. Other resources like computers, projectors, ovens, banana ripening chambers, and videos were least available and inadequate. Results further showed that most of the adult learners were involved in small-scale farming as their main economic activity with most of their products was selling them to the market in raw form. Some learners were also involved in natural resource management activities with the majority of them planting trees, water resources management, bridges, and path construction. The study recommended that to diversify the livelihoods of the communities in the study area, the Directorate of Adult Education should provide diverse instructional materials such as ICT facilities and equipment that which will impart value addition skills to the learners.
Transition to Higher Education for Students with Autism: Challenges and Support Needs
Author: Sefotho, Maximus M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Adjustment,Autism,Pervasive Developmental Disorders,Students with Disabilities,Barriers,Student Needs,College Freshmen,Foreign Countries,Student Experience,Academic Ability,Interpersonal Competence,College Environment,Mental Health,Student Personnel Services,Academic Support Services

Increasing pieces evidence suggest that learners with autism spectrum disorder (ASD) and their families experience limiting challenges in their transition at different developmental and academic levels in life. It is not clear, however, what the specific challenges that limit their successful transition are, despite parents' and teachers' efforts to support them. The current study sought to investigate the factors challenging students with ASD in transitioning to higher education. The study adopted a phenomenological qualitative research design with a total of 10 first-year students with ASD in higher education institutions in Nigeria. The one-on-one interview was conducted, guided by a semi-structured interview schedule. Data collected were analyzed using content analysis, through the inductive thematic procedure. The results revealed five main themes, which include: academic functioning difficulties, social difficulties, structural issues, mental health problems, and lack of resources and supports. Each major theme was discussed based on the emerging subthemes. The findings of the study suggest an increased need for academic, social, materials, and environmental supports for students with ASD who transition to higher education institutions. More supports should be put in place to help learners with autism develop personal resources that will encourage their success in higher education institutions.
Flipperentiated Learning in Biology Class to Improve Cognitive Learning Outcomes, Problem-Solving Skill, and Motivation
Author: Tung, Khoe Yao
Date: 2021-01-00
Type: Journal Articles
Subjects: Flipped Classroom,Individualized Instruction,Biology,Cognitive Development,Problem Solving,Student Motivation,High School Students,Outcomes of Education

The background of this research began with an apprehension of the need for students' learning in accordance with their learning abilities relating to the application of a flipped classroom model in the Biology class of XYZ Senior High School. Preliminary research showed the different needs of individual students; thus, differentiated learning was required especially in the face-to-face meeting in class. Differentiated learning aims to facilitate the different needs of the students based on the level of readiness, learning style preference, and interest. This research aimed at improving the students' learning and its impact on students' cognitive learning outcomes, problem-solving skills development, and learning motivation through the differentiated flipped classroom. The method used in this research was Classroom Action Research. The data were collected through observation, interviews, questionnaires, and evaluation of assessment results based on rubrics and marking schemes. All three variables are measured using rubrics separated from each other. These data are analyzed qualitatively and given a score in quantitative values. In three cycles of action research, the students' learning outcomes cognitively showed a significant increase from the first cycle to the second cycle. From the second cycle to the third cycle, there was a decrease but the decline was not significant. The problem-solving skills increase from the first cycle to the second cycle. In the third cycle, there was an increase until it reached the specified success indicator. In each cycle, the motivation did not increase significantly and tended to be stable but the Attention-Relevance-Confident-Satisfaction (ARCS) motivation model had reached the indicators of the success of the study. The conclusions of this research indicated improvements in the students' problem-solving skills, a high average in motivation indicators, and a significant improvement in cognitive learning outcomes.
The Effectiveness of an Educational Program Based on Pictures and Graphics in Developing Some Spatial and Temporal Concepts among Kindergarten Children
Author: Alyamani, Abdelraouf Hameed
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Visual Aids,Spatial Ability,Time Perspective,Kindergarten,Young Children,Foreign Countries,Teaching Methods

The study aimed to identify the effectiveness of an educational program based on images and graphics in developing some spatial and temporal concepts among kindergarten children. The researchers used the semi-experimental approach, and the sample of the study, chosen randomly, consisted of (50) children and distributed among the two study groups (25) groups. Experimental and (25) control groups. The researchers prepared the study tools represented by the educational program and a test that measures temporal and spatial concepts after confirming their validity and stability. The results of the study showed statistically significant differences between the members of the two groups in favor of the experimental group, and the study recommended including this program in kindergarten curricula.
The Effects of Instructional Design Based Web Course on Preservice Teachers&apos; Competencies
Author: Thohir, M. Anas
Date: 2021-03-00
Type: Journal Articles
Subjects: Instructional Design,Online Courses,Preservice Teachers,Teacher Competencies,Pedagogical Content Knowledge,Technological Literacy,Foreign Countries

Web Pedagogical Content Knowledge (WPACK) is an important competence for pre-service teachers in the educational technology course. However, novice pre-service teachers require the preparation stage to integrate the Web into instruction. The purpose of the study was to develop and to investigate the new instructional model for pre-service teachers in integrating the Web. The Preparation, Isolation, Transformation, Action, Reflection, and Revision (PINTARR) and two other models were implemented in three physics education technology groups with seventy-four participants. The instrument test was constructed to assess the pre-service teachers' competencies, namely Student analysis, Curriculum organization, Instructional strategy selection, Evaluation, Technological knowledge, and Physics knowledge. The result of MANOVA showed pre-service teachers in PINTARR group outperformed overall the pre-service teachers' competencies rather than the Multimedia and Web Design Learning group. The results indicated that the Preparation and the Isolation stage were the most important for novice pre-service teachers in improving the competencies.
The ICT Basic Skills: Contribution to Student Social Media Utilization Activities
Author: Supardi, Supardi
Date: 2021-03-00
Type: Journal Articles
Subjects: Information Technology,Basic Skills,Social Media,College Students,Foreign Countries,Computer Literacy,Internet,Web Sites,Computer Software

This study aimed to analyze the contribution of Information and Communications Technology (ICT) basic skills to student social media utilization activities. Quantitative research was determined as a method with regression analysis. A total of 144 students selected randomly participated in this research. The research instrument used a five-scale questionnaire, consisting of 32 items of ICT skill instruments and 20 items for social media utilization instruments. The results showed a high level of ICT students' basic skills and social media use activities. There is a contribution of basic ICT skills to student social media utilization activities. The higher of the basic skill of ICT causes the higher the level of activity utilization of their social media. Research recommendations suggest efforts to improve students' basic ICT skills.
Towards a Scholarship of Practice for University Leadership in Southern Africa: The Two-Way Practitioner-Researcher Loop
Author: Lyken-Segosebe, Dawn
Date: 2021-00-00
Type: Journal Articles
Subjects: College Administration,Decision Making,Data Analysis,Barriers,Leadership Effectiveness,Higher Education,Researchers,Policy Formation,Institutional Research,Educational Planning,Administrator Role,Capacity Building,Theory Practice Relationship,Leadership Training,Program Descriptions,Administrator Education,Foreign Countries,Universities,Web Sites,Administrator Attitudes,Institutional Characteristics,Masters Programs,Doctoral Programs,College Faculty,College Students

Vice chancellors of public universities in the Southern African Development Community (SADC) region face a myriad of challenges that require research- and data-driven decision-making. This paper presents a decision-making model for college and university leadership - The Two-Way Practitioner-Researcher Loop. This scholarship of practice has the twin goals of developing a knowledge base for college and university leadership and improving leadership practice in the university. The scholarship of practice comprises two &quot;loops&quot;. In the practitioner-to-researcher loop, vice chancellors develop practitioner-defined research agenda to be researched internally by Departments of Institutional Research and externally by members of Higher Education research communities. In the researcher-to-practitioner loop, research findings are communicated back to vice chancellors for immediate application to institutional planning, policy formulation, and decision making. This scholarship of practice develops a knowledge base comprised of both &quot;knowledge for practice&quot; and &quot;knowledge in practice&quot; at the level of university leadership. To build capacity for vice chancellors to craft research agenda and questions emanating from their &quot;knowledge in practice&quot;, we identify internal mechanisms and external associations, training programmes and other forums that provide leadership development and support for these university executives.
The Relationship between Management Styles and Trainers&apos; Job Motivation in the Public Institutions
Author: Malkoc, Nedim
Date: 2021-03-00
Type: Journal Articles
Subjects: Leadership Styles,Motivation,Predictor Variables,Trainers,Regression (Statistics),Public Colleges

The study aimed to determine the relationship between perceptions of management styles and trainers' motivation in the public sports institutions, and to examine the effect of management styles on job motivation. The sample of the research consists of 190 trainers, 18 of whom are women and 172 of whom are men working in the public sports institutions. In the study, descriptive scanning method was used, and the data obtained were analyzed by making statistical procedures such as frequency, correlation, regression analysis. It was found that democratic management style and paternalist management style had a positive effect on trainers' job motivation. However, the liberal management style and authoritarian management style were found to have a negative effect on trainers' job motivation.
Development of Theoretical Framework for Management Departments&apos; Ranking Systems in Jordanian Universities
Author: Adwan, Ahmad Al
Date: 2021-00-00
Type: Journal Articles
Subjects: Reputation,Universities,Institutional Evaluation,Guidelines,College Administration,Foreign Countries,Strategic Planning,College Faculty,College Students,Institutional Characteristics,International Education,Budgets,Faculty Publishing,Doctoral Students,Research,Educational Quality

Numerous specialists and associations have invested energy into building managerial positioning frameworks by concentrating on various rules and different strategies. These frameworks produce various positions for establishment because of methodological contrasts that emerge from the determination of markers, loads, information assortment, and examination. This paper reports on the calculated and methodological contrasts in college positioning frameworks and focuses on the circumstance in the Hashemite Kingdom of Jordan. The writing audit exhibits a bigger than anticipated requirement for a national positioning framework for Jordan to recognize the situation of a particular college contrasted with others. In a vital administration setting, policymakers need to create and send techniques related to the advanced education framework. The instance of the positioning of the executive's divisions was analyzed to develop an establishment for a national field-based positioning framework. Therefore, a structure for positioning of the executive's divisions in Jordanian colleges is proposed.
Gender and Civil Engineering in Higher Education: The Case of Mauritius
Author: Baguant, Noshmee Devi
Date: 2021-00-00
Type: Journal Articles
Subjects: Civil Engineering,Engineering Education,Sex Fairness,Gender Bias,Females,Undergraduate Students,Student Experience,Student Participation,Student Recruitment,Self Efficacy,Stereotypes,Family Influence,Educational Environment,Work Environment,Developing Nations,Foreign Countries,Disproportionate Representation

Engineering plays a crucial role in everyday life and is the backbone of growth and development of the world including Mauritius. To embrace development, higher education institutions have to ensure that students are equipped with appropriate knowledge and skills to meet the needs of the country. Unfortunately, data shows that there is an underlying gender disparity in civil engineering training in higher education. It is imperative to understand the causes of gender inequity in engineering in higher education. This paper summarises the findings obtained from in-depth critical individual conversations with three participants, which explored the under-representation of undergraduate female students in a civil engineering degree in a higher education institution in Mauritius. The aim was to find ways in which the recruitment of female students in higher education and advancement of women in the field of civil engineering can be achieved. The findings support the 'non-visibility' of civil engineering as a field to study by women and the need to fit in as an engineer by women. As a result of the research, recommendations were made to assist policy and decision makers to develop evidence-based policies to address gender inequity in engineering in higher education.
Mentoring Experience at University Level: EFL Mentees&apos; Perceptions and Suggestions
Author: Tawalbeh, Thaer Issa
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Language Teachers,English (Second Language),Second Language Instruction,Universities,Beginning Teachers,Beginning Teacher Induction,Program Effectiveness,Positive Attitudes,Teacher Competencies,Professional Development,Role,Responsibility,Foreign Countries

The research paper aims to investigate EFL mentees' perceptions of mentoring experience in one of the Higher Education institutes in the Kingdom of Saudi Arabia in the Academic years 2019 and 2020. The mentoring experience includes four domains: the mentorship program, mentors' roles and responsibilities, benefits of mentoring, and barriers to mentoring. The researcher attempted to answer two questions. The first explores the mentees' perceptions of the mentoring experience, and the second question attempts to find out the mentees' suggestions to make the mentoring experience more effective. A questionnaire of 4- Likert scale was used to collect data from thirty-three newly recruited instructors to answer the first question. The mentees were also asked to add their suggestions for the betterment of mentoring experiences as an answer to the second question. Descriptive statistics in the form of means, standard deviation, and percentages were used to analyze the collected data. The findings revealed that the mentees were satisfied with the mentoring experience. They have a positive attitude towards the mentorship program and the mentor's roles and responsibilities. However, a few mentees have certain concerns regarding some factors related to their mentoring experience. These were highlighted and discussed under each domain. In addition, the mentees had a number of suggestions that would contribute to having a more effective mentoring experience. Based on the findings, the researcher presented a number of conclusions and recommendations.
&quot;Student Disadvantage&quot;: Key University Stakeholders&apos; Perspectives in South Africa
Author: Gore, Oliver Tafadzwa
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Stakeholders,Disadvantaged,College Students,Blacks,Inclusion,Equal Education,Educational Policy,Educational Practices,Student Personnel Workers,College Administration,College Environment,Campuses,Racial Bias,Sex Fairness,Personal Autonomy,School Culture,Change Strategies,Postcolonialism,Poverty,Foreign Countries

Universities in South Africa seem to be struggling to create inclusive conditions for black students to succeed in their studies. The persistence of inequality in universities could be partly blamed on the use of the term 'historically disadvantaged', which is not defined in policy documents, and this has resulted in universities being unclear on what exactly to address in their transformation. Using the capability approach in this study, it is argued that policy should address the structural, institutional and environmental factors that contribute to student disadvantage, which prevent the development of opportunities and agency among students. Seven semi-structured interviews were conducted to collect qualitative data from key stakeholders who dealt with student affairs (university staff and student representative council [SRC] members) at one South African university with the aim of developing an understanding of student disadvantage from their perspective. The findings revealed that student disadvantage manifests through structural and institutional factors, namely a culture of racism, alienating university campuses, student poverty, university teaching, and gender inequality. The study recommends that universities consider addressing these factors in their transformation.
Responding to School Funding Challenges in No-Fee and Fee-Paying Schools: Lessons from South African Principals
Author: Naicker, Inbanathan
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Fees,Principals,Educational Finance,Financial Support,Administrator Attitudes,Barriers,Governance,Leadership Styles,Context Effect,Administrator Role,Elementary Schools,Secondary Schools

Drawing on the quintile system of categorising schools, South African public schools are bifurcated into no-fee and fee-paying schools. Emerging research has shown that school principals in both categories of schools encounter several challenges with regard to school funding. In this article, we employ contingency leadership theory to examine how school principals respond to the school funding challenges they encounter. An interpretive, qualitative case study drawing on semi-structured interviews with 4 purposively selected principals was conducted. To augment the interview data, purposively selected school documents were reviewed. Through thematic analysis, it was found that principals in fee-paying and no-fee schools employ a cocktail of practices to respond to the challenges they encounter. From the findings, we learn that school funding challenges push principals to enact a form of transgressive leadership where they adopt a context-driven, as opposed to a policy-driven approach to school leadership. Furthermore, the funding challenges drive school principals to renegotiate their roles as professional managers of the school and as ex-officio members of the School Governing Body. This results in school principals becoming more entrepreneurial in their school leadership.