ethanporcaro/eric-fulltext-meta huggingface dataset:
How Can Academic Talent Be Measured during Higher Education Studies? -- An Exploratory Study
Author: Szabó, János
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Higher Education,College Students,Talent Identification,Honors Curriculum,College Science,Talent Development,Predictor Variables,Science Careers

Many articles claim that talent management is a very important aspect of higher education. Despite of this, the studies, which investigate this topic empirically, are very rare. The Hungarian higher education talent management focuses mainly on academic-, scientific aspect of talent. So, the main purpose of talent-management is the academic reinforcement, namely, growing up a new generation of scientist/university teachers. The talent management in higher education can be imagined as a bridge between formal school studies and scientific career. In this study, I search answer for the (research) question: how should academic talent be measured during higher education studies? Moreover, does it have any sense to identify the academic talents during even their higher education studies? The research is based on opinion of 170 university teachers who supervised talented students during a young-researcher competition. The method was questionnaire-method. The questions gathered round two main topics: (1) identifying of talented students and cooperation with talented students; (2) own career of supervisor university teachers. The results had been analyzed with descriptive statistics which show the mostly chosen talent-identifying methods and features of talented students. The open-ended questions had been content-analyzed. The data of university-teacher's career had been analyzed with mathematical statistical tests (ANOVAs, Two-sample T tests, correlations) where the dependent variable was the number of publication (as indicator of the scientific performance). The results may suggest conceptions for talent-programs (honor programs) based on academic talent; for doctoral schools, and for any other institutes who works with career entrant scientist. The scientific reinforcement would be more effective if scientific programs/scholarships/PhD-programs used professional methods during selection process, instead of subjective choices, based on CV and motivation letter.
The Place of Insurance Companies in School Plants in Nigeria
Author: Ojo, O. J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Facilities,Insurance,Facilities Management

School plants are indispensable for effective realization of school goals and objectives. This is because the successful implementation of school curriculum is dependent on the school plants, which refer to the physical facilities available in the school system, that are provided in the school. The insurance of school plants serves as a means of safeguarding them in the event of risks. This paper therefore looked at the place of insurance company in school plants in Nigeria. The paper examined some concepts on the key terms, the components of school plants, the advantages of insuring school plants, the challenges faced by insurance company in the events of insuring school plants in Nigeria and proffered solutions. The paper concluded that in the event of damages and other hazards to school plants, insurance companies will be held responsible for the renewing, repair and reconstruction of school plants in the school. Finally, the paper suggested the following among others that government at the different levels i.e. Federal, State and Local should enforce the insurance of school plants for both government and private schools.
The Development of Digital Competence of Students of Teacher Training Studies--Polish Cases
Author: Nowak, Beata Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Technological Literacy,Mastery Learning,Information Technology,Risk,Educational Needs,Teacher Education,Secondary School Students,Middle School Students,Foreign Countries,Teaching Methods,Technology Uses in Education,Pedagogical Content Knowledge

The aim of the article is to bring together the various areas of debate in relation to digital competences being instrumental in helping modern people positively adapt to rapid changes in all areas of individual and social life. Using the findings from the previously carried out empirical research on the level of mastery of digital competences by Polish teachers and students, as well as the literature on the subject, the author analyses this area of education in relation to current educational needs. The author points to problems, but also challenges resulting from the dynamic development of information technologies and the possibility of their use in the education process. The author also addresses the risks related to navigating through the cyberspace, searching, sectioning and gathering of information.
The Socialization and Retention of Low-Income College Students: The Impact of a Wrap-Around Intervention
Author: Ceyhan, Gaye D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Low Income Students,Socialization,School Holding Power,Academic Persistence,Intervention,STEM Education,Program Effectiveness,Student Adjustment,Student Attitudes

The Strategic Undergraduate STEM Talent Acceleration INitiative (SUSTAIN) provided a coherent ecosystem of academic, social, and career support services designed for a diverse cohort of high-achieving, low-income STEM students during their first year of undergraduate study. Findings are discussed in terms of the efficacy of the program interventions to enhance students' socialization and retention within the STEM community. Results indicate that participants perceived the interventions to have helped them adjust to college life and develop skills in understanding science and the scientific process. Which, in turn, participants reported, helped them to succeed in their STEM courses and visualize themselves as part of the larger STEM community. The participants rated STEM faculty mentoring, research experience, and community building as more helpful than other interventions. Our findings will aid researchers to better understand how SUSTAIN interventions influence students' socialization into the STEM community and provide valuable insight to guide policymakers in shaping future programs that are successful in retaining diverse students in STEM fields.
Working with Student Teachers &apos;At Risk&apos; during Early Childhood Practicums: Reflections from Five Associate Teachers
Author: Stover, Sue
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teaching,At Risk Students,Early Childhood Education,Practicums,Student Teacher Evaluation,Privacy,Preservice Teacher Education,Foreign Countries,Cooperating Teachers,Practicum Supervision,Failure,Teacher Student Relationship,Stress Variables,Ethics

In this study, the focus is on five Associate Teachers' remembered experiences of working with early childhood Student Teachers nearing graduation who were at risk of failing practicum. Using Rogoff's overlapping 'planes of analysis', the subjective experiences of the Associate Teachers are analysed, bringing into focus the personal, interpersonal and institutional complexities involved in attempting to assess the Student Teacher on practicum. Ethical and philosophical issues become apparent, particularly in the clash between protecting a Student Teacher's privacy and the open communication valued in the relationship, between Associate Teachers and the Initial Teacher Education provider.
Critical Elements in Teacher Collaboration to Generate Change When Bringing an English Language Focus to Science Teaching
Author: Gray, Susan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Collaboration,Secondary School Teachers,Teacher Attitudes,Attitude Change,Academic Language,Vocabulary Development,English (Second Language),Urban Schools,Science Teachers,English Teachers,Classroom Techniques

Peer learning offers powerful spaces for teachers to reconsider beliefs and change practice. Although productive teacher collaborations have been identified, there are few descriptive accounts explaining the detail of these collaborations and specifying conditions that enabled teachers to learn from each other. This article explores the ways in which two secondary school science teachers used the framework of an action research project to take a language focus in the teaching of science. This joint work involving devising, implementing and evaluating a work plan, enabled them to challenge their beliefs and practices. Insights into requisite conditions and the dilemmas experienced for any collaboration leading to teacher change in beliefs and practices when bringing a specific language focus to their science teaching are explored.
The Theory-Practice Challenge: International Early Childhood Education Students Making Connections in Australia
Author: Rouse, Elizabeth
Date: 2019-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Foreign Students,Teacher Education,Preservice Teachers,Foreign Countries,Play,Student Centered Learning,Masters Programs,Practicums,Preschools,Early Childhood Teachers,Teacher Role,Cultural Differences,Stress Variables,Student Adjustment,Student Attitudes,Asians,Preschool Children

Increasing numbers of international students are enrolling in Australian universities in early childhood teaching degrees. For many of these students understanding the early childhood education pedagogies and approaches is a different way of viewing teaching and learning from their own cultural perspective. Many of these students struggle to understand the teaching and learning theory that underpins early childhood education in Australia which draws on play-based pedagogies, child-centred learning, and intentional teaching. This small-scale case study sought to gain insights into how international students undertaking a Master of Teaching (Early Childhood) in an Australian university were enabled to link their theoretical learning to practical applications of being an early childhood teacher. Using questionnaire data, the study found that the international students struggled to connect the theory and pedagogical thinking that underpins early childhood education. What was most significant for these students was the experiences they gained through their practical placements.
Implications of English as an International Language for Language Pedagogy
Author: Tan, Kim Hua
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Language Role,Language Variation,Cultural Awareness,Language Teachers,Teacher Education,Language Usage,Intercultural Communication,Native Language,Student Evaluation,Bilingualism,Global Approach,Pronunciation,Professional Identity,Self Concept,Native Speakers,Models

The position of the English language in the world has recently undergone an enormous shift. The global spread of English has altered its status from being a homogeneous and standard language spoken by a few powerful countries into an international language or lingua franca spoken by a wide variety of speakers around the world (Llurda, 2004). The unprecedented global demand, use, and appropriation of English as an international language (EIL) necessitates a profession-wide response to English language learning, teaching, teacher education, assessment, and policy. The international status of English and increase in the number of EIL learners require a teaching agenda that incorporates pedagogical approaches that teach English based on EIL principles (Matsuda, 2003). The current study attempts to discuss the implications of EIL on issues related to language pedagogy, such as culture and intercultural competence in EIL, native-like competence, English teachers in the EIL pedagogy, language assessment in EIL and EIL teacher education. The studies show that EIL as a means of intercultural communication in a wide range of contexts calls for a reconceptualisation of language pedagogy It is concluded that despite the extensive discussions on the role of students' first language culture for EIL learners, English textbooks and classrooms continue to rely on the target culture and ignore the students' own culture. Therefore, EIL has yet to be fully incorporated language education despite extensive studies that have been conducted on its role.
I Prefer My Own Ways to Acquire My English Speaking Skills: A Grounded Research
Author: Arung, Fernandes
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),College Students,Preferences,Cognitive Style,Informal Education,Self Evaluation (Individuals),Language Skills,Speech Skills,Learning Motivation,Mastery Learning

Formal educational practitioners tend to neglect the students' sense of liking; we labeled as Preferent learning theory, in order to acquire certain skills in the learning foreign language, especially speaking skills. In general, so far, issues of formal learning with the focus on bounded academic rules, cognition, and motivation have been used as the main basis for the learning foreign language and even learning in general. The individual learning, language community, social change, and sophisticated technology need to be considered in how students acquire the skills they want based on their preferences. By investigating how the University students in Kolaka learned and improved their English speaking skills, we applied a Grounded study that involved 10 informants who were the students and alumni of the English Language Education Study Program of the University X in Kolaka, Southeast Sulawesi, Indonesia. All data were collected 12 times in 3 stages and then were analyzed using three steps of Strauss and Corbin's analysis that applied theoretical sampling and constant comparison in generating the substantive theory. The findings revealed that the informants acquired the English speaking skills because of a sense of liking or preference toward any topic to learn. Further, they prefer to learn in unpredictable ways without any rules and an informal self-evaluation that was applied as a way of sustaining the skills.
Perceptions and Attitudes towards Sustainable Development among Malaysian Undergraduates
Author: Balakrishnan, Balamuralithara
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Sustainable Development,Instructional Effectiveness,Social Responsibility,Environmental Education,Conservation (Environment),Economic Development

This paper reports the findings of the perceptions and attitudes towards sustainable development among Malaysian undergraduates. The study was carried out involving 154 undergraduates from five universities in Malaysia. This research was conducted based on a survey whereby the respondents were given a questionnaire to gauge their perception and attitude towards sustainable development. The output of the analyses showed that the respondents have positive perceptions and attitudes towards all sustainability dimensions--environmental, economic, and social--except for economic and social bound issues. These findings suggest that the educators who are involved in sustainable development education need to focus on economic and social bound aspects. Overall, the findings showed that the sustainable development education in higher education institutions has cultivated an appropriate sense of responsibility towards sustainability among their undergraduate students. As such, this investigation serves as a cornerstone to which the current paradigm of sustainable development education can be examined for further improvement by related stakeholders.
Inclusive Education: Origins, &apos;Defectology&apos;, and Kosovo&apos;s Experiences of Inclusive Education
Author: Joubert, Roelien
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Special Needs Students,Special Education,Foreign Countries,Teaching Methods,Educational Benefits,Program Implementation,Barriers,Educational Theories

Vygotsky (1993) first identified the theory of 'Defectology' to understand and describe children with special and additional needs, but essentially categorized them as 'defective' (Bartlett et al., 2004; Thomazet, 2009). It is with Vygotsky's theory in mind that inclusive education frameworks in Kosovo and Russia are critically examined: whilst they both present similar methods of educating students with additional needs (Bartlett, Power &amp; Blatch, 2004), analysis of these methods against their contrasting socio-political environments, requires careful consideration and attention.
Investigation of Job Satisfaction and Burnout of Visual Arts Teachers
Author: Kara, Sema
Date: 2020-00-00
Type: Journal Articles
Subjects: Art Teachers,Visual Arts,Job Satisfaction,Teacher Burnout,Foreign Countries,Measures (Individuals),Gender Differences,Age Differences,Marital Status,Employment Level,Secondary School Teachers,High School Teachers,Public Schools,Private Schools,Questionnaires

In this study, it is aimed to examine the job satisfaction and burnout of visual arts teachers in terms of some variables. Based on the causal comparative method; job satisfaction and burnout of visual arts teachers were compared according to variables such as gender, age, marital status, professional seniority and school type. In addition, the relationship between job satisfaction and professional burnout of visual arts teachers was tried to be explained with correlational research design. The sample of the study consists of 308 visual arts teachers working in Ankara, Istanbul, Konya, Mersin, Eskisehir and Sanliurfa. The Maslach Burnout Inventory and Minnesota Job Satisfaction scales were used to collect the research data. According to the findings of the research, job satisfaction and burnout of visual arts teachers show significant differences according to gender, marital status, professional seniority and school type. In addition, there is a significant but negative relationship between visual arts teachers? job satisfaction and burnout.
Oral Corrective Feedback Preferences of University Students in English Communication Classes
Author: Sakiroglu, Hülya Ünsal
Date: 2020-00-00
Type: Journal Articles
Subjects: Feedback (Response),Error Correction,Student Attitudes,Preferences,English (Second Language),Second Language Instruction,Speech Communication,Undergraduate Students,Foreign Countries

The ultimate goal of teaching foreign language is to achieve an elevated level of language competence via providing maximum language exposure and minimum learner mistakes. To fulfill the goal, many strategies have been developed. One of the strategies is the provision of feedback during the formal speaking courses. Nevertheless, format of the oral corrective feedback in English as a foreign language (EFL) classes has been controversial regarding methods of correction, timing of correction and target errors. Moreover, learner attitudes toward correction are deemed to be an important component. In this study, the aim was to investigate how and when the error correction should take place in EFL communicative classes based on students' perspectives. A total of 65 students at Kafkas University who were preintermediate and intermediate levels were interviewed using a self-report questionnaire, 14 of which were discarded due to irrelevant and redundant replies. The results revealed that 90% of the learners would like to be corrected when they had errors during the process of speaking English. Majority of the students indicated the preference to be corrected after finishing turn with nice and friendly manners. The results indicated that teachers should be aware of student attitudes toward oral corrective feedback.
Reading Comprehension Strategies for High School Students with Autism Spectrum Disorder
Author: Brum, Christopher
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Strategies,High School Students,Autism,Pervasive Developmental Disorders,Evidence Based Practice,Reading Instruction,Reading Improvement,Reading Processes,Vocabulary Development

Maintaining a focus on reading comprehension is essential for students with autism spectrum disorder (ASD), as some will still need to develop this skill during their high school years. Two evidence-based approaches for reading comprehension for high school students with ASD are Alternate Achievement Literacy (AAL) and Collaborative Strategic Reading: High School (CSR-HS). AAL provides adaptations and modifications to support access and comprehension of chronologically age-appropriate text for students with ASD (Browder, Thompson, &amp; Fallin, 2014). Targeted for students &quot;learning to read,&quot; the focus of AAL is for students to develop an understanding of text, rather than simply decoding functional sight words found in daily life. CSR-HS combines strategies of strategy instruction and corporative learning to improve reading comprehension throughout the reading process for individuals with ASD (Meadows Center for Preventing Educational Risk [MCPER], 2013). Students &quot;reading to learn&quot; use CSR-HS to work together to use evidence-based strategies to improve their ability to read text for understanding. This intervention is adapted from traditional CSR to be used with high school students with ASD.
Good Governance Issues in Education System and Management of Secondary Schools in Kwara State, Nigeria
Author: Jibola Kadir, Abdullahi Nimota
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary Schools,School Administration,Governance,Foreign Countries,Accountability,Participative Decision Making,Principals,Secondary School Teachers,Public Schools

This study investigated good governance issues in education system and management of secondary schools in Nigeria. The objectives of this study are to examine the relationship between resources management, accountability, participatory decision-making, and management of secondary schools in Nigeria. Three hypotheses were formulated and tested. Quantitative research design was used for the study. A self-constructed questionnaire titled &quot;Good Governance and Management of Secondary Education Questionnaire&quot; (GGMSEQ) was used to collect information for the study. The population of this study comprised all 310 principals and 6,894 teachers in public senior secondary schools in Kwara State, Nigeria. The sample of 175 principals and 364 teachers, totaling 539 participants, was selected with the use of Research Advisor's (2006) table of determining sample size of a known population, stratified random sampling technique was used to select principals and teachers from the sample schools. Thus, ensuring that all categories of principals and teachers were given an equal chance of being selected. The data collected were analyzed using Pearson Product Moment Correlation statistical analysis. All hypotheses were tested at 0.05 level of significance. The result revealed that there was a positive and significant relationship between resources management, accountability, participatory decision-making, and management of secondary schools in Nigeria. It was recommended that government should continue to ensure effective management of the resources, accountability, as well as fostering the voice of citizens through participatory decision-making towards the realization of effective management of secondary schools in Nigeria.