ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher's Influence Scale from Their Colleagues and Principals: Its Relation with School Performance in Public Schools of the Albanian Educational System
Author: Nathanaili, Valbona
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Measures (Individuals),School Effectiveness,Public School Teachers,Principals,Teacher Administrator Relationship,Teacher Influence,Teaching Experience,Correlation,Teacher Expectations of Students,Statistical Analysis

This article aims to evaluate the relation between school performance and the Teacher's Influence Scale on certain issues from their colleagues and principals in the public educational system of Albania. For this purpose, a questionnaire was used. The sample consisted of 428 teachers, teaching at 20 public schools in the pre-university educational system in Albania who filled in self-report questionnaires with six items. The schools were chosen based on performance criteria, with higher and lower performance based on the Educational Directory of each city: Tirana, Kamëz, Elbasan and Shkodra. One of the conclusions is that teacher's influence by their colleagues is very low, (M = 2.5197), as is teacher's influence by their principals (M = 2.1789); but teachers are slightly more influenced by their colleagues. The school performance, in the case of Albanian public schools, is related very weak with the scale of teachers' influence. However, this relation is slightly higher in schools with lower performance. Furthermore, the school performance is overall more than the collective efforts of teacher and principals and involves the background of the school community.
Japanese University Athletes' Dilemma: Study, Sport Performance, or Both
Author: Yamamoto, Yoshihiko
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletes,College Students,College Athletics,Study,Questionnaires,Private Colleges,Statistical Analysis,Qualitative Research,Student Problems,Student Financial Aid,Peer Teaching,College Faculty,Athletic Coaches,Cooperation

The aims of this study were to investigate the Japanese university athletes' dilemma of managing both study and sport performance effectively, and to try to find answers to how they can effectively manage both their study and sport club activities. Questionnaires were used in order to collect the data (1st year, 2nd year, and 3rd year students). A total of 216 responses were collected. All participants of this study belonged to university sport clubs and they majored in sport and health science at a private university in Japan. The data were both quantitatively and qualitatively analyzed. The results of questionnaires found university athletes in this study showed two dilemmas. They were busy with their sport club activities and felt pressure to seriously participate in their club activities because they came to their university with a sport recommendation. In order to support university athletes, this study discusses three suggestions such as ensuring enough financial support for university athletes, promoting peer learning to university athletes, and collaborative work between university lecturers and sport club team coaches.
The Effects of Wiki-Based Recursive Process Writing on Chinese Narrative Essays for Chinese as a Second Language (CSL) Students in Singapore
Author: Chin, Chee Kuen
Date: 2015-00-00
Type: Journal Articles
Subjects: Web Sites,Collaborative Writing,Writing Processes,Chinese,Second Language Learning,Writing Skills,Pretests Posttests,Feedback (Response),Second Language Instruction,Scaffolding (Teaching Technique),Foreign Countries,Instructional Materials,Secondary School Students,Peer Evaluation,Revision (Written Composition),Writing Tests,Language Proficiency,Student Attitudes,Process Approach (Writing),Essays,Correlation

This paper reports on the effects of using wiki-based process writing in Singapore's Chinese as a Second Language (CSL) scenarios. A group of 32 Secondary 1 (Seventh Grade) students (&quot;Students&quot;) received various forms of online scaffolding at different steps of the writing process over two years. A whole set of teaching materials on 45 writing skills was developed and uploaded to the Wiki platform through five recursive cycles. In each cycle, the students were encouraged to apply skills they learned via Wiki platform in their writing and afterwards work as a team in the platform to peer-review each other's first draft. With feedback received from peer revision, students proceeded to edit their first draft, focusing on the content of narratives and the appropriateness on their use of micro writing skills. The scaffolding decreased as the project progressed. Students' pre-, mid- and post-writing tests were marked and compared. The authors analyzed the impact that the feedback in the process had towards the students' overall writing performance. It was discovered that students' quality of written products was improved in general. It was also discovered that students benefited the most from giving remarks to their peers' writing. The revision patterns of high, medium and low language ability students were also compared. It was found that the higher the language ability of the students, the more concerned they were with macro level for their revisions. ICT-mediated process writing has not garnered much attention in the field of CSL. The study hopes to contribute to the literature of ICT-mediated writing instruction in the field of CSL.
The Effects of NSTP on the Lives of Saint Louis University Students
Author: Balmeo, Marilyn L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Service Learning,Program Effectiveness,National Programs,Student Improvement,Student Surveys,Questionnaires,Leadership Qualities,Self Esteem,Academic Achievement,Competence,Leadership Styles,Educational Benefits,Outcomes of Education,Citizen Participation,Student Participation

The National Service Training Program (NSTP) of the Philippines is a form of service learning which is defined as the integration of community services to instruction in order to strengthen the civic and community responsibilities of the students. The purpose of this study is to determine the effectiveness of the NSTP for the students, its influences along self-improvement, performance, community involvement, and demonstration of abilities and skills, and the difficulties encountered by the students while enrolled in their respective NSTP courses. The 1421 respondents of the study were the undergraduate students of Saint Louis University who finished the NSTP courses last school year 2012-2013. The study utilized an adapted survey-type questionnaire to gather the data needed in the study. The findings of the study suggest that NSTP courses are effective and they influenced the self-improvement, performance, community involvement, and demonstration of abilities and skills of the students to an extent. The students are also able to continue to demonstrate the different competencies they learned or acquired from NSTP courses. Moreover, this study reveals that the students often encountered many difficulties while they were enrolled in the NSTP courses.
The Effects of Mathematical Modelling on Students' Achievement-Meta-Analysis of Research
Author: Sokolowski, Andrzej
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematical Models,Academic Achievement,Meta Analysis,Effect Size,Teaching Methods,High Schools,Colleges,Mathematics,Mathematics Instruction,Comparative Analysis,Research Methodology,Numeracy,Control Groups,Mathematics Education,Pretests Posttests,Experimental Groups

Using meta-analytic techniques this study examined the effects of applying mathematical modelling to support student math knowledge acquisition at the high school and college levels. The research encompassed experimental studies published in peer-reviewed journals between January 1, 2000, and February 27, 2013. Such formulated orientation called for extracting individual effect sizes of student achievement from the accumulated research conducting a moderator analysis. A systematic review of literature resulted in locating 13 primary research articles involving 1,670 participants. The overall mean effect size; ES = 0.69 (SE = 0.05, 95% CI: 0.59-0.79) of a medium magnitude and positive direction supported the claim that mathematical modelling helps students understand and apply math concepts. A subsequent moderator analysis revealed differences of the effect sizes due to different modelling designs, aim of the modelling process, grade levels, and content domains. The research findings along with the discussion can be of interest to mathematics curriculum designers and practitioners who use modelling in their teaching practice.
Enhancing Community Service Learning via Practical Learning Communities
Author: Ronen, Ilana
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Communities of Practice,Social Problems,Student Teachers,Student Teacher Attitudes,Social Responsibility,Questionnaires,Likert Scales,Reflection,Self Concept,Teaching Skills,Skill Development,Preservice Teacher Education,Ambiguity (Context),Professional Development,Satisfaction,Foreign Countries,Correlation,Measures (Individuals),Intention,Citizen Participation

The advantages of learning communities focused on analyzing social issues and educational repercussions in the field are presented in this study. The research examines the contribution of a learning community to enhancing student teachers' responsibility and their social involvement. The assumption was that participating in learning community would further implement student teachers' community social involvement while enhancing responsibility in their field of action. A questionnaire aimed to present the student teachers' attitudes involving all aspects of studying in the learning community and their social activity in the community was conducted. The findings pinpointed that there were positive contributions of the learning communities from a personal aspect such as developing self-learning, and learning about &quot;me,&quot; as well as broaden their teaching skills, through methodology for teacher training, and developing reflective thought. These insights can also be implemented in various educational frameworks and during service learning as part of teacher training.
Preschool Predictors of Kindergarten Language Outcomes
Author: Walk, Anne
Date: 2015-00-00
Type: Journal Articles
Subjects: Kindergarten,Preschool Children,Preschool Education,Bilingualism,English,Monolingualism,Regression (Statistics),Path Analysis,Language Acquisition,Psychomotor Skills,Motor Development,Social Environment,Questionnaires,Second Language Learning,Predictor Variables

The aim of the present study is to explore a variety of cognitive and social variables which are most relevant to children's linguistic success in an educational setting. The study examines kindergarten English language outcomes in classrooms containing monolingual English speaking children and bilingual children who speak English and one other language. Data from the National Center for Early Development and Learning Multistate Study of Pre-Kindergarten (2001-2003) regarding classroom and student characteristics were used for bilingual (N = 120) and monolingual (N = 534) children. Hierarchical regression analysis (Study 1) and path analysis (Study 2) were conducted to determine the cognitive and social variables present in preschool that are most predictive of English skills in kindergarten. The results of the studies demonstrate that social variables were important for both monolingual and bilingual children. Personality variables were more predictive for monolingual children, whereas teacher relationship variables were more important for bilingual children. Simple and routine adult interaction was predictive of English skills in both groups, which may indicate the importance of implicit learning over explicit instruction in early language acquisition. The present studies found different predictors of English language skills for monolingual and bilingual kindergarteners.
A Comparative Study of the International Perspectives of Six-Graders in Taipei and Shanghai
Author: Huang, Yueh-Chun
Date: 2015-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Grade 6,Parent Background,Educational Attainment,Student Attitudes,International Education,Educational Trends,Questionnaires,Foreign Countries,Cross Cultural Studies,Educational Attitudes

With the emergence of globalization, it has become increasingly important for all citizens to possess an international perspective. The trend of internationalizing educational systems has also emerged in various countries. Thus, to explore the degree to which students can possess international perspectives is an important topic worthy of studying. The purpose of this study was to develop a questionnaire to investigate the current status of the international perspectives of and the differences between sixth graders in Taipei and Shanghai. A total of 1,300 sixth -graders were randomly stratified from the two cities, with 1,111 valid questionnaires returned for further analysis. A significant difference was found in sixth graders' international perspectives between the two cities. Differences of their demographic characteristics were also identified. More similarities than differences in their backgrounds and experiences were identified. Both similarities and differences were also found in their parents' level of education and occupation.
Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms
Author: Danker, Brenda
Date: 2015-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Homework,Technology Uses in Education,Teaching Methods,Video Technology,Transformative Learning,Learner Engagement,Constructivism (Learning),Critical Thinking,Higher Education,Foreign Countries,Active Learning,Inquiry,Peer Teaching,Colleges,Class Size,Action Research,Qualitative Research

This project used two Flipped Classroom approaches to stimulate deep learning in large classrooms during the teaching of a film module as part of a Diploma in Performing Arts course at Sunway University, Malaysia. The flipped classes utilized either a blended learning approach where students first watched online lectures as homework, and then completed their assignments and practical work in class; or utilized a guided inquiry approach at the beginning of class using this same process. During the class the lecturers were present to help the students, and in addition, the students were advantaged by being able to help one another. The in-class learning activities also included inquiry-based learning, active learning, and peer-learning. This project used an action research approach to improve the in-class instructional design progressively to achieve its impact of deep learning among the students. The in-class learning activities that was included in the later flipped classes merged aspects of blended learning with an inquiry-based learning cycle which focused on the exploration of concepts. Data was gathered from questionnaires filled out by the students and from short interviews with the students, as well as from the teacher's reflective journals. The findings verified that the flipped classrooms were able to remodel large lecture classes into active-learning classes. The results also support the possibility of individualised learning for the students as being high as a result of the teacher's ability to provide one-on-one tutoring through technology-infused lessons. It is imperative that the in-class learning activities are purposefully designed as the inclusion of the exploratory learning through guided inquiry-based activities in the flipped classes was a successful way to engage students on a deeper level and increased the students' curiosity and engaged them to develop higher-order thinking skills. This project also concluded that flipped classrooms had promising impact for student learning and achievement in a Performing Arts course in Malaysia.
Social Media in Tertiary Education--Vhembe Further Education Training College Case Study
Author: Mungofa, Manzira Francis
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Media,Postsecondary Education,Adult Education,Case Studies,Communications,Higher Education,Social Networks,Educational Technology,Technology Uses in Education,Colleges,Teaching Methods,Mixed Methods Research,Online Courses,Training,Handheld Devices,Foreign Countries,Questionnaires

Social media technologies are being widely used by students in institutions of higher education and these are transforming their way of learning, social conduct, communication and networking. The intent of this research was conducted to determine value of social media technologies to students in higher education but with a focus that was directed towards students in a vocational training college. A random sample of 105 students from Vhembe Further Education Training College (FET) participated in the study and they were the following departments, Business/Finance, Engineering, Hospitality and Tourism. Analysis of results was executed through application of SPSS statistical package. Findings show that social media technology has infused a new culture of learning among students. In addition, social media applications which are being widely used by students for learning activities that include studying, access of education content, and social communication are: Facebook, WhatsApp, Twitter and YouTube.
Social Media Use in Algerian Universities: University of Constantine 2 Case Study
Author: Boumarafi, Behdja
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Media,Foreign Countries,Case Studies,Universities,Higher Education,Learner Engagement,Academic Achievement,Cooperative Learning,Questionnaires,Social Networks,Educational Technology,Student Attitudes,Models,Likert Scales

Social media technologies initially used for socializing, and entertainment have in recent years expanded their reaches into learning activities providing an open space for students' engagement. The positive effect of such technologies on pedagogy is to make learning applicable to the cyber environment to achieve independent and collaborative learning. Students learn to communicate and collaborate electronically. This requires rethinking the way pedagogical activities are carried out to develop synergistic learning relationships to create the best learning model in line with this new educational paradigm. This paper investigates Algerian students' engagement to understand the developmental implications of academic achievement. The author seeks to advance the use of instructional interactions in two ways: i: enhancing the academic validity of social networking, ii: making the link to students' collaborative learning explicit. Data is collected from 300 students. Findings show that social media are used for a multitude of purposes and Facebook is most popular.
Assessing the Applicability of 3D Holographic Technology as an Enhanced Technology for Distance Learning
Author: Kalansooriya, Pradeep
Date: 2015-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Technology,Computer Simulation,Engineering Education,Delphi Technique,Expertise,Surveys,Instructional Effectiveness,Simulated Environment,Educational Environment,Visualization,Questionnaires,Likert Scales,Statistical Analysis,Video Technology,Comparative Analysis,Cost Effectiveness,Learner Engagement,Active Learning,Statistical Significance,Program Implementation,Barriers,Educational Benefits

Distance learning has provided an excellent platform for students in geographically remote locations while enabling them to learn at their own pace and convenience. A number of technologies are currently being utilized to conceptualize, design, enhance and foster distance learning. Teleconferences, electronic field trips, podcasts, webinars, video conferencing and online courses are among such technologies used in providing distance learning opportunities. However limitations in those existing technologies have affected to the increase of distance learners dropout rates. As an attempt to overcome the limitations in the currently adopted distance learning practices, the study aims to utilize 3D Hologram Technology (3DHT) in the Engineering discipline. 3D hologram facilitates live and life size 3D telepresence that can interact with remote audiences. A survey had been conducted, using Delphi Technique to gather data from the experts in the field to evaluate the potential of 3DHT over existing technologies. Results of the survey suggested that 3DHT as a good distance learning technology and have the potential of overcoming existing limitations. Lack of infrastructure, High initial cost of infrastructure and Lack of technical know how are the main encounters identified by the experts in the sample. It is expected to develop a classroom environment with 3DHT and to evaluate its effectiveness for the distance learning in the next stage of the study.
Language Learners Perceptions and Experiences on the Use of Mobile Applications for Independent Language Learning in Higher Education
Author: Niño, Ana
Date: 2015-00-00
Type: Journal Articles
Subjects: Handheld Devices,Second Language Learning,Educational Technology,Computer Assisted Instruction,Independent Study,Higher Education,Learning Motivation,Computer Oriented Programs,Learning Experience,College Students,Student Surveys,Language Proficiency,Student Attitudes,Educational Benefits,Outcomes of Education,Second Language Instruction,Use Studies,User Satisfaction (Information),Technology Integration,Language Skills,Skill Development,Vocabulary Development,Listening Comprehension,Reading Comprehension,Pronunciation,Grammar,Foreign Countries

With the widespread use of mobile phones and portable devices it is inevitable to think of Mobile Assisted Language Learning as a means of independent learning in Higher Education. Nowadays many learners are keen to explore the wide variety of applications available in their portable and always readily available mobile phones and tablets. The fact that they are keen to take control of their learning and autonomy is thought to lead to greater motivation and engagement, and the link with games-based learning suggests that the fun factor involved should not be overseen. This paper focuses on the use of mobile applications for independent language learning in higher education. It investigates how learners use mobile apps in line with their classes to enhance their learning experience. We base our analysis on a survey carried out in autumn 2013 in which 286 credited and non-credited language students from various levels of proficiency at The University of Manchester express their perceptions on the advantages and disadvantages of the use of mobile applications for independent language learning, together with examples of useful apps and suggestions of how these could be integrated in the language class.