ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring a Gamified Learning Tool in the ESL Classroom: The Case of Quizizz
Author: Anak Yunus, Crystal Callista
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Language Tests,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Educational Games,Instructional Effectiveness,Learning Experience,Verbs,Grammar,Elementary School Students,Pretests Posttests,Gender Differences

Embracing gamification in education is, indeed, inevitable, especially with the arrival of the millennials whose lives are greatly influenced by digital technologies and favor learning in a fun, interactive, and engaging environment. Quizizz, a gamified educational tool, has gradually gained the interest of researchers and stakeholders in education as this application has presented positive outcomes towards learning with the integration of unique game elements such as leader boards, memes, and quiz reports, each of which can assist in enhancing engagement and provide a positive learning experience in a non-stressful setting. This research was conducted to explore the influence and effects of Quizizz in enhancing young Malaysian ESL learners learning irregular English verbs. This quasi-experimentally designed research gathered data from a sample of 30 primary pupils using a pre-test/post-test approach. The data attained were analyzed descriptively using sample t-tests to explain the increment of the pupils' performance on the post-test associated with learning via Quizizz. The results are discussed both in terms of overall pupil performance involving the use of Quizizz and in terms of gender comparison to examine any significant difference in performance between male and female users of Quizizz.
The Readiness of Government Schools to Deal with the Emergency and Crisis Situations from School Administrators View Point
Author: Khalidi, Mariam Al
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Readiness,Public Schools,Emergency Programs,Crisis Management,Administrator Attitudes,Qualifications,Gender Differences,Educational Attainment,Secondary Schools,School Safety,Training,Principals

The study aimed to identify the readiness of government schools to deal with emergency situations and crises from the viewpoint of their administrators. Totaling (326) male and female administrators, the sample was randomly chosen during the first semester (2018/2019), and a tool was developed consisting of (26) items distributed in three domains. The results showed that the estimates of the sample members on all domains came with a high degree of readiness, and showed that there are statistically significant differences attributable to the variable of the school gender and in favor of males, and the presence of statistically significant differences attributable to variable years of experience and in favor (from 10-5 years, and more than 10 years), and the absence of statistically significant differences attributable to the variable of the academic qualification with the exception of the domain of preparedness and prevention and in favor of postgraduate, and the presence of statistical differences due to the variable of the school level and in favor of the (secondary) schools. The study recommends employing early warning devices to detect any emergency occurring in educational institutions.
Using Peer-Modo Feedback at the Pre-Writing Stage to Improve Year 4 Pupils&apos; Writing Performance
Author: Yuk, Aderlin Chung Kim
Date: 2021-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Educational Technology,Social Media,Electronic Learning,Feedback (Response),Teaching Methods,Instructional Effectiveness,Writing Instruction,Writing Improvement,Prewriting,Essays,English (Second Language),Second Language Learning,Elementary School Students,Grade 4,Foreign Countries

The main problem faced by English teachers in the current English as a Second Language (ESL) writing classroom was a lack of strategies to support the process of teaching and learning writing that would help to enhance the content quality of pupils' writing performance. Additionally, primary pupils were found to face difficulties with getting started in writing. Peer feedback is an important tool for encouraging and consolidating learning. A quasi-experimental research study was implemented to investigate the effectiveness of an online peer-feedback strategy using Edmodo at the pre-writing stage to improve pupils' writing performance. A writing pre-test and post-test were administered to 36 Primary 4 respondents from a Chinese-vernacular school in a state in southern Malaysia to reveal their writing test scores before and after the intervention. Documents such as pre-test and post-test writing excerpts and Peer-Modo feedback comments were analyzed to corroborate the quantitative findings of the test scores. The results of the mean scores of the pre-test and post-test showed that there was significant improvement in pupils' writing ability. The document analysis reflected significant improvements in terms of the content quality of their writing after conducting Peer-Modo feedback. Consequently, online peer feedback strategies should be taken into consideration in the teaching of writing in the ESL classroom.
Understanding Employment Opportunities and Challenges Facing Lao Graduates from Chinese Universities
Author: Sisavath, Soubin
Date: 2020-12-00
Type: Journal Articles
Subjects: Employment Opportunities,College Graduates,Laotians,Career Development,Study Abroad,Employment Potential,Economic Factors,Second Language Learning,Language Fluency,Education Work Relationship,Culture Conflict,Labor Market,Cultural Differences,Foreign Countries,Educational Attainment,Higher Education,International Education,Student Mobility

The purpose of this study is to explore the employment opportunities and challenges facing Lao graduates who studied abroad in China and returned home after graduation. A qualitative method was employed by utilizing semi-structured interviews with 17 Chinese-educated Lao graduates who now live in Laos. The findings revealed that although returning graduates were sought after in the local labor market, they seemed more employable in certain market segments in which China has been economically involved. Yet possessing a foreign degree alone was not sufficient to attain jobs unless it was complemented with foreign language fluency and employability skills such as communication skills and learning skills. The study also found that returning graduates tended to experience job mismatch and reverse culture shock in the process of their career development. With these findings, universities should sufficiently equip students with skills that can be effectively applied in different labor markets and contexts.
U.S. Social Justice Spaces and Global Justice: Integrating International Students for the Engagement of All
Author: Hou, Yuqing
Date: 2020-12-00
Type: Journal Articles
Subjects: Social Justice,Foreign Students,Diversity,Learning Experience,Social Bias,Social Integration,Outcomes of Education,Student Attitudes,Comparative Analysis,College Students,Learner Engagement,Acculturation,Minority Group Students,Developing Nations,Developed Nations,Citizenship,Global Approach,International Education,Higher Education

This qualitative study explores the extent to which international students integrate when they encounter social justice discussions inside or outside a U.S. class environment. Focusing on diversity courses at a west coast university, the study investigates international students' learning experiences as well as their contributions to these U.S. educational spaces when drawing from their perspectives and experiences from communities around the world. Because international students are both agents and objects of bias, the study hypothesizes that more integration leads to more engagement and better outcomes for both international and domestic participants. By interviewing and surveying students from varied national and social backgrounds, the study seeks to understand outcomes for a diverse group of both international and domestic students. The study's findings will advance policy, pedagogy, and practice conversations around internationalization, social justice education, and global citizenship education at institutions of higher education in the U.S.
The Effect of Learning Abroad on the Students&apos; Career Direction and Employability through Australian-Indonesian Student Mobility Programs
Author: Ikhlas, Alam Nasrah
Date: 2020-12-00
Type: Journal Articles
Subjects: Study Abroad,Career Choice,Social Capital,Cultural Capital,International Education,Higher Education,Cultural Awareness,Student Mobility,Labor Market,Universities,Foreign Students,International Cooperation,Employment Potential,Student Attitudes,College Students,Educational Experience,Foreign Countries

Among key features of the internationalization of higher education, student mobility has been given a big attention by universities and relevant stakeholder to achieve advance knowledge, intercultural skills, intellectual capital, and prospective labour market benefit. The increasing number of Indonesian students studying in Australian universities indicates the development of student mobility collaboration between both nations. Australia has become the most popular destination country for Indonesian students to pursue better education and Indonesia also become one of the destination countries for Australian students to participate in international student mobility program under the New Colombo Plan (NCP). Yet, little is known, about the impact of student mobility program or learning abroad on students' career direction and employability within the context of both nations. This article is aimed to address this gap by examining the perspectives of participating students and other relevant stakeholders from both countries. It uses Bourdieu's thinking tools of capital, habitus, field, and the idea of cultural and social reproduction, to capture the picture of how this student mobility program affects the students in relation to their career direction and employability. Findings generated from this research will be beneficial to HEIs and policy makers in Indonesia and Australia so that all involving parties can acquire expected outcomes of this student mobility program.
Work-Integrated Learning for Mining Engineering Training and the Employability Nexus in Traditional Research Universities: A Case of Selected South Africa Universities
Author: Dipitso, Paul
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Engineering Education,Mining,Work Experience Programs,Experiential Learning,Employment Potential,Job Skills,Professional Associations,Partnerships in Education,Industry,Career Readiness,Curriculum Design

Globally, employability is increasingly becoming an issue of concern in higher education due to demands from the labour market requiring work-ready graduates. In the Global South, particularly South Africa, universities are on a quest to develop competence and improve student employability. This paper is set to investigate the impact of work-integrated learning on employability for mining engineering undergraduates in South Africa. The research data were collected using the mixed methods approach and a case study design. Experiential learning was used to examine the impact of work-integrated learning on the employability of mining engineering students. The findings provide a description of perspectives for mining engineers, lecturers, and workplace supervisors concerning the enhancement of employability for mining engineering students. The findings revealed that professional associations play a crucial role in the development of professional skills. This article argues for strong partnerships with industry partners to nurture the employability of mining engineering students.
Pride and Prejudice: An Intersectional Look at Graduate Employability of Transgender and Queer International Students
Author: Thuy, Trang Le
Date: 2020-12-00
Type: Journal Articles
Subjects: LGBTQ People,Foreign Students,Employment Potential,College Graduates,Social Discrimination,Equal Opportunities (Jobs),Recruitment,Social Bias,Social Influences,Cultural Influences,Political Influences,Public Policy,Employer Attitudes,Foreign Countries

The concept of graduate employability has gained great prominence in international education. However, there still exists a gap in sexual orientation discrimination in graduate employability among transgender and queer (TQ) international students. In our qualitative study investigating graduate employability of transgender and queer students graduating from Australian and Canadian institutions, we have interviewed 14 international graduates with transgender and queer identity regarding their perceptions of sexual orientation and recruitment discrimination at the workplaces. Utilizing intersectionality as a conceptual framework, we have studied employability-related problems that these marginalized students with their foreigner identities have experienced in the labor market. The findings will be around the social, cultural, and political impacts of Canadian and Australian working and recruitment environments on the varying extent of discrimination, namely local attitudes toward queer and transgender international graduates, the manifestation of antidiscrimination laws, and the extent to which employers value stereotypically male heterosexual personality traits. [The page range cited on the .pdf (p152-) is incorrect. The correct page range is p153-160.]
Public Funding of Higher Education and Student Access: A Comparative Study of Two Public Universities in Africa
Author: Kwasi-Agyeman, Fredua
Date: 2020-12-00
Type: Journal Articles
Subjects: Educational Finance,Access to Education,Higher Education,Foreign Countries,Cross Cultural Studies,State Universities,Universities,Educational Strategies,Comparative Education,Federal Aid

This study explores the question of how two public universities in Africa seek to improve student access, given the decline in public funding. Using resource dependence theory as a guide, qualitative approach via semi-structured interviews and documentary analysis are used to gather data to explore the study's objective. To examine the reduction in public funding and student access, this study first examines the changes in public funding and student access at the University of the Western Cape and the University of Ghana from 2007 to 2016. This is followed by an analysis of factors that influence the changes in public funding, and their implications for student access at the two universities. The last to be explored is the actual strategies that the University of the Western Cape and the University of Ghana have employed to improve student access in the face of cutback in public funding.
The Factors Influence the Pre-Service Teachers&apos; Learning in the Practicum
Author: Nguyen, Tien
Date: 2020-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Practicums,Foreign Countries,Theory Practice Relationship,Mentors,Second Language Instruction,Second Language Learning,English (Second Language)

The practicum in teacher education is considered as the application of the theory into practice. (Zeichner, 2009). However, the disconnection between the academic learning and practicum (Alen &amp; Wright, 2014; Kwenda et al.2017) has been a barrier for pre-service teachers' learning. My research introduces a new approach to bridge this gap by comparing an on-campus and an off-campus practicums. In the on-campus practicum, the lecturers in academic learning stage also mentor the pre-service teachers in the practicum. Sociocultural Theory (Vygotsky, 1978) and Activity Theory (Engeström 2015) are used as the tool for data analysis. The participants, included the university leaders, lecturers, mentors and pre-service teachers of two English language faculties in Vietnam were interviewed, the pre-service teachers were observed and formal documents were analysed. The findings indicated that the systematic change in the on-campus practicum facilitates the translation between theory and practice. In addition, the long-term relationship resulted in the devotion of the mentors to their mentees. In the meanwhile, the pre-service teachers in the off-campus practicum bounced between the two separated systems and suffered more tensions.
Are Highly Motivated Learners More Likely to Complete a Computer Programming MOOC?
Author: Luik, Piret
Date: 2021-02-00
Type: Journal Articles
Subjects: Student Motivation,Programming,Online Courses,Large Group Instruction,Intention,Academic Persistence,Success,Opportunities,Student Interests,Probability,Student Characteristics,Social Influences,Self Concept,Value Judgment,Expectation,Foreign Countries

Computer programming MOOCs attract people who have different motivations. Previous studies have hypothesized that the motivation declared before starting the course can be an important predictor of distinctive dropout rates. The aim of this study was to outline the main motivation clusters of participants in a computer programming MOOC, and to compare how these clusters differed in terms of intention to complete and actual completion rate. The sample consisted of 1,181 respondents to the pre-course questionnaire in the &quot;Introduction to Programming&quot; MOOC. A validated motivation scale, based on expectancy-value theory and k-means cluster analysis, was used to form the groups. The four identified clusters were named as Opportunity motivated (27.7%), Over-motivated (28.6%), Success motivated (19.6%) and Interest motivated (24.0%). Comparison tests and chi-square test were used to describe the differences among the clusters. There were statistically significant differences among clusters in self-evaluated probability of completion. Also, significant differences emerged among three clusters in terms of percentages of respondents who completed the MOOC. Interestingly, the completion rate was the lowest in the Over-motivated cluster. A statistically significant higher ratio of completers to non-completers was found in the Opportunity motivated, Success motivated, and Interest motivated clusters. Our findings can be useful for MOOC instructors, as a better vision of participants' motivational profiles at the beginning of the MOOC might help to inform the MOOC design to better support different needs, potentially resulting in lower dropout rates.
Empirical Analysis of Return to Distance Higher Education in Different Disciplines
Author: Li, Fengliang
Date: 2021-02-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Intellectual Disciplines,Labor Market,Higher Education,Management Development,Economics Education,National Surveys,Comparative Analysis,Conventional Instruction,Teaching Methods,Teacher Education,Legal Education (Professions),Salaries,Educational Quality,Science Education,Engineering Education,Educational Change,Educational Attainment,Income,Online Courses,Outcomes of Education

Few empirical studies have analyzed the return to distance higher education in different academic disciplines. This study used quantitative methods, data from a nationwide survey, and Mincerian earnings function to analyze the return to distance higher education among different disciplines in China's labor market. Results were compared with the return to face-to-face higher education and showed that the returns to face-to-face higher education were higher than those to distance higher education. Returns to the disciplines of economics and management were at a high level in both face-to-face and distance education; returns to the disciplines of literature, as well as education and law, were at a low level in both face-to-face and distance education. The returns to the disciplines of science and engineering were higher in face-to-face education than in distance education. This paper proposes several recommendations. Adults who do not have higher education degrees should invest in distance higher education to obtain considerable monetary returns, particularly in the disciplines with higher returns such as management and economics. China's distance education institutions should improve the quality of teaching in science and engineering education and find ways to provide high-quality experimental teaching practices. At the same time, they should scale back on instruction of literature, as well as education and law.
Unpacking Black School Librarianship
Author: Darnell, Jean
Date: 2021-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,African Americans,Social Justice,Racial Bias,Library Services,Inclusion,Culturally Relevant Education,Institutional Characteristics,Whites,Racial Discrimination,Trauma,Library Role

As a Black school librarian in Texas, there's one set of rules for her colleagues and another for Jean Darnell. Here she shares the difficulty she has endured trying to empower students to become active and engaged citizens while challenging school traditions. As an educator and school librarian for almost twenty years, she hesitated to even join this opportunity because the engrained slights and negative experiences she has endured where she can nonchalantly be thrown into the category of &quot;she's just a bitter employee&quot; or &quot;she's just an angry Black woman.&quot; But that right there is an issue. She is not allowed to be upset by intentional ugliness. She has had to consistently turn a blind eye to injustice. Writing this article threatens her entire career because she will more than likely be labeled &quot;difficult&quot; when she is really searching for equality in professional growth and job protection when she speaks up about sensitive topics like implicit bias and racism. So how does this history of oppression translate to her role as a school librarian? In several ways. She has had to create inclusive programs that address the setbacks to Black, indigenous, and people of color (BIPOC) caused by predominantly white institutions (PWIs). These PWIs suffer an acute and debilitating lack of self-awareness and community for BIPOC students, regardless of whether they exist in the public or private sector, academic or corporate sector, or secondary or postsecondary education. These institutions are a blight across the board in America, no matter the setting.
U.S. National Higher Education Internationalization Policy: An Historical Analysis of Policy Development between 2000 and 2019
Author: Soobrayen Veerasamy, Yovana P.
Date: 2020-12-00
Type: Journal Articles
Subjects: Higher Education,Educational Policy,Educational History,Global Approach,International Education,Policy Formation,Policy Analysis,Educational Trends,Trend Analysis

Situated within the context of globalization, the purpose of this historical policy analysis study is to identify and describe the ways in which multiple actors shape national higher education internationalization policy within the U.S., and to capture the emerging direction in higher education internationalization policy at the national level between 2000 and 2019. Data will be collected from multiple sources at the national level essentially from organizations within the public, private and voluntary policy-making sectors. The guiding theoretical framework for this study will rely on horizontal and vertical historical analysis. The study aims to describe: (1) how policy is shaped in a pluralistic policy-making process; (2) identify factors that influenced policy trajectory; and (3) outline policy rationales between 2000 and 2019.