ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementing a Blended/Online Learning Policy on a Face-to-Face Campus: Perspectives of Administrators and Implications for Change
Author: Thurab-Nkhosi, Dianne
Date: 2018-00-00
Type: Journal Articles
Subjects: Program Implementation,Blended Learning,Electronic Learning,Educational Policy,Educational Change,Administrator Attitudes,Deans,Foreign Countries,Integrated Learning Systems,Case Studies,Change Strategies,Educational Benefits,Cost Effectiveness,Administrator Role,College Administration,Advocacy,Access to Education,Governance

Many universities are currently exploring the factors that impact implementation of blended learning policies and institutions. In the Caribbean this is particularly important as financial support by governments in the region has dwindled in the context of a global recession, and universities are seeking ways to reduce costs and increase access. The vision for blended learning on one campus of a multicampus, higher education institution in the Caribbean, was to enhance teaching and learning by offering students and staff greater flexibility, more opportunities for engagement and wider choices consistent with varying teaching and learning styles and needs. As this multi-campus university moves toward a re-engineered online policy and greater collaboration among the campuses, some administrators have expressed the view that they have been left out of the implementation strategies and are not clear on the status of the blended learning policy on their campus, nor their roles and responsibilities. This is a qualitative case study, focusing on the stage of blended learning implementation and the perceptions of deans and administrative officers at a specific higher education institution. The methods used were review of the use of the Learning Management System and interviews conducted with deans and administrative officers. Thick descriptions of perceptions of administrators are provided. The implications of their perceptions for implementation are discussed and recommendations to close gaps where they exist are made. Findings confirm that change management strategies are required, such as establishing a sense of urgency, forming a powerful guiding coalition and creating a vision. Administrators need to provide clear direction on who should lead the initiative and senior management has a role in ensuring there is additional team support to increase programme development. Findings also indicate that while blended learning has the potential to reduce costs to higher education institutions, initial investments in software, hardware, appropriate staff and training require additional financial investments. Administrators have a role to play in sourcing funds for the implementation of blended learning and also in performing audits, which can help in providing information on the existing technical skills, hardware and software available on the campus and how they are being used.
Need Analysis for Developing Translation&apos;s Textbook Base on TEFL Pedagogical Purpose in Indonesia: English Teachers&apos; Perspectives
Author: Siregar, Masitowarni
Date: 2018-06-00
Type: Journal Articles
Subjects: Translation,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Foreign Countries,Preservice Teachers,Textbooks,Teaching Methods,Student Attitudes

The purpose of this study was to find out the Prospective English teachers' perspective on the development of translation's textbook base on Teaching English as a Foreign Language (TEFL) Pedagogical purpose. Therefore, the quantitative research was applied to gather the data. By using the questionnaire with Likert Scale, the quantitative data were collected from 100 prospective English teachers in Indonesia. As a result, from nine aspects questioned to the prospective English teachers, most of them (92%) said that the translation's textbook base on TEFL Pedagogical purpose was significantly needed. Therefore, the English Education Study Program (EESP) in Indonesia should use translation for teaching English purpose not for professional career in translation. Therefore, Translation as a TEFL purpose model is the most suitable model to be applied in EESP in Indonesia.
Exploring Saudi English Departments&apos; Beliefs on Language Use at Department Level: When and Why?
Author: Alnasser, Suliman Mohammed Nasser
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Usage,College Faculty,Interpersonal Communication,School Policy,Semitic Languages,Mixed Methods Research,Online Surveys,Semi Structured Interviews,Preferences

In Saudi Arabia, staff members in higher educational English departments communicate with one another and with students outside the domain of the classroom on a daily basis using English (L2) and/or Arabic (L1) languages in different departmental encounters. The existence of English Language Policies (henceforth ELPs) in Saudi English departments is expected because of the nature of the work and the likelihood of the presence of non-Arabic-speaking members. The literature does not offer any account of the existing beliefs of staff members in Saudi English departments regarding the reasons for the timing and contexts in which English and/or Arabic should be used. This serves as the purpose of the current study. This study adopted a mixed method approach. The total number of participants comprised 216 staff members affiliated to the Saudi higher educational English departments. They were of different specialties, ranks, genders, ages, and from different regions. A total of 208 participants responded to an online survey, which was composed of a background section and five questions. Furthermore, semi-structured interviews comprising two questions were conducted with eight interviewees (seven male department chairpersons and one female vice chair). The main conclusions of the study include that majority of staff members prefer to use English on every possible occasion. However, they also believe Arabic should not be banned from use at department level. Other findings, implications, and recommendations for future research are provided.
Subjective vs. Objective Measures of English Proficieny in a Sample of Turkish Students
Author: Aydogan, Hakan
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Foreign Countries,Correlation,Language Proficiency,Grammar,Language Tests,College Students,Age Differences,Comparative Analysis,Objective Tests

The study aims to determine the magnitude of the correlation between subjective estimates and objective measures of English competence among Turkish students in an Agean Region State university. The sample includes 210 participants (100 females and 110 males), whose average age was 20.99. Subjective estimates included overall levels of English proficiency and self-reported vocabulary and grammar knowledge. Objective measures encompassed participants' grades at the last English exam and their total scores on short English vocabulary and grammar tests. The main result included strong positive correlations between subjective and objective measures of English competence. Findings revealed greater English vocabulary knowledge compared to English grammar knowledge, greater grammar knowledge in females than in males, and negative correlations between participants' age and the subjective/objective measures of English proficiency. The directions and recommendations for future studies of the same topic can be summarized as follows. First, researchers should compare participants' results on subjective and objective measures of their English speaking and writing skills (pronunciation, spelling, etc.). Next, other researchers can compare subjective estimates of English proficiency with its objective measures in a sample of high school and university students (in order to investigate the impact of educational level on English competence).
Challenges of Adopting Open Educational Resources (OER) in Kenyan Secondary Schools: The Case of Open Resources for English Language Teaching (ORELT)
Author: Orwenjo, Daniel Ochieng
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Shared Resources and Services,English (Second Language),Second Language Instruction,Secondary Schools,Barriers,Teacher Competencies,Educational Technology,Technology Uses in Education,Technological Literacy,Negative Attitudes,Instructional Materials,Resource Units,Interviews,Teacher Attitudes

Kenya, like many African countries, has faced enormous challenges in the production of and access to quality relevant teaching and learning materials and resources in primary and secondary school classrooms. This has been occasioned by a plethora of factors which include, but are not limited to, lack of finances, tradition, competence, and the experience to develop such resources. Such a situation has persisted despite the existence and availability of many Open Educational Resources (OERs) that have been developed by education stakeholders at enormous cost. Such freely available resources could potentially improve the quality of existing resources or help to develop new courses. Yet, their uptake and reuse in secondary and primary schools in Kenya continues to be very low. This paper reports the findings of a study in which Open Resources for English Language Teaching (ORELT) developed by the Commonwealth of Learning (COL), Canada, were piloted in a sample of fifty (50) Kenyan secondary schools. The study applied the Model 1--Distance and Dependence (Zhao et al. 2002) model to investigate the challenges that instructors face in adopting and using ORELT materials. The study reported that poor infrastructure, negative attitudes, lack of ICT competencies, and other skill gaps among teachers, as well as lack of administrative support, are some of the challenges experienced in the adoption and use of OERs in Kenyan schools. The findings of the present study will provide useful insights to developers of OERs and Kenyan education stakeholders in devising strategies to optimise utilisation of OERs in the Kenyan school system.
Aggression in Sessions: Strategies and Interventions for School Counselors
Author: Davis, Eric S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Aggression,Intervention,School Counselors,Developmentally Appropriate Practices,School Counseling,Behavior Modification,Cognitive Restructuring,Art Therapy,Play,Counseling Services,Youth,Art Materials,Play Therapy,Psychotherapy

School counselors are charged with meeting the academic and personal/social needs of all students. Aggression can have a significantly negative effect on both areas in the school environment. It is imperative that these aspects are addressed in culturally and developmentally appropriate ways. Creative approaches based in play and art can be effective and appropriate in addressing these concerns for a multitude of students. This article will present insights and theory-based creative interventions for working with aggression in elementary school counseling sessions.
Curriculum Model for Indonesian Major at Busan University of Foreign Studies
Author: Ryeo, Park Jin
Date: 2018-06-00
Type: Journal Articles
Subjects: Indonesian,Second Language Learning,Second Language Instruction,Majors (Students),Teaching Methods,Lesson Plans,Grading,Language Proficiency,Curriculum Development,Cultural Influences,Course Descriptions,Cultural Awareness,Intercultural Communication,Religious Factors,Art,Social Systems,Foreign Countries

Indonesian Major at Busan University of Foreign Studies has no standardized curriculum in the program. Since the program was established in 1982, teaching process is given based on lecture's lesson plans. This method brings to inconsistency in grading the language competence. This affect the language skill of the students in the working fields. The goal of the study is to develop a curriculum model that will relate the standard of competence, syllabus, and lesson plans with cross-cultural understanding, namely culture-based curriculum. The materials of the curriculum are compiled from selected cultural elements. Cultural aspects that can be utilized in the preparation of teaching materials are (1) a system of life equipment and supplies; (2) The livelihood system; (3) the social system; (4) language, (5) the arts; (6) the knowledge system; and (7) the religious system.
The Knowledge Quartet in the Light of the Literature on Subject Matter and Pedagogical Content Knowledge
Author: Kula Ünver, Semiha
Date: 2018-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Mathematics Education,Mathematics Teachers,Preservice Teachers,Teaching Methods,Teacher Attitudes,Educational Theories

The purpose of this study is to introduce the indicators of the Knowledge Quartet based on the literature on subject matter knowledge and pedagogical content knowledge, and to emphasize its importance. Knowledge quartet consists of four units named foundation, transformation, connection and contingency. In this study, indicators of the each unit were identified. The importance of the so-called indicators was highlighted in the literature on subject matter knowledge and pedagogical content knowledge related to mathematics education. The results showed that the knowledge quartet constitutes a detailed framework to investigate how the subject matter and pedagogical content knowledge of in-service and pre-service mathematics teachers were reflected in their teaching.
An Investigation of the Marked Parallel Structure in Alice Munro&apos;s &quot;Amundsen&quot;
Author: Padgate, Usa
Date: 2018-06-00
Type: Journal Articles
Subjects: Aesthetics,Fiction,Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Literary Devices,Literary Criticism,Pragmatics,Textbooks,Language Usage,Language Styles,Foreign Countries

Parallel structure is one linguistic feature implemented to bring aesthetics to the delivery of the English language. Traditional grammar and writing classes usually emphasize that parallelism must be observed when the language is used. In literature, as well as in real-life usage, however, parallelism is often flaunted to effect various purposes, a fact that is generally overlooked in grammar classrooms. In the present study, the concept of linguistic markedness is applied to the investigation of the parallel structure in Alice Munro's short story &quot;Amundsen&quot; in order to explore the pragmatic usage of parallelism, as opposed to the grammatical usage listed in general commercial grammar textbooks and to answer the research question: How and for what purposes is parallel structure flaunted in Alice Munro's short story &quot;Amundsen&quot;? The investigation of the marked parallel structure in Alice Munro's short story &quot;Amundsen&quot; shows that approximately one out of four instances of parallel structure is flaunted to effect emphasis, exaggeration, elaboration and evaluation, which affirms that parallelism is routinely observed as well as purposefully flaunted to bring about linguistic flavours that reflect hands-on usage of the language.
The Impact of Teaching Geometric Locus Problems in a Computer-Assisted Environment on the Metacognitive Awareness of Preservice Teachers
Author: Baltaci, Serdal
Date: 2018-00-00
Type: Journal Articles
Subjects: Metacognition,Preservice Teachers,Pretests Posttests,Scores,Teacher Education Programs,Measures (Individuals),Mathematics Instruction,Mathematics Teachers,Computer Software,Computer Assisted Instruction,Geometric Concepts,Foreign Countries,Teaching Methods

In this study, it is expected that the GeoGebra contributes to the declarative knowledge, procedural knowledge, conditional knowledge, planning, monitoring, evaluation, debugging, and information management sub-dimensions of the metacognitive awareness. In this study, an experimental research technique, which was based on the pre- and post-tests scores of the participants, of the quantitative research method was used in order to investigate the development of preservice middle school teachers' metacognitive awareness. Forty six preservice teachers who have enrolled to the department of elementary school mathematics at the faculty of education participated in the study. The preservice teachers, 25 female and 21 male, were attending to the same class. In this study, likert-type Metacognitive Awareness Inventory consisting of 52 items was used as a data collection tool. The collected data were analyzed using the SPSS 21.0 statistical package. As a result of the study, the findings suggest that teaching geometric locus in this kind of a setting is generally effective. When the collected data examined, it appeared that there was not a statistically significant difference on the Debugging sub-dimension of metacognitive awareness in which the effect size was small. In the remaining sub-dimensions, the difference was statistically significant.
Five Perils of the Impact Agenda in Higher Education
Author: McCowan, Tristan
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Outcomes of Education,Educational Policy,Educational History,Measurement,Educational Benefits,Change Agents,Delivery Systems,Relevance (Education),Effect Size,Time Perspective,Community Benefits,Predictor Variables,Correlation,Performance Factors,Role of Education

The impact of higher education institutions on society has become the focus of significant policy attention in recent years, most prominently as part of research evaluation. This paper presents a theoretical exploration of the notion, identifying the key dimensions as source, form, trajectory, intensity, timescale and destination. While acknowledging the importance of porosity between universities and society, and the need to address critical contemporary challenges, five dangers of the impact agenda are highlighted: the normative dimension; the linear relationship; unpredictability; measurement; and instrumentalization. As a response to dominant conceptualizations, the paper proposes the notion of the &quot;generative intrinsic&quot; as a more robust basis on which to base the work of universities.
The Effect of Basic Position Training on Walking Abilities of Visually Impaired Individuals
Author: Suveren-Erdogan, Ceren
Date: 2018-00-00
Type: Journal Articles
Subjects: Training,Physical Activities,Exercise,Visual Impairments,Psychomotor Skills,Human Posture,Outcomes of Treatment,Motor Development,Pretests Posttests

Objective of this study is to help the basic standing position training to take its part among basic exercises of the visually impaired individuals, and to observe the effects of this training on walking and balance skills. Method: 8 visually impaired sedentary individuals with impairment levels of B1 and B2 and ages of 18 to 24 voluntarily participated in the study. After acknowledging the visually impaired individuals with audial information regarding the study, they were told to brisk walk for 15 steps against the audio signal and then to heel-to-toe walk for 15 steps. Their corresponding walking distances, walking durations, directional impairments and losses of balance were recorded. During the 8 week period following this test, 45 minute training sessions accompanied by trainers that included 4 basic standing positions and their combinations were applied once a week, where the trainer corrected the individuals verbally and physically. Abovementioned tests were repeated after these 8 weeks. Gender categorization was not made since the participants were few in number. Non-parametric Wilcoxon Signed Rank Test was applied and a significant increase for the pretest was observed at a 0.05 significance level, where the distances walked increased and walking durations along with losses of balance decreased. Result: It was observed that walking skills of visually impaired individuals that received verbal and physical assistance, and that effectively performed basic positions and their combinations were smoother and more confident; that their walking distances were increased, their losses of balance were decreased and that they encountered less deviations from the direction of movement while walking, compared to their pretest conditions. Starting from this point of view, it might be concluded that the basic standing positions were highly beneficial and applicable activities for walking training of visually impaired individuals.
Utilisation of Rasch Model for the Analysis of an Instrument Developed by Mapping Items to Cognitive Levels of Marzano Taxonomy
Author: Timofte, Roxana S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Item Response Theory,Test Construction,Science Tests,Taxonomy,Chemistry,Undergraduate Students,Test Items,Difficulty Level,Test Reliability

The scope this article was to develop an instrument to measure Chemistry students' ability regarding 'physical bonding' and to validate it. A number of 24 items were developed by mapping items to cognitive levels described by the Marzano taxonomy. A number of N=73 students were evaluated. Four items exhibited a MNSQ &gt;1.3 and were eliminated from the final data analysis. At the final data analysis, the item difficulty measures were in normal ranges, as well as item separation and item reliability values. Person separation and person reliability values were showing that the number of items must be increased, since the instrument may not be sensitive enough to differentiate between low and high performers. Nevertheless, it was proven that the utilisation of Marzano's taxonomy in the development of items was successful in the sense that the items had difficulty measures in normal ranges and that the items had different levels of difficulty.
Drama in Education for Sustainable Development: Preservice Preschool Teachers on Stage
Author: Akyol, Tugce
Date: 2018-00-00
Type: Journal Articles
Subjects: Drama,Sustainable Development,Preservice Teachers,Preschool Teachers,Foreign Countries,Early Childhood Education,Dramatics,Phenomenology,Preschool Children

Early childhood education for sustainable development roots on environmental, socio-cultural and economic ground for encouraging lifelong learning and improving values and behaviors that support sustainable development such as use of natural resources, cultural awareness, gender equality, and democracy. Educational drama contributes to the development of skills necessary for sustainable development such as communication, cooperation and decision-making. This study has two main objectives: the former is to raise awareness and to develop these skills of pre-service teachers by organizing drama activities in Education for Sustainable Development (ESD); the later objective is to implement and to evaluate the activities based on the data collected from pre-service teachers and from one specific pre-school teacher, in whose classroom these activities were carried out. Phenomenographic approach was adapted for the current study and the data was collected through interviews, photos, and field notes. The study shows that the drama activities increase awareness and improve skills for ESD within pre-service teachers. Furthermore, opinions and experiences of the pre-service teachers and the preschool teacher state that drama has positive impact on learning of pre-school children about sustainable development.