ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment of the Quality of Electronic Administrative Services in a Greek Higher Education Institution: ? Case Study
Author: Papanthymou, Anastasia
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Student Attitudes,Elementary Education,Student Surveys,Questionnaires,Undergraduate Students,Technology Uses in Education,Educational Administration,Likert Scales,Statistical Analysis,Web Sites,Access to Information,Student Satisfaction,Gender Differences,Case Studies

The basic aim of this paper is to investigate the perceptions, attitudes and experiences of the students of the Department of Primary Education of University of the Aegean about the quality of the provided services to them by the Secretariat of Administrative Electronic Services. The survey was conducted during the second semester of the academic year 2016-2017 with the use of an anonymous written questionnaire which was answered by 128 undergraduate students of the Department of Primary Education of University of the Aegean. The results of the survey show that students primarily consider as the most important service for them the department's website and the service Studentsweb. The least important service for them is the communication platform uniway for mobiles. Also, the degree of satisfaction with electronic administrative services is related to the criteria: availability, ease of use, good organization, responsiveness of services to the needs and expectations of students, and the degree of information. Moreover, problems such as &quot;Mistakes about courses' grades&quot; and &quot;Unsuccessful academic books' registration&quot; appears to have a negative impact on the degree of satisfaction of students with the corresponding services in which the problems occur. The findings of this research can be useful to the administrative staff and faculty of University of the Aegean as they show the dimensions of electronic administrative services that are important and effective and satisfy or create problems for students.
Innovativeness of Staff in Higher Education: &quot;Do Implicit Theories and Goal Orientations Matter?&quot;
Author: Aldahdouh, Tahani Z.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Innovation,Higher Education,College Faculty,Goal Orientation,Theories,Questionnaires,Performance,Mastery Learning,Foreign Countries,Structural Equation Models,Hypothesis Testing,Ability,Personality Traits,Likert Scales,Statistical Analysis

Innovativeness has been believed to be a significant psychological construct underlying individual differences in adopting novel ideas, experiences or approaches. Although few recent studies have contributed to identifying the factors that predict innovativeness, there is a lack of research showing the impacts of implicit theories and goal orientations on innovativeness. This study aimed to investigate this matter. A sample comprising 315 staff members working in three Finnish higher educational institutions completed self-reported questionnaires. The results showed that the mastery goal orientation fully mediated the effect of both the entity theory of ability and personality on innovativeness. However, both entity theories failed to predict the performance-avoidance goal orientation, while the performance-avoidance goal orientation showed to be a significant, negative predictor of innovativeness. This study presents a promising framework for examining innovativeness in the higher educational context where further research is suggested.
Working Community-Related Interaction Factors Building Occupational Well-Being--Learning Based Intervention in Finnish and Estonian Schools (2010-2013)
Author: Pertel, Tiia
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intervention,Interaction,School Personnel,Well Being,Work Environment,Surveys,Questionnaires,Statistical Analysis,Cross Cultural Studies,Cultural Differences,Time Management,Faculty Development,Trust (Psychology),Collegiality,Principals,Administrator Role,Teacher Collaboration,Cooperation,Communities of Practice,Teaching Conditions,Likert Scales,Elementary Secondary Education

This article examines whether a three-year learning-based work community intervention resulted in changes in working community-related interaction factors and occupational well-being among Finnish and Estonian school staff. It reports the types of changes in working community-related interaction factors and their associations to the subjective occupational well-being and general occupational well-being of the working community. The initial quantitative survey data were collected in Finland (n = 486) and Estonia (n = 1330) in 2010 using the &quot;Well-being at your work index questionnaire.&quot; The same measurement tool was used in 2013 to collect final survey data from school staff members in Finland (n = 545) and Estonia (n = 974). The data were analyzed statistically with percent, mean, SD, Mann-Whitney test, sum variables, one-way analysis of variance and Spearman's correlation. Changes were detected in factors related to working community interaction; in particular, statistically significant changes in work management and time use were detected in Finnish schools. Working atmosphere and appreciation of others' work, cooperation and information, and work management and time use were associated to both the subjective occupational well-being and general occupational well-being of the working community. Schools should plan and implement development activities to promote the subjective occupational well-being and general working community occupational well-being. Development work should focus on working community-related interaction, such as trust between workers. Principals should draw particular attention to principal-subordinate relationships and to providing information about changes.
A Cross-Sectional Survey on Japanese English-Major University Students&apos; Confidence in the TOEIC Can-Do List
Author: Ozawa, Shinya
Date: 2018-02-00
Type: Journal Articles
Subjects: Case Studies,College Students,Self Esteem,English (Second Language),Language Tests,Second Language Learning,Language Proficiency,Self Evaluation (Individuals),Age Differences,Effect Size,Reading Skills,Student Surveys,Student Attitudes,Second Language Instruction,Majors (Students),Foreign Countries,Guidelines,Statistical Analysis

This survey was conducted to investigate how university students gain or lose confidence in English communicative domains over four years at university. Self-assessment has been a useful instrument for measuring learners' English proficiency, and the students in this study were required to self-assess their confidence levels in TOEIC Can-Do list items. The results revealed a difference between first- and third-year students' levels of confidence in the Reading domain, but the effect size was small. In the other communicative domains, there was no significant gain in confidence over the four years. Frustratingly, there was a decline in confidence from the third to the fourth year. Even when the limitations of this survey are considered, the results clearly demonstrate that there is a need to improve the curriculum in order to develop student confidence over their four years at university.
A Model of Expertise: A Case Study of a Second Language Teacher Educator
Author: Asaba, Mayumi
Date: 2018-02-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Curriculum Design,Expertise,Teacher Educators,Observation,Masters Programs,College Faculty,Teacher Attitudes,Student Attitudes,Graduate Students,Applied Linguistics,Foreign Countries,Semi Structured Interviews

This study investigates the characteristics of an L2 expert teacher educator. The expert participant was selected based on the criteria suggested by educational expertise studies: years of teaching experience, high reputation among multiple constituencies, and evidence of impact on student performance. The data collection included observations, interviews, and artifacts. The observations took place in a Master's course at an American university in Asia. I conducted interviews with the focal participant, his three students, and a colleague. The evidence reveals a developmental process of expertise that includes reflecting, reading, writing, and sharing through teaching and publishing. One of the synthesized products of this process, his framework for curriculum design, is described in relation to his expertise. His practice is characterized by his manner in reasoning, engaging tasks, and supporting other researchers thereby contributing to the academic community.
Expanding the Writing Center: A Theoretical and Practical Toolkit for Starting an Online Writing Lab
Author: Paiz, Joshua M.
Date: 2018-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Laboratories,Writing (Composition),Writing Instruction,Student Needs,College Students,Web Sites,Computer Assisted Instruction,Best Practices,Independent Study,English for Academic Purposes,Usability,Tutors

As the disciplinary focus on learner agency and autonomy increases, a space for online writing labs (OWLs) is reemerging. OWL services represent an opportunity for writing centers to expand their reach both on and off campus, assisting student writers where they are at and in a way that allows them to take increased agency over their compositional processes and products. In addition, while US-based OWLs have a long history and many useful resources, they cannot speak to the needs of students writing in the English as a foreign language (EFL) context and for different academic purposes than their peers studying at U.S. colleges and universities. Despite this difference, there has been little scholarship that has examined OWL development best practices. This article, hence, uses the author's experiences as an administrator at one of the world's oldest and largest OWLs, the Purdue OWL, to provide writing center practitioners in EFL contexts with a theoretical and practical toolkit for starting up OWL services. This includes issues of fitting the OWL service into the scope of the writing center's mission and considering the degrees of responsiveness and interactivity that the writing center can meaningfully provide. Also addressed are issues of content development as they have been informed by the fields of user experience design (UXD), L2 writing, and computers and composition. Recommendations for future research and scholarship are also provided.
Measuring Our Impact: What Did Our Attendees Think of Our Conference?
Author: Kramer-Vida, Louisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Conferences (Gatherings),Literacy Education,Professional Associations,Geographic Location,Common Core State Standards,Audiences,Literacy,Teaching Methods,Educational Technology,Technology Integration,Instructional Innovation,Teacher Attitudes

Peers evaluated conference presentations at an annual conference that is sponsored by two professional organizations of literacy educators in one geographic location in New York State. Conference sessions dealt with innovations and programs in schools that encouraged literacy learning. Comments from conference attendees indicated that the presenters seemed to be empowered by the ideas and strategies they were disseminating and the conference attendees themselves were inspired to try innovative uses of new technologies and other means of supporting language and literacy development in their own classrooms. All presentations were congruent with the then current New York State Common Core Learning Standards, which the presenters and their audiences felt were powerful for literacy learners in their schools.
Constructing a Sense of Story: One Block at a Time
Author: Robertson-Eletto, Joanne
Date: 2017-00-00
Type: Journal Articles
Subjects: Literacy,Preschool Children,Toys,Narration,Photography,Play,Peer Relationship,Writing (Composition),Imagination,Emergent Literacy,Teacher Student Relationship,Art Education,Teaching Methods,Learning Processes,Preschool Teachers,Qualitative Research

This photo essay focuses upon the literacy practices of two groups of preschoolers as they built, illustrated, and dictated stories in response to their participation in a &quot;Castle Project.&quot; Data, including literacy artifacts, photodocumentation, sociodramatic play scenarios, and conversations are qualitatively analyzed, coded, and evaluated over a three month period. We use a narrative approach to describe the three- and four-year-olds' talk, actions, and ideas, and the ways block play facilitated their sense of story and motivation to write. We suggest a reciprocity of thinking between the building and composing processes. Preschoolers' story ideas, we deduce, were conceptualized and rehearsed in the block corner. We illustrate the power of emergent literacy learners to construct understandings of the world with the support and guidance of their teacher, using inquiry based and arts infused approaches to teaching and learning.
Partnering for Professional Development
Author: Davis-Duerr, Jennifer
Date: 2017-00-00
Type: Journal Articles
Subjects: Faculty Development,Literacy Education,Partnerships in Education,Specialists,College School Cooperation,Teacher Educators,College Faculty,Teacher Empowerment,Educational Quality,Active Learning,Elementary Secondary Education

Literacy specialists are often overlooked when determining the professional development needs within a school, and yet they are arguably the school's best resource to empower teachers with professional growth to meet state mandates. How can literacy specialists be supported to increase their knowledge and skills so that all educators' and students' needs can be met? This article explains how small-scale school-university partnerships that connect literacy specialists and literacy teacher educators are an innovative way to provide high quality professional development that empowers literacy specialists and classroom teachers.
Engaging Students in the Research Process: Comparing Approaches Used with Diverse Learners in Two Urban High School Classrooms
Author: Lawrence, Salika A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Learner Engagement,Comparative Analysis,Student Diversity,Urban Schools,High School Students,Secondary School Teachers,Student Motivation,Reading Difficulties,Student Research,Action Research,Research Projects

This paper describes instructional choices used by two high school teachers to engage students in the research process. Working with diverse learners in large urban high schools, the teachers used different approaches to support students' through the research process. The teachers' intentional teaching helped to engage students through structured and semi-structured explorations of real-world issues.
Preparing Today to Empower Future Learners: Preservice Teachers&apos; Experiences Selecting &amp; Evaluating Children&apos;s Literature for Quality and Use in PreK-6th Grade Integrated Literacy/Science Instruction
Author: Stone, Carolyn
Date: 2017-00-00
Type: Journal Articles
Subjects: Childrens Literature,Teaching Methods,Vocabulary Development,Preservice Teachers,Literacy,Student Attitudes,Reading Comprehension,Reading Material Selection,Elementary School Students,Mentors,Science Instruction,Elementary School Teachers,Methods Courses,Interdisciplinary Approach,Diaries,Vignettes,Assignments

The use of quality texts in elementary classrooms plays a major role in children's literacy development. Quality children's literature helps learners develop into skilled readers and writers with increased gains in vocabulary knowledge and comprehension. This paper demonstrates how pre-service teachers gained an understanding of the educational value of evaluating texts for quality. Using a mentor teacher assigned science topic, the pre-service teachers reviewed and evaluated texts and electronic based resources on specific science topics. The data highlights pre-service teachers' reflections on how quality texts can be a powerful tool in supporting literacy success in their future teaching. It also highlights a range of quality texts used in conjunction with notable science topics frequently taught during the fall and spring quarters in public schools.
Inaccurate Metacognitive Monitoring and Its Effects on Metacognitive Control and Task Outcomes in Self-Regulated L2 Learning
Author: Ranalli, Jim
Date: 2018-02-00
Type: Journal Articles
Subjects: Metacognition,Teaching Methods,Familiarity,Learning Strategies,Second Language Learning,Second Language Instruction,English (Second Language),Dictionaries,Accuracy,Pretests Posttests,Task Analysis,Comparative Analysis,Self Evaluation (Individuals),College Students,Vocabulary Development,Statistical Analysis

Accurate metacognitive monitoring of one's own knowledge or performance is a precondition for self-regulated learning; monitoring informs metacognitive control, which in turn affects task outcomes. Studies of monitoring accuracy and its connection to knowledge and performance are common in psychology and educational research but rare in instructed SLA. This paper describes two studies in which actual performance and self-evaluated performance were compared. In Study 1, 64 college-level ESL learners completed L2 vocabulary tasks that differed in complexity and familiarity. Wide discrepancies in monitoring accuracy were observed. In Study 2, the same sample was divided into two groups, and the more complex task from Study 1 was used as a pre- and post-test. One group was given strategy instruction to improve monitoring accuracy. Metacognitive control was operationalized as choice of dictionaries used during the task, and effects of control on task outcomes were operationalized as points achieved on the task that could be attributed to use of a particular dictionary type. Results showed that control decisions leading to poorer task outcomes were associated with lower monitoring accuracy.
The Use of Responses to Reading as a Vehicle to Opinion Writing in the Primary Grades
Author: Philippakos, Zoi A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Literacy Education,Teaching Methods,Writing Strategies,Persuasive Discourse,Common Core State Standards,Reader Response,Student Attitudes,Writing Instruction,Reading Writing Relationship,Reading Aloud to Others,Cooperative Learning,Oral Language,Evaluation Criteria,Revision (Written Composition)

Writing to persuade is an important writing purpose that students and learners need to develop and use both in their academic lives and in the workplace. The Common Core State Standards set specific expectations for students' opinion writing starting from Kindergarten. This article explains the use of response to reading as a way to introduce opinion writing in the primary grades. The approach is based on strategy instruction, reading and writing connections through interactive read alouds, collaborative reasoning through oral expression, and evaluation to revise through the use of specific evaluation criteria. Resources are suggested for teachers interested in implementing the approach.
The Role of Receptive Vocabulary Knowledge in Advanced EFL Listening Comprehension
Author: Atas, Ufuk
Date: 2018-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Listening Comprehension,Predictor Variables,Vocabulary Skills,Advanced Students,Language Tests,Listening Comprehension Tests,Word Frequency,Foreign Countries,College Students,Language of Instruction,Scores,Multiple Regression Analysis,Factor Analysis,Statistical Analysis

This paper presents an empirical study that investigates the role of vocabulary knowledge in listening comprehension with 33 advanced Turkish learners of English as a foreign language. The Vocabulary Levels Test (Schmitt, Schmitt &amp; Clapham, 2001) is used to measure the vocabulary knowledge of the participants and a standardized listening test (Cambridge Certificate of Proficiency in English) is used to measure the listening comprehension level. The results show that vocabulary knowledge produces a significant correlation with listening comprehension. The 5000-word frequency is found to be the best predictor of the variance in the listening comprehension both of which have valuable implications for listening comprehension in EFL contexts.
Becoming Legible: Helping Students Navigate Promotional Genres of Self-Narration
Author: Vander Zee, Anton
Date: 2017-00-00
Type: Journal Articles
Subjects: Essays,Writing (Composition),Writing Instruction,Academic Discourse,High School Students,Expressive Language,Persuasive Discourse,Educational Benefits,Paragraph Composition,Personal Narratives,College Applicants

The five-paragraph essay is a hard genre to love. Its inverted-triangle intro has enlightened us with too many &quot;dawns&quot; of some monolithic &quot;man.&quot; It reduces arguments, which tend to be rather subtle creatures, to the confines of a single-sentence thesis. It confects arguments in bland triplicate structure, as if any claim could be made more palatable by a perfectly bland Neapolitan blend. And it encourages seeing conclusions as a venue for gratuitous repetitions that insult the reader's intelligence and memory alike. Beyond sponsoring these infelicities, the five-paragraph model, as Kimberly Hill Campbell notes in a recent issue of &quot;Educational Leadership,&quot; seems useless in the college classroom, and even in high school contexts it hampers rather than inspires the kinds of rich analytical and organizational thinking a teacher would hope to inspire. Its prescriptive and arbitrary rules, in short, obscure both the difficulties and pleasures of more earnestly engaged writing. Yet there is much to love about the five-paragraph essay. It teaches students that any paper is dead without a hook; that paragraphs are not just containers of information but tools that guide the reader's attention; that arguments require structure; that claims demand evidence. The five-paragraph essay, in the end, is a kind of socialization into the world of academic writing. One must learn to play nice before one is able to play well. The lessons afforded by this preeminent pedagogical exercise of the high school years, however, are not limited to the compositional or organizational task at hand. Indeed, the most powerful lesson this form can teach relates to genre: the five-paragraph essay is a stubborn reminder that our expressive and argumentative efforts are often filtered through a set of generic expectations that can appear arbitrary and unduly constraining.