ethanporcaro/eric-fulltext-meta huggingface dataset:
Recognizing the Expatriate and Transnational Distance Student: A Preliminary Demographic Exploration in the Republic of Korea
Author: Stewart, William H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Foreign Students,Study Abroad,International Education,Distance Education,Demography,Profiles,Taxonomy,Investigations,Student Surveys,Research Methodology

Descriptions of distance students in the literature are robust. Yet when speaking about students outside of a national context, nuance is lost by the failure to identify the complexity in borderless higher education. The global student body is often too broadly categorized as &quot;international&quot; when in reality, this can be further refined to produce two additional classifications that more appropriately identify and describe a hitherto invisible phenomenon: the expatriate and transnational distance student. Utilizing respondent-driven sampling, student demographic and academic program data were collected using these two operational definitions. The resulting data suggests a potential profile for the expatriate/transnational distance student phenomenon as manifested in South Korea, along with broader demographic and program characteristics. As a nascent phenomenon and introductory inquiry, the research is limited in scope with the intention of a) establishing a taxonomy for the distance education community, b) a practical method for investigation, and c) avenues for further research such as student characteristics, motivation, attrition/retention, etc. Such insight would assist policy/guidelines for universities, their programs, and instructors.
The Ecology of the Open Practitioner: A Conceptual Framework for Open Research
Author: Stagg, Adrian
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Shared Resources and Services,Higher Education,Universities,Educational Research,Ecology,Open Education,Educational Development,Affordances,Educational Practices,Educational Technology

Open Educational Practices (OEP) have gained traction internationally over the last fifteen years, with individuals, institutions, and governments increasingly interested in the affordances of openness. Whilst initiatives, policies, and support mechanisms are evident, there is an ever-present danger of localised contexts being unintentionally unrecognised, which has a negative effect on mainstreaming the practice sustainably. This paper presents a conceptual framework for open research based on Bronfenbrenner's &quot;Ecology of Human Development&quot; (1979) and asserts that it is through an understanding of complex influences and contexts of practice that strategic and operational processes to enable open education are manifested. It presents the framework through the lens of an emerging research project examining the experience of OEP in four Australian universities which will apply the framework as a guide for not only survey and interview question design, but also data analysis with the aim to inform broader policy development locally and nationally.
The Effects of Participants&apos; Engagement with Videos and Forums in a MOOC for Teachers&apos; Professional Development
Author: Bonafini, Fernanda Cesar
Date: 2017-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Faculty Development,Video Technology,Teaching Methods,Regression (Statistics),Predictor Variables,Statistics,Teacher Background,Integrated Learning Systems,Learning Theories,Higher Education,College Faculty,Group Discussion,Teacher Characteristics,Teacher Role,Student Role,Persistence

Massive Open Online Courses (MOOCs) for teachers have emerged as a new wave of MOOCs that provide free professional development for teachers around the globe. These MOOCs for teachers often rely primarily on discussion forums and videos to drive participant engagement. Using logistic regression models this paper presents the degree to which participants' engagement with videos and forum posts can predict completion in a MOOC designed for statistics teachers' professional development. It also explores the extent to which participants' professional background can be considered as a modifier of their achievement in this MOOC. Findings indicated that the number of videos watched by participants is not significant in predicting MOOC completion. However, their participation in forums and their professional background shed light on understanding participants' engagement. The study makes recommendations for MOOC designers and facilitators regarding the importance of balanced activities to foster participants' engagement and completion in MOOCs.
CLIL Teacher Professional Development for Content Teachers in Thailand
Author: Kewara, Punwalai
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Language of Instruction,English (Second Language),Educational Policy,Knowledge Level,Second Language Learning,Teaching Methods,Program Implementation,Fidelity,Teacher Attitudes,Secondary School Teachers,Observation,Interviews,Program Effectiveness,Video Technology,Misconceptions,Language Usage

In Thailand, the new educational policy is mandated to encourage content teachers to integrate English in content classrooms. The policy has created tensions and misconceptions among content teachers, who must change the medium of instruction from Thai to English. This paper presents an attempt to foster teacher knowledge about the Content and Language Integrated Learning (CLIL) approach in a teacher professional development program. Classroom language in English and CLIL classroom structure were provided for 15 teachers at a secondary school. Four volunteer teachers were observed to determine the extent to which teachers implemented CLIL. The findings revealed the teachers partly implemented classroom language in English and the provided CLIL structure was not evident. The contribution of this paper is to the literature of CLIL teacher professional development effectiveness and the implementation fidelity of a professional development program.
Exploring the Principles and Practices of One Teacher of L2 Speaking: the Importance of Reflecting on Practice
Author: Farrell, Thomas S. C.
Date: 2018-01-00
Type: Journal Articles
Subjects: Educational Practices,Educational Principles,Beliefs,Second Language Instruction,Classroom Techniques,Case Studies,English (Second Language),Reflection,Qualitative Research,College Faculty,Journal Writing,Interviews,Correlation,Teacher Attitudes,Foreign Countries,Observation

Teacher principles encompass a teacher's stated assumptions, beliefs, and conceptions about acquiring and teaching a second language (L2). Due to the complex and diversified nature of how principles take form, an individual teacher's principles will influence their judgements, perceptions and instructional decisions, thus affecting the outcome of classroom practices. Exploring teacher principles and their impact on classroom practices and vice versa is an invaluable and necessary component to research in L2 teaching and learning since it plays an influential role in instructional outcomes. This paper explores the nature of the principles/practice relationship through an investigative case study with an ESL teacher of L2 speaking. Additionally, the results of research on principles and practices related to L2 teaching when conducted by academics rarely gets back to teachers in the front lines. Thus the researchers shared their findings with the teacher who as a result of reflecting on the analysis came up with a set of principles she says guides her teaching of L2 speaking.
Task Design Characteristics and EFL Learners&apos; Complexity, Accuracy and Fluency during Uncontrolled Pair Interactions: A Naturalistic Perspective
Author: García-Ponce, Edgar Emmanuell
Date: 2018-01-00
Type: Journal Articles
Subjects: Design,English (Second Language),Second Language Learning,Context Effect,Foreign Countries,Classroom Techniques,Readability,Accuracy,Language Fluency,Language Teachers,Second Language Instruction,Difficulty Level,Interviews

According to discoursal views on language, variations in textualization strategies are always sociocontextually motivated and never happen at random. The textual forms employed in a text, along with many other discoursal and contextual factors, could certainly affect the readability of the text, making it more or less processable for the same reader. On the basis of these assumptions, the present study set out to examine how our data varied across genres and disciplines in terms of our target textual forms. These forms are as follows: the magnitude of T-unit (MOTU), the degree of embeddedness of the main verb in T-unit (DE), the physical distance between the verb and its satellite elements (PD), the magnitude of the noun phrase appearing before the verb (MOX), and the magnitude of noun phrase appearing after the verb (MOY). Our data consisted of 20 research articles randomly selected from two different disciplines of Biology and Applied Linguistics, to be analyzed in terms of the above-named textual strategies. One way ANOVA and post hoc Tukey tests were used for data analyses. The results revealed cross-generic as well as cross-disciplinary differences in the employment of the above textual forms. These findings were discussed in terms of the academic concepts and discourse on the one hand and the possible effect of the required textual forms on the readability of the text on the other hand.
Analysis of Students&apos; Online Learning Readiness Based on Their Emotional Intelligence Level
Author: Engin, Melih
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Learning Readiness,Emotional Intelligence,Correlation,Measures (Individuals),Likert Scales,Intelligence Tests,College Students,Computer Science Education,Distance Education,Self Control,Predictor Variables,Comparative Analysis,Statistical Analysis

The objective of the present study is to determine whether there is a significant relationship between the students' readiness in online learning and their emotional intelligence levels. Correlational research method was used in the study. Online Learning Readiness Scale which was developed by Hung et al. (2010) has been used and Trait Emotional Intelligence Scale-Short Form (TEIS-SF) developed by K. Petrides and Furnham (2000, 2001) were used as data collection tools. The questionnaires were applied to 95 students who attend Computer II course, which is provided only through distance learning in Uludag University. The conducted analyses demonstrated that there was a meaningful relationship between students' online learning readiness and the individual's emotional intelligence dimension. Individuals with a high social skills sub-dimension of emotional intelligence had high online learning readiness levels. Furthermore, it was determined that self-control emotional intelligence sub-dimension had a greater prediction power on learner control, one of the online learning readiness levels, when compared to other emotional intelligence sub-dimensions.
An Investigation of the Opinions of Pre-Service Midwives and Nurses Regarding Lifelong Learning
Author: Örs, Mukaddes
Date: 2017-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Educational Attitudes,Obstetrics,Nursing Students,Student Attitudes,Demography,Statistical Significance,Gender Differences,Income,Recreational Activities,Intellectual Disciplines,Likert Scales,College Students,Foreign Countries,Statistical Analysis

The objective of this study is to determine the lifelong learning tendencies of students from the midwifery and nursing department at a Faculty of Health Sciences, and to reveal whether these tendencies differ with respect to the some variables. It further attempts to show some significant differences in the students' lifelong learning tendency levels according to certain demographic attributes (i.e., department, gender, and leisure). In accordance with the above purpose, the answers to the following questions are sought. 1. What are the lifelong learning tendency levels of midwifery and nursing students? 2. Are there any significant differences in lifelong learning tendency levels between the groups of students that may be formed according to demographic attributes? This is a descriptive study for a situation determination, on which a scanning model is grounded. The target population of this study consists of 356 students enrolled in midwifery and nursing departments. None of the sampling methods are used in this research as the researchers aimed to reach all 356 individuals in the target population. The data were collected from 333 students, although the data concerning 14 students were not included in the analysis due to a lack of response. The measurement scale used to measure the lifelong learning tendencies consists of two parts. Items regarding the demographical attributes constitute the first part and items related to the participants' tendencies toward lifelong learning formed the second part of the measurement tool. SPSS-22.0 was used for the data analysis, where Mann-Whitney U and Kruskall-Wallis H tests were conducted to test the hypothesis. The descriptive statistics of the students' demographic attributes were presented. The study's results indicated no significant difference in the lifelong learning tendency levels between the two groups of students making up the study areas (i.e., midwifery and nursing). Therefore, it can be inferred from this result that study areas do not have any significant impact on students' lifelong learning tendency scores. Conversely, the study's results revealed a significant difference in the students' lifelong learning tendencies between the two gender groups (i.e., female and male). The mean observed lifelong tendency scores of the female students was significantly higher than the mean of the male students. In light of the obtained study results, to improve the lifelong learning tendencies of students enrolled on midwifery and nursing courses, educational seminars about the importance of lifelong learning in human lives should be held.
A Community in Crisis: The Opioid Epidemic on Staten Island
Author: Tooker, Patricia A.
Date: 2017-11-00
Type: Journal Articles
Subjects: Substance Abuse,Drug Abuse,Drug Addiction,Prevention,Adolescent Attitudes,Health Promotion,Demography,Incidence,Personality Traits,Change Strategies,Community Coordination,Secondary Education

There is no &quot;magic potion&quot; or vaccine to prevent youth from using alcohol or other drugs. Adolescent substance abuse prevention programs have been largely ineffective because the messaging is taken for granted. Efforts based on theories of growth and development patterns, and are inclusive of strategies beyond the classroom and home, have demonstrated encouraging findings particularly when members of the community are involved. This paper will explore factors behind illicit substance use among youth in Staten Island, New York and how Wagner College is playing an important part of a collective impact initiative that is starting to make a difference.
Do &quot;Current&quot; Teaching Methodologies Really Work in Every Context?
Author: Yürekli, Aynur
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Communicative Competence (Languages),Second Language Instruction,English for Academic Purposes,Instructional Effectiveness,Outcomes of Education,Classroom Communication,Educational Environment,Faculty Development,Language Teachers

This study examines the impact that learners have on the effective implementation of the Communicative Language Teaching Approach (CLT) in monolingual English for Academic Purposes (EAP) class in a country where English is taught as a foreign rather than second language. Based on recorded language lessons of four different learner groups, it discusses to what extent students affect classroom interaction patterns, content-creation and the type of questions which are asked during the lessons. It further relates these to the level of accomplishment of the students under study. In the analysis of the recorded lessons, frequency distributions for question types, percentages for interaction patterns and arithmetical averages for success rates have been calculated. The findings suggest that the teaching/learning context, learners specifically, have an influence on the time spent on pair and group work; the contribution to the academic content required to fulfill the task at hand, and the number of display, referential and elicitation questions asked by the teacher. It suggests that context specific issues have a determinant effect on the implementation of communicative teaching approaches. Not only during the implementation stage but also in the final assessments and evaluations, learner's impact seems to play a crucial role. This, inevitably, highlights the need for post methodology in language teaching. It specifically focuses on teachers' ongoing professional development needs so that their teaching methodologies come into line with the needs of the specific learner groups that they are working with. It also suggests that methodologies that are &quot;current&quot; or proven &quot;effective&quot; may not necessarily work in teaching and learning contexts from which they originated.
Applying Collective Impact to Wicked Problems in Aboriginal Health
Author: Gwynne, Kylie
Date: 2017-11-00
Type: Journal Articles
Subjects: Indigenous Populations,Health Programs,Health Promotion,Prevention,Community Health Services,Community Cooperation,Community Coordination,Change Strategies,Case Studies,Foreign Countries,Semi Structured Interviews,Longitudinal Studies,Mixed Methods Research

Aboriginal people fare worse than other Australians in every measure of health, including in a ten-year gap in life expectancy, infant mortality, cardiovascular disease, dental disease, mental health, chronic disease and maternal health. Despite sustained government effort, progress to improve Aboriginal health has been very slow. The collective impact tool may offer a solution. This paper provides examples of the application of collective impact, to address the significant gap in Aboriginal health and as a tool to enable community control. Three case studies in Aboriginal health demonstrate the stages and phases of collective impact to facilitate positive change.
Development of Mathematics Course Attitude Scale: A Preliminary Study of Validity &amp; Reliability
Author: Eskici, Menekse
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Attitude Measures,Test Construction,Test Validity,Test Reliability,High School Students,Student Attitudes,Secondary School Mathematics,Gender Differences,Mathematics Achievement,Factor Analysis,Statistical Analysis

The aim of this research is to develop a Mathematics Course Attitude Scale to measure high school students' attitudes towards mathematics and to test the validity and reliability of this scale. It is also aimed to reveal whether there are significant differences in school students' attitudes towards mathematics according to their gender and mathematics achievement. This research was conducted with 508 volunteer students (198 female, 310 male) studying in five different high schools. One-dimensional scale consisting of 13 items was obtained. Confirmatory factor analysis showed that one factor solution was acceptable. In addition, the internal consistency and composite reliability of the scale were found to be high. We also found that there was a significant and moderate positive correlation between attitude and achievement. It was seen that the average of the attitude points, according to the gender, was very close to each other and the difference was not significant.
Collective Impact Approach: A &quot;Tool&quot; for Managing Complex Problems and Business Clusters Sustainability
Author: De Chiara, Alessandra
Date: 2017-00-00
Type: Journal Articles
Subjects: Pollution,Sustainability,Industry,Policy,Conservation (Environment),Stakeholders,Competition,Models,Environmental Education,Educational Cooperation,Strategic Planning,Networks,Foreign Countries

Environmental pollution occurring in industrial districts represents a serious issue not only for local communities but also for those industrial productions that draw from the territory the source of their competitiveness. Due to its ability to take into account the needs of different stakeholders, the collective impact approach has the potential to address these problems, whereas single actors may not have the resources. The implications of the paper are addressed to institutions for industrial policies which individuate potential courses of action for developing and strengthening clustering-based approaches, as well as implementing viable policies in support of the sustainable competitive model.
A Conceptual Study on Pedagogical Formation Students: Gender
Author: Tarhan, Sinem
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Semi Structured Interviews,Gender Discrimination,Gender Differences,Sex Role,Content Analysis,Sex Stereotypes,Research Design,Sex Fairness,Gender Issues,Gender Bias,College Students

While the biological differences accepted by the individuals themselves are seen as sex differences, at the point of socializing the society culture, the differences in the ways of behavior, emotion, and role which are taught are seen as &quot;acceptable&quot; according to the sex are seen as gender role differences. This study aimed to investigate the pedagogical formation students&quot; attributions towards gender concept and to determine the definitions oriented to the &quot;gender&quot; regarding sex. The study was designed in the frame of qualitative research. The study group consisted of 156 participants. As data collection instruments, semi-structured interview form was used and the data evaluated with content analysis. Findings indicated that for both male and female participants the themes like &quot;work/mother/father&quot;, &quot;traditions&quot; and &quot;male superiority&quot; came into prominence. For female participants, it went in turn as &quot;stress/violence&quot; and &quot;insignificance&quot; themes; for male participants it followed as &quot;discrimination&quot;, &quot;inequality&quot;, &quot;stress/violence&quot; and &quot;insignificance&quot; themes.
We&apos;re All in This Together: How One University Drew on Collective Impact Principles to Advance Student Success in Higher Education
Author: Jones, Bruce
Date: 2017-11-00
Type: Journal Articles
Subjects: Academic Achievement,Higher Education,Student Attrition,School Holding Power,Federal Aid,Grants,Graduation Rate,Undergraduate Students,Enrollment

Student attrition rates in higher education are an ongoing concern in the U.S, and are costly to students themselves, colleges and universities, and the economy in terms of dollars and human potential. Thus, the need to identify solutions to student attrition is pressing for both students who are enrolled in institutions of higher education today, and for multiple generations of students yet to enroll. This article discusses collective impact as a model of intervention at an urban university and the quest to promote institutional efficacy around student retention and graduation strategies in partnership with internal (on-campus) and external (off-campus) constituents.