ethanporcaro/eric-fulltext-meta huggingface dataset:
The Degree of Satisfaction of Convict Disabled for Rehabilitative Services Provided to Them in the Jordanian Reform and Rehabilitation Centers
Author: Taj, Heyam M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Rehabilitation Centers,Foreign Countries,Criminals,Rehabilitation,Institutionalized Persons,Correctional Institutions,Vocational Rehabilitation,Correlation,Multivariate Analysis,Satisfaction,Statistical Analysis

The present study aimed to detect the degree of satisfaction of the convict disabled in the reform and rehabilitation centers of Jordan on the rehabilitative services provided to them in the fields (medical, psychological, academic, recreational and professional), the study sample consisted of (38) members of the convict disabled and who are presented in the reform and rehabilitation centers of Jordan, the sample included various disabilities, most of them with physical and health disabilities, the results showed that the degree of satisfaction of convict disabled for rehabilitative services provided to them in the Jordanian reform and rehabilitation centers was moderate in the five domains in overall tool of the study . The results also showed no statistically significant differences on the level of significance (a = 0.05) between the means of the degree of satisfaction of those disabled sentenced for rehabilitative services provided to them in the reform and rehabilitation Jordanian centers, according to the variables type of disability, economic level, marital status, and educational level, and so on all the five domains of study tool as well as the overall tool.
Influence of Teachers Orientation on Podcast Utilisation in Schools
Author: Adu, Ifedayo Emmanuel
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Influence,Handheld Devices,Audio Equipment,Information Dissemination,Teacher Orientation,Educational Technology,Technology Uses in Education,Foreign Countries,Instructional Materials,Developing Nations

This study critically investigate the teachers' orientation of podcast in schools and in order to achieve this an &quot;Inward&quot; framework for podcast orientation was designed. However, the tutors' orientation was found to vary in countries because of their different &quot;Religious, Political, Social and Cultural&quot; background. Although, this observation was drawn from very short literature review, it was recommended that further study should provide an empirical support for these views. Also, the use of podcast was assumed to be a concern of the Federal, State Government and school authorities too.
From an Intuitive Practitioner to a Professional Novice Leader
Author: Mevorach, Miriam
Date: 2015-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Teachers,Graduate Study,Interviews,Qualitative Research,Faculty Development,Learning Processes,Figurative Language,Teacher Attitudes,Teacher Competencies,Teacher Researchers,Teacher Leadership,Phenomenology,Masters Programs,Foreign Countries,Change

This study examined the professional and personal transition undergone by eight experienced early childhood (EC) teachers after completing their graduate studies. The data were collected through interviews and online communication. Three main categories arose in the qualitative content analysis of the text: (1) personal process of change; (2) professional development; and (3) awareness of the process of learning. We also found that participants used metaphors to emphasize their personal implicit beliefs. The participants' perceptions of the transition from an intuitive practitioner to a professional novice researcher and from EC teacher to EC educational leader had an enormous impact on their personal development and their changing position in their work environment. The educational establishment perceived their new skills and abilities and offered them new positions.
Can One Undergraduate Course Increase Cross-Cultural Competence?
Author: Spitzer, Lois
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,State Colleges,General Education,Multicultural Education,Cultural Awareness,Cross Cultural Training,Intercultural Programs,Intercultural Communication,Skill Development,Outcomes of Education,Global Approach,Identification,Self Concept,Class Activities,Assignments,Public Speaking,Service Learning,Student Surveys,Pretests Posttests

The majority of students who took this general education undergraduate course in developing cross-cultural understanding at a state college in the northeastern United States reported that their level of cross-cultural competence and global awareness increased by the end of the course. The primary course objective was to help students better understand their own cultural roots and become more globally aware of other cultural groups. This limited study revealed that this one undergraduate college course was successful in increasing cultural self-awareness, cross-cultural competence, and global awareness among the students who took the course. In addition, it points to the need for more courses to be added to college curricula and for more statistically significant studies to be conducted.
Determination and Validation of the Project for Educational Research That Scales (PERTS) Survey Factor Structure
Author: Hanson, Janet
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Research,Factor Structure,Program Validation,Factor Analysis,Rating Scales,Test Reliability,Test Validity,Correlation,Elementary School Students,Middle School Students,Intervention,Likert Scales,Student Surveys,Psychometrics,Statistical Analysis

This study used exploratory factor analysis to test the factor structure of the Project for Educational Research That Scales (PERTS) instrument. Research that reports the reliability, construct validity, and factor structure of the PERTS scale is useful for interpreting the results from the use of the widely distributed survey and for suggesting interventions to develop an academic mindset in the classroom. Correlations and exploratory factor analyses were performed using pre-existing data from a medium-sized, rural school district, in a large southwestern state of the U.S. as self-reports from a sample of 2,908 students, in grades 3 through 8, at three elementary and two middle schools. Results of the exploratory factor analysis confirmed the proposed four-factor structure. The PERTS survey demonstrated internal reliability on three of the four scales above the pre-determined indices of Cronbach's alpha &gt; 0.80, with the exception of the individual mindset scale with a Cronbach's alpha of 0.772.
The Effect of Social Media Usage on Course Achievement and Behavior
Author: Alghazo, Yazan M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Mass Media Use,Academic Achievement,Student Behavior,Classroom Techniques,Gender Differences,Undergraduate Students,Foreign Countries,Grades (Scholastic),Attendance,Assignments

This study investigated the effects of social media usage as a classroom management tool on students' achievement and their behavior in class. Groups were determined by choosing random samples of different classes. The treatment group included the social media application &quot;whatsapp&quot; which all students and the instructor were asked to join that enabled constant communication and announcements related to class. The control group consisted of the same number of classes taught by the same instructors without using the social media application of &quot;whatsapp.&quot; The control group received communication from the instructor through traditional use of blackboard and email communication. Results of the study showed no statistically significant differences between the treatment and the control groups with regards to course achievement, however, the results did indicate that students in the treatment groups had notably less class absences and missed assignments, which indicated better class behavior. Further, findings related to gender differences and class type are discussed as well as implications of the findings on future research and current classroom management processes.
Normative and Descriptive Aspects of Management Education: Differentiation and Integration
Author: Meirovich, Gavriel
Date: 2015-00-00
Type: Journal Articles
Subjects: Management Development,Business Administration Education,Theory Practice Relationship,Models,Ethics,Decision Making,Integrated Curriculum

This study advocates strongly for clear differentiation and synthesis of descriptive and normative approaches in management education. There is a certain isolation of normative and descriptive theoretical frameworks presented in management courses. Normative frameworks in management explain how organizations &quot;should be&quot; managed, while descriptive frameworks show how they actually &quot;are&quot; managed. Significant portions of what we teach in the business curriculum are predominantly descriptive; other parts are mostly normative, or prescriptive. If these domains are not sufficiently connected, the relevance of both approaches diminishes. When one piece of material explains only the current reality without providing tools to improve it, while another piece prescribes steps for improvement that are not grounded in a particular context, students lose interest in both. The paper presents various modes of differentiation and integration between two realms and pertinent ways to recalibrate management courses.
The Effects of Vocabulary Instructions on Students' Reading Comprehension across Cognitive Styles in ESP
Author: Kusumawati, Eny
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Technical Institutes,Engineering Education,Second Language Instruction,English for Special Purposes,Vocabulary Development,Reading Comprehension,Cognitive Style,Teaching Methods,Quasiexperimental Design,Pretests Posttests,Comparative Analysis,Statistical Analysis

Many scholars in language learning and teaching agree that vocabulary plays a vital role in a language learning. However, the way the vocabulary is presented to language learners, whether explicitly or implicitly, becomes central discussion in language literature. This study investigated the effect of explicit and implicit vocabulary instructions on students' ESP reading comprehension across cognitive styles. Quasi experimental with pretest-posttest design involving 54 Mechatronics students at the Electronic Engineering Polytechnic Institute of Surabaya was employed in the study. The students were divided into two groups, field dependence and field independence, and received different vocabulary instruction from the teacher (the present researcher). Independent samples t-test and one way ANOVA used in analyzing the data revealed that the group receiving explicit vocabulary instruction outperformed the group receiving implicit vocabulary instruction in comprehending ESP reading. This suggests that explicit vocabulary instruction is more effective in promoting ESP reading comprehension than implicit one. The language practitioners can take it into account in teaching reading, especially in ESP context, to help improve students' comprehension in the reading.
Struggles of Underrepresented Girls as They Become Women: Understanding How Race &amp; Gender That Impact Personal Science Identity Construction
Author: Farland-Smith, Donna
Date: 2015-00-00
Type: Journal Articles
Subjects: Females,Disproportionate Representation,Scientists,Self Concept,Science Education,Student Attitudes,Gender Differences,Racial Differences,Whites,Textbook Content,Role Models,Mentors,Science Careers,Elementary Secondary Education,Higher Education,Educational Experience,Barriers,Stereotypes,African American Students

This article looks broadly at the critical aspects involved in the &quot;struggle&quot; on different phases of one's academic life in order to observe how underrepresented girls take a variety of experiences with scientists and internalize them into their personal science identities. Some of the central struggles discussed are perceptions of scientists at crucial developmental times in relation to formal schooling. How do underrepresented girls feel in the science classroom? How do underrepresented girls feel with a teacher who is not their same race? Or a school that is dominated by white students and white teachers? How do underrepresented girls feel when textbooks favor White scientists and their accomplishments? An analysis about the understanding of how girls interpret &quot;the struggles&quot; at varying points of their lives introduces the importance of a multidimensional approach to understanding student perceptions of scientists and science is presented. This chapter will also [discuss] the power of role models as a means of embracing the struggles underrepresented girls go through. As girls experience mentor scientists to shape their perception of those who pursue careers in science and what it is that scientists do.
Validation of the Newly Developed Graphical Inventory of Ethical Leadership (GIEL) Scale: Implications for Administrator Preparation and Business Leaders
Author: Hanson, Janet
Date: 2017-00-00
Type: Journal Articles
Subjects: Factor Structure,Test Reliability,Ethics,Leadership,Likert Scales,Correlation,Factor Analysis,Graduate Students,Administrator Education,Test Validity,Leadership Qualities,Test Construction,Decision Making,Justice,Communication Skills,Role Models,Professional Development,Multiple Regression Analysis

This quantitative pilot-study empirically tested the factor structure and reliability of the newly developed Graphical Inventory of Ethical Leadership (GIEL) scale, a Likert-style scale for quantifying key concepts related to ethical leadership. Correlations and principal components analyses were performed using pre-existing data as self-reports from a sample including 103 graduate students, within a Scholarship for Teaching and Learning project design, in an administrator preparation program at a private university located in a large southwestern state of the U.S. Face and content validity were demonstrated and empirical analyses revealed a three-factor structure for a unidimensional construct of ethical leadership. Internal reliability was above the pre-determined indices of Cronbach's alpha &gt; 0.60 considered acceptable for scales in a pilot study. Potential uses of the GIEL include; as a baseline for setting and monitoring professional development goals, as evidence for recommending certification in administrator preparation programs, and as part of a 360-degree evaluation process.
Automatic System for Producing and Distributing Lecture Recordings and Livestreams Using Opencast Matterhorn
Author: Jonach, Rafael
Date: 2015-00-00
Type: Journal Articles
Subjects: Automation,Lecture Method,College Faculty,Video Technology,Technology Uses in Education,Web Based Instruction,Open Source Technology,Information Dissemination,Access to Information,Program Implementation,Learning Modules,Programming Languages

Lectures of courses at universities are increasingly being recorded and offered through various distribution channels to support students' learning activities. This research work aims to create an automatic system for producing and distributing high quality lecture recordings. Opencast Matterhorn is an open source platform for automated video capturing and distribution and will be integrated fully in the introduced system. Beside lecture recordings livestreams of events in lecture halls are also being distributed, so that students have access to lecture content anywhere. In this publication we describe the technical implementation as well as discuss the strength and the weakness of such solution.
Authenticity and Imitation in Translating Exposition: A Corpus-Based Study
Author: Elmgrab, Ramadan Ahmed
Date: 2015-00-00
Type: Journal Articles
Subjects: Translation,Computational Linguistics,Majors (Students),Undergraduate Students,English (Second Language),Second Language Learning,Semitic Languages,Error Analysis (Language),Syntax,Semantics,Pragmatics,Imitation,Grammar,Morphemes,Teaching Methods,Discourse Analysis,Foreign Countries,Connected Discourse,Language Usage

Many Western scholars such as Dryden show little interest in imitations, and express their preference for translations, i.e. paraphrases that are faithful to the sense of the source text. However, they consider imitations as a viable category of translation. It is the degree of freedom, or departure from the original, that differentiates a translation from an imitation. This paper is concerned with issues that are central to the understanding of English-Arabic translation errors when rendering expository text. Not surprisingly, when translating exposition, errors recur, especially those relating to the linguistic competence of the students. But not all errors were the same neither was their distribution. Each text-type shows different idiosyncrasies and error distributions which indicate that performance in translation depends largely on the type of text and the rhetorical purposes as well as patterns which follow from the source text. To this end, an error corpus of linguistic structure was collected from the translation project of students majoring in translation. Syntactic, semantic, pragmatic and discoursal criteria were used to judge imitation and authenticity strategies adopted by the students during the translation process. Implications for increasing students' awareness of the pragmatic and syntactic constraints in translating structures will also be provided.
School Size and Incidents of Violence among Texas Middle Schools
Author: Kohler, Elizabeth A.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Size,Incidence,Violence,Middle School Students,Middle Schools,Statistical Significance,Educational Trends,Trend Analysis,Correlation,Nonparametric Statistics,Statistical Analysis

Although many studies have been conducted regarding (a) school violence in middle schools and (b) the size of schools, to date, no researcher appears to have examined the role that the size of the middle school plays in determining incidents of violence specifically fighting, assaults, and aggravated assaults. Thus, the purpose of this study was to examine the relationship between the incidents of school violence, specifically fighting, assaults, and aggravated assaults, and the size of middle schools in the state of Texas for 3 school years. All 842 middle schools in Texas were included in this study. Compared to small schools, medium schools, and large schools, very small schools had a statistically significantly lower proportion of students involved in assaults, proportion of students involved in aggravated assaults, proportion of incidents of assaults, and proportion of incidents of aggravated assaults. Further, very small schools had a statistically significantly lower proportion of students involved in fights and proportion of incidents of fights than did large schools. A trend emerged across the 4 school sizes for all 6 indicators of school violence, which, in every case, reflected a sharp increase from very small schools to small schools--peaking at small schools. Thus, very small schools appear to be at a greater advantage than are other types of schools with respect to incidents of school violence. Implications of the findings are discussed.
The Impact of a Professional Development Program on Elementary Teachers' Science Knowledge and Pedagogical Skills
Author: Ferreira, Maria Madalena
Date: 2015-00-00
Type: Journal Articles
Subjects: Faculty Development,Program Effectiveness,Elementary School Teachers,Science Instruction,Knowledge Base for Teaching,Teaching Skills,Partnerships in Education,Mixed Methods Research,Urban Schools,College School Cooperation,Surveys,Likert Scales,Electronic Publishing,Portfolios (Background Materials),Pretests Posttests,Workshops,Pedagogical Content Knowledge

Teacher professional development plays an important role in a teacher's growth and every year school districts spend a large portion of their budgets in professional development activities. However, as districts face increasing budget cuts, funds for professional development compete against other district priorities. As a result, partnerships between school districts and teacher training institutions can play an important role in supplying school districts with professional development activities to fit their teachers' needs. This article describes a partnership between a school district and a local university to provide over 100 hours of professional development to 30 elementary school teachers. Results from the evaluation of the program indicate that the program had a significant impact on participating teachers' perceptions of their science knowledge and pedagogical skills.
Educating Student Managerial Leaders: What Critical Behaviors Should Be Developed?
Author: Peterson, Tim O.
Date: 2015-00-00
Type: Journal Articles
Subjects: Behavior Development,Student Leadership,Leadership Qualities,Leadership Training,Career Readiness,Replication (Evaluation),Skill Development,Minimum Competencies,Capacity Building,Student Organizations,College Students,Statistical Analysis,Gender Differences,Student Surveys,Student Attitudes

If we want student leaders to be prepared for the workforce, we need to develop their managerial leadership behaviors while they are in school. Peterson and Peterson (2012) identified a set of critical managerial leadership behaviors that should be taught while students are in college. However, the empirical work was done at a single Southwest university. This manuscript replicates the Peterson and Peterson study at a Midwest university. In addition, it extends the research by having the subjects rank order the managerial leadership behaviors they initially selected. The results identify a set of managerial leadership behaviors that could be taught and practiced by student leaders while they are still in a university setting. These students could then enter the workforce prepared to lead and manage.
MUET Preparation Language Learning Strategies
Author: Kuen, Yoong Li
Date: 2012-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Learning Strategies,Secondary School Students,Language Tests,Test Preparation,Student Surveys,Listening Skills,Speech Skills,Reading Skills,Writing Skills,College Entrance Examinations,Foreign Countries,Statistical Analysis

The main objective of the study was to examine the English language learning strategies (LLS) used by Lower Six students in secondary schools who are sitting for their MUET test. It analyzed the language learning strategies that students use in order to prepare for the MUET test. Data were collected using a survey questionnaire with 300 students. The instrument used in this study called &quot;MUET Preparation language Strategy Use Inventory&quot; is an adapted and bilingual questionnaire designed by Cohen, Oxford and Chi (2005) known as Language Strategy Use Inventory. Forty items were analyzed and they comprised of the four skills tested in MUET which is listening, speaking, reading and writing. Data were analyzed by performing frequency analysis. The findings revealed that the listening skill is the most frequently used, while the writing skill is the least frequently used. Only the listening skill has high frequency of use, while the reading, speaking and writing skills fall under the range of moderate frequency of use. There were variations in responses with regard to the use of LLS among Form Six students in secondary schools. The findings had practical implications.