ethanporcaro/eric-fulltext-meta huggingface dataset:
The Motivational Factor of Erasmus Students at the University
Author: Fombona, Javier
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Motivation,Student Exchange Programs,Student Attitudes,Student Participation,Satisfaction,Student Mobility,Study Abroad,Lifelong Learning,Student Experience,International Educational Exchange,Questionnaires

This study involved 377 ERASMUS students from the University of Oviedo in an academic year. An ad-hoc questionnaire was applied in on-line format to determine students' perceptions and opinions and to understand the motivations that impel them to participate in these activities and their degree of satisfaction. The study analyzes the process of Erasmus mobility, noting that, as a result of the stay, the students describe their mastery of the host country language as good or excellent in most cases. Academic and cultural factors, the desire to get to know a new environment and to have a European experience impel most of the students to travel abroad. Job prospects are another motivating factor, and the overall assessment of the planned stay is acceptable, good or excellent in most cases.
Student Team Achievement Divisions (STAD) Technique through the Moodle to Enhance Learning Achievement
Author: Tiantong, Monchai
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Teamwork,Integrated Learning Systems,Academic Achievement,Programming,Undergraduate Students,Instructional Design,Models,Learning Modules,Scaffolding (Teaching Technique),Learning Activities,Progress Monitoring,Pretests Posttests,Statistical Significance,Scores,Scoring Formulas

One of the benefits of using collaborative learning is enhancing learning achievement and increasing social skills, and the second benefits is as the more students work together in collaborative groups, the more they understand, retain, and feel better about themselves and their peers, moreover working together in a collaborative environment encourages student responsibility for learning. This paper presents the results of an application of the student team achievement divisions technique through the modular object oriented dynamic learning environment (Moodle) to enhance learning achievement on computer programming course. The sample group were twenty students divided into four small groups. The experimental course was computer programming for undergraduate students using ADDIE instructional model for developing, that consisted of five steps: analysis, design, development, implementation, and evaluation. The collaborative learning module consisted of student profile management, group management, communication, scaffolding, learning activities, learning progress, portfolio, learning resources, quiz, evaluation, and learning report. The findings revealed that the learning achievement of the pretest scores are found to be significantly different from the posttest ones at the 0.05 level, and the efficiency value of the lesson was at 83.05/80.40 according to the E1/E2 formula, which was higher than the determined value of 80/80. In conclusion, the student team achievement divisions technique can be applied through the Moodle to enhance learning achievement on computer programming course successfully.
Language Deficits or Differences: What We Know about African American Vernacular English in the 21st Century
Author: Harris, Yvette R.
Date: 2013-00-00
Type: Journal Articles
Subjects: African American Students,Children,Black Dialects,Native Language,Language Skills,Remedial Instruction,Standard Spoken Usage,English,Language Impairments,Developmental Psychology,Evaluation Methods,At Risk Students,Learning Theories,Social Theories,Short Term Memory,Social Cognition,Legal Problems,Desegregation Litigation

This focus of this paper is to present an overview of the current research which examines the language and literacy performance of African American children who speak African American Vernacular English (AAVE), as presented from a deficit versus difference perspective. Language and literacy and assessment and remediation of AAVE speakers are discussed in sections one and two. Section three of the paper provides theoretical and methodological suggestions to educational psychologists, speech pathologists and developmental psychologists investigating AAVE speakers, on ways to gain a better appreciation for, and understanding of, the intricacies associated with African American Vernacular English. The paper closes with a discussion of the litigation and controversies surrounding AAVE.
Positive Thinking &amp; Good Citizenship Culture: From the Jordanian Universities Students' Points of View
Author: Jarrar, Amani Ghazi
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Positive Attitudes,Citizenship Education,Civics,Thinking Skills,Questionnaires,Statistical Analysis,Correlation

This study aims at identifying the nature of the relationship between the mode of thinking among the students of Jordanian Universities if positive, and the extent to which that is related to their culture of citizenship, and therefore their positive practices towards the community. A sample of (654) students were selected randomly. And to achieve the objectives of the study, a questionnaire was developed consisting of (40) items distributed in two areas: culture of good citizenship, and positive thinking. The results showed that Jordanian University students showed a high degree of awareness in the culture of citizenship, and that the level of positive thinking prevailing among the students was high.
The Implementation of &quot;The n-term&quot; Formula to Improve Student Ability in Determining the Rules of a Numeric Sequence
Author: In'am, Akhsanul
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Secondary School Mathematics,Mathematics Education,Number Concepts,Teaching Methods,Mathematics Skills,Ability,Mathematical Formulas,Learning Activities,Mathematics Activities,Educational Quality,Instructional Effectiveness,Algebra,Grade 9,Observation

A good-quality teacher may determines a good-quality learning, thus good-quality students will be the results. In order to have a good-quality learning, a lot of strategies and methods can be adopted. The objective of this research is to improve students' ability in determining the rules of a numeric sequence and analysing the effectiveness of the implementation of &quot;the n-term&quot; to determine the rule of a number. A research classroom method administered at the State Islamic Junior High School Malang-Indonesia is adopted. The results show that the implementation of &quot;the n term&quot; formula may improve the students' ability in determining the numeric sequence in the State Islamic Junior High School Malang-Indonesia. Some suggestions are offered: a) observation of learning activities should always be made to obtain inputs on the implementation; b) learning innovations should always be made to base on facts obtained through observation; c) the results of this study may be used for reference for further development in learning numeric sequences that enable students to be more interested in studying mathematics.
Quality Administration and Management in Higher Education in Nigeria: Implications for Human Resource Development
Author: Akinyemi, Gbenga M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Human Resources,Labor Force Development,Higher Education,Educational Quality,Total Quality Management,Universities,Educational Administration,Educational Improvement,Foreign Countries,Skill Development,Economic Development,Literature Reviews

The dynamic changes in today's world have made countries of the world masters of their own destinies. In this light, it has become noted today that &quot;the affluence or penury of nations depends largely on the quality of higher education&quot;. This is informed by the fact that higher education systems of a nation is the &quot;machinery of manpower creation&quot; of the nation and as a result nations have to embrace quality on a continuous basis to be able to be in touch with the realities of today's change in technological, sociological and economical dimensions. Quality higher education system will produce quality skills and quality human capacity. Therefore, in adjustment to needs for development countries such as Nigeria should embrace and implement Continuous Quality Improvement (CQI), Total Quality Management (TQM) in the universities and Higher Education administration for the purpose of all-round Human Resource Development. TQM and CQI implementation in the university system will go a long way in expanding the skills and capacity of the academic staffs and consequently that of the students. In effect, there will be increase in Human Capital Development across the nation and the attendant economic growth, technological growth, innovation and general Human Resource Development towards National Development. Thus, this article reviewed the literatures on quality administration and management in higher education in Nigeria with the aims of highlighting the implication of human resource development.
The Level of E-Learning Integration at the University of Jordan: Challenges and Opportunities
Author: Al-Shboul, Muhannad
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Technology Integration,Educational Technology,Higher Education,Universities,Case Studies,Use Studies,College Faculty,Teacher Salaries,Teaching Load,Training,Web Based Instruction,Scores,Correlation,Teacher Attitudes,Gender Differences,Academic Rank (Professional),Teacher Motivation,Barriers,Teacher Surveys

E-Learning is playing a significant role in education to improve students' skills and teach them new ways for managing their knowledge and information. Many universities and institutions of higher education have recognized the value of the Internet in changing the way people learn. Traditional classroom courses can be augmented with interactive materials on the Web and old fashioned courses can be transformed into e-Learning environments. However, few academic institutions have been able to embrace e-Learning in a way that enables widespread innovative uses of educational technology throughout the institution. Despite the fact that there are some cases of Faculty in Jordanian Universities carrying their own experiments and using trial and error to search for innovations to enhance their courses, these efforts are not matched with a large-scale institutional support and structure to move these initiatives from innovations to standards. We need to spread the culture of using e-Learning technology to enhance the quality of learning. Thus, this study aims to investigate the degree of e-Learning integration at the University of Jordan. Specifically, the purpose of this study was to identify potential factors related to the use of e-Learning tools by faculty members (users and non-users) at this University. This study was conducted during the Fall Semester of 2012/2013 with a population consisted of 1314 faculty members. Overall, the results of this study revealed that an increase in salary, teaching workload, and training are the most important factors related to faculty use of e-Learning tools at this Jordanian university. Furthermore, the results showed that faculty rank and perceived use of e-Learning tools were related to the level of faculty use of e-Learning.
Malaysian Private Education Quality: Application of SERVQUAL Model
Author: Vaz, Anthony
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Education,Private Colleges,Universities,College Students,Student Attitudes,Satisfaction,Questionnaires,Educational Quality,Delivery Systems,Quality Assurance,Student College Relationship,Regression (Statistics)

Intense competition among existing private education providers and the Malaysian government's relaxation of regulations for allowing international universities to open off shore campuses in Malaysia, have forced companies in the education industry to develop strategies which can help them to make their existing students satisfied and keep them loyal to the brand. This paper, studied the impact of five factors of service quality (responsiveness, reliability, empathy, assurance, tangibility) on students' satisfaction at private universities and colleges. For this purpose 431 questionnaires were collected from different private education providers in Malaysia. The results indicated that tangibility has an influence on satisfaction followed by empathy; responsiveness and assurance have a direct and positive effect on students' satisfaction. However, reliability has not shown any impact of students' satisfaction.
The Role of Language-Game in Sociocultural Adaptation: Russian Students in France
Author: Sablina, Svetlana
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Exchange Programs,College Students,Foreign Students,Adjustment (to Environment),Student Adjustment,Philosophy,Games,Linguistic Theory,Socialization,Semi Structured Interviews,Interpersonal Communication,Intercultural Communication,Social Environment,Social Experience,Cultural Context,Qualitative Research

Higher educational institutions throughout the world are involved in communication with each other, exchanging instructional ideas and practices, as well as exchanging students through a number of international mobility programs. This paper examines sociocultural adaptation of international students with special attention to the dimensions of adaptation viewed from the perspective of language-game. For this purpose, 34 Russian students who study in French universities and higher schools (&quot;grandes écoles&quot;) as exchange students were interviewed in Paris (France) and Novosibirsk (Russia). The research shows that language-game is used in different dimensions of adaptation related to educational system, sociocultural context, mentality, and sociopolitical life. In order to overcome problems in adaptation and establish successful interaction, students use language-game to adjust to the unfamiliar social, cultural, and educational contexts.
Positive Development, Sense of Belonging, and Support of Peers among Early Adolescents: Perspectives of Different Actors
Author: Drolet, Marie
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Adolescents,Middle School Students,Grade 7,Peer Relationship,Peer Acceptance,Group Membership,Adolescent Development,Social Support Groups,Trust (Psychology),Educational Environment,Social Development,Peer Influence,Disproportionate Representation,Student Attitudes,Interpersonal Relationship,Adults,Qualitative Research

Trusting relationships at school and within other social networks emerge as protective factors that are crucial to the positive development of early adolescents. School is one of the critical environments where they can develop a sense of belonging. This study involved 20 qualitative interviews with school staff and youth workers recruited from social services and high schools in Eastern Ontario and 12 qualitative interviews with adolescents 12-13 years of age attending some of these same schools. Deductive and inductive analysis of the transcripts clearly underscored the importance of the supportive roles played by peers, teachers and non-family adults in the lives of early teens. The proximity that results from listening to and accompanying early adolescents in day-to-day activities, and comprehending their issues, presents an opportunity for youth workers and school staff to better grasp how to become credible, trusted and legitimate in the eyes of young teens.
Developing Student, Family, and School Constructs from NLTS2 Data
Author: Shogren, Karrie A.
Date: 2015-08-00
Type: Journal Articles
Subjects: Longitudinal Studies,Construct Validity,Disabilities,Statistical Data,Statistical Analysis,Correlation,Structural Equation Models,Context Effect,Transitional Programs,Self Determination,Secondary School Students,College Students,Student Experience,Special Education,Factor Structure,Factor Analysis,Measurement Techniques,Measurement Objectives,Student Characteristics,Family Characteristics,Institutional Characteristics,Accessibility (for Disabled),Data Analysis

The purpose of this study was to use data from the National Longitudinal Transition Study-2 (NLTS2) to (a) conceptually identify and empirically establish student, family, and school constructs; (b) explore the degree to which the constructs can be measured equivalently across disability groups; and (c) examine latent differences (means, variances, and correlations) in the constructs across disability groups. Conceptual analysis of NLTS2 individual survey items yielded 21 student, family, and school constructs, and 16 were empirically supported. Partial strong metric invariance was established across disability groups, and in the latent space, a complex pattern of mean and variance differences across disability groups was found. Disability group moderated the correlational relationships between multiple predictor constructs, suggesting the key role of disability-related characteristics in understanding the experiences of youth with disabilities. Implications for future research and practice are discussed.
Pre-Service Teachers' Perception of and Technology Competency at Creating and Using E-Picture Books
Author: Park, Yong Joon
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Undergraduate Study,Early Childhood Education,Technological Literacy,Competence,Picture Books,Electronic Publishing,Student Developed Materials,Online Surveys,Statistical Analysis,Visual Aids,Teaching Methods,Emergent Literacy,Technology Integration,Qualitative Research,Case Studies

This study investigated pre-service teachers' perception of and technology competency in creating and using e-picture books in their future classrooms. Participants were 114 pre-service teachers in a required Early Childhood Education undergraduate course at a mid-western university in the United States. As part of the course assignments, participants created an e-picture book using PowerPoint and participated in an online survey through Qualtrics. The questionnaire consisted of three parts with questions about the teachers' perspectives on technology use, the teachers' recognition of technology competency, and their beliefs about e-picture book use for their teaching career. The collected quantitative data were analyzed through the analysis software provided by Qualtrics and qualitative data were analyzed according to coding methods suggested by Huberman and Miles (1994). Findings implied that instruction in creating e-picture books using PowerPoint may help pre-service teachers understand the necessity of technology-supported material and technology-supported intervention in emergent literacy. These results can be used to further improve teacher education and to activate technology-supported emergent literacy education. Suggestions for future research are discussed.
Teachers Helping Teachers: A Professional Development Model That Promotes Teacher Leadership
Author: Ghamrawi, Norma
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Models,Private Schools,Elementary Secondary Education,Program Evaluation,Teacher Leadership,Constructivism (Learning),Peer Teaching,Teacher Education,Teacher Educators,Focus Groups,Instructional Design,Educational Improvement,Teaching Skills,Skill Development,Leadership Training,Mixed Methods Research,Interviews,Faculty Development

This mixed methods study reports on the outcomes of a professional development model (PDM) developed by a K-12 private school in Beirut, Lebanon, after 3 years of its employment. Specifically, an evaluation of this PDM is provided with special emphasis on its potential of developing teacher leaders at school. The PDM embraces a constructivist approach whereby teachers train colleague teachers and some high school students provide ushering services during professional development events. Data was collected using focus group interviews with teacher trainers, surveying teacher trainees and asking student ushers to describe their most important gain from this model using a single statement. Findings of the study highlight resonant school gains from this PDM and underscore its potential in developing not only teacher leadership but also student leadership. The study provides important implications for professional development program designers.
The Use of Games to Foster Fluency among ESL Learners
Author: Vazirabad, Aylar Fallah
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Educational Games,Language Fluency,Second Language Instruction,Communication Strategies,Learning Activities,Educational Strategies,Teaching Methods,Teacher Attitudes,Student Attitudes,Semi Structured Interviews,Experienced Teachers,Novices,Vocabulary Development,Beliefs,Nonverbal Communication,Misconceptions,College Students,College Faculty,Foreign Countries,Observation,Statistical Analysis,Qualitative Research

This study focused on five particular Communication Strategies (CSs) namely: Paraphrase, approximation, hesitation, reduction, borrowed words and invented, or anglicised. The aim was to investigate the link between the use of approvable and positive CS-types and the impact of ESL students' beliefs about CSs in a game-activity. It aims to promote students fluency based on positive CSs. The study used a series of videoed and transcribed task-observations based on &quot;Spot the Differences&quot; information-gap activities. In addition, the views and beliefs of 6 teachers and 6 students were sampled using structured interviews. The results interestingly revealed that hesitation was one of the most approved and positive strategies. The teacher interviews revealed that the more experienced teachers focused attention on fluency and helping student to &quot;keep going,&quot; and using all types of CSs while less experienced tutors focused attention on both fluency and vocabulary learning in communication tasks. Less experienced teachers also uttered that hesitation and reduction strategies should not to be encouraged and it is better that teacher tell the word if student needs it or paraphrase them. The observation also highlighted that there is a relation between the teacher's inner beliefs and the student's fluency level. Data from the videoed observations revealed that body language was an important element in communicating meaning. The results also revealed what strategies these teachers encourage students to use in a communication activity. That are mostly avoided because of their misconception about a communication activity. Analysis of CSs also showed the link between teacher and students beliefs about approvable CSs and their level of achieved fluency.