ethanporcaro/eric-fulltext-meta huggingface dataset:
First-Year Students' Perceptions of Extended National Diploma Programmes: The Case of a Comprehensive South African University (2012)
Author: Mavunga, George
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Student Attitudes,Cohort Analysis,Questionnaires,Semi Structured Interviews,Human Resources,Entrepreneurship,Transportation,Business Administration,Public Relations,Attitude Change,Qualitative Research,Statistical Analysis,Program Attitudes,College Programs

This study compared how the cohort of extended diploma students enrolled at a comprehensive South African university in 2012 perceived the programmes for which they were enrolled at the beginning of their first year and towards the end of the year. Data were gathered using questionnaires and semi-structured interviews involving students enrolled for extended national diplomas in Human Resource Management, Management, Entrepreneurship, Logistics, Management Services, Transportation Management and Public Relations. The study established that while the students had negative perceptions of several aspects of the extended national diploma programmes, they had become positive about most of these towards the end of the year. The paper recommends strengthening of teaching and learning support to the extended programmes at the comprehensive university in order to positively influence students' perceptions of the programmes for achievement of the ultimate goal of improving students' retention and success rates.
The Effect of Journal Writing on Students' Cognitive Critical Thinking Skills: &quot;A Quasi-Experimental Research on an English as a Foreign Language (EFL) Undergraduate Classroom in Egypt&quot;
Author: Shaarawy, Hanaa Youssef
Date: 2014-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Taxonomy,Journal Writing,Quasiexperimental Design,Tests,Correlation,Schemata (Cognition),Academic Discourse,Writing Instruction,Private Colleges,Foreign Countries,Control Groups,Learning Processes,Pretests Posttests,College Students

Based on writing weekly academic journals and on Bloom's (1984) taxonomy of cognitive critical thinking skills, this article reports on a quasi-experiment where journal writing was an additional task to an academic writing course. The experiment was carried out with first year university students (semester two) in one of the Egyptian private universities. Sixteen intermediate students represented the experimental group where weekly journals were a requirement; another seven students of the same level represented the control group that was taught exactly the same course and by the same instructor of the experimental group but with no journal writing. Pre and posttests were used to measure students' critical thinking skills before and after the experiment respectively. Measuring critical thinking skills using the available critical thinking assessment tests was not suitable for the purpose of the experiment since the intended skills were those associated with Bloom's taxonomy not just reasoning and logical thinking. Therefore, the researcher, following Bloom's taxonomy of cognition and inspired by the available critical thinking assessment tests, designed her own critical thinking assessment tool. This tool is an attempt to make use of any available materials to create one's own instrument that could serve in the learning process. The newly modified tool was used in the pre and posttests. Results indicated that journal writing had contributed strongly to the development of the cognitive critical thinking skills of the experimental group, which validates the new assessment tool and proposes a new technique of developing critical thinking skills in Egypt.
Implications of State and Local Policy on Community College Transfer in California
Author: Neault, Lynn Ceresino
Date: 2014-00-00
Type: Journal Articles
Subjects: State Policy,Local Government,College Transfer Students,Community Colleges,Transfer Policy,Interviews,Focus Groups,Observation,Meetings,Position Papers,Content Analysis,Educational Legislation,Case Studies,Policy Analysis,Performance Factors,Barriers,Politics of Education,Educational Policy,Educational Practices,Program Improvement,Administrative Organization,Institutional Characteristics,Enrollment Management

Lower division transfer preparation for the university has been the primary mission of community colleges since their inception creating an important pathway to baccalaureate degree attainment for many students who may not otherwise have the opportunity for higher education. Once considered fairly straightforward, the transfer pathway has become overly complex and difficult for students to navigate. The underlying issues with community college transfer are multifaceted and profound, and often the focus of much attention by public policy makers. This study explored the extent to which the complexity with transfer is rooted in flawed state and local policy coupled with insufficient capacity to meet the growing demand for postsecondary education at many public universities in California. Interviews with key players in higher education in the state, a focus group of community college professionals involved with transfer, observations of meetings where transfer was discussed and a review of state and local documents concerned with transfer comprised the methodology of this study. Results suggest that legislative interference in the transfer pathway, university elitism and selectivity, uneven placement of state resources, the confines of the state master plan for higher education and inadequate capacity at the state universities all contribute to damaging the transfer pathway. This embedded case study examined the transfer pathway in one large region in southern California in the first decade of the 21st century.The study investigated the implications of flawed public policy and insufficient capacity at some public universities on the development of local policy, and the unintended consequences for transfer students who are denied admission to transfer.Further, the study described how these policy decisions are hindering access and equity in the public postsecondary education system in the region under investigation. Amidst fluctuating economic conditions, the public higher education system in California has struggled to meet increasing enrollment demand. With the ongoing deterioration in state appropriations for higher education in California, the need for increased baccalaureate degree attainment to meet the future economic demands of the state is more critical than ever.
Understanding the Peer Assisted Learning Model: &quot;Student Study Groups in Challenging College Courses&quot;
Author: Arendale, David R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Communities of Practice,Self Directed Groups,Study,Group Activities,Peer Teaching,Undergraduate Study,Introductory Courses,Difficulty Level,Learning Strategies,Models,Tutoring,Tutorial Programs,Educational Benefits,Achievement Gap,Program Descriptions,Facilitators (Individuals),Program Evaluation,Metacognition

The Peer Assisted Learning (PAL) program at the University of Minnesota is a primary academic support program for historically difficult, introductory college courses that serve as gatekeepers to academic degree programs. Based upon operating principles of other academic support programs and educational theories, PAL is integrated into the courses it serves. The PAL groups review essential course content, model cognitive learning strategies to deepen understanding, and promote metacognitive awareness so students are autonomous learners in courses without academic support services. The PAL approach operates at the confluence of collaborative learning, cooperative learning groups, and learning communities. This article provides a detailed overview of the PAL model, educational theories upon which it is based, and how variations of it are implemented at the institution. Quantitative and qualitative studies reveal academic and personal benefits for participating students and those serving as PAL facilitators. The studies validate the role of PAL with closing the achievement gap between students of different ethnicities and levels of academic preparedness for rigorous college courses in mathematics and science.
Toward an Instructional Philosophy: &quot;A Theoretical Framework for Teaching and Training at Salman Bin Abdulaziz University (SAU)&quot;
Author: Qandile, Yasine A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Foreign Countries,Curriculum Design,Curriculum Development,Higher Education,Universities,Educational Psychology,Training,Adult Learning,Student Educational Objectives,Student Needs,Relevance (Education),Learning Strategies,Student Participation,Learning Activities,College Students,Learning Theories,Social Cognition,Constructivism (Learning)

The purpose of this study is to construct a clear instructional philosophy for Salman bin Abdulaziz University as a fundamental basis for teaching and training as well as a theoretical framework for curriculum design and development. The study attempts to answer the main questions about pertaining to the basic structure of contemporary higher education instructional philosophy and the essential content of SAU instructional philosophy. The researchers utilize the analytical descriptive method to analyze the available literature in the fields of philosophy of education, philosophy of higher education; educational psychology and pedagogy in order to develop the intended structure of the SAU instructional philosophy. The study concludes with recommendations for designing and implementing curriculum and training programs at SAU. The University should acknowledge (a) the nature of adult learners and the need to relate instructional goals to their life experiences and careers, (b) the need to collaborate with them to develop the learning outcomes, (c) the crucial importance of incorporating the learners' needs and prior-experience, and (d) the importance of using an eclectic approach or a blend of learning strategies suitable for increasing students or trainees participation and involvement in learning activities.
The Relationship between Finnish Student Teachers' Practical Theories, Sources, and Teacher Education
Author: Pitkäniemi, Harri
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Student Teachers,Student Attitudes,Correlation,Attitude Change,Comparative Analysis,Questionnaires,Student Surveys,Online Surveys,Statistical Analysis,Qualitative Research,Educational Theories

The purpose of this research is two-fold: 1) to describe what kind of practical theories student teachers have in the Finnish class teacher education context and 2) to analyse their differences and similarities at the initial and final phase of teacher education. We further analyse the relationship between the practical theories and their sources. The data include an e-form questionnaire with 1052 self-reported practical theories collected from 180 student teachers. The analysis of these theories is based on Levin and He's (2008) model which was modified by adding categories appropriate for the Finnish context of teacher education. The research results were obtained through quantitative analysis with an emphasis on categorical qualitative data. On the basis of the findings it can be concluded that the main contents--and especially the main sources of these theories--differ in the two student teacher groups examined, i.e. the initial-stage and the final-stage groups. The analyses concentrating on the theory-source relationship show that teacher education has the potential to affect the content of practical theories. The so-called &quot;well-developed practical theories&quot; and the sources of these theories related to teacher education were detected more often in the data from the end of teacher education than in the data from the starting phase.
Understanding the Integrated Learning Course Model: &quot;Academic Transition to Tertiary Education&quot;
Author: Arendale, David R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,College Preparation,College Bound Students,Secondary School Students,Transitional Programs,Learning Strategies,Quasiexperimental Design,Introductory Courses,Biology,Psychology,Grades (Scholastic),Metacognition,Curriculum Development,Teaching Methods,Control Groups,Program Effectiveness,Science Achievement,Study Habits

In 1972, the TRIO program leaders at the University of Minnesota (UMN) developed the Integrated Learning (IL) course to meet academic and cultural transition needs of their Upward Bound (UB) secondary school students. These courses were offered during the UB summer bridge program for students who were concurrently enrolled in academically-challenging tertiary courses following graduation from secondary school. Later, use of the IL course shifted from the UB program to the tertiary-level TRIO Student Support Services program. An academically-challenging course like introductory psychology is linked with an IL course. The IL course is customized to use content of its companion class as context for mastering learning strategies and orienting students to the rigor of the tertiary learning environment. The IL course approach has assisted TRIO students improve their academic success in the rigorous academic environment as well as acclimate to the social climate of UMN, one of the largest universities in the United States. The primary purpose of this article is providing an overview of the IL course approach with sufficient information so other institutions could replicate it. Two quasi-experimental studies examined the possible benefits of the IL course. One was in connection with an introductory psychology course. The IL course students earned statistically significantly higher final course grades than nonparticipants. Another study with an introductory biology course replicated results of higher final course grades for IL course students. The IL course fostered higher final course grades and expanded positive study behaviors and their meta cognitive skills necessary for academic success.
Innovative Pedagogies in Higher Education to Become Effective Teachers of 21st Century Skills: Unpacking the Learning and Innovations Skills Domain of the New Learning Paradigm
Author: Kivunja, Charles
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Innovation,College Faculty,Instructional Effectiveness,Critical Thinking,Participative Decision Making,Communication Skills,Cooperation,Creativity,Literature Reviews

As today's graduates engage with the demands of the current Knowledge Age, the skills that they need to succeed in their lives after college, or any other institution of higher learning, are 21st century skills rather than 20th century skills. Kivunja (2014) calls this &quot;the new learning paradigm&quot; (p.85). Unfortunately, those skills are not yet included in many of the learning outcomes prescribed by most educational jurisdictions or required to be assessed in high-stakes state and national examinations. It is essential that policy makers, across all nations, and in particular higher education providers, have a firm understanding of the skills most in demand in the 21st century Digital World, how those skills relate to the orthodoxy academic standards, and how those skills can be effectively taught. So, it is imperative to ask and answer the questions: what are those skills, and how can they be taught effectively to present and future students in higher education to improve their Digital Economy readiness? This paper answers these questions in four ways. First, it gives a brief review of literature that highlights the meaning of effective teaching and its importance in pedagogy. Second, it reviews literature on the new learning paradigm that will equip learners with 21st century skills and explains what the 21st century skills are. Third, arguing that those skills constitute a new way of effective teaching and learning, the paper articulates the different domains of the new learning paradigm which comprise these skills. Fourth, it discusses the first of the domains--the Learning and Innovations Skills domain--so as to explain how the skills in this domain can be effectively taught to enable higher education students to graduate well equipped with the skills most in demand for success in today's knowledge-based, Digital World.
Living up to Our Students' Expectations--Using Student Voice to Influence the Way Academics Think about Their Undergraduates' Learning and Their Own Teaching
Author: Wharton, C. Yvette
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Colleges,Student Attitudes,Student Empowerment,College Faculty,Focus Groups,Physical Education,Student Evaluation,Computer Software,Teaching Methods,Visual Aids,Student Motivation,Knowledge Level,Self Concept,Reflection,Phenomenology,Feedback (Response)

Understanding the student learning experience is essential if Higher Education Institutions (HEI) are to provide an education for the 21st century. This study investigated students' perspectives on their learning experiences and offered undergraduates a chance to influence the way academics think about learning and teaching. Participants were drawn from two UK HEIs and a semi structured focus group approach was adopted. A total of nine focus groups consisting of 3-7 participants were drawn from across all Sport degree year groups in both institutions. Assessment, pedagogy and teacher characteristics emerged as primary concerns across both institutions. Assessment was appreciated by all students as key to their learning but was exposed as being overly traditional and rigid in its application. Students were unanimous in their support for small group pedagogies, rejecting traditional powerpoint dominated lecturing styles. The emphasis on the behaviour of, and delivery by, tutors was noteworthy. Students appraised the development of their academic skills and confidence, linking these to motivation, knowledge, self-awareness and critical reflection. In doing so they understood the impact of inconsistencies in tutors' teaching practices. The onus is on every tutor to combine imaginative assessment with dynamic and relational experiences in order to provide a strong foundation for flexible, reflective and creative graduates.
Motivators and Outcomes of Faculty Actions towards International Students: Under the Influence of Internationalization
Author: Cao, Yingxia
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Students,Teacher Behavior,Teacher Motivation,College Students,College Faculty,Statistical Analysis,Questionnaires,Teacher Attitudes,Influences,Teaching Methods,Academic Achievement,Hypothesis Testing,Online Surveys,Job Satisfaction,Readiness,Responsibility,Teacher Characteristics

The population of international students continues to grow in the U.S. colleges and universities against the backdrop of internationalization; so do the studies on their academic and social experience as well as predicaments and concerns. However, most of the research has approached these issues from the perspectives of institutions and students, while little has focused on a critical player who guides and helps such experience--faculty. Hence, from the faculty's perspective, this research study analyzed quantitative responses from a questionnaire on internationalization and international students from 471 faculty members in two universities. Findings of this study revealed that a) faculty's attitudes toward internationalization and international students have significant effect on their teaching practices with international students; b) the adjustment of their teaching practices is conducive to the academic performance of international students; and c) students' enhanced learning outcomes, in turn, can raise the level of faculty satisfaction in teaching international students and their engagement in the internationalization initiative.
The Relationship between Educational Resources of School and Academic Achievement
Author: Savasci, Havva Sebile
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Resources,Academic Achievement,Foreign Countries,Geographic Location,Equal Education,Grade 7,Elementary School Students,Middle School Students,Scores,Educational Opportunities,Achievement Tests,Aptitude Tests,Student Placement,Class Size,School Size,Teacher Student Ratio,Teacher Shortage,Questionnaires

The educational resources of schools play an important role in order to diminish the effect of socioeconomic features on academic achievement, and create equal opportunities for students. In this sense, it is highly crucial to investigate the relationship between the educational resources of schools and the academic achievement of students. This study aims to determine the relationship between the academic achievement level of 7th grade students and the educational resources of schools. The population of the study was the elementary schools in the province of Burdur in 2007-2008 academic years. Two-stage cluster sampling was conducted in conformity with the aim of the study. First, settlements were chosen with geographical cluster sampling. As settlement, city centers, town centers, small towns and villages were considered in the study. Considering the relationship between the educational resources of the schools and the academic achievement as a whole, there are negative and significant relationships between the SBS scores of the students, and the average service length of the teachers, the lack of qualified science teachers, the lack of qualified Turkish teachers, the lack of the teachers in other courses and the lack of the laboratory technicians. It can be said that there is a relationship between the educational resources and academic achievement. However, this relationship is fairly limited. It is still not possible to say that the educational resources do not have the strength to diminish the effect of the socioeconomic features.
Writing Strategies Used by ESL Upper Secondary School Students
Author: Maarof, Nooreiny
Date: 2013-00-00
Type: Journal Articles
Subjects: Writing Strategies,English (Second Language),Second Language Learning,Teaching Methods,Second Language Instruction,Questionnaires,Essays,Secondary School Students,Writing Processes,Language Proficiency,Multivariate Analysis,Foreign Countries

Writing is a great challenge whether performed in the mother tongue or in a second or foreign language (L2/FL). Studies in L2 writing show that writing is a complex cognitive activity comprising a number of processes which includes the use of various strategies. This study aimed to examine strategies used in essay writing among 50 high-intermediate and low proficiency ESL upper secondary school students and to determine any significant differences in strategy use between the two groups. Data from the Writing Strategy Questionnaire indicate that the ESL students were moderate writing strategies users. The while-writing strategies were most frequently used whereas the revising strategies were least used. All students displayed approximately similar frequency use of strategies. They differed only in the type of strategies used. An implication of the study is that students need to be encouraged to use various strategies in improving their writing. Strategy training for ESL students is important to help them write successfully in the target language.