ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning to Integrate Domestic and International Students: The Hungarian Experience
Author: Kovacs, Laura
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Strategic Planning,Educational Cooperation,International Cooperation,Higher Education,Social Integration,Student Mobility,Study Abroad,Student Personnel Services,Barriers,International Education,Educational Policy,Student Motivation,Educational Trends,Trend Analysis,Student Attitudes,Academic Aspiration,Graduate Students,Undergraduate Students,Doctoral Programs

In the past decades, the European integration (political, social and cultural integration of European countries) and the Bologna process have established a framework in the Hungarian higher education scheme by which institutions define their strategic internationalizing objectives and activities. Due to the growing number of international students traveling worldwide, Hungarian institutions continue to welcome more diverse and larger body of students. In the process, the institutions face many challenges in the integration of all students into academic and student life. To remain competitive, institutions of higher education are expected to improve their student services and adjust their practices to provide quality services for both domestic and international students. This descriptive study first examines the tendencies in inbound student mobility in recent years, then explores the main systematic and institutional obstacles to the integration of all students at various study levels. The study also argues that steady increases in student mobility have a decisive influence on the support the integration of international students during their stay in Hungary.
The Development and Implementation of a Short-Term International Practicum for Pre-Service Educators
Author: Haughton, Noela A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Practicums,Preservice Teachers,Instructional Leadership,Program Implementation,Administrator Education,Preservice Teacher Education,Pilot Projects,Global Approach,Partnerships in Education,Foreign Countries,Culturally Relevant Education,Language Tests,Exchange Programs,Cross Cultural Training,Student Diversity,Cultural Awareness,Study Abroad,Program Descriptions,Chinese,Second Language Learning,Second Language Instruction,Teaching Methods

This paper describes the design and initial implementation of the International Leadership in Education Assessment and Pedagogy Practicum (I_LEAP), a short-term experience for preservice educators. The program's design and implementation goals were embodied in two questions. What experiences should be included in a short-term international practicum for preservice educators? How did the implementation unfold? Six participants, five pre-service administrators, and one pre-service teacher participated in the 2016 pilot program in China. The meeting of program learning objectives and gains in global competencies and cultural responsiveness were evident from language test pass-rates and post-experience reflections. The program's creation and implementation resulted primarily from employing university-based Educator to Educator resources. This paper provides a blueprint for leveraging similar resources and partnerships to create and implement valuable and meaningful learning experiences in which students can explore their world beyond the classroom.
The Effectiveness of Multiple Intelligences Based Teaching Strategy in Enhancing the Multiple Intelligences and Science Process Skills of Junior High School Students
Author: Winarti, Atiek
Date: 2019-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Learning Strategies,Instructional Effectiveness,Science Process Skills,Junior High School Students,Academic Ability,Experimental Groups,Control Groups,Pretests Posttests

This study is based on the low attention of teachers on students' potential compared to academic ability. Teachers' focus on academic ability as the sole determinant of successful learning causes learning to be incapable of developing the students' potential called Multiple Intelligences (MI), whereas they can be applied to make students enjoy learning as well as develop the potential and thinking skills of students. To overcome this problem, a teaching strategy based on Multiple Intelligences was developed in science lesson. The effectiveness of the teaching strategy was evaluated by pretest-posttest-control-group design. The samples consisted of 124 of junior high school students. Data were obtained from Multiple intelligences test, Science Process Skills (SPS) test, and observation sheets. The hypotheses were tested using t-test, simple linear regression, and one-way ANOVA. The study revealed that Multiple Intelligences strategy has an effect on and can be a significant predictor of the development of students' Multiple intelligences. This study showed an improvement of the SPS, specifically in the questioning ability. The results of this study will change the teaching strategy in the future, from academic ability oriented to be multiple intelligences oriented and focus on the potential of each student.
The Flipped Learning Model in Online Education for Secondary Teachers
Author: Romero-García, Carmen
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Video Technology,Homework,Online Courses,Secondary School Teachers,Teacher Education Programs,Virtual Classrooms,Student Satisfaction,Teacher Role,Masters Programs,Graduate Students,Student Attitudes,Program Effectiveness,Foreign Countries

The online-based model known as &quot;flipped learning&quot; raises new challenges that are different from those of face-to-face teaching. The flipped learning model enhances the active and autonomous learning of students, changes the relationships between them and with the teacher, and encourages innovation within the learning process. The following paper presents a descriptive, poll-based study after having implemented the model in the Curricular design course offered in two different departments, Mathematics and Technology and Computer Science, as part of the Master's Degree program in Secondary Education Teacher Training, taught online by the International University of La Rioja (UNIR). For this purpose, we have designed a learning model with a series of stages based on the events proposed by Gagné for the design of a teaching unit. In order to analyze the impact that the model has on student performance, the final grades obtained by the students are collected after individually designing a didactic unit, as required to demonstrate their learning, analyzing the difference between the control group and those participating in the designing experience. The results revolve around several axes, such as student satisfaction, the training they received, the perceived usefulness of the training received, the evaluation of the entire training process as it was carried out, and the performance achieved. This model ensures that the student is satisfied with and finds the usefulness of the training received, attains better academic performance and fosters very positive attitudes among the students as a whole.
Learning Styles, Study Habits and Academic Performance of Filipino University Students in Applied Science Courses: Implications for Instruction
Author: Magulod, Gilbert C., Jr.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Style,Study Habits,Academic Achievement,College Students,Foreign Countries,Technology Education,Student Characteristics,Differences

In order to better prepare university students as proficient, versatile and productive information and industrial technologists in the 21st century, the need to implement instructional strategies and activities naturally align with their predispositions will make them better learners. This study examined the learning style preferences, study habits and level of academic achievement of students enrolled in applied science courses of one campus of a public higher education institution in the Philippines. The study employed descriptive correlational research design to a total of seventy-five respondents who were purposively sampled. Two sets of standardized instruments were utilized by the researcher. Results of the study revealed that the students of applied sciences courses preferred visual, group and kinesthetic as major learning styles while they manifest a moderate level of study habits. They also have a good level of academic achievement. Test of difference revealed that academic performance, father's occupation and type of high school graduated from spelled significant differences in their perceptual learning styles. They also spelled differences in their study habits when grouped according to academic standing in high school, writing skills, mothers' education, and test anxiety. Finally, there were significant relationships between learning styles, study habits and academic performance of students in applied science courses. The implications of the study can guide instructors to plan and deliver suitable instructional interventions.
The Design and Implementation of an Arabic Pronunciation Application for Early Childhood
Author: Aljojo, Nahla
Date: 2019-00-00
Type: Journal Articles
Subjects: Program Design,Program Implementation,Semitic Languages,Pronunciation,Preschool Children,Preschool Education,Alphabets,Pronunciation Instruction,Vowels,Listening Skills,Computer Oriented Programs,Cognitive Development,Phoneme Grapheme Correspondence,Academic Achievement,Visual Aids,Usability,Teaching Methods,Taxonomy

Learning is not limited to a certain age group or a formal study environment. However, the first eight years, and particularly the first three years, are the most important because the effects of the care and attention provided to the child during this period will continue throughout his/her life. A child's early learning processes develop his/her educational abilities and skills and fosters his/her academic achievements. Preschool can be very beneficial to the development of and learning for children, but there are differences between countries in this area. Preschool programmes of high quality can reduce repetition in the classroom and raise achievement scores for students (Jacobson and Linda 2008). There are many applications in the Middle East that teach children but none link the vowels of the Arabic alphabet characters and sound for each character and the training to select the correct format of the Arabic alphabet (e.g. &quot;fatha,&quot; &quot;dama&quot; and &quot;kasra&quot;). This study aims to develop an educational application for children aged 3-5 to help improve their skills and abilities. The application will prepare them for school by teaching them the Arabic letters, pronunciation and the short vowels (&quot;fatha,&quot; &quot;dama&quot; and &quot;kasra&quot;). The application also aims to help children communicate and interact more effectively with their external environment by employing several theories about learning skills, such as Piaget's &quot;Theory of Cognitive Development&quot;, Dale's &quot;Cone of Learning&quot; and Bloom's &quot;Taxonomy of Cognitive Goals&quot;. The application will focus on the first three levels of Bloom's &quot;Taxonomy Pyramid&quot;, which are &quot;Remember&quot;, &quot;Understand&quot; and &quot;Apply&quot;. The application will be designed to aid children with their Arabic pronunciation, aural and oral skills, as well as to train and educate them in preparation for attending school. The expected result is that it will be considerably better than educational books for children's education. Combining education and play in e-learning applications is an important way to attract children.
The Enhancement of Pre-Service Mathematics Teachers&apos; Mathematical Understanding Ability through ACE Teaching Cyclic
Author: Afgani, Muhammad Win
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Mathematics Skills,Foreign Countries,Experimental Groups,Control Groups,Undergraduate Students

The aim of this study was to investigate the enhancement of the mathematical understanding ability of pre-service mathematics teachers through Activity-Class discussion-Exercise (ACE) teaching cyclic based on APOS theory. This study used a quasi-experiment method with non-equivalent pre-post test control group design. The subjects of this study were 120 pre-service mathematics teachers from two universities in Palembang, Indonesia. The subjects were divided into two classes, that are, experiment and control class. Experiment class was a class that is applied ACE teaching cyclic based on APOS theory, whereas control class was a class that is applied direct learning. The subjects were also divided into three groups of mathematical initial ability, that are, high, average, and low. The Instruments used in this study were mathematical initial ability test, mathematical understanding ability test, observation, and interview. Data analysis tests used in this study were statistic test of parametric and non-parametric. The results of data analysis showed that 1) there is no significant difference between the enhancement of mathematical understanding ability of pre-service mathematics teachers applied ACE teaching cyclic based on APOS theory and direct learning in terms of overall and group of mathematical initial ability, 2) there is no interaction between learning factors (ACE teaching cyclic and direct learning) and group of mathematical initial ability (high, average, and low) to the enhancement of mathematical understanding ability of preservice mathematics teachers.
Access to Academic Libraries: An Indicator of Openness?
Author: Wilson, Katie
Date: 2019-01-00
Type: Journal Articles
Subjects: Academic Libraries,Access to Information,Library Policy,Foreign Countries

Introduction: Open access to digital research output is increasing, but academic library policies can place restrictions on public access to libraries. This paper reports on a preliminary study to investigate the correlation between academic library access policies and institutional positions of openness to knowledge. Method: This primarily qualitative study used document and data analysis to examine the content of library access or use policies of twelve academic institutions in eight countries. The outcomes were statistically correlated with institutional open access publication policies and practices. Analysis: We used an automated search tool together with manual searching to retrieve Web-based library access policies, then categorised and counted the levels and conditions of public access. We compared scores for institutional library access feature with open access features and percentages of open access publications. Results: Academic library policies may suggest open public access but multi-layered user categories, privileges and fees charged can inhibit such access, with disparities in openness emerging between library policies and institutional open access policies. Conclusion: As open access publishing options and mandates expand, physical entry and access to print and electronic resources in academic libraries is contracting. This conflicts with global library and information commitments to open access to knowledge.
Evaluating the Effectiveness of Web Search Engines on Results Diversification
Author: Wu, Shengli
Date: 2019-03-00
Type: Journal Articles
Subjects: Internet,Search Engines,Information Retrieval,Search Strategies,Online Searching

Introduction: Recently, the problem of diversification of search results has attracted a lot of attention in the information retrieval and Web search research community. For multi-faceted or ambiguous queries, a search engine is generally favoured if it is able to identify relevant documents on a wider range of different aspects. Method: We evaluate the performance of three major Web search engines: Google, Bing and Ask manually using 200 multi-faceted or ambiguous queries from TREC. Analysis: Both classical metrics and intent-aware metrics are used to evaluate search results. Results: Experimental results show that on average Bing and Google are comparable and Ask is slightly worse than the former two. However, Ask does very well in one subtype of queries -- ambiguous queries. The average performance of the three search engines is better than the average of the top two runs submitted to the TREC web diversity task in 2009-2012. Conclusions: Generally, all three Web search engines do well, this indicates that all of them must use state-of-the-art technology to support the diversification of search results.
Exploring Prospective Student Teacher&apos;s Question on Mathematics Teaching Practice
Author: Zayyadi, Moh
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Mathematics Instruction,Teaching Methods,Learning Activities,Questioning Techniques,Secondary Education,Brainstorming,Mathematical Concepts,Teacher Education Programs

This research aims to see and describe the types of questions posed by prospective teachers in learning concepts, principles, procedures and mathematical facts. The mathematics learning is an activity undertaken by teachers, students and learning environments in learning the mathematical material. The mathematics learning, in this case, is the learning of concept, principal, procedures, and factual mathematics. This research is qualitative research, and the subject is 7th semester students of mathematics at Madura University who was doing their field experience practice. The average number of students in each class is 35-40 students and the average age is 17 years. The school where the students of prospective teacher should teach is class IX high school level in Pamekasan and Sampang Regency. The data was collected from video recording an interview, then the data was analyzed, and triangulation was done. Triangulation result would be used as initial conclusion before the final one is taken. The result of this study is, brainstorm questions emphasized more to the concept understanding, procedures, mathematics principals. Divergent questions are questions which stressing more to the concept of understanding, procedures, and mathematics principle and factual. Convergent questions, brainstorm questions are questions which emphasizing on the understanding of mathematics factual. This focal question is more about justifying or giving students choices in answering questions. This type of question to inquire about procedures and mathematical facts to choose the right one.
Effects of Active Learning Methodologies on the Students&apos; Emotions, Self-Efficacy Beliefs and Learning Outcomes in a Science Distance Learning Course
Author: Jeong, Jin Su
Date: 2019-00-00
Type: Journal Articles
Subjects: Active Learning,Psychological Patterns,Self Efficacy,Student Attitudes,Beliefs,Outcomes of Education,Science Instruction,Distance Education,Foreign Countries,College Science,Experimental Groups,Control Groups,Undergraduate Students,Learning Motivation,Student Motivation

Distance education programs in higher education are gaining popularity mostly due to the flexibility of the formative programs to fit all the requirements that brick-and-mortar educational institutions are not able to provide to students. However, quite often these distance programs report feelings of isolation, lack of self-direction and management, and eventual decrease in motivation levels. Thus, the main aim of this research is to assess the effect of following an active learning methodology on the students' emotions, self-efficacy beliefs and learning outcomes in the context of a distance learning program in an Atmospheric Pollution course. According to the results, the use of these methodologies not only had a significant promotion in the positive emotions and self-efficacy beliefs, but also better learning outcomes were achieved by the students following this methodology. The results obtained in this research demonstrate that following an appropriate learning methodology in a distance program could contribute to reduce the main handicaps of these programs.
Comparative Study of Iran and the UK National Curriculum Based on the Principles of Mind, Brain and Education
Author: Mottaghi, Nazanin Rezazadeh
Date: 2019-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Foreign Countries,National Curriculum,Thinking Skills,Cognitive Processes,Brain,Metacognition,Educational Research,Teaching Methods,Teaching Models,Behavioral Objectives

This study compares the national curriculum of Iran and the UK to find out how the educational system in developing countries such as Iran can be improved. Because of implementing thinking skills and cognitive education, the educational system in the UK benefits from a high-quality standard. The science of mind, brain, education introduces some principles to improve teaching and learning methods and provide thoughtful and lifelong learners for the societies. In this study, we specified the main parts of the national curriculum in both countries and selected some of the principles to determine whether these two countries apply them in their national curriculum. Some of these principles focus on some significant issues: teaching models, the use of Meta-discipline and Holistic Techniques, authentic learning experiences, use of products, processing and progressing Evaluations, developing explicit learning objectives, how to benefit from thinking and reflective practices, using collaborative and democratic activities, preparing students to set personal objectives, giving themselves feedbacks, technology and flipped classrooms, and beginning Year-Round Schooling. The results show that Iran needs more precise and detailed learning objectives in its curriculum, use of democratic and collaborative activities with academics and students, develop thinking and reflective practices which play vital roles in upgrading the educational system. Moreover, it is suggested that the UK and Iran should consider embedded evaluations and flipped classrooms to meet the needs of new generation of learners.
Sports or Fine Arts? Investigation of Free Time Management Skills of Participants Interested in Sports and Fine Arts
Author: Gumusgul, Osman
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Sports,Fine Arts,Time Management,Physical Education,Measures (Individuals),Leisure Time,Scores,Goal Orientation,Gender Differences,Student Attitudes,Foreign Countries,Scheduling

In this study it was aimed to investigate free time management skills of participants interested in sports and fine arts. 233 students studying at School of Physical Education and Sports and Faculty of Fine Arts took part in this research. Data was gathered through Free Time Management Scale that had been developed by Wang et al. (2011) and translated to Turkish Language by Akgul and Karakucuk (2015). In evaluation part, descriptive statistical analysis and Manova test was used. It was statistically determined that there were significant differences on free time management scores between participants interested in sports and participants interested in fine arts. Also there were significant differences on free time activities while there were not significant differences on genders. According to the results participants interested in sports have higher scores in goal setting and technique and evaluating sub-dimensions and participants interested in fine arts have higher scores in free time attitudes and scheduling sub dimensions.