ethanporcaro/eric-fulltext-meta huggingface dataset:
Educating Engineering Students in Egypt: Recommendations for Improvement
Author: Elsafty, Ashraf
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,Foreign Countries,Job Skills,Education Work Relationship,Educational Change,Teaching Methods,Educational Improvement,State Universities,College Administration,Educational Finance,Quality Assurance,Human Resources,Administrative Organization,Marketing,Accounting,Research and Development,Information Technology,Political Influences,Social Influences,Stakeholders,Educational Attitudes

Egyptian schools of engineering (government faculties, private faculties and private higher engineering institutes) award degrees to 35000 graduates annually. There have been concerns from the Egyptian Engineers Syndicate, experienced engineers, local &amp; international employers, parents and other society stakeholders about the knowledge and skills gained by engineering graduates. In this article, first the institutions were analyzed from a fresh business perspective. The analysis highlighted several constraints that hinder radical reforms. In part two of this article the aspirations of stakeholders were collected and identified. In part three, recommendations were made based on the experiences of engineering education providers worldwide.
Corporate Training Programs in Russian and Foreign Companies: Impact on Staff and Time Challenges
Author: Tikhonov, Alexey
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Corporate Education,Program Content,Electronic Learning,Employer Attitudes,Employee Attitudes

Corporate learning is changing actively now: the global factors force companies to reform and invest in corporate learning systems. The article discusses problems and prospects of this process and describes corporate learning systems condition within Russian market companies.
The Effect of the Skype[TM] Conference Call on English Speaking Anxiety
Author: Punar, Nermin
Date: 2019-00-00
Type: Journal Articles
Subjects: Telecommunications,Second Language Instruction,English (Second Language),Adult Education,Educational Technology,Anxiety,Speech Communication,Technology Uses in Education,Conventional Instruction,Computer Assisted Instruction,Student Attitudes,Gender Differences,Foreign Countries

As a result of the globalized world, technology has become the center of our lives and changes a lot of things such as our education and communication. Educational institutions have started to use some online communication platforms such as Skype[TM] while teaching a second language. This research examines the effect of Skype[TM] on foreign language learners' speaking anxiety levels and tries to find out the differences in foreign language speaking anxiety levels between the traditional speaking lesson and the Skype[TM] Conference Call lesson. Twenty-one B1-B2 level adult English language learners participated in this study and a true experimental research design was used. The data were analyzed by paired samples t-test analysis of pre- and post-tests of participants. The results indicated that Skype[TM] had an impact on foreign language learners' speaking anxiety because it reduced the anxiety levels of learners in the experimental group.
The Innovative Group Learning Design: Instructional Group Activities
Author: Sasmaz Ören, Fatma
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Design,Cooperative Learning,Group Activities,Faculty Development,Teaching Methods,Preservice Teacher Education,Preservice Teachers,Methods Courses,Science Teachers,Student Attitudes,Foreign Countries,Science Education

The Instructional Group Activities Design (IGAD) refers to activities which aim to improve professional development and learning skills, in which a learning-centered teaching process is adopted and students study in small groups. The study aimed to both introduce the IGAD and determine pre-service science teachers' opinions on IGAs that were performed during the practice hours of the course &quot;Special Teaching Methods I.&quot; In line with this aim, opinions of 56 pre-service science teachers on the practices were received. An opinion form, which includes open and close-ended questions, was used as a data collection tool. According to the results of the study, pre-service science teachers stated that the practice mostly contributed to their professional and social development areas. Regarding the negative aspects of the practices, pre-service science teachers underlined that they had difficulty regarding time and experienced certain group problems. Based on these findings, positive and negative aspects of the instructional group activities design for teacher training were discussed, and some recommendations were presented.
Understanding and Supporting Literacy Development among English Learners: A Deep Dive into the Role of Language Comprehension
Author: Mancilla-Martinez, Jeannette
Date: 2020-00-00
Type: Journal Articles
Subjects: Literacy Education,English Language Learners,Second Language Learning,Bilingualism,Academic Achievement,Reading Achievement,Achievement Gap,Reading Comprehension,Role,Teaching Methods,Correlation,Longitudinal Studies,Kindergarten,Elementary Secondary Education,Language Processing

A distinguishing feature of English learners (ELs) centers on coming from homes in which a language other than or in addition to English is used, but bilingualism itself is not a risk factor for low academic achievement. Yet in the United States, ELs' reading achievement continues to lag behind that of their English-proficient peers. In this introduction, I discuss the need for research that centers the role of language comprehension among ELs for understanding and supporting their literacy achievement, highlight some of the key contributions made by the authors of articles that comprise this special topic collection, and offer several avenues that are ripe for future research.
An Analysis of the Effects of North Carolina&apos;s Opportunity Scholarship Program on Student Achievement
Author: Egalite, Anna J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Vouchers,State Aid,State Programs,Private Schools,Public Schools,Program Effectiveness,Academic Achievement,Achievement Tests,Standardized Tests,Low Income Students,Elementary Secondary Education

The North Carolina Opportunity Scholarship Program is a private school voucher program that provides state-funded vouchers worth up to $4,200 to eligible students entering kindergarten through 12th grade. Because the public and private school sectors administer different assessments, we recruited approximately 700 students to take a common, nationally normed, standardized test. Matching on baseline achievement and rich demographic data, we use a quasi-experimental inverse propensity weighting approach to maximize comparability between the public and private school student samples. Our preferred specification examines first-year effects for new Opportunity Scholarship students, revealing positive estimates of 0.36 SD in math and 0.44 SD in language; there is no effect on reading scores. Results for renewal students are statistically significant in language scores only. In further analyses, we estimate separate effects for private schools that regularly administer another version of the assessment used in this study, the Iowa Test of Basic Skills. We conclude by discussing policy implications.
Instruction Quality or Working Condition? The Effects of Part-Time Faculty on Student Academic Outcomes in Community College Introductory Courses
Author: Ran, Florence Xiaotao
Date: 2020-00-00
Type: Journal Articles
Subjects: Part Time Faculty,Teacher Effectiveness,Outcomes of Education,Community Colleges,Two Year College Students,Introductory Courses,Enrollment Influences,Required Courses,Remedial Instruction,Context Effect,Work Environment,Public Colleges,Knowledge Level,Mathematics Achievement,Academic Support Services,Student Characteristics,Working Hours

More than half of community college courses are taught by part-time faculty. Drawing on data from six community colleges, this study estimates the effects of part-time faculty versus full-time faculty on students' current and subsequent course outcomes in developmental and gateway courses, using course fixed effects and propensity score matching to minimize bias arising from student self-sorting across and within courses. We find that part-time faculty have negative effects on student subsequent enrollments. These negative effects are driven by results in math courses. We also find that course schedules could explain substantial proportions of the estimated negative effects, while faculty individual characteristics could not. Survey results on faculty professional experiences suggest that part-time faculty had less institutional knowledge regarding both academic and nonacademic services. We infer that inferior working conditions for part-time faculty, rather than inferior instructional practices, contribute to the negative effects we observed on students' subsequent course enrollment.
The Relationship between Student Engagement and Tertiary Level English Language Learners&apos; Achievement
Author: Karabiyik, Ceyhun
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,Correlation,English (Second Language),Second Language Learning,Intensive Language Courses,Foreign Countries,Academic Achievement,Predictor Variables,Undergraduate Students,Young Adults,Language Proficiency,Classroom Communication,Speech Communication,Oral English,Communicative Competence (Languages),Student Behavior

The aim of this study was to investigate the interaction between student engagement and achievement. The study sample was composed of 296 at Ufuk University in Ankara, Turkey. The participants were enrolled in the intensive English language program of the foreign language Preparatory School of the institution. Data collection was carried out with the Mazer's (2012) Student Engagement Scale, which was adapted to Turkish by Ugur and Akin (2015). Students' English achievement was measured by their mid-term exam results. Statistical analysis revealed participants to be more engaged in silent in class behaviors followed by out of class behaviors, thinking about course content, and out-of-class behaviors. Moreover, it was found that participants had low engagement levels in oral in class behaviors. All types of engagement had a positive correlation with mid-term exam scores. Among all types of engagement behaviors, oral in class behaviors was the only predictor of students' exam scores.
Thoughts on Learner Autonomy in a CALL System Together with Student Perceptions
Author: Okumus Ceylan, Nuray
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,English (Second Language),Personal Autonomy,Student Attitudes,Instructional Effectiveness,Language Laboratories,Teacher Role,Drills (Practice),Student Role,Feedback (Response),Foreign Countries,College Students,Language Skills,Second Language Learning

In our institution, Quartet (computer software program) was a part of the curriculum which provides the students with the opportunity to work on their own in order to develop their language skills. To what extent the learners benefit from the materials and the time provided for them mainly depends on students since as Dakin suggests (1973) &quot;though the teacher may control the experiences the learner is exposed to, it is the learner who selects what is learnt from them&quot; (p. 16). According to the observations of teachers, some, but not all students worked effectively in lab lessons. This paper aims to identify the students' perceptions about themselves, the teacher, their peers and language learning to have an idea of their autonomy and their thoughts on computer assisted language learning. Data were gathered through a 46-item questionnaire. Frequency tests were used to determine the frequencies and percentages of each item to find out the perceptions of participants on learner autonomy and the usefulness of computer lab lessons. Though the students shoulder the responsibility of learning, most students need guidance of their teachers to set goals for their learning process.
Higher Education and Economic Growth of Nigeria: Evidence from Co-Integration and Granger Causality Examination
Author: Omodero, Cordelia Onyinyechi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Economic Development,Enrollment,Educational Finance,Expenditures,Economics,Education

This study investigates the level of co-integration between education and economic growth in Nigeria and the causality effect of education on economic growth. The study employs secondary form of data spanning from 2000 to 2018 and are sourced from UNESCO, World Bank and CBN statistical bulletin. The data are collected on GDP, education expenditure and gross enrolment ratio of higher education for the period under review. The study uses Johansen co-integration and Granger causality tests for analysis and the findings show that education and economic growth in Nigeria have a long term co-integration while Granger causality test reveals that education and gross enrolment ratio of higher education are not affecting economic progress and the GDP is not influencing both of them too. The implication is that if Nigeria's educational system continues the way it is presently, it will remain a long term problem and will continue to negatively affect economic growth. Other countries will be benefiting from modern technologies through improvement on their educational system, but Nigeria may not be at the same pace if immediate policy changes in favor of education are not embraced. Thus, the study suggests major improvement on government's annual budgets for education in order to decrease the population of out-of-school children and increase the stock of skilled human capital in the country.
Towards a Continuum from Know-How to Show-How for Developing EFL Student-Teachers&apos; Assessment Literacy
Author: Kavakli, Nurdan
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Assessment Literacy,Public Colleges,Foreign Countries,Preservice Teachers,English Teachers,Knowledge Level,Practicums,Student Teacher Attitudes,Self Evaluation (Individuals)

It mushrooms as an unerring fact that that assessment literacy has been a focus of interest as one of the major professional requirements of a teacher. Correlatively, there are some manifold standards for assessment and measures for assessment literacy. This study, hereat, aims to unearth the prospective English as a Foreign Language (henceforth EFL) teachers' levels of assessment literacy. In this context, the Assessment Literacy Survey developed by Volante and Fazio (2007) together with the student questionnaire of the European Network of Language Testing and Assessment (ENLTA) which was developed in 2004 are exploited to collect data. The participants are thirty-six senior students from the department of English Language Teaching (henceforth ELT) at a state university in Turkey. Fundamentally, the preservice teachers' utilization of the assessment approaches, and their understanding of underlying principles are at the major axis. As a result, it is reported that prospective EFL teachers are aware of the concept of assessment literacy though they perceive themselves as not adequately qualified. At the very same, practicum courses in which they enroll do not satisfactorily meet their expectations in developing their assessment skills. Similarly, they have a judicious amount of practical knowledge on different types of assessment approaches although they are mindful of the fact that in-class practices are to be laced with various kinds of assessment applications. Some practical recommendations and implications for teacher education are also listed in tow.
Do You Get the Picture? A Meta-Analysis of the Effect of Graphics on Reading Comprehension
Author: Guo, Daibao
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Test Format,Visual Aids,Pictorial Stimuli,Graphic Arts,Multimedia Instruction,Design,Predictor Variables,Reader Text Relationship,Instructional Effectiveness,Educational Research,Literary Genres,Instructional Program Divisions

Although convergent research demonstrates that well-designed graphics can facilitate readers' understanding of text, there are select situations where graphics have been shown to have no effect on learners' overall text comprehension. Therefore, the current meta-analytic study examined 39 experimental studies published between 1985 and 2018 measuring graphics' effects on readers' comprehension. We first quantified the overall effect on reading comprehension. Then, we considered interactions with learners' characteristics, graphic types, and assessment formats. Our analysis revealed that the inclusion of graphics had a moderate overall positive effect (Hedges's g = 0.39) on students' reading comprehension, regardless of grade level. Regarding graphic type, we did not find a significant difference among pictures, pictorial diagrams, and flow diagrams. Only when compared to mixed graphics, pictures had a greater effect on comprehension. Additionally, compared with true and false assessments, graphics differentially benefited students' comprehension on open-ended comprehension assessments and mixed format assessments. Implications for future research are presented.
Optimization of Distribution of the Fund of Evaluative Means When Forming the Universal Educational Actions
Author: Novgorodtseva, T. Yu.
Date: 2020-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Foreign Countries,Academic Standards,Educational Quality,Academic Achievement,Progress Monitoring,Student Evaluation,Evaluation Criteria,National Standards

The actuality of this research is determined by the acceptance of standards where a new sense of a concept &quot;educational results&quot; is given. Thus, a necessity to evaluate subject, cross-curriculum and personal results of students appears. The ways to evaluate the level of organization of the universal educational actions are reflected in the educational programs on each subject and in the programs of extracurricular activities. The FEM are worked out to monitor and check students' educational achievements with the requirements of the basic educational program in accordance with the requirements of standards.
Experimental Evidence on the Effects (or Lack Thereof) of Informational Framing during the College Transition
Author: Kramer, Jenna W.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Bound Students,Males,First Generation College Students,African American Students,Intervention,Postsecondary Education,State Aid,Eligibility,Transitional Programs,High School Graduates,Telecommunications,Handheld Devices,Academic Achievement,Student Characteristics,Program Effectiveness,Tuition Grants,Vocational Schools,Community Colleges,Cost Effectiveness,Public Education,College Entrance Examinations,Summer Programs,Prompting,Access to Information,Enrollment Influences

Technology-facilitated interventions following high school graduation have shown promise for increasing the likelihood of college matriculation, but we know little about how to fine-tune these tools. I conducted an experiment in which college-intending Tennessee high school graduates received informational messages in distinct behavioral frames: business-as-usual, in which they received the same messages as the prior cohort; loss aversion, which emphasized what students would lose if they did not act; reduction of ambiguity, which provided details on necessary actions and anticipated completion times; and peer support, which encouraged students to work with friends on enrollment tasks. There was no main effect of the treatment frames. Heterogeneity analyses suggest that, at certain eligibility checkpoints, a loss aversion frame may negatively affect men and the peer support frame may negatively affect first-generation and Black participants. I situate the findings in the literature and recommend future directions for research on informational intervention delivery.
Engaging Diverse Youth in Experiential STEM Learning: A University and High School District Partnership
Author: Boakes, Norma J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,Minority Group Students,Experiential Learning,STEM Education,High School Students,Partnerships in Education,College School Cooperation,Grade 9,Pretests Posttests,Student Attitudes,Robotics

This paper presents the results of a partnership between a New Jersey school district and four-year university seeking to enhance STEM programming for the district's diverse student population. The project utilized a STEM-focused experiential unit integrated into existing ninth grade school non-science classes (social studies and career readiness courses). A quasi-experimental double pre- and post-test design was used to gauge feeling towards and interest in STEM study among the diverse sample population over a two- year period. Data from Year One was used to refine and adjust the Year Two structure. Results offer credence to the use of focused STEM units with general population students to influence interest in science and STEM-related careers. The experiential component of the unit was most well-received with students supporting its integration into a non-science classroom.
An Investigation into Turkish EFL Learners&apos; Stereotyped Thoughts and Exposure to English: A Correlational Study
Author: Okyar, Hatice
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Stereotypes,Foreign Countries,College Students,Language Proficiency,Correlation,Measures (Individuals),Language Attitudes,Generalization,State Universities,Undergraduate Students

This study aims to investigate tertiary EFL learners' stereotyped thoughts about foreign languages, the extent of their exposure to English, and the potential relationships between these variables, also in relation to their proficiency level. 124 EFL students in the preparatory school of a state university in Turkey participated in the study. Two quantitative data collection instruments were distributed to the participants: &quot;Stereotyped Thoughts About Foreign Languages Scale&quot; (Ünal, 2015) and &quot;Exposure to English Scale&quot; (Gökcan &amp; Çobanoglu-Aktan, 2016). Descriptive statistics and correlations were used to analyze the data. The results showed that the participants held a moderate level of stereotyped thoughts and exposure to English. Moreover, significant and positive relationships were revealed between L2 exposure and (1) proficiency level and (2) the two dimensions of stereotyped thoughts: &quot;collectivity&quot; at a weak level and &quot;trying to change people&quot; at a moderate level. However, L2 exposure correlated significantly and negatively with &quot;taking it personally&quot; and &quot;exaggerated generalization&quot; at a weak level. Concerning the relationships between proficiency level and the dimensions of stereotyping, &quot;the &quot;Must&quot; rule,&quot; &quot;taking it personally&quot; and &quot;excessively self-sacrificing&quot; showed significant and negative relationships with proficiency level weakly, while &quot;exaggerated generalization&quot; correlated with proficiency at a moderate level.