ethanporcaro/eric-fulltext-meta huggingface dataset:
The Dynamics of Decentralization of Higher Education Delivery and Local Politics in the Philippines: the Case of Two Mandaue City Colleges in Cebu Province
Author: Pernia, Ronald A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Administrative Organization,Higher Education,Local Issues,Politics of Education,Delivery Systems,Case Studies,Institutional Characteristics,Interviews,Focus Groups,Demography,Educational Policy,Political Power,Power Structure,Urban Universities,College Administration,Foreign Countries

This study explores how the decentralization law of 1991 in the Philippines has provided the conditions for the interface of higher education and politics by virtue of Local Government Units (LGUs) establishment of Local Colleges and Universities (LCUs). Anchored on educational politics framework, it specifically looks at the experience of Mandaue City which presently has two similarly named local colleges, one is Commission on Higher Education accredited and LGU supported, while the other has been deemed to have &quot;no legal personality&quot; but has persisted to operate nonetheless. This would create a conflict of legitimacy and later on manifest issues and challenges naturally beyond the immediate domain of education, but one that must be harnessed constructively given the realities of Philippine politics i.e. power struggle and political dynamics. The democratic opening engendered by the decentralization law to allow LGUs to establish post-secondary schools are beset with growing political tensions and contestations. Yet, there were also narratives and evidence of positive impact brought about by the decentralization of higher education. Using key informant interviews, focus group discussion and document reviews, this study contends that public educational ventures such as LCUs serve as a microcosm of the larger problem in Philippine higher education: improved access to higher education, but quality is deteriorating. As such, this study hopes to suggest several policy directions and practical considerations for national governments vis-à-vis the LGUs role as enabler and/or regulator of higher education.
Self-Efficacy Reduces Impediments to Classroom Discussion for International Students: Fear, Embarrassment, Social Isolation, Judgment, and Discrimination
Author: Maeda, Junko
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Barriers,Emotional Response,Group Discussion,Language Skills,Fear,Psychological Patterns,Social Isolation,Student Attitudes,Social Discrimination,Self Efficacy,Foreign Countries,Student Participation,Qualitative Research,Semi Structured Interviews

Approximately one million international students were enrolled at U.S. universities in the academic year 2015-2016, and the number has been steadily rising since. Although these students aim to increase intercultural communication skills, international knowledge, and critical thinking skills, some international students experience difficulty participating in class discussion. Several studies have revealed a range of obstacles to full participation in in-class discussions, including language, cultural differences, academic differences, and social isolation. Among these barriers, some studies have identified emotional factors that significantly affect learning. This study was an in-depth exploration of the adverse emotional factors that impede discussion participation. Using a qualitative approach, twenty-three international students at one university were interviewed, and their responses analyzed. Students reported that fear, embarrassment, social isolation, judgment and discrimination were barriers to participation. These findings are discussed in the context of a framework for reducing negative emotional states, employing self-efficacy theory. This framework was applied to the interview results and the author's observation of international students' behavior in dormitories and university offices. These findings suggest a possible intervention approach for educators to help international students express themselves in the classroom.
Discourses on Empowerment in Adult Learning: A View on Renewed Learning
Author: Daniele, Luisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Adult Learning,Discourse Analysis,Position Papers,Definitions,Empowerment,Lifelong Learning,Adult Education,Educational Change,Educational Development,Problem Solving,Learning Activities,Learning Experience,Questioning Techniques,Functional Literacy,Foreign Countries

The paper examines critically the dimension of empowerment in the European discourse, starting from some operational definitions used in official documents. The author analyses the shift in the European documents from 2000 to recent years, from a lifelong learning vision to an adult education approach, basically labour market-oriented, thus leaving aside the social cohesion and self-emancipatory dossiers. Against this background, a theoretical approach derived from the categories of transaction and reflexivity is suggested, setting out from the works of John Dewey. This paper investigates whether the categories of experience, problem posing and emancipation are more suitable for a long-term project on adult learning than the categories of activation, problem solving, and empowerment.
Survey of Research Approaches Utilised in the Scholarship of Teaching and Learning Publications
Author: Divan, Aysha
Date: 2017-00-00
Type: Journal Articles
Subjects: Research Methodology,Scholarship,Publications,Journal Articles,Qualitative Research,Statistical Analysis,Mixed Methods Research,Educational Research,Instruction,Learning,Incidence,Data Collection,Data Analysis,Information Sources,Higher Education

The Scholarship of Teaching and Learning (SoTL) has been described as the fastest growing academic development movement in higher education. As this field of inquiry matures, there is a need to understand how SoTL research is conducted. The purpose of our study was to inform this debate by investigating research approaches used in SoTL publications. We analysed 223 empirical research studies published from 2012 to 2014 in three explicitly-focused SoTL journals. We classified the studies as either qualitative, quantitative, or mixed methods using an analytical framework devised from existing literature on research methods. We found that the use of the three research designs was fairly evenly distributed across the papers examined: qualitative (37.2%), quantitative (29.6%), and mixed methods (33.2%). However, there was an over-reliance on data collection from a single source in 83.9% of papers analysed, and this source was primarily students. There was some, but limited, evidence of the use of triangulation through the use of multiple data collection instruments (e.g. survey, assessment tasks, grade databases). Similarly, only one-third of publications classified as mixed methods integrated the analysis and interpretation of the qualitative and quantitative data equally within the study. We conclude that current SoTL research is characterised by methodological pluralism but could be advanced through inclusion of more diverse approaches, such as close reading, and adoption of strategies known to enhance the quality of research, for example, triangulation and visual representation.
Primary School Pre-Service Teachers&apos; Self-Assessed Competency Level of Teaching How to Read in Turkey
Author: Çayir, Aybala
Date: 2017-09-10
Type: Journal Articles
Subjects: Foreign Countries,Primary Education,Elementary School Teachers,Preservice Teachers,Reading Teachers,Reading Instruction,Self Evaluation (Individuals),Teacher Competencies,Teaching Methods,Parent Participation,Qualitative Research

Learning to read is an important step for a child's academic and social success. Meaningful and fluent reading skills are linked to children's progress in their thinking and criticizing abilities. The knowledge and skills required for effective reading are initially taught in primary schools. The main responsibility of primary school teachers' is to teach pupils how to read. The purpose of this study is to analyze primary school pre-service teachers' self- assessed competency level of teaching reading. For this purpose, teaching reading contents are analyzed in two dimensions: theoretical background and practice. Results show that pre-service primary school teachers are competent in the theoretical background dimension. In this dimension, the parental involvement activities were found in the lowest competency level. Their competency level was moderate for teaching reading practices dimension. For teaching reading dimension, the use of different teaching methods in one activity was found in the lowest competency level. Besides, the results showed that evaluation skills of pre-service teachers in reading activities need to be supported.
The Effectiveness of Using Group Story-Mapping Strategy to Improve Reading Comprehension of Students with Learning Disabilities
Author: Alturki, Nada
Date: 2017-09-23
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Reading Comprehension,Learning Disabilities,English (Second Language),Second Language Learning,Second Language Instruction,Reading Instruction,Control Groups,Experimental Groups,Comparative Analysis,Concept Mapping,Grade 6,Special Education,Reading Tests,Individualized Education Programs,Interviews

The purpose of this study was to examine the effectiveness of using group story-mapping of English as a second language (ESL) on students with learning disability while reading comprehension. The researcher focused on a specific graphic organizer in this study, called group story-mapping. This strategy required students with learning disabilities involving reading comprehension to identify the five main areas for recording a narrative story: setting, characters, problem, solution, and opinion. This strategy can also help students to visualize the connection between the ideas, and the teachers can have the advantages from the Group Story-Mapping Strategy to determine the strengths and weaknesses of their students while reading comprehensions. Four participants from sixth grade class were selected to participate in this study. This research used a post-test-only design implementing a control group and an experimental group. Three data collection devices were used to determine the effectiveness of using group story-mapping to improve reading comprehension of students with learning disabilities. The result of this study showed that using the Group Story-Mapping Strategy helped students with learning disabilities to comprehend the text more easily.
Fitting in with the Team: Facilitative Mentors in Physiotherapy Student Placements
Author: Hamshire, Claire
Date: 2017-00-00
Type: Journal Articles
Subjects: Physical Therapy,Allied Health Occupations Education,Student Placement,Clinical Experience,Mentors,Personal Narratives,Student Experience,Qualitative Research,Student Attitudes,Undergraduate Students

Clinical placements are central to physiotherapy students' education, providing an environment in which students can apply learning they have been introduced to in academic settings. However placement learning has been identified as fraught with problems and resultant stress, and there is limited evidence available on what exactly makes a good placement for physiotherapy students. This paper reports on selected findings from a study exploring narratives of physiotherapy students over three years, relating to their overall experiences of being a student. A narrative prompt provided an opportunity for the students to speak about &quot;episodes&quot; of their learning experiences. A number of these &quot;episodes&quot; related to the students' experiences of clinical placements; thus it was decided to extract these from the narratives and undertake a separate qualitative analysis of these placement experiences. The majority of the students reported positive experiences of placements overall; however, it was clear that some placement teams and mentors did not support students appropriately. A welcoming team and a mentor who facilitated learning from an individual student perspective were considered to be key to a good placement experience, whilst an unwelcoming team and a mentor who objectified the student resulted in bad placement experiences.
Effects of Family Educational Background, Dwelling and Parenting Style on Students&apos; Academic Achievement: The Case of Secondary Schools in Bahir Dar
Author: Mekonnen, Melaku Anteneh
Date: 2017-09-23
Type: Journal Articles
Subjects: Family Characteristics,Educational Background,Parenting Styles,Foreign Countries,Academic Achievement,Secondary School Students,Parent Background,Child Rearing,Qualitative Research,Statistical Analysis,Grade 9,Grade 10,Comparative Analysis,Questionnaires,Secondary Schools,Place of Residence,Rural Areas,Urban Areas,Parent Participation,Rural Urban Differences

This study predominantly focuses on investigating the respective impacts of family educational background, dwelling background and parenting styles on students' overall academic performance with respect to governmental secondary schools in Bahir Dar town, Ethiopia. A descriptive survey method was employed. A 42 items questionnaire was constructed and pilot tested. The computed reliability coefficient became 0.76. Moreover, data on students' academic achievement were obtained from the archive offices of sampled schools. While proportionate sampling was employed to determine representatives of each school and grade level, systematic random sampling technique was used to identify individual samples. Totaled 240 students. The methods of analysis employed were t-test and analysis of variance (ANOVA). ANOVA and t-test results with regards to the impact of family educational background and residence upon students' overall academic achievement was found nonsignificant at F = 0.59, df = 3 and 209, a = 0.05 and at computed t-value of 1.35, and critical t-value (1.96) respectively. Whereas, analysis of ANOVA on parenting style had been found statistically significant to impact on academic achievement at (F = 6.4, df = 3 and 209, a = 0.05). In an attempt to identify the parenting style conducive for better performance, Tukey test or Honestly Significant Difference (HSD) test had been employed, and the results revealed that authoritative parenting is far better over the rest three parenting styles.
Helping University Students Succeed at Employment Interviews: The Role of Self-Reflection in E-Portfolios
Author: Lackner, Christine
Date: 2017-00-00
Type: Journal Articles
Subjects: Psychology,Majors (Students),College Students,Electronic Publishing,Portfolios (Background Materials),Employment Interviews,Drills (Practice),Student Attitudes,Work Experience,Grades (Scholastic),Portfolio Assessment,Transitional Programs,Video Technology,Peer Evaluation,Correlation,Scores,Interviews,Multivariate Analysis,Foreign Countries

In the context of a Transition to Work course for fourth-year psychology majors, we had students use an e-portfolio to self-reflect on the learning experiences they deemed most significant during their degree. Such significant learning experiences can be drawn upon when answering behavioral job interview questions. We examined whether students would show improvement in mock behavioral interview performance over time, and whether any potential improvement was related to performance on self-reflective course assignments. Students indicated that the majority of their significant learning experiences had taken place outside of the classroom (e.g., paid and unpaid work, extracurricular activities). Across the duration of the course, students improved on all metrics of interview performance, and final interview performance was predicted by student grades on a self-reflective e-portfolio, but not other course assignments.
Hearts Grow: Contemplative Learning for Inner Stability Development in Female Prison Inmates
Author: Asdornnithee, Somsit
Date: 2017-00-00
Type: Journal Articles
Subjects: Females,Correctional Institutions,Institutionalized Persons,Learning Processes,Program Descriptions,Action Research,Qualitative Research,Phenomenology,Metacognition,Interpersonal Relationship,Daily Living Skills,Transformative Learning,Teaching Methods,Foreign Countries,Spiritual Development,Semi Structured Interviews,Focus Groups,Observation

Regarding the research questions of how the contemplative learning process is appropriate for Thai female prison inmates and how it can transform the learners, the objectives of the project were to study the learning process facilitation appropriate for the inner stability development of female prison inmates, and to explicate their inner experiences found during and after the completion of the program. The methodologies used were action research and phenomenological research. The obtained data were then qualitatively analyzed. The phenomenological result showed significant inner changes in the participants. These included the more inclusive perspectives one possessed, i.e. the ability to make more sense regarding the interconnectedness between oneself and surrounding people. Meanwhile, each participant could view herself more self-authoring and more responsible for her own actions. Besides, Meditation had become a useful tool allowing them to mindfully take care of themselves from within. All these phenomena corresponded with the results found during the eight rounds of the learning process. As for the learning process facilitation appropriate for such inner development, it consisted of 14 key components within sufficient length of time, while the process itself showed three distinctive phases.
Role of Youth Associations in National Education and Extremist Intellectual Behavior Tendency of Jordanian Youth
Author: Al-Tubasi, Adnan M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Youth Clubs,Youth Agencies,Antisocial Behavior,Undergraduate Students,Consciousness Raising,Agency Role,Statistical Significance,Gender Differences,Place of Residence,Correlation,Intellectual Freedom,Questionnaires,Student Attitudes,Student Behavior,Educational Attitudes,National Standards,Statistical Analysis

This study aimed at identifying the role of Jordanian youth associations in spreading the national education and its relation to the tendency towards extremist intellectual behavior among a sample of Jordanian university students. The study population consists of (504) undergraduate students in the Jordanian universities, namely: Jordan University, Yarmouk University, Philadelphia University, and Al-Ahliyya Amman University. They were chosen in a deliberate manner. And have participations in activities organized by students' affairs deans in their universities. The reliability and validity of the study tool were verified. The results of the study showed that the role of the Jordanian youth associations in spreading the national education came within the intermediate level. The results also showed no statistically significant differences in the role of the Jordanian youth associations in spreading the national education according to the gender variable and the place of residence. There was also a strong correlation between the level of national education and the tendency towards intellectual extremism among Jordanian university students.
The Effect of Healthcare Transformation in a Turkish Medical School
Author: Aktan, Ahmet O.
Date: 2017-09-23
Type: Journal Articles
Subjects: Health Services,Graduate Medical Education,Medical Schools,Reputation,College Entrance Examinations,Foreign Countries,Hospitals,Productivity,Comparative Analysis,Scores,Educational Quality,Institutional Characteristics,Faculty Publishing

In Turkey there are 83 medical schools and the oldest six are regarded as the best institutions. Marmara University School of Medicine (MUSM) is one of the 6 leading institutions. MUSM Hospital was delivered to Turkish Ministry of Health (TMoH) for its operational management in 2010. In this study, we aim to assess the current status and trend of productivity and attractiveness of MUSM, by comparing them to other medical schools which are run independently from TMoH. The data between 2010 and 2016 were collected, and eight medical degree programs in 6 medical schools were included in the study. The numbers of publications, ranking in entrance exams and score of graduate students during residency entrance exam, were investigated for comparison. In the ranking of university entrance exams, MUSM ranked 8th in 2010 and dropped to 18th in 2016, while others except one remained stable. When the postgraduate exam for specialist in medicine results were taken into consideration, MUSM ranked 7th in 2008 and 37th in 2016, showing the same downhill slope; while others remained stable or even improved. The ranking of MUSM declined in exams after cooperation, while other medical programs in 5 schools kept their positions or even improved. High work load and low teaching times in pay-forservice system seem to have a negative impact on medical education.
Self-Efficacy, Adversity Quotient, and Students&apos; Achievement in Mathematics
Author: Suryadi, Bambang
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Achievement,Self Efficacy,Student Surveys,Multiple Regression Analysis,Gender Differences,Barriers,Self Concept,Grade 9,Factor Analysis

Indonesian students' achievement in mathematics is generally still low compared with other countries. Many psychological factors, both internal and external, influence this poor performance. This study aimed to measure the effect of self-efficacy and the adversity quotient of Grade IX students regarding achievement in mathematics. Both of these internal variables have been selected because students' success in mathematics is determined more by internal factors than by external factors. A survey method was used. The sample included 140 students and was drawn using a probability sampling technique. A self-efficacy scale and an adversity quotient scale were used to collect the data. Students' mathematics achievement was determined based on school test results. The data were analyzed using multiple regressions. The findings reveal significant effects of self-efficacy and the adversity quotient but no significant effects of gender on students' academic mathematics achievement. Therefore, an implication of the study is that we must investigate how to improve students' self-efficacy and adversity quotient in mathematics. The results may be of interest to other developing countries, especially those in Southeast Asia that share similar concerns with Indonesia regarding students' mathematics achievement.