ethanporcaro/eric-fulltext-meta huggingface dataset:
Vol. 2: The Excellence of Technical Vocational Education and Training (TVET) Institutions in Korea-- Case Study on Busan National Mechanical Technical High School
Author: Joo, Lan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Correlation,Teacher Competencies,Relevance (Education),Leadership Effectiveness,School Business Relationship,Educational Strategies,Technical Education,Job Skills,High School Students,Outcomes of Education,Educational Policy,Labor Market,Graduates,Teacher Attitudes,Student Attitudes,Secondary School Teachers,Employment Potential,Case Studies

This study is a series of the empirical study, the Excellence of Technical Vocational Education and Training (TVET) Institutions, which has investigated the association between four premise factors (competent teachers, relevant curricula, effective leadership, and school-industry linkages) and school performance. The purpose of the study is to provide recommendations to individual institutions who seek to develop strategies to improve their internal and external efficiencies as well as provide policy makers with empirical evidence to help develop new TVET policies that increase schools' responsiveness to industry demands and reduce skills gap. The study assessed (1) whether or not the select school Busan National Mechanical Technical High School (BMT) possesses four premise factors; (2) how these factors contribute to the enhancement of school outcomes, and (3) which factor has the most influence in differing contexts (e.g. TVET policy, labor market conditions, social demands) and times. The selection criterion was the school's high graduate employment rate. The study gathered data via multiple resources, including school publications, survey, and interviews. As for the survey, 555 out of 600 students and 107 out of 113 teachers responded. The interview was conducted with 10 students, 10 specialty teachers, the principal, and one vice principal. The interview style was an in-person, one-on-one with structured, open-ended questions, where each interviewee was sequestered separately in a closed room for 60 minutes. After coding the raw data, certain themes emerged. The findings suggest that BMT possesses all the stated premise factors, and the factors directly or indirectly influence the graduate employment rate via the enhancement of employability. Additionally, the most influential factor can be altered based upon various contexts and times. [For part &quot;Vol. 1: The Excellence of Technical Vocational Education and Training (TVET) Institutions in Korea: Yeungjin College Case Study,&quot; see EJ1184020.]
The Development and Implementation of Learning Material on Exposition Text to Improve Students&apos; Achievement on Bahasa Indonesia
Author: Silaban, Wenny
Date: 2018-00-00
Type: Journal Articles
Subjects: Indonesian,High School Seniors,Material Development,Writing Instruction,National Curriculum,Instructional Materials,Teaching Methods,Control Groups,Experimental Groups,Foreign Countries,Learning Activities,Cognitive Style,Academic Achievement,Writing Processes,Expository Writing

The development and implementation of learning material on exposition text with a process for Senior High School (SHS) students on the teaching of Bahasa Indonesia is reported. The study is aimed to develop a learning material on exposition text with a process to be used as a learning media on the teaching of writing in Bahasa Indonesia. The study is carried out at state senior high school (&quot;Sekolah Menengah Atas,&quot; SMA) Medan, Indonesia at academic year 2017/2018. The learning material is developed by enriching the topics with exposition text to meet the competence required by national curriculum in Indonesia. The learning material has been used as a media the teaching and learning activities in the experimental class and compared with ordinary book that has been used in control class on the teaching of Bahasa Indonesia. An excellent learning material has been obtained. Implementation of the learning material in the class has change students learning style moving from teacher centred to students centred learning. The developed material was found very effective as a learning media in the teaching and learning process and be able to improve students' achievement in Bahasa Indonesia. Students' achievements in experimental class (M=89.63±5.32) was higher than that obtained in control class (M=77.25±5.06). The students' writing skills are improved. Students performance in experimental class (M=86.04±6.89) was higher than that in control class (M=78.60±5.42). The learning facilities provided in the learning material are found to be effective to guide the students to improve their learning ability to write texts on exposition text with a process in Bahasa Indonesia.
Study on the First Appearance of Social Studies in the Elementary School Program in Turkey
Author: Alabas, Ramazan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Elementary Schools,Elementary School Students,Citizenship Education,History Instruction,Elementary School Curriculum

This article describes the nature of the Social Studies program taught in the form of a class in Turkey. We use the 1968 elementary school program, where social studies were mentioned for the first time in an official program. For this purpose, we formally explained the interpretation of the concept of social studies for the first time in elementary school programs by using a document analysis showing what social studies are, where they stand in the program, what they consist of, and what the pedagogical understanding regarding Social Studies teaching and education processes is. The study used document analysis, a qualitative research method, to analyze data collected from the 1968 elementary school program, which is a primary source. Moreover, we created categories in line with the questions posed in this project and interpreted the data accordingly. Results reveal that Social Studies teaching began as a separate class at elementary schools in 1968 and the nature of social studies is clouded with the pedagogical concern that 9-10-year-old individuals could comprehend teaching topics only with an interdisciplinary approach. When Social Studies classes first appeared in elementary schools in Turkey, individuals' needs and involvement with the environment was emphasized, focusing on subject and citizenship. Remarkably, the methods, techniques, and resources to be used in teaching the classes were diverse. It is observed that the Social Studies class embodied the goals of becoming patriotic, economically productive, and socially harmonic individuals.
Indicators of Resourceful Leadership for Secondary School Principals: Developing and Testing the Structural Relationship Model
Author: Marwiang, Klomkliaw
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Secondary Schools,Goodness of Fit,Leadership Styles,Models,Rating Scales,Reliability,Administrator Attitudes,Factor Analysis,Foreign Countries,Instructional Leadership,Teamwork,Networks,Creativity,Communication Skills

The purpose of this descriptive study was to examine the structural relationship model of resourceful leadership indicators for secondary school principals. The proposed model was developed from theoretical frameworks and empirical data collected by using the 5-level rating scale questionnaire. The reliability of the questionnaire was 0.978. The population consisted of 2,359 secondary school principals under the jurisdiction of the Office of the Basic Education Commission. We employed 20:1 sample members and parameters for the sample size, getting 700. The data analysis was done with the 618 returned questionnaires. The results showed that the proposed model was consistent with empirical data with the following statistical metrics: relative Chi-square (CMIN/DF), root mean square error of approximation (RMSEA), goodness-of-fit index (GFI), adjusted goodness-of-fit index (AGFI), comparative fit index (CFI), and normed fit index (NFI). Those were conformed to defined research hypotheses.
The Enhanced Virtual Laboratory: Extending Cyber Security Awareness through a Web-Based Laboratory
Author: Black, Michael
Date: 2018-12-00
Type: Journal Articles
Subjects: Computer Security,Computer Simulation,Laboratories,Internet,Virtual Classrooms,Constructivism (Learning),Student Centered Learning,Active Learning,Computer Interfaces

The Enhanced Virtual Laboratory (EVL) is the product of a Department of Defense grant to enhance outreach, research, and education for cyber security. Through web-based laboratories, EVL allows users to remotely experience interactive content with virtual machines inside a modern web browser providing constructivism-based, student-centered, active-learning instructional activities. Additionally, EVL provides a framework for content centralization that allows designated educators to share their knowledge and techniques of cyber security. By providing users an add-on free environment requiring no additional software to be installed, EVL provides a new and improved method of remotely delivering cyber security content to different users with variable depths of security knowledge.
Infrastructure Tools for Efficient Cybersecurity Exercises
Author: Marquardson, Jim
Date: 2018-12-00
Type: Journal Articles
Subjects: Information Security,Information Science Education,Teaching Methods,Skill Development,Industry,Computer Software,Curriculum Development,Automation,Computer Security,Computer Simulation,College Students

Academics are responding to the call from industry for graduates armed with cybersecurity skills. A common challenge that educators face is creating effective cybersecurity curriculum that prepares students with practical skills upon graduation. While hands-on exercises are a powerful method for teaching and assessing cybersecurity skills, these exercises can be difficult to create, require large infrastructure investment, or waste valuable learning time simply configuring the learning environment. In recent years, industry has demanded increased infrastructure automation. These tools have matured and help make provisioning and configuring hardware and software easier. Infrastructure automation tools can help cybersecurity educators create exercises that can scale without adding substantial burden on the educators.
Low-Cost Cluster Computing Using Raspberry Pi with Mathematica
Author: Jacobus, Blake
Date: 2018-12-00
Type: Journal Articles
Subjects: Higher Education,Educational Technology,Technology Uses in Education,Computer Software,STEM Education

The costs of higher education continue to rise as budgetary and financial pressures strain universities and its students. In particular, students in the sciences rely on computational software like Wolfram Research's Mathematica in their research and studies. The software and its associated syntax are highly useful tools and are necessary skills in the areas of engineering, mathematics, physics, and data science. However, the software is costly and is difficult for colleges and students to afford. With the advent of inexpensive credit card-sized computing devices like the Raspberry Pi and its partnership with Mathematica, the software can now be used at no cost. However, processing and speed are limited and performance is affected on a Raspberry Pi. Through the use of cluster computing, execution times of algorithms using Mathematica can be decreased while maintaining a lower cost than Mathematica's traditional licensing model. This research reports the design and configuration of a Raspberry Pi cluster for use with Mathematica in addition to the results of performance benchmark tests between algorithms executed on one node and four nodes. This work makes an important contribution to both information systems and science disciplines to decrease software licensing costs without sacrificing performance. Conveniently, this research project provided an opportunity for an undergraduate information systems major to learn and understand cluster computing in an experiential learning independent study project.
Server on a USB Port: A Custom Environment for Teaching Systems Administration Using the Raspberry Pi Zero
Author: Black, Michael
Date: 2018-12-00
Type: Journal Articles
Subjects: Computer Peripherals,Information Systems,Computer Science Education,Computer Uses in Education,Computer Interfaces,Laboratories

For students seeking careers not related to the computer sciences, the task of installation, configuration and maintenance of software on business class systems may be an essential skill. Dedicated computers are essential to these kinds of courses, but the constraints of university computer labs prohibit their use. Other solutions exist, but require more time to configure and require more computer skills than are typically found in students seeking these careers. The Raspberry Pi computer, introduced in 2012, has been used with some success for this purpose. However, its portability is impaired by the need for external peripherals to make it work, such as a keyboard, mouse, and display. The Raspberry Pi can utilize a laptop for these peripherals, but this requires some additional effort. The recently released Raspberry Pi Zero eliminates much of that effort.
Triangulating Coding Bootcamps in IS Education: Bootleg Education or Disruptive Innovation?
Author: Waguespack, Leslie J.
Date: 2018-12-00
Type: Journal Articles
Subjects: Coding,Computer Science Education,Information Systems,Acceleration (Education),Instructional Innovation,Programming,Competency Based Education,Nontraditional Education,Accreditation (Institutions),Educational Benefits,Articulation (Education),Educational Opportunities,Higher Education

Coding bootcamps number in the hundreds world-wide despite repeated predictions of their demise over the past few years. Fueled by a resurgent economy and a persistent shortage of app developers and computer systems engineers, bootcamps tout a fast-track to a six-figure salary for as little as one-eighth the tuition dollars or time investment of a nominal four-year information systems baccalaureate degree. Bootcamps represent an enticing opportunity for: a) high school graduates unconvinced of the return on the time and money investment in a liberal arts education, b) college graduates who find their career potential limited by their baccalaureate major, or c) experienced workers seeking a change of profession. Although potentially disruptive, and generally neither accredited nor affiliated academically, bootcamps introduce opportunities for innovation in terms of structure, organization, curriculum, and pedagogy for traditional computing education in higher education, which we explore in this paper.
Using Learning Journals to Increase Metacognition, Motivation, and Learning in Computer Information Systems Education
Author: Lang, Guido
Date: 2018-12-00
Type: Journal Articles
Subjects: Student Journals,Metacognition,Learning Motivation,Computer Science Education,Information Systems,Undergraduate Students,Prompting,Program Effectiveness,Instructional Effectiveness,Language Usage,Grades (Scholastic),Cognitive Style

While regular reflection has been found to be a key practice in agile software development, the use of learning journals in computer information systems (CIS) education has yet to be studied systematically. Learning journals are writing-to-learn interventions that use writing as a medium to facilitate metacognition. A randomized controlled trial investigating the effects of learning journals on metacognition, motivation, and learning was implemented in an undergraduate computer information systems course on web design. Students were randomly assigned to respond to five metacognitive writing prompts (learning journal condition) or five non-metacognitive writing prompts (control condition) over the course of ten weeks. Results suggest that while learning journals increase metacognitive awareness and intrinsic motivation, they do not affect learning directly. A post-hoc quantitative content analysis of the learning journals found that certain linguistic dimensions are associated with higher metacognition, motivation, and learning. While students' use of assent and informal words in learning journals is positively correlated with metacognitive awareness and intrinsic motivation, their use of differ words is negatively correlated with metacognitive awareness, intrinsic motivation, and final grades. Hence, instructors should implement learning journals and consider targeted coaching to help students achieve greater metacognition, motivation, and learning.
Integrating Mobile Phones in Teaching Auditory and Visual Learners in an English Classroom
Author: Ibrahim, Aisha Abdullahi
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,English Language Learners,Second Language Instruction,Cooperative Learning,Foreign Countries,College Students,Notetaking,Photography,Audio Equipment,Video Technology,Internet,Dictionaries

This paper explores the possibilities of using mobile technology in the teaching and learning of the English language. A sample of 50 Sandwich students/teachers of the English language was drawn through a multi-stage sampling technique. The instrument used to collect data for this study is a ten-item questionnaire on integrating mobile phones in the teaching and learning of English. This instrument was validated by two language experts in the Department of English and Literary Studies, University of Nigeria, Nsukka. Data collected for this study were analysed using the percentage system represented in line charts. The results showed that mobile phones are instrumental in teaching and learning of English in classrooms. The paper concludes that M-learning promotes cooperative and collaborative learning through the enhancement of learner's use of authentic English language that would make it possible for them to construct their own knowledge. Based on the results of this research, the researchers recommend that mobile phone can be integrated in teaching and learning of English as a Second Language
Relations among L2 Learning Motivation, Language Learning Anxiety, Self-Efficacy and Family Influence: A Structual Equation Model
Author: Shih, Huei-Ju
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Motivation,Anxiety,Self Efficacy,Family Influence,Structural Equation Models,Foreign Countries,Second Language Learning,High School Students,English (Second Language),Predictor Variables

The L2 Motivational Self System (L2MSS) has been widely researched and used to explain L2 learners' motivational behaviors. However, important factors such as language learning anxiety, self-efficay and possible family influence need to be scrutizized in relation to L2MSS in order to expand our understanding of the second language learning process. This study used a structural eauation modeling approach to test a hypothesized model that contained the L2 Motivational Self System, family influence, L2 learning anxiety, and self-efficacy as the latent variables in a context of foreign language learning. A total of 473 Taiwanese high school students participated in the study. With Amos version 22.0, the current study analyzed the proposed model. The results assured the validity of the hyposized model among these students. This model revealed that family influence played a significant role in affecting learners' future self guides. Self guides served as a good predictor for the L2 learners' self-efficacy. In addition, the ought-to L2 self contributed to a higher level of anxiety while the ideal L2 self and L2 learning experience both lowered the level of English learning anxiety.
Iraqi EFL University Students&apos; Linguistic Strategies in Approaching Warning and Prohibition
Author: Hussein, Abbas Lutfi
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Speech Acts,Recognition (Psychology),Undergraduate Students,Tests,Test Validity,Test Reliability

This paper aims at detecting Iraqi EFL students' ability in recognizing and producing the speech acts of warning and prohibition, finding the reasons behind their failure and attempting to find possible solutions. The data are responses of 60 fourth year Iraqi EFL college students who participated to answer a two-part test of recognition and production. It is hypothesized that the Iraqi EFL learners commit more errors in producing SAs of warning and prohibition than recognizing these two SAs, they find more difficulty in handling the SA of prohibition than of warning, they show a tendency towards using a particular strategy to express the SAs of warning and prohibition, and they also confuse the SAs of warning and prohibition with other relevant SAs at the recognition and production levels. The paper concludes that Iraqi EFL learners recognize warning expressions better than those conveying prohibition. They also show sufficient awareness in issuing warning strategies in various situations. By contrast, they display a poor awareness of using various strategies in performing the SA of prohibition. Furtherly, the students' level in recognizing the SAs of warning and prohibition is higher than their level in producing these SAs. Correspondingly, in producing the SAs of warning, Iraqi EFL learners show a higher preference for using negative imperative, modals and if-conditional strategies more than other types in most of the situations, whereas in communicating the SA of prohibition, they employ negative imperatives and modals more than any other construction.
Lexical Errors of Third Year Undergraduate Students
Author: Saud, Wafa Ismail
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Countries,English (Second Language),Second Language Learning,Females,Error Analysis (Language),Semantics,Majors (Students),Writing (Composition)

The aim of the study was to examine the lexical errors made by EFL students. The technique for eliciting information employed was an achievement test. A sample of 30 Saudi female students was asked to write essays in English that were assessed by the researcher. The students were all majoring in English in the third year at King Khalid University. James (1998) taxonomy was selected as the most comprehensive framework for the analysis of the lexical errors in the students' writing. A total of 137 lexical errors were identified and analysed. These errors were divided into formal 117 (85.40) and semantic 20 (14.60). Formal mis- selection 54 (39.42) was the most frequent major category of lexical formal errors while mis-formation 15 (10.95) was the least frequent one. Confusion of sense relations 14 (10.22) was the most frequent among lexical semantic errors. At the individual level of lexical formal errors, the most problematic words for students were the vowel based types 24 (17.52) and borrowing and blending were not problematic at all. At the individual level of lexical semantic errors, the most problematic words for students were near synonyms 8 (5.84) and the least problematic words were general terms for specific ones and overtly specific terms 1 (0.73). Pedagogical implications for teaching vocabulary to EFL learners and recommendations for areas for further research were suggested.