ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender as a Moderator of Relation between Emotional Intelligence and Career Development
Author: Salami, Samuel Olayinka
Date: 2010-09-00
Type: Journal Articles
Subjects: Emotional Intelligence,Self Efficacy,Psychologists,Foreign Countries,Counseling Psychology,Career Counseling,Career Development,Correlation,Gender Differences,Secondary School Students,Predictor Variables,Counseling Techniques,Decision Making

The purpose of this study is to examine the relationship of emotional intelligence with career development and the moderating role of gender in the relationship. This study adopted a survey research design. Questionnaires were used to obtain data on emotional intelligence, career development and demographic factors from 485 secondary school students (male=255, female=230) randomly selected from 5 states in southwestern Nigeria. Data analysis included regressing career decision-making self-efficacy and career maturity on emotional intelligence and gender. Results indicated that emotional intelligence and gender predicted career development and gender moderated the relationship between emotional intelligence and career development. The implication of the findings is that counseling psychologists should assess the emotional intelligence of the male and female students when conducting career counseling. In addition, the findings suggest that the students need to be exposed to counseling interventions for enhancing their emotional intelligence. This study is able to demonstrate the relationship of emotional intelligence and career development of secondary school students in Nigeria and the first to explore the moderating role of gender in the relationship. (Contains 4 figures and 3 tables.)
The Exploration of Student-Centred Approaches for the Improvement of Learning Programming in Higher Education
Author: Hawi, Nazir
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,Programming,Teaching Methods,Computer Science Education,Undergraduate Study,Active Learning,Class Activities,Computer Assisted Instruction,Video Technology,Instructional Innovation

The author has undergone a major shift in the way of teaching his undergraduate computer programming courses. In the classroom, the teacher's computer is connected to a splitter and a video projector that display the computer's screen to the entire class. Using this technology, the programming language itself is used live in class to help the students learn how to program. The students are learning in a context by far livelier than those of previous methods. Teaching computer programming is not achieved by lecturing and writing the program instructions on board or by displaying program instructions to the class on transparencies or slides of electronic presentations. With the implementation of student-centered approaches, the students migrated from the state of passive receivers to constructors of computer programming concepts. Students are coached to develop a sense of exploration, individuality and autonomous thinking. The enthusiasm for technology has been facilitating and supporting the learner-centered approach. Everyone in this approach is a learner, including the teacher.
The Integration of Inter-Culture Education into Intensive Reading Teaching for English Majors through Project-Based Learning
Author: Wu, Shu-jing
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,Majors (Students),Student Projects,Intercultural Communication,Linguistics,Active Learning,English (Second Language),Second Language Instruction,Second Language Learning,Content Area Reading,Teaching Methods,Communicative Competence (Languages),Cross Cultural Training,Cultural Awareness,Foreign Culture,Experimental Groups,Control Groups,Language Proficiency,Student Attitudes,College Students,Questionnaires,Pretests Posttests,Instructional Effectiveness

With the research of the relationship between inter-culture and language teaching development, people are well aware of the necessity of integrating inter-culture into language teaching. While providing the opportunity for the students to improve their intercultural communication competence, here, the research presented on the integration of inter-cultural teaching into intensive reading for English majors through Project-based Learning (PBL), which indicates that Project-based Learning is an effective way to integrate inter-culture teaching into intensive reading and it has a positive impact on students' inter-cultural communication competence and their language study and is really productive and rewarding to the English majors. (Contains 5 tables and 1 figure.)
Teacher Development in China: A Study of Pedagogical Training in TCFL
Author: Shi, Kun
Date: 2010-08-00
Type: Journal Articles
Subjects: Curriculum Development,Foreign Countries,Communication Skills,Professional Development,Second Language Instruction,Interviews,Observation,Higher Education,Theory Practice Relationship,Teacher Education,Chinese,Language Teachers,Comparative Analysis,Feedback (Response),Cultural Awareness

This paper on pedagogical training of TCFL (Teaching Chinese as a Foreign Language) programs is based on the author's five-week study in the summer of 2008 at six Chinese universities. Based on class observations, interviews of teachers and students, and documents provided by the six universities, the author has found that their curriculum for pedagogical training is insufficient; theory and practice are often disconnected due to insufficient hands-on experience; and the training for cross-cultural communication skills needs to be improved. (Contains 3 tables and 10 footnotes.) [The present study was supported by Hanban and OSU Chinese Flagship Program.]
Multimedia Integration for Language e-Learning: Content, Context and the e-Dossier
Author: Sanchez-Villalon, Pedro Pablo
Date: 2010-08-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Portfolios (Background Materials),Learning Processes,Educational Technology,Learning Experience,Writing Instruction,Academic Standards,Electronic Publishing,Computer Software,Computer Mediated Communication,Web Sites,Technology Integration,Multimedia Instruction,Multimedia Materials,Internet,Computer Uses in Education,Instructional Design,Second Language Instruction,English (Second Language),Portfolio Assessment,Resumes (Personal),International Education

In the education world, it is widely accepted that language learning is one of the pioneering disciplines in the application and use of the information and communication technologies, initially preceded by the widespread use of audiovisual resources which, finally integrated in the digital space, bring about the use of multimedia. Additionally, language learning has greatly contributed to standardizing lesson plans. They set the basis for learning design, one of the last advances in the pedagogical organization of education through the use of computers in learning managing systems. Most recently, language learning has also played an innovative role in the implementation of portfolios to education. These three perspectives address different issues for e-learning: the access to content through technology; the design of the learning initially with the help of tutors and then applying institutional frameworks for their own personal learning processes; and the edition of the resulting e-learning experience as evidence with the e-dossier, a part of the e-portfolio. Currently, the web is evolving towards its original function as the read/write web where the user, apart from accessing information, can create their own information and communicate more interactively, using technology-enhanced learning environments to integrate text and multimedia for real audiences both in the classroom and outside. Thus, taking language learning guided by the Common European Framework of Reference for Languages, the authors present here a complete e-learning system which integrates textual as well as multimedia facilities to acquire learning content, edit learning design and report learning experiences. (Contains 6 figures.)
Exploring into Teacher's Specialized Practicality
Author: Tian, Lian-jin
Date: 2010-09-00
Type: Journal Articles
Subjects: Specialization,Professional Recognition,Teaching (Occupation),Teacher Evaluation

Teacher specialization is a subject with very strong practicality as regards its essence. This paper analyzes the main problems of the existing teacher professionalism, poses and argues the 3 hypotheses of teacher professionalism. Around the reality of teacher professionalism, the author brings forward and establishes a new teacher evaluation system, which reflects the diversity of the main body for the evaluation, the diversity of evaluation content and the multiple of evaluation process and result. The new pattern is conducive to the right direction of the practicality of teacher professionalism, reflected as follows: Teachers' whole course of specialized practice is setting out from students' life world, clasping the exploration and consideration of human nature with kindhearted and pitiful heart, opening students' soul world through the convection of the emotion and by stimulating one's volition so as to make knowledge get natural formulation. (Contains 2 figures.)
Review of the AVETMIS Standard for VET Providers: Outcomes from the Discussion Paper
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Standards,Feedback (Response),Training,Information Technology,Data Collection,Information Needs,Educational Policy,Postsecondary Education,Vendors,Computer Software,Information Systems,Statistical Data,Stakeholders

This document provides a summary of feedback from the discussion paper for the Review of the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) for vocational education and training (VET) providers (hereafter, the Standard). The discussion paper provided opportunities to gather feedback on a range of issues. Based on this feedback, some issues will not be pursued; however, in most cases further investigation is required before final recommendations can be made. This report gives an overview of the process to date and areas where the National Centre for Vocational Education Research (NCVER) will undertake further work on the Standard. (Contains 2 tables and 1 figure.) [For the related report, &quot;Review of the AVETMIS Standard for VET Providers: Discussion Paper&quot;, see ED510700.]
Skill (Mis-)Matches and Over-Education of Younger Workers. A National Vocational Education and Training Research and Evaluation Program Report
Author: Ryan, Chris
Date: 2011-00-00
Type: Reports - Research
Subjects: Foreign Countries,Wages,Educational Attainment,Skilled Workers,Education Work Relationship,Adult Literacy,Job Skills,Vocational Education,Correlation,National Surveys,Employment Qualifications,Adults,Cost Effectiveness,Outcomes of Education,Cohort Analysis,Interviews,Measurement Techniques

Younger workers, particularly those entering the workforce at ages 25-34 years, are more educated than ever before. The potential for these workers to be over-educated in their jobs might therefore be high. But does it follow that they are mismatched to the skill requirements of their jobs? This study examines the link between over-education and skill mismatches for Australian workers aged 25-34 and 35-44 years of age, based on an analysis of data from the 1996 Survey of Aspects of Literacy and the 2006 Adult Literacy and Life Skills Survey. In addition, the wage returns from over-education and over-skilling are investigated. This research provides an interesting comparison with work done by Mavromaras, McGuinness and King (&lt;http://www.ncver.edu.au/publications/2231.html&amp;gt;), which also looked at job mismatch in workers, using data from the Household Income and Labour Dynamics in Australia (HILDA) survey. This research confirms that there are substantial differences between the two concepts of over-education and over-skilling. Most over-skilled workers have low levels of education and require fewer skills at work than they actually have. The majority of under-skilled workers hold a university degree, suggesting that many highly educated workers find themselves in challenging jobs. However, over-education is associated with skills' under-utilisation. The effects of over-education on wages differ substantially across education levels, with the penalty from over-education less severe for highly educated workers than for workers with lower educational attainment. Ryan and Sinning find that it is the level of education more than the skill level of workers that determines their remuneration, with over-skilling having no additional effect on wages beyond that accounted for by over-education. The cost of younger workers with vocational education and training (VET) qualifications being over-educated and in low-skill jobs is of concern. That this effect is also observed in slightly older workers suggests that some VET graduates find themselves entrenched in low-level jobs. (Contains 10 tables, 7 figures and 8 footnotes.)
Mixed-Sector Tertiary Education: Implications for Self-Accrediting and Other Higher Education Institutions. Issues Paper
Author: Moodie, Gavin
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Public Support,Vocational Education,Postsecondary Education,Proprietary Schools,Educational Policy,Financial Support,Institutional Characteristics,Accreditation (Institutions),Educational Change,Policy Analysis,Educational Environment,Educational History

&quot;Mixed-sector&quot; institutions are relatively new in Australia, but numbers are likely to increase as the boundaries between vocational education and training (VET) and higher education become increasingly blurred. In 2009 the National Centre for Vocational Education Research (NCVER) published research examining the nature of higher education offered by public VET providers (&quot;Higher education in TAFE&quot; by Leesa Wheelahan, Gavin Moodie, Stephen Billett and Ann Kelly). Gavin Moodie and his colleagues are continuing their research and this paper has been written with the intention of provoking discussion. It presents an initial account of mixed-sector tertiary education in Australia--separating institutions accrediting their own higher education programs, most of which are large public universities, from other tertiary education institutions, primarily smaller private providers. A range of issues about the emerging character of mixed-sector provision is flagged and will be considered as part of the research, including: (1) How relevant will the sector designations be if the distinctions relating to tertiary education continue to blur, and if Australian governments allocate public support for teaching by mechanisms that do not distinguish between types of institutions?; (2) To what degree is mixed-sector provision affected by the extent to which the smaller sector is integrated with an institution's organisational structure, the level of the organisation at which vocational and higher education are integrated and the level of autonomy granted to organisational units?; and (3) What are the implications of mixed-sector provision for the students, staff and institutional futures? (Contains 6 tables, 2 figures and 3 footnotes.)
Outcomes from Combining Work and Tertiary Study. A National Vocational Education and Training Research and Evaluation Program Report
Author: Polidano, Cain
Date: 2011-00-00
Type: Reports - Research
Subjects: Foreign Countries,Working Hours,Higher Education,Income,Employment Patterns,Labor Market,Work Experience,Vocational Education,Outcomes of Education,Postsecondary Education,Education Work Relationship,Employment Potential,Student Motivation,Longitudinal Studies,Cohort Analysis,Correlation,Time to Degree,Academic Persistence,Time Factors (Learning),Multivariate Analysis,Predictor Variables,Student Employment,Part Time Employment

Working in some capacity is almost considered de rigueur for tertiary students. The reasons for working and the impact this has on both an individual's ability to complete their studies and on their post-study labour market outcomes are only recently receiving attention. Using the 1995 and 1998 cohorts of the Longitudinal Surveys of Australian Youth (LSAY), this study investigates the motivations for and the education and employment outcomes from working while studying for both vocational education and training (VET) and higher education students. The authors find that income is an important motivating factor: those in receipt of income support are less likely to work while studying, although this is dependent on whether the student is still living at home. Key messages from this study include: (1) For those studying full-time, working impacts on completion--the more hours worked, the greater the effect; (2) Finding work in a job considered a &quot;career&quot; job while studying has a significant and positive impact on course completion for both VET and higher education students; (3) For all tertiary students, being employed in the final year of study improves the chances of finding full-time employment, even three years after completing the course; and (4) Interestingly, for both full- and part-time students, the longer they have been employed in a job, the greater the likelihood of course completion, while past work experience also increases the likelihood of completion for full-time students (2.5 percentage points per year of employment). Thus it is clear that combining study and work does have significant effects on completion and future employment prospects. Too much work negatively impacts on study completion, but on the other hand work experience does benefit future job prospects. The ideal combination would be modest hours of work in a job relevant to a future career--but this will be difficult to achieve for many students. An appendix is included. (Contains 16 tables, 1 box and 20 footnotes.)
The Enlightenment of the Development of New Oriental School on Chinese Educational System
Author: Liu Yan
Date: 2010-12-00
Type: Journal Articles
Subjects: Educational Development,Competition,Educational Change,Foreign Countries,Teaching Methods,Comparative Analysis,Surveys,Asian Culture,Western Civilization,Educational Philosophy,Teacher Education

In modern society, the essence of social competition is the competition of talents who are in need of education, and the education's quality can decide a nation's future and destiny. With the continuous development of China, Chinese educational system is also facing a new stage of development. Starting with analyzing the case of New Oriental School, a very popular training institution in China, this paper finds its sponsoring characteristics and the current situation of education in China by surveying and comparing some data. It is found that New Oriental School's success is the integration of Chinese and western culture. On the one hand, New Oriental School pays attention to training teachers and learning advanced teaching ideas and methods of western countries, on the other hand, its education is directed towards Chinese examination-oriented education, which results from the current situation that China has a large population and sharp competitions and the examination-oriented education can not be replaced in this moment. Chinese education can get a lot of inspirations from New Oriental School's successful experience. This paper makes a suggestion that China can benefit from the mode of New Oriental School, learning the advanced concepts and teaching methods of western countries, and doing some improvements to explore a suitable way for Chinese educational development.
Transformation of Traditional Vocabulary Exercises into Collaborative Writing Activity
Author: Zheng, Jian-feng
Date: 2010-12-00
Type: Journal Articles
Subjects: Vocabulary,Collaborative Writing,English (Second Language),Second Language Instruction,College Second Language Programs,Reading Instruction,Instructional Effectiveness,Foreign Countries

In the reading course, especially the so-called intensive reading course or integrative English reading course, there are some vocabulary exercises which intend to consolidate the active vocabulary emerging in the reading passages. Mostly, these exercises are in the form of blank-filling or rewriting sentences with the words given. The problem with such exercises lies in the de-contextualization of the sentences. On the one hand, without the proper context, it is not easy for students to fill in the blanks, even though they know the meanings of the words. To finish the exercises, most students have to resort to the teacher's reference book for help. On the other hand, students will forget the words soon after they have finished the exercises for lack of the context to aid their recalling of the vocabulary. The author therefore finds that doing such exercises in class is unproductive and time-consuming. In order to solve this problem and make the vocabulary exercises more productive, the author attempts to reform the traditional exercises by transforming them into collaborative writing activities. Students are required to work in groups to write a short passage with the words given. After a 2-year practice, the author has concluded that the collaborative writing activities not only help students learn to use the words in a discourse, but also offer the opportunity to learn interdependently and help each other. Students have learnt to negotiate meanings in the course of the activity, which is a necessary skill in their daily life. Moreover, they have learnt to monitor their production in the course of revision and edition. [This paper is the initial product of the Project of Teaching Reform sponsored by Shanxi Normal University.]
Challenges and Possibilities in Climate Change Education
Author: Pruneau,, Diane
Date: 2010-09-00
Type: Journal Articles
Subjects: Climate,Misconceptions,Environmental Influences,Environmental Education,Educational Strategies,Barriers,Communication Strategies,Controversial Issues (Course Content),Program Attitudes,Educational Opportunities,Climate Control,Educational Change

Educating and communicating about climate change is challenging. Researchers reported that climate change concepts are often misunderstood. Some people do not believe that climate change will have impacts on their own life. Other challenges may include people's difficulty in perceiving small or gradual environmental changes, the fact that overconsumption brings people power and recognition, people's weak connection to nature, and people's tendency to make emotional decisions and quickly solve environmental problems. Drawn from research, some climate change communication and education strategies are presented. Well designed environmental messages could convince people that they can still reduce the scale of the phenomenon and could link mitigation actions to people's positive desires or aspirations, while providing local examples of climate change impacts and illustrated information. In mitigation education, some strategies (future education, reflective, experiential, socio-constructivist approaches and the community of change), jointly used, could correct the learners' misconceptions and lead them to action. In adaptation education, scientists and citizens could get together to choose a specific problem that may worsen with climate change, analyze it, and propose and implement adaptations. In the meantime, pedagogical strategies inspired by cognitive science could strengthen the citizens' skills: posing and solving problems, decision-making, scenario building and sustainable planning.