ethanporcaro/eric-fulltext-meta huggingface dataset:
Issues of Special Education in Romanian Schools
Author: Bolborici, Ana-Maria
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Services,Educational Needs,Special Needs Students,Educational Legislation,Teacher Education,Special Education Teachers,Elementary School Students,Secondary School Students,Inclusion

School managers, teachers, students, as well as their parents are faced with increasingly frequent attempts to integrate the diversity of pupils as a result of integration policies at national and European level. Educational needs of impaired persons require special attention. Is necessary to make steps should be taken to ensure access to education for each category of disabled person as part of the education system. Legislative framework in the field of special education Romania takes into account the legislation created by the international bodies on the education of persons with special educational needs, to which Romania has adhered. This paper presents aspects regarding the organization of educational support services dedicated to children, students and young people with special educational needs in mainstream schools in accordance with Romanian law; it also underlines the international legal framework of reference. This paper is part of a wider project that focuses on teacher training to optimize the integration of SEN pupils into the mainstream school; we used data collection methods, such as social document study and focus-group. An integrated and tailored approach is needed for children with SEN (special educational needs); focus-groups organized with primary school and gymnasium children, as well as with support teachers, revealed a number of adaptation issues from both sides (pupils with SEN and students with no problems). On the other hand, the itinerant teachers are assaulted by a series organization problems and it becomes impossible to provide support and assistance to children with special needs who are growing in numbers. Training of teachers is one of the most important pillars in the integration of all those involved in education, it is the way to optimize service organizations. Teacher training must respond to the real and complex needs of the beneficiaries, based on exploratory learning. In the final, will be presented and analyzed the main important problems faced by both teachers and pupils in the current educational context.
The Factors Affecting Chinese College English Teachers&apos; Learning Development: A Narrative Study
Author: Ping, Huang
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Teachers,Professional Development,Time Management,Faculty Workload,College Faculty,Faculty Promotion,Teacher Attitudes,Teacher Motivation,Family Influence

By ethnographic research, this study intends to explore the ways and influencing factors of college English teachers' learning through eight cases by means of qualitative multi-case study so as to identify how they achieve professional development. The results show that lack of time management, heavy administration work, over ambition and passiveness are the negative factors which affect teacher learning. Teacher learning happens with clear goal and motivation, while passive learning may lead to good results in terms of the teacher community. This study claims that teacher success will definitely be affected by teachers' clear goal and motivation with confidence, the influence of teaching community and the family influence.
Perception, Engagement and Satisfaction of English Language Learners with Online Learning during COVID-19 Pandemic
Author: Salihagic, Selma
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Learner Engagement,Student Satisfaction,English (Second Language),Second Language Learning,Electronic Learning,COVID-19,Pandemics,International Schools,Foreign Countries,Middle School Students,High School Students

Schools around the world have always been striving to modernize and digitalize the educational process. This is especially true for English language classes where English teachers tend to incorporate online assignments, activities, and games, depending on the topic of the lesson. However, many would still rely heavily on traditional teaching methods and paper based tests and feedback. COVID-19 pandemic enforced the digitalization process practically overnight, forcing learners and educators to utilize exclusively online learning platforms and tools as studying in person was impossible. Learners around the world had to adjust to new learning conditions and learn in a way that is different from what they were used to. Thus, this paper attempts to provide a general insight into the perception of students in two international schools towards this transition to online learning, their participation and engagement, as well as satisfaction with the learning outcomes in English language.
Impact of Research- and Assessment-Based Instructional Modes on the Achievement of Senior High School Students in Selected Chemistry Topics
Author: Opateye, Johnson Ayodele
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 11,High School Students,Chemistry,Science Instruction,Academic Achievement,Instructional Effectiveness,Educational Assessment,Gender Differences,Evidence Based Practice,Public Schools,Private Schools

This research focused on the impact of research- and assessment-based instruction on senior high school students' achievement in selected chemistry topics. A 3 × 2 × 2 pre-test and post-test control group in a quasi-experimental research design was used on a population of Grade 11 chemistry students in Ojo Local Government Area of Lagos state. Two schools (one public and one private) were randomly assigned to each of the treatments. A sample of 240 chemistry students was used. Three research questions were answered and five hypotheses were tested. The reliability coefficient of the &quot;Chemistry achievement test&quot; was found to be 0.770 using the Kuder-Richardson Formula 20. Research-based, assessment-based, and conventional instruction manuals were also developed. The data collected were analyzed using descriptive statistics and analysis of covariance. It was found that the impact of assessment- and research-based instruction on senior high school students' achievement in the selected topics was significant (F (2,227) = 49.214, p &lt; 0.050). It was also found that the students exposed to the assessment-based instructional mode had a higher achievement than those in the research-based and conventional groups. Male chemistry students were found to benefit more than the female students after being exposed to research- and assessment-based instructional modes. It is, therefore, recommended that assessment- and research-based instructional modes be used to teach the selected chemistry topics to enhance effective learning.
Some Reflections on Reference in the Teaching of French as a Foreign Language Context
Author: Tsaknaki, Olympia
Date: 2022-00-00
Type: Journal Articles
Subjects: French,Second Language Learning,Second Language Instruction,Computational Linguistics,Language Proficiency,Difficulty Level,Grammar,Connected Discourse,Language Usage,Writing Evaluation,Writing Skills,Greek,Native Language,Language Tests,Secondary School Students,Rating Scales,Guidelines,Foreign Countries,Form Classes (Languages),Nouns,Phrase Structure,Undergraduate Students,Adults,National Competency Tests,Writing Tests

Grammatical and lexical cohesion are necessary conditions to guarantee a text's coherence (Halliday and Hasan 1976). Grammatical cohesion is classified into four types of relation: reference, conjunction, substitution, and ellipsis. This study aims to investigate the use of the cohesive device of reference in written discourse produced by users/learners of French as a foreign language, to explore the kind of references they prefer and to highlight the difficulties they come across. Our study is based on a learner corpus composed of written productions of Greek-speaking users/learners of French who participated in National Foreign Language Exam System ([foreign characters]). We used a sample of texts produced by candidates who participated in the examination willing to be certified at the levels B (Independent user) and C (Proficient user) of language proficiency according to the 6-level scale of the &quot;Common European Framework of Reference for Languages&quot; (Council of Europe 2001).
Designing Interactive Academia-Industry Framework in Digital Language Classroom
Author: Adnan, Wan Najmiyyah Wan Md
Date: 2022-07-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,School Business Relationship,Online Courses,Computer Mediated Communication,Discussion (Teaching Technique),Authentic Learning,Foreign Countries,College Students,Student Attitudes

Language pedagogy has recently shifted its focus to digital pedagogy, hence classroom tasks being modified has become an essential practice around the world. One challenging element of teaching in a digital classroom is keeping students interested and ensuring that they have genuine learning experiences. It was also discovered that digital language classrooms give students minimal exposure to real-world settings, especially in English for Professional Interaction digital classrooms as it lacks the tools that connect academics and industry players. This study's main objective is to conceptualise a framework that uses an educational research and development model that includes industry players as part of the classroom tasks and lesson plans for students' engagement in the digital language classroom. The study's research design is a 10-stage research and development methodology that includes both quantitative and qualitative data analysis. The study was conducted over the course of four semesters from June 2020 until January 2022 in English for Professional Interaction classrooms. Professional speakers from various industries were invited for online class discussions and feedback was collected after each session. This interactive academia-industry framework in the digital language classroom serves as a methodological design that has the potential to affect students through authentic usage of content for realistic learning experiences.
Instructional Leadership Practices and Teachers&apos; Job Performance at High-Performing Vocational Schools in Indonesia: A Conceptual Framework
Author: Puruwita, Dita
Date: 2022-07-00
Type: Journal Articles
Subjects: Instructional Leadership,Vocational Schools,Vocational Education,Teacher Effectiveness,Job Performance,High Achievement,Foreign Countries,Educational Practices,Principals

Job performance has long been regarded as an important factor and has become a significant indicator in determining the efficiency and effectiveness of the performance of numerous organisations. This is because an organisation's ability to sustain its operation and achieve organisational goals would depend on the performance levels of its employees, including institutions in educational settings. This paper draws from an ongoing doctoral study that aims to investigate the relationship between instructional leadership practices and teachers' job performance at high-performing vocational schools in Indonesia. This paper also discussed the issues and concepts of both aforementioned variables in past studies that could assist in constructing the conceptual framework. Although past literature in global settings had postulated a potential relationship between instructional leadership practices and job performance, there is still limited research in the relevant topic when high-performing vocational schools is concerned. As to date, little empirical data was collected concerning the aforementioned relationship in local high-performing vocational schools in Indonesia. Therefore, researchers of this study embarked on the topic presenting problems and research gaps which eventually help to construct the conceptual framework of the two variables and their relationship.
Improving Pre-Service Science Teachers&apos; Performance in Nomenclature of Aliphatic Hydrocarbons Using Flipped Classroom Instruction
Author: Oppong, Emmanuel Kyame
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Achievement,Chemistry,Flipped Classroom,Foreign Countries,Instructional Effectiveness

This paper reports on a study that sought to improve pre-service science teachers' performance in the International Union of Pure and Applied Chemistry (IUPAC) nomenclature of aliphatic hydrocarbons using flipped classroom instructional approach (FCA). The study employed a single group pre- and post-test action research design. The sample size consisted of forty-five (45) 1st year pre-service science teachers of Foso College of Education (FOSCO) taking the Introduction to Organic Chemistry I course. Apurposive sampling technique of the non-probability sampling procedure was used to select the pre-service science teachers in an intact class. Pre-Service Science Teachers' Hydrocarbon Concept Diagnostic Test and Pre-Service Science Teachers' Hydrocarbon Concept Achievement Test were the research instruments used to collect the data. The instruments were pilot-tested at St. Ambrose College of Education and the reliability index found to be 0.75 for the pre-intervention test and 0.78 for the post-intervention test. After 9 weeks of engaging pre-service science teachers through in-class face-to-face activities and out-of-class online interaction of teaching and learning IUPAC nomenclature of aliphatic hydrocarbons, it came to light that pre-service science teachers' performance had improved greatly after they have been exposed to FCA as an intervention strategy. It was recommended that College of Education chemistry tutors should adopt newly interactive and innovative instructional strategies such as the FCA so as to help pre-service science teachers overcome challenging chemical concepts like the IUPAC nomenclature and other difficult chemistry concepts in and out of colleges or schools.
A Study of University Students&apos; Idiomatic Competence
Author: Šaric, Antonija
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Patterns,Second Language Learning,Cultural Awareness,Language Skills,English (Second Language),Food,Prior Learning,Graduate Students,Foreign Countries

There is no doubt that formulaic expressions such as collocations, idioms and compounds play an important role in the second language acquisition and their teaching should be an integral part of foreign language learning since they show insights into foreign language culture and promote fluency, proficiency and communicative competence. That is the reason why idioms present an integral part of the English language curriculum at the Faculty of Food Technology and students are taught idioms related to food. The aim of this paper is, therefore, to establish whether the students are familiar with the food idioms prior to teaching them in order to incorporate them into the curriculum. The assumption is that most of the idioms are not intelligible to students since it is impossible to guess their meaning by analyzing their individual components. However, due to the fact that the subjects were the 1st year graduate students who have been learning English for 15 years, this research will reveal whether there are students who are almost proficient users of English since they are familiar with most of the idioms. These results will, then, be of great importance when revising and designing the teaching materials intended for the students of food technology.
Advancing Assessment of Learning in Higher Education as a Discipline: Benefits, Tensions, and Next Steps
Author: Penn, Jeremy D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Assessment,Higher Education,Intellectual Disciplines,Training,Library Science,Student Evaluation,Certification,Accreditation (Institutions)

Assessment of Learning in Higher Education (ALHE) has, since its roots in the early 1980s, grown into a routine activity in higher education institutions in the United States that is led by thousands of professionals who contribute to a growing body of scholarship. Yet, there are few formal ALHE training programs, no licensure or certification for ALHE professionals, no accreditation for ALHE programs, and only a handful of dedicated journals, resulting in limited outside recognition of ALHE as a discipline. Failure to fully establish ALHE as a discipline puts ALHE in a dangerous position, leaving its progress in advancing student learning vulnerable to external forces. The purposes of this paper are to examine the progress ALHE has made in advancing as a discipline and to explore the benefits and tensions inherent in growing ALHE as a discipline. Using lessons from Library Science, the paper concludes by identifying steps that show promise for continuing the advancement of ALHE as a discipline and ensuring ALHE is ready to meet the needs of future generations of learners.
Determining Cyber Security-Related Behaviors of Internet Users: Example of the Faculty of Sport Sciences Students
Author: Duman, Feray Küçükbas
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Physical Education,Student Behavior,Internet,Users (Information),Information Security,Knowledge Level,Computer Security

The most practical and fastest way to access information in today's world is via the internet. Thanks to the internet, the necessary information can be reached in a short time. Nevertheless, in addition to the benefits of the internet, it can also pose risks for users. For this reason, it is important to increase the level of awareness of individuals against threats that may occur in the cyber network. Sports organizations, like other sectors, process sensitive personal data and may face cyber attacks. It is important to determine the cyber security behaviors of the students of the faculty of sport sciences, who will be taking part in different careers in sports in the future, and so to contribute to the students' development in this regard. In this study, the cyber security-related behaviors of the faculty of sport sciences students were examined in terms of gender, age, frequency of internet usage, frequency of monthly purchases of products or services over the internet, and level of knowledge about cyber security. The &quot;Personal Cyber Security Provision Scale&quot; developed by Erol and associates (2015) was used as a data collection tool. For this reason, ANOVA and Independent Samples t-Test were used to investigate the significant differences between the scale scores and the variables. According to the findings of the study, students' behaviors related to cyber security differ according to gender, daily internet usage, monthly product or service purchase frequency, and knowledge level about cyber security. The age variable, on the other hand, does not affect cyber security behaviors. According to the results obtained from the Personal Cyber Security Ensuring Scale, the students of the faculty of sport sciences have high cyber security awareness. However, it is seen that they have lower scores from the factors of &quot;Take Precautions&quot; and &quot;Privacy Protection&quot; compared to other factors on the scale. Therefore, it is important for students to be informed about cyber security practices, what kind of precautions they should take in this regard, and how they can learn about improvements in this field to create cyber security awareness.
Management of Performance in Higher Education Institutions: The Application of the Balanced Scorecard (BSC)
Author: Kiriri, Peter N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Economic Development,Developing Nations,Role of Education,Strategic Planning,Performance,Organizational Effectiveness

Universities play a crucial role in the development of any nation. The success of Higher Education Institutions (HEIs) is the bedrock of the growth in human capacity required to support the growth of an economy. However, HEIs have been criticized for not playing their rightful role in national development. This has been partly attributed to not being able to manage their performance in view of the dynamic and turbulent environment they are operating in. Most HEIs have been caught up in the &quot;business as usual&quot; situation preferring doing things in the traditional ways as opposed to changing with the times. As a result their survival has been at risk especially from those HEIs who have adopted the &quot;business un-usual&quot; mentality. It is as a result of the challenges facing Kenyan HEIs that this paper proposes an adoption of the Balanced Scorecard as a management tool in HEIs. This paper provides a review of literature on the HEI environment globally and in Kenya, highlighting the challenges faced by Kenyan HEIs and proposes the use of the BSC to address the same. The BSC is a tool that helps mainstream the vision and mission of HEIs in their activities thus making the HEIs become strategy focused organizations. The BSC is a strategic planning and management system used to align business activities to the vision and strategy of the organization and to monitor organization performance against strategic goals. Finally, a sample BSC for HEIs in Kenya is proposed. It is felt that if HEIs focused on the issues proposed and measured their performance on the issues identified, their performance will be improved tremendously.
A Snapshot of Needed Skills and Dispositions through the Lens of Assessment Professionals in Higher Education: Findings from a National Survey
Author: Morrow, Jennifer Ann
Date: 2022-00-00
Type: Journal Articles
Subjects: Assessment Literacy,College Faculty,Skills,Personality,Personality Traits,Competence,Professional Personnel,Interpersonal Competence,Evaluation,Teaching Experience

What skills and dispositions are most important for higher education assessment professionals to be successful in their work? Emerging professionals and their instructors must be cognizant of what skills and dispositions are necessary in order to be adequately prepared for this work. Utilizing a survey instrument that was developed based on recent research and validated by a panel of experts in higher education assessment, we surveyed 213 higher education assessment professionals from across the United States, assessing their perceptions on the importance of 92 skills and 52 dispositions. We analyzed responses by utilizing descriptive statistics for closed-ended items and thematic analysis of open-ended items. A discussion of the findings, including what skills and dispositions were deemed most important, as well as implications for future research and professional identity are discussed.