ethanporcaro/eric-fulltext-meta huggingface dataset:
The Examination of Strength and Weakness of Online Evaluation of Faculty Members Teaching by Students in the University of Isfahan
Author: Maryam, Ansary
Date: 2012-03-00
Type: Journal Articles
Subjects: College Faculty,Teacher Role,Student Evaluation of Teacher Performance,Foreign Countries,Online Surveys,Teacher Competencies,Teacher Characteristics,Interviews,Coding,Costs,Evaluation Methods,Technology Uses in Education,Access to Computers,Internet,College Students,Qualitative Research

Evaluation of faculty members' teaching is a device for recognition of their ability in teaching, assessing, the student's learning and it can improve efficiency of faculty members in teaching. In terms of growth of computer's technologies improvement of universities and its effect on achievement and information processing, it is necessary to use this technologies. This study examined the recognition of strengths and weakness in online evaluation at universities. This study has used quality method &amp; information obtained from group interview. Statistical population includes all of student's of 30 departments in University of Isfahan. Statistical samples were ten departments at basic sciences and education. Category and coding method used for information analysis. Some of the strengths in online evaluation are costs decreasing, easy analysis, possibility of evaluation form completing out of class place and time, without psychological pressure due to professor appearance in class, and easy performance. Some of the weaknesses are lack of the fast and comfortable achievement to internet and website at the certain time, compulsory in form completion and entering to website with username and password, and stress for student to become known.
Enhancing Pedagogical Content Knowledge in Preservice Science Teachers
Author: Nuangchalerm, Prasart
Date: 2012-06-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Preservice Teachers,Science Teachers,Science Instruction,Student Motivation,Inquiry,Teaching Methods,Teacher Education Programs,Foreign Countries

Preservice teachers are key element to shape students' attributes and key factor affecting to motivate students to have achievement in learning behaviors. This study aims to investigate pedagogical content knowledge of preservice teachers. Forty three preservice science teachers participated the study, inquiry-based instruction was implemented in the context of science teaching and learning for enhancing pedagogical content knowledge. A variety of qualitative methods were employed to examine the engagement of their pedagogical content knowledge. The findings can be indicated that inquiry-based instruction can enhance pedagogical content knowledge and its result can be used for teacher preparation program as well.
Direct Spoken English Testing Is Still a Real Challenge to Be Worth Bothering About
Author: Al-Amri, Majid N.
Date: 2010-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Language Tests,Oral Language,Psycholinguistics,Sociolinguistics,Test Format

This paper introduces and discusses issues related to the challenge of obtaining more valid and reliable assessment and positive backwash of direct spoken English language performance of students in real-life situations. For this purpose, the paper is divided into four sections. The first section is the introduction to the article. The second part includes presentation and discussion of validity, reliability and practicality as principles of direct spoken English tests. Part three consists of an evaluation of the challenging nature of direct spoken English testing for examiners to deal with. The last section is the conclusion of the paper.
An Overview of Development of Higher Education Access in China
Author: Liu, Lisha
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Access to Education,Admission Criteria,Educational History,Enrollment Trends,Enrollment Management,Institutional Characteristics,Educational Administration,College Entrance Examinations,Student Recruitment,Funding Formulas,College Students

As a crucial component of higher education system, the models of student admissions differ worldwide due to diverse historical, traditional, and cultural factors. This paper presents a documentary study which seeks to identify some key developmental milestones of access to higher education in China. The paper begins with an outline history of the evolvement of admission system from the imperial era to the present. Subsequently, some reforms and issues of enrolment approaches at both undergraduate and postgraduate levels are discussed. Finally, the primary characteristics of the higher education enrolment system are proposed. Overall, this paper is expected to offer some insights into the development of current admission trends and an orientation on which Chinese policy-makers and educational administrators may wish to focus their efforts.
Internationalization of Higher Education and Its Market--Taking International College as an Example
Author: Linhan, Chen
Date: 2012-03-00
Type: Journal Articles
Subjects: Higher Education,Global Approach,Commercialization,Resource Allocation,Educational Supply,Educational Demand,Success,Performance Factors,Foreign Countries

This paper is intended for looking into the inevitability of the internationalization of higher education with the prime causes of it resting in the facts that given such large-size Chinese population, the resources allocated to higher education in China remain insufficient to meet the demand for higher education and that universities in the UK, USA, Australia, and Canada enjoy comparatively &quot;sufficient&quot; or surplus resources on one hand, and on the other many of them have sustained a cut in the revenue from the government of ten percent in real terms in the past five years, and they will face a further ten percent cut by the end of the decade. Also lassoed in the focus in the paper are the subsequent reciprocity arising from the internationalization of higher education and the various forms of collaboration between the International College, Guangdong University of Foreign Studies and its partners overseas.
Digital Narrative and the Humanities: An Evaluation of the Use of Digital Storytelling in an Australian Undergraduate Literary Studies Program
Author: Clarke, Robert Garth Hipkins
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Story Telling,Technology Uses in Education,Educational Technology,Literature,Satisfaction,Barriers,Teaching Methods,College Faculty,Attitude Measures,Program Effectiveness,Video Technology,Focus Groups,Questionnaires

A growing number of university teachers advocate the benefits of multimedia and digital technologies in their classrooms. Such technologies are promoted: as a means to ensure the relevance of subject disciplines; and, as tools of engagement to assist students to meet their learning outcomes. Digital storytelling or narration is one example of how educators can utilise technology to introduce innovative teaching methods. In its broadest sense, digital narration involves using digital resources in learning environments for the production by students of multimedia narratives. This paper reports on the results, over a two-year period, of an evaluation of the use of digital narratives in an advanced undergraduate unit on contemporary Australian literature in one Australian university. The evaluation explored students' and the teacher's experiences of digital storytelling. In particular, it examined participants' satisfaction with and anxieties about the use of digital narratives. It also considered the issues that the use of digital narratives raises vis-à-vis the constructive alignment with the themes, aims, and objectives of the unit, as well as the kinds and levels of technical training and assistance required to support students and staff. The results of this evaluation will be of interest to academics considering the use of multimedia technologies in their undergraduate classes.
Study on the Features of English Political Euphemism and Its Social Functions
Author: Zhao, Xiaonan
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Language Usage,Descriptive Linguistics,Political Issues,Speech Acts,Linguistic Theory,Influences

Political euphemism is a tool for political leaders to control information transmission. Based on some examples, this paper begins with a summary of three features which distinguish political euphemism from others. Then, it discusses its two social functions based on Austin's Speech Act Theory: 1) as political leaders' tool, political euphemism plays the role of hiding the truth and legalizing wrong behaviors; 2) it influences people's sense of right and wrong as well as their understanding of the objective world, hence succeeding in persuading them. Such a linguistic phenomenon provides another proof that language is not only a reflection of the objective world but a process of social construction.
Research on the Countermeasures Based on TTPM Theory for the Improvement of the Basic Education Teachers Training Performance
Author: Huabai, Bu
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Teacher Improvement,Educational Theories,Institutional Evaluation,Teacher Evaluation,Value Added Models

Many elements of the basic education teachers' training performance are embedded in the training interaction and sharing, so the enhancement of the training performance needs a whole process management and control. Based on TTPM theory, this paper has put forward four measures that must be pay attention to during the management of the basic education teachers' training performance, providing a theoretical basis for the improvement of the training performance.
Differentiated Instructional Strategies and Assistive Technology in Brazil: Are We Talking about the Same Subject?
Author: Lourenco, Gerusa Ferreira
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Individualized Instruction,Educational Strategies,Assistive Technology,Special Education,Technology Uses in Education,Disabilities,Skill Development,Inclusion,Qualitative Research,Teamwork,Regular and Special Education Relationship,Special Education Teachers,Grounded Theory

The aim of this study was to present the association of educational strategies and differentiated instructions with assistive technology for special education students. The use of technology is an important ally for mediation among teachers, students and academic content. For special education students, there is a need to promote general adjustments, such as architectural, curricula and material adaptations. Among the technological possibilities, assistive technology has gained prominence in order to provide functional improvement and success in performance by people with disabilities. The potential participation achieved by using a resource properly implemented makes this theme present in educational policies aiming the inclusive education, permeating the need for the teacher to make use of these resources when teaching these students. However, by just having the resource available does not guarantee that it will benefit learning, it is necessary to introduce differentiated instruction strategies, because each student's specific needs must be considered. Teachers who use differentiated instruction are quite aware of the goal they want to achieve and the curriculum sequence defined by the governing bodies of education, and care about the education and learning of academic content with the necessary adaptations for special education students. They are aware that students are at different skill levels, but in a continuous understanding and development. The main goal of assistive technology, associated with the applicability of appropriate strategies, is to maximize the skills of each student by teaching and helping him/her to develop it as much and as quickly as he/she can. Once the skills are acquired, they enhance learning for these students because they make accessibility to content easier and make the learning enjoyable.
Academic Culture and Campus Culture of Universities
Author: Shen, Xi
Date: 2012-06-00
Type: Journal Articles
Subjects: Campuses,Universities,School Culture,Institutional Mission,Cultural Awareness,Innovation,Definitions,Organizational Culture,Educational Environment,Institutional Characteristics,College Environment,Educational Practices

Academic culture of universities mainly consists of academic outlooks, academic spirits, academic ethics and academic environments. Campus culture in a university is characterized by individuality, academic feature, opening, leading, variety and creativity. The academic culture enhances the construction of campus culture. The campus culture conditions and restricts the development of academic culture. The construction strategies of academic culture and campus culture are as follows: university should stick to its mission, enhance cultural confidence and cultural consciousness, integrate culture into the process of talent cultivation, promote cultural development and innovation.
Teaching Strategies in Online Discussion Board: A Framework in Higher Education
Author: Chou, Pao-Nan
Date: 2012-06-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Strategies,Discussion,Computer Mediated Communication,Higher Education,Literature Reviews,Instructional Innovation,Performance Factors,Web 2.0 Technologies,Cost Effectiveness,Pilot Projects,Program Implementation

In order to promote meaningful learning in the online discussion board, this study attempted to identify key factors that affect the online discussion by a literature review and propose an innovative instructional framework to deal with those factors. Through the literature review, five factors were identified. An innovative instructional framework through web 2.0 tools was proposed. One pilot study which applied the framework into the college-level course showed the evidence for supporting student learning. The school educators and instructors in higher education institutions may adopt the cost-effective framework to improve online education.
Is &quot;Absorb Knowledge&quot; an Improper Collocation?
Author: Su, Yujie
Date: 2010-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Figurative Language,Language Patterns,Error Patterns

Collocation is practically very tough to Chinese English learners. The main reason lies in the fact that English and Chinese belong to two distinct language systems. And the deep reason is that learners tend to develop different metaphorical concept in accordance with distinct ways of thinking in Chinese. The paper, taking &quot;absorb knowledge&quot; as an example, intend to explore how to present the potential collocation patterns of &quot;knowledge&quot;in the learner's dictionary for Chinese learners, based on a series of search results of BROWN and LOB as well as CLEC, by comparing the usual combinational patterns of &quot;knowledge&quot;of Chinese learners and English native speakers.
The Effect of Simulation-Based Learning on Prospective Teachers' Inference Skills in Teaching Probability
Author: Koparan, Timur
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Simulation,Preservice Teachers,Inferences,Thinking Skills,Mathematics Instruction,Mathematical Concepts,Probability,Mathematical Models,Quasiexperimental Design,Statistics,Efficiency,Pretests Posttests,Semi Structured Interviews,Observation,Test Format,Teaching Methods,Control Groups,Experimental Groups,Statistical Analysis

The effect of simulation-based probability teaching on the prospective teachers' inference skills has been examined with this research. In line with this purpose, it has been aimed to examine the design, implementation and efficiency of a learning environment for experimental probability. Activities were built on modeling, simulation and the expansion of the basic inference logic suggested by Cobb [4]. The quasi-experimental research method was used in the study. The study was conducted with 55 prospective teachers who attended the statistics classes in Bülent Ecevit University, Faculty of Education. A test with 5 open-end questions was developed with regard to the experimental probability in order to assess the efficiency of the designed learning environment in the study, and it was applied as pre- and posttests. The obtained data were supported by semi-structured interviews and observations. The efficiency of the simulation-based learning was determined through the comparison of the answers given by prospective teachers using papers and pencils and the answers given by means of simulations. The findings showed that simulation-based probability teaching increased the prediction and related inference skills of the prospective teachers and generally influenced the success of the students in a positive way.
Relevance, Rigor, and Return on Investment: How Honors Enhances Education
Author: Haas, Thomas J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Relevance (Education),Outcomes of Education,Educational Benefits,Educational Quality,Success,Student Development,College Programs

In an opening address to the university community a few years ago, Thomas Haas, President of Grand Valley State University set out three key concepts (three contemporary Rs) to guide thinking as the institution grows and develops. They all have to do with student success: relevance, rigor, and return on investment. Haas articulated that the education provided must be relevant and address the needs of the region and the world now and in years to come; it must be of the very highest quality and impart to students the best concepts and the greatest skills; and it must be a good value that pays off handsomely for the student and for all they touch. In this article, Haas asserts that the Frederik Meijer Honors College at Grand Valley State fulfills those Rs admirably and helps the whole university live up to them. Importantly, the college strives to create an honors experience in which students &quot;thrive&quot;: it maximizes their experience by engaging them deeply in learning to succeed in their academic and vocational goals; by establishing positive relationships with their faculty, peers, and others; by fostering their active citizenship on campus, within surrounding communities, and across the globe; and by encouraging a positive outlook on circumstances and life. The return on investment for the institution is considerable. The honors program is one of the most expensive in the university, but the value it has brought more than compensates for its cost. The Meijer Honors College has markedly enhanced the reputation of the university, increased its ability to recruit the brightest and most capable students, improved student outcomes, and helped boost the metrics so that they are the envy of most other institutions in the state.
Validation of Modified Soft Skills Assessment Instrument (MOSSAI) for Use in Nigeria
Author: Aworanti, O. A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Skills,Measures (Individuals),Test Validity,Factor Analysis,Public Schools,Private Schools,Teaching Methods,Evaluation Methods,Teacher Surveys

Currently, it has become an accepted norm nearly all over the globe to teach and assess soft skills. However, in Nigeria, it is an emerging area of interest that needs to be addressed squarely. In the light of the fore-going, this study validated a modified version of Measuring and Assessment Soft Skills (MASS) (an instrument developed and used by twenty European researchers from five countries), for use in the Nigeria setting. It was administered on a randomly selected sample from the northern and southern parts of Nigeria. Survey design was used in the study. The 15-point instrument was administered on 600 participants each from the Northern and Southern parts of Nigeria with a total of 1,200 participants. This instrument also included method for teaching and assessing soft skills. Factor analysis was used to analyze the data in Section B of the instrument, mean and standard deviation for Sections C and D. The results show that the soft skills needed to enhance performances in workplaces are teachable and examinable in Nigeria. It was, therefore, recommended that examining bodies should consider adopting or adapting the instrument for use in the Sub-Saharan Africa.
The Significance of Journal Writing in Improving Listening and Reading Comprehension in Modern Standard Arabic (MSA)
Author: Saad, Inaam
Date: 2015-00-00
Type: Journal Articles
Subjects: Semitic Languages,Journal Writing,Teaching Methods,Listening Comprehension,Reading Comprehension,Second Language Instruction,Instructional Effectiveness,Experimental Groups,Control Groups,Language Proficiency,Correlation,Writing Skills,Statistical Analysis,Adult Education,Comparative Analysis,Language Tests

This paper investigates the effect of daily journal writing on enhancing the listening and reading comprehension skills in a fifty-week Modern Standard Arabic course taught at the Defense Language Institute (DLI) in Monterey, California. In the field of foreign language (FL) teaching, writing has long been considered a supporting skill for reinforcing new grammatical concepts and recycling vocabulary at the sentence level, (Kepner, 2011) although some academics rule out grammar correction as ineffective in facilitating improvement in students' writing claiming that &quot;grammar correction has no place in writing courses and should be abandoned&quot; (Truscott, 1996, p. 328). However, researchers found other practical and effective uses for writing in improving proficiency in FL. The overall results of three Modern Standard Arabic classes, the subject of this study, were examined to establish whether the variable of journal writing is effective. Two classes out of the three were the experimental group and the third was the control group. This study examines influence of daily journal writing on the In-Course Proficiency Tests (ICPT) and the final Defense Language Proficiency Test-5 (DLPT-5) for the three classes. The findings showed that students' listening and reading comprehension skills in the six ICPT tests and final DLPT-5 test evidently correlated with the progress in students' writing skills. Statistics also revealed apparent improvement in the listening and reading comprehension skills of struggling students in the two experimental classes compared to the control class.