ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Intercultural Students&apos; Self-Determination in Graduate Online Programmes: Implications for Praxis
Author: Bissessar, Charmaine
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Determination,Graduate Students,Electronic Learning,Academic Persistence,Virtual Classrooms,Developing Nations,Developed Nations,Personal Autonomy,Interpersonal Relationship,Competence,Locus of Control,Independent Study,Foreign Countries,Cultural Background,Alumni,Adults,Psychological Needs,Collectivism,Individualism

The self-determination of online graduate students was studied in terms of the impact of autonomy, competence and relatedness upon their persistence. Unique to this study was the assessment of the potential influence of socio-cultural factors. As the majority of research into online university students' persistence is generated from the US, Canada, UK and European countries assessing their own domestic populations, the global nature of this study provides a new perspective. Fifty-four online graduate students representing 26 countries participated representing 19 lesser developed economies and 7 developed economies. Collectivist versus individualistic cultures were equally represented. Self-determination Theory (SDT) was examined both in terms of the online classroom environment as well as overcoming life challenges for programme perseverance. A correlational matrix was used to reject the null hypothesis. Results indicated that statistically significant correlations exist among the three variables, and, in the instances of the variables of autonomy and relatedness, a significant negative correlation exists. The findings indicate that the participants displayed strong internal locus of control, self-directed learning, competency and relatedness in attaining success within the online environment programme. Cultural communitarianism values were not found to be of significant influence.
Comparison of Academic Performance of Students in Online vs. Traditional Engineering Course
Author: Bir, Devayan Debashis
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,Performance Factors,Engineering Education,Online Courses,Conventional Instruction,Instructional Effectiveness,Introductory Courses,Class Size,Student Characteristics,Synchronous Communication,Undergraduate Students,Grades (Scholastic),Lecture Method

Universities in the U.S. typically offer to teach introductory engineering courses in large classes to tackle the increase in undergraduate engineering enrolment and to save on cost of teaching. Previous studies done on traditionally taught large classes have shown the negative effects it has on students and faculty. Many institutions use online courses to teach these large classes due to the flexibility they provide students with in their schedule and pace of learning, as well as being less expensive for the university. This study aimed to investigate the effect of online pedagogy on the academic performance of students enrolled in mechanics of materials course taught at a U.S. Midwestern University. The findings of the study reveal that the online pedagogy had a negative effect on student academic performance when compared with the traditionally taught group. This was true for all demographics (gender, enrolment status, nationality) and categories (high, medium and low academic performance) of students except for high performing students for whom online pedagogy shows promise.
A Content Analysis of the English Language Development Courses in Bangladeshi University English Departments
Author: Al Mamun, Md. Abdullah
Date: 2019-00-00
Type: Journal Articles
Subjects: Content Analysis,Foreign Countries,Course Descriptions,Teaching Methods,Best Practices,English (Second Language),Second Language Learning,Second Language Instruction,Scoring Rubrics,Universities,Departments,Check Lists,Curriculum Development

Syllabus, as one of the most important tools of teaching-learning, must contain necessary contents. A clearly designed, well-presented syllabus with the contents following the best practices in the field is a prerequisite for effective teaching. To analyze the contents of the syllabi of English language development courses of Bangladeshi university English departments, this study prepared a checklist of an ideal syllabus following the relevant literature and theories. The study has found that the contents in those syllabuses are presented in a haphazard way. They cannot the meet most of the criteria of an ideal syllabus in terms of contents. Most of them have only some learning topics or items as contents; and names of some books as materials. Regarding the other aspects like goals and objectives, assessment, rubric, teaching-learning methodologies, types of useful materials etc., the syllabuses present a very poor scenario. In the presentation and organisation, a linear fashion is found seemingly without any grading.
Examining Faculty Readiness to Teach Online: A Comparison of US and German Educators
Author: Martin, Florence
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Foreign Countries,College Faculty,Readiness,Teacher Attitudes,Teacher Competencies,Self Efficacy,Instructional Effectiveness,Gender Differences,Age Differences,Academic Rank (Professional),Work Experience,Value Judgment,Graduate Study,Undergraduate Study,Asynchronous Communication,Synchronous Communication,Time Management,Teacher Education

With the increase in the number of online courses being offered, it is important for faculty to be prepared to teach online. In this study, we examine US and German faculty perceptions on their preparedness to teach online based on the perception of importance of teaching online competencies and their efficacy to teach online. We also examine factors (gender, age, country located, academic discipline, academic rank, method of teaching, years of teaching, years of teaching online and level taught) that are related to US and German faculty perception of the importance and efficacy of online teaching. Overall, the US faculty rated the competencies higher compared to the German faculty both in perception of importance and self-efficacy. Significant differences in the perception of the importance of competencies were noted based on gender, training, level taught, rank, and age. For self-efficacy, there were significant differences between the faculty in teaching format (synchronous, asynchronous or hybrid format), years of teaching online, and age. This study has implications for instructors who teach online, for instructional designers who offer professional development for online teaching and for administrators who support online learning at the universities.
Unraveling the &apos;Female Teacher Effect&apos;: The Positioning and Agency of Female Teachers in Girls&apos; Education Reform
Author: Morley, Alyssa
Date: 2019-11-04
Type: Journal Articles
Subjects: Role Models,Educational Change,Females,Developing Nations,Women Faculty,Disadvantaged,Foreign Countries,Disproportionate Representation,Educational Policy,Gender Issues,Intervention,Academic Persistence,School Holding Power,Elementary Schools,Teacher Student Relationship,Position Papers

Concerns about the academic performance of students from marginalized groups underscore calls for students to be taught by teachers of similar racial, ethnic, or gender identities (e.g., Miller, 2018). In sub-Saharan Africa, projects enlist women teachers as role models for girls in an effort to redress persistent gender disparities in education. However, in casting women teachers as inherent role models to girls, these projects run the risk of reinforcing long-standing portrayals of women in the Global South as a monolithic group with heightened responsibility for development (Chant, 2006; Mohanty, 1988). I identify one policy pilot in Malawi as a window for examining this phenomenon, and I pair discourse analysis and ethnographic analysis to investigate how women teachers are constructed in this policy and how these constructions unravel in practice. Drawing on anthropology of policy, I first trace how female teachers are created as particular types of &quot;policy subjects&quot; (Ball, Maguire, Braun, &amp; Hoskins, 2011). Then, I examine how teachers at one school grapple with these narrowly constructed roles. This study's findings caution against a disproportionate reliance on same-gender teachers for role-modelling, particularly when these teachers also belong to marginalized groups.
Forgotten Equity: The Promise and Subsequent Dismantling of Education Finance Reform in New York State
Author: Atchison, Drew
Date: 2019-11-11
Type: Journal Articles
Subjects: Educational Finance,Finance Reform,Educational Equity (Finance),Funding Formulas,Retrenchment,State Aid,Court Litigation,Poverty,School Districts,Economic Climate

This study examines the impact of court-ordered finance reform in New York State resulting from &quot;Campaign for Fiscal Equity v. State of New York&quot; on equity of inputs using synthetic controls. The findings herein indicate court mandated education finance reform in New York had little to no impact on equity of educational inputs despite an overhauled education finance system intending to distribute more state funding based on student need. In the period during and following the Great Recession, the State of New York chose to cut districts' foundation aid, a form of aid designed to be distributed progressively, halting any improvement in equity. Had funding been distributed to districts according to the foundation formula that was specified by the education finance reform legislation passed in 2007, high poverty districts would have received more funding and disparities in funding across districts with similar characteristics would have been reduced. I also show that other forms of aid, which are regressively distributed, could have been cut instead of foundation aid, allowing for more funding to flow to high poverty districts in a time of fiscal constraint.
Developing a New Generation MOOC (ngMOOC): A Design-Based Implementation Research Project with Cognitive Architecture and Student Feedback in Mind
Author: Woolcott, Geoff
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Research Projects,Feedback (Response),Cognitive Processes,Difficulty Level,Undergraduate Students,Mathematics Instruction,Foreign Countries,Instructional Design,Introductory Courses,Educational Cooperation,Socioeconomic Status,Geographic Isolation,First Generation College Students,Limited English Speaking,Indigenous Populations,Numeracy,At Risk Students

This paper describes a design-based implementation research (DBIR) approach to the development and trialling of a new generation massive open online course (ngMOOC) situated in an instructional setting of undergraduate mathematics at a regional Australian university. This process is underscored by two important innovations: (a) a basis in a well-established human cognitive architecture in terms of cognitive load theory; and (b) point-of-contact feedback based in a well-tested online system dedicated to enhancing the learning process. Analysis of preliminary trials suggests that the DBIR approach to the ngMOOC construction and development supports theoretical standpoints that argue for an understanding of how design for optimal learning can utilise conditions, such as differing online or blended educational contexts, in order to be effective and scalable. The ngMOOC development described in this paper marks the adoption of a cognitive architecture in conjunction with feedback systems, offering the groundwork for use of adaptive systems that cater for learner expertise. This approach seems especially useful in constructing and developing online learning that is self-paced and curriculum-based.
Advancement in Massive Open Online Courses (MOOCs) to Revolutionize Disruptive Technology in Education: A Case of Pakistan
Author: Qureshi, Jawaid Ahmed
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Distance Education,Higher Education,Adult Students,Student Attitudes,Peer Influence,Mentors,Student Motivation,Access to Education

Massive Open Online Courses (MOOCs) is a relatively recent advancement in the distance learning and online education. With the strategic collaboration of the founders of MOOC (MIT and Harvard University), many universities and institutions across the world offer a variety of courses in numerous domains. MOOCs have disrupted the global education sector by providing free to subsidized inclusive education. These include state-of-the-art pedagogies, assessment tools and interactive cum engaging learning sessions. This article aims to discover the opportunities and inclinations of adult students in Pakistan toward MOOC, especially their awareness, perceptions, peer and mentor advice and self-motivation and commitment to do such courses. The study deployed in-depth interviews under phenomenology approach using Delphi method for this study. Twenty-four students from management sciences department of a leading university in Karachi were selected: 12 who had done courses through MOOC and 12 who had never done any course on MOOC. Ten experts on distance education and online education were selected through snowball sampling method for the study. The findings uncovered that the inclination of the students towards MOOC is at its inception stage.
Taking an Active Role in an International Project: A Report of A Collaborative Research with Teacher Trainees in UK, Norway and Pakistan
Author: Syed, Ghazal Kazim
Date: 2019-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Cross Cultural Studies,Teacher Educators,Foreign Countries,Innovation,Computer Simulation,College Faculty,Teacher Attitudes,Correlation,Literature,International Cooperation,English Instruction,Fiction,Teaching Methods,Videoconferencing,Faculty Publishing,Periodicals,Writing (Composition),Documentation

This report introduces an innovative research project about the dialogue among teacher trainees from UK, Norway and Pakistan, about a literary work, in a virtual environment. This project involved us, five English in Education academics from the three contexts, as researchers who gathered, analysed and reported on the international data collaboratively. We reflect on our experience as international researchers and the benefits we found in this type of association across borders for future teachers. This work has implications for teacher education and the methodologies used can be beneficial for future researchers and teacher educators.
Exploring Vocabulary Learning Strategies across ESL/EFL Contexts: Juggling between Experiential and Traditional Modes of Learning
Author: Ali, Lubna Farhan
Date: 2019-12-00
Type: Journal Articles
Subjects: Learning Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Cross Cultural Studies,Foreign Countries,Profiles,Student Characteristics,Teaching Methods,Cultural Context,Educational Environment,Taxonomy

Though vocabulary learning strategies (VLS) have drawn continuous attention in SLA research in the past three decades, there remain many unanswered questions, many unknown caveats and many unexplored regions. Quite a few historical reviews of vocabulary learning strategies have been undertaken by researchers over the past years, tracing its growth over the years. However, no research until now has captured the VLS profile of learners from diverse ESL/EFL backgrounds and presented an analysis from a geographical point of view. This study aims to capture the VLS profile of the diverse learners and takes up the task of the geographical review of vocabulary learning strategies landscaping the VLS research over many countries. For this purpose, the researcher has chosen specifically the research happening in the backdrop of ESL/EFL contexts. Fourteen papers have been selected for review belonging to Philippine, Turkey, Algeria, Iran, Malaysia, Congo, China, India, Sudan, Libya and The Kingdom of Saudi Arabia. A detailed analysis reveals not only the juggling between the experiential and traditional modes of vocabulary learning but also the reasons behind the insufficient vocabulary size of the learners in myriad contexts.
Job Stress among ECE Teachers of Karachi
Author: Shahid, Amna
Date: 2019-12-00
Type: Journal Articles
Subjects: Stress Variables,Work Environment,Foreign Countries,Preschool Teachers,Marital Status,Teacher Attitudes,Correlation,Measures (Individuals),Private Schools,Early Childhood Education,Models

This research was aimed at discovering the levels of job stress among Early Childhood Education (ECE) teachers of Karachi and the contribution of their marital status on job stress. The research method was quantitative in nature, for which two hypotheses were formed. First hypothesis assumed that the ECE teachers of Karachi would have a signifi cant level of job stress and the second assumed that there would be a noteworthy dissimilarity between the scores of job stress of married and single teachers of ECE. For this purpose, 127 single and married ECE teachers from schools of Karachi responded to an adapted form of Job Stress Inventory (JSI), which measured their level of overall job stress. The results revealed that the ECE teachers of private schools of Karachi did not face any signifi cant level of job stress and both, married and single ECE teachers experienced the same level of stress at job.
Leveraging Social Media in Higher Education: A Case of Universities in Uganda
Author: Mirembe, Drake Patrick
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Foreign Countries,Higher Education,Educational Technology,Technology Uses in Education,College Students,College Faculty,Technology Integration,Telecommunications,Handheld Devices,Teacher Student Relationship,Gender Differences,Age Differences,Research,Group Discussion

Social media platforms have transformed the way we live and work. These platforms have opened up new opportunities for service provisioning and business models. Therefore, this paper presents findings of how leading Ugandan Universities are integrating social media in the teaching and learning processes. The researchers adopted a multi-methodology research approach which involved; collecting, analysing and integrating quantitative (surveys) and qualitative (focus group discussions and interviews) research methods. A total of 300 respondents were targeted (students and lecturers) of which 250 responded (196 male and 54 female). The respondents from Makerere University, Uganda technology and Management University (UTAMU) and Makerere University Business School. The results of the study indicated that majority (94.8%) of the respondents use WhatsApp, 86.5% Facebook, 82.1% YouTube, 53.8% Twitter, 39.8% Instagram and 9.2% snapchat. It was observed that 225 about 91.1% of student's use social media for learning purposes. A total of 238 respondents use smartphones to access social media. While majority of students on social media platforms use these platforms for learning purposes, majority of lecturers (37.6%) never engage students on social media. Therefore, there is a mismatch on social media usage between students and lectures and this calls for the development of social media policies at universities to promote and guide the integration of these platforms in the teaching and learning processes.
Psychological Wellbeing of University Teachers in Pakistan
Author: Akram, Muhammad
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Well Being,Psychological Patterns,Life Satisfaction,Gender Differences,Self Concept,Marital Status,Academic Rank (Professional),Professional Autonomy,Public Colleges,Private Colleges,Teaching Experience

The purpose of this study was to compare the psychological wellbeing of public and private university teachers in Pakistan. Psychological wellbeing is generally conceptualized as an interaction of positive effects such as happiness and optimal functioning of people in social and individual areas of life. Using multistage sampling technique, 437 university teachers in four public and private universities each were sampled for this study. Psychological Wellbeing Scale previously validated by Akin (2012) and others comprising 30 statements with 7 point Likert scale was adapted by the researchers. The study found that overall, male and female university teachers perceived similar level of psychological wellbeing. Female teachers; however, perceived higher score in different factors such as developing positive relations and self-acceptance. Unmarried teachers perceived more purposeful life and personal growth than married teachers, while married teachers perceived more autonomy than unmarried teachers. Further, the teachers did not significantly differ on psychological wellbeing based on their university location (public and private) and their teaching experience. The study found that teachers with higher ranks and designation significantly differed in their wellbeing than their colleagues with lower ranks.
The Impact of Organizational Climate on Teachers Commitment
Author: Khan, Nadia
Date: 2019-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Correlation,Educational Environment,Collegiality,Leadership Effectiveness,Academic Achievement,Professionalism,Elementary School Teachers,Private Schools,Teacher Participation,School Effectiveness,Foreign Countries,Teacher Administrator Relationship,Principals

The purpose of this study was to determine the relationship between school climate and teachers' commitment and the impact of key dimensions of school climate, which are collegial leadership, academic achievement, teachers' professionalism and institutional vulnerability on teachers' commitment. These factors are directly related with efficiency and effectiveness of school. Organizational Climate Index (OCI) developed by Hoy, Smith, and Sweetland and the Organizational Commitment Questionnaire (OCQ) developed by Mowday, Steers, and Porter were used as the survey instruments. Data were collected from 230 elementary private school teachers for the study. The results indicated a relationship between school climate and teacher's commitment. The results of the regression analysis revealed that the collegial leadership and institutional vulnerability are the predictors of teachers' commitment. The findings of the study can contribute to develop insights for school administrators and principals to make necessary interventions to develop a positive school climate.
The Development of English Lessons for Work by Using the Conversation Focusing on Practical English Vocabulary in Hospitality Industry for Thai EFL Students
Author: Phopayak, Salinda
Date: 2019-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Vocabulary Development,Hospitality Occupations,Student Attitudes,Nonmajors,Undergraduate Students,Universities,Instructional Materials,Positive Attitudes,Foreign Countries,Teaching Methods,Work Environment,Communicative Competence (Languages)

The study investigated the use of English lessons for work by using the conversation focusing on practical English vocabulary in the hospitality industry that has any effect on the students' ability in using English conversation and vocabulary in the hospitality industry. Also, the present research explored the students' opinions toward the materials. The objects consisted of 34 Non-English major students of undergraduate of Nakhon Pathom Rajabhat University. The researcher used the paired sample t-test to analyze the students' ability in using English conversation and vocabulary in the hospitality industry before and after using the materials. Besides, the mean and standard deviation of items were used to evaluate the students' opinions toward the materials constructed. The results revealed that the efficiency score of the materials constructed was higher than the excepted criterion. Also, the students' ability in using English conversation and vocabulary in hospitality industry materials constructed at the 0.05 level, and the students' opinions toward the materials constructed were generally high.