ethanporcaro/eric-fulltext-meta huggingface dataset:
An Empirical Study on Alleviating Career English Writing Anxiety through Cooperative Learning in a Chinese Polytechnic Institute
Author: Jiang, Dongmei
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing Apprehension,Cooperative Learning,Foreign Countries,English (Second Language),Second Language Learning,Pretests Posttests,Interviews,Writing Improvement,Teaching Methods,Writing Achievement,Writing Assignments,Writing (Composition),Experimental Groups,Comparative Analysis,College Students,Higher Education,Anxiety

This study investigated the effect of cooperative learning on writing anxiety alleviation through a pre-test/post-test assessment. 120 EFL learners from a Chinese polytechnic institute were assigned into two groups: one experimental (cooperative writing) and the other comparison (solitary writing). Results revealed that cooperative learning facilitated mutual assistance among group members,received wide welcome from learners at different levels, reduced their foreign language writing anxiety and increased their writing competence greatly. Interviews were also carried out to probe further how cooperative learning helped to improve learners' psychological health and increase their participation in the writing class. The results are discussed in light of Social Interdependence Theory, relative research on writing anxiety and cooperative learning together with certain local elements. Suggestions are made on how to strengthen group cooperation and increase the effectiveness and efficiency of cooperative learning.
Effect of Professional Development on Classroom Practices in Some Selected Saudi Universities
Author: Alghamdi, AbdulKhaliq Hajjad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Practices,Classroom Techniques,Statistical Significance,Multiple Regression Analysis,Faculty Development,Teacher Competencies,Technology Uses in Education,Statistical Analysis,Likert Scales,Universities,Participant Satisfaction

&quot;Scientific studies found the impact of professional development on effective classroom practices in Higher Education.&quot; This paper hypothesizes no statistically significant effect of lecturers' professional development on classroom practices in some selected Saudi Universities not as highlighted in the model. Hierarchical multiple regression was used to showcase the effects of professional development factors on classroom practices. The sample of this study consisted of 45 professionally trained lecturers randomly selected from the three Saudi Universities. The study found that teaching competence has a positive statistically significant relationship with the classroom practices, next is technology, evaluation competence, human competence, and cultural competence are among the variables found to have weak effects on classroom practices in Saudi Universities.
Exploring the Role of Accreditation in Supporting Transfer and Student Mobility
Author: Felder, Pamela Petrease
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Mobility,Accreditation (Institutions),College Transfer Students,Two Year Colleges,Universities,Transfer Policy,Standards,Evaluation Criteria,Case Studies,Comparative Analysis,Institutional Evaluation,Organizations (Groups)

Student mobility and transfer between two-year and four-year institutions are critical issues when considering student success and degree completion. College and university administrators continually work to identify opportunities that align policy and practice with accreditation standards in an effort to facilitate self-study initiatives and meet requirements associated with national measures and expectations. To contribute to research about student mobility and transfer related to accreditation, this article considers two accrediting bodies and their potential in supporting student mobility and transfer. Findings identify several differences among institutional criteria highlighting a stark contrast between two accrediting bodies, North Central Association's Higher Learning Commission (HLC) and Middle States' Commission on Higher Education accreditation policies and practices. Through a comparison case study of mobility and student transfer data, findings highlight value in acknowledging the importance of facilitating mobility and student transfer in accreditation policies and practices. Findings should be considered for informational purposes and additional study is recommended for exploring implications for policy and practice.
The Effect of Diversity Climate Perception on Alienation of Students to University
Author: Kurtulmus, Mehmet
Date: 2016-00-00
Type: Journal Articles
Subjects: Alienation,Undergraduate Students,Structural Equation Models,Goodness of Fit,Diversity (Institutional),Educational Environment,Statistical Significance,Negative Attitudes,Student Attitudes,Student Surveys,Foreign Countries,Multivariate Analysis,Statistical Analysis,Factor Analysis,Likert Scales,Rating Scales

The aim of this research is to examine the effect of diversity climate perception on alienation of students to university. The research was carried out with relational survey model. 333 undergraduate students in Faculty of Education, Medical, and Faculty of Theology of Dicle University constituted the participant group. Research data were collected in Turkey with &quot;diversity climate&quot; and &quot;alienation&quot; scales. Data were analyzed by setting up structural equation modeling. It has been seen that goodness of fit indexes of set model are among the range standard value (?[superscript 2] = 470,233; df = 205; ?[superscript 2]/df = 2,29). In the research, it has been determined that diversity climate perception has affected the alienation of university students negatively and significantly. It was also confirmed that diversity climate perception can be a basis for alienation of students to their university by a significant level. In accordance with these results, it can be concluded that in order to minimize alienation of undergraduates to their university, management bodies of universities can be advised to perform a more tolerant approach to the diversities of their students.
Academic Programmes in Universities in East Africa: A Catalyst to Development
Author: Karimi, Florah Katanu
Date: 2015-00-00
Type: Journal Articles
Subjects: Global Approach,Relevance (Education),College Role,Intellectual Disciplines,Private Colleges,Public Colleges,Quality Assurance,Strategic Planning,Sustainable Development,Statistical Distributions,Institutional Characteristics,Educational Assessment,Foreign Countries,Statistical Analysis

The types of academic programmes offered by universities, both public and private, are considered to be critical to the realization of development agendas. This study was descriptive in nature and sought to establish whether universities in the East African region were offering academic programmes that were relevant to the realization of the global development agendas. The study further sought to establish whether there was any significant association between the academic programmes offered by public and private universities in the region. The sample was drawn from the websites of the national quality assurance agencies in the region and consisted of one hundred and thirty universities whose academic programmes had been accredited by the agencies. The study revealed that the Humanities and Commerce categories of academic programmes were over represented in the market in relation to the global development demands, and thus, their further development in universities needed to be restricted. On the other hand, the categories of Political and Legal related studies, Sociology, Psychology and Development related studies, Architecture and Engineering and Natural and Life Sciences, which were critical to the realization of the global development agendas, were not adequately being offered by the universities. In addition, significantly more public universities were found to be offering the Architecture and Engineering and Natural and Life Sciences categories of academic programmes. This was attributed to the greater government financial support given to public rather than private universities in the region. The support further translates to greater potential within the public universities to provide the necessary academic resources for the backing of the latter categories of academic programmes. In conclusion, the prioritization of the development and implementation of academic programmes that are relevant is a sure way of accelerating the realization of the development agendas in the region.
Using VineUp to Match Students with Alumni Industry Mentors in Engineering: A Pilot Study
Author: Halupa, Colleen
Date: 2015-00-00
Type: Journal Articles
Subjects: Mentors,Pilot Projects,Manufacturing,Private Colleges,Cost Effectiveness,Engineering,Engineering Education,Honors Curriculum,Users (Information),Online Systems,Surveys,Interviews,Industry,Student Attitudes,Social Media,Partnerships in Education,Likert Scales,Computer Software,Interpersonal Relationship

This pilot study evaluated users' perceptions of the effectiveness of the VineUp platform to match mentors from a large United States manufacturing firm and mechanical engineering students in an honors program at a small private university. Four mentor/mentee pairs were surveyed and interviewed at the end of the nine-month program. Although the VineUp platform was effective in matching mentor/mentee pairs, participants felt the process could have been done with an alternate method that was more cost effective.
The Relationship between Writing Dispositions and Intelligence Domains of Gifted Students
Author: Sengul, Murat
Date: 2015-00-00
Type: Journal Articles
Subjects: Academically Gifted,Secondary School Students,Multiple Intelligences,Writing (Composition),Foreign Countries,Statistical Analysis

This study investigated the relationship between intelligence profiles of gifted secondary school students and their writing dispositions. The study group comprised of 61 secondary school students in Erzurum Cevat Dursunoglu and Elazig Science and Art Center in Turkey. Data collection tools were Multiple Intelligence Inventory, Writing Disposition Scale and Personal Information Form. The results revealed that logical-mathematical, naturalist, bodily-kinesthetic and visual-spatial intelligences of gifted students were stronger than others; they had &quot;partially negative/positive&quot; attitudes in terms of writing tendencies; and there was a moderately positive and significant relationship between their verbal-linguistic, social, intrapersonal and naturalist intelligences and their writing tendencies.
Does Curriculum Practical Training Affect Engineers' Workplace Outcomes? Evidence from an Engineer Survey in China
Author: Li, Jing
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering,Technical Occupations,Experiential Learning,Engineering Education,Surveys,Undergraduate Study,Career Development,Income,Productivity,Learning Experience,Outcomes of Education,Statistical Analysis

With the increasing attention to STEM (Science, Technology, Engineering, and Math), hands-on Curriculum Practical Training (CPT) has been expanding rapidly worldwide as a requirement of the undergraduate engineering education. In China, a typical CPT for undergraduate engineering students requires several weeks of hands-on training in the industry. So far the evidence on the effect of CPT is inconclusive for education researchers and policy makers. Employing a dataset collected from China in 2013, this study endeavors to identify the effect of CPT on engineering students' career development in China. This research uses two outcome variables to gauge work place outcomes: &quot;earnings&quot; and &quot;productivity.&quot; With the Propensity Score Matching approach, this study shows several results: (1) most engineers benefit from their CPT and value this hands-on training experience; (2) without matching, CPT has a statistically significant positive contribution to future earnings. However, the significant effect vanishes after matching; (3) CPT was a significant positive determinant of productivity with and without matching; and (4) the effect of CPT was heterogeneous depending on personal characteristics.
Improving Astronomy Achievement and Attitude through Astronomy Summer Project: A Design, Implementation and Assessment
Author: Türk, Cumhur
Date: 2016-00-00
Type: Journal Articles
Subjects: Astronomy,Science Achievement,Science Instruction,Preservice Teachers,Outdoor Education,Hands on Science,Recreational Facilities,Foreign Countries,Summer Programs,Learning Activities,Elementary School Students,Teacher Education Programs,Pretests Posttests,Science Tests,Achievement Tests,Statistical Analysis,Student Attitudes,Outcomes of Education,Computer Software,Likert Scales

The purpose of this study is to examine the effects of an astronomy summer project implemented in different learning activities on elementary school students, pre-service elementary teachers and in-service teachers' astronomy achievement and their attitudes to astronomy field. This study is the result of a five-day, three-stage, science school, &quot;I Learn the Planet I Live on&quot;. The first stage involved astronomy science schools with 30 elementary school teachers, the second stage involved 30 pre-service elementary school teachers and the last stage involved 30 primary school pupils (aged 14). Within this scope, 30 elementary school teachers from different cities who volunteered to participate in the project, one seventh grade class of each of these teachers from their own schools, and 30 pre-service teachers attending elementary department of education faculties of universities in Turkey who participated in the astronomy summer project in Samsun City in 2015 make up the sample of the study. For this purpose, within the scope of a nine-day long project, the participants were presented with hands-on activities, outdoor practices, planetarium and observatory activities to enable them to view astronomy education from different views. The study was designed as one group, pre-test post-test experimental research. Astronomy attitude scale and astronomy achievement test were used as pre-test and post-test. The data obtained were evaluated using the SPSS 20.0 software package program. For the analysis of data, a parametric test, a two-way ANOVA for mixed measures, an experiment model, was used. The results of the study showed that the project was effective in increasing the participants' attitudes towards the astronomy field and their astronomy achievement. A comparison of the data from the teachers and the students produced interesting results, notably that more pupils than teachers answered certain questions correctly.
The Portrait of &quot;Good University Teacher&quot; as Perceived by Tunisian Students
Author: Belhaj, Amira Nouri
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Effectiveness,Science Process Skills,Student Attitudes,Comparative Analysis,Teacher Characteristics,Trend Analysis,College Students,Higher Education,Questionnaires

Starting from the idea that &quot;students are the best judges of the competence of their teachers&quot; (Ramsden,1992), we propose in this work, which has comparative aim, to provide an update on the human and professional qualities of the university teacher as perceived by Tunisian students in response to the question: &quot;what is a good university teacher like? What human qualities and professional skills should a university teacher have?&quot;. The reading of the survey results highlights: (i) the trend of Tunisian students to focus more on the human qualities of university teachers than their scientific work skills. (ii) The profile of the Tunisian student, i.e. a student who is &quot;a victim of any kind of injustice &quot;that deserves the indulgence of his teachers. (iii) a portrait that is rather alarming than reassuring of the university teacher.
Instructional Leadership Behaviors of School Administrators on the Implementation of Secondary School Curricula
Author: Zorlu, Hizir
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Secondary School Curriculum,Curriculum Implementation,School Administration,Administrator Behavior,Administrator Attitudes,Teacher Attitudes,Gender Differences,Educational Planning,Student Evaluation,Faculty Development,Educational Environment,Correlation,Work Experience,Foreign Countries,Surveys,Statistical Analysis

The aim of this study is to determine instructional leadership behaviors of secondary school administrators based on the perceptions of administrators and teachers. The study was carried out with 309 teachers and 68 school administrators working in 25 secondary schools in Turkey. The study was carried out with the descriptive survey research. The &quot;Instructional Leadership Scale&quot; was used in the study. &quot;Simple random sampling&quot; method was used in the sample selection. In the analysis of the data; frequency, arithmetic mean, t-test, one way variance analysis and Dunnett's T3 test statistics have been used. According to the results of the study, in all dimensions teachers' perceptions of instructional leadership behaviors are lower compared to administrators' perceptions. There is a significant difference between the administrators' perceptions of their own level of instructional leadership and the teachers' perceptions of administrators' instructional leadership. While the teachers' perceptions of school administrators' instructional leadership do not vary in terms of gender, it exhibits variance in terms of length of service.
Learning from a Lived Experience of a PhD: A Reflexive Ethnography of Two Journeys
Author: Aziato, Lydia
Date: 2015-00-00
Type: Journal Articles
Subjects: Ethnography,Phenomenology,Doctoral Programs,Nursing Education,Transfer of Training,Reentry Students,Qualitative Research,Reflection,Student Characteristics,Change Strategies,Student Experience,Coping,Foreign Countries

Introduction: Nurses globally have strived to obtain a Doctor of Philosophy Degree (PhD) especially those in academia. Few publications have focused on lived experiences of nurses especially those reporting failed attempts. Thus, this paper presents how lessons learnt from a failed attempt of a PhD in Nursing was used to achieve an outstanding success of a second attempt. Process and strategies: Using a reflexive ethnographic approach, conclusions reached are that student's pre-entry skills, use of software, mentorship, effective management of family and work enhance the outcome of a PhD study. Other strategies were effective time management, social support, and creating learning and cognitive spaces. A disadvantaged background of a PhD student should not lead to failure. It was reinforced that PhD students require extensive reading and use of rigorous but systematic research processes. Conclusion: Adequate support is required to help PhD students in Nursing based on the individual's need to enhance a successful outcome. It is recommended that nurses should rise to the challenge of obtaining PhDs and contribute to the body of nursing knowledge.
The Emancipation Years: Sport in the Female Colleges at the University of Sydney 1892-1958
Author: Graham, Jessica
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Athletics,Females,Intercollegiate Cooperation,Educational History,Competition

This paper traces the development of sport in the two female residential colleges (Women's and Sancta Sophia) at the University of Sydney. While the University of Sydney male residential colleges established an intercollegiate sporting competition in 1907 (Rawson Cup), it was not until 1958 that the female residential colleges established an intercollegiate competition (Archdale-Macrae Cup). This paper traces the history of female collegiate sport leading up to the establishment of the Archdale-Macrae Cup and argues that sport was an essential part of the intercollegiate experience and spirit.
Assistant Principals' Perceptions Regarding the Role and the Effectiveness of an Educational Leadership Program
Author: Peters, Gary B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Assistant Principals,Educational Administration,Leadership Training,Focus Groups,Qualitative Research,Interviews,Administrator Attitudes,Administrator Education,Leadership Role,Program Effectiveness,Program Evaluation,College Programs,Program Administration,Relevance (Education)

In this study, faculty members of an educational leadership program, situated in a large urban university in the southeastern region of the United States, utilized focus group research to determine the perceptions of K-12 assistant principals regarding the effectiveness of an educational leadership program, and to provide recommendations for program leaders for program improvement to increase job preparedness for emerging school leaders. This qualitative study included collecting, transcribing, and analyzing data from two focus group interviews. The nine study participants had all graduated from an educational leadership program at the focus institution and were actively serving as assistant principals in the university service area. Researchers determined common themes and patterns from the data. Findings indicated that, while respondents felt generally well prepared by their university leadership program, they also identified challenges faced by assistant principals today as complex and consequential in nature. Respondents spoke of responsibilities beyond the realm of traditional program preparation that required the acquisition of skills learned through real life applications. The formal acquisition of knowledge that was theoretical, practical, and methodological was not minimized, but rather placed in cultural context, providing insight and implications for the leadership preparation program improvement.
A World of Information at Their Fingertips: College Students' Motivations and Practices in Their Self-Determined Information Seeking
Author: Nadelson, Louis S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Seeking,Personal Autonomy,Student Attitudes,Preferences,Trust (Psychology),Individual Characteristics,Learning Activities,Student Motivation,Psychology,Undergraduate Students,Information Sources,Surveys,Access to Information,Student Behavior

People frequently engage in the process of &quot;heutagogy&quot; (i.e., self-determined learning). Unlike pedagogy and andragogy, heutagogy occurs without a structure or leader setting the context and directing the learning toward a specific goal. The lack of structure and the possible self-determination of topic, value, source, and trust in information led us to wonder about the motivations, goals, and processes considered by college students as they engage in self-determined learning. We conducted a survey with 83 American college students regarding their information-seeking preferences and behaviors. Some students reported accessing different media depending on what information they were seeking, while others sought multiple forms of information from the same media. Family and community influenced their trust in media, yet they also recognized experts and data as important justifications for credibility of media. We exposed some relationships among personal characteristics, perceptions of information, and self-determined learning activities. We conclude with implications and directions for future research.