ethanporcaro/eric-fulltext-meta huggingface dataset:
Readiness, Behavior, and Foundational Mathematics Course Success
Author: Li, Kevin
Date: 2013-00-00
Type: Journal Articles
Subjects: Readiness,Mathematics Instruction,Student Behavior,Attendance Patterns,Student Participation,Homework,Knowledge Level,Hypothesis Testing,Predictor Variables,Pretests Posttests,Mathematics Skills,College Freshmen,Two Year College Students,Developmental Studies Programs,Student Characteristics,Remedial Mathematics,Diagnostic Tests,Program Effectiveness

This study examines the effects of math readiness and student course behavior (e.g., attendance, participation, homework completion) on knowledge gain and course success using two samples of students enrolled in foundational skills (noncredit-bearing) mathematics courses. As hypothesized, entering student mathematics readiness and course behavior predicted posttest mathematics knowledge. Posttest knowledge and course behavior predicted course success (i.e., passing the course). Results highlight the importance of mathematics readiness and student behavior for understanding mathematics knowledge gains and course success. Implications for institutional policy and practice using effective diagnostic testing and behavioral monitoring are discussed.
Causal Attributions and Student Success in Developmental Mathematics
Author: Dasinger, Jacob Arthur
Date: 2013-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Remedial Mathematics,Student Characteristics,Gender Differences,Nontraditional Students,Attribution Theory,Causal Models,Scores,Tests,Age Differences,Undergraduate Students,Algebra,College Mathematics,Correlation,Questionnaires,Grades (Scholastic),Classification,Statistical Inference,Low Achievement,High Achievement,Mathematics Achievement,Statistical Analysis

This research examined differences in causal attributions and an exam score in a developmental mathematics course based on student classification: traditional, minimally nontraditional, moderately nontraditional, and highly nontraditional as well as grade and gender among nontraditional students. Statistical analysis revealed significant differences on the Revised Causal Attribution Scale (CDSII) in the Personal Controllability dimension for low-graded students, and in both the Personal and External Controllability dimensions for high-graded students. Based on gender, low-graded, nontraditional students showed a significant difference in the Locus of Causality dimension whereas no significant differences appeared among high-graded, nontraditional students.
Techtalk: Mobile Learning and Literacy Development
Author: Caverly, David C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Telecommunications,Handheld Devices,Technology Uses in Education,Web Sites,Electronic Publishing,Access to Information,Computer Oriented Programs,Literacy Education

In the last column, author David Caverly discussed the role of mobile devices (i.e., phones, tablets, laptops) in everyday lives and in academia. In this column, he reviews specific apps for fostering literacy development. Still, he warns that with over 800,000 apps for Apple and Android devices (iOS or Android, respectively) and the Windows phones catching up, only a few apps can be shared in this space. To extend this conversation, Caverly invites readers to a DevEd Apps blog (http://devedapps.wp.txstate.edu) where they can access all the citations, discuss the free and low-cost apps cited in this article, share other useful apps and how to implement them, share research on mobile learning, and add comments. In this blog, Caverly has also organized these apps into a process model and populated it with apps that he cites within this article (Caverly, 2013).
A Brief Response to Bailey, Jaggars, and Scott-Clayton
Author: Goudas, Alexandros M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Developmental Programs,Educational Research,Reader Response,Criticism,Data Analysis,Data Interpretation,Remedial Programs,Program Effectiveness,Program Evaluation,Misconceptions,Research Methodology,Research Problems,Educational History,Evidence

Shortly after we published &quot;Addressing Flawed Research in Developmental Education&quot; (2012) in the &quot;Journal of Developmental Education,&quot; Thomas Bailey, Shanna Smith Jaggars, and Judith Scott- Clayton from the Community College Research Center (CCRC) wrote a response rebutting several of our claims. Though their response corrects some confusion and clarifies a few of their positions on the debate, Bailey et al. appear to persist in a lack of understanding of the content and function of developmental education courses. Compounding the problem is that they solely rely on a relatively new and imperfect method for analysis, the quasi-experimental regression discontinuity design study. Based on these studies, Bailey et al. have consistently argued that developmental education as a whole is ineffective. In this brief response to Bailey et al.'s counterarguments, we elaborate on one of our original paper's main points and discuss what we consider to be a fundamental flaw in their interpretation of data. The flaw apparently stems from a misunderstanding of what actually happens in remedial courses. As a result, they assume these courses should make remedial students perform better than statistically equivalent nonremedial students. We moreover point out other possible errors in the regression discontinuity approach and its application in developmental education.
Funding Strategies for Qualitative University Education in Developing Economies: The Case of Nigeria
Author: Akinyemi, Samuel
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Funding Formulas,Educational Finance,Educational Quality,Statistical Data,Statistical Analysis,Tuition,Fees,Higher Education,Resource Allocation,Educational Strategies,Educational Practices,Fund Raising,State Federal Aid,Philanthropic Foundations,Private Financial Support,Finance Reform

The problem of funding universities in developing economies has become a reoccurring problem often resulting in calamitous effect on teaching and research, and intellectual capital flight of academics. The inadequate funding of universities in developing countries especially West Africa is a prime cause of other problems that have undermined quality in university education. With the level of funding in tertiary institutions in West Africa, there is the need to evolve some funding strategies that will make it possible for the universities to achieve qualitative education. In view of the above, this paper examines funding strategies for qualitative university education in developing economies using the experiences of the Nigerian Universities as a case study. This paper made use of secondary data which were collected from the Federal Government of Nigeria's Office of Statistics and National Statistics Bureau. The tuition fees analyzed in this paper were collected from the admission offices of the six public universities purposively selected from 72 public universities (both federal and state universities) in Nigeria. Since the pursuit of qualitative university education bothers on all stakeholders--the government, parents, individuals, firms and cooperate bodies, this paper therefore recognizes funding as an external factor and a necessary condition for achieving qualitative university education in developing economies.
Understanding Australian Aboriginal Tertiary Student Needs
Author: Oliver, Rhonda
Date: 2013-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Foreign Countries,College Students,Student Needs,Interviews,Online Surveys,Equal Education,Case Studies,Student Attitudes,Literacy,Employment Opportunities,Teacher Attitudes,Pacific Islanders,Financial Needs,Qualitative Research,Statistical Analysis,Focus Groups

Drawing from a study of the experiences of Australian Aboriginal and Torres Strait Islander university students, this paper presents an overview of the specific needs of these students as they enter and progress through their tertiary education. Extracts from a set of case studies developed from both staff and student interviews and an online survey are used to illustrate what we have categorised as the emotional, motivational, financial, study, literacy, and transitional needs of this particular cohort of students. Our findings, supported strongly by other current research, point to the need for a whole-of-university approach to enhancing the educational and subsequent employment opportunities for Aboriginal students. This includes acknowledging cultural and familial responsibilities, recognising and accommodating Aboriginal knowledge, and ensuring equitable experiences of university life.
Promoting University Students' Collaborative Learning through Instructor-Guided Writing Groups
Author: Mutwarasibo, Faustin
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Case Studies,Undergraduate Students,Small Group Instruction,Interviews,Writing Instruction,Essays,Writing Skills,Higher Education,College Faculty,Teacher Role,Qualitative Research,Self Esteem,English (Second Language),Student Attitudes

This paper aims to examine how to promote university students' engagement in learning by means of instructor-initiated EFL writing groups. The research took place in Rwanda and was undertaken as a case study involving 34 second year undergraduate students, divided into 12 small working groups and one instructor. The data were collected by means of open-ended group interviews carried out after each of the 12 groups had finished writing an essay in English. In their responses, students acknowledged having improved their interpersonal and collaborative skills through EFL group writing. Students also indicated that, while discussing and interacting with their group members and with the support from their instructor, they improved their English vocabulary, gained new ideas and perspectives, and learned better about text coherence, which led to the improvement of their EFL writing. However, a small section of students did not appreciate writing together due to continued internal disagreements and member incompatibility. Some strategies are proposed to make group work an effective learning tool in and outside the classroom, particularly in EFL contexts.
University Students' Conceptions and Practice of Collaborative Work on Writing
Author: Mutwarasibo, Faustin
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Cooperative Learning,Writing Instruction,Communication Skills,Interpersonal Competence,Thinking Skills,Job Skills,Skill Development,English (Second Language),Academic Discourse,Interviews

Collaborative work is widely regarded as a valuable tool in the development of student-centred learning. Its importance can be viewed in two ways: First of all, when students are regularly exposed to collaborative work (i.e. pair work or group work) they are likely to develop or improve a range of communication and interpersonal skills. It is also believed that a properly organized and well run collaborative work could lead students to develop higher cognitive skills. Second, it is often argued that by working collaboratively, students can gain experience and understanding of how tasks are carried out in the workplace. Thus, with collaborative work, students can be prepared for the world of work. However beneficial collaborative work can be, there has been limited research on how students understand and carry out self-directed collaborative work on writing, and how the nature of their collaboration affects their learning. It is against this background that this study was undertaken to examine more specifically, how Rwandan undergraduate university students understand and practice self-directed collaborative work on writing, and how their understandings and practices shape the outcome of their learning. The present study reports on a research conducted in Rwanda and involving a section of undergraduate university students doing an EFL academic writing course. In fact, since 2008, the higher education system of Rwanda has been revamped to embrace a more student-centred approach to teaching and learning. Broadly speaking, this approach consists of encouraging, adopting and displaying attitudes and behaviours geared towards the development of discovery, participation, presentation and application skills in all matters related to teaching, learning and assessment of students (National Council for Higher Education [NCHE], 2007). In the Rwandan context, these strategies are believed to help support students' progressive development of personal and transferable skills, among them, group working skills. In the same context, independent and collaborative works are also highly encouraged in all academic programmes to be offered off-campus (NCHE, 2010). Of particular interest to the present study are student participation skills, understood here as a form of collaboration among students through pair work or group work. More specifically, this study focuses on collaborative work in terms of EFL academic writing.
A Study on the Usefulness of Audio-Visual Aids in EFL Classroom: Implications for Effective Instruction
Author: Mathew, Nalliveettil George
Date: 2013-00-00
Type: Journal Articles
Subjects: Audiovisual Aids,Teaching Methods,Instructional Effectiveness,English (Second Language),Undergraduate Students,Classroom Environment,Classroom Techniques,Educational Resources,Student Attitudes,Questionnaires,Observation,Educational Practices,Foreign Countries,Second Language Instruction,Second Language Learning

A resourceful English language teacher equipped with eclecticism is desirable in English as a foreign language classroom. The challenges of classroom instruction increases when prescribed English as a Foreign Language (EFL) course books (textbooks) are constituted with too many interactive language proficiency activities. Most importantly, it has become a common phenomenon to integrate language textbooks with audio and video as additional or supplementary resources for classroom language learning activities. A study was conducted on the usefulness of audio-visual aids in EFL classroom at undergraduate level at Aljouf University, Saudi Arabia. Findings of the study give insights on EFL students' approach to using technological aids. EFL textbooks with technological aids are often viewed to be an inspiration and to provide motivation in classroom instruction. However, a close examination of classroom teaching aids and resources unveil many issues in EFL teaching and learning contexts. Insights, issues and implications presented in the paper are useful to English language educators, administrators, curriculum designers and English teachers in English as a Foreign Language setting.
The Promise of &quot;Adaptive Mentorship&quot;©: What Is the Evidence?
Author: Ralph, Edwin
Date: 2013-00-00
Type: Journal Articles
Subjects: Mentors,Evidence,Models,Higher Education,Leadership,Internship Programs,Educational Research,Foreign Countries

This article describes &quot;Adaptive Mentorship&quot;© (AM), a mentoring model designed by the authors to be applied in any coaching, supervisory, mentorship, preceptorship, apprenticeship, or training setting across the post-secondary, professional-education, or occupational-training spectrum. The authors derived the AM model from earlier contingency leadership approaches, and in this present article they synthesize the research results that they and others have accumulated regarding the effectiveness of the model. During the past two decades, they have used these research findings to apply, refine, and disseminate the model in higher education settings. The authors describe AM's rationale and implementation procedures; they consolidate the body of research findings; and they summarize the model's strengths and limitations. They conclude this report by inviting interested mentorship practitioners/researchers in &quot;any&quot; field of professional development to consider this evidence in determining whether AM has potential to enhance their own mentoring programs.
Greek University Candidates' Targets in a Changing, Unstable and Unpredictable Economic Environment
Author: Kalerante, E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Economic Climate,Gender Differences,Sex Role,Social Capital,College Bound Students,Questionnaires,Student Attitudes,Case Studies

The topic of the present study is concerned with the university candidates' educational and career choices against an unstable economic background that may necessitate the reformulation and readjustment of choices to innovative concepts of advancement and future development as they may apply to youngsters of different social class and gender. The sudden call to precipitated maturity is a shock, as eighteen-year olds are now expected to sit for exams and simultaneously opt for an education-conduit to vocational security. More specifically, a case study concentrating on two different geographical areas: the Northern suburbs and western Attica was designed, taking into consideration the class-related socio-economic and political traits of their population. It is also estimated the extent to which educational choices are determined by gender. Close and open-end questions are utilized to unravel the societal considerations and selection tactics of the subjects, which is semantically revealed to lead to gingerly realistic steps on the quick sand of political and economic instability. There was also considerable profit from a multitude of interpretative versions and research bibliographies, so as to uncover the role that gender and class-related inequality plays in shaping and directing educational and vocational choices. The crux of our problematic is centered in a liquid status quo with individuals making judgments according to the social and educational capital established in the class and gender-related correlations within the collectivity. The research proceeds to expose vast vistas of continually re-definable prospects, renewable explorative models and a systemic complexity that regenerate youngsters' choices. It is noteworthy that information has for the first time become available on education being tied to vocation, not only against the backdrop of an economic and value crisis but also the end decade-long governmental providence.
Adaptivity in Educational Games: Including Player and Gameplay Characteristics
Author: Vandewaetere, Mieke
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Games,Instructional Design,Educational Research,Instructional Effectiveness,Individual Characteristics,Motivation,Goal Orientation

The use of educational games for teaching and training is nowadays well-known, although its effectiveness in terms of learning and motivation has not been firmly corroborated. A first reason for this is that research on instructional design research often does not reach the fields of game development and game design. Consequently, instructional design principles that have proven to be effective are often not incorporated in educational games. A second reason for the mixed results on the effectiveness of educational games can be found in the way instruction in such games is offered. To our knowledge, educational games rarely account for individual differences between players and research on adaptive educational games is rather sparse. This paper focuses on adaptive approaches in educational games and discusses various player and gameplay characteristics that can be integrated in a framework that conceptualizes player-centered adaptivity in educational games.
Features of Application of Classroom Response System at the Lectures in Russia and Israel
Author: Starichenko, Boris E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Lecture Method,Audience Response Systems,Foreign Countries,Surveys,Student Attitudes,Teaching Methods,Student Motivation,Instructional Effectiveness,College Students,Feedback (Response),Cross Cultural Studies

The article is devoted to the study of teaching opportunities of classroom response systems (?RS) and the conditions for their effective use in the teaching process. In the course of research more than 260 students of Ural State Pedagogical University (Russia, Yekaterinburg) and Ariel University Center of Samaria (Israel, Ariel) were surveyed to reveal their attitude to basic CRS abilities. According to the survey, students ?f both countries highly appreciate motivation, activating and management functions of CRS. The conditions for effective CRS application by teacher are studied based on experimentally received data.
Research Publication Output by Academicians in Public and Private Universities in Malaysia
Author: Suryani, Ina
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Publishing,Educational Research,Productivity,Universities,Online Searching,Comparative Analysis,Electronic Publishing,Teacher Evaluation,Teacher Effectiveness,Publications,Writing for Publication

The number of publication has been one of the measurement values in the performance evaluation for higher education academicians. Over the years, the obligation to publish has amplified to not just on getting published but also on getting published in high quality journal whereby the quality ranking is determined by publication categories. This paper gives an account on the publication output in Scopus by the Malaysian private and the public universities in 2010. The study employed a query search on the Malaysian universities affiliation using Scopus database. The result of the search was tabulated and narrowed to journal publications and the other types of publication such as reviews, proceedings and letters were omitted. The number of journal publications by each university was listed out and comparison on the average was made. Comparison was made between the average number of publications by the private and the public universities. Findings show that the spur on publishing among Malaysian universities has taken effect. The study found that the Malaysian private universities published a distinctively smaller number of documents in Scopus compared to the public universities. The percentage for publication of journal article from the overall Scopus publication type journal articles published by the private universities was also smaller compared to the public universities. In other words, compared to the public universities, the authors in the Malaysian private universities had lower inclination to publish journal articles and were more likely to publish in conference proceedings, reviews and articles in press. The discussion section explores the reasons for these differences and presents the possible trending on the issue of publication in Malaysia.
Analysis of Knowledge-Sharing Evolutionary Game in University Teacher Team
Author: Huo, Mingkui
Date: 2013-00-00
Type: Journal Articles
Subjects: Knowledge Management,Sharing Behavior,College Faculty,Team Teaching,Teamwork,Game Theory,Risk

The knowledge-sharing activity is a major drive force behind the progress and innovation of university teacher team. Based on the evolutionary game theory, this article analyzes the knowledge-sharing process model of this team, studies the influencing mechanism of various factors such as knowledge aggregate gap, incentive coefficient and risk factor that influence the knowledge-sharing result, and accordingly proposes a strategy to promote the knowledge sharing of university teacher team.