ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Thinking as Reflected in the Sudanese and Jordanian Secondary School Certificate English Language Examinations
Author: Sharif, Khalid Sharif Mohammed
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Thinking,Foreign Countries,English (Second Language),Second Language Learning,Language Tests,Oral Language,Listening Skills,Language Teachers,Second Language Instruction,Educational Objectives,Teaching Methods,Testing Problems,Benchmarking,Instructional Effectiveness,Standardized Tests,Content Validity

This study emerges from the need of English Language Teachers in Sudan and Jordan to lay appropriate assessment strategies to meet the anticipated educational objectives among the learners of English. It is also hoped to improve language assessment in similar educational environments in the Arab world. We intended to find out the level of consistency between the educational objectives of the English language syllabus and the English language examinations in these two countries. These examinations are expected to have some beneficial washback on English pedagogy in general and on reading and writing skills in particular. These tests can be used as benchmark for the effectiveness of the teaching and the learning performance in the classroom. We found that most of the reading questions in EL examination focus on testing the low order of thinking such as knowledge and comprehension; which negatively affect the critical thinking abilities among these young learners. The study yielded many other findings but the most important is the negligence of testing speaking and listening skills which renders the standardized English language examinations in Sudan and Jordan to be incomprehensive, but on the other hand the study revealed that these examinations had some content validity.
A Study of Research Assistants' Perceptions about Academic Adviser and Academic Life through Metaphors
Author: Gulmez, Deniz
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research Assistants,Graduate Students,Student Attitudes,Academic Advising,Faculty Advisers,Student Experience,Figurative Language,Qualitative Research,Questionnaires,Content Analysis,Case Studies,Supervisor Supervisee Relationship

In current study research assistants' perceptions about the concepts of &quot;Academic adviser&quot; and &quot;Academic life&quot; via metaphors were aimed which is conducted with qualitative research method. Participants of study consist of 82 research assistant (45 of them women) work in Educational Faculties in Turkey. In data collection, for academic advisers each participant is asked to complete the prompt &quot;An academic adviser is like... because... &quot; or &quot;An academic adviser is analogous to... because... &quot; For academic life each of them is asked to complete the promt &quot;An academic life is like... because... &quot; or &quot;An academic life is analogous to... because... &quot;. In analyzing data content analysis was used. Perceptions of research assistant for their academic advisers 7 categories is determined such that supervisor as loadstar/enlightening, supporter/protector, productive, director, neutral, colonist and changeable respectively. In academic life theme, seven categories were created as well as academic advisor theme. Considering academic life metaphor, hopeless period, rocky road, a period of development, fund of knowledge process, Deadweight, labor process and uncertainty process categories were created. Results were discussed and suggestions were given in line with findings.
Contextualizing South Africa's Participation in the SITES 2006 Module
Author: Blignaut, Seugnet
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Questionnaires,Principals,Mathematics Teachers,Science Teachers,Technology Education,Technology Integration,Mathematics Education,Science Education,Internet,Access to Computers,Cross Cultural Studies,Elementary Secondary Education

The International Association for the Evaluation of Educational Achievement (IEA) initiated the Second International Technology in Education Study (SITES 2006)--a large-scale comparative survey on the use of Information and Communication Technologies (ICTs) in schools. The goal was to understand the pedagogical use of ICTs in schools in 22 education systems. We aim to contextualize South Africa's participation in SITES 2006 on four levels: (i) the nature and structure of the South African education system, (ii) a review of South Africa's participation in SITES 2006, (iii) ICT infrastructure, facilities and equipment, and (iv) teachers' use of ICTs for teaching and learning. SITES 2006 administered three questionnaires to school principals, technology coordinators, and mathematics and science teachers. The final sample consisted of 666 mathematics and 622 science teachers. Although most education systems collected data via the internet, South Africa was the only country that used only a paper-and-pencil data collection strategy with an average return rate of 90%. South Africa scored low on most variables, e.g. ICT infrastructure, facilities, and equipment. A large percentage of South African teachers reported their ICT incompetence. South Africa's inability to cross the boundaries of traditional learning towards the development of 21st century teaching and learning skills inhibits social and economic growth for the development of human capital.
Analyzing the Administration Perception of the Teachers by Means of Logistic Regression According to Values
Author: Ugurlu, Celal Teyyar
Date: 2017-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Regression (Statistics),Predictor Variables,Statistical Analysis,Foreign Countries,Factor Analysis,Questionnaires,Models,College Faculty,College Students,Higher Education,Values

This study aims to analyze the administration perception of the teachers according to values in line with certain parameters. The model of the research is relational screening model. The population is applied to 470 teachers who work in 25 secondary schools at the center of Sivas with scales. 317 questionnaires which had been returned have been taken into consideration. Next, extremes values have been removed. As a result of the extreme value analysis, sample has been defined as 302. In order collect data, &quot;Administration Scale According to Values&quot; which is developed by Yilmaz (2007) and &quot;Reposing in School Scale&quot; which is developed by Polat (2007) have been used in this research. &quot;Double Logistic Regression&quot; analysis has been used in this research. The proposal which may be presented according to results of this research is: It is brought to book in the schools and a transparent administration may increase the trust for the school. If an accountable, answerable and transparent social structure is designed and constructed in a school, it may increase trend to organizational values by increasing the trust for the school.
Exploring Alternative Assessment Strategies in Science Classrooms
Author: Stears, Michèle
Date: 2010-00-00
Type: Journal Articles
Subjects: Alternative Assessment,Elementary School Science,Grade 6,Learning,Elementary School Students,Outcomes of Education,Science Instruction,Qualitative Research,Foreign Countries,Observation,Interviews

The knowledge children bring to the classroom or construct in the classroom may find expression in a variety of activities and is often not measurable with the traditional assessment instruments used in science classrooms. Different approaches to assessment are required to accommodate the various ways in which learners construct knowledge in social settings. In our research we attempted to determine the types of outcomes achieved in a Grade 6 classroom where alternative strategies such as interactive assessments were implemented. Analyses of these outcomes show that the learners learned much more than the tests indicate, although what they learnt was not necessarily science. The implications for assessment are clear: strategies that assess knowledge of science concepts, as well as assessment of outcomes other than science outcomes, are required if we wish to gain a holistic understanding of the learning that occurs in science classrooms.
Parents as Partners: Building Collaborations to Support the Development of School Readiness Skills in Under-Resourced Communities
Author: Pitt, Catherine
Date: 2013-00-00
Type: Journal Articles
Subjects: Preschool Children,Parents,School Readiness,Occupational Therapy,Community Organizations,Preschool Teachers,Group Therapy,Empowerment,Parent School Relationship,Foreign Countries,Qualitative Research,Parent Workshops,Program Effectiveness,Preschool Education

The purpose of this paper is to present a preliminary, qualitative review of a therapeutic programme for preschool children and their parents in severely under-resourced contexts to aid the development of the underlying skills required to be ready for formal school. A team of two pairs, each comprising an occupational therapist and a community worker, responded to teachers' requests to assist struggling children in their classes. This led to the development of a programme focusing on Grade R classes, by firstly helping teachers to develop their capability and confidence in assessing and assisting children to develop the abilities underlying vital school-readiness skills during whole-class, therapeutic group sessions. Secondly, parent group sessions were added to empower parents to understand and support their children's development needs at home and so to complement the work done by teachers in the classroom. This second aspect, of working with the parents, developed owing to observations of the children's irregular school attendance, scant parent-school contact, and teachers' reports indicating that parents were not aware of, nor equipped to deal with, the challenges faced by their children. Implications for practice, for planning and for further research are discussed.
A Meta-Analysis of Vocabulary Learning Strategies of EFL Learners
Author: Nematollahi, Batoul
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Meta Analysis,Learning Strategies,Metacognition,Correlation,Memory,Student Attitudes,Course Descriptions,Dictionaries,English (Second Language),Classification,Qualitative Research,Effect Size,Statistical Analysis,Second Language Instruction

Vocabulary learning is one of the crucial matters in second language learning. There is a vast body of research in this field which has been done by famous researchers around the world, but still there is no specific solution for extending lexical knowledge in the best way. Therefore, we have conducted a meta-analysis on a body of 30 research projects to investigate the usefulness of different strategies of vocabulary learning. The results showed that the strategies which are used by students are as follows in order: determination, cognitive, memory, meta-cognitive, and social strategies. Besides, it seems that guessing from context and using the dictionary are among the strategies which are most favored by successful students. In addition, the relationship between context, treatment, and methodology by vocabulary learning strategy were studied. It was clear that learners of different contexts would prefer different strategies, and teachers used specific strategies according to their syllabus. For further research, it is suggested to select a larger body of studies. It is advised to make teachers aware of the importance of choosing an appropriate strategy of vocabulary learning for language learners to pave the way of improving lexical knowledge for them.
Adding Value: Online Student Engagement
Author: Everett, Donna R.
Date: 2015-11-00
Type: Journal Articles
Subjects: Learner Engagement,Educational Strategies,Web Based Instruction,Online Courses,Electronic Learning,Value Added Models,Outcomes of Education,Educational Technology,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication

This paper seeks to add to the emerging literature related to online student engagement with additional suggestions for instructional strategies. Student engagement is one of the tenets of effective online instruction; as such, particular attention to how it adds value to student learning is crucial and worth the time and effort to enhance learning outcomes. What strategies and technology enhance student engagement and add value to student learning? Continuing research into online student engagement strategies is needed to add value to student learning.
Identifying and Working with Elementary Asperger's Students in Rural America
Author: Allen, Barton
Date: 2010-00-00
Type: Journal Articles
Subjects: Asperger Syndrome,Elementary School Students,Autism,Pervasive Developmental Disorders,Rural Areas,Labeling (of Persons),Rural Schools

Currently, somewhere in a rural American school sits an elementary-aged student who has been labeled by a teacher and his/her peers as the &quot;Little Professor&quot; according to the Asperger's Syndrome Coalition of the United States. The onset of Asperger's Syndrome is recognized and occurs later than what is typical of autism. A significant number of children are diagnosed after age three, with most diagnosed between the age of five and nine. Children with Asperger's Syndrome generally do not have cognitive or language delay. Social deficits begin at the start of school and they fall just below the typical range. For students with Asperger's Syndrome the result of these deficits is that they never fit in with their classmates. Thus Asperger's Syndrome students slip through the cracks because they tend to be bright and quirky and these traits tend to isolate them from their classmates. Asperger's Syndrome is a life-long disorder and if it is identified at an early age and appropriate interventions are put in place at home and school, an AS child will have the opportunity to grow and mature and have a productive life as an adult. We as educators should consider the presence of Asperger's Syndrome students in our classrooms as a true gift and not as a burden. These children have gifts, skills, and feelings that need to be nurtured and strengthened in our rural schools.
Assessing Cyberbullying in Higher Education
Author: Kamali, Ali
Date: 2015-11-00
Type: Journal Articles
Subjects: Higher Education,College Students,Bullying,Computer Mediated Communication,Adolescents,Social Media,Telecommunications,Questionnaires,Predictor Variables,Victims,At Risk Persons,Gender Differences,Hypothesis Testing,Statistical Analysis,Student Characteristics

This project aims to expose information educators to various aspects of cyberbullying for the purpose of policy development in an environment of higher education. The preponderance of nation-wide research on cyberbullying is concentrated on adolescents; such efforts in college campuses are limited to individual endeavors. Cyberbullying research on college campuses lacks a unified definition of the concept. Although the states mandated most school districts to develop and enact some sort of policy, the law is silent on the college level cyberbullying. According to the literature, &quot;cyberbullying&quot; is reserved for adolescents; however, &quot;cyber-harassment&quot; or &quot;cyberstalking&quot; are related to adults. While cyberbullying shares with conventional bullying intimidation, aggression, and harm, it is unique because (1) the encounter is not face-to-face; (2) the perpetrator can employ varied means (e.g., cellphones, texts, blogs, Internet, social media, etc.); and (3) the act can be undisclosed. The data was collected from a random sample of 511 students (out of a student population of approximately 6,000) in a Midwestern town by employing self-administered questionnaire. It was found that engagement with different social network groups and online communications with those with questionable identity are good predictor of increased vulnerability to the risks of being victimized. The data suggests being victimized leads to victimization. Although males differ from females in terms of the type and the extent of cyberbullying, no significant difference was found among the categories of student status or their class ranks.
Rise to the Challenge: Examining the Relationship of Swimming &amp; Autism Spectrum Disorders
Author: Kuhfuss, Elizabeth P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Aquatic Sports,Autism,Pervasive Developmental Disorders,Youth,Organizations (Groups),Recreational Facilities,Special Education,Physical Education,Online Surveys

This study examined the personal interactions and experiences of six Virginia-based YMCA Aquatics Directors and Instructors in regards to the instruction of individuals with an Autism Spectrum Disorder (ASD). Overall, the main purpose of this study was to offer more insight into the rising challenges faced within the area of adapted aquatics specifically in relation to persons who are impacted by an ASD. This purpose included a hope that by heightening awareness, more research would be done and individuals would be assisted with greater ease and readiness when it comes to acquiring swim skills with a disability. Findings included a general feeling from instructors that although each had some exposure and experience in regards to the instruction of individuals with an ASD, more support could be beneficial. The manuscript also noted that the area of aquatics is included in the definition of physical education in the special education legislation and thus more importance can be placed on these finding.
Preservice General Education Teachers' Attitudes and Knowledge of Special Education
Author: Mahar, Patricia
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Regular and Special Education Relationship,Teacher Attitudes,Special Education,Inclusion,Teacher Education Programs,Student Teachers,Statistical Analysis,Research Design,Teacher Education,Attitudes toward Disabilities,Surveys,Likert Scales,Scoring Rubrics

The purpose of this study was to determine the attitudes and knowledge acquired by preservice general education teachers regarding students with disabilities. Participants included fifty-six general education preservice teaches in their student teaching semester at the University of North Dakota. A three part survey (i.e., attitudes, perceived knowledge, and application of knowledge of special education) was conducted. Participants' responses indicated that 1) preservice teachers' attitudes toward inclusion of students with disabilities were highly favorable, 2) preservice teachers' attitudes were least favorable in the area of managing behavior, 3) preservice teachers' attitudes were marginal in managing time and overcoming negative attitudes of others, 4) preservice teachers' perceptions of knowledge in the area of differentiation (e.g., assessment, instruction) were highly favorable, 5) preservice teachers' perceptions of knowledge in the areas of law, procedures, and severe disabilities was marginal, and 6) preservice teachers' application of knowledge in the area of characteristics of and accommodations for students with learning disabilities and attention deficit hyperactivity disorder was extremely favorable.
Multiple-Choice Tests with Correction Allowed in Autism: An Excel Applet
Author: Martinez, Elisabetta Monari
Date: 2010-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Academic Achievement,Autism,Mainstreaming,Secondary School Students,Down Syndrome,Severe Disabilities,Probability,Computer Oriented Programs,Special Education,Special Education Teachers,Foreign Countries,Pervasive Developmental Disorders,Error Correction

The valuation of academic achievements in students with severe language impairment is problematic if they also have difficulties in sustaining attention and in praxic skills. In severe autism all of these difficulties may occur together. Multiple-choice tests offer the advantage that simple praxic skills are required, allowing the tasks to be performed without physical support. Even so, attentive and behavioral difficulties may be so disruptive that achievements may be underestimated. Since special needs educators can give immediate feedback on each answer, a strategy might be to permit corrections, allowing further attempts, in order to mitigate these problems and to better capture their knowledge. Here a Microsoft Excel applet is designed to compute the statistical significance and the final grade of multiple-choice tests, if up to two corrections per selection are allowed. The method was used with a nonverbal student with severe autism and Down syndrome in a mainstream secondary school.
The Relationship between the Perception of Own Locus of Control and Aggression of Adolescent Boys
Author: Breet, Lettie
Date: 2010-00-00
Type: Journal Articles
Subjects: Locus of Control,Aggression,Adolescents,Males,Secondary School Students,Questionnaires,Personality,Adolescent Attitudes,Statistical Analysis,Grade 9,Grade 10,Grade 11,Factor Analysis,Item Analysis,Language of Instruction,Age,Foreign Countries

Aggression is increasingly seen in most parts of South African society. Aggressive behaviour of boys in secondary school often results from frustrations caused by perceived high expectations of others regarding the role, locus of control, and personality of boys. Locus of control plays an important role in a person's perception concerning a situation and possible reactions to what is happening, or should be happening. A 56-item questionnaire, based on Rotter's &quot;Locus of control&quot; questionnaire, and the DIAS Scale were used. The questionnaire was completed by 440 boys in Grades 9, 10, and 11. Various factor, item and differential statistical analyses were conducted. Three constructs were identified, i.e. physical, verbal, and indirect aggression. Results indicated that locus of control has a significant influence on verbal and indirect aggression. The differential analysis indicated that contextual variables (language of tuition, age, and grade) play a significant, but not substantial, role in aggression. Furthermore, boys with an internal locus of control are significantly and substantially less aggressive than boys with an external locus of control, with respect to physical, verbal and indirect aggression.
A Model for Establishing a Cybersecurity Center of Excellence
Author: Moskal, Edward J.
Date: 2015-11-00
Type: Journal Articles
Subjects: Internet,Computer Security,Information Security,Computer Science Education,College Curriculum,Universities,Computer Centers

In order to effectively ensure our continued technical advantage and future cybersecurity, we need a technologically skilled and cyber savvy workforce and an effective pipeline of future employees. Our Government has identified Cybersecurity as one of the most serious economic and national security challenges we face as a nation and has ear-marked cybersecurity education as a major part of its Comprehensive National Cybersecurity Initiative. By establishing a Cybersecurity Center of Excellence as part of our Computer Science--Cybersecurity curriculum, Saint Peter's University will be well positioned to train and educate students on this very important National initiative. In addition, we will be providing our students with the skill-sets necessary to become a member of the cybersecurity workforce that is expected to increase from global revenues of $95 billion in 2014 to $155 billion in 2019.