ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Using Vocabulary Flash Card on Iranian Pre-University Students' Vocabulary Knowledge
Author: Komachali, Maryam Eslahcar
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Aids,English (Second Language),Second Language Instruction,Second Language Learning,Teaching Methods,Vocabulary Development,Control Groups,Language Tests,Pretests Posttests,Experimental Groups,Mathematics Instruction,Secondary School Students,Language Proficiency,Instructional Effectiveness,Statistical Analysis,Questionnaires

The present study was conducted to investigate the effect of using vocabulary flash card on Iranian pre-university students' vocabulary knowledge. The participants of the study comprised 50 female learners. They were randomly assigned into two homogeneous groups each consisting of 25 learners. The control group received the traditional treatment while the experimental group received the vocabulary flash card treatment. Before starting the treatment, two similar tests were prepared as the pretest/posttest to find out students' vocabulary knowledge at the beginning and at the end of the study. Analysis of the results in the posttest revealed significant differences between the two groups. The results showed the students in the experimental group outperformed the students in the control group in their vocabulary knowledge. Hence, it was concluded that the contribution of vocabulary flash card in teaching vocabulary to students led to a higher level of vocabulary improvement.
The Effect of Lexical Bundles on Iranian EFL Learners Linguistic Production Fluency
Author: Ranjbar, Nosrat
Date: 2012-08-00
Type: Journal Articles
Subjects: Phrase Structure,Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,English (Second Language),Language Fluency,Writing Skills,Language Proficiency,Textbooks,Control Groups,Instructional Effectiveness,Teacher Education,Language Teachers,Experimental Groups,Material Development,Instructional Materials,Pretests Posttests

The present study attempted to investigate the effects of lexical bundles on Iranian EFL learners' paragraph writing production fluency. To achieve this purpose, an English language proficiency test was administered to 120 language learners studying TEFL at Islamic Azad University of Dehloran. Ultimately, 90 language learners were selected and randomly divided into two groups of control and experimental groups, based on their proficiency test scores. Both experimental and control groups worked on the same textbook content. The experimental group subjects were instructed on the lexical bundles use extracted from True to Life textbook, while the control group received placebo treatment during the course. The treatment took a whole academic semester. The results of the post-test showed that lexical bundles teaching methodology proved effective and influential in developing Iranian EFL language learners' paragraph writing fluency. So, developing English language skills, here writing skill in general and paragraph writing in particular, also, needs appropriate methods of which lexical bundles teaching methodology can be named. Since, lexical bundles use during instructional courses, help language learners have an automatic and easy recall of them in the process of paragraph writing, lexical bundles teaching methodology should be applied to having a better understanding of the textbook materials and to develop language skills. Therefore, the study suggests that content developers should include lexical bundles teaching methodology and their uses in the teaching and learning processes. The findings of this study gave empirical support to this view. Hence, this is pedagogically central in the domain of language teaching and learning and should be taken into account in the design and production of suitable instructional materials and in the methodology of classroom teaching and students learning behavior. To sum up, these findings can have a number of implications for material designers, language teachers, and students who are engaged in the teaching of English language as a foreign language.
Sources of Legal Liability among Physical Education Teachers
Author: Babalola, Alla Joseph
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Legal Responsibility,Legal Problems,Negligence,Torts

Legal issues in Physical Education are very germane to sport and physical activity development. Consequently, Physical Education teachers should be involved in studying laws that relates to P.E in the course of their professional preparation. It is worth noting that today, people are becoming more aware of their rights under the law. This has further awakened the need to ensure that Physical Education teachers are made to know the legal implications of negligently caused injuries in P.E class and also fashion-out &quot;preventive mentality&quot; in respect of these injuries. Unfortunately, it has been discovered that sports law is not included in the curriculum of physical Education in Nigeria. When dealing with various types of Physical Education programmes, P.E. teachers must look to protect themselves from any tortuous liability. To be able to do this, they must be familiar with the scenerios in which they can be vulnerable to tortuous liability. Negligence is a tort that is often used to implicate P.E. teachers. It is very important that they understand the nuisances of tortuous liability and its relationship to P.E profession. They should also be aware of the legal defenses available to them if, despite all precautions, they are accused for negligence. The purpose of this study therefore is to discuss the concept of tortuous liability, what constitute negligence, sources of negligence in sport and the defense against negligence. This will reduce the possibility of there been liable.
An Examination through Conjoint Analysis of the Preferences of Students Concerning Online Learning Environments According to Their Learning Styles
Author: Daghan, Gökhan
Date: 2012-08-00
Type: Journal Articles
Subjects: College Students,Preferences,Student Attitudes,Educational Environment,Electronic Learning,Cognitive Style,Multivariate Analysis,Questionnaires

This study examines learning styles of students receiving education via online learning environments, and their preferences concerning the online learning environment. Maggie McVay Lynch Learning Style Inventory was used to determine learning styles of the students. The preferences of students concerning online learning environments were detected through the prioritization of determined main factors and sub-factors. Conjoint analysis, which is a multivariate statistical method, was employed in this study. The prepared conjoint questionnaire was administered both to the entire research group and to visual, auditory and kinesthetic style learning student groups separately. The findings obtained were interpreted by matching with their learning styles. It was concluded that online learning students attached great importance to the employed technology characteristic and to the student-administrator interaction. Considering general of the students, the synchronization or asynchronization of mode of communication and the existence or non-existence of technical support in the prepared environment were not considered important. It was concluded that as the learning styles of students varied, their views about other variables, the interaction preferences in the online learning environment in particular, also differed. Learning styles of students and their preferences concerning the learning materials also showed a parallelism.
The Effect of Cognitive Learning Style-Based Reading Program on the Achievement of Jordanian Freshmen English Majors
Author: Al-Hajaya, Nail
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,Reading Programs,Reading Achievement,Reading Comprehension,College Freshmen,English (Second Language),Majors (Students),Reading Skills,Reading Tests,Pretests Posttests,Statistical Analysis,Statistical Significance,Scores,Educational Strategies,Preferences,Comparative Analysis

The purpose of this study was to investigate cognitive learning style-based reading program on the achievement of Jordanian freshmen English majors. The subjects of the study consisted of 104 freshmen English majors enrolled for Reading Skills 1 in Tafila Technical University in Jordan in the fall semester 2007/2008. Students' learning styles, analytic and global learning styles, are identified based on Felder and Soloman (2006). The subjects were divided into two groups and were alternatively exposed to their matching and mismatching analytic and global styles. The instructional programs contained 12 reading passages. The activities that followed these passages were developed in two ways: one for the analytic style students, and the other for the global style students. The reading achievement test was administered twice, at the beginning and at the end of the program, for measuring the students' achievement before and after the experiment. The two-way ANOVA test was performed to measure the interaction effect between the instructional strategy and the cognitive learning style on students' achievement. The results revealed that there were no statistically significant differences in the students' mean scores on the reading achievement test between the analytic learning style group and the global learning style group due to the instructional strategy or the learning style. However, the only factor that affected students' achievement and motivation for reading in English was the interaction between the instructional strategy and the cognitive learning style. In light of these findings, the researcher offered recommendations for further research and for EFL reading educators.
Re-Imagining Inclusive Education for Young Children: A Kaleidoscope of Bourdieuian Theorisation
Author: Klibthong, Sunanta
Date: 2012-08-00
Type: Journal Articles
Subjects: Inclusion,Young Children,Educational Theories,Social Theories,Early Childhood Education,Active Learning,Student Participation,Interpersonal Relationship,Peer Relationship,Well Being,Epistemology,Educational Practices,Child Development,Holistic Approach,Critical Theory,Social Capital,Social Justice

This article discusses critical issues related to the development and practice of inclusive education of young children, from the perspective of Bourdieu's conceptual lenses of habitus, capital and field. The target question is: How can Bourdieu's lenses of critical social theory be applied to the development and implementation of early childhood inclusive education? Under this question, I situate early childhood inclusive education in four components (active learning environment, involvement, relationships and wellbeing), and critically analyse these in terms of Bourdieu's three conceptual lenses. I argue that effective inclusive education of young children must not conform to modernist epistemology, which locates knowledge exclusively in teachers and that, Bourdieuian conceptual tools offer refreshing epistemological and reflective radars for re-imagining and enacting pedagogical practices that contribute to all children's holistic development.
Teacher Metacognition within the Professional Learning Community
Author: Prytula, Michelle P.
Date: 2012-08-00
Type: Journal Articles
Subjects: Metacognition,Communities of Practice,Teacher Attitudes,Faculty Development,Semi Structured Interviews,Peer Influence,Phenomenology

A study of teacher metacognition within the context of the professional learning community (PLC) was conducted to understand how teachers describe their metacognition, what they describe as the catalysts to their metacognition, and how metacognition influences their work. Although the PLC was used as a context for the study, the findings include that the PLC was an environment in which teacher metacognition could be nurtured, and that the PLC leaders' recognition of their own metacognition impacted the type of work that they led in the PLC, thus potentially impacting the learning of others.
Experiential Learning in a Common Core Curriculum: Student Expectations, Evaluations, and the Way Forward
Author: Porter, Gavin W.
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Experiential Learning,Universities,National Curriculum,Educational Change,Undergraduate Students,Student Attitudes,Expectation,Educational Attitudes,Field Trips,Educational Benefits,Program Evaluation,Curriculum Implementation,Climate,Scientific Concepts

Universities are becoming increasingly conscious of how learning activities align with the attributes they desire in their graduates. Experiential learning is viewed by many institutions as an essential activity for students to gain attributes such as problem solving skills, observation skills, advocacy, and critical thinking. An experiential learning activity, in the form of an environmental fieldtrip, was examined in the context of a university's new common core curriculum. Student expectations were compared to evaluation of the fieldtrip itself, and guidelines for future trip outings are made in consideration of both published works and our own experiences. The ability of departments and faculties to engage students in beneficial and enjoyable learning will be of utmost importance in attracting student enrollment. This is particularly pressing in universities that are transitioning into less differentiated first year intakes.
The Use of Social Networking Sites among Malaysian University Students
Author: Hamat, Afendi
Date: 2012-06-00
Type: Journal Articles
Subjects: Social Networks,Mass Media Use,College Students,National Surveys,Student Attitudes,Student Surveys,Informal Education,Internet,Questionnaires,Online Surveys,Technology Uses in Education,Use Studies,Student Characteristics,Foreign Countries

Social networking sites (SNSs) have increasingly become an important tool for young adults to interact and socialize with their peers. As most of these young adults are also learners, educators have been looking for ways to understand the phenomena in order to harness its potential for use in education. This is especially relevant in Malaysia where SNSs are popular among the youths, yet there is little data available to describe patterns of use for the wider segment of the target population. This study presents the results of a nationwide survey on tertiary level students in Malaysia. The results show that SNSs penetration is not at full 100% as initially assumed. The respondents spend the most time online for social networking and learning. The results also indicate that while the respondents are using SNS for the purpose of informal learning activities, only half (50.3%) use it to get in touch with their lecturers in informal learning contexts. The respondents also reported spending more time on SNS for socializing rather than learning and they do not believe the use of SNS is affecting their academic performance.
Relationship between Managers' Performance and Organizational Health
Author: Mohammadisadr, Mohammad
Date: 2012-06-00
Type: Journal Articles
Subjects: Organizational Climate,Organizational Culture,Interpersonal Relationship,Interpersonal Competence,Decision Making Skills,Decision Making,Questionnaires,Administrator Effectiveness,Job Performance,Role Perception,Job Satisfaction,Information Management,Occupational Surveys,Models,Predictor Variables,Foreign Countries,Schematic Studies,Industrial Psychology

The main purpose of this paper is to study the relationship between managers' performance in the field of interpersonal, informational and decision-making tasks with organizational health. To measure the indicators of the model, a questionnaire was prepared and distributed among 113 company of Tehran stock Exchange Market. According to the results, there are a direct and significant relation between Interpersonal Roles, Informational Roles and Decision-making Roles with the Organizational Health at confidence level of 95%. In addition, the relationship between Organizational Health and Job Satisfaction are confirmed at the same confidence level.
Teachers' Commitment To, and Experiences of, the Teaching Profession in Tanzania: Findings of Focus Group Research
Author: Mkumbo, Kitila A. K.
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Educational Attitudes,Teaching (Occupation),Teaching Experience,Qualitative Research,Focus Groups,Career Choice,Teacher Motivation,Work Environment,Negative Attitudes,Government Role

This qualitative study examined teachers' commitment to, and experiences of, the teaching profession in six regions of Tanzania. The study used focus group discussions as research method and data collection tool. Twenty four groups were conducted, with group membership ranging from five to nine participants. The results show that the teachers' commitment to the teaching profession is devastatingly low, with the majority of teachers expressing that they did not choose the teaching profession as their choice, but were compelled by the easiness to get the job and lack of qualifications to join other professions of their liking and choice. Teachers highlighted poor working environment and poor government and community attitudes towards the teaching profession as the main de-motivating factors for the teaching profession. In order to raise teachers' commitment to the teaching profession, which is an important contributor to the students' academic achievement; it is recommended that the Government of Tanzania and other stakeholders should improve the teachers working conditions, including provision of housing facilities and social welfare services.
The Relationship between Occupational Stress and Job Satisfaction: The Case of Pakistani Universities
Author: Chaudhry, Abdul Qayyum
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Anxiety,Job Satisfaction,Universities,College Faculty,Age Differences,Gender Differences,Work Experience,Correlation,Private Colleges,Public Colleges,Employment Level

This paper aims to find out the relationship between occupational stress and job satisfaction based on age, gender, nature of job, cadre, work experience of university teachers, and sector of university. The Pearson correlation indicates: no significant relationship found between job satisfaction and overall occupational stress; inverse relationship is found between the occupational stress and overall job satisfaction in faculty members of private universities; is no relationship between the occupational stress and overall job satisfaction in faculty members of public universities; no relationship between the occupational stress and overall job satisfaction in case of both male and female faculty members of universities; young age university teachers are more sensitive to the occupational stress and job satisfaction; and no significant relationship is found between the occupational stress and overall job satisfaction in faculty members of universities across the nature of job; visiting, contract and permanent.
Managing Standards-Based Teacher Education for Transformation
Author: Chaudhry, Taqadus Bashir
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Change,Teacher Education,Knowledge Economy,Standards,Educational Administration,Curriculum Development,Knowledge Base for Teaching

Recognition of the importance of developing teacher education is closely tied to the need for standards to transform the system and to harmonize school and teacher education. This has become crucial pre-requisite for the much needed shift towards knowledge based economy. This paper presents an overview of the management and subsequent needed techniques to manage standards based teacher education. The study suggests determining primarily the standards of education before embarking on standards based teacher education. The model as presented has been illustrated with example which is more directional in nature deliberating on standards of education and based on there standards and outline for teacher education. The model will prove helpful to teacher education and their curriculum planners in reshaping standards based teacher education.
Observations of School Culture: From Theorists to Curriculum Issues
Author: Tavares-Silva, Fabiany de C.
Date: 2012-00-00
Type: Journal Articles
Subjects: School Culture,Curriculum Development,Educational Sociology,Educational Theories

In recent years, we have developed research studies to analyze the relationships between the fields of history and sociology of curriculum, school, and culture. Using previously conducted studies, we investigate topics such as school culture and education management, which broaden our understanding of education, school days and spaces, classes and courses of study, and interchanges and their effects on new generations.
Key Ingredients for Effective Problem-Based Learning Lessons
Author: Awang, Halimah
Date: 2007-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Higher Education,Instructional Effectiveness,Program Implementation,Teacher Role,Student Role

It has been well recognized that problem-based learning (PBL) embraces the principles of what constitute good learning and teaching which encourage integrated, independent and experiential development of a number of skills including team work and communication. The question is how best can the PBL approach be implemented to ensure maximum gain of deep learning? Two issues that need to be addressed are: the problem itself and the sagacity to get involved around this problem. Mindsets need to be changed in terms of appraising students' performance.
Radio Lectures in Ghana: An Innovation for the Twenty First Century Instructional Delivery
Author: Adeyanju, L. J.
Date: 2007-00-00
Type: Journal Articles
Subjects: Radio,Teaching Methods,Foreign Countries,Instructional Innovation,Delivery Systems,College Applicants,College Admission,Mass Instruction,Cost Effectiveness,Action Research,Schools of Education,Higher Education

In the developing countries of the world, Nigeria and Ghana especially have consistently been battling with large enrollment of students into the institutions of higher learning. The attendant problem of the traditional instructional delivery system that poses a serious challenge to the 21st century educational development therefore needs innovation. Can instructional radio broadcast be of help? It is common knowledge to report that poof funding of universities of west Africa by various governments is no news anymore. However, there are other issues of acute shortage of staff, space, infrastructure, facilities and lack of quality relevant instructional materials that need urgent solution. There is overcrowding of learners in the classroom, and the alarming increase in qualified university admission seekers annually runs to a million especially in Nigeria. An added problem is that only about 10% of these candidates get placement in universities, the spillover of the admission seekers often get stranded. This is a problem that calls for innovation in instructional delivery systems in African universities if the demand for mass education would be met. Radio lecture broadcasts it is felt have potentials to ameliorate the problem of delivery because of the attributes of its immediate distance coverage, repetition and cost effectiveness. The paper is an action research report that present the breakthrough of radio lectures to a large class in the university of education in Ghana. The reaction of the community to the innovation, problems encountered, lessons learned and the prospects of radio for teaching are highlighted.