ethanporcaro/eric-fulltext-meta huggingface dataset:
Private vs. Public Investment in the Mexican Utility Company: A Case Study
Author: Dieck-Assad, Flory Anette
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Investment,Private Financial Support,Sustainability,Power Technology,Energy,Energy Management,Public Policy,Sustainable Development,Federal Legislation,Corporations,Barriers,Organizational Theories,Class Activities

How should the strategies and regulations of the Mexican laws be designed in order to trigger a country to go from a non-sustainable energy economy towards a sustainable energy economy? This paper proposes a classroom debate of the reformed Law of Public Electricity Service in Mexico (LSPEE, 1992: Ley del Servicio Publico de Energia Electrica), which, in 1992, opened new opportunities for private investment in the Mexican utility industry. The legal reforms allow the private sector to invest, operate, and be owners of part of the public utility system in Mexico, mainly, for power generation. Evaluating the dilemmas of the past, students are encouraged to debate present and future reforms considering political, economic and financial frameworks with a sustainable development approach and to evaluate the role of foreign and private investment in public utilities around the world.
The Internationalization of Higher Education in China: The Role of Government
Author: Li, Fuhui
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Higher Education,Government Role,Government School Relationship,Public Policy,Supervision,Administrators,College Planning,Financial Support,Educational Policy,Educational Practices

In the process of internationalizing higher education, national governments play their role differently, and the relationship between Chinese institutions and the government is significantly different from that experienced by Western institutions. A critical distinction is that Chinese institutions are both academic entities and government institutions that implement government policies and goals. In relation to the internationalization of higher education, the Chinese government has shown a strong supporting attitude and has four main roles: national strategy designer and program planner, major funding provider, executive director, and regulator and supervisor. The internationalization of Chinese higher education has always been strategically designed and programmed by the government; consequently, institutions formulate their own strategies and plans within the framework of the national ones. Though fundamental reforms are being implemented continuously, the Chinese government is still the major provider of funding for internationalization, just as it is for the whole public education sector. The Chinese government also acts like the executive director of a corporation in managing the internationalization of higher education. Government regulation and supervision are deeply embedded in the daily operation of Chinese institutions owing to political anxieties and economic considerations. The government's four roles could be seen as inevitable and shared widely by many national governments, yet they are essential for characterizing the way the Chinese government plays its roles. This paper presents a theoretical exploration of governmental roles in internationalizing higher education, a topic that has attracted too little attention and requires further systematic analysis by educational researchers.
Teacher Participation in Stress Management through Different Theoretical Lenses: A Study Conducted in the Mahikeng Area
Author: Pelser, A. M. F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Participation,Stress Management,School Based Management,Educational Administration,Questionnaires,Screening Tests,Stress Variables,Teaching Conditions,Transformational Leadership

The purpose of the research reported in this article was to place the known facts of the topic of teacher participation in stress management in the context of management and leadership in education. The emphasis in the conceptual and theoretical framework was on showing points of connection between leadership and management on the one hand and stress on the other. The investigation focused on how theoretical points of departure impact on teachers and how teachers experience stress through participation or non-participation in school management. The theoretical investigation was followed by a quantitative investigation by using a structured questionnaire known as the ASSET tool (An Organisational Stress Screening Tool) developed by Carthwright and Cooper. The main objective of the questionnaire was to measure potential exposure to stress in respect of common workplace stressors. The instrument was used to conduct a survey amongst teachers in the Mahikeng area. It was found that although there are many examples of how aspects of the different theories can be applied in the practice of stress management, the reality is that managerial leadership still features strongly in schools and that, in many instances, transformational and distributed leadership does not provide realistic alternatives to stress management theories in schools.
The Effects of Two Different Instructional Programmes on Literacy Skills of Kindergarten Children
Author: Gahwaji, Nahla M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Literacy Education,Program Effectiveness,Educational Games,Teaching Methods,Kindergarten,Foreign Countries,Emergent Literacy,Ethics,Tests,Literacy,Statistical Analysis,Quasiexperimental Design,Experimental Groups,Control Groups

Lately, research exploring the effects of tutorial instructional programmes and educational games on literacy skills of kindergarten children has attracted large number of educational technology researchers and practitioners. Even though overwhelming research literature on the subject is available, the majority of this existing work is designed and organized in western contexts i.e. developed countries. Due to that reason, much less is known about the effects of tutorial instructional programmes and educational games on the literacy skills of Arabic speaking kindergarten children. Our study tries to bridge this gap in the existing literature by performing a comparison study of two different instructional programmes on the development of literacy skills amongst 5 to 6 years old kindergarten children in Saudi Arabia. As a result of this study, it was found that educational games were more effective in supporting and facilitating literacy skills of participating kindergarten children compared to tutorial instructional programmes.
Informal and Formal Environmental Education Infusion: Actions of Malaysian Teachers and Parents among Students in a Polluted Area
Author: Mustam, Baniah
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Informal Education,Environmental Education,Pollution,Secondary School Students,Teacher Role,Parent Role,Data Analysis,Parents as Teachers,Questionnaires,Observation,Interviews,Qualitative Research

The study explored Environmental Education infusion among students by teachers and parents in two schools located in a highly polluted area. Qualitative data was collected through observations, interviews and an open-ended questionnaire. Participants of the observations and interviews were 6 Secondary 4 students, 6 teachers and 6 parents. Participants for the open-ended survey consisted of 60 Secondary 4 students, 30 teachers and 30 parents. Data from the three sources were triangulated to identify how Environmental Education infusion happened through formal and informal education in school and at home. Findings indicate that parents and teachers do make an effort to infuse elements of environmental education through different ways.
Formative Feedback in a Malaysian Primary School ESL Context
Author: Sardareh, Sedigheh Abbasnasab
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Formative Evaluation,Feedback (Response),Primary Education,English (Second Language),Student Evaluation,Observation,Focus Groups,Elementary School Teachers,Student Participation,Learner Engagement,Student Responsibility,Personal Autonomy,Classroom Techniques,Cooperative Learning,Educational Environment,Qualitative Research,Interviews

The idea of providing students with formative feedback is a crucial part of formative assessment. Teachers need to provide students with feedback that improves their learning. In other words, formative feedback should provide learners with information that help them bridge their learning gap. As formative assessment itself is a newly introduced product in an innovative transformation introduced by the Ministry of Education, Malaysia, it would be particularly interesting to investigate how formative feedback which is the main component of formative assessment is being implemented. To answer this main question, classroom observations were conducted and Focus Group Discussions (FGDs) were carried out with a group of primary school ESL teachers in Malaysia. The results indicated that using feedback systematically to support learning is rare and teachers are not aware of strategies to implement formative feedback to improve students' learning and use the information in their future instruction.
Malaysian Mathematics Teachers' Beliefs about the Nature of Teaching and Learning
Author: Zikre, Nuraini Mohd
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Beliefs,Mathematics Teachers,Secondary School Teachers,Statistical Analysis,Constructivism (Learning),Teaching Methods,Gender Differences,Educational Philosophy,Teacher Surveys,Likert Scales,Teacher Effectiveness,Classroom Environment,Learning Strategies,Problem Solving,Thinking Skills

Teachers play a vital role in nurturing and shaping learners in school. Extensive researches have been conducted showing that beliefs in the nature of teaching and learning held by the teachers will affect their actual classroom practices. In Malaysia, not many studies have been done on mathematics teacher's beliefs at the national level. The purpose of this study is to investigate the beliefs of Malaysian mathematics teachers at the secondary level. The sample of this study consisted of 39 mathematics teachers who were randomly selected from all the secondary schools in Malaysia. This is a quantitative study using descriptive statistics and mean differences to interpret the data. The finding showed that constructivist beliefs are stronger than the direct transmission beliefs both the male and female teachers. In addition, there was no significant difference in the direct transmission beliefs and constructivist beliefs by gender.
Knowledge Hiding in Academia: Is Personality a Key Factor?
Author: Demirkasimoglu, Nihan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Personality,Personality Traits,Statistical Analysis,Research Assistants,Correlation,Faculty,Personality Measures,Extraversion Introversion,Neurosis,Knowledge Management,Factor Analysis

The purpose of this paper was to analyze the knowledge hiding types of academicians and its relationship between personality traits. It was designed as a quantitative study. Data was gathered from 386 research assistants and assistant professors from Turkish universities. Knowledge hiding scale developed by Connelly, Zweig, Webster and Trougakos (2012) was adapted to Turkish by the author and personality traits were assessed by the Turkish version (Kranci, Dirik and Yorulmaz, 2007) of Eysenck's scale (Francis, Laurence, and Philipchalk, 1992). Results suggested that knowledge hiding behavior is not a prevalent phenomenon in academia. Academicians relatively highest knowledge hiding behaviors were related to &quot;rationalized hiding&quot; followed by &quot;evasive hiding&quot; and &quot;playing dumb&quot;. Academicians &quot;play dumb&quot; to their superiors whereas they act &quot;rationalized hiding&quot; to co-workers. Extroversion was positively correlated with playing dumb while neuroticism had a negative correlation.
The Culture of Employee Learning--Which Way for South Africa?
Author: Mavunga, George
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Workplace Learning,Lifelong Learning,Employees,Human Capital,Work Environment,Realism,Critical Theory,Global Approach,Employee Attitudes,Work Attitudes,Employer Employee Relationship

Employee learning which is known by terms such as &quot;human capital development&quot; and &quot;lifelong learning&quot; is an aspect of post-school learning which people engage in for purposes of enhancing their work-related competencies and possibly achieve upward professional mobility. There are different views on how best employee learning can be achieved at organizational and national levels, a debate which is currently alive in South Africa. The genesis of this debate is in the continued manifestation of aspects of the country's history such as socio-economic inequalities as well as how employee learning can be used to narrow them. This article looks at the concept of the culture of employee learning in terms of the theories on the basis of which its character is determined. Two such theories are Human Capital Theory and Critical Realism. Through application of these theories to the South African context of employee learning, the article concludes by offering suggestions on the direction which the country could take to create a sustainable culture of employee learning which might assist with addressing, amongst other problems, the challenge of socio-economic inequality which continues to haunt the country twenty one years after 1994.
Investigation of Students' Reading Anxiety with Regards to Some Variables
Author: Kilinc, Hasan Huseyin
Date: 2016-00-00
Type: Journal Articles
Subjects: Anxiety,Middle School Students,Foreign Countries,Reading Comprehension,Reading,Grade 5,Grade 7,Grade 6,Grade 8,Reading Processes,Comparative Analysis,Investigations,Surveys,Statistical Significance

The aim of this study is to determine students' views on reading anxiety with regards to variables of gender and grade levels of the students and socio-economic level of the schools. To this end, Melanlioglu's (2014) &quot;Reading Anxiety Scale&quot;, a 5 point likert scale consisting of 14 questions, was used. The scale consists of following sub-dimensions: planning of reading process, factors supporting reading, reading comprehension and analysis. The universe for the study consists of middle school students in a city center in Central Anatolia Region in Turkey. The results of the study indicate that students &quot;sometimes&quot; had anxiety in reading comprehension and analysis sub-dimensions while they &quot;rarely&quot; had anxiety in the sub-dimensions of planning reading process and factors supporting reading. There was no significant difference with regards to the gender variable in the sub-dimension of factors supporting reading whereas there was a significant difference in favor of males in the sub-dimensions of planning of reading process and reading comprehension and analysis. With regards to the socio-economic level of the school variable, it was observed that students from lower to middle class schools had higher levels of anxiety in the sub-dimensions of factors supporting reading, reading comprehension and analysis compared to students from upper class schools. The study also indicated that students' reading anxiety increased as they moved from one class to another.
Problems in University Teaching Faculty Construction and Countermeasures
Author: Han, Yuzheng
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,College Faculty,Faculty Development,Educational Change,Universities,Colleges,Faculty Evaluation,Teacher Improvement,Teacher Promotion,Academic Rank (Professional),Faculty,Teacher Effectiveness,Problems

The construction of university teaching faculty directly affects and restricts the long-term development of universities. Since the reform and opening up, China's university teaching faculty construction has realized marvelous achievements. However, in comparison with the higher education in developed countries, in China the construction of university teaching faculty still faces quite a lot problems needed to be solved. In this paper, the author systematically analyzes the current situations of China's university teaching faculty construction, as well as the problems, and puts forward suggestions for how to optimize university teaching faculty construction and how to improve the overall level of university teaching faculty.
The Research on the Construction of Teaching Resources in Ethnic University in China
Author: Ma, Jun
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Resources,Instructional Materials,Minority Groups,Universities,Knowledge Management,Electronic Libraries,Public Service,Computer System Design,Shared Resources and Services,Regional Schools,Indigenous Knowledge

The construction of teaching resource library should reflect the characteristics about the school and meet the needs of the personnel training; it is particularly significant for the development of ethnic minority colleges and universities. Through the analysis of the present situation of the construction about teaching resources in ethnic minority colleges and universities and the research practice of the teaching resources in Northwest University for Nationalities, this paper puts forward to construct the teaching resource library in Ethnic Minority University, and analyzing the function of the various modules about the public service platform.
Real World Projects with Companies Supporting Competence Development in Higher Education
Author: Baaken, Thomas
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,School Business Relationship,Marketing,Partnerships in Education,Research Projects,Problem Based Learning,Business Administration Education,Global Approach,Cooperative Learning,Competence

The department of business administration of Münster University of Applied Sciences (MUAS) in Germany has a long tradition in realising practice-oriented research projects in cooperation with industry. The objective of these cooperative projects is to offer students real-life experiences and to make the theoretical know-how of university lectures more tangible by using it in an actual business case setting. Students are given responsibility for project deliveries fitting the expectations of real companies in their real business. Through the projects students are encouraged to develop individual learning and problem solving competencies. In this paper, four good practice examples for university-industry cooperation integrated in the education of students in the field of marketing, specifically market analysis, will be presented. The project descriptions will highlight the different methodological approaches, focusing on their specific innovative features. The paper will evaluate the competencies students gain during their involvement in those kind of projects. To follow a valid scientific approach, the competence matrix of Erpenbeck and Heyse will be presented and used to highlight the specific competences gained by the students working on those projects.
Reliability-Related Issues in the Context of Student Evaluations of Teaching in Higher Education
Author: Kalender, Ilker
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Reliability,Test Items,Measurement,Psychometrics,Scores,Correlation,Interrater Reliability,Student Evaluation of Teacher Performance,Foreign Countries,Teacher Effectiveness,Feedback (Response),Sample Size,Multivariate Analysis,Statistical Analysis

Student evaluations of teaching (SET) have been the principal instrument to elicit students' opinions in higher education institutions. Many decisions, including high-stake ones, are made based on SET scores reported by students. In this respect, reliability of SET scores is of considerable importance. This paper has an argument that there are some problems in choosing and using of reliability indices in SET context. Three hypotheses were tested: (i) using internal consistency measures is misleading in SET context since the variability is mainly due to disagreement between students' ratings, which requires use of inter-rater reliability coefficients, (ii) number of minimum feedbacks is not achieved in most of the classes, resulting in unreliable decisions, and (iii) calculating reliability coefficient assuming a common factor structure across all classes is misleading because a common model may not be tenable for all. Results showed that use of internal consistency only to assess reliability of SET scores may result in wrong decisions. Considerable large numbers of missing feedback were observed to achieve acceptable reliability levels. Findings also indicated that factorial model differed across several groups.
A Longitudinal Study of the Effectiveness of a K-12 Engagement Program on Graduate Student Learning Outcomes
Author: Weeks, Faith
Date: 2015-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Graduate Students,STEM Education,Elementary Secondary Education,College School Cooperation,Partnerships in Education,Cohort Analysis,Qualitative Research,Journal Articles,Sustainability,Phenomenology,Skill Development,Learning Experience,Teacher Student Relationship,Instructional Effectiveness,Outreach Programs

Programs that connect higher and K-12 education provide benefits to K-12 students, teachers, and higher education. The National Science Foundation (NSF) invested in programs connecting domestic STEM graduate students with K-12 education for over a decade (GK-12), intending that such engagement would help achieve graduate student learning outcomes and would be sustained after NSF funding. By comparing two cohorts of graduate and post-doctoral student participants in a sustained GK-12 we have begun longitudinal assessment of a program as it matures and diversifies by integrating non-STEM and international students. Qualitative analysis of participant journals shows that the sustained GK-12 has continuing impacts on graduate students' teaching, teamwork, and communication skills, and aids in shaping their future career plans. A new theme that emerged in the later cohort related to participants' changing perspectives on pedagogy and teaching as a part of faculty responsibilities. We encourage universities seeking to meet expanded graduate student learning outcomes to consider adopting/adapting the GK-12 model.
Student Engagement in Video Case Based Undergraduate Business Teaching
Author: Pond, Keith
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Case Method (Teaching Technique),Instructional Innovation,Blended Learning,Protocol Analysis,Observation,Interaction Process Analysis,Multimedia Materials,Multimedia Instruction,Instructional Effectiveness,Student Behavior,Cooperative Learning,Action Research,Critical Viewing,Foreign Countries

This paper describes a long term project using bespoke video case studies designed and produced as the basis (variously) for formative in-class and on-line forum activity and assessment of group coursework and via case based exam. The research sought to observe student engagement behaviours when faced with innovative teaching methods using: observation, data collection on student interactions with the videos and seminar groups. On the key question of learning development the findings are unimpressive. Although different features were used in the teaching and assessment over the period of the study, and it is difficult to separate the effects of each, it remains that the overall quality of student work remained significantly unchanged. However, student satisfaction with the module remained high and qualitative comments and group discussions underpinned the behavioural and emotional engagement that the videos were designed to foster. In a complex area, with numerous potential factors affecting student learning behaviour the findings are, at best, tentative. However, student ability to cope with and master new techniques was illustrated.