ethanporcaro/eric-fulltext-meta huggingface dataset:
An International Experience Mandate for Undergraduates in a College of Health and Human Services: Initial Assessment
Author: Daly, Donna M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Health Education,Global Education,Study Abroad,Experiential Learning,Program Implementation,School Support,Student Experience,Student Attitudes,Professional Development,Student Development,Health Sciences,Health Services,Required Courses

Educators and student affairs professionals are responding to the call for internationalizing education to keep pace with social, political, and economic globalization. This article provides a qualitative description of the transformation and globalization of an undergraduate college. Successful implementation of a college-wide international initiative is derived from the congruence between an academic agenda, student personal goals, and an institutional priority of globalization. Ultimately, an international experience benefits students academically and in personal growth and maturity.
The Influence of Process Approach on English as Second Language Students' Performances in Essay Writing
Author: Akinwamide, Timothy Kolade
Date: 2012-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Process Approach (Writing),Bilingualism,Pretests Posttests,Quasiexperimental Design,Secondary School Students,Measures (Individuals),Statistical Analysis,Control Groups,Experimental Groups,Comparative Analysis,Instructional Effectiveness,Writing Achievement,Essays,Validity,Reliability

This study examined the influence of Process Approach on English as second language Students' performances in essay writing. The purpose was to determine how far this current global approach could be of assistance to the writing skill development of these bilingual speakers of English language. The study employed the pre-test post-test control quasi-experimental research design. The sample consisted of 80 senior secondary school final year students. The research material included the senior secondary school English Language recommended textbook, National Examination Council (NECO) and West Africa Examinations Council (WAEC) English Language Syllabi, Federal Ministry of Education English Language Curriculum, English-Language Teachers' Lesson Notes and Students Essay Writing Exercise books. The West African Examinations Council's (WAEC) English Language Essay Question as an adapted instrument was used to gather data. The data generated were subjected to statistical analysis and the results of the analysis showed that there was no significant difference between the pre-test scores of both the Control and the Experimental group which indicated the homogenous state of both Control and Experimental groups. There was significant difference in the post-test scores of the Experimental and the Control groups. There was no significant difference between the pre-test and post-test scores of the students in Control group. As evident from the out-come of the research, the Process Approach (which presents writing in multiple drafts before the final writing) had significant effect on students' overall performance in essay writing.
Conceptual Change among Arab Student Teachers
Author: Rass, Ruwaida Abu
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Arabs,Muslims,Student Teachers,Females,Attitude Change,Prior Learning,Rote Learning,Memorization,Preferences,Risk,Teaching Methods,Educational Attitudes,Student Teacher Attitudes,Teacher Role,Foreign Countries,Qualitative Research,Questionnaires,Observation,Interviews

This paper reports the results of a qualitative research study designed to examine the effectiveness of an attempt to make a conceptual change among pre-service teachers to their role as trainees and the role of their pedagogical advisor. The participants are six Arab-Muslim female student teachers who are highly influenced by their first learning experiences, based on rote learning and memorization. Therefore, they tend to prefer ready-made approaches to risk taking, trial and error and enquiry manifested by employing different teaching methods, ideas and techniques. They also tend to prefer authority controlling relationships rather than perceiving learning and teaching as a long-life process. The results indicate some improvement in their inclination to depend on the pedagogical advisor and their willingness to try different methods of teaching, activities and techniques, making mistakes and learning from them. However, more time and ample opportunities for practice are needed to achieve the desired change.
Israeli Teachers' Definitions of Morally Courageous Behavior in Education
Author: Baratz, Lea
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Moral Values,Teacher Attitudes,Interviews,Fear,Teacher Behavior,Social Influences,Elementary School Teachers,Secondary School Teachers,Qualitative Research,Grounded Theory,Teacher Student Relationship,Planning,Lesson Plans,Teacher Role,Teacher Collaboration,Teacher Administrator Relationship

This paper examines the content fields of the concept of &quot;teachers' moral courage&quot; in order to conceptualize its boundaries. The study's purpose was to assess the dimensions of morally courageous activity within school life by qualitatively analyzing of 17 Israeli Secular Public School Teachers and 14 Israeli Religious Public School teachers' interviewee defined self-narrative. The findings reveal that the interviewees' answers express a profound understanding about the concept of moral courage, and a content domains definition of morally courageous educational behavior in three realms: the institution, the curriculum and the personal. Moreover, it reveals that the interviewee's claim that the Israeli educational system is characterized by instructional price tags for teachers' morally courageous behavior.
The Role of Teachers in Reducing/Increasing Listening Comprehension Test Anxiety: A Case of Iranian EFL Learners
Author: Atasheneh, Naser
Date: 2012-03-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Listening Comprehension,Correlation,Teacher Role,Test Anxiety,Foreign Countries,Intervention,Statistical Analysis,Program Effectiveness,College Students,Language Proficiency,Scores,Anxiety

Three components have been introduced for foreign language learning anxiety in the literature: Test anxiety, fear of negative evaluation and communication apprehension. This study teases out the first of the three components with special focus on listening comprehension test to investigate the correlation between listening test results and foreign language anxiety. More importantly, the study aims at questioning the role teachers can play in either alleviating or aggravating the anxiety which has been triggered in the listening test takers. For this purpose, a number of 60 intermediate-level EFL learners participated in the study. To measure the level of anxiety in the testees, a modified and translated version of foreign language class anxiety scale (FLCAS) (developed by Horwtiz, Horwitz, and Cope, p. 1986) was used to be correlated with the testees' scores in listening comprehension test. The results showed a moderate but significant negative correlation between FLCAS and listening comprehension (r = -0.469). To answer the second research question, the high anxious participants underwent a treatment, which was designed to alleviate their foreign language learning anxiety. Immediately after the treatment, another listening comprehension test was administered to them to find out whether the treatment session can influence the test results. Using the statistical technique of t-test, the results showed that the high anxious informants had a significant improvement in the second listening comprehension test results due to the reduction of their level of anxiety in the treatment session. Finally, some suggestions were made to the teachers who seek to alleviate the amount of anxiety in their students.
Tense Use and Move Analysis in Journal Article Abstracts
Author: Wang, Shih-ping
Date: 2014-00-00
Type: Journal Articles
Subjects: Rhetoric,Journal Articles,Documentation,Verbs,Morphemes,Applied Linguistics,Models,Content Analysis,Text Structure,Language Usage,Mixed Methods Research

There has long been a growing interest in journal article (JA) abstract writing, and this pervading interest has boosted the exigency for further research. This current study therefore aims to investigate both the various applications of verb tense and the rhetorical structure within JA abstracts. A corpus of 1,000 JAs was collected from four prestigious journals related to applied linguistics at the SSCI level. Quantitative analysis indicates the tendency of tense use for the commonly applied reporting verbs. For example, the ANOVA test shows that the frequency of present tense use is significantly higher (p&lt; 0.05) in the &quot;Journal of Pragmatics&quot; abstracts. On the other hand, qualitative analysis shows the prevailing adoption of the three-, four-, and five-move theories of the CARS model, the IMRD structure, and the IPMPrC structure, respectively. The results suggest a distinct occurrence of the IMRD structure over other models. These findings present a more systematic pattern within JA abstracts and also show the potential for enlightening further pedagogy-oriented writing instruction for JA abstracts.
The &quot;Whole Language&quot; Theory and Its Application to the Teaching of English Reading
Author: Ling, Pan
Date: 2012-03-00
Type: Journal Articles
Subjects: Whole Language Approach,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Instructional Improvement,Reading Instruction,Foreign Countries,Literature,Student Centered Learning,Evaluation Methods,Student Evaluation

Based on a diagnosis of the problems in the traditional way of teaching English reading in China, this paper introduces the &quot;whole language&quot; theory and explores its application to the teaching of English reading. To begin with, it demonstrates the various problems in the teaching of English reading which severely prevent the improvement of English teaching. Then it introduces and elaborates on the &quot;whole language&quot; theory which brings new ideas and new methods to foreign language teaching. Finally it discusses how the &quot;whole language&quot; theory can be used to improve the teaching of English in general and English reading in particular.
The Child Abuse Matter and the Major Role Played by the Teacher: Issues Raised by a Pilot Focus Group Sample of Primary Teachers
Author: Vitalaki, Elena
Date: 2013-00-00
Type: Journal Articles
Subjects: Child Abuse,Teacher Role,Focus Groups,Foreign Countries,Elementary School Teachers,Teacher Attitudes,Intervention,Faculty Development,Knowledge Level,Program Effectiveness,Seminars

A great deal of attention is now being paid to issues raised by child abuse. Recent reports, enquiries and relevant agencies have all recognized the important role played by teachers in aiding the detection and prevention of child abuse, due to their close everyday contact with children. The result of the ideas presented in the present work was initiated by a Focus group of 12 re-educated teachers at the University of Crete, who met five times in order to review and examine: a) their attitudes concerning possible child abuse incidents within the school settings, and b) the type of teachers' involvement in assessing and intervening with abused children and their families. Finally, the participation of a second group of 6 re-educated elementary teachers in the last meeting provided the opportunity of comparing feelings and attitudes between the 2 groups concerning child protection training programs and made recommendations for ways gaps could be filled in the future. The present work concluded that teachers who do recognize abuse do so intuitively, for there is little or no initial advice during the training of teachers to help them develop such diagnostic skills. Nor is there training to help teachers take things further after the initial diagnosis.
Transformation of Words into Vocabulary
Author: Parveen, H. Naseema
Date: 2012-03-00
Type: Journal Articles
Subjects: Vocabulary Development,Grammar,Morphology (Languages),Syntax,Error Analysis (Language),Communicative Competence (Languages),Student Educational Objectives,Learning Strategies

This article explores the significance of a word and the changes it undergoes in its form when it is placed in the hierarchy of grammatical constituents thereby forming a new word termed as vocabulary. This change or transformation is the result of affixations. Transformation becomes essential as the words learnt cannot be used as such in a context. One should have a clear understanding and the knowledge of the words before using them in a context; otherwise it would lead to a syntactic error. This article also includes a few tasks that would enable the students to actively participate in developing their vocabulary that would automatically boost up their confidence level and enhance their communicative competence.
Working Memory Training and the Effect on Mathematical Achievement in Children with Attention Deficits and Special Needs
Author: Dahlin, Karin I. E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Short Term Memory,Mathematics Achievement,Attention Deficit Hyperactivity Disorder,Computer Assisted Instruction,Intervention,Experimental Groups,Control Groups,Program Effectiveness,Pretests Posttests,Gender Differences,Training,Attention Deficit Disorders,Personality Traits,Elementary School Students,Grade 3,Grade 4,Grade 5,Foreign Countries,Mathematics Skills,Intelligence Tests,Children,Adults,Quasiexperimental Design,Scores,Statistical Analysis

Working Memory (WM) has a central role in learning. It is suggested to be malleable and is considered necessary for several aspects of mathematical functioning. This study investigated whether work with an interactive computerised working memory training programme at school could affect the mathematical performance of young children. Fifty-seven children with attention deficits participated in an intervention programme. The treatment group trained daily, for 30-40 min. at school for five weeks, while the control group did not get any extra training. Looking at the group as a whole, mathematical performance improved in the treatment group compared with the control group directly following the five weeks of training (Time 2), but the results of the second post-test (Time 3, approximately seven months later) were no longer significant. Since there was only a small number of girls, the results were analysed for boys only. The boys had improved their mathematical results in both post-tests. WM-measures improved at Time 2 and 3 relative to Time 1 (pre-test) for the whole group, and for boys. Differences in training scores were related to differences in the non-verbal WM-measure Span board back. The results indicate that boys aged 9 to 12 with special needs may benefit, over time, from WM training, as shown in the enhanced results in mathematics following WM training. However, as the intervention and control groups were not randomised, the results cannot be generalised; the results must be considered with caution.
What Makes Children Like Learning Science? An Examination of the Attitudes of Primary School Students towards Science Lessons
Author: Agranovich, Shoshana
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Elementary School Students,Science Instruction,Elementary School Science,Likert Scales,Questionnaires,Grade 4,Grade 5,Grade 6,Influences,Student Motivation,Locus of Control,Relevance (Education),Discussion (Teaching Technique),Textbooks,Teaching Methods,Teacher Role,Gender Differences,Factor Analysis,Foreign Countries,Qualitative Research,Statistical Analysis

This study examines attitudes to school science classes amongst primary school children, based on the assumption that these will influence their attitudes and choices later in life. 1298 primary school students in grades 4-6 were given a Likert-type questionnaire and asked to provide verbal explanations for their agreement/disagreement with each item. The items were divided into three &quot;clusters,&quot; representing three central influences on student attitudes: &quot;motivational factors&quot;, &quot;locus of control&quot; and &quot;relevance of science.&quot; Our results support the findings of previous research in elements such as students' enthusiasm for experiments, and reveal some interesting discrepancies in the way boys and girls assess the relevance of science they learn in school. While the questionnaire shows that most of the students saw discussion in science class as a source of interest, students' explanations and their answers to the open-ended questions also indicate that the most common model of a science lesson they see is readings from the textbook, accompanied by the teacher's explanations. Only about one half of the students claim to take an active part in lessons, answering questions asked by the teacher in class, taking part in class discussions, and expressing their opinions. The teacher is perceived as a significant part of the learning process. The students' explanations indicate that they see the teacher as a primary source of information and authority.
Leadership Challenges in the Implementation of ICT in Public Secondary Schools, Kenya
Author: Mingaine, Laaria
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Leadership,Principals,Information Technology,Technology Uses in Education,Secondary Schools,Administrator Surveys,Teacher Surveys,Role Models,School Administration,Gender Differences,Age Differences,Teacher Qualifications,Statistical Analysis,Questionnaires,Regression (Statistics)

Many authors argue that school leadership determines how Information Communication Technology (ICT) is implemented and its subsequent impact on teaching and learning. This involves Principal as a school leader to lead in implementation. A positive attitude of school leader towards implementation of ICT will encourage the school community to be actively involved in its implementation. Kenya is in the process of implementing ICT in schools. However, there are many challenges that hinder effective ICT implementation including school leadership challenge. This paper reports that school leader's interest, their commitment and championing implementation of ICT programs in schools positively influences the whole process. The Paper recommends that all school leaders consider using ICT in their day-to-day activities of running their schools. ICT curriculum and managerial skills should be incorporated to training of school leaders in Kenya. Implementation of ICT is becoming more important to schools and the success of such implementation is often due to presence of effective school leadership. To a large extent, school leaders have been relying on government and development partners to equip schools with ICT infrastructure. This Paper recommends besides sensitizing development partners and waiting for their contributions, school leadership should consider ICT a priority in school and allocate budgets that would promote its implementation. A descriptive survey was used to collect data by administering questionnaires to selected sample of ICT/curriculum teachers, Principals and Board of Governors (BOG) chairpersons from 105 public secondary schools in Meru County, Kenya.
Internationalization of the Practice in Education Degree: Students' Intercultural Experiences in the Teaching and Learning Process at Saharawi Refugee Camps
Author: Hurtado, Inmaculada Gómez
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Intercultural Programs,Global Approach,Higher Education,Overseas Employment,Student Teachers,Cross Cultural Training,Cultural Awareness,Educational Benefits,Ethnic Diversity,Study Abroad,Teaching Experience,Learning Processes,Interviews

Internationalization has become a key theme and widespread phenomenon in higher education. In this context, the inclusion of an international, intercultural and/or global dimension into the curriculum and teaching and learning process appears to be a substantive element in the academic sphere. This paper describes an initiative that was developed in a School of Education of small University related to how a group of teachers and student teachers attempted to include an international dimension into its teaching and learning process. The experience is developed in the schools of Refugee Camps. In conclusion, we discuss about the benefits of international experience in developing a intercultural attitude that is both sensitive to, and appreciative of, cultural diversity. The experience recognised a valuable opportunity for higher education to play a pivotal role in fostering intercultural understanding.
An Investigation into the Academic Success of Prospective Teachers in Terms of Learning Strategies, Learning Styles and the Locus of Control
Author: Akça, Figen
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Success,Preschool Teachers,Learning Strategies,Cognitive Style,Locus of Control,College Students,Measures (Individuals),Multiple Regression Analysis,Predictor Variables

The present research aims to investigate the relationship between the learning strategies, learning styles, the locus of control and the academic success of prospective teachers. The study group consists of 198 university students in various departments at the Uludag University Faculty of Education. Research data were collected with the Locus of Control Scale (Dag, 1991), the Determining Learning Strategies Scale (Güven 2008), and the Kolb Learning Style Inventory (Askar &amp; Akkoyunlu 1993). The obtained data were tested with T-test, Pearson product-moment correlation, and multiple regression analysis in independent samples. According to the research results, it was found that the learning strategies usage rates of prospective teachers increased in direct proportion to their academic success, and there was a positive significant relation between the usage of rehearsal learning strategies and being externally controlled. Furthermore, it was determined that learning strategies have predictor effects on academic success in learning styles.
Coaches' Coaching Competence in Relation to Athletes' Perceived Progress in Elite Sport
Author: Moen, Frode
Date: 2013-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Athletic Coaches,Competence,Athletes,Skill Development,Attitude Measures,Satisfaction,Hypothesis Testing,Communication Skills,Interpersonal Relationship,Foreign Countries,Correlation,Statistical Analysis,Responsibility,Surveys,Factor Analysis

This article looks at whether higher levels of perceived coaching competencies focusing on relational issues, were associated with higher satisfaction among elite athletes with their progress in sport. In order to explore this, we investigated elite athletes' perceptions of their coaches' coaching competence (CCS) and how these perceptions related to their own satisfaction with their progress in sport during the last year. The CCS measures core competencies for coaches as defined by the coaching profession (Moen &amp; Federici, 2011). Our hypothesis was partly confirmed as the results revealed that higher perceived coach competencies were associated with higher athlete satisfaction with their progress in sport. This result applies for all the five dimensions of the CCS. However, the group of athletes who are most dissatisfied with their progress in sport do not follow this trend, as they in general score higher on the different dimensions of the CCS compared to the nearby levels.