ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of Academic Misconduct across Disciplines--Faculty and Student Perspectives
Author: Khalid, Adeel
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Interdisciplinary Approach,Cheating,Higher Education,Integrity,Reputation,Ethics,Testing Problems,Teacher Surveys,Student Surveys,Motivation,Student Behavior,Change Strategies,Educational Responsibility,Student Responsibility,Teacher Responsibility,College Students,Qualitative Research

Academic misconduct by students in higher education is a fact and is a challenge to the integrity of higher education and its reputation. Furthermore such misconduct is counterproductive to the ethics component of higher education. The purpose of this research is to explore, investigate and compile the anecdotal accounts of academic misconduct conducted by students in classes in higher education across disciplines. This research is a result of the combined efforts of faculty members representing the disciplines of humanities, arts, social sciences, business, languages, music, and various engineering fields. The goal is to bring to light the various methods and strategies that students use to cheat during exams, quizzes, term papers, etc. As a collaborative effort, the authors also investigate techniques faculty can use to prevent academic misconduct in both face-to-face and virtual classrooms. Student viewpoints are also presented as part of this study and are collected through an anonymous survey. Students get a chance to reveal what motivates them to cheat in exams, quizzes and other assessments. They also indicate some of the techniques their peers use in supervised (e.g. tests, quizzes, exams etc.) and un-supervised (e.g. homework, projects, lab reports, online environment etc.) assessments. The survey also reveals whether students are more likely to cheat in the major required courses or non-major elective courses etc. Some of the techniques that deter students from cheating are also discussed.
E-Learning Benchmarking Survey: A Case Study of University Utara Malaysia
Author: Sam, Thi Lip
Date: 2015-00-00
Type: Journal Articles
Subjects: Electronic Learning,Benchmarking,Case Studies,Undergraduate Students,Mail Surveys,Database Management Systems,Use Studies,Technology Uses in Education,Quality Assurance,Questionnaires,Student Surveys,Incidence,Time Factors (Learning),Gender Differences,Educational Indicators,Courseware,Student Attitudes,Foreign Countries

E-learning has emerged as a new paradigm in today's education. Many e-learning applications have been developed to meet the increasing demand by education institutions. Previous research mainly focused on a variety of factors that influence the uptake of e-learning. However, very little is known about the quality and the extent of usage of these applications among end users. This study presents results that contain information on the uptake and use of e-learning. The uptake of e-learning is measured by the extent to which different technologies were used by students. A mail survey was conducted to examine the uptake of e-learning among undergraduates. The respondents for this study comprised of 419 respondents representing 16.8% from a random sample size of 2500 students. Thirty four applications available from Universiti Utara Malaysia Learning information system (Learningzone) were grouped into six categories that served as e-learning benchmarks to assess the uptake of e-learning among undergraduates. The results show that accessing for course materials, communications, viewing information are the commonly used applications while helpdesks and support, and link to other centres are least popular among undergraduates.
Middle School Girls and the &quot;Leaky Pipeline&quot; to Leadership
Author: Shapiro, Mary
Date: 2015-05-00
Type: Journal Articles
Subjects: Middle School Students,Females,Barriers,Career Development,Self Concept,Expectation,Preadolescents,Early Adolescents,Gender Differences,Environmental Influences,Youth Programs,Secondary School Curriculum,Teacher Influence,Individual Characteristics,Self Efficacy,Social Cognition,Context Effect,Parent Influence,Books,Mass Media Effects,Gender Issues,Grade 6,Grade 7,Grade 8,Occupational Aspiration,STEM Education,Leadership,Surveys,Factor Analysis

Why do girls perform so well academically yet lose ground as professional women? This diminishing number of women up the leadership hierarchy is often referred to as the &quot;leaky pipeline,&quot; and attributed to many factors: external ones such as work environments not conducive to work/life balance, and internal ones such as women's own leadership aspirations (Eagly &amp; Carli, 2007). How early does that &quot;leak&quot; begin? Though much research has focused on college-age and adult women, little quantitative analysis has been done with younger girls. The purpose of this research is to study middle school girls to determine whether limiting factors in relation to career opportunities, expectations, and self-beliefs might emerge as early as 10 to 12 years of age. The authors also sought to understand how middle school curricula, programs, and educators might be empowered with specific knowledge to counteract or mitigate these factors. To that end, this research examines what middle schoolers think about careers and what factors may influence their nascent aspirations. Researchers also wanted to know what impact, if any, single-sex environments, here proxied by membership in one organization, the Girl Scouts, might have on young girls' career goals.
Proficient Readers' Reading Behavior in Taiwan: The Study of Young Chinese Readers
Author: Chang, Li-Chun
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,Preschool Children,Preschool Evaluation,Phonetics,Character Recognition,Kindergarten,Chinese,Language Proficiency,Correlation,Regression (Statistics),Statistical Analysis,Miscue Analysis,Error Patterns,Reading Strategies,Reading Fluency,Reading Ability,Syntax,Semantics,Predictor Variables,Reading Habits

The purpose of this study was to explore the reading behavior of young proficient Chinese readers at preschool age. Especially, the roles of phonetic skill and Chinese Character recognition in reading comprehension were explored. 10 kindergartens were recruited to participate in the study. Subjects were 72-98 kindergarten children. Instruments include 5 measures of language assessments. Pearson product-moment correlation, ANOVA and stepwise regression were used to analyze quantitative data. Reading miscue analysis was employed to analyze children's reading style and error patterns. The results found: (1) Word recognition was a better predictor in reading fluency when comparing with Chinese phonic spelling ability, (2) Reading fluency was positively correlated with reading comprehension, (3) There were 4 types of young readers, (4) Balanced readers had the best reading comprehension abilities, (5) Young children used mostly syntax and semantics clues in miscue analysis, and (6) Reading fluency and PPVT were the two best early predictors for later reading comprehension abilities.
Active Learning in the Middle Grades
Author: Edwards, Susan
Date: 2015-05-00
Type: Journal Articles
Subjects: Active Learning,Middle School Students,Planning,Middle School Teachers,State Standards,Academic Standards,Alignment (Education),Learner Engagement,Cognitive Development,Teaching Methods,Social Development,Physical Development,Early Adolescents,Adolescent Development,Mathematics Instruction,Language Arts,Science Instruction,Social Studies

What is active learning and what does it look like in the classroom? If students are participating in active learning, they are playing a more engaged role in the learning process and are not overly reliant on the teacher (Bransford, Brown, &amp; Cocking, 2003; Petress, 2008). The purpose of this article is to propose a framework to describe and plan for different types of active learning instruction in middle grades classrooms. All of the teachers highlighted in this article were able to meet the standards that they are responsible for teaching. In some cases these were Common Core Standards, and in some cases these were state standards.
Tracking the PhD Students' Daily Computer Use
Author: Sim, Kwong Nui
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Use,Computer Uses in Education,Doctoral Degrees,Doctoral Programs,Graduate Students,Cohort Analysis,Data Analysis,Student Research,Educational Practices,Use Studies,Electronic Learning,Self Disclosure (Individuals),Study Habits,Courseware,Mail Surveys,Student Surveys,Questionnaires,Time Factors (Learning),Incidence,Foreign Countries

This study investigated PhD students' computer activities in their daily research practice. Software that tracks computer usage (Manic Time) was installed on the computers of nine PhD students, who were at their early, mid and final stage in doing their doctoral research in four different discipline areas (Commerce, Humanities, Health Sciences and Sciences) at the University of Otago in 2013. These students self-reported as being skilled computer users. Analysis of the data revealed no significant difference in computer use within this cohort of students despite the stage of their PhD and discipline backgrounds. The findings suggest that these PhD students seemed to regard their doctoral research as a full time job but they generally only engaged with basic built-in software applications in their daily research practice.
Swedish Lower Secondary School Teachers' Perceptions and Experiences Regarding Homework
Author: Gu, Limin
Date: 2015-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Homework,Foreign Countries,Online Surveys,Qualitative Research,Statistical Analysis,Skill Development,Educational Benefits,Feedback (Response),Educational Quality,Assignments,Instructional Effectiveness

This study investigates homework in Swedish lower secondary schools: teachers' perceptions and experiences about it and their understanding of its potentials and challenges for students' learning and development. Data collected through an online survey (N = 201) mixed standardized questions and open questions. Descriptive statistics and qualitative interpretive principles fueled data processing and analysis. The main result indicated that most teachers assign homework and believe it will benefit students' learning when it addresses consolidating and reinforcing knowledge already taught and increases skills through repetition. They regard appropriation and variation of homework and feedback as important to homework activities and effects. The teachers experience uneven attitudes to and outcomes of homework among students. Most schools organize homework assistance activities to smooth out this unevenness and to improve homework completion and quality. The findings highlight the educational implications of critical reflections on the design of homework and the quality of homework assignments.
Elaboration and Organization Strategies Used by Prospective Class Teachers While Studying Social Studies Education Textbooks
Author: Tay, Bayram
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teacher Education,Preservice Teachers,Learning Strategies,Cognitive Style,Textbook Research,Textbook Evaluation,Textbook Content,Qualitative Research,Notetaking,Questioning Techniques,Visual Aids,Concept Mapping,Content Analysis,Foreign Countries

Problem Statement: Students spend a considerable amount of their time studying from textbooks, which play an important role in their learning activities. The strategies students use to learn work as guides, requiring them to mentally process, make sense of and internalize information offered to them during the instructional process. Of these, elaboration and organization strategies enable students to establish internal and external links among different pieces of information. Knowing the elaboration and organization strategies used by prospective class teachers when teaching from social studies education textbooks would benefit curriculum designers as well as all education stakeholders. Purpose of the Study: The purpose of this study is to describe how prospective class teachers use elaboration and organization strategies as they study their social studies education textbook. Methods: Data was collected through analysing 235 social studies education textbooks used by prospective class teachers. As the data source was a textbook, document and content analysis techniques were employed. Findings and Results: The prospective class teachers in this study used the following elaboration strategies while studying the social studies education textbook: 90.3% took notes , 81.7% summarized information in their own words, 45.5% used grouping, and 3% formed questions. A moderate relationship existed between the categories of note-taking and summarizing. As for organization strategies, 43.8% created outlines, 33.2% made matrices, charts and tables, 21.2% used concept maps, and 9.8% used information mapping. No prospective class teacher seemed to be using hierarchical structures. Outlining and concept-mapping were found to be moderately related to making matrices, charts and tables. Conclusions and Recommendations: Prospective class teachers in this study most commonly used the elaboration strategy of note-taking and least commonly used question forming. As for organization strategies, outlining was the most common and information mapping, the least. No prospective class teacher used hierarchical structures. These results suggest that prospective class teachers make little use of elaboration and organization strategies when studying from their social studies education textbooks, and may need learning strategy training. The results also suggest that the elaboration and organization strategies that prospective class teachers rarely or never use should be modeled in social studies education textbooks.
Parents' Voluntary Contributions to Primary Schools Which Are Not Directly Monetary
Author: Yolcu, Hüseyin
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Elementary Schools,Surveys,Public Schools,Statistical Analysis,Administrator Attitudes,Volunteers,Age Differences,Gender Differences,Employment Level,Educational Attainment,Socioeconomic Status,Geographic Location,School Size,Principals,Assistant Principals,Interviews,Teacher Attitudes,Social Development,Cultural Awareness,Test Validity,Test Reliability,Test Construction,Educational Resources

Problem statement: A significant decrease has been recently observed in the resources for education allocated from Turkey's public budget, despite the increasing number of teachers and students. It is possible to better observe this trend at the primary education stage, which is compulsory and free at public schools through law no 42 under the Constitution. Allocating fewer resources from the public budget for primary education has led to parents' contributing more to primary education financing. Moreover, parents' contributions to these schools are not limited to monetary contributions. Through various projects and regulations, parents are expected to contribute voluntarily and in an indirectly monetary way, such as helping with office work, working in measurement-assessment services, participating in school trips, etc. Purpose of the study: This study aims to present the type of parents' voluntary, but not directly monetary, contributions to schools according to school administrators' views, and assess whether these contributions differ in sub dimensions of the scale and in other variables. Method: The research is a survey model, and 443 public schools located in five central districts (Altindag, Mamak, Keçiören, Yenimahalle, and Çankaya) within the borders of Ankara Metropolitan Municipality constitute the population of the research. The data in the study were obtained by using a scale of 26 items. This scale measures parents' nonmonetary but voluntary contributions to schools in three dimensions. Descriptive analyses, t test, and one-way variance analysis were used in data analysis. Results: The school administrators' opinions on parents' voluntary and indirectly monetary contribution to schools did not differ meaningfully in regards to age, gender, seniority level, position, or educational background in any of the dimensions in the scale. Furthermore, observed results differed in the SEL of the schools, such as where they are located and the number of students. Discussion and conclusion: According to the findings of the research, parents' non-monetary but voluntary contributions to school management, educational and social-cultural activities increase as the SEL of the area where the school is located changes from the lowest to the highest. Furthermore, while parents' non-monetary but voluntary contributions to school management and instructional activities do not change meaningfully in relation to the student population, they differ meaningfully regarding their contributions to social-cultural activities in parallel to the student population.
Higher Officials' Training Needs on Managerial Competencies in Spanish Universities: Preliminary Findings
Author: Pomeda, Jesús Rodríguez
Date: 2013-00-00
Type: Journal Articles
Subjects: Universities,College Administration,Foreign Countries,Administrator Attitudes,Administrator Qualifications,Educational Change,Total Quality Management,Organizational Change,Strategic Planning,Educational Finance,Reliability,Leadership,Self Esteem,Information Seeking,Achievement Need,Concept Formation,Thinking Skills,Leadership Effectiveness,Administrator Behavior,Classification,Models,Online Surveys,Correlation,Likert Scales,Factor Analysis

Problem Statement. What the self-perceptions of higher officials in Spanish universities are about the main competencies required in their daily tasks. Purpose of Study. To analyze what the main competencies are in the professional behaviour of higher officials at Spanish universities. The improvement of their competencies through a systematic educative framework would be based on what gaps are found to exist in their competencies. Methods. Principal component analysis: After dealing with sample size, we have analyzed the Kaiser-Meyer-Olkin (KMO) statistic of sampling adequacy and the Bartlett's Test of Sphericity. After that, we ran the component extraction and the interpretation of the components based on oblique rotation. The last task was to check the reliability of the scale used. Findings and Results. Spanish universities' higher officials consider that four competencies have paramount relevance now: organizational transformation (command of change management models, total quality management, and Higher education finance models); strategic management (strategic planning, general and team management); leadership (self-confidence, impact and influence on others); theoretical reflection previous to action (command of achievement orientation, conceptual thinking, information seeking, and directiveness/assertiveness). Conclusions and Recommendations. Context is a key issue of leader effectiveness in order to develop an attuned scheme of competencies, that is, a set of competencies aligned with stakeholders' perceptions about what effective leadership is. In the past, academic leaders exerted their role by applying routine behaviours based on command-and-control schemes within the limits established by the principal stakeholder surveillance. However, the literature increasingly recognizes that single prescriptions for leadership excellence no longer work. When the winds of change blow harder, leaders must be equipped with a broad and complex array of knowledge and skills, that is, a brand-new portfolio of leadership competencies. This must be the goal for any formal training program.
Metaphors for the Internet Used by Nursing Students in Turkey: A Qualitative Research
Author: Senyuva, Emine
Date: 2013-00-00
Type: Journal Articles
Subjects: Figurative Language,Nursing Education,Language Usage,Statistical Analysis,Foreign Countries,Internet,Qualitative Research,Student Attitudes,Content Analysis,Undergraduate Students,Information Sources,Grades (Scholastic),Secondary Schools

Purpose of Study: This study was conducted within the scope of a qualitative and quantitative study pattern in order to determine nursing students' perceptions of the Internet through metaphors and the variables affecting such metaphors. Method: The study sampling included all undergraduate students (575 individuals) attending a nursing school during the 2009-2010 spring semester. The entire population was targeted in the study; 500 students volunteered to participate, and 87.0% of the population was reached. The data were collected using an information form consisting of 9 questions identifying the socio-demographic attributes and Internet use habits of the students, and each student was asked to complete the sentence &quot;Internet is like…………because……………..&quot; in order to determine their perceptions relating to the concept of the Internet. The data were analysed using qualitative (content analysis) and quantitative (frequency, chi-square) data analysis methods. Findings: It was found that 25.5% of the nursing students were freshmen, 24.9% were juniors, 26.5% were sophomores, and 23.1% were seniors; 85.7% were female and 14.3% were male; and their average age was 21.32 ± 1.89%. The nursing students produced 204 valid metaphors in relation to the concept of the Internet. The top 3 metaphors were library (n: 51, 10.2%), world (n: 32, 6.4%), and book (n: 17, 3.4%). The metaphors produced by the nursing students in relation to the concept of the Internet were collected under 10 conceptual categories in terms of their common properties. With regard to the perceptions of the nursing students relating to the concept of the Internet, the predominant categories were &quot;the Internet as a source of information&quot; (133 students, 51 metaphors), &quot;the Internet as a harmful tool&quot; (109 students, 44 metaphors), &quot;the Internet both as useful and harmful&quot; (74 students, 56 metaphors), and &quot;the Internet as a comprehensive tool&quot; (91 students, 50 metaphors). It was also found that the conceptual categories did not show any difference according to the grades of the nursing students, the secondary school they graduated from, their Internet use habits, their primary purpose of using the Internet, and the place from where they connected to the Internet (p &gt; 0.05). Conclusions and Recommendations: Results showed that a majority of the nursing students perceived the Internet as a source of information but stated that it should be used consciously. In line with these findings, metaphors can be used as a powerful study tool in determining, understanding, and explaining personal perceptions and mental images in relation with the Internet.