ethanporcaro/eric-fulltext-meta huggingface dataset:
The Applicability Factors on the Implementation of Performance Based Funding Mechanism at Malaysian Public Universities
Author: Ahmad, Abd Rahman
Date: 2020-00-00
Type: Journal Articles
Subjects: Public Colleges,Foreign Countries,Educational Finance,Financial Support,Performance,Institutional Autonomy,Government (Administrative Body),Objectives,Program Implementation,Knowledge Level

The intention of this paper is to examine the applicability factors on the implementation of Performance Based Funding (PBF) mechanism in Malaysian public universities. Three applicability drivers examined in this study are consisting of government objectives, level of understanding and autonomy. Survey questionnaires were distributed to all Dean and Deputy Dean of the faculty of all 20 public universities in Malaysia. This study investigated the drivers of PBF mechanisms for Malaysian public universities. By filling the research gap, this study can serve and provide the Malaysian Government with valuable understanding with regard to the views of public universities on the implementation of PBF. This study also assessed the applicability of the implementation of PBF that may serve as a reference or guideline to the Federal Government in developing PBF and applying higher education funding policies. This study can also function as a reference guide to other nations, especially amongst developing nations considering PBF programs. The findings from the quantitative data showed that government objectives, level of understanding and autonomy have significant and positive relationships with PBF mechanism implementation. Consistent with previous studies, government objective has proven to have a significant relationship with the PBF mechanism implementation where it usually acts as a strategic planning by the government to align the institutional objectives with government objectives.
Use of Educational Films in Environmental Education as a Digital Learning Object
Author: Topal, Merve
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Films,Video Technology,Environmental Education,Instructional Effectiveness,Student Attitudes,Knowledge Level,Earth Science,Pollution,Conservation (Environment),Middle School Students,Foreign Countries,Social Responsibility,Consciousness Raising

The purpose of this study is to investigate the effects of educational movies that are used in teaching the chapter of Mystery of Earth Crust / Earth and Universe on the environment-related knowledge levels and attitudes of students. Another purpose of the study is to find out about the views of students in the experiment. As a result of the study, the knowledge test mean scores of the students after the implementation significantly differed between the groups in favor of the experiment group. Another finding in this study, no significant difference was found between the groups in terms of their mean post-test attitude scores before the implementation. For the first question, the students stated that the Mystery of Earth Crust / Earth and Universe chapter was distinct from other chapters because of some differences. For the second question, the students stated that they learned the definition, reasons, effects and types of environmental pollution, gained awareness and responsibility about the environment, learned about behaviors towards preventing environmental pollution and developed an attitude towards environmental pollution. Additionally, with the third question the students' emphasized educational movies had significant benefits for both individual outcomes and the instruction process.
Goal Setting and Learners&apos; Motivation for Extensive Reading: Forming a Virtuous Cycle
Author: Mikami, Yuka
Date: 2020-04-00
Type: Journal Articles
Subjects: Goal Orientation,Reading Motivation,Self Efficacy,Reading Programs,College Students,Student Motivation,Reading Habits,Teaching Methods,Foreign Countries,Case Studies,Private Colleges,Attitude Change,Student Attitudes,Reading Materials,Second Language Learning,Second Language Instruction,English (Second Language)

This study applied a qualitative approach and investigated the processes of motivational change through goal setting in extensive reading (ER). The one-year ER program integrating goal setting was introduced in a Japanese university. Interviews were conducted with four selected participants from among 23 students. The results revealed different patterns in students' motivational change associated with goal setting. When students used goal setting effectively, they felt a sense of achievement, enhanced their intrinsic motivation and self-efficacy, and formed a virtuous cycle toward new goals. On the other hand, when students were unable to use goal setting effectively, they repeatedly failed to achieve goals and seemed less motivated to read. This paper discusses ways to set appropriate goals for increasing reading motivation.
Incidental L2 Vocabulary Learning: Recent Developments and Implications for Future Research
Author: Thomas, Nathan
Date: 2020-04-00
Type: Journal Articles
Subjects: Incidental Learning,Second Language Learning,Vocabulary Development,Code Switching (Language),Cognitive Processes,Difficulty Level,Eye Movements,Foreign Countries,College Students,Linguistic Input,Educational Research,Reading

The incidental or implicit learning of vocabulary has long been a topic of interest in various disciplines. In studies on foreign language acquisition, reading is often the activity that researchers use to generate their findings. &quot;Reading in a Foreign Language&quot; has maintained its position at the forefront of this research, consistently publishing manuscripts that support or refute previous findings, improve upon past research designs, or offer new perspectives on existing issues. The current article adds to this ongoing collection of texts by first discussing, in brief, the extent to which incidental vocabulary learning has been shown to be possible in past research. It then discusses recent innovations in research, homing in on two studies in particular that have been selected due to their unique implications for research and practice: the use of codeswitched texts and a new construct, dynamic exposure. The discussion section will expand on the ideas these studies introduce, suggesting future directions for research and further implications for practitioners.
The Role of Vocabulary Breadth and Depth in IELTS Academic Reading Tests
Author: Chen, Chen
Date: 2020-04-00
Type: Journal Articles
Subjects: Reading Tests,Correlation,Foreign Countries,Second Language Learning,Language Tests,English (Second Language),Vocabulary Skills,Academic Language,Reading Achievement,Scores,Test Format,Second Language Instruction,Reading Instruction,Multiple Choice Tests,Task Analysis,Cloze Procedure,Reading Comprehension,Test Preparation

This study explored the role of vocabulary breadth and depth in second language learners' performance in IELTS academic reading tests in China. Sixty-two Chinese learners of English as a foreign language completed a vocabulary size test, a vocabulary depth test, and an IELTS reading test. Results showed that vocabulary breadth and depth both correlated significantly with IELTS reading test scores. With regard to different IELTS question types, vocabulary breadth correlated significantly with True/False/Not Given questions, whereas vocabulary depth correlated more significantly with Multiple Choice, Matching Headings, and Sentence Completion tasks. Results of a multiple regression model indicated the increase of vocabulary size needed to improve certain IELTS band scores. This study has theoretical implications for broadening the conceptualisation of vocabulary depth, as well as pedagogical implications for supporting students' second language reading development.
Effect of Divergent Thinking Models Based on Bitmap Graphical Sources towards Student&apos;s Achievement in Exploring Fact Essay Writing Content
Author: Ayob, Adenan
Date: 2020-00-00
Type: Journal Articles
Subjects: Creative Thinking,Foreign Countries,Writing Instruction,Essays,Secondary School Students,Thinking Skills,Multimedia Instruction,Writing Achievement,Computer Graphics,Critical Thinking,Instructional Effectiveness,Indonesian Languages,Native Language Instruction

The purpose of this research is to study the effect of divergent thinking models based on bitmap graphical sources towards student's achievement in exploring fact essay writing content. The quasi-experimental method was used in this study through quantitative research design. The sample consisted of 30 form four students of one of the schools in the Bangsar Zone, Federal Territory, Kuala Lumpur. This group of students was determined by the school itself. They are in the context of an intact group. The data were analyzed descriptively and inferentially. Descriptive data is mean and standard deviation. The data were also analyzed inferentially using ANCOVA. The result shows that the value of F = (1,27) = 13.1 with the significance level &lt;0.05. This indicates that there is a significant difference between pre-test and post-test. In terms of implications, the model is particularly useful in the study of fact-writing for form four students. This is reflected through the improvement in student's achievement between pre-test and posttest.
A Comparative Analysis of Traditional and Online Counselor Training Program Delivery and Instruction
Author: Haddock, Laura
Date: 2020-00-00
Type: Journal Articles
Subjects: Counselor Training,Online Courses,Conventional Instruction,Delivery Systems,Distance Education,Accreditation (Institutions),Andragogy,Learner Engagement,Curriculum Development,Student Development,Student Evaluation,Skill Development,Asynchronous Communication,Student Characteristics,Graduate Students

Computer-enhanced counselor education dates as far back as 1984, and since that time counselor training programs have expanded to include instructional delivery in traditional, hybrid, and fully online programs. While traditional schools still house a majority of accredited programs, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) has accredited almost 40 fully online counselor education programs. The purpose of this article is to outline the similarities and differences between CACREP-accredited online or distance education and traditional program delivery and instruction. Topics include andragogy, engagement, curriculum, instruction, assessment, and gatekeeping.
Student Selection, Development, and Retention: A Commentary on Supporting Student Success in Distance Counselor Education
Author: Dixon-Saxon, Savitri
Date: 2020-00-00
Type: Journal Articles
Subjects: Counselor Training,Distance Education,Educational Technology,Graduate Students,Success,Admission Criteria,Student Development,School Holding Power,Academic Persistence,Leadership Responsibility,Teacher Responsibility,College Faculty,Student Needs,Student Characteristics,Andragogy,Technological Literacy,Information Dissemination,Interpersonal Relationship,Learner Engagement,Feedback (Response)

This article reviews relevant research that provides context for a commentary by two long-time distance counselor educators and supervisors with over 35 years of combined professional experience. The authors explore factors that support successful outcomes for graduate students within distance counselor education programs, which include how students are selected, supported in their development, and retained in the program. Discussion targets how distance learning promotes open access to students who historically have been marginalized, who are living in rural areas, and who have not had the same access to educational opportunities. We focus on the roles and responsibilities of institutional and program leadership and program faculty in the areas of building and sustaining a learning community, faculty engagement in and out of the classroom, and retention and gatekeeping of students. Finally, we discuss considerations for building and sustaining credibility within the university culture, supporting the specialized needs of a CACREP [Council for the Accreditation of Counseling and Related Educational Programs]-accredited program, and managing the student-program relationship.
Cross-Validation of the Mental Distress Response Scale: Implications for Counselors
Author: Kalkbrenner, Michael T.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Counselors,Mental Health,College Faculty,Higher Education,College Students,Student Needs,School Counseling,Counselor Role,Teacher Role,At Risk Students,Test Validity,Test Reliability,Psychometrics

College counselors work collaboratively with professionals in a variety of disciplines in higher education to coordinate gatekeeper training to prepare university community members to recognize and refer students in mental distress to support services. This article describes the cross-validation of scores on the Mental Distress Response Scale (MDRS), a questionnaire for appraising university community members' responses to encountering a student in mental distress, with a sample of faculty members. A confirmatory factor analysis revealed the dimensions of the MDRS were estimated adequately. Results also revealed demographic differences in faculty members' responses to encountering a student in mental distress. The MDRS has implications for augmenting the outreach efforts of college counselors. For example, the MDRS has potential utility for enhancing campus-wide mental health screening efforts. The MDRS also has implications for supporting psychoeducation efforts, including gatekeeper training workshops, for professional counselors practicing in college settings.
Incidence of Intentional Nondisclosure in Clinical Supervision by Prelicensed Counselors
Author: Cook, Ryan M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Supervision,Counselors,Self Disclosure (Individuals),Incidence,Supervisor Supervisee Relationship

This study examined the incidence of intentional nondisclosure by postgraduate, prelicensed counselors receiving supervision as they pursue licensure, which has not been previously examined. Examining the responses of 107 prelicensed counselors, we found that 95.3% reported withholding some degree of information from their supervisors, and 53.3% completely withheld a concern from their supervisors. Participants completely withheld supervision-related incidents (e.g., negative reactions to supervisor, questioning supervisor's competency) more frequently than they withheld client-related incidents (e.g., clinical mistakes, personal issues). We offer strategies for prelicensed counselors, supervisors, counselor educators, and counselor credentialing bodies to reduce intentional nondisclosure. These strategies include creating a collaborative environment, developing supervision contracts, and attending to power differentials in supervision.
Online Clinical Training in the Virtual Remote Environment: Challenges, Opportunities, and Solutions
Author: Chen, Szu-Yu
Date: 2020-00-00
Type: Journal Articles
Subjects: Clinical Experience,Counselor Training,Distance Education,Virtual Classrooms,Synchronous Communication,Educational Quality,Group Counseling,Skill Development,Practicums,Internship Programs,Masters Programs,Teacher Student Relationship,Technology Integration,Student Evaluation,Online Courses,Youth

This article focuses on the clinical training aspects of a distance counselor education program and highlights what clinical courses look like in an online synchronized classroom. Using three courses as examples, including group counseling, child and adolescent counseling, and practicum and internship, the authors share unique challenges they have encountered and solutions they have adopted when training distance students on counseling skills. The authors further discuss pedagogy, teaching strategies, and assessments that have been utilized to engage diverse distance learners in synchronized class meetings in order to maintain equivalent quality and learning outcomes with traditional clinical training methods. Finally, the authors provide recommendations for future research to increase and solidify the reality of distance clinical training in counselor education programs.
The Relationship between Participation in Out-of-Class Activities and Cognitive and Social Outcomes of Korean College Students
Author: Bae, Sang Hoon
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Participation,Communities of Practice,Student Research,Undergraduate Students,Service Learning,Internship Programs,College Housing,Learner Engagement,Student Experience,Social Development,Cognitive Development,Student Characteristics

In the era of the 4th Industrial Revolution, higher education institutions should change practices of educational programs and services, which are mainly based on traditional classroom-based instructions, to allow students to have more diverse experiences. Since college students spend relatively more time engaged in out-of-class activities than attending regular courses, it is necessary to examine how participating in out-of-class programs is related to cultivation of the competencies that the future demands. This study explores the relationship between out-of-class activity participation and perceived change in cognitive and social outcomes of Korean college students. Five out-of-class activities were examined: learning community, undergraduate research, service learning, internship, and residential college programs. K-NSSE (Korea-National Survey of Student Engagement) data were analyzed using hierarchical linear model analysis. The study findings are consistent with the results of previous research that demonstrated a positive association between participating in out-of-class activities and students' cognitive and social outcomes.
Student Achievement and Educational Inequality in Half- and All-Day Schools: Evidence from Germany
Author: Steinmann, Isa
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Schedules,Grade 5,Grade 7,Grade 9,Elementary Secondary Education,Reading Achievement,Mathematics Achievement,Social Status,Achievement Gap,Immigrants,Parent Background,Educational Attainment

Several countries have expanded extended education in recent years. In Germany, the most substantial educational reform is the ongoing transformation of the traditional half-day school system into an all-day school system. Among politicians, expectations are high that all-day schools will promote student achievement and reduce social achievement inequalities. To test these assumptions, we used representative data from the National Educational Panel Study (NEPS) to estimate two-level latent growth models for achievement in grades 5, 7, and 9. The analyses revealed initial achievement differences but no differences in achievement growth or changes in inequality throughout secondary school. This suggests that selection mechanisms are at work but that half- and all-day schools are not differentially effective. We discuss these findings in light of the international debate on the quality of extended education.
Extended Education -- Some Considerations on a Growing Research Field
Author: Stecher, Ludwig
Date: 2018-00-00
Type: Journal Articles
Subjects: After School Programs,Community Programs,Tutoring,Equal Education,Social Bias,Access to Education,Foreign Countries,Socioeconomic Status,School Schedules,Program Effectiveness

In most modern countries, much learning in childhood and adolescence takes place outside of regular school hours. That holds for community-based programs -- like afterschool programs -- as well as for private offerings -- like private tutoring. In the international research literature, this field of learning opportunity is called extended education. This article attempts to define the term, extended education, and to describe in some detail the common features of extended education programs and activities, focusing among other things on questions of methods, outcomes and professionals working in this field. The article addresses additionally the question whether learning in the field of extended education decreases social inequality, or, on the contrary, widens the social gap. The most important conclusion is that many relevant questions regarding social inequality and the effectiveness of extended education are still empirically open to research.
Concepts, Models, and Research of Extended Education
Author: Bae, Sang Hoon
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary,Educational Research,Educational Development,Models,Foreign Countries,Classification,After School Programs,Private Education,Tutoring,School Schedules

Extended education flourishes all over the world. Within different cultures and sociopolitical backgrounds, it takes different terms, forms, and developments across nations. Without identifying the common concepts of extended education, we may not expect further developments in extended education research. This study examined the terms that are used to describe extended education in each country. Research focus was given to the kind of connotations the terms contain -- in what ways the terms are perceived. Given that extended education in each nation has its own heritage and historicity, the study also suggested four extended education development models. The four models mainly concern the origin of extended education -- for what reasons a certain type of extended education was introduced and developed as a legitimate educational arrangement. Finally, this current study attempted to explore the common features and concepts of extended education as an area of education research and academic discipline.
Eliciting Concepts in the Field of Extended Education -- A Swedish Provoke
Author: Klerfelt, Anna
Date: 2018-00-00
Type: Journal Articles
Subjects: School Schedules,Educational Policy,Foreign Countries,Child Development,After School Programs,Child Care,Curriculum,Play,Citizenship Education,Elementary Education

The aim of this article is to contribute to the discussion concerning the concepts used in the field of extended education by scrutinising different concepts that can contribute to research and guard the specific educational attitude of extended education as viewed from a Swedish perspective. The discussion will be based on a review of concepts used in both national and international research, as well as those formulated in Swedish policy documents and traditionally used in Swedish school-age educare activity. Defining extended education as a social practice that aims at meaning making based on experiences from everyday life will be an important theoretical starting point to which the discussed concepts will be related. The significance of taking a point of departure in children's perspectives is central in the article. Finally, some newly created concepts will be suggested as significant for the development of extended education.