ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Peer-Tutoring: A Renewed Impetus for Autonomous English Learning
Author: Herrera Bohórquez, Luis Ignacio
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Instruction,Peer Teaching,Tutoring,Second Language Instruction,Second Language Learning,Electronic Learning,Undergraduate Students,Personal Autonomy

Challenges to an existing face-to-face peer-tutoring model grew into an opportunity to integrate online technologies as a support for English autonomous learning in two undergraduate teacher education programs at a Colombian public university. This qualitative study examines how a group of tutees' exposure to an online-based peer-tutoring model shapes their autonomy. Informed by data from questionnaires, a focus group interview, tutees' logs, and records of their engagement with the model's internet resources, researchers identified a change in participants' conceptualization of autonomous learning and an impact on their self-directed practices rooted in the immediacy, accessibility, comfort and availability of resources that the online peer-tutoring model favors.
The Predictive Power of the Pre-Service Teachers&apos; Self-Efficacy Beliefs upon Their Preparedness to Teach
Author: Aybek, Birsel
Date: 2019-00-00
Type: Journal Articles
Subjects: Predictor Variables,Foreign Countries,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Self Efficacy,Beliefs,Correlation,Measures (Individuals),Models

The aim of this study is to reveal the relationship between pre-service teachers' self-efficacy beliefs and preparedness to teach. In this context, the model of the research is the relational screening model. The sample of the study consisted of 407 fourth grade pre-service teachers who were studying in a state university. Data were collected using three types of data collection tools. These, personal information form, self-efficacy belief scale and being ready for teaching. In the analysis of the data, correlation analysis, descriptive and multiple linear regression analysis were used. As a result of the research, it was determined that the pre-service teachers' readiness and self-efficacy beliefs were high. In the study, it was found that there was a moderately significant and predictive relationship between the pre-service teachers' self-efficacy belief and preparedness to teach. Various suggestions have been made based on the results of the research.
Analysing Training Needs of TVET Teachers in South Africa. An Empirical Study
Author: Zinn, Bernd
Date: 2019-08-00
Type: Journal Articles
Subjects: Educational Needs,Vocational Education Teachers,Foreign Countries,Faculty Development,Vocational Schools,Public Colleges,International Cooperation,Professionalism,Reputation,Engineering Education,Economic Development,Teacher Qualifications

Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions. Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted. Findings: The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of &quot;Ambitions Goals&quot; have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers' basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enabling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers' salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques. Conclusions: Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa.
Points of Improvement: Reflective Strategy to Support Chilean EFL Pre-Service Teachers&apos; Lesson Planning
Author: Telles Quezada, Nataly
Date: 2019-00-00
Type: Journal Articles
Subjects: Lesson Plans,Foreign Countries,Preservice Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Communicative Competence (Languages),Teaching Methods,Action Research,Reflective Teaching,Language Teachers,Teacher Education Programs,Pedagogical Content Knowledge

This action research study aims to explore the contribution of the use of points of improvement as a reflective strategy to support eleven Chilean EFL pre-service teachers' ability to plan communicative-oriented lessons. Through questionnaires and a focus group, participants' responses were examined using thematic analysis. Findings yielded that their beliefs about communicative-oriented lessons were in fact linked with the communicative approach. Lastly, their perceptions towards the use of points of improvement as a reflective strategy showed more awareness in the classroom, narrowing the gap between their pedagogical and disciplinary knowledge.
Dropout Prevention in Secondary VET from Different Learning Spaces. A Social Discussion Experience
Author: Salvà, Francesca
Date: 2019-08-00
Type: Journal Articles
Subjects: Dropout Prevention,Vocational Education,Foreign Countries,Educational Strategies,Nonformal Education,Holistic Approach,Public Opinion

Context: In 2016, the early leaving from education and training (ELET) rate in the Balearic Islands, Spain, was 26.8%. According to the most recent data, the participation rate in intermediate vocational education and training (VET) was 31.5%, and the graduation rate was 53.2%. In this paper, we present the main elements of the social agreement among political and social actors, derived from social discussion, which may form the main building blocks for addressing the problems of ELET and, more specifically, dropout in VET. Approach: The social discussion was developed under the need for a broader and more inclusive vision between the formal education system and the community as well as among their agents and initiatives, the mutual understanding between the educational strategies and the models of formal and non-formal education systems and the need for a dynamic and holistic approach to experiential learning processes. As researchers, we analysed the videorecorded content of participants' contributions using three categories: problems, strategies for improvements and contributions of the work group to the social agreement. Findings: The experience evidenced the severity of the ELET problem in the Balearic Islands and proved that preventing ELET and returning people between the ages of 16 and 24 to education and training programmes must become political priorities. The social agreement reflects the consensus reached regarding the need to work in networks, encourage collaboration between formal and non-formal education and emphasise the central role of the community and the active participation of students. The proposed actions regarding VET focus on the need to establish a system that integrates VET from education and from employment systems and the need to increase the offer to connect with the needs of businesses, the territory and a new model of production. The necessity of improving the quality of the system, moving towards more inclusive education and training teachers to recognize and reduce dropout risk factors was also brought up. Conclusion: The social agreement is possible even in contexts with little tradition. The innovation of this experience lies in its equating all participants at the same level of discussion. We highlight the intersection of the variety of positions that emerged in the debates as well as the consensus reached regarding the suggested proposals to address the problem of ELET and dropout in VET in the Balearic Islands.
Beliefs about Student Achievement Held by Teachers at Dutch Universities of Applied Sciences
Author: Ballafkih, Abdel Hafid
Date: 2019-00-00
Type: Journal Articles
Subjects: Beliefs,Academic Achievement,Foreign Countries,College Students,College Faculty,Teacher Attitudes

Student achievement is a frequently debated issue in many European countries. In most public debates, it is assumed that all school-level stakeholders hold the same beliefs about student achievement. This paper contributes to the debate by presenting the results of research on the beliefs of teachers regarding student achievement. The results reveal four beliefs about student achievement held by teachers. The beliefs are centred on student efficiency, learning and enhancing skills, personal development, and active citizenship. The dominant belief is about the preparation for a profession in which a high-achieving student has good prospects of becoming a successful professional in a particular field. The results also show that the dominant belief held by school administrators (management), namely that student achievement is the same as student efficiency (how quickly students complete their studies), is questioned by teachers.
Developing Integrity University Governance Model in Indonesia
Author: Salahudin
Date: 2019-00-00
Type: Journal Articles
Subjects: Governance,Models,Foreign Countries,Universities,Higher Education,Integrity,College Administration,College Faculty,College Students

This paper aims to explain and design a model for university governance with integrity that is focused on the core and business processes of university organizations. NVivo application had been used in this research. This study revealed that universities have not shown governance with integrity. The colleges have not established the values of integrity as key content at the core of their business and the business processes of a university, namely education, research, society services, human resource management, budgeting, cooperation, infrastructure, and leadership. Furthermore, corruption practices in university governance have been widespread. Therefore, by using method of Strategic Analysis Surfacing and Testing (SAST), this paper also formulates a model of university governance with integrity that puts emphasis on strengthening the core and business processes of university organizations and strengthening the organizational values of university institutions including culture, norms, regulation, management, and organizational structure.
The Factor Analysis of Knowledge Management Process for Public University Lecturers in Bangkok
Author: Cruthaka, Chomsupak
Date: 2019-00-00
Type: Journal Articles
Subjects: Factor Analysis,Knowledge Management,Public Colleges,College Faculty,Foreign Countries,Rating Scales

The objective of this research was to study the factor analysis of the knowledge management process for public university lecturers in Bangkok. The sample was 650 lecturers working in Government universities in Bangkok. The instrument used for data collection was 5 rating scales questionnaire eliciting data concerning knowledge management process of these university lecturers. The reliability of the instrument, calculated by Cronbach Alpha Coefficient is 0.95. The data analysis by using exploratory factor analysis by orthogonal rotation with the varimax method was used to extract factors. Findings: There was the knowledge management process of university lecturers ten components, described by 85 items. Loading factors ranged from 0.40 to 0.77 and they accounted for 68.77 percent of the total variance. The factors name were: (1) tacit knowledge acquisition; (2) discovery knowledge; (3) capture knowledge; (4) knowledge creating; (5) knowledge creation from research; (6) management knowledge storage; (7) knowledge storage and access; (8) knowledge sharing; (9) knowledge transfer and dissemination; and (10) learning.
The Use of Literature Circle Technique in Teachers&apos; Professional Development
Author: Avci, Süleyman
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Group Activities,Faculty Development,Vocational High Schools,Foreign Countries,Vocational Education Teachers,Communities of Practice,Reading Habits,Literature Appreciation,Teacher Collaboration,Action Research,Teacher Attitudes,Reading Attitudes,Discussion Groups

Supporting teachers for their professional development is important. Literature circle technique has a potential to create and support professional learning communities. The purpose of this research was to examine how the literature circle can be used between teachers in order to enhance their professional development. In this qualitative study the action research approach was employed. The participants of the study were seven teachers working in a vocational high school in Istanbul. The duration of the study was one year. The teachers of different subject areas read nine books using the literature circle technique. They decided which books they were going to read together, read the same book and parts, organized 2-hour discussions weekly and attended the discussions after they had delivered the technical tasks. The research data was collected with focus group interviews, questionnaire form and field notes. The research findings showed that literature circle is suitable for teachers and can be used in professional learning communities. The teachers liked it very much as it provided retentive learning, allowed for learning from each other and made literature more effective. The teachers emphasized that they noticed the individual differences among the students and started to use suitable methods thanks to the technique. The literature circle technique provided teachers with an opportunity to better know each other, share experiences and opinions about day to day teaching practices.
An Analysis of Secondary School Students&apos; Anxiety Levels According to Parameters of Gender, Grade Level, Socioeconomic Level and Reading Frequency
Author: Gençer, Yusuf
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Students,Anxiety,Gender Differences,Instructional Program Divisions,Socioeconomic Status,Reading Habits,Reading Attitudes,Grade 5,Grade 6,Grade 7,Grade 8,Foreign Countries

The aim of this study is to examine the reading anxiety levels of secondary school students according to parameters of gender, grade level, socioeconomic level and reading frequency. The total number of participants of the study is 598 who are students in a secondary school from different grade levels. In this study, reading anxiety scale and personal information form is used. The collected data is analyzed by using independent t-test, one-way analysis of variance and Pearson Product-Moment Correlation Coefficient. Just as the first result of the study, it has been found that the reading anxiety levels of secondary school students are low. No significant difference has been found between the levels of students' reading anxiety and the levels of gender and grade. However, the students' reading anxiety levels has differed significantly in favor of those with high socioeconomic level. According to the latest finding obtained from the study, the reading anxiety levels of the students has differed significantly in favor of those who have low reading frequency. Therefore, students reading less have more reading anxiety. These results obtained from the study are discussed as stated to the literature.
Augmented Reality and MS-Kinect in the Learning of Basic Mathematics: KARMLS Case
Author: Lozada-Yánez, Raúl
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Mathematics Skills,Basic Skills,Computer Assisted Instruction,Computer Simulation,Arithmetic,Elementary School Mathematics,Elementary School Students,Grade 3,Program Evaluation,Instructional Effectiveness,Computer Software,Learning Motivation

By its nature, the learning of certain complex contents has always been a focus of attention and a challenge in the study of mathematics. This fact acquires greater importance if it is about the learning of children, because the psycho-cognitive skills of this type of user, especially when they attend the first levels of Basic General Education are not yet mature. As a result, children are unable to assimilate correctly and easily certain content of an abstract nature during the early stages of mathematics learning. This study presents the results of the application of a computer system called &quot;Kinect based Augmented Reality Math Learning System - KARMLS&quot;, whose design and development uses the Augmented Reality technology and the motion sensor implemented in MS-Kinect camera. The developed application covers elementary math topics corresponding to the Basic General Education curriculum of the Republic of Ecuador. The study used an experimental quantitative approach, involving 29 third-grade children (13 girls and 16 boys), who attend to 2 Basic General Education schools in Riobamba city, Ecuador. The results that allowed to evaluate the prototype proposed in the study were obtained by means of a pretest and a posttest, which were contrasted with the students' t-test for paired samples. Through the analysis of data obtained and the discussion, it is concluded that the applied computer system had a positive effect for the learning when used as a supplementary tool in the classroom and that it was more effective in children who previously had low performance than with those of high performance. Also, the children were motivated and with positive attitudes regarding the use of the analyzed software.
How to Supervise International PhD Students: A Narrative Inquiry Study
Author: Hussain, Mudassir
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Supervision,Foreign Countries,Supervisor Supervisee Relationship,Student Research,Student Motivation,Student Empowerment,Academic Achievement,Success,Learner Engagement,Caring,Student Satisfaction,Life Satisfaction,Motivation Techniques,Expectation,Meetings,Feedback (Response),Guidance,Teamwork

This narrative inquiry study was undertaken, recruiting 06 successful PhD students in China. The participants were invited and semi-structured interviews were taken one-by-one. The study aimed to explore information about supervisor-supervisee relationship and factors that motivate international PhD students to enhance their research outcomes in a cross-cultural environment. The qualitative data were coded, using QDA miner lite software. After the formation of initial codes, five major categories were emerged included: empowerment, usefulness, success, interest and caring. Each category represented the respective component of MUSIC model of academic motivation (Jones, 2009). The findings illustrated that International PhD students are satisfied with work and life. The supervisors used effective strategies to motivate international PhD supervisees to enhance academic outcomes. The study uncovered students' expectations which included: formal meetings, feedback, guidance, and team work. Based on study findings and results, the MUSIC model can be used as supervision strategy. It is a comprehensive model where all of its five components cover the supervisees' expectations.
Integration of Information and Communication Technologies in Teaching by Female Academic Teaching Staff in the Higher Education Sector in Mauritius
Author: Baguant, Noshmee D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Technology Integration,Information Technology,Women Faculty,College Faculty,Higher Education,Foreign Countries,Gender Bias,Sex Fairness,Educational Policy

Information and Communication Technologies (ICT) is increasingly being used to support the process of academic teaching in the higher education sector. However, it is imperative to understand the causes for minimal utilisation of ICT tools by female academic teaching staff in their teaching process, resulting in gender inequity in technology. The research examined the correlation between ICT integration in the teaching process by female academic teaching staff in the higher education sector in Mauritius and the factors that could improve such integration in line. Futures thinking methodology was used for this study to address policy, strategies and actions to support appropriate futures. It comprised an evaluation of the sources and causes of change to map a probable future and a preferable future. The future thinking methods included signalling, horizon scanning, future wheel analysis, alternate futures framework and determining scenarios. As a result of the research, recommendations were made to assist policy makers and decision makers to develop evidence based policies to address gender inequity in the use of technology in higher education.
Student Evaluation of Teaching in Higher Education: Evidence from Hong Kong
Author: Jin, Jang C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation of Teacher Performance,Student Attitudes,Teacher Effectiveness,Talent,Scores,Foreign Students,Student Characteristics,College Faculty,Comparative Analysis,Correlation,Grades (Scholastic),Class Size,Attribution Theory,Models,Tests,College Students,Teacher Student Relationship,English (Second Language),Language Proficiency

This paper examines empirically the determinants of student evaluation of teaching (SET). Empirical models were specified and estimated using the SET data collected in Hong Kong over six academic years. A key finding is that three different origins of students had a differentiated impact on teaching evaluation. In particular, students from mainland China appreciated and rated teaching favorably, and hence the more mainland talents in the class, the higher the class-average SET scores. However, local Hong Kong students valued teaching and learning effectiveness unfavorably. Exchange students from abroad also dropped the class-average SET scores, as well as class-average student performance. The results suggest that raw SET scores should be used with care if classes are unbalanced with a large group of atypical students who work less but blame instructors for everything.