ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Traumatized Antenatal Mothers on Their Pre-School Children in Mt. Elgon Region, Kenya
Author: Sichari, Manson B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Trauma,Mothers,Observation,Probability,Foreign Countries,Preschool Children,Child Development,Counties,Parent Child Relationship,Prenatal Influences,Prenatal Care,Pregnancy,Disabilities,Developmental Delays,Qualitative Research,Interviews,Content Analysis

Foetus developmental vulnerability in pre-school children of traumatized antenatal mothers in Cheptais and Mount Elgon Sub-Counties, Bungoma County, Kenya is a study meant to establish the effects of trauma of the mother on the unborn child who was born and now is in pre-school level of education. Through observation by the mother during neonate, infant and childhood stages of developmental milestones in relation to the same observation of non-traumatized mothers' children. The conclusion is supported by the observation of the same children by their teachers in pre-schools. The sampling strategy involved non-probability where purposive and snow-ball observation, analysis and probability, sampling where multistage or cluster was the most appropriate for observation and units of analysis to make units of representative sample of Cheptais and Mount Elgon sub-counties. This study is designed to assist the community and the society in general to understand the need to avoid any stressful situation by expectant mothers. It is also meant to enlighten the society on the importance of taking care of their expectant mothers and to desist from encouraging a stressful environment. The study enabled the researcher to understand why there were an increased number of disabled children in the region. Whose conditions were seriously interfering with their academic work? The majority of the children born to traumatized mothers had developmental problems associated with disabilities as opposed to those mothers who resisted trauma; hence associating trauma with developmental problems of the children who were foetus at the of traumatizing episodes.
Utilization of Selected Vitality Staple Foods by Low Income Households in Ebonyi State
Author: Igba, Chimezie Elizabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Food,Low Income,Home Economics,Extension Education,Surveys,Nutrition,Nutrition Instruction,Workshops,Seminars,Security (Psychology),Hunger,Entrepreneurship,Children,Reliability,Validity,Foreign Countries

The study focused on the utilization of selected vitality foods among low income household in Ebonyi State. Specifically the study aimed at identifying vitality foods that are available, accessible and utilized by low income household in state. Descriptive survey design was used for the study. The population of the study is 2,173,501 households and the sample size is 400 households. The instrument for data collection was questionnaire and interview. The research questions were answered on individual item basis using mean, frequency and standard deviation, and t-test was used to test the hypothesis. The findings revealed among other things that vitality foods are not always available in the state; they are not always accessible and therefore not always utilized by the low income households in the state. This is contrary to US Department of Agriculture Food Guide Pyramid that children should consume three servings from the vitality foods each day to remain healthy. Based on the findings, some recommendations were made including (1) Nutrition education at the household level should be taught by Home Economics Extension workers to family members through workshops/seminars as this will encourage low income households on ways of reducing food insecurity during off seasons; and (2) Entrepreneurship education should be introduced into the school curriculum from primary to university levels of education to empower low income households financially among others.
Academic Achievements and Study Habits of College Students of District Pulwama
Author: Illahi, Bhat Younes
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Academic Achievement,Study Habits,Rural Urban Differences,Gender Differences,Cohort Analysis,Student Surveys,Measures (Individuals),Student Records,Comparative Analysis,Student Attitudes,Foreign Countries

This study was undertaken to study the academic achievement and study habits of male and female college students of district Pulwama (J and K). The sample for the study was 410 including 193 male and 217 female college students, which was further divided into different groups of rural-urban dichotomy. For this purpose descriptive survey method was used. The college students were in the age group of 19-21 years. The sample has been selected on the basis of random sampling technique. Palsane and Sharma Study Habits Inventory (PSSHI) and Aggregate marks percentage obtained by the sample subjects in their first and second year examinations were collected from the official records of the colleges. The average of these percentages for each sample subject was used as a measure of the academic achievement. The result of the study highlights that the female college students have high academic achievement as compared to male college students. On the other hand, it has been found that study habits of college female students are slightly higher than the male. The two groups under study do not show any significant difference in their study habits.
A Review on Dalith Women Empowerment in India
Author: Ramaiah, Kollapudi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Empowerment,Capacity Building,Social Justice,Socioeconomic Influences,Literacy,Constitutional Law,Civil Rights Legislation,Gender Issues,Females

Empowerment is the expansion of asserts and capabilities of poor people to participate in negotiate with influence, control and hold accountable institutions that affect their lives. Education is one of the important sources of empowering women with the knowledge, skill and self confidence necessary to participate fully in the development process. It enhances better socio-economic development. Women empowerment in India is highly dependent on several variables that include caste, class, family background and culture. Geographical location may be urban or rural and age. The barriers of dalith women empowerment are discrimination in the society, economic disadvantages, religious practices, social beliefs and violence against women. They are unable to access health and educational services, lack decision making power and face higher level of violence. There is an immediate need for empowering dalith women in present scenario.
Introduction of Core Based Subjects in the Curriculum of Technical and Vocational Institutions in Ghana: Assessment of Its Effect on Practical Training Sessions
Author: William, Otu
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Vocational Schools,Required Courses,Instructional Effectiveness,Workshops,On the Job Training,Curriculum Design,Educational Change,Surveys,Technology Education,Secondary Education

Technical education among other things focuses on training the skill manpower needs of the youth in most countries of which Ghana is no exception. This study looks at Ghana Education Service technical and vocational sector reform programme introduced in 2010 with emphasis on the introduction of compulsory core based subjects and its effect on practical training in the institutions. The study used a random sampling methodology to assess 160 students, 40 teachers and 8 workshop supervisors on the effect of the introduction of the core based subject on time for their practical training in their various fields of study.
The Fallacy of Promoting Non Native Varieties of English in Postcolonial Multilingual Settings: The Case of Cameroon English (CamE) in Cameroon
Author: Essossomo, Serges Moïse
Date: 2015-00-00
Type: Journal Articles
Subjects: Language Variation,English (Second Language),Second Language Learning,Foreign Countries,Second Language Instruction,Language Teachers,Teacher Education,Language Usage,Grammar,Vocabulary Development,Morphology (Languages),Error Analysis (Language),Sociocultural Patterns,Cultural Context,Decision Making,Language Attitudes,Standard Spoken Usage,Multilingualism,Language Planning

This research endeavour is a major contribution to the current debate on the integration of non-native varieties into the school curriculum in non-native settings. Taking the specific case of Cameroon, this work rests on the solid assumption that the promotion of CamE to the detriment of Standard British English accent is definitely a fallacy. The researcher is of the opinion that the ELT pedagogy based on the local variety of English advocated by Cameroonian scholars and researchers cannot bare fruits as Cameroonian professional users of English did not received any training on how to teach CamE; there are no pedagogic materials so far that clearly outline an approach to CamE grammar, vocabulary, morphology instruction, most of the so-called CamE characteristic features are errors and seem not to reflect the sociocultural realities of the entire country but of the Anglophone Cameroon represented by 20% in the Cameroonian landscape. Above all, decision makers on language use in Cameroon and learners prefer native varieties of English like Standard British English and American English as well as other varieties of English spoken in the Cameroonian setting to the detriment of CamE.
Language Learning through Mobile Technologies: An Opportunity for Language Learners and Teachers
Author: Bachore, Mebratu Mulatu
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Handheld Devices,Telecommunications,Teaching Methods,Second Language Instruction

These days, the innovations of technologies are contributing significantly to the quality of education in spite of their limitations. Mobile technologies are rapidly attracting new users, providing increasing capacity, and allowing more sophisticated use. Since they are becoming very accessible for individuals in most parts of the world, it has a great role in facilitating learning both in formal and informal context. Due to this, Mobile Learning (ML) was introduced and attracted the attention of educators in various academic institutions. When it comes to language learning, it is termed as Mobile Assisted Language Learning (MALL) approach as a way to be considered in the environment language learning. In line with this, various studies have been conducted in the contributions and related factors of MALL. Thus, this review carefully analyses the nature, the principles, the merits and demerits, and the challenges and opportunities with their pedagogical implications in the second or foreign language learning context.
Educational Administration and Queer Educators: Building Relationships of Inclusion and Diversity
Author: Callaghan, Tonya
Date: 2015-11-00
Type: Journal Articles
Subjects: Educational Administration,Inclusion,Social Attitudes,Homosexuality,Sexual Identity,Teacher Background,Diversity (Faculty),Sexual Orientation,Organizational Climate,Organizational Culture,Foreign Countries

The editors of this special collection of the &quot;Canadian Journal of Educational Administration and Policy&quot; open this introductory essay with the words of Margaret Mead in order to underscore an important message contained in all of the essays of this collection: education administrators and policy makers are paramount to creating learning environments that are respectful of sexual and gender diversity for all staff and students. This holds true for a variety of educational settings ranging from publicly-funded Catholic and non-Catholic kindergarten to Grade 12 schools (K-12) to higher learning settings such as colleges, universities, transnational teaching abroad programs, and adult and community education spaces. This collection represents a plethora of emergent perspectives on queer educators. The collection begins in Canada with Tonya Callaghan's empirical study, which illustrates the current struggles facing queer educators in Catholic schools in Alberta and Ontario. Jan Buterman uses life narrative as a transgender teacher in Alberta to demonstrate the &quot;Meantime&quot; that targets gender variance. Next, Kaela Jubas points out how internationalization strategies have implications for queer educators working at post-secondary institutions, and uses the University of Calgary as an example. This collection continues with the transnational work of Robert Mizzi, which points out the difficulties for gay men teaching internationally in adult education settings and compares the experiences of gay male expatriates working in Kosovo with gay male immigrants working in Toronto. This collection then takes another international turn in order to learn of some of the emergent issues facing queer educators in other countries and as a means to motivate further Canadian scholarship. Mitsunori Misawa brings attention to gay male professors of colour in the United States, and illustrates how both racism and homophobia intersect in the workplace despite the presence of equity policies. Last, we draw attention to recent developments in Australia, where Tania Ferfolja and Efty Stavrou present research from a national survey of lesbian and gay male K-12 teachers and their experiences creating a queer-positive culture and climate. The editors recognize that this collection gauges the current climate for queer educators in different work settings and realize that there is more work to be done to actually develop pluralistic and inclusive educational environments in Canada and elsewhere.
Meantime: A Brief Personal Narrative of a Trans* Teacher
Author: Buterman, Jan
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Public Education,Personal Narratives,Sexual Identity,Social Bias,Teaching Conditions,Educational Administration,Standards

In the context of Alberta public education, teachers should not expect discrimination on the basis of gender identity. However, in practice, exclusionary behaviours towards people whose gender identity is different than the sex they were assigned at birth are frequent and may encompass any and all connected to the school environment including legislators, administrators, and students. In this brief personal narrative, I explore some unexpected moments of trans* exclusion, a gap between professionalism and practice that I describe as the &quot;Meantime.&quot;
Doctrinal Disciplining of Queer Educators in Canadian Catholic Schools
Author: Callaghan, Tonya D.
Date: 2015-11-00
Type: Journal Articles
Subjects: Catholic Schools,Homosexuality,Teaching Experience,Teacher Dismissal,Critical Theory,Foreign Countries,Qualitative Research,Semi Structured Interviews,Teacher Attitudes,Vignettes,Case Studies,Personal Narratives

Little is known about the experiences of non-heterosexual educators in Canadian Catholic schools. This article reveals previously unreported data from a qualitative study that compares the treatment of and attitudes towards lesbian, gay, bisexual, transgender, and queer (lgbtq) teachers in publicly-funded Catholic school systems in the Canadian provinces of Alberta and Ontario. The findings paint a disturbing portrait. Of the 6 teacher participants in the study, 4 are no longer teaching in Catholic schools and 3 of those 4 lost their jobs for contravening Catholic doctrine about non-heterosexuality. The experiences of these gender and sexuality diverse teachers are theorized using various critical theories.
Discursive Inconvenience: The Dis/Appearing Rhetoric of LGBT Rights in Post-Secondary Internationalization Texts
Author: Jubas, Kaela
Date: 2015-11-00
Type: Journal Articles
Subjects: Public Colleges,Homosexuality,Sexual Identity,Sexual Orientation,Neoliberalism,Civil Rights,Postsecondary Education,Higher Education,Documentation,Content Analysis,Social Justice,Global Approach,Western Civilization,Cultural Differences,Educational Environment,Social Bias,Foreign Countries,International Cooperation,College Students,College Faculty

This paper outlines a preliminary document analysis of the intersection of two prominent discourses in the Western public academy: equity and internationalization. Particular dilemmas arise for people who self-identify as lesbian, gay, bisexual, or transgender (LGBT). These dilemmas, I propose, exemplify impacts of the neoliberal compulsion to let financial costs and benefits drive change. After explaining the globalizing discourses of LGBT rights and internationalization, I use texts from my home university to illustrate the implications of their convergence for post-secondary institutions and the LGBT people who work and study within them.
Sexualities on the Move: A Comparison of the Work Experiences of Gay Male Educators Teaching Overseas
Author: Mizzi, Robert C.
Date: 2015-11-00
Type: Journal Articles
Subjects: Homosexuality,Males,Teacher Characteristics,Adult Educators,Foreign Countries,Safety,Work Environment,Teaching Conditions,Sexual Orientation,Social Attitudes,Social Bias,Barriers,Interviews

This paper expands on the extant research on gay male educators by comparing two research projects on such educators who taught in international settings. One study focused on five gay, male, adult educators who relocated to Canada from countries in the Global South and the second study focused on eight gay, male, adult educators who relocated to Kosovo from countries in the Global North. Both projects demonstrated that (1) study participants are concerned with the safety and inclusiveness of their work environments, and (2) &quot;sexual orientation&quot; can be a self-limiting concept when used in education policy and practice. Recommendations for educational administrators conclude this paper.
The Color of the Rainbow Path: An Examination of the Intersection of Racist and Homophobic Bullying in U.S. Higher Education
Author: Misawa, Mitsunori
Date: 2015-11-00
Type: Journal Articles
Subjects: Bullying,Homosexuality,Social Bias,Racial Bias,Higher Education,College Faculty,Minority Group Teachers,Intervention,Prevention,Males,Social Theories,Personal Narratives,Inquiry,Interviews,Victims,Interpersonal Relationship

Recent reports of bullying in postsecondary education show that there have been an increasing number of incidents of bullying. Although previous studies focused on bullying in general, the intersectionality of various types of bullying has not been extensively examined yet in postsecondary education. The purpose of this narrative inquiry was to understand how racist homophobic bullying influenced gay male faculty of color in higher education in the United States. This article focuses on two themes, &quot;relational marginalization&quot; and &quot;positional stigmatization,&quot; and concludes with discussions and implications for practicing anti-bullyism to protect sexual minorities of color in higher education.
Workplace Experiences of Australian Lesbian and Gay Teachers: Findings from a National Survey
Author: Ferfolja, Tania
Date: 2015-11-00
Type: Journal Articles
Subjects: Homosexuality,Teacher Characteristics,Social Attitudes,Social Bias,Experience,School Culture,Work Environment,Teaching Conditions,Diversity (Faculty),Foreign Countries,Mixed Methods Research,Surveys,Teacher Attitudes,Institutional Characteristics,Likert Scales,Interviews

Historically, lesbian and gay teachers working in schools have experienced silencing, invisibility, and discrimination. This paper reports on research that examined the experiences of self-identified lesbian and gay teachers working in a variety of school types and school systems across Australia. Specifically, it explores these teachers' experiences of their sexuality in relation to factors associated with enabling or disabling a queer-positive culture and climate in the workplace. Although broader sociol-cultural discourses have increasingly accepted and even celebrated sexual diversity in Australia, especially over the last decade, resulting in a concomitant shift that has improved some employment contexts for some lesbian and gay teachers, this discussion illustrates that many school workplaces continue to produce challenges for staff that are sexuality diverse.
Teacher Collaborative Inquiry in Ontario Elementary Schools: An Analysis of Provincial and School Board Policies and Support Documents
Author: Kutsyuruba, Benjamin
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Collaboration,Inquiry,Educational Policy,Professional Education,Professional Development,Case Studies,Boards of Education,Documentation,Policy Formation,Discourse Analysis,Content Analysis,Research Methodology,Hypothesis Testing,Learning Processes,Teacher Characteristics,Data,Information Utilization,Learner Engagement,Academic Achievement,Elementary Schools,Qualitative Research,Literature Reviews

Collaborative inquiry (CI) has emerged as a dominant structure for educators' professional learning in the 21st century. The purpose of this paper is to analyze publicly available documents and policies related to CI in Ontario in order to better understand the documentary scope and spread of this professional learning model in the province. We begin by defining the parameters of CI as a dominant professional learning model before detailing our methodology for selecting and analyzing CI policies and documents at both ministry and school board levels. In our subsequent analysis, we enumerate emergent themes and findings and offer three sample case studies that illustrate how school boards in the province are documenting their experiences with CI. Finally, we conclude with a discussion of potential tensions within current CI policies as a basis for future research and policy development.
Supporting Democratic Discourses of Teacher Professionalism: The Case of the Alberta Teachers' Association
Author: Osmond-Johnson, Pamela
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching (Occupation),Professionalism,Teacher Associations,Teacher Leadership,Professional Development,Discourse Analysis,Neoliberalism,Comparative Analysis,Case Studies,Semi Structured Interviews,Teacher Participation,Teacher Attitudes,Professional Identity,Role Perception,Change Agents,Democracy

This paper explores understandings related to teacher professionalism amongst a sample of highly engaged members of the Alberta Teacher's Association (ATA). Highlighting the many ways in which the Association supported members in their bid to embody roles as leaders, learners, advocates, and policy actors, I argue that the ATA serves as a platform for the development of teacher leaders and advocates who aim to improve the quality of education on a broader scale through their work both inside and outside the classroom.