ethanporcaro/eric-fulltext-meta huggingface dataset:
Parental Stress and Parent-Child Relationships in Recently Divorced, Custodial Mothers
Author: Murphy, Kelly L.
Date: 2018-06-00
Type: Journal Articles
Subjects: Parent Child Relationship,Mothers,Divorce,Stress Variables,Child Rearing,Children,Correlation,Sons,Satisfaction,Child Custody,Role Conflict,Attachment Behavior

Divorce often creates significant stress that can have an impact on parent-child relationship satisfaction. The purpose of this study was to examine the predictive relationship between parental stress as measured by the Parenting Stress Index, 4th Edition, Short Form (PSI-4-SF) and the parent-child relationship satisfaction as measured by the Parent-Child Relationship Inventory (PCRI) following a separation or divorce. A sample of 17 recently separated or divorced, custodial mothers who had at least one child between the ages 5-13 years were recruited through local schools. Participants completed the PSI-4-SF, the PCRI, and a demographics questionnaire online. A correlation and regression analysis were conducted to analyze the relationship between parental stress and the level of parent-child relationship satisfaction, which was found to possess a significant negative relationship. The stress of the mother was found to affect the parent-child relationship. Neither child gender or child age influenced the relationship between parental stress and parent-child relationship satisfaction. However, mother's with sons reported higher parental satisfaction than mothers with daughters.
Interactivity, Connectedness and &apos;Teacher-Presence&apos;: Engaging and Retaining Students Online
Author: Stone, Cathy
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,School Holding Power,Academic Persistence,Online Courses,Teacher Student Relationship,Learner Engagement,Electronic Learning,Distance Education,Curriculum Design,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Educational Change

An increasing number of students entering Australian higher education are choosing to study in an online mode. Attrition rates for online students are considerably higher than for students studying primarily on-campus, with evidence suggesting that the isolation of online study combined with the challenges of technology, academic expectations and pressure from other areas of students' lives, are significant contributors to this. However, there is also evidence to indicate that a supportive and engaging online teaching and learning environment, can help to mitigate against these difficulties and lead to increased student retention. This paper outlines the findings from a recent study with 16 universities, which demonstrated the importance of online 'teacher presence', combined with engaging, inclusive and interactive design, content and delivery. One example is provided of changes implemented in an online unit of study at a regional Australian university, in response to these findings, with positive effects on student engagement. Such changes at the individual unit level can indeed make a positive difference on a small scale; however, institutional commitment to improving the quality of online education is needed to extend such successes to the broader online student population.
A Systematic Review on Age 11-16 Ethnic Minority Students&apos; Attitudes toward Science and Aspirations for Science Careers
Author: Rundgren, Shu-Nu Chang
Date: 2018-12-00
Type: Journal Articles
Subjects: Adolescents,Minority Group Students,Occupational Aspiration,Science Careers,Secondary School Students,Disproportionate Representation,Research Reports,Gender Differences,Parent Influence,Peer Influence,Self Concept,Ethnicity,Cultural Capital,Science Education,Student Attitudes

Ethnic minority students have long been underrepresented in the field of science due to social, cultural and economic factors. Understanding how their attitudes toward science and aspirations for science careers formed and developed during secondary educational level is critical to support them live their full potential for science. Numerous studies have been conduced on this topic, however a systematic examination of these studies is lacking. This research is a systematic literature review that aims to select and investigate empirical studies in the ERIC database in the timeframe from 2005 to 2017 to understand age 11-16 ethnic minority students' attitudes toward science and their aspiration for science careers. A total of 10 literature with empirical studies were identified after screening the literature with specific criteria. The factors that influence ethnic minority students' attitudes toward science and their aspiration for science careers are presented. The limitations in the previous research are discussed to provide recommendation for future research.
Demand for Education in Kenya: The Effect of School Uniform Cost on Access to Secondary Education
Author: Mutegi, Reuben Gitonga
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Demand,School Uniforms,Costs,Access to Education,Secondary Education,Secondary School Students,Gender Differences,Boarding Schools,Day Schools

This paper examines the actual cost of school uniform by age, gender, class and type of school and how it influences pupils' access to secondary education in Kenya. The study used correlational research design and targeted all the 26 secondary school principals and 23,275 household heads in Tharaka south Sub-county, Kenya. The sample size constituted all the 26 school principals and 393 household heads sampled using Yamane (1967) formulae. The data was collected from school principals using questionnaires and from household heads using interview guide. The data was analysed using descriptive statistics such as percentages, means and standard deviation as inferential statistics like correlation and t-test. Through data analysis, the study established that the cost of uniform for girls is 12% higher than that of boys. It also found that students in boarding schools spend more on school uniform compared to those in day schools at Ksh 4,779 and Ksh 4,143 respectively. The study also revealed a variation on cost of uniform in relation to class level where on average, a student in Form 1 spends Ksh 5,375 on uniform compared to those in Form 2 who spends Ksh 4,706, Form three Ksh 3,917 and Form four 4,325 respectively. Finally, the study established that, there is a relationship between the cost of school uniform and access to secondary education (r = 0.834, N=333, p&lt;0.0010) implying that the cost of school uniform determines pupils chances to access secondary education in Kenya. The results lead to a recommendation that the government of Kenya in partnership with other educational stakeholders should subsidise the cost of school uniforms for the government achieve 100% transition rate from primary to secondary educations as envisioned in the policy of Free Day Secondary Education.
Human Capital Development as a Requisite for Organizational Performance within Private Universities in Kenya
Author: Jonyo, Bonn Odera
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Human Capital,Private Colleges,Universities,Organizational Development,Organizational Effectiveness,Best Practices,Educational Practices,Human Resources

Sub-Saharan Africa trails other regions in the realm of key human development indicators, produces less than 1 percent of the global research output despite having 12.5 percent of the global population. If the region is to improve on its human capital development indicators, it must embrace action research in addressing the many developmental challenges facing it. The purpose of the study was to examine human capital development as a requisite for organizational performance in private universities in Kenya. The research question was how does human capital affect organization performance in private universities in Kenya? This was a correlational study which adopted a positivist research philosophy. The study population comprised of all the 17 private universities in Kenya accredited by Commission of University Education. ? c?nsus t?chniqu? w?s used in the study with frequency distributions, percentages ?nd m??ns w?r? us?d in d?scriptiv? st?tistic?l ?n?lysis whil?, corr?l?tions ?nd r?gr?ssion ?n?lysis w?r? us?d for inferential st?tistics. The study found that hum?n c?pit?l d?v?lopm?nt ?xpl?in?d ? signific?nt proportion of v?ri?nc? in org?niz?tion?l p?rform?nc?, R [superscript 2]= 0.515. Hum?n c?pit?l d?v?lopm?nt signific?ntly pr?dict?d org?niz?tion?l p?rform?nc?, [beta] =0.718, t(122) = 11.336, p = 0.000. Th? study concluded th?t th?r? w?s ? signific?nt relationship b?tw??n human capital development and org?niz?tion?l p?rform?nc? the dependent variable.
The Effect of Mission and Vision on Organizational Performanc? within Private Universities in Kenya
Author: Jonyo, Bonn O.
Date: 2018-06-00
Type: Journal Articles
Subjects: Private Colleges,Institutional Mission,Foreign Countries,Performance Factors,Strategic Planning,College Administration,Correlation,Budgeting,College Presidents,Deans,Department Heads,Governing Boards,Administrator Attitudes,Organizational Effectiveness

The origins of innovation is the ability to identify global trends and to assess their relevance for development. The first area of mapping could include a better understanding of these trends in higher education and innovation around the world. The purpose of the study was to examine the effect of mission and vision on organizational performance in private universities in Kenya. The specific research question is how do mission and vision affect organization performance in private universities in Kenya? This was a correlational study which adopted a positivist philosophy. The study population comprised of all the 17 private universities in Kenya accredited by Commission of University Education. Th? unit of ?n?lysis w?s th? board of directors, vic? ch?nc?llors, h??ds of d?p?rtm?nts (fin?nc?, sports, hum?n r?sourc?, r?s??rch, qu?lity ?ssur?nc?) ?nd ?c?d?mic d??ns (busin?ss school) which w?s 136. ? c?nsus t?chniqu? w?s us?d in the study with frequency distributions, percentages ?nd m??ns for d?scriptiv? st?tistic?l ?n?lysis whil? corr?l?tions ?nd r?gr?ssion ?n?lyses w?r? us?d for inf?r?nti?l statistics. The study found that, mission and vision explained a significant proportion of variance in organizational performance, R[superscript 2]= 0.633. Th? signific?nc? v?lu? in t?sting th? r?li?bility of th? mod?l for th? r?l?tionship b?tw??n Mission ?nd Vision on org?niz?tion?l p?rform?nc? w?s F(1, 122) = 208.929, p = 0.00. Th?r?for?, the model was found to be statistically significant in predicting the r?l?tionship b?tw??n th? study v?ri?bl?s. The study found that for every unit change in mission ?nd vision, org?niz?tion?l p?rform?nc? incr??s?s by 0.867 h?nc? implying ? positive impact of mission and vision on org?niz?tion?l p?rform?nc?. B?s?d on th? findings, th? study conclud?d th?t th?r? w?s ? signific?nt r?l?tionship b?tw??n ?ll th? ind?p?nd?nt v?ri?bl?s ?nd org?niz?tion?l p?rform?nc? the dependent variable. Th? study ?lso conclud?d th?t policy ?nd r?gul?tion positiv?ly mod?r?t?d th? r?l?tionship b?tw??n mission and vision ?nd org?niz?tion?l p?rform?nc?.
Contextual and Educational Dimensions of EFL Teacher Engagement in Second Language Acquisition Research
Author: Shafiee, Zahra
Date: 2019-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Teacher Attitudes,Masters Degrees,Bachelors Degrees,Linguistic Theory,Language Research,Foreign Countries,State Universities,Private Colleges,Comparative Analysis,Teacher Characteristics,Educational Attainment,Action Research,Research Skills,Barriers

This mixed methods study investigated the contextual and educational dimensions of engaging language teachers in second language acquisition (SLA) theory and research to inform second language pedagogy. To this end, 132 Iranian English teachers completed the questionnaire designed by Nassaji (2012) that includes both Likert-scale items and open-ended questions. The participants had academic degrees in majors related to English language. They constituted two groups of public sector (n=66) and private sector (n=66). Each group was divided in two sub-groups, one with Bachelors of Arts (B.A.) and the other with Master of Arts (M.A.). Quantitative data analyses revealed a significant difference between the perceptions of the participants of public and private sector with B.A and M.A. degrees towards the relevance and usefulness of SLA research, the role of teachers and researchers, and perceiving teacher as researcher. Moreover, analyzing the open-ended questions revealed instances of attitudes, motivations, and challenges experienced by the participants reflecting the need to use SLA theory and conduct research to enrich pedagogical practices, ability to conduct research, access, understanding research articles, and dealing with institutional constraints. The findings have implications for policy makers to encourage practice-oriented research courses and research-oriented practicums across both contexts of public and private sectors.
Emergence of Professional Identities of Novice Emirati Teachers
Author: Tennant, Lilly
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Identity,Beginning Teachers,Teacher Attitudes,Teacher Role,Teacher Responsibility,Role Perception,Self Management,Communities of Practice,Language of Instruction,Career Choice,Time Management,Classroom Techniques,Curriculum Implementation,English (Second Language),Mathematics Instruction,Science Instruction

This article explores the emergence of Emirati novice teachers' professional identity from a socio-cultural viewpoint where influences on identity are sourced internally through beliefs, attitudes, values and dispositions and externally through factors such as roles and responsibilities. Empirical data collected through individual and group interviews and analysed using content analysis, highlights both challenges and emergence of professional identity from point of graduation through to the end of the first year of teaching. The results show that influences on professional identity relate to challenges of raising learner outcomes in relation to delivery of the curriculum, managing the self in multiple contexts, and participating in school-based communities of practice. Teaching science and mathematics in English raises queries of 'self' as a teacher. Novice teachers' emerging professional identity emphasises the ethics of teaching in the UAE.
The Impact of Suggested e-Activities via Social Networks on Improving the Linguistic Skills of Arabic Speakers of Other Languages
Author: AlSaleem, Basmah Issa Ahmad
Date: 2018-06-00
Type: Journal Articles
Subjects: Learning Activities,Electronic Learning,Social Networks,Social Media,Reading Comprehension,Semitic Languages,Second Language Learning,Second Language Instruction,Foreign Students,Reading Tests,Pretests Posttests,Foreign Countries,Teaching Methods,Learning Processes,College Students,Instructional Effectiveness

This study investigated the impact of using suggested e-activities via social networks (Facebook) in enhancing linguistic skills (reading comprehension skills) for Arabic Language learners who speak other languages in the Arabic for Speakers of Other Languages Centre at The World Islamic Sciences and Education University, Jordan. Participants of the study were Arabic Language learners who speak other languages who come to Jordan from different foreign countries to learn Arabic language. The researcher hypothesized that if these learners practiced e-activities via Facebook, their reading comprehension skills may be improved. For answering questions of the study, the researcher designed a pre-post reading comprehension skills test to determine the participants' mastery for reading comprehension skills. Furthermore, she uploaded the e-activities on a Facebook account that were made available for all the participants of the study. Results revealed that the suggested e-activities via social networks media (Facebook) were effective in improving participants' reading comprehension skills. Then the study recommended that social networks media could be utilized in improving other skills such as speaking and listening.
How Teachers Find Meaning in Their Work and Effects on Their Pedagogical Practice
Author: Turner, Kristina
Date: 2019-09-00
Type: Journal Articles
Subjects: Teacher Motivation,Career Choice,Teacher Influence,Teacher Student Relationship,Collegiality,Well Being,Social Support Groups,Faculty Development,Pedagogical Content Knowledge,Educational Practices

This study addresses a gap in current literature by applying a qualitative phenomenological approach to understand how teachers with a calling orientation perceive meaning in their work. A calling orientation has been defined by Wrzesniewski, et al. (1997) as a commitment to one's work as it contributes to the greater good and makes the world a better place. Individuals' perception of participation in meaningful work has been closely linked to subjective wellbeing. The current study revealed that teachers' reported that they found meaning in their work through having an impact on their students' lives and through positive relationships with students and colleagues. However, there was an incongruence between activities that teachers find meaningful and the actual activities that they perform daily in their roles. Supporting teachers to find meaning in their work and to engage in meaningful work activities may serve to improve teacher wellbeing.
Which Strategy Promotes Retention? Intentional Vocabulary Learning, Incidental Vocabulary Learning, or a Mixture of Both?
Author: Karami, Amirreza
Date: 2019-09-00
Type: Journal Articles
Subjects: Incidental Learning,Intentional Learning,Vocabulary Development,Instructional Effectiveness,Retention (Psychology),English Instruction,English (Second Language),Learning Strategies,Foreign Countries,Adolescents,Textbooks,High School Students

The purpose of this study was to investigate whether intentional vocabulary learning, incidental vocabulary learning, or a combination of the two best prepares students for learning and retaining vocabulary in English as foreign language learning (EFL) classrooms. Three experimental groups and three control groups were selected. All groups were given a pre-test and an immediate post-test after the instruction. A delayed post-test was administered to the experimental groups after the immediate post-test. The three experimental groups received the intervention--intentional, incidental, or a combination--while the three control groups received no vocabulary learning instruction. The results show that the mixed instructed group outperformed the other two groups and retained the vocabulary longer than the other groups. Incidental vocabulary learning placed second and intentional vocabulary learning placed third.
Metacognitive Awareness Skill Level of Athletes and Sedentary Turkish University Students in Both Genders
Author: Baspinar, Sebiha Gölünük
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Physical Activity Level,Gender Differences,College Students,Student Athletes,Foreign Countries,Knowledge Level,Late Adolescents,Student Participation

Due to limited numbers of published studies regarding the relationship between sports and cognitive functions in adolescents. So, this study compares the metacognitive awareness skill (MAS) levels between athletes and sedentary Turkish University Students. Data were collected from 434 voluntary male and 493 female university students by MAS inventory including sub-dimensions of knowledge about cognition and the regulation of cognition. Mann Whitney U tests were used for comparison between two groups. Also, Spearman rank order correlations were performed to analyze the relations between participating sports activities and sub-dimensions of MAS. This study showed that there was no significant difference in the favor of athlete participants in all sub-dimensions in male and female group. In females, sedentary participants had significantly higher values than athlete counterparts in all sub-dimensions of MAS. In sedentary group, females had significantly higher values than males in the sub-dimensions of declarative knowledge, procedural knowledge, conditional knowledge and evaluation while males had significantly higher values than females in all sub-dimensions except debugging strategies in athlete group. Also, there were negative significant relationships between participation sport activities and all sub-dimensions of MASI scores in females while observing no significant relations among variables in males. It can be concluded that females in the sedentary group and male in the athlete group had significantly higher MAS values. Participation in sport activities had no positive effect on MAS scores in both genders.
Youth Perspectives on Staff Turnover in Afterschool Programs
Author: McGuiness-Carmichael, Patricia
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Labor Turnover,Faculty Mobility,After School Programs,Teacher Student Relationship,Persistence,Youth Programs,Dropouts,Teacher Selection,Student Participation,Participative Decision Making,Educational Strategies

Relationships with staff are crucial to participants' growth in youth development programs. These programs help young people develop social and emotional competencies including relationship building, defined as &quot;the ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups&quot; (Collaborative for Academic, Social, and Emotional Learning, 2017). In her work in afterschool programs, the author experiences firsthand how lasting relationships between staff and the youth and families they serve are central to the work. Staff become a touchpoint and a steady presence: connecting youth to opportunities, listening to them, and supporting them simply by being there. However, staff are not always there. Rates of staff turnover in youth-serving organizations are extremely high--as high as 40 percent per year, according to the Next Generation Youth Work Coalition (2010). To find out how young people feel about staff transitions or thinking about ways to support them when staff leave their program, she conducted research in the program in which she was working during her participation in the National Afterschool Matters Fellowship, asking youth and staff about participants' perspectives on staff transitions and on what they need to make transitions easier. Her findings suggest ways programs can support youth through staff transitions to bolster their ability both to persist in the program and to build relationships with new staff.