ethanporcaro/eric-fulltext-meta huggingface dataset:
Generation Z Support Autonomous Management in School: Evaluation of Teacher Candidates&apos; Views
Author: Çankaya, Ibrahim
Date: 2020-09-00
Type: Journal Articles
Subjects: Generational Differences,Young Adults,Preservice Teachers,Student Attitudes,Participative Decision Making,Foreign Countries,Achievement Tests,International Assessment,School Based Management

The aim of the study was to demonstrate the opinions of teacher candidates, who were born after 2000 and called generation Z, about the concept of school autonomy. This is quantitative research conducted according to the descriptive survey model. The data obtained is based on the responses given by teacher candidates to the &quot;School Autonomy&quot; questionnaire that was prepared for school administrators for the 2012 PISA exam. The target population of the study consisted of teacher candidates who studied in the Faculty of Education of Mugla Sitki Koçman University in Turkey in the fall semester of the 2019-2020 academic years. Questionnaires were distributed to all teacher candidates (351) in education faculty. The questionnaires were applied to face-to-face interviews with teacher candidates. Generation Z (teacher candidates) in general hold the opinion that the authority to make decisions should lie with school when it comes to determining the annual school budget, making disciplinary decisions about students, evaluating students' success, accepting students to school, choosing textbooks and determining the courses to be taught. Generation Z also believes that the ministry, provincial education directorates, and schools should cooperate in the selection of schools and the determination of their annual salaries.
Effects of Augmented Reality Applications on Academic Success and Course Attitudes in Social Studies
Author: Azi, Fatma Büsra
Date: 2020-09-00
Type: Journal Articles
Subjects: Computer Simulation,Instructional Effectiveness,Academic Achievement,Social Studies,Technology Integration,Group Activities,Secondary School Students,Student Attitudes,Positive Attitudes,Usability,Foreign Countries

The overall purpose of this study is to determine the effect of augmented reality applications on students' success in social studies course and their attitudes towards social studies courses. In this research, quantitative and qualitative methods were used. In the quantitative method, there is a pre-test, post-test control group as a semi-experimental method. In the social studies course, the unit acquisition related to volcanic events was aimed to be instructed to the students in the experimental group through the augmented reality application. Before and after the application, to evaluate the success levels of the students in the experimental and control groups, social studies course achievement test was given, and to evaluate their attitudes towards the course, social studies course attitude scale was applied. At the end of the application, interviews were done with 5 of the students in the experimental group with a semi-structured interview form. In the analysis made as a result of the application, no significant difference was observed between the achievement levels of the children studying with augmented reality technology and the achievement levels of the children studying with the smart board and the current textbook. Since the group learning technique was used in the study, students' failure to progress at an individual pace may have prevented an increase in success. According to the post-test social studies course attitude scale results of the experimental and control groups, the scores of the experimental group students showed a significant increase compared to the control group. Also, students stated that they liked the augmented reality application in the interviews, and they wanted it to be in other lessons. It is thought that it will be beneficial for education to put the augmented reality technology in other courses.
The Role of Competency in Curbing Youth Unemployment: Competency-Based Curriculum Approach
Author: Ruth, Cheptoo
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Competency Based Education,Youth Employment,Unemployment,Job Skills,Employment Potential,Labor Market,Teacher Role,Curriculum Implementation,Education Work Relationship,Graduates

Educational reforms have been changing as each nation strives to improve its citizens through the implementation of a curriculum that provides acquisition of knowledge, skills, attitudes that will promote standard performance on the job. East Africa nations for a long time have implemented content-based curriculum which was criticized in preparing graduates who do not satisfy the employability trends, job market demands, and 21st-century skills on outsourcing skillful human power resource. Currently, many Africa nations have adopted a Competency-based curriculum as an education system to drive solutions to the attainment of the populace with the desired competency for job market performance. CBC emphasizes the achievement of competence among learners. This paper discussion has dwelled on aspects of CBC, the concept of competency, the role of the teacher in CBC to develop competency, and the importance of competency in the job market. The clear conclusion attests that education should emphasize the development of competence among graduates to curb unemployment in the Africa Nations.
The Effectiveness of Using Language Arts in the English Language Curriculum to Teach Pronunciation and Vocabulary among Year One Students in One Semi Urban School in Malaysia
Author: Shanmugavelu, Ganesan
Date: 2020-09-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Second Language Instruction,Second Language Learning,English (Second Language),Language Teachers,Teacher Attitudes,Language Arts,Singing,Teaching Methods,Pronunciation,Vocabulary Development,Barriers,Grade 1,Elementary School Students,Young Children,Foreign Countries,English Curriculum

The English Language curriculum in Malaysia is using Language Arts to teach English. Language arts is a new component designed to create appreciation and enjoyment amongst pupils as they learn the language. This fun-filled and innovative section in the new English Curriculum is a great experience and used as well as a means to create confidence in pupils to use the language without inhibitions. The focus here is the use of language arts to teach pronunciation of words and understanding the meaning of the words better among the Year One students in a semi-urban school. Therefore the research has attempted to study the effectiveness of using songs to teach pronunciation and vocabulary among these students, as compared to using the traditional method, drilling, to teach pronunciation and vocabulary.
The Effect of Group Counseling in Reducing Parental Stress and Depression in Jordanian Mothers of Children with Autism
Author: Alaedein, Jehad M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Depression (Psychology),Stress Variables,Measures (Individuals),Parent Child Relationship,Pretests Posttests,Scores,Comparative Analysis,Group Counseling,Program Evaluation,Mother Attitudes,Mothers,Behavior Problems,Outcomes of Treatment,Foreign Countries

This study aimed to investigate the impact of a group counseling program on reducing parental stress and depression among mothers of Jordanian children with autism. A purposive sample comprising 40 mothers of children with autism was selected from three autism centers in Zarqa and Rusaifa in Jordan; these participants were then randomly assigned to either an experimental group (N = 20) or control group (N = 20). Participants were asked to complete both the Parental Stress Index--Short Form (PSI--SF; including its three sub-scales) and an amended Arabic version of the Depression, Anxiety and Stress Scale (DASS): pre- and posttest by both groups, and a six-week follow-up test by the experimental group. A CBT-based group counseling program was designed and 14 sessions were held three times per week over a four-week period. The difference between the pre- and posttest scores for the two groups revealed that the experimental group was significantly more likely to have lower levels of parental stress and depression. Furthermore, there was a significant difference in scores between the experimental group's posttest and follow-up assessment: Total Stress (Total PSI), Parental Distress (PD), and depression had all decreased significantly; Parent-Child Dysfunctional Interaction (PCDI) had also decreased, but not significantly; however, although not significantly, stress levels associated with a Difficult Child (DC) had increased.
Study on Scientific Attitude of B.Ed., Trainees in Perambalur District
Author: Rajendran, P.
Date: 2020-09-00
Type: Journal Articles
Subjects: Scientific Attitudes,Undergraduate Students,Trainees,Foreign Countries,Gender Differences,Family (Sociological Unit),Instructional Program Divisions,School Location

The study was intended to find out the level of Scientific Attitude of B.Ed., trainees in the Perambalur district. This study involves a survey method. The size of the sample in the study was 941 B.Ed., trainees who were selected through the simple random sampling technique. The main objectives of the study are to find out the Scientific Attitude of B.Ed., trainees concerning the Demographic variables such as gender, year of study, locality of college, type of family. The Statistical procedures used in this study were; Mean, Standard Deviation, and' test to analyze the data. The Major findings of the study were; i). The level of Scientific Attitude of B.Ed., Trainees, is average. ii) Female B.Ed., Trainees, is a significantly higher level of Scientific Attitude than the Male B.Ed., Trainees. iii) Second Year B.Ed., Trainees are a significantly higher level of Scientific Attitude than the First Year B.Ed., Trainees. iv) Urban B.Ed., Trainees, is a significantly higher level of Scientific Attitude than the Rural B.Ed., Trainees. v) Nuclear Family and Joint Family of B.Ed., Trainees, are having a similar level of Scientific Attitude. It's my conclusion that the present study reveals that there is more number of B.Ed., Trainees have an average Scientific Attitude.
Impact of the Self-Assessment Process on Quality Enhancement of Higher Education Institutions: A Case Study of Vietnam
Author: Pham, Phuong-Tam
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Evaluation (Groups),Accreditation (Institutions),Quality Assurance,Educational Quality,Higher Education,College Administration,Administrator Attitudes,College Faculty,College Students,Academic Support Services,Leadership Effectiveness,Training,Foreign Countries

Quality assurance and accreditation has been implemented in Vietnam for nearly twenty years. It is mandatory for all Vietnamese higher education institutions to undertake accreditation including self-assessment. This study aims to investigate the impact of the self-assessment processes on quality enhancement of universities in Vietnam. Semi-structured interviews were conducted with 33 participants from three Vietnamese universities located in three major regions: the North, the Central and the South. The interviewees were those who directly involved in the self-assessment processes including institutional leaders, department heads, faculty deans, internal quality assurance staff and lecturers. Thematic analysis identified that there was a number of notable impacts resulting from the implementation of self-assessment on higher education quality. Key impacts were reported in relation to: leadership and management, teaching staff, students and student support, and training programs. The study concludes that self-assessment processes had a positive impact on improving the quality of teaching, learning, program management and student support in Vietnamese universities sampled for the current study.
Teaching Competencies of Upper Primary Teachers in Framing FA (a) Activities of CCE
Author: Rajakumari, C.
Date: 2020-09-00
Type: Journal Articles
Subjects: Teacher Competencies,Elementary School Teachers,Mathematics Teachers,Foreign Countries,Formative Evaluation,Student Evaluation

The aim of the study was to find out the difference between teaching competencies of upper primary teachers in framing FA (a)activities of CCE in terms of gender, locality, marital status, residence, age, the medium of instruction, type of school, nature of school and experience. The investigator adopted a survey method on analyzing teaching competencies of 900 upper primary teachers selected Theni district using a random sampling technique. Teaching competency five-point rating scale consisted of 25 statements with 5 point scale developed by the researcher based on the assessment competencies (Prior instructions to activities, instructions during activities, and instructional treatment after the activities) was used to collect data. Mean, SD, 't' test, and 'F' test were used as statistical techniques for data analysis. The findings of the study revealed that there was no significant difference between the teaching competency of upper primary teachers' in framing FA (a) activities of CCE in terms of gender, locality, marital status, residence, age, and medium of instruction. Still, they differed significantly in terms of the type of school, nature of the school, and experience.
Transforming Higher Education Spaces: Analysis of Higher Educational Attainment Expectation Factors among High School Learners in Kwa-Dlangezwa, South Africa
Author: Lawrence, Kehinde Clement
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Change,Educational Attainment,Blacks,College Attendance,Barriers,Educational Resources,Access to Education,Correlation,Participation,Academic Achievement,Self Efficacy,Academic Aspiration,Secondary School Students,Student Attitudes,Student School Relationship,Sustainable Development,Foreign Countries,Parent Aspiration,Parent Child Relationship,Measures (Individuals)

Higher education is a major driving force of transformation. To achieve this, higher educational attainment expectation among adolescent learners is critical. In order to clarify why it is challenging for so many black South African adolescents to pursue higher education using the little available facilities and resources, this study analyzed educational expectation factors in transforming higher education. This study adopted a quantitative research approach using the descriptive design of correlation type in other to explore variables such as parental engagement, academic self-efficacy and school connectedness on educational expectation of higher school adolescents in Kwa-Dlangezwa in South Africa. A total of 100 participants were selected as sample using simple random sampling with average mean age of 14 years (SD= 9.31). A structured questionnaire consisting of parental engagement, academic self-efficacy, school connectedness and educational expectation was used to collect data. Three research questions were asked and answered using Multiple Regression and Pearson Product Moment Correlation Statistical tools. The result revealed that educational expectation could be achieved by parental engagement, academic self-efficacy, and school connectedness. It was concluded that if educational system will be transformed for sustainable development, factors such as parental engagement, academic self-efficacy, and school connectedness should be given adequate consideration.
Researcher Positionality -- A Consideration of Its Influence and Place in Qualitative Research -- A New Researcher Guide
Author: Holmes, Andrew Gary Darwin
Date: 2020-09-00
Type: Journal Articles
Subjects: Researchers,Social Science Research,Qualitative Research,World Views,Novices,Role,Graduate Students

Masters and PhD student researchers in the social sciences are often required to explore and explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
Teaching Principles for Aesthetic Education: Cultivating Taiwanese Children&apos;s Aesthetic Literacy
Author: Shih, Yi-Huang
Date: 2020-00-00
Type: Journal Articles
Subjects: Aesthetic Education,Teaching Methods,Aesthetics,Intelligence,Literacy,Imagination,Perceptual Development,Experiential Learning,Foreign Countries,Educational Philosophy,Elementary Secondary Education

Teaching students to appreciate the beauty of life in the world through aesthetic education, using a variety of teaching principles to extend their aesthetic experience, will promote &quot;aesthetic intelligence&quot; for children in Taiwan. This can enrich their aesthetic literacy, and give them a desire to perceive and appreciate beautiful things, allowing them to grow into world citizens. By reading, reviewing, analyzing and discussing related studies, this article explores the teaching principles of aesthetic education for children to cultivate children's aesthetic literacy. This discussion can make Taiwan become a more aesthetically oriented lifeworld. The aspects of aesthetic education for children are as follows: (1) artistic teaching, (2) life-based teaching, (3) diversified teaching, (4) teaching through experience, (5) teaching by doing, (6) individual teaching, (7) imaginative teaching and (8) perceptual teaching.
Assessing the Soft Skills Needs of Teacher Education Students
Author: AlHouli, Ali I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Employment Potential,Study Skills,Interpersonal Competence,Self Control,Problem Solving,Preservice Teacher Education,Individual Differences

The current study was undertaken to assess the soft skills needs of student teachers at Kuwait University, which led to the authors developing a two-part Likert-type questionnaire. The first part covered 49 soft skills categorized into five skills dimensions: employability, study, social, self-control, and problem-solving. The second part included five different approaches to acquiring soft skills. The results reveal that the medium--high level of need among the respondents for all 49 soft skills and their preference for all 5 acquisition approaches. These findings in the Kuwaiti context correspond to those of similar studies conducted in different locations, which indicates geographical consistency in the soft skills needs of college students. It is thus recommended that future research should focus on investigating the most effective approaches to acquiring soft skills.
Factors Associated with Under-Performance of Accounting Students: Evidence from a Nigerian Public University
Author: Omodero, Cordelia Onyinyechi
Date: 2020-00-00
Type: Journal Articles
Subjects: Performance Factors,Academic Failure,Accounting,Public Colleges,College Seniors,At Risk Students,Time Management,Interference (Learning),Competence,Parent Influence,Career Choice,Foreign Countries

There is a need to introduce corrective measures for accountants to improve their performance. Due to technical incompetence of accounting graduates, most industries are reluctant to hire fresh accounting graduates, because the anticipated practical knowledge is apparently missing and performance does not correlate with the degree they possess. The fundamental reason behind this challenge is students? ineptness to cope with the rigorous activities associated with accounting courses while undergoing their training. This study examines the underlying factors connected with students? failing to acquire accounting competencies. The study used a survey approach to sample the opinion of 217 final year accounting students of 2019-2020 session of a Nigerian public university who had failed an accounting course at least once. The same approach was applied while collecting information from the lecturers whose courses were repeated by the students at any level of this program. The structured questionnaire helped to capture the psychological issues connected with information processing challenges and other encounters linked with procrastination. The study finds evidence that class absenteeism, lack of commitment to studies, phone and social media addiction, choice of career by parents, lack of team work, lack of study materials, poor mathematical and accounting background, failure to do assignments, short duration of learning period, poor rate of assimilation, lack of retentive memory, and family and personal challenges contribute immensely to the students underperformance in accounting courses. The study recommends extra classes for students at risk of failure and government support for improved educational system in the country.
Investigating Informational Texts Teaching and Learning in Developing Countries: The Case of Vietnamese High Schools
Author: Pham, Hien Thu Thi
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Content Area Reading,Nonfiction,Textbook Content,Secondary School Curriculum,High School Students,High School Teachers,Teacher Attitudes,Student Attitudes,Developing Nations,Foreign Countries,Reading Processes

Reading comprehension of informational texts has been largely debated and introduced at all levels of education across western countries. However, it has not received enough attention in developing countries including Vietnam. This paper aims to investigate the procedure of reading and comprehension of informational texts in high schools in Vietnam. The study surveyed 588 teachers and 2744 high school students across all regions of Vietnam. The survey questionnaires asked teachers and students' opinions on the teaching and learning of informational texts. Through statistical analysis with Excel sheets, the results show that the part of informational texts in the curriculum was small when compared with literary texts. This shows that there is very little requirement of teaching and learning informational text in high schools which results in students' limited ability in reading informational text. The findings also suggest that understanding and reading informational texts have been contended as essential to the educational performance of students. The research also revealed that both teachers and students need to be more prepared in the classrooms to teach and learn informational texts. It is recommended that Vietnamese general education curricula should include a greater amount of informational texts in textbooks and instruction on informational texts should be given more attention to improve students' understanding.