ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparative Study to Measure and Compare the Emotional Intelligence of the Students of the Islamia University of Bahawalpur on Selected Variables
Author: Choudhry, Bushra Naoreen
Date: 2009-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Statistical Analysis,Geography Instruction,Psychology,Scores,Emotional Intelligence,Islam,Measures (Individuals),Computer Software,Reliability,Social Work,College Students,Gender Differences,Foreign Countries

The main purpose of the paper was to find out the emotional intelligence of the students of faculty of education of the Islamia University of Bahawalpur. In order to get the desired end Wong &amp; Law emotional intelligence scale (WLIS) was used after some amendments according to culture and environment, the scale was pilot tested and the reliability of the scale was 0.808 (Cronbach's Alpha). There are six departments in faculty of education, 300 students of master level, 50 each from each department was considered as sample of the study. After getting the data, the data was tabulated and analyzed by using (SPSS XII) in terms of mean, independent sample t-test and one way ANOVA. The study reveals that there is no significant difference between the scores of male and female students. The students from Geography department having the highest score and the students from Psychology department having the lowest score. The score of the Geography department is significantly better than the scores of Psychology department and Social work department, while there is no significant difference among other departments. There is no significant difference between the scores of science graduates and arts graduates on WLIS. The students having the age group 27-29 years having the highest score, while the students having the age group of 20-23 years having the lowest score and there is no significant difference among the students on variable of age. The study shows that age is directly proportional to the scores on WLIS. The study leads to several conclusions and recommendations.
Behaviour Support Training for Parents of Children with Autism Spectrum Disorder
Author: Gaad, Eman
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Autism,Pervasive Developmental Disorders,Behavior Modification,Positive Behavior Supports,Parent Education,Parent Attitudes,Mixed Methods Research,Interviews,Pretests Posttests,Questionnaires,Program Effectiveness,Attitude Change,Intervention

Al Jalila Foundation (AJF) is a philanthropic organization based in Dubai. The organization sponsored a training programme in 2013 to support parents of children with various disabilities to cope with the behavioural and emotional challenges that are related to the child's disability. The course lasts for 6 weeks and is delivered across the United Arab Emirates (UAE). This paper aims to measure the impact of one of the parental behaviour support programmes on the attitudes and responsiveness of participants to the needs of their children with Autism Spectrum Disorder (ASD). A mixed method approach was chosen to determine this impact. Participants were interviewed on an interval basis and also requested to complete pre-, mid- and post-course course questionnaires. The script of the group interview was analyzed and the main themes mentioned by parents were examined for consistency in the light of the findings extracted from the questionnaires. When comparing the findings of both the interview and questionnaire, it was found that the programme had a great impact on participants and this impact was clearly noticed in the positive change of the parents' attitude towards their children. Participants' recommendations, collected from their returned questionnaires and from the sponsor's evaluation, show that there is a desperate need for more parental support programmes. The paper ends with recommendations for future practice.
Taking Math Anxiety out of Math Instruction
Author: Shields, Darla J.
Date: 2007-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Mathematics Instruction,Teacher Attitudes,Teaching Styles,Student Attitudes,Teaching Methods,Cognitive Processes,Developmental Studies Programs,Remedial Mathematics,Negative Attitudes,Rating Scales,Etiology,Teacher Role,Mathematics Achievement,Self Esteem,Affective Behavior,College Students

To take math anxiety out of math instruction, teachers need to first know how to easily diagnose it in their students and second, how to analyze causes. Results of a recent study revealed that while students believed that their math anxiety was largely related to a lack of mathematical understanding, they often blamed their teachers for causing their math anxiety. Students expressed that teacher attitudes and teaching styles were often the cause and they could clearly remember the teacher's name. Strategies for the classroom instructor will be discussed to help instructors develop students who love math. Instructors, who address cognitive skills while instilling positive attitudes and interest in the subject, will develop anxiety-free mathematics students.
College Textbook Reading Attitude Survey: The Development of an Attitude Measuring Tool and Vocabulary and Reading Comprehension's Impact on Student Teachers' Attitudes and Perceptions Concerning College Textbooks
Author: Gentry, James E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Test Construction,Attitude Measures,Reading Attitudes,College Faculty,Preservice Teachers,Student Attitudes,Textbooks,Student Surveys,Qualitative Research,Statistical Analysis,Reading Comprehension,Vocabulary,Reading Tests

Attitude toward reading has long proven to be of importance in learning. This study designed a survey instrument for college teachers to gage future teachers, college students' attitudes toward the reading of textbooks. College students (n = 64) responded to two instruments, the newly created survey called the College Textbook Reading Attitude Survey (CTRAS) and the Nelson-Denny Reading Test. Both qualitative findings and quantitative results indicated that many college students, future teachers, in the sample have fair to poor attitudes toward reading textbooks and are more apt to exhibit reading comprehension as well as vocabulary deficits. The purpose of the CTRAS instrument was to facilitate a communicative, social learning exchange between college teachers and their students regarding textbook reading and learning. Several recommendations and future research proposals are offered for review.
Filling in the Blanks: They Say, I Say, and the Persistence of Formalism
Author: Lynch-Biniek, Amy
Date: 2009-00-00
Type: Journal Articles
Subjects: Academic Discourse,Higher Education,College English,Freshman Composition,Rhetoric,Writing (Composition),Teaching Methods,Reflection,Assignments,Writing Teachers

Amy Lynch-Biniek begins by introducing popular yet controversial concepts presented in the Gerald Graff and Cathy Birkenstein's &quot;They Say / I Say: The Moves That Matter in Academic Writing&quot; (NY: Norton &amp; Company, 2006). As stated in the book's introduction, the goal of Graff and Birkenstein's text is &quot;to demystify academic writing by isolating its basic moves, explaining them clearly, and representing them in the form of templates&quot; (ix). They further claim that, &quot;In showing how to make such moves, templates do more than organize students' ideas; they help bring them into existence&quot; (xiv). Graff and Birkenstein acknowledge that templates may be criticized as overly &quot;prescriptive,&quot; &quot;passive&quot; or &quot;automatic&quot; (xiv-xv). While many including Lynch-Biniek argue those very points, Graff and Birkenstein state in their book that many students need such explicit instruction, and that templates can in fact &quot;stimulate and shape&quot; critical thought (xv). Herein, Lynch-Biniek first argues that when formalism dominates instruction, complex ideas may suffer in favor of reproducing conventions. As a result, students may produce less intellectually rich or stylistically engaging prose. Second, she questions what students actually learn in courses focused on formalism, proposing that they may take away limited notions of the choices available to writers when they would be better served by rhetorical flexibility. Third, she believes the latest rationalization for formalism--that composition teachers lack transparency--is not genuinely reflective of research and pedagogy in Composition Studies. Rather, it is perhaps more revealing of the gulf that still exists between those decreed in Composition and Rhetoric Studies and other academics teaching writing, and of the problematic staffing practices in composition. In the final section of this article, Lynch-Biniek offers an example of a project she uses in first year composition (FYC). This assignment is grounded in a post-process approach, one framing writing as contextual and situated.
Personality Traits, Learning and Academic Achievements
Author: Jensen, Mikael
Date: 2015-00-00
Type: Journal Articles
Subjects: Personality Traits,Academic Achievement,Learning,Grade Point Average,Motivation,Learning Processes,Individual Differences,Student Educational Objectives,Literature Reviews

There has been an increased interest in personality traits (especially the five-factor model) in relation to education and learning over the last decade. Previous studies have shown a relation between personality traits and learning, and between personality traits and academic achievement. The latter is typically described in terms of Grade Point Average (GPA). This review paper gives an overview, based on previous research, of highly relevant factors that might explain the relation between personality traits and learning on the one hand and the relation between personality traits and academic achievement on the other hand. Motivation, goals and approaches to learning are important factors that are associated with some personality traits. Two conclusions can be made from this review: (1) intrinsic motivation, a deep approach to learning and learning goals are associated with general knowledge and good test results, all linked together by the openness trait; (2) extrinsic (in combination with intrinsic) motivation, an achieving (in combination with deep) approach to learning and performance goals (in combination with learning goals) are associated with high grades in general linked together by the conscientiousness trait. Openness is associated with learning and general knowledge while conscientiousness is associated with academic achievement.
Multidimensional Assessment of Life Satisfaction in Southern Appalachia
Author: Bardi, Massimo
Date: 2009-00-00
Type: Journal Articles
Subjects: Life Satisfaction,Predictor Variables,Undergraduate Students,Rural Areas,Questionnaires,Likert Scales,Psychological Patterns,Stress Variables,Self Evaluation (Individuals),Personality Traits,Anxiety,Social Support Groups,Gender Differences,Positive Attitudes,Family Involvement,Coping,Poverty Areas,Multiple Regression Analysis,Statistical Analysis

People living in Southern Appalachia have been burdened by lack of resources, economic disparity, gender issues, and an increased probability to develop chronic disease linked to stress and anxiety. These problems can severely affect the individual's evaluation of the quality of life. In this study we assessed several predictors of life satisfaction. Undergraduate students enrolled at Marshall University participated in the study (n = 149). Participants filled out several questionnaires (Self-monitoring, Revised Life Orientation Test, Multidimensional Scale of Perceived Social Support, Depression Anxiety Stress Scale, and Satisfaction with Life Scale) during one session that lasted between 30-45 minutes. Alternative hierarchical models of life satisfaction were tested including the following predictors: dispositional variables (optimism and self-monitoring), perceived stress and anxiety, social support from three different sources (family, friends, significant others), and gender. Results indicated that life satisfaction was high (80% of the subjects reported to be satisfied above average), a figure comparable to the national average. Dispositional variables played an opposite role: whereas high optimism had a very significant impact on life satisfaction, excessive self-monitoring was related to lower levels of life satisfaction. Social support, in particular family support, played a moderating role in reducing the level of perceived anxiety and thus increasing life satisfaction. In conclusion, these results indicated that different sources of stress drive distinct coping mechanisms in different physical and socio-cultural environments, and a combination of high optimism and family support is critical to help reducing anxiety in an environment characterized by poverty, social and gender disparity, and high suicide rate.
Teaching Moral Education in Secondary Schools Using Real-Life Dilemmas
Author: Balakrishnan, Vishalache
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethical Instruction,Moral Development,Secondary Education,Secondary Schools,Teaching Methods,Problem Solving,Ability,Relevance (Education),Adolescents,Moral Issues,Learning Theories,Cultural Background

Moral Education (ME) in Malaysia has undergone numerous changes and face lifts but still there are complaints about the subject and the latest was how students themselves voiced their opinions that ME is of no use to them. However due to policy and the fact that the subject complements Islamic Studies confirms that the subject is going to be in existence. To date, the Moral Education syllabus has been revised once in Malaysia, in the year 2000, but it lacks attention to a student perceptive when being redesigned or evaluated. This paper looks into alternatives of teaching ME using real-life moral dilemmas and how the use of Vygotsky's principle on Zone of Proximal Development (ZPD) encourages peer collaboration in adolescents in resolving their real-life moral dilemmas. By applying Vygotsky's Zone of Proximal Development (ZPD), the paper aims to include the perception of students facilitated by adults and peers to open up an alternative dimension in the teaching and learning of the subject. Vygotsky's approach of using the notion of the Zone of Proximal Development (ZPD) is utilized with adjustment and adaptations to the sociocultural setting in Malaysia. (A bibliography is included.)
Classification Based on Hierarchical Linear Models: The Need for Incorporation of Social Contexts in Classification Analysis
Author: Vaughn, Brandon K.
Date: 2009-00-00
Type: Journal Articles
Subjects: Classification,Hierarchical Linear Modeling,Foreign Countries,School Districts,Prediction,Comparative Analysis,Educational Research,Psychological Studies,Regression (Statistics)

Many areas in educational and psychological research involve the use of classification statistical analysis. For example, school districts might be interested in attaining variables that provide optimal prediction of school dropouts. In psychology, a researcher might be interested in the classification of a subject into a particular psychological construct. The purpose of this study was to investigate alternative procedures to classification other than the use of discriminant and logistic regression analysis. A classification rule utilizing Hierarchical Linear Modeling (HLM) was derived and examined, with a following example which will show the benefit for using such an approach by comparing the hit rates to those of a logistic regression analysis. Specifically, a real data set on retention of Thailand students (7,516 students in 356 schools) was investigated using a reduced logistic regression, full logistic regression, and multilevel model. The results show that a multilevel approach increases the level of correct classification. Suggestions for practical use are considered.
Education as a Gateway to Development: Case of Rural Poor at Thabaneng Village in Lesotho
Author: Matsepe, Mokone W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Education,Public Education,Elementary Education,Role of Education,Rural Development,Economically Disadvantaged,Rural Population,Qualitative Research,Case Studies,Interviews,Focus Groups,Observation,Educational Objectives

The study explores and unfolds the purpose of education in general, its value and the role it plays in helping development of the people in rural areas especially at Thabaneng Village in Lesotho. It reveals that education is the key to development and functions to equip the rural population in Lesotho with knowledge, training and worthwhile skills that are intended to uplift their standards of living in their respective milieus. Education is so vital for the rural poor for it makes them to have critical thinking and reasoning. It further renders them, through participation, to be part and parcel of their own development. In conclusion, the paper indicates that the Government of Lesotho launched the Free Primary Education (FPE) to promote the importance and value of Education for All (EFA) that is hoped to promote the development of Basotho especially in the rural areas.
Are Seminar Periods Supportive of the Professional Development of Social Studies Teachers?
Author: Demir, Selçuk Besir
Date: 2016-00-00
Type: Journal Articles
Subjects: Seminars,Social Studies,Faculty Development,Qualitative Research,Case Studies,Semi Structured Interviews,Efficiency,Inservice Teacher Education,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Teacher Attitudes,Program Effectiveness

The purpose of this study is to determine the efficiency of the seminar periods intended for contributing to the professional development of social studies teachers based on their own perspectives. This study adopts a qualitative approach and is carried out in the form of a case study. Among the purposeful sampling methods, the criteria sample method was used in the study. The sampling consisted of six social studies teachers in Sivas: three males and three females. In the research, semi-structured interview form was used as a data collection tool. As a result of the analysis conducted in the study, two main themes were identified: 1) findings regarding the seminar period and the activities conducted during that period, and 2) findings regarding the factor of efficiency of the seminar period. Based on the study results, seminar periods are found to be unfruitful for social studies teachers.
Predicting Success in a Graduate Psychology Program
Author: Kordinak, S. Thomas
Date: 2009-00-00
Type: Journal Articles
Subjects: Graduate Students,Graduate Study,College Entrance Examinations,Academic Achievement,Success,Correlation,Predictor Variables,Scores,College Admission,Admission Criteria,Validity,Regression (Statistics),Masters Programs

The Graduate Record Examination (GRE) General Tests and GRE advanced Psychology (PSYGRE) Test were correlated with several measures of success in our graduate program at Sam Houston State University including some specific courses. Significant correlations were obtained for several of these measures, but the PSYGRE provided incremental validity over and above all the GRE scales. However, the best prediction is accomplished with scales from both tests. The recommendation of the present report is that both tests should be used in the admission process and that each department should engage in validity studies related to their admission process.
School Administrators Strategies for Combating Corruption in Universities in Nigeria
Author: Asiyai, Romina Ifeoma
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Universities,Deception,Ethics,Politics of Education,Intervention,Antisocial Behavior,Systems Analysis,Questionnaires,Incidence,Social Problems,Accreditation (Institutions),College Administration,Governance,Ethical Instruction,Values Education

The purpose of this study was to examine corruption in universities with the aim of finding out the types/forms, causes, effects and measures for combating the menace. Four research questions guided the investigation. The study is a survey research, ex-post facto in nature. A sample of 780 comprising of students, academic staff and administrative staff was selected through random sampling technique from six public universities in Nigeria. Data collected through the questionnaire was analyzed using descriptive statistics. Findings revealed that the types of corruption prevalent in universities are examination related, admission related, finance related, accreditation related and sexual related. Each of these types of corruption has different forms of manifestations. The causes of corruption in universities included greed, lack of fear of God, and the desire to get rich quick. The effects of corruption and measures for combating it were identified. The study concluded by recommending among others that all stake holders in university education should have a moral reorientation and begin to reverence God by fearing him to help sanitize the universities and create a corruption free learning environment in the university system.
Best Practices in Mathematics Instruction: Teaching for Understanding
Author: Di Muro, Paola
Date: 2006-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Best Practices,Developmental Studies Programs,Comprehension,Mathematical Concepts,Teaching Methods,College Mathematics,Student Attitudes,Writing Assignments,Feedback (Response),Transfer of Training,Thinking Skills,Critical Thinking,Remedial Mathematics

At some point between elementary and junior high school, something seems to occur that generates a rooted dislike toward the scientific disciplines in general and mathematics in particular. This results in most students in developmental education associating the word math with a series of illogical rules, totally disconnected from reality and common sense. As teachers and developmental educators, we need to take responsibility for the situation and create a teaching methodology that emphasizes the understanding of mathematical concepts rather than their rote and disconnected application. Extending results obtained for the general population of underprepared students, this article outlines practical techniques that can be used to make understanding the focal point of mathematical instruction.
Do Age and Sex of School Students Make Significant Difference in Their Multiple Intelligences?
Author: Ravi, R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Age Differences,Gender Differences,Student Surveys,Foreign Countries,Statistical Analysis,Student Characteristics,Hypothesis Testing,Adolescents

Multiple Intelligences are a new educational theory proposed by Howard Gardner in 1983. Multiple intelligences describe an array of different kinds of intelligences exhibited by human beings. This theory consists of verbal-linguistic, logical and mathematics, visual and spatial, bodily kinesthetic, musical-rhythmic, intrapersonal, interpersonal, natural and existentialist intelligences. According to Gardner, each individual manifests varying levels of these different intelligences, and thus each person has a unique cognitive profile. Recently, there are numerous researches are being conducted in the area of multiple intelligences. The present study was carried out to find out the difference in multiple intelligences between male and female and between different age groups among school students by employing survey method. The data were collected using Multiple Intelligences Inventory from 463 school students from seven different schools in and around of Coimbatore, out of which 224 are girls and 239 are boys. The collected data were scrutinized and analyzed with the help of SPSS and statistical techniques like central tendency and independent sample t-test were worked out for meaningful findings and conclusion. Finally the study concludes that the variables age and sex of the selected school students does make significant difference but except some core intelligences.