ethanporcaro/eric-fulltext-meta huggingface dataset:
Development and Validation of Economics Achievement Test for Secondary Schools
Author: Eleje, Lydia Ijeoma
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary Schools,Achievement Tests,Pilot Projects,Test Items,Test Construction,Test Reliability,Item Analysis,Economics,Academic Achievement

Economics achievement test (EAT) for assessing senior secondary two (SS2) achievement in economics was developed and validated in the study. Five research questions guided the study. Twenty and 100 mid-senior secondary (SS2) economics students was used for the pilot testing and reliability check respectively. A sample of 250 students randomly drawn was used to subject initial 80 objective test items for the test try-out that yielded the data for item analysis. 50 items with difficulty indices ranged from 0.25 to 0.79 and discrimination indices of 0.20 to 0.58 where retained. Face and content validation of EAT was ensured by constructing items in line with the test blue print, the use of subject experts in SS2 economics and two experts in test construction. The test reliability established through Kuder-Richardson formula 20 gave a coefficient of 0.81. The test was found to be of good quality, valid and highly reliable. The EAT is therefore recommended for use in assessing SS2 students' achievement in economics and to determine/predict students that will do well in economics in their final class (SS3) as well as those that will have good performance in economics external examinations (WAEC and NECO).
Truancy and Its Influence on Students' Learning in Dormaa Senior High School
Author: Henry, Gyimah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Truancy,Attendance,Academic Achievement,Secondary School Students,Parents,Questionnaires,Qualitative Research,Statistical Analysis,Dropouts,School Counselors,Punishment,Bullying,Semi Structured Interviews

The study instigated the incidence of truancy among students and its influence on learning in the Dormaa Senior High School. A descriptive survey design was adopted in carrying out the study. The study population consisted of teachers, students, parents and opinion leaders in the study area. The simple random and purposive samplings were used in selecting respondents. A sample of 135, made up of 20 teachers and 100 students, 10 parents and 5 opinion leaders were selected to participate in the study. A set of questionnaires was designed and administered to the teachers and students. Documentary evidence from the class attendance register and students' report cards were used. In the case of the parents and opinion leaders, semi-structured interview schedules were developed and used to obtain their views. Descriptive statistics were used in presenting the quantitative data. The qualitative data were also presented thematically to support the quantitative data. The study revealed that the causes of truancy can be categorized into student related, family related and school related. Both teachers and students agreed that peer pressure is one of the causes of truancy. The study also showed that truancy brings about school drop-outs and affects students academic output. It was realized that most of the students who attended classes regularly performed better than their counterparts who absented themselves from classes on a regular basis. It was recommended among other things that all stakeholders should see to it that there are qualified counselors in all second cycle schools to assist students.
Youth Development and Conflict Resolution in Nigeria: &quot;Assessment and Intervention Strategies&quot;
Author: Dike, Victor E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Conflict Resolution,Foreign Countries,Youth,Student Development,Skill Development,Intervention,Violence,Economic Impact,Evaluation,Literature Reviews

This article explores youth development, social conflicts and unrest that often degenerates into violence and threaten Nigeria's sociopolitical stability, economic growth and development. In spite of the promises by the successive political leaders and policymakers that youth development will be given priority attention Nigeria has an army of unskilled, jobless and poverty-stricken youth who are prone to anti-social behavior and violence because many of them appear to lack home and community supports as well as economic opportunities. This article argues that investment in positive youth development programs is the key to empowering them with the skills and knowledge to grow into productive and responsible adults; it also helps to improve their living conditions, take care of others as well as to resolve social conflicts effectively. Drawing from available pertinent literature this article will, through descriptive design and in-depth analysis, recommend strategies to assess the efficacy of youth development programs and manage, control or resolve conflicts in Nigeria.
Building and Sustaining School-University Partnerships in Rural Settings: One Approach for Improving Special Education Service Delivery
Author: Maheady, Larry
Date: 2016-06-00
Type: Journal Articles
Subjects: Partnerships in Education,College School Cooperation,Sustainability,Special Education,Delivery Systems,Educational Improvement,Rural Schools,School Districts,Elementary Secondary Education,Barriers,Change Strategies,Preservice Teacher Education,Educational Practices,Educational Cooperation

School-university partnerships have been offered as possible solutions for many contemporary educational challenges. These relationships are generally well accepted by university and school personnel; however, unanswered questions remain regarding their nature and utility. This paper describes one teacher preparation program's efforts to strengthen and extend existing partnerships with a small group of primarily rural school districts. Partnership efforts were supported, in part by a 325T professional development grant to prepare highly qualified special education teachers. Three specific, grant-related activities (i.e., improving educators' understanding and use of evidence-based practices, capturing practitioners' professional wisdom, and changing practice through instructional coaching) were highlighted as exemplars of partnership work. Lessons learned over the 5-year partnership with nine rural school districts are summarized and directions for future research and practice are offered.
Preparing Special Educators Highly Qualified in Content: Alternative Route Certification for Unlicensed Teachers in Rural Georgia
Author: Childre, Amy L.
Date: 2014-03-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Qualifications,Rural Schools,Alternative Teacher Certification,Poverty,Teacher Competencies,Blended Learning,Experiential Learning,Communities of Practice,Pedagogical Content Knowledge,Educational Technology,Technology Uses in Education,Recruitment,Course Content,Disabilities,Low Achievement,Student Diversity

The shortage of highly qualified special educators is most pronounced in rural schools serving populations characterized by poverty, low achievement, disability, and cultural diversity. The result is often untrained teachers serving students with the greatest education needs. This article describes efforts by a university in rural middle Georgia to address the training needs of uncertified teachers through a high quality alternative route certification (ARC) program leading to both special education and content certification. Key program components, including blended instruction, extensive field-based assessments with supervision, learning community supports, and content training, are described along with implementation challenges and training outcomes.
A Digital Teaching Platform to Further and Assess Use of Evidence-Based Practices
Author: Bondie, Rhonda
Date: 2015-03-00
Type: Journal Articles
Subjects: Educational Technology,Evidence Based Practice,Rural Schools,Special Education Teachers,Teacher Education Programs,Formative Evaluation,Teaching Skills,Teacher Competencies,Common Core State Standards,Alignment (Education),Surveys,Feedback (Response),Recognition (Achievement),Interaction,Cooperation,Teacher Student Relationship,Disabilities,Inclusion,Goal Orientation,Progress Monitoring,Mentors,Computer Assisted Testing,Technology Uses in Education

Advances in online learning have benefited rural special education teacher preparation programs through increased recruitment, access, and collaboration. This paper describes how additional challenges, such as monitoring teacher candidate use of evidence-based practices, can be addressed through a digital teaching platform. Project REACH online is a freely available website developed under a grant from the U. S. Department of Education. The platform includes information on 67 evidence-based practices and six formative assessments aligned with professional standards. The assessments, designed to further and measure teacher candidate skills, mirror daily classroom tasks, such as planning before instruction and reflection after instruction on the impact on student learning. Assessments are aligned with Common Core Learning Standards and include tasks, such as applying Universal Design for Learning to instructional plans, field-testing reports, and annotating student work. Faculty benefit from the constant stream of formative assessment data at their fingertips. For teacher candidates, the platform provides a vehicle for learning and tracking progress toward goals through surveys, feedback requests, and digital badges. The platform increases interactions among teacher candidates, graduates, and faculty and extends collaboration to content experts and school partners. Preliminary research suggests that teacher candidates report variance in efficacy for teaching students with disabilities related to their program, general or special education. Data may be helpful in revising courses and program sequences to foster greater teacher efficacy and abilities to use evidence-based practices to ensure all students in inclusive settings learn.
Bringing the Field to the Supervisor: Innovation in Distance Supervision for Field-Based Experiences Using Mobile Technologies
Author: Schmidt, Matthew
Date: 2015-03-00
Type: Journal Articles
Subjects: Distance Education,Supervisory Methods,Field Experience Programs,Handheld Devices,Program Design,Program Development,Program Evaluation,Teaching Experience,Video Technology,Computer Mediated Communication,Preservice Teacher Education,Teacher Supervision,Observation

This paper provides a summary of the design, development, and evaluation of a mobile distance supervision system for teacher interns in their field-based teaching experiences. Developed as part of the University of Florida's Restructuring and Improving Teacher Education 325T grant project, the prototype system streams video of teachers in rural classrooms using iPad Minis equipped with a variety of peripheral devices to provide enhanced optics and multi-source audio. A description of the prototype, including hardware and software components, is provided.
Homeroom Teachers or Specialist Teachers?: Considerations for the Workforce for Teaching English as a Subject at Elementary Schools in Japan
Author: Okumura, Shinji
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,FLES,Elementary School Teachers,Language Teachers,Teacher Qualifications,Public Schools

In Japan, English will be officially taught as an academic subject for elementary fifth and sixth graders from 2020. This is a strong initiative of language-in-education policy, aiming at efficient articulation between elementary and junior high schools and targeting the development of English proficiency from early ages simultaneously. However, teacher supply and professional development have been a critical issue for offering English as a subject. Reviewing the recent movement of English education at elementary schools, the paper overviews the current teacher system in public elementary schools in Japan and clarifies that homeroom teachers in Japanese elementary schools tend to work overload not only teaching but also with administrative duties. The paper then describes benefits and drawbacks of homeroom and specialist teachers in English teaching as a subject at elementary schools and argues qualifications of English teachers. The author finally introduces new specialist teacher systems, which will give a useful insight for developing the workforce for the future English education at Japanese public elementary schools.
Providing Academic Leadership in Universities in Cross River State, Nigeria: Assessment of Departmental Heads' Effectiveness
Author: Akuegwu, Basil A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Department Heads,Administrator Effectiveness,Universities,Leadership,Administrator Surveys,Questionnaires,Statistical Analysis

This study assessed Heads of Departments' effectiveness in providing academic leadership at the departmental level. I research question and 2 hypotheses were formulated to give direction to this investigation. Survey design was adopted for the study. The population of the study comprised 110 Heads of Departments from 2 universities in Cross River State who were purposively constituted into the sample. Data were collected using &quot;Academic Leadership Effectiveness Assessment Questionnaire (ALEAQ)&quot; constructed by the researchers. Data obtained were subjected to statistical analysis using Descriptive Statistics (X and SD), Population t-test of single mean and Independent t-test statistical techniques. Results obtained indicated that HODs are most effective in providing academic leadership in the aspect of providing professional development, while they are least effective in strengthening leadership skills; HODs' effectiveness in providing academic leadership at the departmental level is significantly low; type of university does not significantly influence HODs' effectiveness in providing academic leadership at the departmental level. It was therefore recommended, amongst others that Heads of Departments should be given orientation at the time appointment and retreat organised for them from time to time to equip them with the necessary skill to provide academic leadership.
A Comparative Study on the Teaching Effects of TRIZ Courses for the Humanities
Author: Luo, Lingling
Date: 2017-00-00
Type: Journal Articles
Subjects: Humanities Instruction,Feasibility Studies,Comparative Analysis,Creativity,Problem Solving,Pretests Posttests,Experimental Groups,Control Groups,Foreign Countries,Creative Thinking,Self Evaluation (Individuals),Questionnaires,Instructional Innovation,Creativity Tests,College Students,Statistical Analysis

In order to test the feasibility of the curriculum system of TRIZ used in humanities and social science majors, this study will test whether it is effective to cultivate students' creativity and to train their ability to solve problems. This study designs the randomly experimental targets in the two control groups for pretest and post-test. This study tests creative thinking and student self-evaluation questionnaire by use of the China Taiwan scholar, Wu Jingji's design. The result indicates that the post-test, for the two groups of students, their creative thinking indicators have improved significantly. The results showed that TRIZ had a significant effect on improving students' creativity. Finally, this study has discussed the value of TRIZ Course contained in Humanities and Social Science Teaching and addressed the needs to improve.
Influence and Challenges of the Capitation Grant on Education Delivery in Basic Schools in Ghana
Author: Pajibo, Edison
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grants,Educational Finance,Enrollment,Public Schools,Influences,Barriers,Gender Differences,Teacher Student Ratio,Educational Resources,Administrator Surveys,Teacher Surveys,Parent Surveys,Elementary Schools,Junior High Schools,Educational Improvement,Textbooks,Access to Education

In Ghana, some children do not attend school, because their parents are unable to afford levies and fees charged by schools. This led to the introduction of the Capitation Grant Scheme in 2005. This study investigates the influence of the Capitation Grant Scheme on education delivery in basic schools in Ghana, through a close study of the Ga West Municipality. It is a descriptive survey, involving teachers, head teachers and parents as the target population. Purposive, stratified and simple random sampling techniques were used to select participants, while questionnaire and documentary sources were used as instruments to gather information which was summarized statistically in percentages and analysed in themes. The main finding revealed that the introduction of the Capitation Grant Scheme was found to be very relevant and has led to an increase in enrolment in basic schools. However, the increase in enrolment brought about some challenges such as inadequate classrooms, furniture, textbooks, teaching and learning materials and a high pupil-teacher ratio. The researchers recommend an increase in the quantum of the grant per pupil and direct payment into the accounts of schools to reduce annual delays in disbursement.
Enhancing Completion Rates in Public Day Secondary Schools in Kenya; the Role of Government Bursary Subsidy
Author: Mwangi, Githaka
Date: 2017-00-00
Type: Journal Articles
Subjects: Graduation Rate,Secondary School Students,School Holding Power,Foreign Countries,Government Role,Counties,Financial Support,Validity,Reliability,Questionnaires,Interviews,Scores,Correlation,Educational Finance,Resource Allocation,Statistical Analysis

The purpose of the study was to investigate the influence of Government Bursaries on completion rates in public day secondary schools in Kitui County, Kenya. The journal is based on findings of a study conducted in 2017. The objectives of the study were; to investigate the influence of government bursaries on retention rates in day secondary schools in Kitui County; to assess the influence of government bursaries on dropout rates in day secondary schools in Kitui County; to assess the role government bursaries on retention rates in day secondary schools in ASAL areas of Kitui County; to assess the relationship between government bursaries and completion rates in day secondary schools in Kitui County. The study adopted descriptive survey research design. The study sample was 119 principals of public day secondary schools in Kitui County, 16 treasurers of Constituency Bursary Fund and one County Director of Education. Data was collected using a questionnaire, interview schedules and document review guide. Validity of the research instruments was ascertained through piloting and expert judgement. A test-re-test technique was used to assess reliability of the research instruments. The scores were correlated to get the co-efficient of stability using Spearman's coefficient of correlation and an instrument reliability value of 0.823 was obtained. Descriptive and inferential statistics was used to analyse data using Statistical Package for Social Science (SPSS). Chi-square (?[superscript 2]) was used to analyse hypothesis. The study found that government bursaries given to day secondary schools were not adequate to finance education expenses of the learner; the study further found that government bursaries increase retention rates in day public secondary schools; The study also found that government bursaries ensures learners in public day secondary schools in ASALs benefit from education. The study recommended that government should allocate more funds for bursaries in public day secondary schools. The study concluded that there is no consistency in disbursement of government bursaries in public day secondary schools.
The Abstraction Process of Limit Knowledge
Author: Sezgin Memnun, Dilek
Date: 2017-04-00
Type: Journal Articles
Subjects: Abstract Reasoning,Models,Mathematics Education,Recognition (Psychology),Semi Structured Interviews,Observation,Participant Observation,Prior Learning,Mathematics,Foreign Countries,Case Studies,High School Students,Problem Solving

The RBC+C abstraction model is an effective model in mathematics education because it gives the opportunity to analyze research data through cognitive actions. For this reason, we aim to examine the abstraction process of the limit knowledge of two volunteer participant students using the RBC+C abstraction model. With this aim, the students' abstraction processes were examined over &quot;recognition&quot;, &quot;building-with&quot;, &quot;construction&quot;, and &quot;consolidation&quot;. In the process, three problems that enable students to use their pre-knowledge were designed by the researchers to reveal the students' mathematical thinking levels, abstraction processes, and finally to improve a new structure. These problems were used in the application, and students' dialogues were video-recorded. The &quot;semi-constructed interview&quot; and &quot;observation&quot; data-collection methods were used in this process, and one of the researchers participated in the study as a &quot;participant observer&quot;. The data was analyzed and interpreted by transcribing the video recordings into written text and grouping them into the cognitive actions of the RBC+C model. In conclusion, these students were indicated to have managed &quot;recognizing&quot; and &quot;building-with&quot; their pre-knowledge on sequence, function, and infinity, and thus constructing knowledge on limits.
The Teacher as an Agent of Meaningful Educational Change
Author: Vandeyar, Saloshna
Date: 2017-04-00
Type: Journal Articles
Subjects: Educational Change,Change Agents,Teacher Role,Semi Structured Interviews,Observation,Teacher Attitudes,Beliefs,Educational Practices,Student Diversity,Foreign Countries,Elementary School Teachers

This paper peers through the window to look at how a teacher brings about meaningful educational change in a diverse classroom. Utilizing three sets of arguments from the field of educational change, I traced educational change within a teacher during the course of an academic year. Data capture comprised a mix of semi-structured interviews and observations. Findings were multi-fold: First, the teacher's professed beliefs cohered well with her practices and played a significant role in how she responded to diversity in the classroom. Second, if change attempts are to be successful, individuals must find meaning concerning what should change as well as how to go about it. In the South African context there is much literature on what should change, but there is very little on what strategies and programmes can be implemented to effect change in teachers' beliefs about diversity. The educational literature underscores the centrality of the personal domain of the teacher in sustaining educational change. This paper illustrates that the concept of identity is a social, historical, and generational construct that is fluid and susceptible to change. It shows how change can be sustained in the personal domain of the teacher and illustrates that teaching is ultimately a class act of human compassion.