ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of Inmates&apos; Educational Programs in Ilorin Remand Home, Nigeria
Author: Isiaka, Abdulaziz
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Institutionalized Persons,Correctional Institutions,Correctional Education,Access to Education,Delinquency,Social Influences,Criminals,Disadvantaged Youth,Program Effectiveness,Literacy Education,Mathematics Instruction,Language Arts,Religious Education,Science Education,Social Sciences,Computer Science Education,Humanities,Athletics,Recreational Activities,School Counseling,Job Skills

Investigating the effectiveness of inmates' educational programs was the major focused of this research in Ilorin remand homes, Nigeria. Specifically inmates' views on effectiveness of vocational and literacy educational program were investigated. This study was descriptive survey. 108 inmates were sampled using simple random sampling technique. Two research questions were formulated and a researcher' designed questionnaires containing 10 items in two sections with 4-point rating scale was used for data collection while data collected were analyzed using mean scores and standard deviation. The result showed that most inmates positively acknowledged literacy education in recreational, guidance and counseling, religious and social sciences as highly effective and effective respectively and the result also established that most inmates acknowledged vocational education in fashion designing, laundry/dry-cleaning, catering/home management, metal fabrication and electrical maintenance work as highly effective and effective respectively. It was concluded that literacy and vocational education policy for the inmates should be vigorously pursued and implemented in Ilorin, Nigeria. In addition, government and private organization should invest in inmates' literacy and vocational education to correct the erroneous impression that under play inmates' education which leads to their stigmatization at the point of re-entry into the society.
Family Environment on Emotional, Social, and Academic Adaptation of Adolescents: A Study of Middle School Students
Author: Motamedi, Vahid
Date: 2020-11-00
Type: Journal Articles
Subjects: Family Environment,Social Adjustment,Emotional Adjustment,Academic Achievement,Middle School Students,Early Adolescents,Socioeconomic Status,Employment Level,Fathers,Family Structure,Family Income,Foreign Countries,Family Influence

Maintaining a positive relationship among family members creates a harmonious learning environment. When children are nurtured in such surroundings, they are likely to increase their emotional, social, and academic accomplishments and learn more effectively. The purpose of this paper was to analyze the familial role in emotional, social and academic adaptation of middle school students. The sample consisted of 9,728 middle school students from different parts of a Middle East country. The size of the sample was determined using multistage random sampling. Data were obtained using an emotional, social and academic survey and a family structure questionnaire. The study showed that most students have average or better behavior adaptation. Moreover, healthy family structures, favorable economic situation, and high-end paternal professions facilitate behavior adaptation. On the other hand, maternal employment has no effect upon behavior adaptation.
Exploring the Impacts of an Early Childhood Educational Intervention on Later School Selection
Author: Watts, Tyler
Date: 2020-12-00
Type: Journal Articles
Subjects: Early Childhood Education,Intervention,School Readiness,Low Income Students,School Choice,Educational Quality,High Schools,Longitudinal Studies,Urban Schools,Program Effectiveness

In the current article, we examine the long-run school selection patterns of children randomly assigned to the Chicago School Readiness Project, an early childhood educational (ECE) intervention that aimed to improve the quality of Head Start classrooms serving low-income communities. Analyses suggest that adolescents who participated in the program were more likely to opt out of their assigned neighborhood school and attend schools with better indicators of academic performance. Further analyses suggested that these selection patterns began in elementary school, although elementary school quality explained only a small portion of the effect on high school selection. Results suggest that intensive ECE interventions could have lasting effects on children's patterns of selection into later educational environments.
Evaluating the Effectiveness of Prevent-Teach-Reinforce for High School Students with Emotional and Behavioral Disorders
Author: Sullivan, Kaitlin
Date: 2021-01-00
Type: Journal Articles
Subjects: Functional Behavioral Assessment,Student Behavior,Behavior Problems,Emotional Problems,High School Students,Prevention,Instruction,Reinforcement,Behavior Modification,Intervention,Program Effectiveness,Teamwork,Goal Orientation,Evaluation

Although there is a wealth of research supporting the effectiveness of using functional behavior assessment (FBA) to inform development of behavior intervention plans (BIPs), schools continue to find the FBA and BIP process challenging for implementation, particularly for students with emotional and/or behavioral disorders (EBDs) in high school settings. The current study evaluated the use of the prevent-teach-reinforce (PTR) FBA model for three high school students with EBD in self-contained settings. Results indicated that PTR was effective at reducing problem behaviors and increasing replacement behaviors for all three students. Teachers implemented the interventions with high levels of fidelity. Social validity scores obtained from both teachers and students indicated acceptability of the PTR process and outcomes. Limitations and areas for future research are suggested.
Building from the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions
Author: Van Camp, Alyssa M.
Date: 2021-01-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Program Implementation,Intervention,At Risk Students,Emotional Disturbances,Behavior Disorders,Self Management,Learner Engagement,Program Effectiveness,Middle School Students,Urban Schools,Public Schools,Outcomes of Treatment,Positive Reinforcement

School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are less common. If classroom levels of Tier 1 supports are variable, schools may identify students for Tier 2 supports when, instead, teachers need support implementing Tier 1 in classrooms. The purpose of this case study was to assess the impact of a self-monitoring intervention, Monitoring Behavior on the Go (MoBeGo), on the academic engagement and disruptive behavior of a middle school student. Initially, the impact of the self-monitoring intervention was inadequate. In the context of evaluating the impact of a Tier 2 intervention, we identified an opportunity to assess whether a class-wide Tier 1 program, Class-Wide Function-Related Intervention Teams (CW-FIT), enhanced the effectiveness of the Tier 2 intervention. Using an A-B-BC-B-BC design, we compared the effectiveness of a Tier 2 intervention alone with a combined Tier 1 + Tier 2 intervention. When the class-wide Tier 1 program was layered on top of the Tier 2 intervention, the student's academic engagement showed an increase in level and stability.
A Study Analysis of Student Attitude to Science Lessons
Author: Tanti
Date: 2020-11-00
Type: Journal Articles
Subjects: Student Attitudes,Positive Attitudes,Scientific Attitudes,Science Education,Natural Sciences,Relevance (Education),Social Life,Scientific Research,Difficulty Level,Foreign Countries,Junior High School Students

An attitude is a form of one's perception of an object that is described with expressions of like or not. The purpose of the study was to describe the attitudes of students towards the three indicators of the attitude of the junior high school in Batanghari. The research method uses quantitative survey research. The instrument used was a questionnaire that focused on three indicators consisting of 18 statements and also interviews. The sample in this study was 280 students in Batanghari. The results of research on three attitude indicators which became the dominant focus of research in the good category. The Social Implications of the Science show a good category with a percentage of 57.9%. The pleasure of science learning is well categorized with a percentage of 45.4%. The attitude towards the science investigation is categorized sufficiently with the percentage category of 41.1%. From the research that has been carried out, it can be seen that the attitude of students in junior high school is categorized as good, because the three indicators examined show good categories.
Assessment of Teachers&apos; Dedication, Discipline, Knowledge and Skills in Kwara State Basic Schools, Nigeria
Author: Olohundare, Sulyman Kamaldeen
Date: 2020-11-00
Type: Journal Articles
Subjects: Teacher Attitudes,Foreign Countries,Pedagogical Content Knowledge,Teaching Skills,Principals,Assistant Principals,Administrator Attitudes,Student Attitudes,Lesson Plans,Time Management,Teacher Student Relationship,Teaching Methods,Teacher Effectiveness,Knowledge Base for Teaching,Elementary Secondary Education,Teacher Evaluation

This study examined teachers' dedication, discipline, knowledge and skills in Kwara State basic schools, Nigeria. The study population comprised all the 1,591 head teachers, 3,907 assistant head teachers; and 440 principals, 1,112 vice principals and all the students in Kwara State lower and upper basic schools respectively. Multi-stage sampling technique was used to arrive at 30 head teachers, 78 assistant head teachers, 30 principals and 71 vice principals; and 20 Basic Nine students from each of the sampled upper basic schools as respondents in the study. Questionnaire was used to collect data, while mean and standard deviation were used to analyse the data. The findings of the study revealed that teachers' dedication in Kwara State basic, Nigeria was average ((X ) ¯ = 3.06).The study concluded that Kwara State basic school teachers should be more dedicated to their job by regularly preparing lesson notes, going to the classrooms at the right time and ensuring that the learners have a better understanding of the concepts taught.
The Contribution of Future Orientation towards Employability in Students of Vocational High School
Author: Tentama, Fatwa
Date: 2020-11-00
Type: Journal Articles
Subjects: Employment Potential,Grade 12,Long Range Planning,Futures (of Society),Career Choice,Career Readiness,Student Motivation,Goal Orientation,Evaluative Thinking,Foreign Countries,Labor Force,High School Seniors,Career Planning

The employability of students in vocational high schools is a major concern that must be considered. Employability as the ability and skills that will make it easier for individuals to get a job. Future orientation is one of the factors that can affect employability. This study aims to test the role of future orientation on student employability empirically. The population in this study were all students of class XII at Vocational High School Piri 1 Yogyakarta, totaling 150 students. The sample in this study amounted to 58 students and selected using cluster random sampling techniques. The research method used is a quantitative method with a scale of employability and a scale of future orientation. Analysis of the data used in this study is the product-moment analysis technique. The results of data analysis showed that there was a very significant positive correlation between future orientation towards employability with r = 0.636 and significance level (p) = 0.000 (p &lt; 0.01). Future orientation contributes 40.5% to employability, and the remaining 59.5% is influenced by other variables.
The Challenges of Novice Primary School Heads in Mauritius
Author: Jinot, Belle Louis
Date: 2020-11-00
Type: Journal Articles
Subjects: Beginning Principals,School Administration,Barriers,Leadership Role,Administrator Responsibility,Educational Change,Professional Isolation,Discipline,Parent Participation,Technology Integration,Elementary School Teachers,Teacher Attitudes,Foreign Countries,Leadership Effectiveness

The paper aims to contribute to the limited literature on the challenges faced particularly by the primary school headmasters. It contextualizes the problem to the current educational reform in Mauritius. The mixed-methods approach was adopted to examine the daily experiences of headmasters in three selected primary schools. A semi-structured questionnaire was administered with 100 teachers to analyse the challenges experienced by their novice headmasters, and the novice school head of each of these schools was interviewed to explore the reasons behind these challenges. The novice heads suffered from professional isolation; they are overwhelmed with administrative management; their incapacity to manage learner discipline due to lack of parental support in implementing the reform; and they cannot support the implementation of digitalized education. The study was limited to the perceptions of teachers about the challenges met by their novice headmasters. An in-depth interview with these novice school heads would have provided other challenges that were more important to them in their leadership practice, or a survey with a large sample of novice headmasters would have added more input to the study. Implications are provided for the novice school heads and for the Ministry of Education to look into the possibilities for professional development opportunities in school leadership. As a unique study into the challenges of novice school heads in the primary school context, it offers insights to the educational authorities who would be able to design a framework of school leadership for this neglected category of heads.
Teachers&apos; Classroom Instruction Reinforcement Strategies in English Language Class
Author: Fitriati, Sri Wuli
Date: 2020-11-00
Type: Journal Articles
Subjects: Teaching Methods,Teacher Student Relationship,Reinforcement,Second Language Learning,Second Language Instruction,English (Second Language),Rewards,Teacher Attitudes,Case Studies,Classroom Techniques,Verbal Communication,Language Teachers,Secondary School Students,Student Behavior,Foreign Countries

In the context of this study, reinforcement is an act of teachers to strengthen students' positive behaviour in learning English in the classroom. This qualitative case study was a classroom discourse which employed necessary quantification. The aim was to investigate the use of classroom instruction reinforcement strategies by two English language teachers and their perceptions at a state secondary school in Semarang in the academic year of 2019. The two English teachers were observed in five different lessons. The teachers were interviewed to explore their perceptions of using reinforcement in the classroom. The instruments of this study were observation sheet, interview guideline, and audio-video recordings. The findings showed that the teachers reinforced the students in three types of classroom instruction reinforcement. The three types of reinforcement strategies were: praise or other verbal reinforcement, tangible rewards, and token rewards. The reinforcement strategy mostly used was praise, followed by tangible rewards and token rewards. Based on the interviews, the teachers perceived that giving positive reinforcement to the students was important. The findings suggest the teachers implement the reinforcement strategies fairly to increase teacher-students interaction.
Attitudes of the English Language University Instructors towards the Use of Technology in Teaching and Learning
Author: Motamedi, Vahid
Date: 2020-11-00
Type: Journal Articles
Subjects: Information Technology,College Faculty,Teacher Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Qualifications,Language Teachers,Computer Literacy,Gender Differences,Scores,Technological Literacy,Computer Assisted Instruction,Teaching Methods,Computer Use,Teacher Motivation

The outburst of information technology in the later parts of the twentieth century has taken the whole world into its scope. There is an ever growing use of computers in the workplaces and universities. The purpose of this study was to measure the attitudes of the English language university instructors towards the use of computers. It was a descriptive study and data was collected by a survey. This study's population consisted of two hundred university instructors equally divided into male and female. These instructors were randomly selected from different universities. The findings revealed that there was a significant difference between the views of the males and females instructors. Moreover, those who had no professional qualification had the highest mean score. The English language university instructors should be trained in the use of computers so that they might be able to use them more effectively in classroom settings.
Leveraging Relational Metaphors: An Analysis of Non-Parental Adult Roles in Response to Youth Needs
Author: Arbeit, Miriam R.
Date: 2021-01-00
Type: Journal Articles
Subjects: Adults,Adolescents,Interpersonal Relationship,Role Models,Secondary School Students,Mentors,Extracurricular Activities,Coaching (Performance),Skill Development,Needs,Achievement,Caring,Coping

The present study takes a strength-based approach to understand how young people's individual needs shape their relationships with significant non-parental adults across adolescence. The analyses drew from qualitative interviews with 27 youth across five time-points (3 years). Three types of youth needs were identified and labeled using metaphors that refer to other prominent relationships in youth lives: coach-like adults were providing help toward a specific achievement or skill development, friend-like adults were providing positive youth-focused companionship, and parent-like adults were nurturing a budding sense of self amid a plethora of life challenges. Each of these sets of youth needs was further examined through thematic analysis and case studies. Implications for future research and models of effective youth mentorship are discussed.
A Study of Practicing Degree of Schools Principals in Dealing with Students Positive Behaviors
Author: Yassien, Bassam Mahmoud Bany
Date: 2020-11-00
Type: Journal Articles
Subjects: Principals,Student Behavior,Secondary Schools,Secondary School Students,Leadership Styles,Secondary School Teachers,Teacher Attitudes,Correlation,Social Behavior,Administrator Role

The importance of the study is to find out the relationship of how school principals dealing with positive behavior of students in Irbid first educational Directorate, in order to shed light 0n these practice to promote students positive behavior. The study aimed to identify the practice degree of secondary school principals at Irbid First Educational Directorate toward their administrative and technical tasks and its relationship with the positive behaviors of students, from teachers' standpoint. Study sample consist of 310 male and female teachers who were selected through the simple random method from the 1022 study population members, and to achieve the study objectives, researcher developed a questionnaire as the study tool and was checked to ensure its sincerity and reliability. The study results showed that the practice degree of secondary school principals at Irbid First Educational Directorate toward their administrative and technical tasks, from the teachers' standpoint came to a medium degree, while there weren't any statistically significant differences according to the qualification and experience variables. The results showed that practice degree of secondary school students toward the positive behavior, from teachers' standpoint came to a medium degree, and also showed a statistically significance correlation at level ([alpha] = 0.05) between student's behavior toward school and colleagues, and the positive attitude of students as a whole and the practice degree of secondary school principals toward their administrative and technical tasks.
The Effect of Outdoor Learning Model on Improving Cognitive Ability in Entrepreneurial Learning at the Field of Electricity
Author: Nahulae, Eva Monika
Date: 2020-11-00
Type: Journal Articles
Subjects: Outdoor Education,Instructional Effectiveness,Vocational High Schools,High School Students,Electrical Occupations,Entrepreneurship,Expertise,Cognitive Ability,Grade 11,Foreign Countries,Experiential Learning,Vocational Education

Outdoor learning model of learning is one alternative to reduce the level of saturation in learning, especially learning the practice in vocational high schools. Outdoor learning models can connect students to deal directly with the world of entrepreneurship so that teachers can teach entrepreneurial values easily. Outdoor learning can link the theories in the book and the reality in the field. The experience gained from the learning process outdoor learning has a lot of influence on student learning outcomes because it can hear, observe and feel direct events that occur in the real world. This study aimed to determine the quality of entrepreneurial learning outcomes and their effectiveness by using an outdoor learning model for electricity power expertise students in vocational high school. The study was conducted using a quasi-experimental approach with methods of pretest-posttest control group design. The population of this research was the eleventh-grade students majoring in electrical power installation engineering at SMK Negeri 2 Medan, Indonesia. The sample of this study were 76 students chosen randomly. The instrument used in this study was a multiple-choice test. The instrument that was used in this research, previously validated by experts of theory and material. The analysis was performed with the t-test and Gain N-score. This research found that students who learn to use outdoor learning model was better than students who learn to use conventional model.