ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Computer Assisted Learning Methods on Facilitating Continuing Education in Lagos State, Nigeria
Author: Shamsideen, Saula Ayinla
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Instruction,Educational Technology,Teaching Methods,Continuing Education,Adult Students,Computer Mediated Communication,Adult Educators,Interaction,Computer Literacy,Correlation,Academic Achievement

Society is rapidly transforming into one which is based on information requiring its citizens to be familiar with information based resources and manipulations. This paper focuses on the continuing education and relevance of educational technology for adult learners; explains the using of computer based educational technologies such as Computer Assisted Instruction (CAI), computer assisted interactive learning and Computer-Mediated Communication (CMC) in adult education; and examines the advantages and suitability of these methods from the point of the adult learning characteristics. A descriptive survey research design was adopted; using simple random sampling technique to pick 50 adult teachers and 50 adult learners in Ojo Local Government Area of Lagos State. The data collected were analyzed using descriptive statistics of frequency counts and percentages for demographic data, while inferential statistics of chi-square was used to test hypotheses. Three hypotheses formulated and tested. It was deduced from the findings that continuing education is a process of self-directed inquiry through which individuals systematically learn from their daily experiences and other resources and educational technologies in their environment. Technologies offer ways of individualizing instruction to meet the needs of adult learners and can offer opportunities to individualize instruction; reaching all adult learners in ways they learn best.
Learning to Teach Writing through a Distance Education Programme: Experiences of Rwandan Secondary School English Teachers
Author: Niyibizi, Epimaque
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Writing Instruction,High School Teachers,Teacher Education Programs,Preservice Teacher Education,Knowledge Level,Writing Skills,Teaching Methods,Educational Technology,Technology Uses in Education,Instructional Materials,English Teachers,English (Second Language),Language Teachers,Second Language Instruction,Teacher Attitudes

Background: Writing is among the most important skills, and globally it has received more emphasis in literature on language teaching than reading, speaking and listening. However, a paucity of studies is observed in sub-Saharan Africa, particularly in contexts where English is being taught as an additional or foreign language, as is the case in Rwanda. Research shows that learners who can write well in different genres and for different purposes tend to do well in all curriculum subjects and subsequently beyond school education. The key challenges are the inadequacy of materials and teachers' inability to teach writing well, especially through distance education programmes. Objectives: This study investigates the effectiveness of materials used at the University of Rwanda-College of Education's Distance Education programme to train high school teachers on writing pedagogy for English teaching. Method: The study adopted a qualitative approach to report on the findings from textual, document analysis of distance education materials, argumentative essays and focus group discussions with 80 of 599 in-service teachers, who responded to designed and redesigned sections on writing pedagogy. Results: The findings indicate that teachers' knowledge and skills in both writing and writing pedagogy are not addressed effectively by the materials designed. This negatively affected the quality of their own writing abilities and those of their students. Conclusion: The article recommends reconceptualisation of distance education materials to equip in-service teachers with propositional knowledge and procedural knowledge on writing pedagogy.
A Sustainable Educational Response to the Recent Increased Witch Killing and Ritual Murder &apos;Liretlo&apos; in Lesotho: Introducing Basotho Traditional Religion in Lesotho Schools
Author: Mokotso, Isaac Rasebate
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Influences,Religious Education,At Risk Persons,Youth,Crime,Homicide,Beliefs,African Culture,Misconceptions,Moral Values,Values,Education,Culturally Relevant Education,Multicultural Education

Witch killing and ritual murder have been increasing in Lesotho since 1999 even though there is absolute silence from different social sectors including academic community. This paper is an attempt to break such silence from the angle of religious education proposing that Basotho Traditional Religion should be introduced in Lesotho schools to teach Basotho youth about the real meaning of belief in witchcraft and vital force as the main source behind witch killing and ritual murder. The paper highlights that the susceptibility of Basotho youth to crimes of witch killings and ritual murder is due to cultural alienation in which they have been estranged from their own religious beliefs by neglect of traditional beliefs in formal education system. They are ignorant of their traditional beliefs which they could also not be totally divorced from owing to the fact that religion is so inherent in African culture to the extent that it accompanies an individual before birth up until after death. Practicing a religion that they are ignorant of has put them in a situation in which they may either misrepresent it or misuse it for criminal acts. Even though there are many factors suggested including economic factors, rationality behind unusual occurrences, and strengthening of vital force to be the motives for witch killing and ritual murder, this review argues that those are opportunistic factors while at the heart is 'belief' -- religion that has to be addressed through reorientation of the same religious beliefs within moral education and culturally appropriate education.
Parental Socio-Economic Status as a Determinant Factor of Academic Performance of Students in Regional Examination: A Case of Dessie Town, Ethiopia
Author: Eshetu, Amogne Asfaw
Date: 2015-11-00
Type: Journal Articles
Subjects: Parent Background,Socioeconomic Status,Performance Factors,Foreign Countries,Academic Achievement,Educational Attainment,Employment Level,One Parent Family,Interpersonal Relationship,Family Environment,Parent Participation,Family Financial Resources,Family Size,Middle School Students,Grade 8,Geographic Regions,Standardized Tests,Correlation,Scores

Parental socioeconomic status is among the widely cited factors that has strong association with academic performance of students. Explanatory research design was employed to assess the effects of parents' socioeconomic status on the academic achievement of students in regional examination. A survey was conducted to collect data on regional examination result of 538 randomly selected students from thirteen junior secondary schools. The data were analysed using descriptive statistics and inferential statistics including percentage, independent samples t-tests, Spearman's rho correlation and one way ANOVA. The results of the analysis revealed that socioeconomic status of parents (particularly educational level and occupational status of parents) has strong association with the academic performance of students. Students from educated and better off families have scored higher result in their regional examination than their counterparts. Being a single parent student and whether parents are living together or not have also a significant impact on the academic performance of students. Parents' age did not have a significant association with the performance of students. It is recommended that further study with wider geographical area and including other variables should be undertaken so as to have a reliable result on the relation of student's academic achievement and SES of parents.
University to Community Pilot Preschool Programme: The Effects on Learning Environment, Teachers&apos; Attitude and Children Holistic Development
Author: Salami, Ishola Akindele
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Preschools,Pilot Projects,Educational Environment,Preschool Teachers,Teacher Attitudes,Child Development,College School Cooperation,Preschool Children

There is no gainsaying the fact that Early Childhood Education generally, and preschool education in particular, is faced with myriad of problems in Nigeria. Scholars, government agencies and nongovernmental organisations have been struggling to find lasting solutions to these problems but the successes recorded have been quite insignificant. This might be as a result of the non-implementation of various research findings and the gap between the theories learnt and practices in preschools. It is, therefore, imperative for teacher trainers to take the policies, principles and theories of teaching to the preschool levels so as to serve as models. Some preschool sections in some public primary schools in Ibadan, Oyo State were selected and their needs in terms of learning resources, teaching force and developmentally appropriate instructions were attended to. Mixed methods research design of triangulation type was adopted. The data gathered after a term of 13 weeks revealed that there is a little improvement in the learning environment and the development of the children holistically. But the attitude of the teachers has not been changed significantly. Recommendations are made for future practices on the programme.
Relationship between Entry Qualification and Performance in A&apos;level Chemistry: A Case Study of School of Basic and Remedial Studies, Yobe State University, Damaturu, Yobe State
Author: Babalola, Ibrahim T.
Date: 2015-05-00
Type: Journal Articles
Subjects: Correlation,Chemistry,Science Instruction,Foreign Countries,Predictor Variables,Basic Skills,Remedial Programs,College Students,Academic Achievement,College Science,Predictive Validity

This study is on correlation between entry qualification and performance in A'level chemistry at the school of Basic and remedial studies, Yobe State University, Damaturu. The grade in chemistry at the West African Examination Council (WAEC) or National Examination Council (NECO) is the predictor while the criterion is the grade earned in the short structured test administered at the end of Basic 1. Three research questions and one hypothesis guided the study. A population of 99 regular students who registered for A'level chemistry were used for the study. The students' data file and a check list were the instruments used for data collection. The Pearson Product Moment Correlation Coefficient (R) calculated from the data analyzed revealed negative correlation of 16.36 × 10[superscript -2]. The paper concluded that there was no relationship between performance of the students in the A'level chemistry and the entry grade (O' level chemistry) in the Basic programme.
Parents and Appropriate Assessment: Critical to the Education of Deaf and Hard of Hearing Children
Author: Greene-Woods, Ashley N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Student Evaluation,Evaluation Methods,Parent Participation,Student Needs,English,Individualized Education Programs,Student Rights,American Sign Language,Language Usage,Language Skills,Language Tests

This article shares the story of Jose, a student that presents an extreme example of what can happen to deaf and hard of hearing children in our nation's schools when assessment data is either inaccurate or ignored and parental input is absent. Presenting a unique challenge to the educational system, each deaf or hard of hearing child is at the center of controversial discussions, such as which classroom placements are appropriate, which language is appropriate, and how amplification should be encouraged. As Jose's situation illustrates, these decisions are some of the most important in a child's life. Evaluations of students' placement, language, and use of technology decisions require the work of specialized professionals who administer evaluations developed by other specialized professionals. Parents need to be involved in every aspect of their child's education not only because they bring important information to the process but also because they can question and even provide insight into the assessments, and they provide oversight to the assessors. The article provides a list of four key points to help in assessing the deaf or hard of hearing child.
Of Serpents and Doves: My Experience Learning to Work with the Educational System
Author: Penland, Traci
Date: 2019-00-00
Type: Journal Articles
Subjects: Deafness,Family School Relationship,Parent Participation,Parent Role,Advocacy,Parents,Student Needs,Sign Language,Hearing Impairments

This article is the story of how Traci Penland, the mother of three children, two of whom are deaf, stopped thinking of &quot;the school&quot;--the combined presence of teachers, professionals, support staff, deaf education specialists, audiologists, and administrators--as her enemy in her pursuit to help her daughter in her educational journey. A training given by the Georgia chapter of Hands &amp; Voices, a parent-driven, nonprofit organization dedicated to providing support to families irrespective of the family's communication choice with their child, provided the map Penland needed to feel knowledgeable enough to let her guard down in her involvement with school officials. The article includes tips for advocacy for parents.
Transition and Adaptability in Educational and Organisational Contexts
Author: Holliman, Andrew J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),College Students,College Faculty,Foreign Countries,Coping,College Environment,Academic Persistence,Predictor Variables,School Holding Power,STEM Education,College Preparation,Teacher Role,Graduate Study,Education Work Relationship,Social Support Groups,Altruism,School Culture,Stress Variables,Work Environment,Adjustment (to Environment)

The Division of Academics, Researchers and Teachers in Psychology (DARTP) hosted a symposium at the British Psychological Society's Annual Conference 2018, at which the concepts of transition and adaptability were explored within the context of higher and pre-tertiary education and in academic organisational contexts. The talks and discussions which occurred during the symposium considered some of the challenges and opportunities experienced by students and academic staff over the course of their respective academic journeys -- in and through university, to postgraduate study, and into employment within academic organisations -- with a focus on 'adaptability' during these transitional moments. The ultimate aim of the symposium, reflected in this article, was to explore current thinking, developments, and practice in this area, and stimulate debate, in order to better understand and support students and academic staff during transitional moments of their lives.
Adaptability: An Important Capacity to Cultivate among Pre-Service Teachers in Teacher Education Programmes
Author: Granziera, Helena
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Capacity Building,Teacher Education Programs,Teacher Effectiveness,Educational Environment,Beginning Teachers,Educational Psychology,Adjustment (to Environment),Behavior Modification,Cognitive Restructuring,Emotional Adjustment,Vignettes,Role Playing,Reflective Teaching,Microteaching,Mentors

Teaching is characterised by constant change and occurs in a dynamic and unpredictable environment. Being able to adapt to meet the novel and changing situations that occur in these ever-changing environments is an important capacity for thriving and effective teachers. This is known as adaptability, or the capacity of individuals to adjust their thoughts, feelings, and behaviours in response to new, changing, or uncertain situations (Martin et al., 2012). Although a growing body of research has demonstrated the benefits of adaptability for teachers and students (e.g. Collie &amp; Martin, 2017; Parsons &amp; Vaughn, 2016), limited work has considered the role of adaptability among beginning teachers, and how this capacity can be fostered in pre-service education courses. The present article thus examines the nature of adaptability and proposes a range of strategies that can be employed to foster this capacity in the context of pre-service educational psychology courses.
Emotive Outdoor Learning Experiences in Higher Education: Personal Reflections and Evidence
Author: Leadbetter, Peter
Date: 2019-00-00
Type: Journal Articles
Subjects: Outdoor Education,Emotional Development,Cognitive Development,Historic Sites,Undergraduate Students,Field Trips,Interdisciplinary Approach,Death,Learning Experience,Emotional Experience,Transformative Learning,Empathy,Reflection,Group Unity

Outdoor learning experiences in Higher Education (HE) provide students with the opportunity for emotional development, cognitive development and learning. Despite this, the literature exploring the impact of emotive outdoor learning experiences on students' development and learning is scarce. The aim of this paper is to present an overview of the key factors important for the delivery of outdoor learning experiences in HE. The paper will also incorporate the authors' personal experience of delivering emotive outdoor learning in HE (visiting Holocaust sites with undergraduate students). Broad recommendations for the future design and delivery of emotive outdoor learning experiences are also discussed.
Boosting Prospects: Remote Work Experience with Post-16 Students
Author: Willard, Eleanor
Date: 2019-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Psychology,Undergraduate Study,College Preparation,Program Descriptions,Secondary School Students,Research Assistants,Student Attitudes,College Faculty,Foreign Countries,Literacy,Reflection,Supervision,Information Sources,Online Searching,Task Analysis,Writing (Composition),Summer Programs

This short report will outline a remote work experience scheme that has successfully been running for three years in the psychology group within the Leeds School of Social Sciences. It is designed to aid transition to university for pre-tertiary students by introducing them to undergraduate literacy skills and making their expectations of university level study more realistic. Students act as remote research assistants by working on a brief provided by an academic within the psychology group. The brief summarises a research topic and asks for students to source relevant research and produce a reflective report of their thoughts on the area. The lead academic then provides a brief reference on the work received to the student and their school or college. The scheme is still growing and being refined year on year. This paper describes the scheme in its current form and discusses its effectiveness and potential future directions.
Student Adaptability and Achievement on a Psychology Conversion Course
Author: Sheriston, Lee
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,Student Adjustment,Psychology,Outcomes of Education,Foreign Countries,Predictor Variables,Student Motivation,Graduate Students,Emotional Adjustment,Cognitive Processes,Student Behavior

Adaptability refers to an individual's cognitive, behavioural, and emotional adjustment in the face of novel, changing, or uncertain situations. A growing literature has demonstrated the influence of adaptability on students' academic outcomes at primary, secondary level, and more recently, tertiary levels; however, its influence on students' academic outcomes on postgraduate psychology conversion courses -- who are typically transitioning back into education and focusing on a different academic discipline -- has yet to be examined. In this study, students enrolled on a postgraduate psychology conversion course in higher education were assessed for their adaptability, academic motivation, and academic background in semester 1. Their academic achievement (grade point average) was then obtained from the Student Records System, along with demographic information at the end of semester 3 upon course completion. Bivariate (zero order) correlation analyses revealed that only adaptability and disability status were significantly associated with academic achievement. A multiple regression analysis revealed that adaptability was the strongest predictor of academic achievement. These findings have important implications for researchers and educators seeking to understand students' adjustment to university -- and postgraduate psychology conversion courses in particular -- and its influence on academic outcomes.
Rethinking Psychological Literacy for Introductory Courses in Pre-Tertiary and Higher Psychology Education
Author: Geiss, Paul Georg
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychology,Knowledge Level,Higher Education,Secondary Education,Introductory Courses,Teaching Methods,Thinking Skills,Student Attitudes,Reflection,Critical Thinking,Attitudes,Motivation,High School Students,College Students

Psychological literacy has become a key concept for the teaching and learning of psychology in higher education and is a laudable goal of pre-tertiary psychology education. The widely used definition of McGovern and his colleagues enables a subject-specific contribution to liberal education. Nevertheless, this definition also includes general educational goals and is not specific enough for introductory courses on psychology, which provide an overview of the field and familiarise students with various ways of psychological thinking. This practice exchange paper shows how Sternberg's triarchic model of psychology learning and teaching could be used to elaborate a more subject-specific notion of psychological literacy which would interlink psychological knowledge, psychological thinking skills and reflective psychological attitudes that are necessary to critically reflect common-sense psychology. This more focused and comprehensive understanding of psychological literacy challenges the unquestioned topical approach to the teaching of introductory psychology and requires a rethinking of the basic arrangement of course materials.
Improving Initial Sound Segmentation Skills of Preschool Children with Severe to Profound Hearing Loss: An Exploratory Investigation
Author: Werfel, Krystal L.
Date: 2014-09-00
Type: Journal Articles
Subjects: Preschool Children,Deafness,Hearing Impairments,Acoustics,Auditory Perception,Training,Skill Development,Performance,Phonological Awareness

The purpose of this exploratory study was to evaluate the functional relation between initial sound awareness instruction and increased initial sound segmentation skill in children with hearing loss. Two preschool children with hearing loss participated in this multiple probe design single subject study. The children participated individually in initial sound awareness instruction (37-39 half-hour sessions). Assessment of children's initial sound segmentation skill occurred at the beginning of each session. Initial sound awareness training was associated with an increase in initial sound segmentation skill for the two children with hearing loss but performance did not consistently move to mastery level.