ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Distance Education on Learning Outcome in Computer Skills Course in Prince Sattam bin Abdulaziz University: An Experimental Study
Author: Amer, Mohammed Elmetwali Mohammed
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,Computer Literacy,Foreign Countries,College Students,Academic Achievement,Online Courses,Pretests Posttests

The present study aimed to explore the impact of distance education on the learning outcome of students in computer skills course in Prince Sattam bin Abdulaziz University in Al-Sulail, Saudi Arabia. In this study, the learning outcome is represented in the students' academic achievement. The researcher adopted an experimental approach. He selected a sample consisting from 80 male students from 4 sections of a computer skills course. Those students were divided equally into control and experimental groups. The members of the control group were taught through adopting a face-to-face instructional approach. They attended 4 face-to-face lectures. The members of the experimental group were taught online through using the Blackboard system. The researcher used a pre-test and a post-test for assessing students' academic achievement. SPSS program was used. It was found that both groups share similar levels of computer literacy. It was found that distance education has a significant positive impact on students' academic achievement in the computer skills course. The researcher recommends adding online instructional activities to the curricula used in Saudi universities.
The Impact of Self-Efficacy Perceptions of Imam Hatip Secondary School Teachers on Students and Educational Environment
Author: Koç, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Secondary School Teachers,Teacher Attitudes,Educational Environment,Religious Schools,Islam,Foreign Countries,Student Participation,Teaching Methods,Classroom Techniques

This research was carried out to determine the self-efficacy perceptions of teachers working in Imam Hatip Secondary Schools and to examine the effect of teachers' competencies on students and education environment (relationships with students and teaching-learning processes). &quot;Teacher self-efficacy scale&quot; in the quantitative dimension of the research carried out by the mixed method; &quot;semi-structured interview form&quot; was used in its qualitative dimension. There were 357 teachers in the quantitative part and 86 students in the qualitative part of this research carried out in Istanbul in 2020. According to the results of the research, it was determined that teachers have a high level of self-efficacy. It was observed that gender, seniority and branch variables did not make a significant difference on teachers' self-efficacy perception. In qualitative part, it was concluded that the students confirmed the high efficacy of teachers. It has been determined that high self-efficacy of teachers affects the educational environment positively. As the factors that positively affect the teaching-learning processes; it was determined as giving responsibility, using different teaching methods, cooperating in classroom management, connecting with daily life, following homework outside of school and cooperating with their families. As the factors that negatively affect the teaching-learning processes; teaching the lesson with a single technique, addressing only the relevant students and communicating with the family only in a negative situation. For future research, comparative results can be obtained by evaluating teacher competencies from the eyes of other stakeholders in education, such as school administrators, colleagues, students and parents.
A Study on Ethical Leadership Perceptions and Its Impact on Teachers&apos; Commitment in Pakistan
Author: Sabir, Sara
Date: 2021-01-00
Type: Journal Articles
Subjects: Ethics,Instructional Leadership,Foreign Countries,Age Differences,Gender Differences,Correlation,Teacher Attitudes,Leadership Styles,Teacher Administrator Relationship,Measures (Individuals),Likert Scales,Teacher Characteristics,Factor Analysis,School Administration

The primary objective of this research article is to study the concept of ethical leadership by determining the perceptions of school teachers regarding ethical leadership behaviors of the school leaders and establishing its relation with teacher's commitment. In addition, this study tests the validity of ELQ survey instrument in educational sector of Pakistan. The research has collected data from a random sample of schools in the two largest districts of Punjab in Pakistan. The empirical study is based on primary data collected from 320 teachers and the results of this study reveal that the teachers perceived their leaders to be moderately ethical and a significant positive relationship existed between the two. Also, age and gender of employees did not affect the ethical leadership behaviors, however seniority of the employee had an impact on the ethical leadership behavior perceptions. Also, Ethical leadership was also found to positively impact on the two out of four dimensions of the teacher commitment, which are commitment to teaching and commitment to profession. This study adds contribution to theory by investigating the relationship between ethical leadership behaviors and the organizational commitment by conceptualizing it as teacher commitment. The practical implication of this study is that effective ethical leadership behavior that drives employee commitment need to be fostered in organizations to drive efficient performance.
Understanding the Reggio Emilia-Inspired Literacy Education: A Meta-Ethnographic Study
Author: Inan, Hatice Zeynep
Date: 2021-00-00
Type: Journal Articles
Subjects: Reggio Emilia Approach,Teaching Methods,Preschool Education,Literacy Education,Ethnography,Play,Emergent Literacy,Comparative Analysis,Research Reports,Educational Philosophy,Educational Practices,Child Development,Correlation,Multiple Literacies,Parent Child Relationship,Teacher Student Relationship

The Reggio Emilia pedagogy is compatible with literacy education goals. However, just a few detailed accounts have been published about how literacy instruction is integrated into the Reggio Emilia-inspired preschools. The study adopted qualitative research design and aimed to fill this gap by conducting a metaethnographic study by examining and synthesizing various studies done on play-based emergent literacy education in Reggio Emilia inspired-preschools. The study adopted Noblit and Hare's 7 steps metaethnography method, including interpretations and syntheses of various studies. Since the meta-ethnography method involves cumulative synthesis through induction, the current research employed synthesis of 24 studies by analysing in-depth, and then synthesizing the studies comparatively and cumulatively, maintaining links among the synthesis and then creating hypotheses and implications for teachers and parents accordingly. The emerged theme was discussed along with the sub-themes, namely philosophy, practices, and evidence. Each sub-theme was scrutinized in detail during the data analysis. It was found that play-based education in Reggio Emilia-inspired preschools successfully accomplished healthy literacy development covering all the links (cognitive, psychological, ecological, social and sociocultural perspectives) between play and literacy. Early childhood educators and parents were advised to take children's interests and needs into consideration to provoke literacy-related plays and to set up the literacy-enriched climate, where children could reach materials easily, had time and space to interact with them, and had adult and peer assistance to enrich their literacy-play activities. By using multiple literacies (100 Languages) and making literacy learning enjoyable and fun, play guarantees young children's early attempts at literacy to be successful. In short, the study illustrated that literacy was reconceptualised in a new and effective way in Reggio-inspired preschools compared to traditional literacy education in other preschools and it was found that what makes the Reggio Emilia-inspired experiences special was the whole approach to literacy instruction.
Use of In-Class Variables in Social Studies Courses
Author: Bulut, Ramazan
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Teacher Role,Classroom Techniques,Student Role,Teaching Methods,Instructional Materials,Preservice Teachers,Student Evaluation,Tests,Class Size

This research aims to determine the use of classroom variables in social studies teaching based on the observations of social studies teacher candidates. In the study Phenomenological research design, and qualitative method were utilized. Criterion sampling and snowball sampling techniques, which are among purposive sampling methods, were used to determine the study group. The data were collected using the focus group interview technique via a semi-structured interview form developed by researchers. After the necessary permissions were obtained, the interviews with the participants were recorded and transcribed in written. Content analysis was conducted on the data obtained from the participants. The results revealed that social studies teachers' preferences of strategies, methods, and techniques were presentation, lecture, question-answer, and brainstorming in the teaching of social studies courses. Looking at the roles of teachers and students in the classroom, the teacher had an active role for distributing information, asking questions, classroom management, encouraging participation, and drawing attention to important points. Students, on the other hand, seemed to have passive roles, listening to what the teacher says, answering questions, and taking notes. Considering the use of materials in the Social Studies course, it was revealed that teachers generally used easily accessible materials such as books and maps, some teachers did not make use of computers, projectors, and interactive boards although they had the opportunity to use them, and even though some teachers wanted to use various materials in the lesson, it appeared that they could not make use of the necessary materials for the lesson due to the limited facilities of the school and the classroom. Another conclusion obtained from the research was that various strategies, methods, and techniques could not be used in the course due to the crowded classes, classroom management problems.
School Governance and Funding Policy in South Africa: Towards Social Justice and Equity in Education Policy
Author: Sayed, Yusuf
Date: 2020-11-00
Type: Journal Articles
Subjects: Governance,Educational Finance,Educational Policy,Foreign Countries,Social Justice,Equal Education,Policy Analysis,Resource Allocation

Equity and redress, in and through education, are fundamental commitments of the new South African democratic government that ensued in 1994 after a brutal and protracted history of colonial and apartheid segregation and oppression denied the majority black population the fundamental right to equitable and quality education. A raft of ambitious and far-reaching policies were put in place to achieve these laudable goals. Yet more than 26 years after the ending of colonial and apartheid rule, the South African education system, and society in general, remain, far from equal -- made apparent by the current COVID-19 pandemic. In this paper we take a critical (re)look at South African education governance and funding policies, considering why the South African Schools Acts (SASA) and the National Norms and Standards for School Funding (NNSSF), first promulgated in 1997 and 1998 and subsequently amended, have not delivered as expected on the promises of equity, redistribution and redress. The paper advances conceptual flaws, operational failures and implementation naivety as to why these promises have not been realised, advocating for an alternative social justice model for school governance and funding.
Using Complementary Strategies for Students&apos; Didactic Evaluation
Author: Blândul, Valentin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Evaluation,Evaluation Methods,Self Evaluation (Individuals),Peer Evaluation,Grading

The didactic evaluation represents one of the most important components of the teaching / learning process, that can offer professors the image of the level in which their students acquire the knowledge they were taught. In the present paper, we are planning to describe the status and role of self-evaluation in student assessment and a possible way to implement this activity. The sample of research was composed from 116 students attending the initial training in didactic career from University of Oradea Romania, who should anticipate the mark that they estimate to obtain at Pedagogy exam, before and over to solve the task that two marks were compared with the one accorded by the teacher. The results showed that many students sub-evaluate themselves. It is recommended to identify some possibilities to improve the capacity of students for realistic self-evaluation.
Viewpoints of Some Managers&apos; and Employees&apos; in the Ministry of Education about the Implementations of Their Strategic Planning
Author: Bayram, Arslan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Attitudes,Administrators,Employees,Government Employees,Strategic Planning,Educational Planning,Educational Administration,Program Implementation,Individual Characteristics

This study aimed to scrutinize the implementations based on the strategic planning of Ankara Provincial Directorate of National Education, Turkey. The participants of the study comprised 516 branch managers, chiefs and civil servants in Ankara Provincial Directorate of National Education. The data were collected via a structured questionnaire comprising four parts using five-point Likert-type scale. The first part focused on the identity information, the second part dealt with the strategic planning elements of the Ankara Provincial Directorate of National Education, the third part was on strategic planning for targeted questions, and the last part aimed to collect data on the official system of the directorate of national education in general. The data were analyzed via frequency and percentage, and Kay-square tests. The results were classified in accordance with the titles of the participants and could be stated as follows: Deputy directors, education supervisors, chiefs, and civil servants agreed on the statement &quot;moderate level&quot;; branch managers assumed that the strategic planning as &quot;legal obligations&quot;; civil servants and provincial deputy directors were of the opinion that the strategic plans were not implemented exactly, and branch managers believed that the prepared strategic plans were exactly implemented.
Views of Science Teachers about Online STEM Practices during the COVID-19 Period
Author: Ozdemir, Esra Benli
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Science Teachers,Electronic Learning,STEM Education,Distance Education,COVID-19,Pandemics,Grade 7,Foreign Countries,Web Based Instruction,Feedback (Response),Error Correction,Teaching Methods

The study aimed at obtaining and analyzing the opinions of Science teachers who practiced online STEM activities in the Science course during the transition process to distance education due to the COVID-19 pandemic. The research was carried out with six (n = 6) Science teachers of the 7th grades in six different public schools in Ankara in the Spring term 2019-2020 school year based on criterion sampling method and on voluntary basis. Teachers' opinions about online STEM implementation were obtained via a semi-structured interview form comprising five open ended questions. The data obtained were analyzed using content analysis. The results showed that teachers had difficulty in conducting and coordinating online STEM activities through correcting feedback. Teachers were able to provide corrective feedback only at a minimum level. It was understood that they needed family support in most cases, and student participation was too low. Participant teachers also stated that during the online STEM activities, students and teachers could easily and quickly access resources via the internet, and online STEM implementation contributed to developing students' 21st century skills, such as problem solving, accessing and analyzing data, and critical thinking.
Neoliberal Stratification: The Confounding Effect of the School Poverty Quintile Ranking System in South Africa
Author: Maistry, Suriamurthee Moonsamy
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Neoliberalism,Poverty,Educational Finance,Resource Allocation,Funding Formulas,Educational Equity (Finance),Educational Policy,Governing Boards,Free Enterprise System,Racial Bias,Social Class,Commercialization,Equal Education

The South African school education landscape is distinctly uneven as it relates to school financing. The state's attempt at differentiated funding via the quintile system is vaunted as an initiative to address the needs of poor schools. It parades as a commitment to a redress agenda. Since implementation, the socioeconomic demography has changed significantly for many schools. Some have experienced an exodus of fee-paying learners and an increase in poor learners residing in newly established informal settlements. There is limited understanding of the extent of the financial crises that these schools face. In this article we examine the financial management struggles of schools from low socioeconomic contexts. Eight schools in the Greater Durban area were purposively sampled and a series of in-depth interviews were conducted with school principals. The study revealed that principals were involved in constant struggles to manage their schools in the context of dire financial constraints. The advent of outsourcing of procurement is a distinct neoliberal move that relegates previously state functions to the ambit of the market. Profit-driven procurement agents systematically drain the public purse as they wilfully render services and supplies incommensurate with the charges they levy.
School Finance Reform for Curriculum Innovation: An Equity Prospect
Author: Lumadi, Mutendwahothe Walter
Date: 2020-11-00
Type: Journal Articles
Subjects: Educational Finance,Finance Reform,Curriculum Development,Educational Innovation,Educational Equity (Finance),Equal Education,Academic Achievement,High School Students,Foreign Countries,Grade 12,Underachievement,Intervention,Poverty,Educational Change,Social Support Groups

The advent of democracy in South Africa triggered notable reforms to the financing of quality education, and curriculum design and innovation. The ulterior motive behind this study was to underscore the correlation between inadequate financial resources and learners' achievement. School finance reform was found to contribute to learner achievement and was viewed as a building block of every discourse related to equity. In the Eastern Cape (EC) province, the dismal percentage of Grade 12 learners who achieve success in gateway subjects, as reflected in the National Senior Certificate Examination results, was linked to the grossly inequitable distribution of funding and even the defunding of education. The 3 high schools in question were stigmatised as chronic underachievers, having reported a 0% pass rate for 5 successive years. Establishing an intervention programme to finance quality education for schools in poverty-stricken communities was an arduous undertaking. Although the windfall was temporary, it was construed as the dawn of a new age of philanthropy. The project spurred the development of local education finance to motivate South Africa's &quot;Dinaledi&quot; (stars).
Responding to Policies That Involve Aboriginal and Torres Strait Islander Students and Content: An International Pre-Service Teacher&apos;s Experience
Author: Alonso, Roxana Aguilar
Date: 2020-10-00
Type: Journal Articles
Subjects: Ethnography,Preservice Teachers,Pacific Islanders,Ethnic Groups,Indigenous Populations,Epistemology,Mexicans,Foreign Students,Teacher Education Programs,Culturally Relevant Education,Course Content,Student Attitudes,Barriers,Social Theories,Minority Group Students,Foreign Countries,History,Cultural Influences,Cultural Awareness,Educational Experience,Personal Narratives,Political Influences,Power Structure

Using auto-ethnography, I write my story as Mexican international student in the role of pre-service teacher in Australia. I focus on exploring my socio-political status and its relationship to assuming a position to respond to education policies about working with students from Aboriginal and Torres Strait Islander backgrounds, and teaching Aboriginal and Torres Strait Islander content. I argue that assuming a position to respond to these policies as international pre-service teacher is overlapped with a multi-layered process in which epistemological deliberation occur as a consequence of being in a state of constant position shifting. Anzaldúa's Coyolxauqui imperative and Martin's Relatedness theory are used to analyse the structural conditions that framed the epistemological challenges that I encountered. I suggest a process to support international pre-service teachers who are ethnic minorities to assume a position in relation to these policies. Recommendations for potential further research are outlined.
The Impact of Government Funding on Senior High Enrolment in Ghana
Author: Abdul-Rahaman, Nurudeen
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Education,High Schools,Federal Aid,Financial Support,Educational Finance,Enrollment Trends,Correlation,Gender Differences,Time

Successive governments, both military and civilian regimes, funded senior high school education in Ghana to increase access and improve quality since the nation attained independence on 6 March 1957. In the study reported on here we adopted a quantitative research method using secondary data from five public senior high schools in the Wa Municipality, as these schools are beneficiaries of government funding in Ghana. We used the generalised linear model to test the impact of government funding on student enrolment. The study reveals that government funding has a significant impact on increasing enrolment among girls but it is not statistically significant in increasing boys' enrolment.
Narrowing the Achievement Gap of Grade 12 in No-Fee Schools in Gauteng Using Pro-Poor Funding
Author: Chanee, Albert
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Gap,Grade 12,Public Schools,Access to Education,Equal Education,Low Income Students,Intervention,Educational Policy,Program Effectiveness,Resource Allocation,Barriers,Program Implementation,Racial Differences,Geographic Regions,Racial Bias,Student Participation,Elementary Secondary Education,Poverty

Since the advent of democracy in 1994, access to quality and equitable education still remains a challenge in the Gauteng province. As an intervention to improve access and quality of learning in all schools, especially township schools, the Gauteng Department of Education (GDE) declared schools across Quintiles 1 to 3 throughout the province to be no-fee schools. In this article we examine various GDE pro-poor intervention programmes, the effects of a progressive school funding policy, and efforts to achieving equity through improved resource allocations. It is essential to assess the progress of the GDE's explicit pro-poor education policies towards promoting equity and equality in education, with particular focus on the performance of Grade 12 learners in no-fee schools. One of the findings of the study reported on here reveals that, although the GDE faced challenges in implementing the no-fee policy at school level, there has been progressive improvements in the standard of education as reflected in the Grade 12 results of no-fee schools.