ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Teachers' Perceived Use of Online Reading Strategies
Author: Amer, Aly
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Reading Strategies,Student Teachers,College Freshmen,Statistical Significance,Internet,Gender Differences,College Seniors,Online Surveys,Student Surveys,Reliability

Effective use of reading strategies has been recognized as an important means to increase reading comprehension. Many English as a Foreign Language (EFL) or English as a Second Language (ESL) studies have produced lists of paper-reading strategies (e.g. having a purpose for reading; using context clues). In contrast, few studies have investigated &quot;online&quot; reading (i.e. reading on the internet) strategies. The purpose of the present study was to investigate the Online Reading Strategies of Omani EFL university first-year students and senior student teachers. The Survey of Reading Strategies (SORS) (Sheorey &amp; Mokhtari 2001) was adapted for use in this study. This Survey classifies reading strategies into three categories: &quot;global,&quot; &quot;problem solving,&quot; and &quot;support&quot; strategies. Results showed a statistically significant difference between fourth-year students and first-year students only in global strategies. This was consistent with findings of other studies, which showed that high-proficient readers use more global strategies than low-proficient readers do. Moreover, first-year students reported using more support strategies than senior students did. There was no statistically significant difference with reference to gender in either group.
Supporting Smart School Teachers' Continuing Professional Development in and through ICT: A Model for Change
Author: Ming, Thang Siew
Date: 2010-00-00
Type: Journal Articles
Subjects: Information Technology,Professional Continuing Education,Educational Change,Technology Integration,Educational Improvement,Educational Quality,Organizational Change,Action Research,Technological Literacy,Teaching Methods,Models,Communities of Practice,Foreign Countries,Inservice Teacher Education,Electronic Learning,Online Courses,Needs Assessment,Pilot Projects,Goal Orientation

The general assumption that once the hardware is introduced in schools, ICT integration will automatically follow is not necessarily true. Teachers need to be supported and factors responsible for teachers' failure to integrate ICT into the classrooms identified and rectified. The paper proposes an online model based on the Improvement Quality Education for All (IQEA) action research framework for school improvement (Hopkins et al 1996). The ultimate goal is to bring together the school-based cadres to share emerging issues, themes and evaluation and eventually develop expertise in managing change in their own institutions and beyond through the use of ICT. This concept paper provides the background, rationale, framework and the methodology of this research project.
Using ICT to Enhance Knowledge Management in Higher Education: A Conceptual Framework and Research Agenda
Author: Omona, Walter
Date: 2010-00-00
Type: Journal Articles
Subjects: Information Technology,Knowledge Management,Higher Education,Technology Integration,Theory Practice Relationship,Research Needs,Models,Cooperative Learning,Strategic Planning,Institutional Mission

The adoption and use of ICT to enhance and facilitate Knowledge Management (KM) has brought to focus the urgent need to come out with new methods, tools and techniques in the development of KM systems frameworks, knowledge processes and knowledge technologies to promote effective management of knowledge for improved service deliveries in higher education. To succeed in KM, higher education institutions must endeavor to effectively link KM initiatives and processes with their ever-changing needs to advance their goals. Addressing these challenges calls for a new conceptual framework and expanded research agenda to ensure success in the utilization of ICT in KM. Using the synergies from Stankosky's (2005) KM pillar for enterprise learning together with the task/technology fit theory (Goodhue and Thompson, 1995) to form the basis for defining our approach, this paper proposes a conceptual framework for using ICT to enhance KM in higher education. In addition, the paper identifies several research issues to bridge the gap that currently exists between the requirements of theory building and testing to address the different emerging challenges in using ICT to enhance KM in higher education.
Closing the Digital Gap in Cameroonian Secondary Schools through the CIAC Project
Author: Nganji,, Julius
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Computers,Disadvantaged,Information Technology,Secondary Schools,Internet,Program Implementation

Although with the overwhelming impact of new technologies globally, numerous factors still account for the setbacks in bridging the digital divide in developing nations. Cameroon has for several years been trailing in the employment of Information and Communication Technologies (ICTs) to facilitate learning and teaching in schools. Nevertheless, a number of ICT projects have been implemented in secondary schools which have helped to reduce this digital gap amongst students. We report on one of the pioneer projects, the Computer and Internet Access Centres (CIAC) project, implemented by the Association for Development, Communication and Environment (ADCOME), a non-governmental organisation with headquarters in the South West Region of Cameroon. We begin by looking at its history, implementation, successes, challenges and possible solutions.
Effective Use of Assistive Technologies for Inclusive Education in Developing Countries: Issues and Challenges from Two Case Studies
Author: Grönlund, Åke
Date: 2010-00-00
Type: Journal Articles
Subjects: Inclusion,Disabilities,Assistive Technology,Technology Uses in Education,Educational Technology,Developing Nations,Case Studies,Literature Reviews,Interviews,Expertise,Foreign Countries,Financial Support,Technological Literacy,Cooperative Planning,Program Implementation,Stakeholders,Government Role,Equal Education,Civil Rights,Nongovernmental Organizations,Educational Legislation,Educational Practices,Networks,Barriers

Developing countries face many obstacles in the process of implementing inclusive education (IE). Effective use of assistive technologies (AT) can help governments in developing countries achieve inclusive education by helping children with disabilities in schools. Despite the importance and positive impact of AT, prior research on the use of AT in inclusive education especially in developing countries is limited. To fill the research gap in this area, this paper investigates the research question of, How can AT be effectively used for IE in developing countries? To address this question, we conducted an in-depth case study of two developing countries, Bangladesh and Tanzania, and thoroughly reviewed existing IE projects around the world and other relevant literature. Three experts in the field and 18 informants of the two selected countries were interviewed in person, by phone or by email. The analysis of findings from interviews and literature review shows that obstacles to effective use of AT for IE come from three different levels--school, national, and network. Because AT is only part of the equation for a country to achieve IE, a high level national perspective is required and other related factors also need to be considered. We recommend governments in developing countries adopt a systematic approach in tackling obstacles at each level and pay attention to five management challenges: establishment and maintenance of professional networks: identification and maintenance of knowledge and expertise; funding management; coordination among ministries, and implementation, maintenance, and monitoring of a national program. Overall, governments are suggested to adopt a &quot;network&quot; approach that includes a constructive view of development drawing on incentives-based cooperation from all stakeholders. The results of this research shed light on the status quo of the use of AT for inclusive education in developing countries and provide useful guidance to parties who are interested in using assistive technologies to achieve inclusive education.
High School Predictors of a Career in Medicine
Author: Fuchs, Travis T.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Cohort Analysis,Regression (Statistics),Occupational Aspiration,Physicians,Racial Factors,Ethnicity,Asians,African American Students,Hispanic American Students,Student Interests,Prediction,Student Surveys,Measures (Individuals),Predictor Variables,Models,Motivation

While there is no dearth of high school students who are interested in becoming physicians, racial/ethnic disparities still exist in the medical profession. This retrospective cohort study examined the influences on students' desire, at the end of high school, for a medical career, and, in particular, how these influences differed by race/ethnicity. Multiple logistic regression models were used to predict students' medical career intentions at the end of high school. Interest in a medical career at the beginning of high school strongly predicted interest in a medical career at the end of high school. Authors found almost no racial/ethnic differences in interest in medicine, after controlling for other predictors. The exception was elevated medical career interest amongst Asians. Furthermore, Black and Hispanic students who wanted to become physicians tended to have high intrinsic motivations, but low science performance. Limited proficiency in science may impede Black and Hispanic students' further progress through the medical pipeline.
Racial/Ethnic and Gender Equity Patterns in Illinois High School Career and Technical Education Coursework
Author: Hamilton, Asia Fuller
Date: 2015-00-00
Type: Journal Articles
Subjects: Career Education,Technical Education,High School Students,Gender Differences,Racial Composition,Ethnic Groups,STEM Education,Racial Differences,Disproportionate Representation,Enrollment Trends,Student Records,Career Choice,Minority Group Students,Career Development,African American Students,White Students,Asian American Students,Hispanic American Students

This study analyzed high school Career and Technical Education (CTE) enrollments in Illinois, with comparisons to national data when possible, by career cluster and pathway and with respect to gender and racial/ethnic makeup of students. Enrollment patterns in Science, Technology, Engineering, and Math (STEM) CTE programming were emphasized. Gender and ethnicity-based inequities were found in certain areas and more equitable patterns were apparent in others. Of concern, student enrollment in courses fitting within STEM pathways included substantially greater male than female participation (64.1% male vs. 35.9% female), whereas other pathways showed the reverse enrollment pattern (45.0% male and 55.0% female). With respect to ethnicity, all subgroups except White students were underrepresented in CTE programming in general. The underrepresentation was exacerbated for all but Asian students when concerning STEM CTE programming. Considering implications, we recommend heightened focus, support, and goal setting concerning equity of CTE programming.
Occupational Safety and Health: A View of Current Practices in Agricultural Education
Author: Threeton, Mark D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Education,Occupational Safety and Health,Secondary Education,Barriers,Agricultural Engineering,Reliability,Likert Scales,Questionnaires

Providing safe and secure teaching and learning environments within schools is an ongoing process which requires a significant amount of attention. Therefore, this study sought to: 1) explore safety and health practices within secondary Agricultural Mechanics Education; and 2) identify the perceived obstacles which appear to hinder implementation of safety and health programs. While it might appear logical to assume that Agricultural Mechanics Education consistently reflect acceptable safety standards to promote enhanced learning and skill development, the results suggested there is room for improvement within schools. Findings may be useful to agricultural educators; school administration, teacher educators and safety compliance personnel interested in promoting enhanced occupational safety and health practices.
An Investigation on the Relationship between Prospective Teachers' Early Teacher Identity and Their Need for Cognition
Author: Arpaci, Dilara
Date: 2016-03-00
Type: Journal Articles
Subjects: Correlation,Preservice Teachers,Self Concept,Measures (Individuals),Professional Identity,Teacher Education,Schemata (Cognition),Foreign Countries,Scores,Student Attitudes,Statistical Analysis,Questionnaires

Investigating the relationship between them can reveal important implications vital for classroom practice in teacher education institutions. Therefore, this study investigated the relationship between pre-service teachers' early teacher identity and their need for cognition. The research data was collected with the sample which consists of 449 students studying at Gaziantep Education Faculty. &quot;Early Teacher Identity Measure (ETIM)&quot; was used to measure pre-service teacher identities of teacher candidates. The data related to the need for cognition were collected by &quot;Need for Cognition Scale (NFCS)&quot;, and the data related to the personal information of the students were gathered by &quot;Personal Information Form&quot;. The relationship between early teacher identity and need for cognition was analysed through a Pearson Product Moment Correlation, and it was found that early teacher identity and need for cognition are two separate but related constructs (r = 0.62, p&lt;0.01). This means that as the level of need for cognition increases, the participants' early teacher identity scores increase.
Pathology Residency Programme of a Developing Country--Landscape of Last 25 Years
Author: Siddiqui, Imran
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Pathology,Graduate Medical Education,College Entrance Examinations,Curriculum Design,Statistical Analysis,Computer Software,Grants

We report the evolution of a residency programme in Pathology from a developing country. This article highlights the historical perspective of our application procedure, the number of inductions, the programme framework, acheivements and limitations.
An Assessment of Readiness and Barriers towards ICT Programme Implementation: Perceptions of Agricultural Extension Officers in Indonesia
Author: Purnomo, Sutrisno Hadi
Date: 2010-00-00
Type: Journal Articles
Subjects: Extension Agents,Readiness,Barriers,Technology Integration,Technology Uses in Education,Extension Education,Educational Technology,Foreign Countries,Statistical Analysis,Factor Analysis,Teacher Attitudes,Qualitative Research,Questionnaires

This study investigates agricultural extension officers' perception of readiness and barriers towards implementation of ICT programme. Data were gathered from 312 extension officers affiliated with public organisations of the Ministry of Agriculture in four regencies of Indonesia. Descriptive statistics, exploratory and confirmatory factor analysis, and one-way ANOVA were applied to analyse the data. In order to provide better insights, this study adopts the assessment model of e-LRS to measure the readiness of ICT programme implementation. The first finding reveals that they perceived that three out of the four factors of readiness as positive. The e-LRS assessment revealed that they perceived farmer readiness as lowest and thus considered it as a barrier. The second finding reveals that technological and organisational cultures were also seen as the main barriers of ICT programme implementation. The third findings show that they felt that the two demographic variables, regency and age, must also be considered when ICT programmes are implemented. The results of this study can provide guidance to the government or relevant organisations when considering readiness and barriers towards implementing ICT programmes. In addition, this study advances the theory of adoption behavior and contributes to the foundation for future research aimed at improving our understanding of agricultural extension officers' behavior.
Preparation For Medical School via an Intensive Summer Program for Future Doctors: A Pilot Study of Student Confidence and Reasoning Skills
Author: Musick, David W.
Date: 2016-02-00
Type: Journal Articles
Subjects: Medical Schools,Medical Students,Summer Programs,Pilot Projects,Medical Education,Premedical Students,Self Esteem,Abstract Reasoning,Thinking Skills,Cohort Analysis,Pretests Posttests,Learning Strategies,Questionnaires,Statistical Analysis,Correlation,Predictor Variables,Scores,Socioeconomic Background,Racial Differences,Gender Differences,Economically Disadvantaged,Admission (School),Likert Scales

A medical school conducted a summer pre-matriculation program. The program provided basic sciences content comparable to first year medical student instruction along with clinical and other learning experiences. The study purpose was to examine self-confidence levels and reasoning skills of a single cohort of students. We examined the association between students' confidence, reasoning skills and performance measures. We also examined performance differences based on student gender, ethnicity and socioeconomic backgrounds. 32 students were given two confidential surveys in a pre/post-test format. Student confidence was measured using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ). Student reasoning skills were measured using the Health Sciences Reasoning Test (HSRT). Student performance was measured via written exams. Survey item mean differences and inter-item correlations were examined using the T-test and Spearman procedures. Data were analyzed using SPSS software, with significance levels for all tests set at p = 0.05. Completed pre- and post-test surveys were returned from 29 students (91%) for the MSLQ and 18 students (56%) for the HSRT. A single item on the MMSLQ was significantly different on the post-test. Student race, gender and socioeconomic background were poor predictors of overall performance but were associated with selected measures of student confidence and reasoning skills. Students enrolled in medical school preparatory classes may be overly confident prior to experiencing medical school. Demographic variables deserve attention by medical school staff, particularly when the school's mission focuses on successful performance by students from under-represented groups.
Development and Formative Evaluation of the &quot;Educational Media In-Service Teacher Training Curriculum Standards&quot;
Author: Yoshida, Hiroki
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Formative Evaluation,Curriculum Development,Academic Standards,Audiovisual Instruction,Inservice Teacher Education,Media Specialists,Training,Questionnaires,Heuristics,Information Technology,Technology Uses in Education,Usability,Content Validity,Interviews

The first Japanese &quot;curriculum standards&quot; for educational media/ICT in-service teacher training was announced by the Ministry of Education, Science and Culture in April 1973. Since then, the &quot;curriculum standards&quot; has been revised twice. The last revision was made in March 2006, based on the results of a preliminary study that was conducted by the Japan Audio-Visual Education Association from fiscal year 2002 to 2003. This article describes the background, process of the revision, and the features of the new &quot;curriculum standards&quot;. Moreover, the results of the formative evaluation of the &quot;curriculum standards&quot; are explained. The formative evaluation involved 33 teachers' consultants and social education consultants who took part in the &quot;Media Specialists Training Course&quot; which was held by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in October 2009. As a consequence, most of the subjects reported positive opinions about the new &quot;curriculum standards&quot;. Therefore, it is suggested that the new &quot;curriculum standards&quot; is necessary and useful to enhance teachers' knowledge and skills, to promote effective use of educational media, to raise media specialists, and to help curriculum planners develop training programmes/courses.
Assessing the Dimensionality of Computer Self-Efficacy among Pre-Service Teachers in Singapore: A Structural Equation Modeling Approach
Author: Teo, Timothy
Date: 2010-00-00
Type: Journal Articles
Subjects: Computer Literacy,Self Efficacy,Preservice Teachers,Structural Equation Models,Foreign Countries,Factor Analysis,Reliability,Technological Literacy,Questionnaires,Graduate Students,Teaching Methods,Validity,Statistical Analysis,Technology Integration,Information Technology,Educational Technology

This study examines the computer self-efficacy among pre-service teachers (N = 708) at a teacher training institute in Singapore. Data were collected through self-reported ratings on a 7-point Likert-type scale. Exploratory factor analysis (EFA) was performed on an initial sample (N = 354) and the result revealed that pre-service teachers' computer self-efficacy was explained by three factors: Basic Computer Skills (BCS), Media-Related Skills (MRS), and Web-Based Skills (WBS). Using a separate sample (N = 354), a confirmatory factor analysis was performed and this supported the three-factor structure from the initial EFA. A comparison of alternative models revealed that the correlated three-factor and second-order (three-factor) models had the best fits; and were adequate representations of pre-service teachers' computer self-efficacy.
Students' Perspectives on Pathways to University Readiness and Adjustment
Author: Wasylkiw, Louise
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,College Readiness,Transitional Programs,Phenomenology,Individual Characteristics,College Environment,Work Ethic,Qualitative Research,Interviews,Goal Orientation,Academic Achievement,Social Networks

The transition from high school to post-secondary education is often difficult for students. The literature examining factors that foster a successful transition generally focuses on previous academic achievement and/or individual differences that enable students to navigate the culture of university. Through interviews with first year university students (N =19), the present study conceptualizes student readiness as a match/mismatch between an individual's attributes and the requisites of the academic and social milieus of university. This phenomenological investigation situates the development of a work ethic as central to a successful transition to university and contributes to the limited research conducted concerning the pathways that optimize student readiness.