ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of English Writing Skills through Techniques of Sentence Skeleton and Signpost Word Analysis for English Major Students
Author: Thipatdee, Goachagorn
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Writing Skills,Skill Development,Teaching Methods,Writing Exercises,Sentence Structure,Undergraduate Students,Majors (Students),Drills (Practice),Small Group Instruction

The purposes of this research was to develop English writing skills through techniques of sentence skeleton and signpost word analysis for English major students, and to compare the writing skills before and after the study. The sample consisted of 43 English major juniors at Faculty of Education, Ubon Ratchathani Rajabhat University, enrolling in the course of teaching and learning English I, the second semester, academic year 2017, gained by cluster sampling. The research instruments were a performance test of writing skills, and writing drills. The data analyzed by employing percentage, mean, standard deviation, and t-test. After the study, the students had better writing skills with 40.63 percent of average score than those with 14.80 percent before the study, the individual average score was at a weak level with 38.90 percent, while the small group's was at a fair level with 69.78 percent, the individual writing skills were significantly higher than those before the study at the 0.01 level, and the small group writing skills were significantly higher than those of the individual's at the 0.01 level.
The Effect of Project-Based Learning on Students&apos; Attitude towards English Classes
Author: Duman, Burcu
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,Student Projects,Active Learning,Student Attitudes,Second Language Learning,English (Second Language),High School Students,Experimental Groups,Control Groups,Scores

The purpose of this research is to define the effect of project- based learning on students' attitude towards English classes. The study group of the research consisted of 51 students attending grade 10 at an Anatolian high school in the Western Black Sea region of Turkey. In the quantitatively designed research, the &quot;control group pre-test--post-test design&quot;, one of the experimental designs, was applied. The &quot;Scale of Attitude towards English Classes&quot; was used as the data collection tool. The scale consists of 20 items and three sub-dimensions. The research data were compared by applying the Mann Whitney U test and the Wilcoxon Signed-Rank Test, calculating the standard deviation value and arithmetic average on the SPSS22 program. Results of the research indicate that there was a significant difference between the experimental group's pre-test and post-test scores in favour of the post-test. There was a significant difference between the experimental and control groups' post-test results in favour of the experimental group.
From a Guided Teacher into Leader: A Three-Stage Professional Development (TSPD) Model for Empowering Teachers
Author: Abramovich, Anat
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Science Teachers,Experienced Teachers,Faculty Development,Teacher Leadership,Teacher Empowerment,Environmental Education,Models

A three-stage professional development (TSPD) model for training experienced teachers to become teachers' leaders is presented here, along with a study assessing its value. The three stages of the model are: a &quot;basic training&quot; stage, a &quot;master-teacher&quot; stage, and an &quot;independent implementation&quot; stage. This qualitative study included open questionnaires and interviews of participants and course leader after the various stages. Statements were classified accordingly to three main themes: &quot;teachers as pedagogues,&quot; &quot;teachers involvement in environmental science (ES) community,&quot; and &quot;teachers as leaders.&quot; Results show that participating in the TSPD course enabled teachers to unify into one coherent community with similar goals, increased their self-confidence, empowered them as teachers by improving classroom function, and intensified their abilities to act as teachers? leaders. This model, although tested on environmental science teachers, is applicable to any teacher community.
A Comparison of Ninth-Grade Students&apos; States of Self-Esteem and Decision-Making with Respect to Their Levels of Physical Activity
Author: Soytürk, Mümine
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Grade 9,Self Esteem,Decision Making Skills,Decision Making,Physical Activity Level,Self Concept Measures,Social Sciences,Sciences,Athletics,Gender Differences,Foreign Countries

The aim of this study was to compare ninth-grade students' states of self-esteem and decision-making with regard to their levels of physical activity. A total of 374 students, of whom 205 were female and 169 were male (x([subscript age])=15.22±0.414), selected by convenience sampling from four different high schools determined by purposive sampling, participated voluntarily in the study. The research was designed in the general survey model as a causal-comparative study. In the study, the &quot;Personal Decisiveness Scale&quot; (PDS), &quot;Self-Esteem Scale&quot; (SES), &quot;International Physical Activity Questionnaire&quot; (IPAQ, short form) and Personal Information Form were used as data collection tools. In the data analysis, one-way ANOVA (Tukey), Kruskal-Wallis H test, 2x3 MANOVA and Pearson correlation analysis were used. Type 1 error was set to 5% (a=0.05). Exploratory indecisiveness and impetuous indecisiveness scores were found to be highly positively correlated, while both indecisiveness scores were found to be moderately positively correlated with self-respect. Regarding physical activity levels, levels of self-esteem among the Science High School students were found to be significantly higher in the HEPA (health-enhancing physical activity) group than in the inactive and minimally active groups. It was determined that students at the Social Sciences High School had lower self-esteem scores and higher impetuous indecisiveness scores than students from all the other high schools, and that they had higher exploratory indecisiveness scores than students from the Science High School. Students who engaged in regular physical activity had higher levels of self-esteem than those who did not, while females had higher levels of exploratory indecisiveness than males. Exploratory indecisiveness scores were found to be significantly lower among those who engaged in team sports compared to those who did individual sports. In conclusion, regarding the negative relationship between indecisiveness and self-esteem, it can be said that high levels of physical activity increase the self-esteem of students at higher academic levels, that students in Social Sciences High Schools need to be supported with more physical activity, and that females and those doing individual sports have higher levels of exploratory indecisiveness.
Examining the Latent Structure of the BASC-3 BESS Parent Preschool Form
Author: Dowdy, Erin
Date: 2019-04-00
Type: Journal Articles
Subjects: Preschool Children,Behavior Rating Scales,Screening Tests,Parents,Test Validity,Factor Structure

Screening for emotional and behavioral risk at the preschool level provides an opportunity to inform early intervention and prevention efforts. This study reports initial validation information for the &quot;Behavioral Assessment System for Children--Third Edition, Behavioral and Emotional Screening System, Parent Form--Preschool&quot; (BASC-3 BESS Parent-P). Using an Integrative Data Analysis framework, the BASC-3 BESS Parent-P latent structure was investigated using the norming sample from the BASC-3 (n = 459) as well as two randomly split samples from the BASC-2 norming sample (development sample n = 770; validation sample n = 799). Five models were tested using confirmatory factor analyses; findings suggested a four-factor oblique solution, including Internalizing Risk, Externalizing Risk, Adaptive Skills, and Attention Problems factors. Future research directions and use in school-based screening applications are presented.
Learning Pyramids in Health Students
Author: Assadi, Seyedeh Negar
Date: 2018-05-00
Type: Journal Articles
Subjects: Teaching Methods,Academic Persistence,Active Learning,Allied Health Occupations Education,Lecture Method,Grades (Scholastic),Program Effectiveness,College Students

Teaching and learning pyramid are demonstrated retention rate of educational subjects by passive or active educational methods. The objective of this study was comparison of teaching, learning pyramid and average retention rates in health students. This study was an experimental research which was done by using the curriculum of health, the course of occupational health was taught with attention to learning pyramid. Educational methods and average retention rates of subjects were determined and the results were compared between three groups of students, then data were gathered and analyzed by SPSS 16, with P&lt;0.05. In passive learning methods, lecture was the most type in group 1 and the least in group 3 but in active methods, teaching others was the most in group 3 and the least in group 1. The total grade of occupational health in group 1 was 12.93 ± 2.11, in group 2 was 14.35 ± 1.42 and in group 3 was 14.75 ± 1.72 had significant differences (P&lt;0.05). Average retention rates of educational subjects were the most in group 3 and significant with P&lt;0.05. According to the total results, retention rates of educational subjects in the students' mind were the most in group 3 by using the active learning methods.
Human Capital Formation and Economic Growth in Nigeria: A Time Bound Testing Approach (1981-2014)
Author: Ogunniyi, Matthew Babatope
Date: 2018-05-00
Type: Journal Articles
Subjects: Human Capital,Educational Development,Correlation,Educational Policy,Expenditures,Educational Finance,Health Services,Faculty Development,Foreign Countries,Public Policy

This study explores the relative impact of human capital formation on economic growth in Nigeria from 1981 to 2014 using time series data of thirty four (34) years. The empirical analysis begins with an investigation of the stationarity of the variables specified under the model specification. Upon which the study used the ARDL bound estimation techniques to examine the existence of long run and short run dynamic relationship between human capital formation and economic growth in Nigeria. Our results show that a long run dynamic relationship exists between human capital formation and economic growth in Nigeria. It is therefore recommended that in order to achieve economic growth, policymakers should inter-alia increase not just the amount of expenditure made on the education sector, but also the percentage of its total expenditure accorded to the sector. Moreover, improve personnel development in the health care and ensuring adequate distribution of health facilities within the federation is essentially imperative.
School Cluster System for Quality Education in Rural Namibian Schools
Author: Shikalepo, Elock Emvula
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Educational Quality,Rural Schools,Principals,Teacher Attitudes,Administrator Attitudes,Governance,Administrative Organization,Educational Policy,Educational Administration,Cluster Grouping,Program Effectiveness

This study sought to discover the challenges facing the implementation of School Cluster System in Oshikoto region. Five Cluster Centre Principals (CCPs) and twenty eight teachers were sampled as participants. Questionnaires, documentary analysis and focus group interviews were used as research instruments for the study. Questionnaires were administered to CCPs and focus group interviews were carried out to teachers. The documentary analysis provided information from the Circuit office on how schools were clustered. The study established that while the implementation of School Cluster System was a positive move for education decentralisation and sharing of resources between schools, the system did not have a legal policy framework to regulate the system operations, and no resources were made available to schools for the implementation and management of School Cluster System activities. The study recommended that educational planners should pursue the legalisation of School Cluster System. In the meantime, it was necessary for principals and teachers to be provided with rewards and adequate resources for implementing School Cluster System activities.
Teacher-Trainee&apos;s Competency and Institutional Level of Preparedness for Adoption of E-Learning in Selected Teacher Training Colleges in Kenya
Author: Kiilu, Redempta M.
Date: 2018-05-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Teacher Education Programs,Preservice Teacher Education,Skill Development,Technological Literacy,Access to Computers,Foreign Countries,Readiness,Preservice Teachers

E-Learning applications have gained recognition globally as a panacea to address the access, quality and equity challenges facing education systems. This paper reports findings of a study whose aim was to assess the level of preparedness for e-learning adoption among pre-service teacher trainees in selected Primary Teacher Training Colleges in Kenya. Specifically, the study sought to establish the level of preservice teacher trainee skills for adoption of e-learning; assess the level of availability and accessibility to e-learning infrastructure and to assess the nature of strategies put in place to promote adoption of elearning. Descriptive survey design was used where questionnaires were used to collect data from a sample of 287 respondents. Data was analysed by use of descriptive statistics aided by Statistical Package for Social Sciences. Despite the efforts made by the Kenya government towards technology uptake in schools, teacher training colleges are hardly prepared for e-learning as the study results showed that majority of respondents (77%) were unskilled in performing functions related to use of e-learning while a high percentage (67%) reported lack of strategies in place to promote use of e-learning.
Efficacy of Information and Communication Technology in Digitalized Students&apos; Records Management in Universities in Eastern Uganda
Author: Ochwo, Deogracious
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Information Management,Universities,Adoption (Ideas),School Effectiveness,Technology Integration,Student Records,School Personnel,College Administration,Administrator Attitudes,Purchasing,Electronic Equipment,Job Training,Needs Assessment,Technology Planning,Telecommunications,College Students

This quantitative study examined the efficacy of adopting information and communication technology (ICT) in digitalized students' records management among university staffs in Eastern Uganda. The study used cross-sectional and descriptive survey designs. The target population was 402 staff members involved in students' records management, of which 129 participants were obtained using stratified, proportionate, and simple random sampling techniques. Data were collected using a self-administered questionnaire that measured the levels of ICT adoption and effectiveness of digitalized students' records management. Findings revealed that the level of ICT adoption and digitalised students' records management in the universities was generally moderately high. It was further revealed that an increase in the level of ICT adoption was associated with higher effectiveness of digitalized students' records management and vice versa. It was recommended that managements of the universities need to procure enough ICT equipment such as computers for the staff to promote effective digitalized students' records management. Training needs assessment and continuous professional training in the field of ICT was required all the time for the staff to keep abreast technological changes in students' records management.
Culturally Relevant Education and Training for Communities: A Review
Author: Banda, Selina
Date: 2018-05-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Inclusion,Outcomes of Education,Training,Institutional Characteristics,Community,Community Involvement

Inclusion of people's cultural background in education and training is crucial for development. This article considers involvement of learning institutions in communities as a way of sharing cultural values. There is need for culture in aspects of education and training. This can only be realized by integrating communities' culture in generating knowledge and skills. Education and training change people's behaviour which has an implication on how people relate to their culture. It is important to provide education and training which are reflective of people's culture. This is a way of enabling people to embrace it, wholly. This paper points out the need for institutions of learning to collaborate with communities in a bid not only to learn from one another, but also to collectively share and find solutions to prevailing problems. Learning institutions are urged to use approaches that enable communities to fully participate in activities conducted in their areas. Communities should not be used for selfish gain, but to develop them to acceptable levels. Culturally relevant education (CRE) is a terminology espoused by researchers and academics. It makes a synergy between CRE and training for communities. This paper addresses relationship between education and training, effect of education, training for community responsibility and how to involve it in its own education. This is done against the backdrop that people are educated and trained but fails to make meaningful contributions to improving their own lives as well as those of other communities. What is surprising is that there is little being done in some cases to support this and systematically lead to its realisation. Among other thought-provoking questions, the article raises the following: i) Why is the education and training that some receive fail to have a trickle-down effect? ii) Is it because institutions of learning are focusing on education alone, leaving the aspect of training? The article advocates for institutions of learning to consider education and training of people (the community) as crucial aspects of development.
Strategies for Developing the 21st Century Skills of School Principals under Loei Primary Educational Service Area Office
Author: Phonsa, Kongnaren
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Professional Development,Administrator Qualifications,Leadership Qualities,21st Century Skills,Skill Development,Experience,School Size

In the 21st century, school leaders are expected to make school administration go smoothly including develop teaching and learning. School administrators must have a feature and skills that are outstanding and different from the previous school administrators. The purposes of this research were to study the 21st century skills of the principals, construct the development strategies, and evaluate the development strategies of the 21st century skills of the principals under Loei Primary Educational Service Area Office, Thailand. The participants consisted of 9 experts and 203 school administrators. The 5-rating scale questionnaire, structured interviews and experts meeting were employed for data collecting. The quantity data were analyzed by using SWOT analysis, PNIModified technique, and descriptive statistics and the qualitative data was analyzed by using content analysis. The results led to understand the characteristics of strategies for developing the 21st century skills of the school principals in primary schools and the research application was discussed.
Where Have All the (Qualified) Teachers Gone? Implications for Measuring Sustainable Development Goal Target 4.C from a Study of Teacher Supply, Demand and Deployment in Liberia
Author: Ginsburg, Mark
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Supply and Demand,Teacher Competencies,Teacher Education Programs,Teacher Qualifications,Elementary School Teachers,Educational History,Public Schools,Teacher Student Ratio,Educational Policy,Educational Quality,Teacher Attitudes,Employment Level,Graduates,Teacher Persistence,Women Faculty

This paper analyzes data collected in the 2013 Liberian Annual School Census undertaken as part of the Educational Management Information System and supplemented by information gathered from teacher education program organizers as well as from samples of graduates from preservice and inservice CCertificate granting programs undertaken in Liberia in during 2007 to 2013. The authors report that the percentage of &quot;qualified&quot; primary school teachers (that is, those with at least a C-Certificate, which Liberian policy sets as the minimum qualification) expanded dramatically after the education system was decimated during the years of civil war (1989 to 2003). We also indicate that in government primary schools in 2013, the pupil-teacher ratio (24.8) and even the pupil-qualified teacher ratio (36.2) was lower -- that is, better -- than the policy goal of 44 pupils per teacher. However, teacher hiring and deployment decisions led to large inequalities in these input measures of educational quality. At the same time, the authors discovered that the findings from the analysis of Liberia's 2013 EMIS data did not fully answer the question of where the (qualified) teachers are, in that we were not able to locate in the EMIS database substantial numbers of graduates of the various C-Certificate teacher education programs. However, contrary to the EMIS database findings, when telephone interviews were conducted with samples of these graduates, it was learned that many, but not the majority, of them had been employed in the education sector in 2013. The sources of this inaccuracy include: a) the principals of some schools had not been invited to the workshop where they were oriented to filling out the Annual School Census questionnaire; b) some principals, who attended, did not return the questionnaire; and c) some female and male teachers had used different names when enrolled in the C-Certificate program than they were using as teachers in 2013. The authors conclude by discussing the implications of the limitations of the EMIS data for reporting key indicators in Liberia and in other countries in relation to monitoring the global Sustainable Development Goal #4.