ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptions of Father Involvement among Turkish Fathers with Pre-School Children
Author: Biber, Kazim
Date: 2016-06-00
Type: Journal Articles
Subjects: Fathers,Parent Participation,Preschool Children,Foreign Countries,Comparative Analysis,Preschool Education,Family Structure,Factor Analysis,Child Rearing,Parent Child Relationship,Regression (Statistics),Parent Attitudes,Parent Role,Individual Characteristics,Surveys

The purpose of this study is to compare father involvement among fathers with children in pre-school in terms of their status of having only one or more than one child. The study sample consisted of fathers of 3-5 year-old children who were enrolled in pre-schools in the district of Altieylül, Balikesir. Data pertaining to the involvement of fathers with one child and with more than one child were collected with the Father Involvement Scale (FIS) developed by Sendil and Simsiki (2014). Data was collected from a total of 325 fathers and Confirmatory Factor Analysis (CFA) was performed to test the construct validity of the FIS. The data derived from the Father Involvement Scale were collected in three sub-dimensions: DI (Discretionary Involvement), BC (Basic Care), RC (Responsiveness and Closeness), and were analyzed using hierarchical regression analysis. The results of the research revealed that the number of children had an impact on the discretionary involvement and responsiveness and closeness dimensions of father involvement and that fathers with only one child had higher levels of perception of the role of fatherhood and also higher levels of household task involvement compared to fathers with two or more children. According to these results, since a positive perception of the role of fatherhood is strongly and positively associated with family involvement activities, educators may provide support in enabling fathers and other family members to develop a positive perception of fatherhood. In providing this support, to avoid the differences stemming from the variable of being a father of a single child or of more than one child, planning activities together with fathers to provide real-life examples that promote time management and effective leisure time management may encourage fathers to spend more quality time with their children.
Perceptions of Graduate Students and Supervisors on the Effectiveness of Chinese EFL Academic Socialization: Interview Results
Author: Peng, Hongbing
Date: 2016-06-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,English (Second Language),Second Language Learning,Supervision,Asians,Supervisors,Interviews,Professional Development,Student Research,College Faculty,Supervisor Supervisee Relationship,Foreign Countries,Teacher Attitudes,Second Language Instruction

The paper explores the perceptions of graduate students and supervisors on the effectiveness of Chinese EFL academic socialization through an interview study from the perspective of Discourse System (DS) proposed by Scollon and Scollon (2000). The investigation, which was conducted in one leading Chinese university of foreign studies in 2010, was participated by 24 graduates and 13 supervisors. The results revealed that both students and supervisors were dissatisfied with the inadequate supervision, unstructured tutorial and unmanaged time in the process of supervision. The study implies that the non-bureaucratic administrative system, which is exemplified by no division of supervision power, informal and relaxed supervision and an absence of detailed and explicitly stated rules and regulations to regulate and restrict supervision behavior and supervision practice, serves as the greatest limiting factor which hinders the professional development of individuals and adversely affects the effectiveness of academic socialization. It is suggested that a pro-supervising research community should be designed to enable its students to generate quality research outcome and its supervisors to focus on academic duties only.
A Scaling Study by Pair-Wise Comparison Method: Friend Choosing in Adolescents
Author: Özmercan, Esra Eminoglu
Date: 2016-06-00
Type: Journal Articles
Subjects: Adolescents,Friendship,Individual Characteristics,Grade 10,High School Students,Vocational Education,Foreign Countries,Statistical Analysis,Student Surveys,Matrices,Value Judgment,Student Attitudes

This study aims to identify the perception levels of characteristics considered important to choose friends by adolescents from secondary education and to scale them with pair-wise comparison judgements. In this respect, this study was conducted with 100 10th grade students from a state vocational high school located in Marmara region in Turkey. Data obtained from pairwise comparison was scaled, mean error, chi square and consistency were calculated. The results revealed that the least important factor when choosing a friend is his/her being aggressive while the most recognized factor is his/her being cheerful. Same order was observed for the scale values calculated with V. and III. conditional equation.
Measuring the Effects of a Media Literacy Program on Conflict and Violence
Author: Scharrer, Erica
Date: 2009-00-00
Type: Journal Articles
Subjects: Media Literacy,Conflict,Violence,Teaching Methods,Grade 6,Mass Media Effects,Aggression,Questionnaires,Pretests Posttests,Statistical Analysis,Pilot Projects,Critical Thinking,Conflict Resolution,Peer Mediation

A 5-session curricular unit on the topic of face-to-face conflict mediation and on-screen media violence was administered to 85 sixth graders. Repeated measures analyses were employed to study the 57 students for whom matched questionnaires were available. Results show students became more likely to choose a non-aggressive approach to two of three conflict scenarios presented and boys in the sample became more likely to acknowledge two of three effects of media violence. Other measures employed suggest a mixed response to the curriculum. Implications for successfully promoting media literacy in schools and for addressing interpersonal conflicts among young people are discussed.
The First Step Is the Hardest: Finding Connections in Media Literacy Education
Author: Mihailidis, Paul
Date: 2009-00-00
Type: Journal Articles
Subjects: Media Literacy,Focus Groups,Democratic Values,Student Attitudes,Attitude Change,Mass Media Role,Critical Thinking,News Media,Curriculum Development,Journalism Education,Relevance (Education),Credibility,Learning Experience,Alignment (Education),College Students

Through a series of focus groups, this study explores how students, at the conclusion of a university-level media literacy course, see media's necessary role in democratic society. It is a narrative inspired by the core belief of the media literacy discipline that if people are effectively taught the critical skills to access, evaluate, analyze, and produce media they will better understand media's roles and responsibilities in civic life. Initial findings show that while media literacy may indeed enable for critical analysis skills, it carries the potential to breed cynical outcomes if not taught in a holistic manner.
Surveying Parental Mediation: Connections, Challenges and Questions for Media Literacy
Author: Mendoza, Kelly
Date: 2009-00-00
Type: Journal Articles
Subjects: Parent Role,Media Literacy,Mediation Theory,Inquiry,Parent Education,Television Viewing,Parenting Styles

This paper examines three strategies of parental mediation--coviewing, restrictive mediation, and active mediation--in order to make connections, challenge, and raise questions for media literacy. Coviewing, whether it is intentional practice, or whether it functions to promote media literacy, is explored. Restrictive mediation, how it connects to protectionism, and whether restriction serves as a form of media literacy is raised. Lastly, active mediation and whether it relates to an inquiry model of media literacy is discussed. The paper concludes with suggestions for future research on parental mediation and media literacy in the hopes of advancing parent media education.
Higher Education in India: A Geographical Study
Author: Bala, Reena
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational History,Colleges,Geographic Location,Population Distribution,Enrollment Trends,Trend Analysis

In the light on the ancient times, there were prominent universities of Nalanda, Takhashila, Vallabhi and Vikramshila which attract the scholars from all over the world in the field of higher education. The first three modern universities were established at Bombay (now Mumbai), Calcutta (now Kolkata) and Madras (now Chennai) in 1857 on the pattern of London University. Although the growth of higher education in British period was very slow. On the other side of scale, India has made significant growth since independence in terms of institutions, volume of enrolment and diversification of educational programmes. Higher education provides the capable manpower trained in arts, science, medicine, computer applications, agriculture and various technical and professional courses. At the national level, the number of universities is increased by twenty one times from 30 in 1951 to 642 in 2011. Against this, colleges increased by fifty times from 695 in 1951 to 34,852 in 2011. This paper attempts to analyse the existing scenario of higher education in India. The main objective is to examine the spatial distribution of higher education among the major states of India. This has been done to make a comparative study among the states in terms of number of colleges and universities served to area and population contexts and secondly to check the inter-state disparity in gross enrolment ratio of the states. A geographical approach has been adopted to deal with these aspects of higher education in making a comparison.
Investigating the Speech Act of Correction in Iraqi EFL Context
Author: Darweesh, Abbas Deygan
Date: 2016-00-00
Type: Journal Articles
Subjects: Speech Acts,English (Second Language),Second Language Learning,College Students,Foreign Countries,Semantics,Power Structure,Linguistic Theory,Error Correction,Pragmatics,Intercultural Communication

The present paper investigates the performance of the Iraqi students for the speech act of correction and how it is realized with status unequal. It attempts to achieve the following aims: (1) Setting out the felicity conditions for the speech act of correction in terms of Searle conditions; (2) Identifying the semantic formulas that realize the speech act of correction in the performance of the Iraqi learners of English as a foreign language; and (3) Finding out if those students are aware of the role of status inequality in issuing speech acts. To achieve the aims of this study, it is hypothesized that: (1) Different formulas are utilized by students to accomplish the speech act of correction; and (2) Iraqi EFL students are aware of the power-status perspective in their interactions. The following procedures have been followed: (1) Reviewing the literature about speech act theory along with the notion of politeness; and (2) Developing a discourse completion test to elicit the speech act of correction that is to be distributed to college students in an Iraqi University. The findings of the analysis verify the above mentioned hypotheses.
The Implementation of Action Research for the Improvement of Biology Teaching and Learning in Senior Secondary Schools in Nigeria
Author: Udeani, U. N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Biology,Program Implementation,Secondary School Curriculum,Class Activities,Difficulty Level,Achievement Gains,Student Interests,Student Centered Learning,Questionnaires,Student Attitudes,Educational Improvement,Educational Change,Curriculum Design

The main objective of the study was to implement an action research strategy to improve the teaching and learning of biology in senior secondary schools in Nigeria. Specifically the following research questions were raised: (1) What are the levels of intellectual challenge included in the activities used for classroom and laboratory instructions? (2) What are the levels of intellectual challenge included in the redesigned course materials for classroom and laboratory instructions? (3) Will there be an increase in learning when a revised course material is used for classroom/laboratory instruction? (4) Is there any relationship between activities enjoyed by students and those that enhance their learning? (5) Is there any relationship between effective learning and perceived students enjoyment of an activity? Purposive sampling was used to select four senior secondary schools from urban and rural location of Lagos State. In each of the participating school two intact classes were used to act as experimental and control group. Altogether 267 students and their four biology teachers participated in the study. The redesigned course material was used to teach biology to the experimental class and the traditional course material was used for the control group for the second term of the 2014/2015 academic year. The major findings were: (1) The result of the analysis of the review of the activities and exercises in the recommended Biology textbook in use in Lagos State schools showed that all the exercises and activities were predominantly at the lower cognitive levels of Blooms Taxonomy of educational objectives. (2) The result also showed that the mean achievement score of the students taught with the redesigned course materials was significantly higher than the mean achievement score of those taught using the traditional course materials. (3) There was no significant correlation between activities enjoyed by students and those that enhanced their learning. Educational implications of the findings for the improvement of instructional practices were discussed.
Social Treatment of Graduate Students in Kenya: A Case of One University
Author: Muchemwa, Stella
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Case Studies,Interviews,Observation,Student Experience,Social Experience,Student Attitudes,Library Services,Classroom Environment,College Housing,Food Service,Qualitative Research

There is intensive enrolment of postgraduate students in order to sustain national capacity for university teaching and research. However, this development is no challenge-free for the graduate students face a number of problems which varies from economic to social. This research investigated the social treatment of Graduate Students in one university in Kenya. The researcher used informal interviews and discussion to get the opinions of the respondents, that is, the graduate student at that university. The researcher also collected data through observation for she is one of the graduate students at that university. Data was analyzed qualitatively and findings revealed that graduate students were from different countries of Africa including Zimbabwe, Kenya, Malawi, and Uganda. The respondents were happy with the library and classrooms services. However, they were staying in pairs in small rooms and facilities meant for one. They were also affected by noise from the undergraduate students for they shared the same premises. Again, the respondents complained of long queues at the single food outlet of the university and academic offices for they are given same treatment with the many undergraduate students on first-come, first-served basis. The study recommends separate residential places for graduate and undergraduate students; separate food collection points for graduate and undergraduate students and different student cards for undergraduate and graduate students so that graduate students are recognized and are given due respect. It also recommends adjustment on the part of the graduate students.
Tribalism as a Foiled Factor of Africa Nation-Building
Author: Okogu, J. O.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Tribes,Ethnic Stereotypes,Concept Formation,Nationalism,Values,Barriers,Sustainable Development

This paper tends to examine tribalism as a foiled factor on Africa nation-building and proffers useful tips to salvaging the Africa land from this deadly social problem. Africans in times past had suffered enormous attacks, injuries, losses, deaths, destruction of properties and human skills and ideas due to the presence of tribalistic views in governance of the Africa state. The tribalistic views of the Africa land had done more harm than good as Africa which ought to be one united entity has been divided into territories with the diverse aims of protecting their sovereignty and this has elicited a foiled progress of Africa nation-building. Tribalism is a bone on the neck of Africa as it has hindered several positive decisions that affect Africa positively, Africans are seen as murderers of fellow Africans, dehumanizing Africans, aiding and abetting against Africa, antagonizing Africa values and morals due to their self-acclaimed tribal supremacy. This is indeed a problem affecting African nation building and this paper had elicited the concept of tribalism, its adverse effect on Africa nation-building and the possible recommendations that will act as catalyst to Africa nation-building.
The Nexus between Instructional Supervision, Supervisors' and Teachers': The Practical Paradox and Its Effect on Quality Education a Case of Woliat Zone Administration Elementary and Secondary Schools (1-8)
Author: Dea, Mulatu
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Supervision,Supervisor Supervisee Relationship,Educational Practices,Educational Quality,Likert Scales,Questionnaires,Qualitative Research,Statistical Analysis,Interviews,Content Analysis,Classroom Observation Techniques,Regression (Statistics),Stakeholders,Barriers,Instructional Improvement,Foreign Countries

Even though the new instructional supervision practices materialized in the schools level, teachers were not properly supported well, so that the students achievements was decreasing in national exams than before as the regional grade report documents revealed and quality is deteriorating from time to times. Hence, the main objective of this study is explore the practice of instructional supervision and interaction of teachers and supervisors at Wolaita zone Administration elementary and secondary schools and to see the nexus between the practices and quality education. Cross sectional survey type research design were instrumental. The research approach was quantitative dominant qualitative. Questionnaire (5 Likert scale items), Key informant interview and document analysis were employed as data collection instruments. To check internal consistency reliability Cronbach's Alpha with value of r = 0.852. The schools were selected through cluster sampling technique; availability sampling for Woreda supervision head and cluster supervisors', moreover purposive sampling technique for school leaders. Simple random sampling was employed to select the teachers'. Based on this technique, a total of 229 respondents were taken and the sample size determination focuses on 95% confidence level and within 5% confident limit. One way ANOVA were used to see the variations between and within groups by considering its assumptions. Moreover, binary logistic regression model adopted to determine the relationship between a binary dependent variable and a set of independent variables at Beta label (ß). Chi-squared test were also used to see the relationship between two categorical variables. From the study it is possible to conclude that, even though the instructional supervision require cooperative work, the sample schools were not found to be working mutually and the practice also lacks regular and continuous support to teachers in the ways to improve teaching learning methods and improving students' performance, lacks appropriate guidelines and resources and no standardized data collection instrument to collect information at the time of instructional supervision, the involvement of stakeholders were insignificant. The study also reveals statistically significant relationship between instructional supervision, supervisors and teachers relation, stakeholders involvement with quality education. Thus, to the effective practices of instructional supervision at respective schools the researcher recommended different strategic pillars.
Voices from the Field: Teaching Media Literacy in Less than an Hour
Author: Rogow, Faith
Date: 2009-00-00
Type: Journal Articles
Subjects: Media Literacy,Teaching Methods,Inquiry,Questioning Techniques,Critical Thinking

As a trainer and speaker, Faith Rogow is often limited to thirty minutes in a faculty meeting, forty minutes in a keynote, or ninety minutes in a one-time workshop to explain to teachers what media literacy means and what educators can do to integrate media literacy instruction into their classrooms. That doesn't leave much time to review NAMLE's Core Principles of Media Literacy Education in the United States (CPMLE), let alone explain the nuances of the pedagogy embodied in the six-page document. This poses a challenge because NAMLE's Core Principles serve as the foundation for everything that Rogow presents. They are an invaluable guide for inquiry-based media literacy education in a digital world marked by media convergence and Web 2.0 capacity (i.e., the ability to interact and participate). What she does do in the limited amount of time she is allotted is focus on the purpose of teaching media literacy and how to use open-ended questions to develop &quot;habits of inquiry&quot; and how to teach &quot;skills of expression&quot; in ways that help students find their own authentic voice. Additionally, to help workshop participants tackle the task of figuring out how to integrate media literacy into their teaching and make it their own, Rogow developed a checklist--a tool with which to evaluate the design of the media literacy lessons that they develop. She offers it as an abridged version of NAMLE's CPMLE.
Attending to the Grammatical Errors of Students Using Constructive Teaching and Learning Activities
Author: Wornyo, Albert Agbesi
Date: 2016-00-00
Type: Journal Articles
Subjects: Grammar,Error Patterns,Action Research,Learning Activities,Constructivism (Learning),College Freshmen,Foreign Countries,Focus Groups,Pretests Posttests,Intervention,Error Correction,Interviews,Student Attitudes,Instructional Effectiveness

This study was a classroom-based action research. In this study, constructive teaching and learning activities were used to help learners improve on their grammar and usage with a focus on how to help them internalize subject verb agreement rules. The purpose of the research was to assist learners to improve upon their performance in grammar and usage. This action research aims to explore how constructive teaching and learning activities which are learner-centered activities can help learners to overcome their subject verb agreement errors and to improve on their English grammar and usage. Seventy eight (78) Level 100 (first year) students from the Faculty of Science, University of Education, Winneba took part in the study The study started with a pre-test in grammar and usage. This was followed by two focus group discussions. The students were then taken through the intervention designed by the instructor. Constructivists' activities were used to guide the students to correct errors in their sentences. After the intervention, the students were interviewed about their impressions. There was a post-test at the end of the intervention. The outcome of the study showed an improvement in students' performance in grammar and usage.