ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education in Kenya: The Rising Tension between Quantity and Quality in the Post-Massification Period
Author: Owuor, Nickanor Amwata
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Quality,Case Studies,Delphi Technique,Observation,Comparative Analysis,Enrollment Trends,Enrollment Rate,College Faculty,Educational Attainment,Qualitative Research,Statistical Analysis,Demography,Reliability,Access to Education

This paper was designed to be an empirical study, looking at the disparity between quantity and quality in higher education in Kenya. To enable a systematic look at quality and quantity within context, a combination of approaches: case study, Delphi technique, observation and interviews were adopted for the purpose of this study. The research validated the common perception of massification and corresponding poor quality in the higher education sector in Kenya; reflected by the poor measures in all the aspects of HE quality: Breadth of teaching, learning and assessment activities, students' achievement, the curriculum, learning resources, student support and guidance, and academic management at subject/department level. The results present serious concerns which require urgent attention and action. Several action points have been suggested that can prove useful in bringing about the necessary reforms in order to revitalise HE for the sake of enabling the achievement of Vision 2030 (the country's grand development programme).
Challenges in Postgraduate Studies: Assessments by Doctoral Students in a Swedish University
Author: Ezebilo, Eugene E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Doctoral Programs,Teacher Student Relationship,Supervisor Supervisee Relationship,Interviews,Qualitative Research,Content Analysis,Coping,Swedish,Gender Differences,Academic Advising,Culture Conflict,Foreign Students,Higher Education

The success of research students largely depends on their relationship with supervisors. If the students encounter lot of problems it may impinge on their academic potentials. This study examines the challenges facing doctoral students and how they have coped over time. How supervisor-student relationship could be improved is discussed. The data originated from personal interviews that involved doctoral students at one of the universities in southern Sweden and were analysed using qualitative content analysis. The challenges faced by international doctoral students include less access to sources of information and cultural shock. It was inadequate guidance and mentoring for the indigenous students. For the female respondents it was challenges associated with confidence in presenting research works to the scientific community and confidence regarding having what it takes to complete doctoral studies. It was inadequate guidance for the male. The coping strategies used by the respondents include seeking for help from colleagues and asking for more support from supervisors as well as learning the Swedish language. The findings will contribute to the knowledge regarding how to improve supervisor-student relationship to help increase successes in doctoral education.
Influence of Cooperative Learning on Students' Self-Perception on Leadership Skills: A Case Study in Science Education
Author: Ruiz-Gallardo, José-Reyes
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Case Studies,Cooperative Learning,Student Attitudes,Preservice Teachers,Pretests Posttests,Undergraduate Students,Elementary Education,Questionnaires,Leadership Qualities

The aim of this study is to assess the self-perception of pre-service teachers on leadership after getting involved into a Cooperative Learning approach. For that purpose, a pre/post-test has been applied to 57 undergraduate students enrolled in a unit course on Natural and Social Science Education, compulsory in the curriculum of a degree in Primary Education. The inventory of the questionnaire included scales referring to the skills of teamwork, self-understanding, communication, decision making and leadership, regarded as essential for their future professional development. Results show that students perceive higher levels in all of them after a Cooperative Learning experience, which suggests the positive impact of cooperative student-centered teaching strategies to develop such important skills.
Using Potential Performance Theory to Assess How to Increase Student Consistency in Taking Exams
Author: Rice, Stephen
Date: 2012-00-00
Type: Journal Articles
Subjects: Reliability,Tests,World History,Theories,Performance,Test Wiseness,College Students

It has been a concern among educators and academics that U.S. students suffer from a lack of knowledge about the world around them. This is reflected in low history scores, particularly in world history. The common explanation for this is that there is some systematic deficiency in American students, in that they either do not know the material or have poor testing strategies. We offer a different way of looking at this problem using Potential Performance Theory (PPT). With PPT, we assessed the consistency with which students answered test questions and show how much performance would improve if a student were perfectly consistent. Furthermore, we show how much improvement there is in consistency over multiple sessions. Participants were given a short world history test six times in a row. The results were interesting. Consistency did improve with practice, but the systematic factors that students employed (e.g. strategies) were poor enough to counter-act the improvement due to rising consistency levels.
Faculty Research Productivity in Hong Kong across Academic Discipline
Author: Jung, Jisun
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Researchers,Productivity,Intellectual Disciplines,Regression (Statistics),Global Approach,Teacher Characteristics,Faculty Workload,Research Methodology,Institutional Characteristics,Teacher Surveys,Models

This study examines the research productivity of Hong Kong academics. Specifically, it explores the individual and institutional factors that contribute to their productivity while also comparing determinants across academic disciplines. We have conducted OLS regression analysis using the international survey data from &quot;The Changing Academics Profession.&quot; We found that Hong Kong academics are highly internationalized in terms of research activities. Moreover, research productivity is influenced by a number of factors, including personal characteristics, workload, differences in research styles, and institutional characteristics. In addition, considerable variation exists regarding the determinants of research productivity across disciplinary categories.
Big Dreams
Author: Benson, Michael T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Educational Opportunities,Educational Facilities,Aspiration,Relevance (Education),College Programs

The Keen Johnson Building is symbolic of Eastern Kentucky University's historic role as a School of Opportunity. It is a place that has inspired generations of students, many from disadvantaged backgrounds, to dream big dreams. The construction of the Keen Johnson Building was inspired by a desire to create a student union facility that would not only serve the physical needs of Eastern students but also awe and inspire them, and enrich their spirits. This article discusses why the value of an honors program lies not only in its curriculum but in the dreams it inspires.
Lapses in Education Policy Formulation Processes in Nigeria: Implications for the Standard of Education
Author: Oyedeji, Samson Oyelola
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Policy Formation,Academic Standards,Values,Stakeholders

Nigeria's Education Policy is quite laudable yet her investments in education are not too rewarding considering the deteriorating educational standards. The poor performance of the education sector in Nigeria, which is evident in the falling in standard of education and poor quality, has become very worrisome. What is the problem? Is the educational policy formulation process faulty? What are the implications for educational standard? These are the issues explored in this paper, based on literature review approach. The findings blame the falling in the educational standard and poor quality on the ineffective implementation of education policy engendered primarily by lapses in the policy formulation process. These lapses include lack of indigenous education policy, lack of adequate implementation strategy, non-involvement of stakeholders, especially the teachers, in the policy formulation process, lack of continuity of the policy implementation and lack of political will. These lapses have serious effects on the implementation of education policy and consequently on the standard of Education in Nigeria. The paper recommends the discontinuation of the National Policy on Education fashioned after the American system and adopt an educational policy which takes into consideration the cultural values of Nigerian people and Nigeria environment. Adequate human and material resources that will facilitate proper and result oriented implementation should be put in place before the implementation begins. In addition, stakeholders, especially the teacher should be consulted and be involved in the educational policy formulation and education policy should be nurtured to maturity before summative evaluation is carried out. Sustained political will and eradication of corruption are necessary for effective policy implementation and should be maintained.
Transnational Education: A Case Study of One Professional Doctorate
Author: O'Neill, Marnie
Date: 2012-00-00
Type: Journal Articles
Subjects: Case Studies,Doctoral Programs,Professional Education,Partnerships in Education,Longitudinal Studies,Federal Legislation,Educational Policy,Delivery Systems,Student Reaction,Review (Reexamination),Program Evaluation,Educational Change,Change Strategies,Foreign Countries,Educational Quality,Program Improvement

This case study of a Doctor of Education program in a transnational setting is contextualized in Australian national policies for international higher education and influences of regionalization and globalization. The doctorate was designed to meet aspirations of professional practitioners in Australia and South East Asia where the School had productive partnerships. The longitudinal case study discusses factors influencing revision of the program in response to federal government policies, student feedback over two reviews and considerations of quality delivery in the transnational setting. Finally, it presents an analysis of the perceived current success of the program and threats to its future viability.
Curator and Critic: Role of the Assessor in Aesthetic Fields
Author: Jacobs, Rachael
Date: 2012-00-00
Type: Journal Articles
Subjects: Aesthetic Education,Higher Education,Evaluation Needs,Evaluators,Teacher Role,Grading,Ethnography,Teacher Student Relationship,Figurative Language,Student Reaction,Art Appreciation,Evaluation Methods,Evaluation Problems,Participant Observation,Foreign Countries,Semi Structured Interviews

Assessment in aesthetic fields presents a myriad of challenges in the higher education environment. This paper uses a metaphorical representation to explore the role of assessors within aesthetic assessment settings in higher education. It begins with a discussion of aesthetic fields and an exploration of the role of assessment in this area. Following this, the relationship between teachers and learners in aesthetic assessment settings is explored, as are some of the tensions that accompany assessment in aesthetic fields. This paper reports on a narrative and ethnographic study that explores the role of assessors in the context of aesthetically rich assessment tasks. The study, which uses five participants teaching in higher education settings, arrives at a metaphor which likens the assessors' role to that of an artistic curator or art critic. The students' place within that metaphor is also explored. Finally, conclusions are drawn about the nature of assessment in aesthetic fields and areas for further investigation identified.
Hard and Soft Skills Enhancement in Entrepreunership Learning for the Twelfth Grade Students of SMK Kartika IV-1 Malang
Author: Ayuningtyas, Lidya Pradina
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Skill Development,High School Seniors,Grade 12,Student Motivation,Qualitative Research,Case Studies,Job Skills

The purpose of this study is to describe the following things: (1) contributions of both hard and soft skills in entrepreneurship learning in SMK Kartika IV-1 Malang; (2) how to increase hard and soft skills on entrepreneurship learning in SMK Kartika IV-1 Malang; and (3) the purpose hard and the soft skills. The research findings showed that: (1) hard and soft skills is meant to build the entrepreneurship spirit of the students; (2) hard and soft skills is meant to motivate students to do entrepreneurship; (3) hard and soft skills are needed by students in order to increase the potential of students and meet the needs of students to enter the real world and industry.
On the Cultivation of Automation Majors' Research Innovation Ability Based on Scientific Research Projects
Author: Wang, Lipeng
Date: 2012-00-00
Type: Journal Articles
Subjects: Scientific Research,Research Projects,Automation,Student Research,Science Experiments,Academic Ability,Innovation,Educational Principles,Science Process Skills,Research Design,Scientific Methodology,Foreign Countries,College Students

Currently, it has become a fundamental goal for the engineering major to cultivate high-quality engineering technicians with innovation ability in scientific research which is an important academic ability necessary for them. This paper mainly explores the development of comprehensive and designing experiments in automation based on scientific research projects and elaborates on the significance and indispensable role of these experiments in cultivating students' research innovation ability.
Finnish Mentor Mathematics Teachers' Views of the Teacher Knowledge Required for Teaching Mathematics
Author: Asikainen, Mervi A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mentors,Mathematics Teachers,Mathematics Instruction,Teacher Attitudes,Interviews,Knowledge Base for Teaching,Student Teachers,Student Teaching,Teacher Educators,Student Attitudes,Secondary School Mathematics

Seven Finnish mentor mathematics teachers were interviewed about their views regarding the teacher knowledge required for teaching mathematics. The results of the interviews revealed not only the teachers' spontaneous views of the knowledge base needed for effective mathematics teaching but also their views of the particular types of teacher knowledge required for teaching mathematics that have been emphasized in the research literature. When the teachers freely described their views, issues related to content knowledge and the requisite knowledge for teaching mathematics were emphasized. The teachers valued most of the knowledge types available, even if only a few of them had highlighted them earlier in the interview. Some types, however, remained ambiguous from the teachers' perspective. Our findings suggest that even if the mentor teachers are considered experts in mathematics teaching, they are not necessarily able to conceptualize their view of the knowledge required for mathematics teaching, or they may have their own views of the necessary types of knowledge. This in turn may impede student teachers in connecting their educational studies with mathematics studies during student teaching. In addition, it was found that mentor teachers frequently hold personal views about the importance of the types of mathematics teacher knowledge that may be valuable for student teachers when they are reflecting their own view of the requisite knowledge for teaching and the type of a teacher they want to become.
Nursing Students' Perceptions of the Educational Learning Environment in Pediatric and Maternity Courses Using DREEM Questionnaire
Author: Abusaad, Fawzia El Sayed
Date: 2015-00-00
Type: Journal Articles
Subjects: Nursing Students,Student Attitudes,Educational Environment,Pediatrics,Obstetrics,Courses,Questionnaires,Comparative Analysis,Foreign Countries,Interviews,College Students

Background: Educational surroundings is one of the most vital factors in figuring out the fulfillment of an powerful curriculum and gaining of knowledge. Aim: To compare students' perceptions of the academic learning environment in Pediatric and Maternity courses using DREEM Questionnaire. Design: This is a comparative study. Subjects: Five hundred and eleven of the third year nursing students studying maternity and pediatric courses by traditional policy participated in the study during the academic year 2014-2015. Setting: Pediatric and maternity nursing departments at Faculty of Nursing, Mansoura University, Egypt. Tool: An interviewing Questionnaire of two parts: First includes general characteristics such as: age, sex and courses involved. Part two: Includes the DREEM questionnaire. Results: The total mean score for pediatric and maternity nursing students' perception of their learning environment were 115.0±.23.02 and 110.3±17.4; respectively. Students' belief in their gaining knowledge of environment in both specialties were &quot;more positive than negative&quot; with a significant difference between both groups (t=2.6, p=0.01). All students agreed to a more positive approach regarding their learning &quot;moving in the right direction&quot; for their teachers, feeling &quot;more on the positive side&quot; for their academic self perception, feeling &quot;more on the positive side&quot; for their learning atmosphere &quot;a more positive attitude&quot; they also reported that their social self perceptions were&quot; not too bad. The results showed that 10% of both pediatrics and maternity students have mean score = 2 consider (problem areas). More than one third of pediatrics and maternity students have mean score 2.1 - 3 (which needing improvement). About half of pediatrics and maternity students have mean score 3.1 - 3.5 (positive aspect) while none of our students scored &gt;3.5 (excellent items). Conclusion: The perceptions of nursing students of their mastering learning environment were &quot;more positive than negative&quot; with a significant difference between pediatric and maternity students. Although the overall questionnaire score was showed to be &quot;more positive than negative&quot; there were five objects out of the 50 that determined mean scores of less than 2.00 that have to be tested greater carefully.
Resolving Contradictions of Predictive Validity of University Matriculation Examinations in Nigeria: A Meta-Analysis Approach
Author: Modupe, Ale Veronica
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Exit Examinations,Predictive Validity,Test Validity,Meta Analysis,Universities,Research Reports,Statistical Analysis,Sample Size,Journal Articles,Effect Size

The study examined the various means of solving contradictions of predictive studies of University Matriculation Examination in Nigeria. The study used a sample size of 35 studies on predictive validity of University Matriculation Examination in Nigeria, which was purposively selected to have met the criteria for meta-analysis. Two null hypotheses were generated and tested at 0.05 level of significance. The data collected were tested using t-test statistics and fisher's Z-transformation at 0.05 level of significance. The findings of this study revealed that studies with sample size of 120 and above is significantly different from studies with sample size less than 120. Published journal articles are more significant than their unpublished studies like master's thesis and Ph.D. dissertations. Based on the findings of this study, it was recommended that researchers should not use sample size less than 120, the larger the sample size, the better the result for predictions. It was also recommended that unpublished studies should undergo editorial review to reduce some of the flaws in unpublished studies.
Revitalising the Nigerian University System: The Imperatives of a Market Driven Funding Mechanism
Author: Chiemeka, Nnorom
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Universities,Financial Support,Educational Finance,Public Colleges,College Administration,Educational Vouchers

The needs assessment report of Nigerian public universities (2012) exposed a disturbing level of decay in public universities in Nigeria. The report, among other things advocated better financial management as a panacea for revitalising the university system. This paper compared the direct funding allocation mechanism (which is the major way of funding public universities in Nigeria) with indirect funding mechanisms. Results from the comparison showed that indirect funding mechanisms like education vouchers applied to both public and private universities would increase the capacity of private universities to compete with the overly dominant public universities. It was therefore concluded that a mixture of a market driven mechanism like the voucher system mixed with the current direct system of funding will be better suited for driving innovation and entrenching financial prudence in the Nigerian universities.
The Effect of the Level of Motivation of Kiswahili Teachers on Performance of Students in Secondary Schools in Elgeyo Marakwet County, Keiyo Sub-County, Kenya
Author: Jerotich, Kemboi Rose
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Motivation,Teacher Influence,Academic Achievement,Secondary School Teachers,Secondary School Students,African Languages,Language Teachers,Questionnaires,Content Analysis,Statistical Analysis,Teacher Surveys

The performance of students in Kiswahili subject is of crucial importance to everyone in Kenya since it is a media of communication in public institutions and other sectors of the Economy. More so Kiswahili serves as a national language of Kenya thus one of the language requirements for pursuance in any Diploma or Degree courses. Based on this fact, this paper is set to examine the effect of the level of motivation of teachers of Kiswahili on student performance in Secondary Schools in Kenya. The paper is founded on Victor Vroom's Expectancy theory; he posts that motivation is a combination of three factors Valence, Expectancy and Instrumentality. The theory stresses that students and teachers expect to get a reward from the effort they put in their work. This paper adopts a survey research design and a stratified random sampling procedure to select teachers teaching Kiswahili from the selected 14 schools out of 29 schools in Keiyo Sub-county. Questionnaires and document analysis are the modes of data collection used. The data collected was analyzed using descriptive statistics. It is thus ascertained that there is a statistically significant relationship between the level of motivation of teachers and performance of Kiswahili subject. The author recommends adoption of a workable motivation schedule to improve the teachers' level of motivation and consequently performance.