ethanporcaro/eric-fulltext-meta huggingface dataset:
An Exploration of the Preparation and Organization of Teaching Practice Exercise to Prospective Science and Mathematics Teachers toward Improving Teaching Profession at Morogoro Teachers' College
Author: Mungure, Daudi Mika
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Foreign Countries,Teacher Competencies,Science Teachers,Mathematics Teachers,Program Effectiveness,Qualitative Research,Case Studies,Interviews,Documentation,Focus Groups,Content Analysis,Preservice Teachers,Teaching Skills,Teaching Methods,Observation,Peer Teaching,Microteaching

This paper explored the preparation and organization of teaching practice exercise to prospective science and mathematics teachers in Tanzania teachers college specifically Morogoro Teachers' College toward improving teaching profession. Due to the challenges stated by different scholars on preparation and organization of teaching practice exercise, the researcher doubt whether the teaching practice exercise prepared and organized at Morogoro teachers college during training helps the prospective science and mathematics teacher to improve their teaching professions. The study employed qualitative approach with a case study design. Key informant interview, documentary review and focus group discussion were the main methods of data collection where 32 respondents were purposively involved in data collection. Content analysis was used to analyze data thematically. The study found that the preparation and organization of teaching practice exercise at Morogoro teachers college was not effective to improve teaching profession of the prospective science and mathematics teachers, because the student teachers were not oriented practically to the teaching tools and towards proper teaching skills. On top of that the raking of the schools was not well conducted. Also the duration of teaching practices were not enough as well as inappropriate time planned for the exercise.
Didactic Content of Constructively-Projective Function of Students Learning: The Extrapolation in Information Technology
Author: Kutuev, Ruslan A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Students,Technology Uses in Education,Educational Technology,Teaching Methods,Specialists,Technological Literacy

The relevance of the study is conditioned by a radical impact on the learning process of the university by information technology, which put start a new phase in its transformation. According to experts at the present time the main factor of efficiency of university's activity becomes the expansion of students' learning activities, realized on the basis of new technologies in educational environments which they create with the changed learning functions. In the prevailing socio-pedagogical conditions the earlier priority educational-cognitive function fades into the background, giving way to a constructively-projective one, performing the role of not only the means of instruction and formation of students' creative work competences, but also of didactic conditions for extrapolation of changed functions of training in information technology. In this regard, the focus in this article is devoted to the establishment of the theoretical-methodical approach to projecting of the structure and content of constructively-projective function of students' learning as a didactic direction of educational process's transformations in university, extrapolated for the implementation of information technologies. The leading method of research is the pedagogical modeling, allowing justifying of theoretical and practical effectiveness of the structure and content of constructively-projective learning function of student, extrapolated in the implementation of information technology in the educational process. The article presents the discourse of the concept &quot;constructive-projective function of students' learning&quot;; based on the results of the study the didactic structure and content of constructive-projective function of students' learning is justified, which is extrapolated on the target, content, procedure and evaluation components of the modified functions of information technology; practice-oriented approaches of extrapolation of constructively-orienting function on the model of a specialist is established; the effectiveness of the identified structure and content of the functions using the quality criteria of information technologies is proved: conceptuality, integrity diagnostic ability, predictability, controllability, efficiency, reproducibility, creativity are proved. Presented in the paper results of the study can be useful for the practice of teachers, managers, trainers, and facilitators of universities.
The Development of Appreciation Learning Model of Indonesia Literature Based Critical Discourse Analysis to Improve the Students' Critical Thinking Skill
Author: Mustofa
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Discourse Analysis,Critical Thinking,Thinking Skills,Models,Literature,Familiarity,Foreign Countries,Literature Appreciation,Syntax,Outcomes of Education,Ethical Instruction,Indonesian,Validity,Student Attitudes,Literary Genres,Rhyme,Skill Development,Qualitative Research,Interviews,Administrator Attitudes,Secondary School Students

Learning literature should be taken to instill recognition, familiarity and enjoyment of literature as a vehicle for character education. Learning literature must be packaged properly so that students interested in compose competence by developing literature learning models. In an effort to assist students in understanding the success of Indonesian literature, it is necessary to support facilities that is by developing a appreciation learning model of Indonesian literary based critical discourse analysis (hereinafter abbreviated &quot;ASIAWK&quot;) to improve students' critical thinking skills. This study was aimed to develop a learning model &quot;ASIAWK&quot; to improve the students' critical thinking skill and produce &quot;ASIAWK&quot; learning model book and learning model form of RPP, BPG, BAS, LKS, and LP. The research was conducted in three phases, namely the descriptive phase, the development phase and test phase and dissemination. The data were the process of developing a learning model and the quality of learning model &quot;ASIAWK.&quot; The process of developing the model was based on the descriptive phase (literature study, requirements analysis, and characteristics determination); development phase (preparing the preliminary design development, construct model components include syntax, the social system, the reaction principle, support systems, and the instructional impact and companion, arrange the sort order of development model work, and carry out small-scale trials); as well as the test phase and dissemination (revised results of the validation, wide-scale testing, analysis of research data, and compile a report). The quality of learning models included the validity, effectiveness and practicality of the product prototype &quot;ASIAWK&quot; book learning models and learning media. The validity of &quot;ASIAWK&quot; learning model included the contents and construct. The effectiveness of learning models included implementation, teacher activities, student activities, and learning outcomes. Practicality model included the teacher's response and the the students' response. This study contributed to the learning that can be used by the parties to gain new perspectives in Indonesian literary appreciation learning, especially learning the short story text and rhymes text.
The Trends of the Male and Female Teachers of the Basic Elementary Stages towards Using the Smart Board in Bani Kinanah Directorate of Education
Author: Hamadneh, Qaseem Mohammad Salim
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Gender Differences,Teacher Qualifications,Teaching Experience,Questionnaires,Statistical Analysis,Bulletin Boards,Interactive Video,Elementary School Teachers,Foreign Countries

The study aimed to explore the trends of the male and female teachers of the basic elementary stages towards using the Smart Board in Bani Kinanah Directorate of Education and the relationship of some variables such as sex, academic qualification, and years of experience. The study sample consisted of (130) male and female teachers. To achieve the objectives of the study, data were collected using a questionnaire to measure the trend towards Smart Board after confirming its validity and reliability; to statistically process data, the arithmetic means, standard deviations, and 3-way-ANOVA were used.The results of the study indicated the existence of a high and statistically significant degree in the trends of the male and female teachers of the basic elementary stages towards using the Smart Board as a whole where the arithmetic mean was (3.79). The results also showed no statistically significant differences at the level of significance (a=0.05) in the trends of the male and female teachers of the basic elementary stages towards using the Smart Board from the perspective of the male and female teachers in Bani Kinanah Directorate of Education according to the variables of (sex, years of experience, and scientific qualification), where the &quot;F&quot; values were not statistically significant.
Stress Management and Teachers' Productivity in Cameroon: Lessons from Momo Division
Author: Anyi Einstein Moses E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Stress Management,Productivity,Foreign Countries,Anxiety,Teacher Attitudes,Teacher Surveys,Secondary School Teachers,Questionnaires,Statistical Analysis,Teacher Behavior

A teacher who is stressed out, stresses out his student who in turn, behave differently (usually worse) and consequently produce more stress for the teacher. This study on Stress management and teachers' productivity was carried out in Momo Division North West Region of Cameroon. The aim was to find out the extent to which the teachers' acceptance of their stress, modification of teacher' behaviour and the way teachers' communicate with students and staff influence their productivity. To this effect, three (03) research questions and three (03) hypotheses were formulated to guide the study. The survey sampled the opinion of 150 teachers randomly selected from secondary schools but stratified into the five sub-divisions of Momo Division. A self-constructed 22-item questionnaire was used to collect data. The collected data was analysed using the Statistical Package for Social Sciences (SPSS) version 20.0. Precisely, both descriptive and inferential statistics were used to answer research questions and verify hypotheses respectively. Specifically, percentages, frequencies and Chi-Square were used at 0.05 level of significance. The findings revealed that there exists a significantly positive relationship between the teachers' acceptance of their stress and their productivity; there exists a significantly positive relationship between modification of teacher's behaviour and their productivity; and that there is a significantly positive relationship between the way teachers communicate with students and staff and their productivity. It was recommended amongst others that teachers should have physical activities regularly, be positive and communicate with others in order to reduce stress.
Pedagogical Practices in Early Childhood Education and Care in Tanzania: Policy and Practices
Author: Mligo, Ignasia
Date: 2016-00-00
Type: Journal Articles
Subjects: Child Care,Teaching Methods,Educational Policy,Educational Practices,Foreign Countries,Student Centered Learning,Creativity,Problem Solving,Qualitative Research,Social Development,Emotional Development,Preschool Curriculum,Teacher Attitudes,Preschool Teachers,Critical Thinking,Skill Development,Case Studies,Rural Schools,Urban Schools,Parent Attitudes,Observation,Semi Structured Interviews,Instructional Materials,Teacher Education,Futures (of Society),Child Development,Focus Groups

The purpose of this study was to examine current pedagogical practices in early childhood education and care in Tanzania, a reflection from policy and practices to the implementation of Learner-Centred Pedagogy and to put forward possible improvements for the future. In 2005 a new pre-school education curriculum introduced a learner-centred pedagogy so the first intention of this study was to find out how this pedagogy was being used in the classroom context. Anecdotal experiences indicated that classroom teachers continued teaching using traditional methods, i.e teacher-centred pedagogy even after the new curriculum development which introduced child-centred learning. Child-centred pedagogy has the potential for promoting children's creativity, problem-solving skills, critical thinking skills, learning dispositions as well as socio-emotional/behavioural development skills. This study employed qualitative methodology and a case study approach. A total number of 28 people were participated in the study, whereby six were teachers, 12 children, and four parents in one rural and one urban pre-school (local level) and six government education officials (national level). Data was generated by using semi-structured interviews and focus-group discussions guided by a series of open-ended questions, as well as classroom observation and documentary reviews. Findings showed that teachers were not using child-centred approaches in teaching and learning due to a lack of knowledge of the methods of using the new approach, and large classes with untrained teachers with insufficient teaching and learning materials and facilities. This study recommends for future practice that changes need to be made, for government policy makers to address the challenges identified. It needs the provision of initial teacher education, professional development, and to be richly resourced, so that qualified teachers may be able to translate philosophy to practice and promote children's meaningful learning and development.
Apps Developed by Academics
Author: Shing, Sophia
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Oriented Programs,Teacher Developed Materials,Educational Technology,Instructional Design,Handheld Devices,Expertise,Information Technology

In the days of the digital Wild West, developers from all backgrounds have joined in the gold rush trying to profit from the almost unbridled spending of well-to-do parents on educational products. In 2016, the Apple App Store had over 80,000 educational apps. The proliferation of educational apps has happened at a furious pace and more apps are being introduced constantly. Although apps are labeled as educational, they are not held to any science-based standards or subject to any certification (Hirsch-Pasek, et al. 2015). With the boom in new apps introduced every year, there is simply not enough time, money, or resources available to evaluate each app as it enters the market. As a result, &quot;educational&quot; apps are largely unregulated and untested. As a result, app users are misled and are spending money on products which are not actually educational. The real experts--researchers, teachers and educational specialists--need to take over the driver seat in this important and evolving realm of educational apps with the developers playing the supporting role instead of the leading role. With increasingly lowered cost and ease of development to produce an app, academics who do not have vast financial resources or substantial technical knowledge are able to create truly impactful, pedagogically-based apps either by themselves or outsourcing to development services. Although technology promises to be transformative, educational content must remain the main thrust of any educational mobile app development and not technology. Educational apps need to have the experts involved. It is time that education is put back in its rightful, central position.
Impact of In-Service Training and Staff Development on Workers' Job Performance and Optimal Productivity in Public Secondary Schools in Osun State, Nigeria
Author: Fejoh, Johnson
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Job Performance,School Personnel,Productivity,Inservice Education,Staff Development,Public Schools,Secondary Schools,Questionnaires,Likert Scales,Statistical Analysis,Multiple Regression Analysis,Hypothesis Testing,Instructional Effectiveness

This study investigated the impact of in-service training and staff development on workers' job performance and optimal productivity in public secondary schools in Osun State, Nigeria. The study used the ex-post-facto research design. Three research questions and three hypotheses were generated and tested using questionnaire items adapted from Raja et al. (2014) but subjected to manipulation by the researchers which contained closed ended type of questionnaire based on the research questions and hypotheses and was structured on a four point Likert scale. The instrument was administered to a purposely selected population of 152 respondents while 134 questionnaires were returned. Data generated were analyzed using Analysis of Variance (ANOVA) and Multiple Regression Analysis to test the hypotheses at 0.05 level of significance. The findings show that results showed that in-service training and staff development had insignificant combined effects but significant relative effects on workers' optimal job productivity. The study therefore recommended that schools should design proper and functioning in-service training and staff development programmes for their workers to boost their morale, enhance their performance, and in addition ensure that workers' trainings are conducted frequently to ensure they cope with changing technological environment and organizational climate in schools.
A Pragmatic Study of Exaggeration in British and American Novels
Author: Abbas, Qassim
Date: 2016-00-00
Type: Journal Articles
Subjects: Novels,English Literature,United States Literature,Pragmatics,Literary Devices,Speech Acts,Language Usage,Models,Discourse Analysis,Hypothesis Testing,Statistical Analysis,Linguistic Theory

The main concern of this study is to tackle exaggeration in British and American situations taken from &quot;Mrs. Dalloway&quot; and &quot;The Great Gatsby&quot; novels. From a pragmatic point of view, exaggeration in the field of literature has not been given enough attention. Accordingly, this study is an attempt to develop a model for the analysis of exaggeration pragmatically. Thus, it concerns itself with achieving the following aims: (1) investigating the kinds of speech acts through which the exaggeration language occurs in &quot;Mrs. Dalloway&quot; and &quot;The Great Gatsby novels&quot;; (2) identifying the devices of exaggeration used in &quot;Mrs. Dalloway&quot; and &quot;The Great Gatsby&quot; novels; (3) showing how exaggerators pragmatically proceed the Politeness Principle and the Cooperative Principle in these two novels; and (4) figuring out the pragmatic functions of exaggeration used in these two novels. In relation to the above mentioned aims, the following hypotheses are tested: (1) various kinds of speech acts through which the exaggeration language occurs can be used in &quot;Mrs. Dalloway&quot; and &quot;The Great Gatsby&quot; novels; (2) a variety of devices of exaggeration are used in these two novels; (3) the Politeness Principle and the Cooperative Principle are violated in &quot;The Great Gatsby&quot; more than in &quot;Mrs. Dalloway&quot;; and (4) there are different pragmatic functions for exaggeration in these novels. To achieve the aforementioned aims, the following procedures are followed: (1) surveying the relevant literature on exaggeration in general and its pragmatic perspective in particular; and (2) analyzing the exaggeration language pragmatically in &quot;Mrs. Dalloway&quot; and &quot;The Great Gatsby&quot; according to a model developed by this study. The results of the analysis prove the first, second, and fourth hypotheses, whereas they partially reject the third hypothesis and partially verify it. (A bibliography is included.)
The Competency of Pre-Service Classroom Teachers' Regarding the Learning-Teaching Process in a Music Course: Implementation from a Turkish University
Author: Koca, Sehriban
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Music Education,Teacher Competencies,Teaching Skills,Elementary School Teachers,Foreign Countries,Questionnaires,Student Attitudes,Statistical Analysis,Lesson Plans,Planning,Time Management

This study was a descriptive study that evaluated pre-service classroom teachers' competencies in regarding the learning-teaching process in a music course. The study made use of a general screening model. Participants of the research is consists of pre-service classroom teachers taking music and music teaching course at the primary school teaching department of the Education Faculty at a university located in Mediterranean region of Turkey during spring semester of 2014-2015 academic year. This study has employed &quot;criterion sampling method&quot;, one of the purposive sampling methods. The &quot;personal information form,&quot; a questionnaire prepared by the researcher, and the evaluation form for performance indicators pertaining to the learning-teaching process were used in the research as data collection tools. The findings of the study revealed that although pre-service teachers generally considered themselves rather competent in the learning-teaching process of music courses, the evaluation of the observation forms based on performance indicators prepared by the researcher showed that their competencies in lesson planning, material preparation, organization of learning environments, and time management considered as less competent.
Assessment of Teachers in Terms of Encouraging and Manifestation of the Creativity in Creativie Teaching
Author: Kadriu, Lulzime Lutfiu
Date: 2016-00-00
Type: Journal Articles
Subjects: Creativity,Teacher Attitudes,Teacher Surveys,Creative Development

Teaching presents a dynamic process which since the beginning of organized education until now experiences continuous changes, from which, mostly can be seen as innovations, to be more exact as something different from the work in previous teaching. Rather, the educational process in school should as a whole turn to those changes, among which the creative work of students and teachers is very current and necessary in the realization of the creative teaching. The creative teaching is studied as a challenge and an aim of the contemporary education in which the teachers, as the key holders of this process have a significant role, whereas the creative teaching is realized as a segment of the contemporary innovations in the contemporary educational process. Subject of this research is the study of the views of the teachers and their assessment in terms of encouraging and manifestation of the creativity in creative teaching with the purpose of developing the creative abilities of the students. The objective of this research is gaining knowledge of the placement of the creative teaching, teachers' creativity and their impact in the development of the creativity in students. In the research a scaling technique is applied, whereas as an instrument--a survey--scale with closed question for the opinions and views of the teachers for the creativity in school. Starting from the contemporary relevance and scientific placement of the problem that is researched, afore all the development of the capacities of the students for the educational work and for the society overall, I believe that this paper possesses adequate justification and application in advancement of the educational process.