ethanporcaro/eric-fulltext-meta huggingface dataset:
The Art Therapy, an Aesthetic and Artistic Experience to Support the Integration and Prevention of Uneasiness
Author: Lydia, Ferrara
Date: 2014-06-00
Type: Journal Articles
Subjects: Art Therapy,Aesthetics,Nonverbal Communication,Counseling Techniques,Creativity,Art Activities,Foreign Countries,College Students

Art therapy is a means of expression, a communication tool that represents the imaginary through the non-verbal. The present work is a proposal for a project to be carried out in Universities, in order to try and experiment with students the language of symbols, specifically the paint, draw, shape, dance, write, recite: activities in which all the senses are stimulated. Art therapy is an ideal instrument when, for students of all ages, in situations of &quot;crisis&quot; or at the margins of the social context, anxiety and stress cause somatization disorder, when you cannot reproduce existential dramas or tragic events, when verbal expression is impossible or deficit for various causes so the bodily and psychological integrity is at risk or compromised.
The Impact of Speech and Language Disorders on Pupils&apos;, Learning and Socialization in Schools of Kalomo District-Zambia
Author: Adebayo, Awoniyi Samuel
Date: 2014-06-00
Type: Journal Articles
Subjects: Speech Impairments,Language Impairments,Special Education,Foreign Countries,Socialization,Validity,Specialists,Diagnostic Tests,Questionnaires,Severity (of Disability),Academic Achievement,Stuttering,Student Attitudes,English (Second Language)

This study investigated the impact of speech and language disorders on pupils' learning and socialization in schools of Kalomo District, Zambia. The Descriptive research design was employed for the study. The sample consisted of 48 pupils with speech and language disorders purposively selected from 6 schools. The instruments used for data collection were a questionnaire and a test for speech and language disorders. The instruments were both faced and content validated by experts. The questionnaires and test items were taken to experts at the University of Zambia and the Zambia Institute for Special Education (department of speech and language disorders) for validation. The questionnaire and the test were administered to the sampled students. The data collected were coded and analysed using the Statistical Packages for Social Sciences. Descriptive statistics and the regression analysis were employed. The result of the study revealed that the performance of pupils with speech and language disorder in English Language was low, but were average in their socialization. It was also discovered that 77.2% variance in academic performance was accounted for by the level of speech and language disorders. The positive beta value of 11.885 showed that, the less the severity of speech and language disorder, the better was the academic performance of pupils. The study also revealed that type of disorder and socialization accounted for 79% variance in academic performance. Type of disorder accounted 77.2% while socialization accounted 1.8%. The positive beta value of 11.648 for the type of disorder, and 6.099 for socialization indicated that, the less the severity of the disorder and the more pupils with speech and language disorders socialize the better is their academic performance. Type of disorder had greater influence on their academic performance.
The Impact of Education across Sectors and the Millennium Development Goals
Author: Biamba, Cresantus
Date: 2014-06-00
Type: Journal Articles
Subjects: International Organizations,Objectives,Sustainable Development,Hunger,Sex Fairness,Developing Nations,Access to Health Care,Poverty Programs,Outcomes of Education,Economic Impact,Primary Education,Mortality Rate,Mothers,Child Health,Disease Control,International Cooperation,Empowerment,Acquired Immunodeficiency Syndrome (AIDS),World Problems,Global Approach,Access to Education

The Millennium Development Goals (MDGs), which were agreed at United Nations General Assembly Millennium Summit in 2000, address challenges in poverty reduction, hunger, health, gender equality, education, and environmental sustainability, an ambitious set of development targets aimed at reducing poverty and improving the lives of people all around the world by 2015. Over the past decade, notable progress has been made on each individual MDG even in the poorest countries and the most difficult circumstances. Such success shows that the MDGs can be achieved. Indeed, the MDGs have led to unprecedented commitments, partnerships and progress in combating poverty and hunger, in improving school enrolment, in fostering gender equality and in extending equal access to health care. Yet progress is uneven between and within regions and countries and often too slow to meet the 2015 deadline. There is a growing realization that, without renewed commitment and concerted action, some countries will not reach all of the MDGs. In recent years there has been a growing body of literature on the interconnectedness of education and the Millennium Development Goals (MDGs). The purpose of this paper is to synthesize global evidence generated through various MDG Country Reports and supplementary documents that focus on trends toward progress and on the gaps and disparities that have arisen. The paper will help to establish a better understanding of how investment in education can lead to development outcomes that aid the achievement of the MDGs.
Fostering Resilience: The Child&apos;s Home Boarding School as Seen by Its Graduates from a Distant Perspective
Author: Peled-Laskov, Ronit
Date: 2019-10-00
Type: Journal Articles
Subjects: Resilience (Psychology),Boarding Schools,Student Experience,Educational History,Child Care,Foreign Countries,Attachment Behavior,Child Development,Sibling Relationship,Outcomes of Education,Family Environment,Separation Anxiety,Success,Graduates

The article relates to the therapeutic and educational impacts of The Child Home boarding school, from the perspective of its graduates some 65 years ago. The research aim is to examine the processes and experiences undergone in the school, and to study its unique therapeutic and educational attributes. The research method is qualitative, based on semi-structured interviews with 25 graduates. They perceive the physical and emotional care administered as well as the processes and experiences undergone as beneficial and optimal. They regard the school in its inherent format as being a sound substitute for a dysfunctional home and a model for the ideal boarding school - one that could serve as a source of inspiration for boarding schools operating today.
B-SLIM Model as an English Teaching Model in Thailand
Author: Ngowananchai, Jumjim
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Business English,Teaching Methods,Learning Activities,Models,College Students,Program Effectiveness,Receptive Language,Expressive Language,Language Skills,Listening Skills,Pronunciation

In the business world, English language is considered as an important language for communication among people. According to the Act of Thai Education during B.E. (2008-2015:39), the sustainable development for Thai people has become the main focus in this era. To transform the education especially in the 21st century is needed to be integrated the new methodology in language teaching into three main areas. They are: education development, education extension and cooperation in services and educational management. The objectives of the study were: 1) to develop learning activities in and outside classroom context by using B-SLIM Model with the University students in Thailand 2) to compare the results of learning with the B-SLIM Model in the course of listening and speaking in Business English II after using B-SLIM Model 3) to investigate the level of listening and speaking of students following B-SLIM Model. The conceptual framework applied in the study was the development of Listening and Speaking skills by using B-SLIM Model as a teaching model in the course of Listening and Speaking in Business English II The qualitative method was mainly used, combined with the quantitative data collected from 27 students studying at Chandrakasem Rajabhat University and registering in the course of BENG 1102 Listening and Speaking in Business English II. The normal classes of Listening and Speaking course II in and outside university campus such as Suvarnnabhumi International Airport was a place of data collection. In addition, B-SLIM Model (Bilash's Second Language Instructional Method) was applied and used in creating the criteria for data analysis by means of experimental step and teaching step by step according to B-SLIM Model. The method of data analysis was the use of basic statistics.
Computerized Mathematics Lessons
Author: Stanculea, Liana
Date: 2014-06-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Mathematics Instruction,Teaching Methods,Internet,Computer Assisted Testing,Formative Evaluation,Summative Evaluation,Computer Mediated Communication

E-learning will be gradually introduced to all schools and to all specialties including math lessons. Mathematics courses have increased flexibility and can be accessed from anywhere , anytime via computer linked to internt and web technologies. Characteristics of e-learning in mathematics are : efficiency, immediate, large viewing opportunities , complete and rigorous calculations. These privileges technology offers new opportunities open up new horizons as agreed upon by more and more students. The technology honors two requirements of contemporary education: space and demography. E-learning that has the same quality as traditional education, technology having negative influences on it except that it is a major change shape representation. Formative and summative exemplify using WebCT , Web Course Tools through which the teacher provides the student to be read and assimilated with formative and summative evaluations tests.
Exploring the Influence of the Curriculum on Student Learning in Culturally and Ethnically Diverse Classroom Contexts: Praxis, Paradoxes and Perspectives of Stakeholders
Author: Gurung, Ganga B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Differences,Teaching Experience,Teacher Attitudes,Ethnic Groups,Cultural Pluralism,Student Attitudes,Political Influences,Curriculum Development,Pedagogical Content Knowledge,Stakeholders,Learning Processes,Administrative Organization,Educational Administration,Administrator Attitudes,Principals,Specialists,Course Content,Foreign Countries,Elementary Secondary Education

This paper explores the perceptions and lived experiences of Nepalese educators and stakeholders in relation to the school curriculum and its influence upon student learning in a culturally and ethnically diverse classroom context. The study adopted a qualitative research design using face-to-face semi-structured interviews and focus group discussions to gather the perceptions of students, teachers, school principals and curriculum experts from three different schools representing distinct and diverse Nepalese settings. The findings identified that there are six main factors that affect curriculum delivery in Nepal: a centralised education system; social, economic and cultural diversity; political instability; curriculum content; the involvement of curriculum development stakeholders; and teachers' content and pedagogical knowledge and related attributes. These six factors all contribute to a significant influence on student learning.
Developmental Advising: The Elusive Ideal
Author: Gordon, Virginia N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Needs,Academic Advising,Educational History,Student Development,Teacher Role,Student Characteristics,Developmentally Appropriate Practices,Educational Practices,Faculty Advisers,Administrator Role,Higher Education

Although developmental advising grew out of the works of many theorists prior to 1972 (Erikson, 1968; Heath, 1964; Neugarten, 1971; Perry, 1970; Super, Starishevsky, Matlin, &amp; Jordaan, 1963), Burns Crookston was responsible for integrating these concepts into conscious thinking about academic advising. Although his landmark article grew out of his concern for students of the late 1960s and early 1970s, the needs of those students parallel the needs of students today. A developmental approach to advising--focusing on the individual student's concerns, needs, and aspirations--is accepted as an ideal by many writers and practitioners in this field. Student-centeredness has been a hallmark of higher learning for many years with varying degrees of emphasis. The development of a student's character was a concern of America's earliest colleges during the colonial period. During those formative years academic advising played an important role in facilitating students' development because faculty or administrative mentors were directly involved in students' well-being (Gordon, 1992). Although many advisors have practiced their personal versions of developmental advising since then, Crookston, in his classic article, reminded of the importance of emphasizing the student's role and responsibility in the advising relationship. The development of the whole student--intellectually, personally, and socially--had been a stated goal of higher education long before Crookston so aptly pointed out its relationship to advising. Advising continues to be one of the best vehicles for accomplishing this goal (Crockett, 1985; Gordon, 1988; Ender, Winston &amp; Miller, 1982). Much has been written about developmental advising and its benefits; definitions and suggestions for practice abound (Abel, 1988; BeasleyFielstein, 1986; Chickering &amp; Reiser, 1993; Ender, Winston, &amp; Miller, 1982; Frost, 1990; Gordon, 1988; McIntire et al., 1992; Winston, Miller, Ender, Grites, &amp; Associates, 1984). Some evidence shows, however, that little progress has been made in implementing developmental advising consistently across campuses (Habley &amp; Crockett, 1988). If a developmental approach is so desirable, why has progress been so slow? Many complex reasons exist, but 10 possible explanations are listed in this article. These explanations are coupled with some suggestions for ways to overcome barriers to implementing advising in a developmental mode.
Implications of Commercialization of Higher Education in China
Author: Shafiq-ur-Rehman
Date: 2014-06-00
Type: Journal Articles
Subjects: Higher Education,Commercialization,Foreign Countries,Marketing,Educational Policy,Student Recruitment,Knowledge Economy,Access to Education,College Administration,Job Placement,College Students,Institutional Autonomy,Social Class,Private Sector,Social Problems,Governance,Social Systems,Socioeconomic Influences

Unquestionably, the role of higher education institutions (HEIs) in society and economy is engorged. The term higher education proposes an educational level above the secondary education with advanced tools of knowledge which enables the students to generate, distribute, and preserve systematic academic knowledge at colleges, universities, and institutes of technology. This qualitative study is an endeavor to analyze the effect of commercialization policy on the higher education system and socio economic development of the Chinese society. During 1999, marketization and commercialization of education sector remained the sole policy instrument for attaining the objectives of liberalization and modernization of Chinese higher education. The realization that the development and advancement in the field of science and technology was impossible without development of education system, particularly the higher education, forced China to employ different strategies. Chinese government resolved to provide an access to over 15% of its total population to higher education. These initiatives can be divided in five categories i.e. ensuring provision of education, management of HEIs, investment for the growth of higher education, recruitment and job placement for graduates and delivery of autonomy to the universities and HEIs. The commercialization of higher education has converted the whole Chinese education system into class based system while establishing the overwhelming monopoly of private sector as being practised throughout the West and U.S. which has confronted the Chinese with new social problems due to population size, patterns of governance, demography and socio-economic circumstances.
Massive Open Online Courses (MOOCs): Is It Real Democracy?
Author: Dell'Acqua, Silvia
Date: 2014-06-00
Type: Journal Articles
Subjects: Online Courses,Democracy,Access to Computers,Disadvantaged,Higher Education,Barriers,Global Approach,Distance Education,Information Technology,Computer Mediated Communication,Educational Innovation,Role of Education

Education. Democracy. These are two sides of the same coin: Society. How can be a society, democratic, if it does not offer a sound education to its fellow citizens? My central question is: Will the 'Digital Divide', in Higher Education, be filled, globally, by MOOCs? Or on the contrary, the claim &quot;Anyone with an Internet connection can have access to Higher Education (i.e. MOOCs) is misleading, in reality? In my opinion the concept of 'access' needs to be interrogated carefully: it cannot just be assumed that because something exists and because it is 'free', it is then accessible to everybody globally. There are a variety of mitigating factors which limit access to MOOCs: the lack of the set of certain infrastructures - i.e. reliable electricity, unrestricted Internet connections - and resources - temporary or communal accommodation, rural communities, people relying on welfare or living on low incomes - can represent huge obstacles. Together with other factors, such as long working hours, multiple jobs, long distance travel from home to work. My goal is to give a potential answer to these key questions, by investigating if MOOCs can be a new form of Democracy in Higher Education, globally.
Methodology and Teaching for the Integration of Autistic Child
Author: Lydia, Ferrara
Date: 2014-06-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Teaching Methods,Inclusion,Intervention,Special Education,Symptoms (Individual Disorders),Behavior Modification,Student Behavior,Regular and Special Education Relationship,Classroom Environment,Interpersonal Communication,Interpersonal Relationship,Augmentative and Alternative Communication

Leo Kanner in 1943 for the first time described the autistic disorder calling it a clinical syndrome characterized by an inability relational, resistance to change, atypic language (deficit of acquisition, echolalia, mutism, occasional pronoun reversal), repetitive play and stereotype excellent, mechanical memory, excessive emotional reactions and clumsiness. The definition of autism is developed and evolved over the years from this first description, but they are often considered some cases with Autistic Disorders in early childhood difficulties of communication and interaction that are secondary to other diseases. This has a number of implications in terms of prognosis and treatment that are likely to overshadow the main objective which aims primarily to integration into society. Despite the objective difficulties cognitive, relational and behavioral integration should be pursued in the school of all: living in relationship with non-disabled peers, an opportunity not only to search for functional learning, but also to promote organizational adaptation of the educational institution, a real investment of resources, involvement of all internal and external figures who interact with the child and the adoption of refined methods of facilitating the integration. The objectives relate to the methodological-didactic &quot;make a special teaching&quot; to respond to the particular needs of the autistic child.
Interdisciplinary Curriculum: Growing Need for Higher Education Systems
Author: Baishya, A.
Date: 2014-06-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Curriculum Design,Higher Education,Integrated Curriculum

This paper presents a brief review of interdisciplinary curriculum design and its challenges and opportunities in the context of higher education systems. A brief description to curriculum design in general leading to content design for interdisciplinary curriculum has been incorporated. The main purpose of this paper is to define curriculum integration, issues related to interdisciplinary curriculum design and integration, present the popular interdisciplinary curriculum and discuss the challenges and present the important implications curriculum integration will have on education.
Gender Comparison, Schooling and Sociability Ratings in Nigeria, &quot;Evidence from Youth Survey in Ife Town&quot;
Author: Ojeaga, Paul
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Interpersonal Competence,Socialization,Social Influences,Extraversion Introversion,Interaction,Educational Background,Peer Relationship,Friendship,Youth

This study investigates factors that affect sociability ratings among youths between 10 to 30 years of age in Nigeria, using a survey carried out in Ife town. The results show that in- school females were likely to socialize more than out of school females. Schooling was found to be affecting youth sociability rating in general. There was also a noticeable level of reduced socialization among out of school youths as it was found that they were less likely to interact as much as in-school youths owing to their family backgrounds. The implication of the findings is that schooling does affect the level of social interaction among youths in general since youths out of school had some level of inferiority complex that prevented them from socializing with in-school youths.
Differences in Visual Working Memory among Students
Author: Amundsen, Marie-Lisbet
Date: 2014-06-00
Type: Journal Articles
Subjects: Short Term Memory,Visual Stimuli,Cognitive Processes,Humanities,Intellectual Disciplines,College Students,Foreign Countries,Natural Sciences,Recall (Psychology),Time Factors (Learning)

The visual working memory serves as the basis for cognitive processes. Precisely because it forms the basis for cognitive processes in learning, it is of interest to us as teachers to gain greater insight into the possible differences and similarities among students of different specializations. We therefore wanted to see if there are differences between students in the humanities disciplines and students of the science disciplines when it comes to issues of visual working memory. We were based on students at two colleges in Norway, and everyone who participated in the study completed a computer-based test developed by Andreassen at the Department of Psychiatry at Vestfold Hospital (2013). The starting point was the following question: Is it possible to find differences in visual working memory in students of science and humanities disciplines? We found significant differences. Students in science disciplines score better on visual short-term memory for concrete and abstract. We found also that the spread among the students of humanities disciplines is greater than among students of science studies. There is a need for more studies in order to know if extent learning to use strategies can improve the visual working memory of students who score low on this type of testing.