ethanporcaro/eric-fulltext-meta huggingface dataset:
Access and Use of Internet in Teaching and Learning at Two Selected Teachers&apos; Colleges in Tanzania
Author: Chirwa, Mussa
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Information Technology,Technology Integration,Internet,Teaching Methods,News Reporting,Computer Mediated Communication,Social Networks,Educational Facilities,Tutors,Information Literacy,Technological Literacy,Access to Computers,Student Teachers,Computer Assisted Instruction

Recently, the application of Information and Communication Technologies (ICTs) is inevitable especially in improving education system. It is on the basis of this reality that this paper investigated access and use of Internet in teaching and learning in teachers' colleges (TCs), basing on two selected colleges in Tanzania. The results indicate that the majority (83.2%) of respondents used the Internet for academic purposes, 61.3% used it for searching news and 50% for communication, slightly more than half (52%) of the respondents were using Internet for games and entertainments while only (43%) used it for social network. However, the frequency of using internet for academic purposes is not convincing as only 12.5% of the respondents used it daily. There is also limited access to internet and ICT facilities in these teachers' colleges in Tanzania. It is therefore, concluded that the parent ministry in co-operation with college principals should improve Internet access and use in TCs by ensuring that there is good access to ICT facilities that offers internet services, tutors are well trained on ICTs basics and information literacy, and that the ratio of tutors and student-teachers to computers and other ICTs available in their colleges is improved.
New Universities&apos; Organizational Identities through Presidential Lenses
Author: Levin, John S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Community Colleges,Organizational Change,College Presidents,Administrator Attitudes,Administrator Role,Role Perception,College Role,Educational Objectives,Organizational Objectives,Educational Development

This qualitative investigation addresses three &quot;new universities&quot; in the provinces of British Columbia and Alberta and their presidents' ascriptions of organizational identity to their universities. Through extended, semi-structured interviews and narrative analysis, this investigation uses organizational identity theory and institutional theory to explain the positionality and understandings of presidents in relationship to their universities' paths to legitimacy. We found that the preservation of aspects of the institutions' original identity (as community colleges) aids new universities' organizational change. Furthermore, while presidents advocated for a replacement of community college logics with university logics, data showed that these three new universities had yet to embrace the university logic fully. We propose that a blending of logics may be the preferred mechanism for the attainment of legitimacy during sectoral change for new universities.
A Case Study of Preschool Teachers&apos; Pedagogical Behaviors and Attitudes toward Children with Disabilities
Author: Tamakloe, Deborah
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Preschool Teachers,Social Capital,Teacher Student Relationship,Attitudes toward Disabilities,Teaching Methods,Rural Schools,Kindergarten,Disabilities,Teacher Attitudes,Nonverbal Communication,Verbal Communication,Cultural Influences,Inclusion,Foreign Countries

Drawing on the Whole Schooling principles and Pierre Bourdieu's sociological concepts of habitus, capital and field, this qualitative case study explored and analysed preschool teachers' pedagogical behaviors and attitudes toward children with disabilities in three rural kindergartens in the Kpando district of Ghana. The study focused specifically on the teachers' verbal and non-verbal behaviors enacted through their pedagogical practices and the environment in which they work. A Bourdieuian analysis of data generated through observation and interviews demonstrated that the teachers worked in a constrained education field with limited resources to support children's learning. While the teachers claimed that they value children with disabilities, their verbal and non-verbal behaviors enacted through their pedagogical practices were inconsistent with their claim of valuing children with disabilities. The findings further pointed to cultural beliefs as contributing to the ways the teachers conceptualized and delivered pedagogy as normalized practices. The discussion of the results raised implications for improved resources and the need to urgently support teachers to transform entrenched social and cultural conceptions of disability and pedagogy to enhance inclusive practice in Ghanaian preschools that include children with disabilities.
Farmers&apos; Knowledge, Attitude, and Perception of Video Mediated Learning vis-à-vis Farmer Field School on Striga Weed Management in Western Kenya
Author: Ongachi, Wycliffe
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Occupations,Foreign Countries,Extension Education,Educational Technology,Technology Uses in Education,Teaching Methods,Comparative Analysis,Agricultural Engineering,Access to Education,Knowledge Level,Attitudes,Program Effectiveness,Video Technology

Farmer education and perceptions have been neglected in extension science. Knowledge, attitude and perceptions on technologies are key and first steps in adoption process. While Video Mediated Learning (VML) is a new communication approach currently being promoted as alternative pathway to foster knowledge sharing, Farmer Field Schools (FFS) remain one of the most active traditional extension approaches used in Kenya. Since farmer receptivity to messages depends on the extension approach used, this study sought to provide evidence and superiority on effectiveness of VML through evaluation of knowledge, attitude and perceptions. The study was conducted at Rachuonyo Sub-County, where a sample of 120 maize farmers was selected through Systematic random sampling. These farmers were put into three experimental groups namely; G1-Video Mediated Learning, G2-Farmer Field School and G3-a combination of video and FFS where they were trained on striga weed management. G1 watched video clips on striga control technologies, G2 learnt such technologies under FFS settings and G3 was subjected to both video clips and FFS on the same topic. Primary data on farmers' access to extension services, knowledge in terms of awareness and &quot;how-to knowledge,&quot; attitude in terms of their opinions, approval, viability of the VML and perceptions in terms of understanding, quality and relevance of messages disseminated were gathered using pre-tested, semi-structured questionnaires. The results showed that 47.5% of the respondents accessed extension services. On knowledge, 77% of G1, 57.5% of G2 and 89% of G3 participants were aware and displayed knowledge on striga weed management. As regard to attitude, 72.5% of G1 and 55% G2 participants found video and FFS as viable tools and approved their use in extension work. Lastly, on perception, 84% of G1, 66% of G2 and 95% of G3 participants viewed messages as relevant and clear. From these results, there was an average difference of about 18% between video participants and FFS participants who had knowledge, found VML a viable tool and perceived messages disseminated as relevant. Video mediated learning was therefore greatly perceived to be a viable tool with its messages highly appreciated as compared to FFS. Hence, need for extension service providers to intensify the use of video mediated learning as it is viewed as a viable and effective tool in information delivery.
Digital Competence of Moroccan Teachers of English
Author: Benali, Mourad
Date: 2018-00-00
Type: Journal Articles
Subjects: Technological Literacy,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Case Studies,Teacher Attitudes,Information Technology,Self Efficacy,Scores,Metacognition,Faculty Development,Learning Strategies,Teacher Surveys,Computer Software,Knowledge Economy

During recent years, digital competence has become a major concept in the discussion of which skills people should have in the knowledge society. Teachers' digital competence is becoming a key element for the construction of useful pedagogical knowledge for practice and improvement of students' learning. This paper presents the results of a research based on the adaptation of the Competence Framework for the Digital Competence of Educators (DigCompEdu) to explore, in a case study with 160 Moroccan English teachers, how they perceive their digital competences. In general, the statistics show a good distribution of competence levels across our subjects of study. The competences that had the highest mean scores are: selecting digital resources, teaching and reflective practice. Teachers with a higher level of digital teaching confidence and those with more years of teaching experience are more likely to have higher digital competence scores. The critical competences with low average scores like digital assessment strategies, differentiation and personalization, self-regulated learning and facilitation of learners' digital content seem to be more advanced and need rethinking the official teachers' professional development.
Learner Retention in MOOC Environment: Analyzing the Role of Motivation, Self-Efficacy and Perceived Effectiveness
Author: Sujatha, R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Program Effectiveness,Self Efficacy,Student Motivation,Academic Persistence,Adults,Dropouts,Student Attitudes

Massive Open Online Course (MOOC), an unconventional method of learning has paved way for educational opportunities for learners of all age groups at any time. However, evidence suggests that MOOC has posed many challenges such as low completion rates, low motivation of learners and low perceived value compared to traditional methods. In MOOC, learners are expected to display a self-regulating behaviour and hence motivation of the learner is imperative to successful completion of the course. This study analyzed the role of motivation, perceived effectiveness and self-efficacy in enhancing learner retention. The research was carried out with a sample of 375 participants who had enrolled in a MOOC program of their choice within the past two years. A structured instrument was used to elicit the responses. The data was analyzed using Binomial logistic regression. The resulting model accounted for a 49.8% of variance in learner retention according to the Cox &amp; Snell's R[superscript 2] value and 70.2% variance according to Nagelkerke R[superscript 2] value indicating that motivation, perceived effectiveness and self-efficacy are significant predictors for learner retention. This study provides insights to developers/instructors to understand learner intent and design interventions to make learning more personalized that will increase the retention rate.
&quot;Hungry for an Education&quot;: Prevalence and Outcomes of Food Insecurity among Students at a Primarily Undergraduate University in Rural Nova Scotia
Author: Frank, Lesley
Date: 2018-00-00
Type: Journal Articles
Subjects: Food,Hunger,College Students,Rural Schools,Low Income Students,Physical Health,Mental Health,Stress Variables,Academic Achievement,Coping,Social Life,Foreign Countries,Student Needs,Place of Residence,Income,Student Characteristics,Debt (Financial)

This paper reports on food insecurity among students attending a university in rural Nova Scotia. In 2015, 1,030 students completed an online, 38-item cross-sectional survey. The results report that 38.1% of students experienced food insecurity during the previous 12 months. Food insecurity was statistically associated with living arrangements, source of funds for schooling, meal plans, and year of study. Poor overall health, poor mental health, high stress, and poor academic performance were significantly higher for food-insecure students. Students employed multiple coping strategies, with implications for academic success and long-term debt. Qualitative analysis revealed four themes related to insufficient money for food: inability to cover basic needs, health-related outcomes of persistent worry, loss of time from learning, and impacts on social life. This research demonstrates the need to re-evaluate funding policies for post-secondary education in Canada to ensure students can afford the costs of basic needs and educational costs.
Examining the Variability in General Education Placements for Students with Intellectual Disability
Author: Cosier, Meghan
Date: 2018-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Access to Education,General Education,Inclusion,Educational Trends,Trend Analysis,Student Placement,Predictor Variables,Educational Policy,Policy Analysis,School Districts,Special Education,Geographic Location,Race,Ethnicity,Expenditure per Student,Academic Achievement,Socioeconomic Status

Despite the overwhelming body of research suggesting that students with intellectual disability benefit from access to general education placements, students with intellectual disability continue to be educated primarily in segregated settings. Furthermore, the percentage of students with intellectual disability included in general education classrooms varies greatly among and within states across the United States. In an effort to explore such variability in New York State, we examined trends in general education placement rates of students with intellectual disability across districts and possible predictors of placement in regular classes. Results suggest that although descriptive patterns of placement exist, a more definitive explanation of variability requires a deeper analysis of policy and procedure at the district level.
Behaviour and Learning: The Development of Staff Efficacy in One School
Author: Powell, Ben
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary Schools,Principals,Administrator Role,Self Efficacy,Student Behavior,Teacher Attitudes,Beliefs,Expectation,Teacher Leadership,Interpersonal Communication,School Culture,Administrator Attitudes,Leadership Styles,Inclusion,Foreign Countries

In this paper we report a qualitative case-study of how a primary school Principal enhanced staff belief in their efficacy and practice in relation to children's behaviour. Thematic analysis was used to analyse interviews with the Principal and teaching staff. We identified four main themes relating to their attributions, beliefs and practices: 'Attitudes and Expectations', 'Leadership', 'Communication', and 'School Ethos and Practices. We conclude by considering how the Principal's own beliefs and leadership practices were associated with changes in the beliefs and practice of the staff.
Making Informed Decisions about Academic Redshirting and Retention through School and Community Partnerships
Author: Hover, Ashlee
Date: 2018-00-00
Type: Journal Articles
Subjects: Decision Making,School Community Relationship,Parent School Relationship,School Entrance Age,Kindergarten,Academic Achievement,Achievement Gap,Child Care,Costs,Grade Repetition,Parent Attitudes,Child Development,Individual Needs,Age Differences,Teacher Attitudes

School administrators and teachers create a culture for high learning and achievement when they partner with parents to make decisions regarding the optimal age to begin formal schooling. The age that students begin school has decreased across the globe; however, the United States has various eligibility dates for school entry that require children to begin kindergarten at older ages. A large amount of research suggests that there is an achievement gap between students whose ages are close to the eligibility age for school entry when they begin kindergarten compared to students who begin kindergarten at an older age. Parents often attempt to reduce the potential that their young children will experience school failure by &quot;redshirting&quot; them for a year before enrolling them in kindergarten; however, many parents cannot afford to pay for another year of childcare so they enroll their children in kindergarten with the possibility of retaining them and repeating kindergarten. Some researchers assert that there are no positive long-term effects to redshirting children. Children grow and develop at various rates; therefore, parents and educators must collaborate to decide when a child will begin public school based on individual social, emotional, and academic needs.
From Paper and Pencil to Mobile Phone Photo Note-Taking among Tanzanian University Students: Extent, Motives and Impact on Learning
Author: Mfaume, Hamisi
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,Telecommunications,Handheld Devices,Photography,Notetaking,Barriers,College Students,Student Attitudes

This study examined the extent, motives and impact of mobile phone photo note-taking on students' learning at Dar es Salaam University College of Education (DUCE) in Tanzania. It employed the mixed methods approach. A sample of 310 respondents was drawn using a multi stage sampling technique which involved stratified random sampling at the first stage and convenient sampling at the second stage. Questionnaires and interviews were used to obtain data for the study. The findings revealed that mobile photo note-taking was a common practice at DUCE. The time consuming nature of handwritten notes, Speedy lecturing, easy access to notes, peer and technological influence were claimed to be the motives behind students' fondness to the practice. It was also revealed that the distraction of concentration, impairment of handwriting skills and speed, poor attendance to the lecture sessions, and distortion of students' ability to compose and organize their own work were the impact of the practice. The study recommends that the University should create better teaching and learning environment to allow university students to use variables and multiple note-taking methods for best results underlying each method.
Social Media Use to Transfer Knowledge into Practice and Aid Interaction in Higher Education
Author: Bagarukayo, Emily
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Teaching Methods,Learning Processes,Video Technology,Computer Simulation,Cooperative Learning,Electronic Learning,Student Attitudes,College Students,Foreign Countries,Transfer of Training,Problem Based Learning,Multimedia Materials,Taxonomy,Guidelines,Computer Mediated Communication,Computer Software

Employers have criticised graduates for having inadequate skills to apply knowledge into practice. One of the causes of this challenge is the traditional teaching and learning methods which concentrate more on theory than practice. Technology affords several teaching and learning tools like social media which students are already motivated to use. Social media aids in sharing learning experiences, research, academic events and getting the latest information. However, there is a paucity of research on its use for learner-centric teaching, learning and academic purposes in Africa. The research uses Facebook (FB) technology to facilitate a task of students' applying operating systems knowledge to record and upload a video installing a virtual machine and operating system onto a group; to promote content access, and interactive and cooperative learning. Bowers Affordance analysis eLearning design methodology framework was used to match requirements of this task with affordances of the Facebook tool (Bower, 2008). A questionnaire already validated by previous research was used to determine the attitudes and perceptions of students on the use of FB to accomplish the video upload assignment task. The results show positive effects of FB on students learning process and experience, include students' putting knowledge into practice, sharing, collaboration, interaction, flexibility and learner--centered activities, among others. In this light we recommend that FB should be integrated as a tool for learning at the university since students appreciate it, find it easy to use and familiar.
Levels and Prevalence of Mental Health Functioning in Canadian University Student-Athletes
Author: Van Slingerland, Krista J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mental Health,Athletes,College Students,Gender Differences,Drinking,Place of Residence,Instructional Program Divisions,Well Being,Mental Disorders,College Athletics,Incidence,Alcohol Abuse

We examined the level and prevalence of mental health functioning (MHF) in intercollegiate student-athletes from 30 Canadian universities, and the impact of time of year, gender, alcohol use, living situation, year of study, and type of sport on MHF. An online survey completed in November 2015 (N = 388) and March 2016 (n = 110) revealed that overall, MHF levels were moderate to high, and more student-athletes were flourishing than languishing. MHF levels did not significantly differ across time based on gender, alcohol use, living situation, year of study, and type of sport. Eighteen percent reported a previous mental illness diagnosis and yet maintained moderate MHF across time. These findings support Keyes' (2002) dual-continua model, suggesting that the presence of mental illness does not automatically imply low levels of well-being and languishing. Nonetheless, those without a previous diagnosis were 3.18 times more likely to be flourishing at Time 1 (November 2015).
Technology and Task-Based Language Teaching (TBLT): Exploring Pragmatics
Author: Herraiz-Martínez, Ana
Date: 2018-00-00
Type: Journal Articles
Subjects: Pragmatics,Task Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Language Fluency,Teaching Methods,Action Research,Pedagogical Content Knowledge,Language Teachers,Language Research,Interlanguage,Learning Motivation,Elementary School Students,Learning Activities,Foreign Countries

This paper focuses on the teaching of pragmatics in English as a Foreign Language classroom and how the traditional way of teaching languages can be challenged. It also aims to highlight the importance of incorporating computer-assisted activities as well as other resources that can be introduced into the classrooms in order to teach pragmatics. Taking into account insights from Second Language Acquisition (SLA) research, a teaching proposal is provided to see a great variety of activities and tools that teachers can use in order to keep their students motivated and engaged with language with the main focus on pragmatics. A series of lessons was developed to help 10 and 11-year-old English language learners achieve pragmatic fluency in apologizing. Fifteen students participated in an after-school action research test of the lessons. They enjoyed the learning activities and demonstrated newly-acquired skills. Results from this study reveal that action research is a valuable way to increase teachers' pedagogical knowledge of how pragmatics is learners in instructional settings.