ethanporcaro/eric-fulltext-meta huggingface dataset:
Integration of Audio Visual Multimedia for Special Education Pre-Service Teachers' Self Reflections in Developing Teaching Competencies
Author: Sediyani, Tri
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Special Education,Teacher Competencies,Reflection,Multimedia Instruction,Audiovisual Aids,Models,Foreign Countries,Preservice Teacher Education

This study aims to develop a model of learning by integrating multimedia and audio-visual self-reflective learners. This multimedia was developed as a tool for prospective teachers as learners in the education of children with special needs to reflect on their teaching competencies before entering the world of education. Research methods to develop models borg and gall for the development of multimedia audio-visual products are integrated. The technique of collecting data through observation, interviews in getting a needs analysis as a method for developing learning models.The results showed that students courses Teaching Competency Development (PKM) with audio visual multimedia capabilities integrated with self-reflection can help teachers teach students to develop their competencies in special education with disabilities and children with special needs.
Supporting Parents of Preschool Children to Develop Strategies for Schema-Based Play Activities to Enhance Attachment and Well-Being: A Preliminary Study in the United Arab Emirates
Author: Sanderson, Kay
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Children,Schemata (Cognition),Play,Attachment Behavior,Parent Attitudes,Expectation,Home Programs,Child Development,Pilot Projects,Video Technology,Questionnaires,Pretests Posttests,Intervention,Interviews,Barriers,Learning Activities,Parent Child Relationship,Foreign Countries

This paper explores the meaning of childhood within the realms of play and attachment. Are parental attitudes and expectations, with the use of technology and prescriptive toys, limiting development in children today? Children's play in homes in the United Arab Emirates is examined to explore how children in this region play and whether the quality of this play supports the development of the necessary attachment with the parents and careers. The paper provides an overview of a pilot research study entitled &quot;Parents as Play Partners&quot;, in order to highlight how simple schema-based play with adult support can positively impact attachment and a child's learning and development. Although this study was a limited pilot, the insights obtained are powerful and could prove invaluable for governments and providers of early childhood education, as well as parents and practitioners in this field.
Hr Quality Improvement Strategy of Education in Indonesia-Based Systems and Broad Based Education High Based Education: Perspective of 21st Century Challenges
Author: Subandi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Change Strategies,Human Resources,Labor Force Development,Educational Quality,Educational Change,Educational Development,Educational Improvement,Barriers,Educational Practices

Although the educational programme had been on going process since 68 years ago in Indonesia, but this state did not has provided qualified human resources. Since 32 years ago of the New Order Government authority, educational sector development has never been placed as a prime priority of development. The effect of Indonesian educational quality is being worse until now than the other countries in Southest Asia likes Malaysia, Philipina, Singapore, and Thailand. Indonesia is being effected by dimensional multi crises since eighteen years ago and until now. It is still degraded by its past time which avoided educational development. Moreover, the other states which effected by the same problem like Indonesia could reform by paying attention greater toward educational development sector. They could reform faster and being better states because they have qualified human resources. By this &quot;broad based education system&quot; and &quot;high based education system,&quot; we hope the quality of Indonesian human resources will be more better and qualified in the next future.
School Principal's Role in Facilitating Change in Teaching-Learning Process: Teachers' Attitude. A Case Study on Five Junior Schools in Asmara, Eritrea
Author: Fessehatsion, Petros Woldu
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Processes,Teacher Attitudes,Teaching Methods,Instructional Innovation,Administrator Role,Principals,Questionnaires,Facilitators (Individuals),Program Implementation,Educational Change,Leadership Styles,Educational Administration,Resource Allocation,Supervision,Faculty Development,Organizational Communication,Qualitative Research,Likert Scales,Statistical Analysis

The research tried to examine the role of school principal in facilitating change in teaching-learning process. Moreover, it has focused on the main roles of principal in implementing LCIP. The research employed both quantitative and qualitative methods. The study used a random sample of 62 teachers from a purposefully selected five junior schools in Asmara to ensure the representation of the population with different socioeconomic background. The instrument for collecting data was a questionnaire. Descriptive analysis was utilized based on frequency, percentage, mean and standard deviation to analyze the data collected. For the open ended questions, narrative analysis was used to examine the responses of the teachers. The results of the study revealed that teachers believe that the principals in junior schools in Asmara have been facilitating implementation of the change introduced by the Ministry of Education in LCIP. They believe that principals have been striving on facilitating the change through exerting the proper leadership style, provision and mobilization of resources, playing supervisory role, enhancing the provision of school based training and development programs and creating appropriate communication channels.
Engaging Disenfranchised Urban Youth in Science Learning
Author: D'Elia, Luis Alberto
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Teacher Attitudes,Academic Persistence,Cross Cultural Studies,Cultural Differences,Interviews,High School Students,At Risk Students,Graduation,Secondary School Teachers,Relevance (Education),Student Experience,Teaching Methods

The purpose of this work was to elicit the perceptions of science educators regarding enhancing opportunities to retain disenfranchised students in secondary schools. The article shows selective international perspectives on how teachers, university professors, and researchers in teacher education programs strive to support school completion for disenfranchised students. Interviews were conducted in Canada and Spain. Selective sampling was used in order to focus interviews on individuals with particular expertise on the topic and individuals who work in cooperation with colleagues engaged in similar work. Anecdotes, comments, and opinions from the interviews support the basic contentions in the article. The authors strive to bring insight and awareness into the importance of training science educators in the adequate pedagogy and in their engagement in high school programs that prepare students for college. The researchers conclude planning and delivering of a science program needs to start from the students' experiences with the phenomena, and from their own connections to the subject and with the laboratory material. They also stress the importance of the role that higher education professionals play not only in educating high school science teachers in the adequate pedagogy for at-risk student retention, but also in engaging themselves in programs that prepare students for college.
People Power--Computer Games in the Classroom
Author: Hilliard, Ivan
Date: 2014-03-00
Type: Journal Articles
Subjects: Computer Games,Class Activities,Case Studies,Computer Simulation,Social Problems,Conflict,Workshops,Student Surveys,Teaching Methods,Student Attitudes,International Relations,Resistance (Psychology),Instructional Effectiveness,Undergraduate Students,Foreign Countries

This article presents a case study in the use of the computer simulation game &quot;People Power,&quot; developed by the International Center on Nonviolent Conflict. The principal objective of the activity was to offer students an opportunity to understand the dynamics of social conflicts, in a format not possible in a traditional classroom setting. Due to the game complexity, it was decided to play it in a day-long (8 hour) workshop format. A computer lab was prepared several weeks beforehand, which meant that each team of four students had access to a number of computers, being able to have the game open on several monitors at the same time, playing on one while using the others to constantly revise information as their strategy and tactics evolved. At the end of the workshop, and after handing in a group report, the 24 participants (6 groups) were asked to complete a short survey of the activity. The survey was divided into three areas: the game itself, skill development, and the workshop organization. Results showed a strong relationship between the activity and the course content, skills and competencies development, and practical know-how and leadership, as well as a strong feeling that it works well as a learning tool and is enjoyable. [This paper was presented at the &quot;Jornadas Internacionales de Innovación Universitaria&quot; (&quot;JIIU&quot;) (International Conference on Innovation in Higher Education) (10th, Villaviciosa de Odón Campus, Universidad Europea de Madrid, Spain, July 11-12, 2013).]
Tracking and Explaining Credit-Hour Completion
Author: Kwenda, Maxwell Ndigume
Date: 2014-03-00
Type: Journal Articles
Subjects: College Credits,Multiple Regression Analysis,College Freshmen,Prediction,Models,College Graduates,Graduation Requirements,Student Experience,Statistical Analysis,Multivariate Analysis,Socioeconomic Background,Demography

This study highlights factors associated with changes in earned hours for two cohorts of incoming freshmen during their first year. The objectives of this study are twofold: (a) to derive model(s) regressing the cumulative hours earned and differential hours earned on student demographic, socioeconomic, and academic characteristics; and (b) to provide succinct conclusions that will increase students' satisfactory academic progress (SAP) based on the results. The study sample of 1,598 cases is made up of students from two cohorts of first-time, four-year degree-seeking students who started in the Fall semesters of 2010 and 2011, respectively. There were two measures of the dependent variable: Cumulative hours earned and the difference in earned hours between the Fall and Spring semesters. Multiple linear regression was used to explain the outcome variables using a student's demographic, socioeconomic, and academic characteristics. The study found that there have been changes at Cameron University related to the freshman first year experience, while there were no significant differences detected between the 2010 and 2011 cohorts. In addition, demographic variables generally did not significantly explain earned hours or changes in earned hours. The significant predictors were generally tied to a student academic standing or factors for which the institution can exercise some control.
Behavioral Characteristics Rated by District Education Officers (DEOs) for Effective Principalship
Author: Ahmad, Imtiaz
Date: 2017-00-00
Type: Journal Articles
Subjects: Principals,Administrator Behavior,Administrator Effectiveness,School Districts,Statistical Analysis,Secondary Schools,School Administration,Interviews,Administrator Characteristics,Superintendents,Behavior Rating Scales,Foreign Countries

The purpose of this study was to investigate, by means of quantitative research methods, District Education Officers (DEOs) perceptions regarding the behavioral characteristics of effective secondary school principals. The major findings were based on the results of the eight interviews conducted with DEOs. In an effort to determine the findings, the research worked with the data, organizing it, breaking it down question by question, interview by interview, then synthesizing it searching for patterns of responses. It was noted that DEOs value common aspects of the principal's role differently and to avoid degrees. If the principalship is about leadership and effective leadership is defined differently by different people, then what an effective principal does may be viewed differently.
The Role of the Islamic Education in Dealing with Psychological Effects of Social Media Networks among Students at Mu'tah University
Author: Al-Marayeah, Abdullah Sulaiman
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Social Networks,Islamic Culture,Psychological Patterns,College Students,Questionnaires,Statistical Significance,Gender Differences,Predictor Variables,Student Attitudes,Foreign Countries,Interviews

This study aimed to identify the role of the Islamic Education in dealing with the psychological effects of social media networks among students at Mu'tah University in Jordan. In order to obtain the required data, a questionnaire consists of 31 questions was used in this study. The questionnaire can be divided into three sections. The sample of the study, which was selected, using stratified random method, consisted of 346 male and female students.The study indicated that the psychological effects of social media networks among Mu'tah University students were high in all of sections. In addition, the result showed statistical significant differences in the psychological effects attributed to the social variable in favor of male. Furthermore, the results showed that there were no statistically significant differences in the psychological effects of the students due to collage variable.The study recommended the necessity of using the measurement of psychological effects and apply it in different samples (i.e. students and societies).
Item Response Theory: A Basic Concept
Author: Mahmud, Jumailiyah
Date: 2017-03-00
Type: Journal Articles
Subjects: Item Response Theory,Fundamental Concepts,Maximum Likelihood Statistics,Psychometrics,Participant Characteristics,Models,Evaluation,Bayesian Statistics

With the development in computing technology, item response theory (IRT) develops rapidly, and has become a user friendly application in psychometrics world. Limitation in classical theory is one aspect that encourages the use of IRT. In this study, the basic concept of IRT will be discussed. In addition, it will briefly review the ability parameter estimation, particularly maximum likelihood estimation (MLE) and expected a posteriori (EAP). This review aims to describe the fundamental understanding of IRT, MLE and EAP which likely facilitates evaluators in the psychometrics to recognize the characteristics of test participants.
The Problems Posed and Models Employed by Primary School Teachers in Subtraction with Fractions
Author: Iskenderoglu, Tuba Aydogdu
Date: 2017-03-10
Type: Journal Articles
Subjects: Subtraction,Fractions,Elementary School Students,Elementary School Mathematics,Elementary School Teachers,Mathematical Models,Statistical Analysis,Qualitative Research,Problem Solving,Mathematical Concepts,Preservice Teachers,Foreign Countries

Students have difficulties in solving problems of fractions in almost all levels, and in problem posing. Problem posing skills influence the process of development of the behaviors observed at the level of comprehension. That is why it is very crucial for teachers to develop activities for student to have conceptual comprehension of fractions and operations involving fractions. The achievement of such conceptual comprehension can be accelerated through the use of mathematical models. For this, the aim of the study is to identify the errors in the problems posed by primary school teachers with respect to subtractions with fractions, and the models they employ to solve these problems. The present study employs both quantitative and qualitative methods together. This study was carried out with 31 primary school teachers. The teachers involved in the study were selected through random sampling. The study employs the &quot;Problem Posing Test&quot; comprising four items of subtractions with fractions. The test drawn up with reference to the operation of subtraction with fractions includes one item for each: subtracting a proper fraction from another proper fraction, and subtracting a mixed fraction from another mixed fraction. First of all, the answers provided by the teachers were categorized as problem, not-a-problem, or blank. Following such a classification is an analysis of the errors observed in the responses provided in the problem category. At the end, the study reveals that the rate of correct responses offered in the problem category falls as one progresses from item, one where both the minuend and the subtrahend are proper fractions, towards item four where a mixed fraction is subtracted from another mixed fraction. The fact that nine distinct types of errors were observed in the study reveals that the teachers have significant shortcomings when posing problems regarding subtraction with fractions.
Examination of the Relationship between TEOG Score Transition (from Basic to Secondary Education), Self-Confidence, Self-Efficacy and Motivation Level
Author: Usta, H. Gonca
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Scores,Academic Achievement,Student Motivation,Self Esteem,Self Efficacy,Models,Middle School Students,High School Students,Student Adjustment,Achievement Tests,Foreign Countries,Statistical Analysis,Self Concept Measures,Factor Analysis,Learning Motivation,Measures (Individuals)

The relationship between individuals' academic success, motivation and self-confidence and self-efficacy levels cannot be ignored. The aim of this study is to develop and test a theoretical model considering the relationship between academic motivation, self-confidence and self-efficacy levels in transition from middle school to high school. For this purpose, the theoretical model was tested for 9th grade students who received education in Sivas province during the 2015-2016 academic year. The results of present study revealed a direct relationship between students' intrinsic self-confidence variables of motivation, starting, not giving up and sustaining. Extrinsic self-confidence, on the other hand, revealed a direct relationship with motivation only. There is a direct correlation between the motivation variables and the variables of starting, not giving up, and sustaining. Moreover, the mediating effect of motivation was found significant between intrinsic self-confidence variable and starting, not giving up and sustaining, as well as between extrinsic self-confidence and starting, not giving up and sustaining. The starting variability has a mediating effect between motivation and TEOG score and intrinsic self-confidence and TEOG score. Finally, it was reported that the sustaining variable has a mediating effect between motivation and TEOG score as well as intrinsic self-confidence and the TEOG score.
Family Distress and Eating Disorders among Undergraduate Students of University of Port Harcourt, Rivers State, Nigeria
Author: Iruloh, Betty-Ruth Ngozi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Eating Disorders,Family Problems,Questionnaires,Attitude Measures,Hypothesis Testing,Correlation,Student Attitudes,Family Characteristics

The study investigated the relative relationship between family distress and eating disorders among undergraduate students of University of Port Harcourt. The study was guided by three research questions and three null hypotheses to test the tenability of the independent variables on the dependent variable at 0.05 level of significance. The study adopted correlation research design. A sample of 388 was drawn from a population of 14,000 undergraduate students of University of Port Harcourt (predominantly 100 and 200) level, using simple random and purposive sampling techniques. The instruments for data collection were Eating Attitude Test (EAT) and questionnaire for family distress which were validated by experts. The reliability of the instruments was ascertained to be 0.73. Mean and Standard deviation statistics were used to answer the research questions while Pearson product moment correlation analysis was used to test the null hypothesis. The study revealed that there is a relationship between the independent variable and the dependent variable while hypothesis 2 was not statistically significant. It was also revealed that, hypothesis 3 was statistically significant indicating an existence influence of the independent variable on the dependent variable. It was recommended that parents, educational institutions and the government should wake up to their responsibilities of teaching certain aspects of eating attitude in order to curb the danger inherent in eating disorders.
The Effect of Scientific Inquiry Learning Model Based on Conceptual Change on Physics Cognitive Competence and Science Process Skill (SPS) of Students at Senior High School
Author: Sahhyar
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Physics,Secondary School Science,Inquiry,Active Learning,Science Instruction,Instructional Effectiveness,Science Process Skills,Concept Formation,Competence,Quasiexperimental Design,Pretests Posttests,Foreign Countries

The purpose of this research was to analyze the physics cognitive competence and science process skill of students using scientific inquiry learning model based on conceptual change better than using conventional learning. The research type was quasi experiment and two group pretest-posttest designs were used in this study. The sample were Class XI(A) as experiment class and Class XI(B) as control class with the total number sixty two students. The instruments in this research were essay test for physics cognitive competence of students and observation sheet for science process skill of students. The essay instrument had been validated and fulfilled the requirements of validity and reliability of test. Based on the data tabulation obtained, the mean of physics cognitive competence of students in experimental class was 72.97 and 54.97 in control class, the mean of science process skill of students in experimental class was 79.66 and 63.97 in control class. Based on the hypothesis testing, it can be concluded that physics cognitive competence and science process skill of students using scientific inquiry learning model based on conceptual change was better than using conventional learning.