ethanporcaro/eric-fulltext-meta huggingface dataset:
The English/Urdu-Medium Divide in Pakistan: Consequences for Learner Identity and Future Life Chances
Author: Shamim, Fauzia
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Language of Instruction,Urdu,Official Languages,Labeling (of Persons),Language Proficiency,Self Concept,Public Colleges,Language Attitudes,Educational Policy,Indo European Languages,Bilingual Students,Multilingualism,Aspiration,Barriers,Private Schools,Disadvantaged,Advantaged,School Policy,Departments,Journalism Education,Public Schools,English,Equal Education,Language Usage,Student Experience,Social Mobility,Quality of Life

Both Urdu, the national language of Pakistan, and English the official language are widely used for spoken and written communication in different contexts in Pakistan. In education; however, a linguistic divide is evident in the two-stream system of education - mainly referred to as Urdu medium and English medium - according to the dominant language of instruction in an institutional setting. Urdu medium schools are normally the state schools providing free education to the poorer communities while the English medium schools are private fee-paying schools for the economically well-off sections of society. This disparity in the educational system has loaded the labels English medium and Urdu medium with a range of meanings that constitute self and other's perceptions of identity, in addition to signaling linguistic capital, particularly in terms of proficiency in English. This paper reports findings of a small-scale qualitative study undertaken to understand how students at a higher education public-sector institution in Pakistan experience and construct their own and others' identities in relation to their previous and current educational and social experiences of language learning and use. Insights gained from this study further our understanding of how linguistic inequalities can be sanctioned by the state's language policy and related practices.
The Status and Connotation of Senior High School Students&apos; Life Concept on the Background of Core Literacy
Author: Peng, Bo
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Literacy,Quality of Life,Science Instruction,Inquiry,Foreign Countries,Biology,Secondary School Science,Scientific Concepts,Thinking Skills,Evolution

In the document &quot;Curriculum Standard of General Senior High School Curriculum and Biology (2017 ed.)&quot; published in 2018, developing students' core literacy as the fundamental task and value pursuit of current educational and teaching curriculum reform in China. Life concept is the key element of the core literacy of biology in senior high school. This paper expounds the position and value of life concept in the biology curriculum of senior high school, and analyses the connotation of life concept, which will provide an important reference for the effective cultivation of the life concept of senior high school students in the future.
Opinions of Pre-Service Teachers about Evolution
Author: Karatas, Ayla
Date: 2019-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Opinions,Evolution,Bias,Science Teachers,Knowledge Level,Misconceptions,Attitude Change,Undergraduate Students,Foreign Countries

Evolution is a cornerstone that combines all sub-branches of biology in a meaningful way. Developing a true understanding of evolution, however, can only be achieved through comprehensive education. In the community, teachers have an important role in removing erroneous attitudes toward evolution, in which science and biology teachers have a key role. This study aimed to reveal pre-service teachers' perspective on evolution by eliciting the opinions of science pre-service teachers who had attended a 14-week evolution course and those who had not yet taken this course using a delimited draft sentence. According to the data, students who had limited knowledge about evolution, either dogmatically rejected evolution or defined evolution in a simple way, as a change. The rate of rejecting the concept of evolution was decreased among the students who had taken the course about evolution. In addition, there was an increased ratio of those who described evolution using high-level knowledge and a non-rejecting style. Another interesting outcome mentioned in the statements of the students was that keeping the content of the course as wide as possible reduced prejudice against the concept of evolution, decreased rejection rate, and also allowed students to change the erroneous/incorrect ideas that they previously held about evolution.
Engagement of School Leadership in Teachers&apos; Continuous Professional Development: A Case Study
Author: Nooruddin, Shirin
Date: 2019-06-00
Type: Journal Articles
Subjects: School Administration,Professional Continuing Education,Faculty Development,Individual Needs,Needs Assessment,Inservice Teacher Education,21st Century Skills,Principals,Administrator Role,Academic Achievement,Teacher Effectiveness,Foreign Countries,Developing Nations,Relevance (Education),Teacher Collaboration,Private Schools,Teacher Administrator Relationship,Administrator Attitudes,Instructional Leadership,School Culture,Secondary Schools

Teachers in the recent fast transforming technological era are required to regularly upgrade their knowledge, skills and attitudes to meet the needs of the 21st century learners &amp; learning. This study explores the engagement of the school leaders in continuous professional development (CPD) by using a case study method. An elite school was selected as a sample case considering its recognition of CPD models and its constructive implications on learning. Two school leaders consisting of school headmistress and CPD convenor were selected using a purposive sampling method. The data were collected using an in-depth interview strategy and having a semi structured interview guide that could allow subjective detailed questioning and responses. Also, researchers own observations of CPD programmes provided relevant data for the study. The data analysis revealed that school leaders pursue CPD in a very systemic and process-oriented manner. The process starts from exploring individual teachers' needs to providing them with avenues to upgrade their teaching with timely support and monitoring. This study synthesizes the findings and present essential characteristics of effective professional development. Strategies for policy makers, school leadership, school administrators and teachers to engage in continuous, relevant and contextualized professional development endeavours are discussed.
The Relationship between High School Teachers&apos; Perceptions of Organizational Culture and Motivation
Author: Uçar, Rezzan
Date: 2019-07-00
Type: Journal Articles
Subjects: High School Teachers,Correlation,Teacher Attitudes,School Culture,Teacher Motivation,Urban Schools,Foreign Countries,Gender Differences,Marital Status,Experienced Teachers,School Effectiveness,Teacher Role,Vocational High Schools,Power Structure,Administrative Organization

The purpose of this research was to explore the relationship between school culture and motivation perceptions of teachers in high schools. The study tested whether the participant teachers' organizational culture and motivation perceptions were statistically different according to gender, marital status, school type and professional seniority and also it was attempted to determine whether the motivation perceptions of teachers could be statistically predicted from their organizational culture perceptions. A simple random sampling method was used in the study conducted with the teachers employed in high schools in Diyarbakir city center. The Organizational Culture Scale and the Teacher Motivation Scale were incorporated as data gathering instruments in the study. As a result of the research, it was concluded that the teachers' organizational culture perceptions statistically varied according to gender (in favor of the female teachers) and marital status (in favor of the married teachers) in the power culture dimension and according to professional seniority (in favor of those of 20 years or more teaching experience) in the support culture dimension and that the motivation perceptions of the teachers statistically varied according to gender (in favor of female teachers) in the external motivation dimension. In addition, it was found that the teachers' motivation perceptions could be statistically predicted from their organizational culture perceptions.
Differential Learning as an Important Factor in Training of Football Technical Skills
Author: Ozuak, Ali
Date: 2019-06-00
Type: Journal Articles
Subjects: Team Sports,Athletes,Foreign Countries,Experimental Groups,Control Groups,Early Adolescents,Skill Development,Psychomotor Skills,Training,Pretests Posttests,Individualized Instruction

The aim of this study was to examine the effect of differential learning activities on young football players? skills. Athletes who had played active football for at least 2 years in the youth teams participating in competitions in Amateur Leagues in Istanbul, Turkey took part in the study, as the Experimental Group (EG; n=26, age=12.03±0.44) and Control Group (CG, n=26, age=12.05±0.46). In the study, differential learning exercises integrated into their training programme for a period of 8 weeks, 3 days per week, were applied to the players in the EG immediately following warm-up, while the players in the CG continued with their traditional training programmes. The Illinois Test with Ball (ILL), Creative Speed Test (CST), Ball-Dribbling Test (DT), Ball-Juggling Test (JT) and Passing Test (PT) were carried out with all players participating in the study as a pretest prior to commencement of the programme and as a posttest following the implementation of the programme, and the gathered data were analyzed statistically. The findings obtained revealed that in the within-group pretest and posttest, players in the EG showed a statistically significant improvement in all parameters (p&lt;0.05), while players in the CG showed a statistically significant improvement in ILL, CST, JT and PT (p&lt;0.05). When the differences in development of the groups were compared, a statistically significant difference in the ILL, CST and DT parameters was determined in favor of the players in the EG (p&lt;0.05). Consequently, although regularly-performed classic football training develops skills, it is seen that differential learning exercises integrated into training programmes are more effective for dribbling skills. It is considered that differential learning exercises, in which the non-dominant leg is frequently used, can make it easier for players to apply the necessary skills by allowing them to give more effective responses to the tricky positions encountered in football, and that these exercises can support the development of players? performances.
Activity-Based Teaching, Student Motivation and Academic Achievement
Author: Anwer, Fizza
Date: 2019-06-00
Type: Journal Articles
Subjects: Teaching Methods,Student Motivation,Academic Achievement,Foreign Countries,Pretests Posttests,Control Groups,Experimental Groups,Achievement Tests,Teaching Styles,Teacher Effectiveness,Constructivism (Learning),Learning Activities,Experiential Learning

This research was conducted to determine the effects of activity-based teaching on student motivation and academic achievement. Pretest and post-test control group design of experimental research was employed for this study. Two MCQ achievement tests were used as research tools for the data collection as pre-test and post-test. The first step in this project was to gather information about what motivates students to learn. Pre-test was conducted from both groups and results were tabulated. The second step of the project was to examine the effect of hands-on activities on student motivation and for analysis MCQ achievement test was used along with specially designed work sheets from both groups. T-test was used to analyze the data. The results of this study showed that a majority of students' scores increased in experimental group as compared to the control group. The mean value indicated that participants from experimental group showed more achievement in post-test 15.6, while the control group students scored 10.7. The post-lesson survey showed that the majority students found the activity based teaching to be more interesting than lecture based teaching.
Effects of Explicit Timing on the Reading Fluency of Third Graders with Learning Challenges
Author: Grünke, Matthias
Date: 2019-07-00
Type: Journal Articles
Subjects: Reading Fluency,Grade 3,Elementary School Students,Foreign Countries,Intervention,Reading Improvement,Reading Difficulties,Learning Disabilities,Reading Rate,Low Achievement,Reading Instruction,Accuracy

In this study, we examined the impact of a simple explicit-timing intervention on low-achieving third-grade students' ability to read more rapidly and accurately. We implemented an ABAB design with four struggling readers to establish experimental control and to evaluate the effects of the treatment in terms of the target variable. The results indicated that explicit timing was very helpful in increasing the participants' reading rates. That is, each of the four students demonstrated better mean results in the B phases than in the A phases. The article closes with a discussion of the practical implications and applications of the findings, including limitations to be addressed in future studies.
Relationship between Authentic Leadership and Classroom Management in Public and Private Sector Universities
Author: Saeed, Said
Date: 2019-06-00
Type: Journal Articles
Subjects: Correlation,Instructional Leadership,Classroom Techniques,Public Sector,Private Sector,Private Colleges,Public Colleges,Foreign Countries,Leadership Qualities,Organizational Development,Leadership Effectiveness,Faculty Development

The study aims to investigate authentic leadership attributes (ALA) and its relationship with classroom management. The objectives of the study were to investigate ALA of the university leaders and teachers; and to measure the relationship between ALA and classroom engagement at university level. 6975 university leaders and teachers constituted the population of the study. The selected sample of the study was 967. The mixed method approach (convergent parallel design) was employed to collect information from the sample through modified form of Authentic Leadership Questionnaire (ALQ) developed by Walumbwa, Avolio, Gardener, Wernsing and Peterson (2008); and in-depth interviews. Analysis was done with Mean, STD, Pearson's rank correlation and thematic analysis. The r value between authentic leadership attributes and classroom management in public sector universities is (r = 0.355) which shows medium relationship while (r = 0.519) shows large correlation in private sector universities which are highly significant as shown by the significant level (0.000). These values show that relationship between ALA and classroom management in private sector universities is higher than public sector. It was found that r value (0.426) which was significant at 0.000 showed significant medium correlations between ALA and classroom engagement at university. Based on the results, it is recommended that it may be well to conduct a research study on the authentic leadership at primary, secondary and higher secondary level, both at private and public sectors as these areas are in great need of authentic leadership because these sectors suffered a lot due to the unethical attitude of the leaders.
Effect of Sport Training and Education on Q Angle in Young Males and Females
Author: Sener, Orhan Ahmet
Date: 2019-07-00
Type: Journal Articles
Subjects: Physical Education,Human Body,Athletes,Undergraduate Students,Gender Differences,Physical Activities,Foreign Countries

The purpose of this study investigation of the effect of sport training and education on Q angle in young males and females. The Quadriceps Q angles of 240 female and 600 male subject were measured in both supine and standing positions by goniometer. It was used t-tests for statistical analyses. In this study, the average age was found to be 19.16 for women and 21.120 for men. The vast majority of participants are in the 17-22 age range. In this study, was found the mean Q angle of female and male subjects at supine position 15.710 and 13.020 . On the other hand Q angle of female and male subjects at standing position were 17.050 and 14.040 respectively. The difference between mean Q angle of female and male subject was statistically significant (p&lt;0.001). Between undergraduate study group and non-undergraduate group wasn't differences Standing Q angle and Supine Q angle statistically significant (p&gt;0.05). Finally, the mean dominant knee Q angle of young females and males seemed to be in normal range. The high value of the knee Q angle of the dominant leg should be considered to be greater than 17 for males and 20 for females. The effect of physical activity on Q-angle should be investigated more extensively. It is thought that sport education has a decreasing effect on Q angle.
Benefits from 4th Year Surgical Course for Medical Students upon Reaching 6th Year Surgical Course at the Faculty of Medicine, Umm Al-Qura University
Author: Sembawa, Hatem A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Medical Students,Medical Education,Surgery,Student Interests,Career Choice,Course Selection (Students),Value Judgment

The aim of the study was to evaluate the benefits from 4th year surgical course for medical students upon reaching 6th year surgical course. A questionnaire survey was conducted and questions regarding student satisfaction with the 4th year course and the benefits gained from this course in the 6th year were evaluated. Students were questioned regarding their interest in surgery as a career. A total of 67 students were enrolled in the study and the information collected from them was analyzed. The results showed that only 35 students reported in agreement of offering 1 surgery course; whereas, only 32 students reported in agreement of 2 surgery courses. The results also showed that only 26 students were interested in surgery as a career. The study emphasized on spreading awareness among students regarding surgery, and suggested that courses must be introduced in the curriculum to help students in their future decision making.
Robotics Training of Science and Arts Center Teachers: Suleymanpasa/Tekirdag Sample
Author: Erdem, Aytekin
Date: 2019-07-00
Type: Journal Articles
Subjects: Robotics,Training,Foreign Countries,Inservice Teacher Education,STEM Education,Technology Uses in Education,Technology Integration,Teacher Attitudes,Science Education,Technology Education,Engineering Education,Mathematics Education,Science Teachers,Art Teachers

The aim of this study is to evaluate the opinions of the Science and Arts Center (SAC) teachers regarding the in-service training course on &quot;Robotics Education&quot;. In regards to this, the teachers were expected to evaluate their thoughts and expectations on the robotic education and how much of their expectations were met at the end of the training process. The study has an action research design in which the qualitative data collection tools are used. The study group consists of 9 teachers working at the SAC. For the study, semi-structured forms were used as data collection tools. The data were evaluated with the content analysis method, first in terms of the codes then by the creation of themes. The results of the analyses showed that teachers were satisfied with the training, the perceptions on engineers regarding the task changed, that interest in robots increased and that by understanding the basic operating logic of the robot, they gained self-confidence in regards to performing basic tasks. In line with these results, it is recommended that application-oriented and project-based robotics training is given to teachers.
Experiences of Teachers of Deaf and Hard-of-Hearing Students&apos; in a Special Needs School: An Exploratory Study
Author: Ntinda, Kayi
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education Teachers,Deafness,Hearing Impairments,Special Needs Students,Special Schools,Special Education,Teacher Attitudes,Teacher Competencies,Regular and Special Education Relationship,Sign Language,Learner Engagement,Barriers,Teacher Student Relationship,Interpersonal Communication,Inservice Teacher Education,Parent Participation

This study reports on the experiences of teachers of the deaf and hard-of-hearing students in a special needs high school for the deaf in Eswatini. The study adopted a qualitative approach and was exploratory in nature. Participants comprised of eighteen (n =18) purposively sampled teachers of deaf and hard-of-hearing students. They participated in individual in-depth and focus group discussion interviews on the teaching and communication aspects with deaf and hard-of-hearing students. Data were also collected through documents review. Credibility and trustworthiness of data were established through member checks. Data were thematically analysed for important meanings. Teachers reported to experience gaps in professional competencies to teach the mainstream curriculum for which they needed further education. Variation in sign language impacting learner engagement hindered teachers' communication with the deaf and hard-of-hearing students and their parents. Teachers reported to have in service professional training needs which included collaboration, consultation, assessment instruments and language skills. The findings have important implications for policy and practice in educating the deaf and hard-of-hearing students and for interpreting previous research. There is urgent need for the country to consider having a standardized sign language which could enhance positive teaching and learning outcomes as well as social integration for the future lives of these students. Understanding experiences of these teachers from the lived cultural milieu are important for the design and implementation of programmes for supporting the deaf and hard- of hearing learners, their teachers and parents.
Researching at the Community-University Borderlands: Using Public Science to Study Policing in the South Bronx
Author: Stoudt, Brett G.
Date: 2019-05-20
Type: Journal Articles
Subjects: Neighborhoods,Public Opinion,Police,Law Enforcement,Violence,Activism,Participatory Research,Action Research,Urban Areas,Police Community Relationship,Crime,School Community Relationship,Universities,Social Justice

This article is a case study of the Morris Justice Project (MJP), a participatory action research (PAR) study in a South Bronx neighborhood of New York City (NYC) designed to understand residents' experiences with and attitudes towards the New York Police Department (NYPD). An illustration of public science, the research was conducted in solidarity with an emerging police reform movement and in response to an ongoing and particularly aggressive set of policing policies that most heavily impacts poor communities and communities of color. The case study describes a set of ongoing participatory, research-action, &quot;sidewalk science&quot; strategies, developed in 42 square blocks of the South Bronx, designed to better understand and challenge the ongoing structural violence of the carceral state. Collaboratively written with members of the Morris Justice collective, we tell our story across three sections that outline the genesis of the project, describe our major commitments, and offers PAR and public science as a possible &quot;intervention&quot; in traditional university practice.