ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of a Training Curriculum Structure to Improve ICT Competencies of Teachers in Primary Schools
Author: Syahid, Aah Ahmad
Date: 2019-04-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technological Literacy,Elementary School Teachers,Teacher Competencies,Faculty Development,Teacher Education,Curriculum Development,Training,Foreign Countries

Possessing ICT skills for learning was a necessity for primary schools teachers in accordance with the requirements of current development and Education 4.0. This multi-year research had entered its third year in which it sought to discover information about the types of ICT training materials that were appropriate for the needs of teachers in primary schools and development of effectiveness of an ICT training curriculum structure. This research employed a descriptive survey design. The sample included 30 teachers in primary schools from 12 regions with different school characters in Sumedang Regency, West Java. The findings of this research showed an overview of a gap between teachers who had capabilities in utilizing ICT and teachers who needed to develop their capabilities in utilizing ICT through a practice. In attempting to mediate this gap, this research designed an ICT training curriculum structure that was appropriate for the needs of teachers in primary schools.
Investigating Special Education Teachers&apos; Knowledge and Skills: Preparing General Teacher Preparation for Professional Development
Author: Byrd, David R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Knowledge Level,Teaching Skills,Inclusion,Regular and Special Education Relationship,Teacher Education,Faculty Development,Teacher Effectiveness,Special Needs Students,Personality Traits,Interprofessional Relationship,Communication Skills

Including students with special needs in the general education classroom requires that teachers adapt their approaches to teaching to meet all students' needs. However, general education teachers are not always fully aware how best to serve special populations. This study examines what skills and knowledge special education educators feel that general education teachers and teacher candidates need in order to work with students with special needs in the inclusive environment. The researchers interviewed twenty special educators to ascertain which skills and knowledge are most commonly cited as vital to successful general education teacher/student with special needs interactions. Findings suggest that teacher education and professional development programs can benefit by providing a continuum of learning opportunities in three important areas. General educators should: first, make and carry out informed decisions, based on proper assessments data; second, develop appropriate understanding and compassion for students with special needs and their situations and third, learn to foster effective communication in and out of the classroom with all parties involved in educating this specific group of students.
Gender Differences Favouring Females in Learning Strategies in Mathematics
Author: Kaldo, Indrek
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Student Attitudes,Gender Differences,Mathematics Education,Learning Strategies,Study Habits

Most universities teach mathematics in the first year and the complexity of the subject demands also different levels of mathematics. Although students understand the reason why they need to learn mathematics, there are more than half of students struggling during the math classes. It is also interesting to compare male and female students' study habits and differences. The aim of this research is to report first-year Estonian university students' views on mathematics by gender. The quantitative data were collected from 440 university students of different disciplines. The participants completed the LIST questionnaire what measures several aspects of learning strategies of mathematics conducted by factor analysis of 69 questions in 4-point Likert scale. In this research, in two of nine factors, females hold a more positive view of learning strategies than did male students. This research indicates which learning strategies in mathematics are preferred by males and females. Factors Organizing and Repeating were the factors in which we found statistically significant gender difference. Females showed more powerful organizing skills and had better repeating strategies than males. Females try to order the subject matter in a way that makes it easy for them to remember, they go over their notes and structure the most important points more than males. In all the other factors, statistical differences were found only in some questions.
Special Educators&apos; Perceptions of Their Role in Inclusive Education: A Case Study in Finland
Author: Mihajlovic, Christopher
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Role,Inclusion,Regular and Special Education Relationship,Special Education Teachers,Students with Disabilities,Foreign Countries,Mainstreaming,Teacher Collaboration,Barriers,Educational Resources,Symptoms (Individual Disorders),Special Classes

Qualitative research methods were used to conduct case studies in three public schools in Finland to explore the changing role of the special education profession in Finland after the legislative reform in 2011 regarding educational support. With the implementation of the three tiered-support system, the special educator has become a profession with versatile tasks. This paper investigates mainly the participants' points of view regarding the work structure and pedagogical settings within their schools, as well as challenges and positive aspects related to their work. Semi-structured interviews and participant observation were used as data collection tools. Four special educators in mainstream schools located in Southern Finland participated in the research undertaking. Given this small sample group, the results of the study make no claims for generalisability but the findings revealed that the work of special educators mainly consists of teaching and background work, depending on their operational area. Although the consultative role exists, the findings showed that it has not yet become a regular part of the work for most special educators. The focus of their work lies on the support for students with different learning needs in the classroom.
Learning Style Preferences of University and College Students
Author: Berková, Katerina
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Style,Preferences,Marketing,Economics Education,Foreign Countries,Problem Based Learning,Student Characteristics,Instructional Effectiveness,Undergraduate Students,Learning Modalities,Student Motivation,Intention,Internship Programs,Mentors

Knowledge of the appropriate learning styles in which students approach the study supports the effectiveness of the teaching process. There is international research that explores the factors that influence student learning styles or students' preferences. The results of some research based on the similar methodologies are inconsistent. The aim of this research under the conditions of Czech tertiary education was to verify what factors students' learning style preferences in the subject Marketing depend on. The method of questioning based on quantitative research was used. 132 students of University of Economics, Prague and of College of Polytechnics Jihlava were involved in the research. The questions were formulated in a way to be able to define the learning style and whether students were aware of their sensory preferences. The model was based on the VARK model and the learning style according to motivation and intent. A chi-square test of independence was used for verification. The preferences of a deep problem-based learning style prevail. Learning styles preferences depend on factors related to the practical preparation of the students and the difficulty of the subject.
Beyond the Basics: Adapting an Open Textbook to Accommodate a Flipped Class
Author: Eichelberger, Ariana
Date: 2020-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Textbooks,Blended Learning,Homework,Science Instruction,Student Attitudes,College Students,Student Motivation,Student Satisfaction,Instructional Design,Teaching Methods

Through a collaborative effort between an instructional design team and the Biology Department at the University of Hawai'i at Manoa, the OpenStax Biology 2e open, online textbook was modified with new features to improve student engagement and learning outcomes. This study investigated students' perceptions of the customized textbook. A survey of 22 questions was completed by 446 students using the textbook as a part of an introductory Biology course. Changes made to the textbook were well received by the majority of students and suggestions were made for improvements. Current and future revisions to the textbook are discussed.
The Impact of Effective Educational Leadership on School Students&apos; Performance in Malaysia
Author: Azar, Ali Sorayyaei
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Leadership Effectiveness,Instructional Leadership,Participative Decision Making,Teacher Effectiveness,Secondary School Teachers,Teacher Attitudes,Teacher Administrator Relationship,Trust (Psychology),Private Schools,International Schools,Collegiality,Work Environment,School Culture

The purpose of this study is to find out the impact of effective educational leadership on school students' performance in Malaysia. Based on the current study, most of the researchers have used both qualitative and quantitative methods to conduct their research on several topics that related to effective educational leadership and student's performance. Therefore, in this research, the data were collected using both, qualitative and quantitative methods which was the interview and survey questionnaire. The selected participants for this research, using convenient sampling, were six teachers working for two international schools in Selangor, Malaysia. One teacher who had already involved in school administrative level was selected for the interview. The other five teachers were requested to answer the survey questionnaire. The interview and questionnaire were selected because, the researchers wanted to further understand on the participants' experience and knowledge on educational leadership and teaching perspective. In addition, it is aimed to provide insights in assisting to develop ideas, solution and hypotheses for future research. These methods were also used to further analyse the issues dealt with one of the effective educational leadership models (i.e. distributed leadership) and students' performance. The findings indicated that leaders need to build high degree of reciprocal trust to negotiate successfully the fault lines of formal and informal leadership. It is also highlighted that effective leadership (distributed leadership) and quality teachers are two main contributing factors on students' performance. Lastly, based on the analysis and results, related suggestions were given.
Factors Influencing the Behavioral Intention to Listen to IIUM.FM among Non-Listeners
Author: Mohamed, Shafizan
Date: 2020-00-00
Type: Journal Articles
Subjects: Intention,Student Behavior,Radio,Listening,Predictor Variables,Barriers,Internet,Foreign Countries,Individual Differences,Gender Differences,Undergraduate Students,Student Characteristics,Access to Computers

This study is part of a longitudinal study done on the audience reception of IIUM.FM, a campus radio the first study or phase 1 was done in 2011 and the second phase was done in 2016. This study specifically compares the non-listeners in Phase 1 (2011) and Phase 2 (2016) in terms of demographic characteristics, academic-related information and computer-related information. In addition, both internal and external factors that may intensify the listening to IIUM.FM are explored and so that the barriers and challenges facing the listeners are eliminated in the near future as IIUM.FM will remain as the only campus radio in IIUM. The same survey questionnaire is used in the data collection at both phases of the study. In addition to the comparison between both phases using t-test and ONEWAY ANOVA, a simple-multiple regression is conducted to determine the predictors of behavioral intention to listen to IIUM.FM. If the predictor is considered a barrier then it should be eliminated so that the listening habit of the students can be improved especially now that the radio can be listened to via multiple sources such as the app, webstream and social media. If the barriers are the reasons that prevent listening to IIUM.FM are removed, then there is a possibility that IIUM.FM are listened by many more students not only among IIUM students but also others worldwide.
To Declare or Not to Declare [Bankruptcy]: That May Be the Question, a Tale of Bankruptcy in Higher Education
Author: Hunter, Richard J., Jr.
Date: 2020-00-00
Type: Journal Articles
Subjects: Financial Problems,Higher Education,Organizational Change,Educational Finance,Debt (Financial),Administrative Organization,Tuition,Federal Legislation,Salaries,Contracts,Collective Bargaining,Unions,College Athletics,Educational Legislation,Gender Discrimination,Sex Fairness,Budgeting

This case study provides the background for a discussion of the bankruptcy of a composite non-profit corporation under Chapter 11 of the Bankruptcy Code, and the possible alternatives available to bankruptcy. Topics considered include: reorganizations, the selection of a bankruptcy trustee or an examiner, duties of a non-profit board, the automatic stay, aspects of the creation and confirmation of the bankruptcy plan, priority of creditors, termination of employment contracts for tenured and non-tenured faculty and those faculty represented by a union, at-will employment, and Title IX implications for any bankruptcy filing. The case study then turns to a discussion of options and perspectives available in the case that bankruptcy under Chapter 11 is not seen as a viable or practical alternative. Could the real target of restructuring and cost cutting be academic tenure?
Democratization of Education through Massive Open Online Courses in Asia
Author: Barger, Runchana Pam
Date: 2020-00-00
Type: Journal Articles
Subjects: Democracy,Online Courses,Large Group Instruction,Access to Education,Equal Education,Adult Education,Educational Benefits,Social Mobility,Professional Development,Barriers,Technological Literacy,Comparative Education,Foreign Countries,Cultural Differences

Massive Open Online Courses have been a recent phenomenon in providing large-scale interactive participation and open access to courses online. Depending upon internet availability and familiarity with digital learning practices, this alternative could provide education for many people. This paper explores whether technology such as massive online open courses can democratize education by providing opportunities and access for those who desire formal learning. This paper reviews literature on massive online open courses as well as the benefits and challenges of these courses in adult education. Using computer-based content analysis, this paper also examines recent research (2010-2019) on massive online open courses and the implications of using them to provide widespread access to higher education in Asia. The findings show that offerings in many Asian countries help promote social and economic mobility for their people by providing continuing educational, professional, and personal development through courses online. Yet barriers involving digital literacy, technical capabilities, and language as well as culture, prevent the underserved from pursuing this digital education. This paper provides future research suggestions for collaboration of educational organizations to use massive online open courses in engaging life-long skills for people in Asia.
Facilitating Online Reading Comprehension in Enhanced Learning Environment Using Digital Annotation Tools
Author: Azmuddin, Ruhil Amal Azmuddin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,English for Science and Technology,Reading Comprehension,Technology Uses in Education,Documentation,Hypermedia,Reading Strategies

The use of technology has now become an integral part of higher education in Malaysia because of its positive outcomes in teaching and learning. Despite its use, students are not able to fully benefit from its full potential. This study investigated the use of digital annotation tools in Interactive Reading for Academic Disciplines to facilitate reading of English for Science and Technology materials in a blended course among university students. Data were collected from 12 students enrolled in English for Technical Communication in a public university on the East Coast of Peninsular Malaysia. Data collection consisted of online annotations and focus group interviews. Analysis was descriptive and thematic, using SPSS and NVivo software, respectively. Inter-rater reliability analysis was measured using Cohen Kappa reliability analysis that yielded an almost perfect score, proving that the data were reliable. The findings revealed that digital annotation tools facilitated reading comprehension among students in an online reading environment. Annotation analyses revealed consistency in interview data when students were able to paraphrase, extend and synthesize ideas. An implication from this study suggests that training students' regarding strategies on how to deal with annotation tasks should be mandatory. This is integral for students to achieve comprehension of English for Science and Technology materials in an online environment.
Teacher Candidate Reflection and Development through Virtual Exchange
Author: Lenkaitis, Chesla Ann
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,English (Second Language),Second Language Instruction,Preservice Teacher Education,Computer Mediated Communication,Error Patterns,Feedback (Response),Error Correction,Teaching Methods,Foreign Countries,Personal Autonomy,Language Teachers

This study examines the effects of a virtual exchange on twelve teacher candidates of a Teaching English to Speakers of Other Languages program. The teacher candidates participated in a 4-week virtual exchange with English as a Foreign Language learners from a university in Mexico. Throughout the exchange, the teacher candidates participated in conversational exchanges and subsequently analyzed and reflected on the errors produced by the English as a Foreign Language students and also the corrective feedback strategies they used during the sessions. The goal of the analysis and reflection activities was to help the teacher candidates develop their ability to identify such errors and apply appropriate corrective feedback strategies. The results indicated the teacher candidates' ability to identify errors increased throughout the exchange, suggesting changes to their development and perception of corrective feedback. These results add to the growing body of research about the value of using virtual exchanges in teacher preparation programs, a tool that may be particularly relevant during the current coronavirus global crisis.
How the Non-Cognitive Skill of Myopia Affects Educational Decision-Making among Japanese Students
Author: Takeshita, Ryo
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Characteristics,High School Students,College Attendance,School Choice,Decision Making,College Choice,Junior High School Students,Correlation,Educational Attainment,Academic Aspiration,Family Income,Student Attitudes,Costs,Graduation,Parent Background,Grades (Scholastic)

In recent times, the number of studies on non-cognitive skills has increased. Apart from using a score for noncognitive skills (gauged via a questionnaire), many of these investigations involve adult respondents who had already completed their educational careers at the time of the study in question. In this paper, using data on Japanese students, we explore whether the non-cognitive skill &quot;myopia&quot;--acquired during one's early schooling--influences educational decision-making in terms of either leaving the school system or pursuing higher education. Our sample revealed that one's sense of myopia in high school had no effect on attending junior college or university. We examined whether one's sense of myopia, when it came time to choose a high school, had already impacted educational decision-making such that it would continue to have an effect after high school graduation. We found that one's sense of myopia in junior high school had a negative, statistically significant effect on expected years of schooling. Our results suggest that high school students who did not consider their future academic careers while in junior high school are unlikely to be willing to pursue higher education.
Training Factors as Predictors of Students&apos; Self-Efficacy Beliefs for Online Journalism Practice
Author: Njuguna, Joseph
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Student Attitudes,Journalism Education,Technological Literacy,Career Readiness,Program Effectiveness,Program Content,News Media,Undergraduate Students,Foreign Countries,Skill Development,Job Skills,Social Media,Multimedia Materials,Teaching Methods,Educational Equipment,Correlation

The advent of Internet technologies has heralded new skill demands in the media industry. Since journalism education mainly takes its cue from industry trends, media training institutions are now forced to adjust their curricula and teaching styles to produce online-ready graduates. Drawing on aspects of self-efficacy theory, this correlation study employs a questionnaire to explore how different training factors influence students' self-efficacy beliefs for online journalism work. A sample of 182 mass communication students from five Rwandan universities participated in the study. Results showed that the training factors explained 29.7% of the variance in the respondents' self-efficacy beliefs for online journalism work, with positive correlations between all the training factors and the students' self-efficacy. In particular, the types of online skills ([Beta] = 0.069) and availability of teaching facilities ([Beta] = 0.076) contributed a larger part of the online self-efficacy beliefs than teaching styles ([Beta] = 0.018). These results showed that training factors have a role in boosting students' beliefs in their capacity to execute online journalism tasks in the industry. Results suggested that journalism educators especially need to enhance different online journalism teaching approaches in order to better develop future professionals who are online-confident for the workplace.