ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Cognitive and Emotional Adjustment Well of Nigerian Children: Critical Issues for Early Childhood Teacher Education
Author: Odinko, Monica Ngozi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Student Adjustment,Emotional Adjustment,Cognitive Processes,Nursery Schools,Parent Participation,Questionnaires,Check Lists,Data Analysis,Statistical Analysis

Preschool children could be helped to make early adjustment to a school environment before normal schooling begins. Transition from home to school represents one of the biggest changes that children undergo in the first eight years of life. This change may be likened to that which a seedling undergoes when transplanted from one place to another. Thus, those working with children should seek ways to minimize the shock and increase opportunities to aid quick stabilization. The ability to achieve this may not be a chance factor but a function of some school and some home factors. This study, therefore, investigated how levels of parental involvement and school factors aid in promoting children's emotional and cognitive adjustment to school. Six out of eleven predictor variables contributed significantly to the variance in the factors influencing the adjustment of children at the nursery school setting.
Enhancing Quality in Business Education Curriculum Delivery for Unemployment Reduction in Ekiti State Nigeria
Author: Elemure, Ehis V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Educational Finance,Business Education,Postsecondary Education,Business Education Teachers,College Students,Questionnaires

The role of quality education in nation building cannot be overemphasized as no nation can grow beyond the level of education it offers its citizenry. In the same vein, no country can develop meaningfully without a well-developed vocational education programme. Business Education is geared towards the attainment of skills, values, and abilities that prepare its beneficiaries to enter into a specific job or occupation. This paper reports on how the quality of business education in Ekiti State, Nigeria could be enhanced to achieve this objective. Eighty business education lecturers and their students completed questionnaires on the 'Funding of Business Education in Nigeria; Issues and Challenges' (FBENIC) and the Key Informant Interview (KII) schedule. Three research questions were answered. Weighted mean and standard deviation were used in the analyzed data. Any item with a weighted mean value of 3.00 and above was regarded as agreed or adequate. A mean value below 3.00 was assumed as disagree or inadequate. Results indicated the need for better funding, effective management of suitable curriculum, recruitment of qualified teachers, provision of necessary facilities and educational research. Major obstacles include: Poor funding of business education, inadequate technological orientation, government as the sole financier, diversion and misappropriation of funds, inadequate records of materials and facilities allocated for the business education programme. Business education offers a possible solution to the perennial problem of insecurity and insurgency, unemployment and poverty if its potentials are carefully harnessed through an enhanced curriculum delivery system.
Teaching and Learning Materials as Content in Teacher Education
Author: Thingholm, Hanne Balsby
Date: 2015-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Interdisciplinary Approach,Preservice Teacher Education,Instructional Materials,Teacher Characteristics,Teacher Attitudes,Student Teacher Attitudes,Interviews,Course Content,Sociocultural Patterns,Foreign Countries

This article has two purposes: (a) To argue that didactically designed teaching and learning materials as content in teacher education can meet two well-known challenges of teacher education: linking theory and practice and linking individual subject areas; and (b) To present the results of an empirical study carried out in connection with the Ph.D. thesis &quot;Teaching and Learning Materials Linking Theory and Practice in Initial Teacher Education?&quot; (Thingholm, 2014). The results show great variation in how the materials are presented as content in teacher education. This variation is attributed to the personal attitudes of the teacher educators.
The Development of an Assignment Coding Guide for Evaluating ICT-Usage in a 21st Century Primary School in Hong Kong
Author: Chan, Jackie W. W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Coding,Educational Technology,Technology Uses in Education,Assignments,Test Construction,Guides,Technology Integration,Teaching Methods,Foreign Countries,Elementary Schools,Comparative Analysis,College Faculty,English (Second Language),Chinese,Mathematics Instruction,Skill Development,Age Differences,Observation

This paper describes the development of a coding guide that was used to evaluate the use of information and communications technologies (ICT) in student assignments. Instrument design and pilot-testing was conducted in a Hong Kong Chinese primary government-subsidised school (I-School) with a school-based e-learning project. The design of the assignment coding guide was drawn from a lesson observation guide (Tam, Chan, Li, &amp; Pow, 2014) that was developed for this e-learning project with reference to the Research Coding Guide for Student Work (2011). The research team developed the coding guide in recognition that it is important to examine not only 21st century skills, but also how teachers make use of ICT in their assignment design to enhance teaching and learning, as well as how the assignments provide opportunities for students to practice their ICT skills. The coding guide that was developed contains 14 items that measure ICT integration into assignments. These items relate to the following broad categories: (a) Student Learning Outcomes, (b) Learning and Teaching through Assignment, (c) ICT Use, and (d) ICT Enhanced Learning and Teaching. Rating was based on sample scripts of all written assignments (both paper-based and digital) in one learning unit assessed with different levels of academic performance (high, middle and low). Thirty-six sets of assignments from three major academic subjects of Chinese, English, and Mathematics between Primary Two (P2) and Primary Five (P5) were collected in the same primary school from September 2012 to December 2014. In this period, which spanned four continuous semesters, researchers discovered that the assignments developed from paper-based dominant assignments to paper-and-ICT-balanced assignments as students were required to post their assignments through the online platform (Microsoft SharePoint). Moreover, teachers provided more chances to allow students to implement their ICT skills and creativity, such as through student assignments, which transformed from simply attaching a student's drawing to attaching a relevant picture from the Internet.
Basic Properties of Chorus and Fundamental Approaches to Improve
Author: Halvasi, Bülent
Date: 2018-00-00
Type: Journal Articles
Subjects: Singing,Music Education,Child Development,Cognitive Development,Behavior Development,Educational Quality,Selection,Music

Through choral education, individuals learn to use their voices both correctly and effectively, as well as acquire certain personal characteristics. The level of applicability of the chorus training is high and it provides the student's convenience to participate in the musical atmosphere. In choral studies, children learn how to use the basic elements and functions of music, the formation of sound, the characteristics of their own voice and how to use it correctly and to breathe properly and regularly. Chorus have various functions as social, individual, cultural and educational. In this study, these functions were examined and the effects of choral education on children's mental and behavioral development were investigated, the importance of choosing repertoire was discussed and the importance of organizing various organizations in terms of increasing the quality of choral education is emphasized.
Stability in Educational Leadership--An Important Dimension to Enhance Educational Results in Public Municipal Schools
Author: de Castro, Marta Luz Sisson
Date: 2015-00-00
Type: Journal Articles
Subjects: Public Schools,Foreign Countries,Public Officials,Educational Administration,Urban Schools,Tenure,City Government

This research analyzes the experience of managing four Southern Brazilian cities whose Municipal Secretaries of Education remained for two terms at the helm of municipal education. It was found that these public administrators were able to advance in their practice and obtained better results when compared with other public administrators who remained only one term. Building a team and implementing changes in the educational sector is a slow and complex process that requires time to be successful and resists political changes that occur with each new election process. Building an evaluation culture in the cities of Castro and Serranópolis do Iguaçu is an example of the kind of more permanent change, and it is one of the key points of this research.
From Greece to Norway with Useful Knowledge
Author: Ask, Anne Selvik
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dietetics,Questionnaires,Course Evaluation,Information Sources,Student Satisfaction,Change Strategies,Nutrition Instruction,Sustainability,College Programs

There is a need for a more sustainable diet in many countries. Using Mediterranean principles could provide a possible answer. The principles of the Mediterranean diet and suitability to the Nordic diet have been discussed in courses mainly for Norwegian food and health teachers and students visiting Greece. What benefits do the participants experience after returning home and how do they apply their new knowledge in Norwegian conditions? We studied the themes from the exam papers to find out which knowledge the participants acquired from the course, and how they transferred their knowledge about the Mediterranean diet to Norwegian conditions. We also conducted a survey among the participants; they reported that they felt they benefited from the course. It seems the students are able to translate their knowledge about Mediterranean diet to Norwegian conditions, and the teachers who participated in the course used their knowledge in teaching. Most of the participants use this knowledge in their daily lives.
Computer-Assisted Music Teaching in Music Teacher Education Departments: Marmara University Sample
Author: Arici, Ismet
Date: 2018-00-00
Type: Journal Articles
Subjects: Music Education,Computer Assisted Instruction,Preservice Teacher Education,Foreign Countries,Teacher Education Curriculum,Undergraduate Study,Masters Programs,Educational Facilities

The fundamental objective of Music teacher education departments in universities is to have qualified and successful while educating their students. For this purpose, it is very important to apply the programs which will result in having well-educated graduates with pedagogical formation lessons. The aimed graduates are mastered by their instruments, able to use their voices individually and collectively, competent in the field of harmony, solfege and music theories and strengthened with music literature based on cultural lessons. In today's computer-assisted music world, current softwares have been used by both the musicians and music educators inside and outside the classroom. Today, there are many softwares not only to make music and but also to provide and improve music education and teaching. Softwares aiming teaching harmony, solfege, ear training and music theories together with the programs supporting music creation such as composition, editing and note writing programs provide great benefits to music educators. For future teachers to be able to successfully use the evolving music technologies in their fields, it is important to emphasize that the courses for computer-assisted music education are effective and should be coordinated with other courses. In this article, studies on computer-assisted music education in Marmara University, Atatürk Faculty of Education, Department of Fine Arts Education, Department of Music Teacher Education were examined.
Cultivating Effective Pedagogical Skills in In-Service Teachers: The Role of Some Teacher Variables
Author: Amusan, Mosunmola A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Teaching Skills,Inservice Teacher Education,Predictor Variables,Time Management,Classroom Observation Techniques,Correlation,STEM Education,Specialization,Models,Video Technology,Elementary School Teachers,Foreign Countries,Multiple Regression Analysis,Path Analysis

Researchers have opined that pedagogical skill of the teacher is a powerful force. This study investigated variables that are required to cultivate effective pedagogical skills for teaching basic science and technology (BST) in Ogun State Primary Schools in Nigeria. A survey research design was adopted. A total of 148 teachers across the state were sampled. Three instruments were used: (a) Teachers' Time Management Observational Scale (r = 0.81); (b) Teachers' BST Content Knowledge Test (r = 0.96); (c) Teachers' Pedagogical Skills Observational Schedule (r = 0.84). There was no significant difference between the original and the reproduced correlation coefficients. All the teacher variables had significant total effects on teachers' pedagogical skills.
Professional Responsibility of School Teachers in Public Education: An Analysis of German Educational Administration from a Japanese Perspective
Author: Tsujino, Kemma
Date: 2016-00-00
Type: Journal Articles
Subjects: Public School Teachers,Teacher Responsibility,Public Education,Educational Administration,Foreign Countries,Teacher Role,Cross Cultural Studies,Institutional Autonomy,School Law,Governance,Teacher Participation,Student Participation,Parent Participation

The characteristics of the modern school system, which integrates children into a &quot;nation state,&quot; have been radicalized throughout history, especially in Japan and Germany. This research aims to clarify German and Japanese paradigms in public education through a focus on the roles of school teachers. The research asks: what is the professional responsibility of a school teacher and what is outside of a teacher's responsibility? Under today's democratic and constitutional welfare-state, reconsideration of the distributed structure of governance in public education is needed. Through document analysis and fieldwork in Germany, with a comparative educational interest from Japan, the article specifies certain differences and similarities between the two contexts. Responsibilities in public education should be understood as distributed among, most notably, teacher, local school administration, and central school administration.
Not My Responsibility: The Impact of Separate Special Education Systems on Educators&apos; Attitudes toward Inclusion
Author: Gregory, Jess
Date: 2018-00-00
Type: Journal Articles
Subjects: Special Education,Inclusion,Disabilities,Teacher Attitudes,Foreign Countries,Attitude Measures,Comparative Analysis

Framed in terms of global policy pressures, this study explored differences in educator attitudes towards the inclusion of children with mild to moderate disabilities in the general education setting in Australia, Barbados, Romania, Turkey, and the United States. The purpose of this study was to investigate how educator attitudes towards the inclusion vary between nations that have disparate forms of special education systems. A sample of 1679 educators was analysed using the Attitudes Towards Teaching All Students (ATTAS-mm) and a triadic model of attitudes. Significant differences were found between nations. In addition to a statistically significant difference in the overall attitude scale, the three subscales: cognitive, affective and behavioural also demonstrated statistically significant differences with moderate effect sizes. These results support the differentiation of professional development for educators dependent on the setting and admonish against policy makers exporting educational policies as best practices regardless of context.
Should Informal/Non-Formal Learning Be Considered in Teacher Education and Teaching? --Reflections Based on the Anholt Project
Author: Petersen, Karen Bjerg
Date: 2015-00-00
Type: Journal Articles
Subjects: Informal Education,Nonformal Education,At Risk Persons,Teacher Education,At Risk Students,Educational History,Foreign Countries,Experiential Learning,Volunteers,Internship Programs,Observation,Reflection,Interviews,Youth Programs,Disadvantaged Youth,Dropouts,Learning Motivation,Responsibility

In the past decades, the importance of developing and validating informal and nonformal learning processes has been launched by several international organizations including UNESCO and the OECD, originally mostly focusing on adult learning experiences. Meanwhile, in recent years an increased focus has been evidenced on introducing informal and non-formal learning environments for learners at primary and secondary school levels as means of re-engaging in particular school-leavers, drop-outs, and disadvantaged learners in the formal educational system. Educational policy, empirical studies, projects, and various pedagogical interventions carried out in Europe, the United States, and other countries evidence this development. Based on empirical data and research from an European project &quot;Anholt 2013&quot; aimed at empowering disadvantaged and disengaged young European school-leavers, and motivating them to take responsibility for their own need for education, this article sets out to reflect whether informal and non-formal learning environments should be considered in teacher education and teaching.
Game-Based versus to Non-Game-Based: The Impact of Student Response Systems on Students&apos; Achievements, Engagements and Test Anxieties
Author: Turan, Zeynep
Date: 2018-00-00
Type: Journal Articles
Subjects: Audience Response Systems,Academic Achievement,Learner Engagement,Test Anxiety,Educational Games,Grade 7,Secondary School Students,Experimental Groups,Control Groups,Foreign Countries,Multiple Choice Tests,Achievement Tests,Quasiexperimental Design,Pretests Posttests,Comparative Analysis,Questionnaires,Statistical Analysis,Computer Games,Likert Scales,Test Results,Pilot Projects,Grade 8

The use of different tools in the field of education has become widespread with the developments in technology. Online student response systems are one of these tools. Online student response systems have been used for many years. In the last couple of years, game items have been added, and game-based online student response systems have started to be used. In this context, this study aims to find out the effects of online student response systems both with and without being based on games on the achievements, engagements, and test anxiety levels of students. The study group consists of 46 seventh grade students (Control, 23; Experimental, 23). This study was conducted by using a quasi-experimental design with pre-test and post-test groups. The topics in the &quot;living democracy&quot; chapter of social studies course were taught for four weeks by using the online student response system named Socrative for the control group and the online game-based student response system called Kahoot for the experimental group. The results of the study showed that game-based student response systems increase the achievement and engagement and decrease the test anxiety level when compared to non-game-based student response systems. In this direction, it may be suggested to use online game-based student response systems on different topics of social studies courses.
Pedagogical Knowledge and Skill Competences of Pre-School Teachers in Ibadan Metropolis, Oyo State, Nigeria
Author: Amosun, Moses Dele
Date: 2015-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Teachers,Teacher Competencies,Teaching Skills,Pedagogical Content Knowledge,Foreign Countries,Teacher Effectiveness,Rating Scales,Teacher Surveys

Early childhood educators are faced with many important tasks in their day to day activities which include caring, stimulating, and instructing for young learners. The implementation of these tasks require certain competences which the teachers must possess in order to be effective in discharging their duties and to provide for quality early childhood education. It has been observed that with respect to the pedagogical knowledge and skill competences, teachers of young learners still have a long way to go in learning how to handle young children especially in the way they relate curriculum content to children's needs and experiences, integrate content across learning areas, and use of child-friendly approaches, methods, and techniques in teaching. The study adopted a descriptive survey design. The sample involved in the study comprised 58 pre-school teachers randomly sampled from preprimary section of public primary schools in the five local government areas within Ibadan city. Two research questions were set to guide the study, and one self-designed and validated rating scale on pre-school teachers' pedagogical knowledge and skill (r-0.48) was used to gather the data. The data were analyzed by using frequency count, percentage, mean, and standard deviation. The results showed that the level of pedagogical knowledge and skill competences displayed by the pre-school teachers was low. Recommendations were made by suggesting strategies that could develop the pedagogical knowledge and skill competences of pre-school teachers for quality early childhood education.
CodeMaster--Automatic Assessment and Grading of App Inventor and Snap! Programs
Author: von Wangenheim, Christiane Gresse
Date: 2018-00-00
Type: Journal Articles
Subjects: Programming Languages,Programming,Grading,Outcome Measures,Problem Based Learning,Computer Assisted Testing,Courseware,Scoring Rubrics,Automation,Elementary Secondary Education,Computer Software,Pretesting,Usability,Foreign Countries,Questionnaires

The development of computational thinking is a major topic in K-12 education. Many of these experiences focus on teaching programming using block-based languages. As part of these activities, it is important for students to receive feedback on their assignments. Yet, in practice it may be difficult to provide personalized, objective and consistent feedback. In this context, automatic assessment and grading has become important. While there exist diverse graders for text-based languages, support for block-based programming languages is still scarce. This article presents CodeMaster, a free web application that in a problem-based learning context allows to automatically assess and grade projects programmed with App Inventor and Snap!. It uses a rubric measuring computational thinking based on a static code analysis. Students can use the tool to get feedback to encourage them to improve their programming competencies. It can also be used by teachers for assessing whole classes easing their workload.