ethanporcaro/eric-fulltext-meta huggingface dataset:
Truly Getting to Know the Students: Benefits of Being a Library Assistant While Studying for an MLIS Degree
Author: Altman, Susan
Date: 2017-00-00
Type: Journal Articles
Subjects: School Libraries,School Personnel,Elementary Schools,Library Education,Interpersonal Relationship,Library Materials,Library Services,Librarian Teacher Cooperation,Cooperation,Graduate Students,Literacy Education,Professional Development

In this article, Susan Altman shares her experience of working as a library assistant at Forest Heights Elementary School in Columbia, South Carolina, while taking classes in the Master of Library and Information Science (MLIS) Program at the nearby University of South Carolina. She discusses getting acquainted with the students, faculty and staff, and the wealth of literacy-related resources available. Her interactions with Forest Heights teachers helped her develop a mindset for planning collaborative endeavors when she is in charge of a school library program.
Mediation Effect of Research Skills Proficiency on the Core Self-Evaluations--Research Engagement Relationship among Master of Education Students in Uganda
Author: Atibuni, Dennis Zami
Date: 2017-00-00
Type: Journal Articles
Subjects: Research Skills,Self Evaluation (Individuals),Graduate Students,Questionnaires,Student Surveys,Correlation,Student Research,Foreign Countries,Masters Programs,Coding,Multiple Regression Analysis,Statistical Analysis

This study investigated the mediation effect of research skills proficiency on the relationship between core self-evaluations and research engagement among Master of Education students in Uganda. Questionnaire surveys including closed ended questions were administered to two cohorts of the students, 2011/2012 and 2012/2013, (N = 102). Results indicated total mediation effect of research skills proficiency on the relationship between core self-evaluations and research engagement. Implications for educational practice include careful selection and training of adult learners at master's level on the basis of their core self-evaluations levels; individuals with positive core self-evaluations should be accorded priority entry into the programme. Implications for future research include carrying out intervention studies on how to effectively impart 21st century skills in the adult learners.
Plagiarism under a Magnifying-Glass
Author: Starovoytova, Diana
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Plagiarism,Engineering Education,College Faculty,Questionnaires,Statistical Analysis,Teacher Attitudes,Knowledge Level,Teacher Responsibility,Ethics,Cheating,Writing for Publication,Teacher Behavior

This paper embodies the findings from a small part, of a larger study on plagiarism, at the School of Engineering (SOE). The study is a cross-sectional survey, conducted in an institutional setting. 15 senior academic members of staff (N = 15), from SOE were invited to complete a questionnaire. The questioner was pre-tested, to ensure its validity and reliability. A trial survey (pre-testing) was conducted, according to ISO 20252:2006 (E). The Statistical Package for Social Sciences (SPSS-17, version 22) computer software program was used, to compute the Cronbach's alpha coefficient, which demonstrated high inter-item consistency, and, therefore, reliability (Cronbach's a = 0.803). Descriptive statistics was used, to analyze, both; qualitative and quantitative data. The main findings of the study, revealed that, the majority (60%) of the respondents alleged, that plagiarism was never mentioned or explained, to them, at &quot;any&quot; level; Overwhelming majority, (90%) agreed that plagiarism is unfair to the original author and to the colleagues; The vast majority, (90%) also claimed that they never plagiarized, while 10% confessed that they did it one or two times, in the past; majority (70%) also agreed, that plagiarism is unfair to oneself; and 60% agreed, it is unfair to the university. The analysis of the plagiarism, from the faculty perspective, was balanced, by the rigorous coverage, of the following issues: Historical background; Plagiarism extent; Quantification, for plagiarism; Consequences of plagiarism: Retraction of publications, with selected global illustrative examples; Publishing process: main actors and their roles, in dealing with plagiarism; Combating plagiarism, including detection and punishment; and Plagiarism, as just a tiny fraction of scientific misconduct; among others. This study also provides few recommendations, on how to improve the current situation, in the absence of official institutional Plagiarism Policy. The findings, alongside with the theoretical coverage, will, expectantly, make a contribution (in its small way), toward the body of knowledge, on the subject.
Metaphorical Perceptions of Teachers, Principals and Staff on School Management
Author: Kadi, Aysegül
Date: 2017-00-00
Type: Journal Articles
Subjects: School Administration,Principals,Teacher Attitudes,Administrator Attitudes,Figurative Language,Family (Sociological Unit),Educational Improvement,Imagery,Qualitative Research,Foreign Countries,Semi Structured Interviews,Statistical Analysis,Gender Differences,Status,Teacher Characteristics,Administrator Characteristics,Language Usage,Content Analysis

It is necessary to know how the members of a school perceive their school management to investigate how they are related to their organizations. In this case, we can refer to metaphors, which are excellent tools for people to express their subconscious thoughts and perceptions about their organizations. On the other hand, metaphors help us to understand the estimations of school management by the members of school organizations. In the literature review, no study could be found about perceptions of teachers, principals and also staff on school management. So, it can be said that conducting this research will fill this gap in the literature. The aim of this study is to examine metaphorical perceptions of teachers, principals and staff on school management. According to the findings; 45 metaphors by female participants, 20 metaphors by male participants, 50 metaphors by teachers, 9 metaphors by principals and 6 metaphors by staff, 42 metaphors by participants whose seniority in school is 1-5 years, 11 metaphors by participants whose seniority in school is 6-10 years, 8 metaphors by participants whose seniority in school is 11-15 years, 2 metaphors by participants whose seniority in school is 16-20 years, 2 metaphors by participants whose seniority in school is 21 years and over were created about their own school management. The most produced metaphor is a family metaphor. 41 metaphors by female participants, 25 metaphors by male participants, 50 metaphors by teachers, 10 metaphors by principals, 6 metaphors by staff, 43 metaphors by participants whose seniority in school is 1-5 years, 10 metaphors by participants whose seniority in school is 6-10 years, 6 metaphors by participants whose seniority in school is 11-15 years, 5 metaphors by participants whose seniority in school is 16-20 years and 2 metaphors by participants whose seniority in school is 21 years and over were created on ideal school management. The most produced metaphor again is family metaphor. Conducting metaphor researches about school management is seen useful for school improvement and will ensure benefits to researchers and practitioners. Moreover, metaphors are valuable imagery tools can be used by researchers and practitioners to provide clarity to complex issues to describe real situations in school management.
An Examination of the Effectiveness of Instruction in Which Pre-Service Mathematics Teachers Use Technology to Overcome Student Difficulties
Author: Yenmez, Arzu Aydogan
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Technology Uses in Education,Elementary School Mathematics,Teaching Methods,Educational Technology,Technology Integration,Observation,Documentation,Self Evaluation (Individuals),Interviews,Foreign Countries,Microteaching,Video Technology,Program Effectiveness,Preservice Teachers

It is seen that students face certain difficulties when learning the concepts and the relationships between them in the mathematics education that aims at enabling students to learn on the highest level. Identifying and eliminating these difficulties, helping students in the learning process and guiding them are among teachers' tasks. Overcoming the difficulties experienced by students is considered one of the contributions of the technological use to the mathematics education. Yet, the efficient use of information and communication technologies in overcoming student difficulties is possible through bringing teachers and pre-service teachers in basic knowledge and skills. To this end, the effectiveness of the instruction in which pre-service teachers benefit from information and communication technologies to overcome the difficulties regarding a given concept was investigated. The participants were 32 third-year pre-service teachers attending at the elementary mathematics education of a state university. The effectiveness of pre-service teachers' micro-instructions and their opinions on the role and effect of technology in their instructions were analyzed within the framework of specified themes. The instructional plans, observation sheets, self-evaluations, and the inventory of the interviews performed in regard to self-evaluations which affected the change in the process were analyzed with the content analysis. Consequently, the findings obtained in the study showed how the pre-service teachers performed effective instructions and revealed the positive change in their perspectives, possible means that technologies can offer to students in the mathematics education, and their positive contributions to their own learning. As for the components and recommendations of this pre-service educational program, it will be effective in the planning of instructional process in future studies.
Integrating the Core: A New Management Curriculum to Empower Our Students
Author: Brawley, Dorothy
Date: 2013-00-00
Type: Journal Articles
Subjects: State Universities,Integrated Curriculum,Core Curriculum,Administrator Education,Business Administration Education,Majors (Students),Educational Change,Departments,Models,Educational Objectives,Course Descriptions,Sequential Approach,Curriculum Development,Curriculum Implementation

This paper follows Kennesaw State's University's (KSU) faculty journey in developing a new integrated core curriculum for their Management majors that will empower the students and meet the needs of today's employers. Curriculums must change to stay current. Depending on the amount of change, this can be a huge undertaking for a department ensconced in an existing curriculum paradigm, and can be met with resistance. In this paper we look for answers to: 1) Why is the change necessary? 2) What are we changing to? We will follow up with some thoughts about 3) how will we make these changes? Our paper begins by defining the conceptual foundations for the Management core curriculum, followed by a look into the curriculum change process, and concludes with our eight-stage method used in developing the core curriculum model. We define four key thematic objectives that are integral to each of the core courses. The paper concludes with descriptions of our courses--Managing Organizations, Managing People, Managing Projects, Managing Your Company, and Managing Globally, and the associated integrated course sequencing. The four new courses all require field application, are integrative in nature, were developed collaboratively, and the sequence proceeds conceptually from macro to micro and back to macro in orientation. All four will meet both the requirements of face-to-face and on-line delivery.
Preservice and In-Service Teachers' Perceptions toward Technology Benefits and Integration
Author: Spaulding, Michael
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Experienced Teachers,Student Teacher Attitudes,Teacher Attitudes,Educational Technology,Technology Integration,Comparative Analysis,Self Efficacy,Educational Benefits,Technology Uses in Education,Technological Literacy,Readiness,Questionnaires,Likert Scales,Multivariate Analysis

This study examined preservice teacher attitudes toward and expected technology integration practices as compared to in-service teachers' attitudes toward and actual (self-reported) practice of technology integration. The preservice teachers revealed a greater level of confidence in their ability to integrate technology and more positive beliefs in the benefits of using technology to improve teaching and learning than did in-service teachers. However, these differences were not evidenced when examining perceptions on the basis of self-reported technology skill levels. Both preservice and in-service teachers who reported above average technology skills revealed significantly more positive attitudes and perceptions about technology integration than those who indicated less skill. These findings confirm the need to continue preservice and in-service initiatives that not only better prepare K-12 teachers to effectively integrate technology into the classroom, but also increase their technology skills.
Students' Readiness for E-Learning: A Case Study of Sukhothai Thammathirat Open University, Thailand
Author: Tuntirojanawong, Suttiwan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Online Courses,Graduate Students,Majors (Students),Educational Administration,Questionnaires,Statistical Analysis,Study Skills,Open Universities,Age Differences,Gender Differences,Technological Literacy,Sampling,Guidelines

The process of e-learning is the operations that involve humans, computers, the Internet, and instructional material, and that produces the outputs to learners and the organization. The purposes of this research were (1) to study students' readiness for e-learning of graduate students majoring in educational administration, School of Educational Studies, Sukhothai Thammathirat Open University ; (2) to compare students' readiness for e-learning of graduate students majoring in educational administration, as classified by gender, age, technology experience. The research sample consisted of 162 graduate students majoring in educational administration, obtained by simple random sampling. The research instrument was a rating scale questionnaire with .86 level of reliability.The statistics used for data analysis were percentage, mean, standard deviation, t-test, and ANOVA. The research findings showed that (1) the over all of students' readiness for e-learning of graduate students majoring in educational administration were ready status and category that Technology Access had the highest mean and Study skills,Technology skills had the lowest mean.; (2) There was no significant difference of the students' readiness for e-learning of graduate students majoring in educational administration as classified by gender, age groups, and technology experiences.It is recommend that the university should improve graduate students' readiness in Study skills, and Technology skills.
The Effect of Outdoor Learning Activities on the Development of Preschool Children
Author: Yildirim, Günseli
Date: 2017-05-00
Type: Journal Articles
Subjects: Outdoor Education,Learning Activities,Child Development,Preschool Children,Pretests Posttests,Cognitive Development,Social Development,Emotional Development,Motor Development,Disadvantaged Environment,Preschool Education,Quasiexperimental Design,Observation,Program Descriptions,Outcomes of Education,Scores,Foreign Countries

Learning ought to be supported by both in class activities and outdoor activities contributing to structuring knowledge. Outdoor activities allow children to actively participate and to learn by doing. Learning requires a lot of work and activities. These activities, which provide primary experiences, help children to change theoretical knowledge into practice, record it in the long-term memory, and create solutions to problems they encounter in daily life, based on what they have learned. Children, especially preschoolers, can record things into their long-term memory in learning environments which stimulate all the senses. Based on these ideas, this study was directed towards revealing effects of outdoor activities on cognitive, motor, linguistic and social-emotional development of preschool children. Thirty-five preschool children living in disadvantageous districts in Izmir, Turkey, and not being able to get education, were offered ten-week preschool education involving outdoor activities. This research was designed according to one group pre-test and post-test model. The results show that outdoor activities improved cognitive, linguistic, social-emotional and motor skills of preschool children.
Inclusive Values in the Planning of Mathematical Issues at an Early Age
Author: Micanovic, Veselin
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Mathematical Concepts,Concept Teaching,Preschool Education,Preschool Teachers,Special Needs Students,Kindergarten,Questionnaires,Values,Teacher Attitudes,Accessibility (for Disabled),Educational Practices

In accordance with the general principles of the present inclusion in advanced education systems, which are based on the support of children with special educational needs and their inclusion in regular teaching process along with their peers, inclusive values are gradually becoming a reality in the Montenegrin educational process. The paper aims to show the importance of inclusive teaching of mathematics as a starting resource for planning and implementation of mathematical concepts at an early age, which is of great importance for the development of intellectual and other abilities of a child. Research was conducted in preschool institutions in Montenegro. The most significant parameters related to the respondents were their level of education and years of teaching experience and working with children with special education needs, which serve as indicator of understanding of inclusive values in the educational process at an early age. Respondents expressed problems in practice and proposed measures to overcome them. To provide reliable and objective results, the research covers a representative sample of 550 respondents.
The Relationship between Housing and Children's Literacy Achievement: Implications for Supporting Vulnerable Children
Author: Pillay, Jace
Date: 2017-05-00
Type: Journal Articles
Subjects: Correlation,Housing,Reading Achievement,Socioeconomic Status,Literacy,Reading Tests,Disadvantaged Environment,Social Justice,Foreign Countries,Statistical Analysis,Achievement Tests,Student Surveys,Children

This article examines the relationship between housing, a critical aspect of socio-economic conditions, and literacy achievement of children from a school in a high density suburb in South Africa. Data was collected through a quantitative survey that was administered to learners (N = 160) from four Grade Five classes. The survey included five literacy tests that were standardised by two education consultancies, namely Do-IT-Solutions (United Kingdom-based) and Shape the Learner (South African-based). The findings indicate that most learners who live in informal houses, that is, low-cost houses such as a shack, in overcrowded conditions, generally perform poorly in the literacy tests administered as compared to those learners who live in conventional (brick) houses that are not overcrowded. Also, learners who have more home duties appear to perform poorly in the literacy tests compared to those that have lesser responsibilities. As such, the findings indicate a relationship between housing conditions and literacy achievement. The author proposes a social justice framework for providing educational support for children made vulnerable due to their housing conditions.
Language at the Grade Three and Four Interface: The Theory-Policy-Practice Nexus
Author: Sibanda, Jabulani
Date: 2017-05-00
Type: Journal Articles
Subjects: Grade 3,Grade 4,Theory Practice Relationship,Language of Instruction,Context Effect,Educational Policy,Educational Practices,Teaching Methods,Educational Objectives,Transitional Programs,Career Readiness,Fidelity,Change Strategies,Foreign Countries

This paper interrogates the complexity of language use at the Grade Three-Four transition, using the South African context as a microcosm of similar educational systems. The paper describes the complex nature of the transition, particularly within a second language (L2) instructional context. It explores the dissonance between and among theory, policy or curriculum, and practice; which aggravates an already complex transition. It draws on Cummins' Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) theory, the Linguistic Interdependence Hypothesis (LIH) and the Linguistic Threshold Hypothesis (LTH). Theory is considered in relation to the South African policy and curriculum ideals as espoused in the Language in Education Policy (LiEP) and the Curriculum and Assessment Policy Statement (CAPS) respectively, as well as in relation to the reality of the classroom instructional context. The paper argues for extensive research, which delineates the linguistic needs and thresholds second language learners need for the transition, a consideration of learners' attainment of the requisite linguistic thresholds as a condition for the use of a First Additional Language (FAL) as Language of Learning and Teaching (LoLT), and deliberate teaching for transfer in the Foundation Phase, among other recommendations.
Exploring Teachers' Practices in Teaching Mathematics and Statistics in Kwazulu-Natal Schools
Author: Umugiraneza, Odette
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Practices,Teaching Methods,Statistics,Evaluation Methods,Classroom Techniques,Elementary Secondary Education,Self Disclosure (Individuals),Teacher Attitudes,Concept Teaching,Educational Strategies,Demography,Regression (Statistics),Gender Differences,Familiarity,Teaching Experience,Age Differences,Educational Attainment,Professional Education,Faculty Development,Workshops,Qualitative Research,Statistical Analysis

Teaching approaches and assessment practices are key factors that contribute to the improvement of learner outcomes. The study on which this article is based, explored the methods used by KwaZulu-Natal (KZN) teachers in teaching and assessing mathematics and statistics. An instrument containing closed and open-ended questions was distributed to seventy-five KZN mathematics teachers from Grade Four upwards. Teachers were encouraged to write freely about the different teaching methods and assessments that they used in the classroom. The findings revealed that teachers were more likely to report a single method in teaching statistics, but more than one method for teaching mathematics topics. In terms of assessments, the teachers generally reported the use of a single method. We also found that teachers mostly focus on teacher-led instructional methods and formal assessments. Furthermore, the findings revealed that teachers' demographic factors such as gender, age, teaching experience, participation in professional development course and further studies are associated with the choice of a variety of teaching and assessment methods. It is recommended that professional development courses ought to focus on helping teachers to increase their repertoire of teaching and assessment strategies.