ethanporcaro/eric-fulltext-meta huggingface dataset:
International Journal of Education and Development Using Information and Communication Technology
Author: Ghasia, Mohamed A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Credentials,Universities,College Faculty,College Students,Teacher Attitudes,Student Attitudes,Readiness,Higher Education

Micro-credentials represent an alternative approach to career and professional development whereby an individual's skills, achievements, and accomplishments are recognised. They offer the possibility to enhance skills, to manage career pathways as well as adding practicality in the academic content. Moreover, micro-credentials are cost-effective professional development strategies that significantly minimise employees training cost and time. Also, micro-credentials in higher education institutions (HEIs) allows for the integration of digital badges within university curricular and community engagement activities to inspire connected and lifelong learning for the professional development of students, educators and communities in formal learning settings. This paper explores ways in which micro-credentials can be offered in Tanzanian universities. Specifically, we explore educators' perception, readiness and implementation strategies. In-depth interviews with thirty-one lecturers, fifty-four students and twelve educational technologists were deployed. Purposive sampling was used to identify the four Tanzanian universities involved in the study, and theoretical sampling was used to identify lecturers, students and educational technologists. Data were analysed using NVIVO software in accordance with the Strauss and Corbin Grounded Theory. The results suggest that university lecturers and students are optimistic that micro-credentials will stimulate lifelong and connected learning as well as expand the scope of the universities' mandate. However, to leverage from these potentials, multi-level interventions are needed. We recommend the creation of a micro-credentials ecosystem, formulation of strategies and policies, deployment of necessary infrastructure as well as building relevant skill-base. Implications, contributions and limitations of the study are discussed in line with the findings. Finally, the paper contributes to the literature on the implementation of micro-credentials in higher education (HE).
Factors That Motivate Teachers to Use ICT in Teaching: A Case of Kaliua District Secondary Schools in Tanzania
Author: Pima, John Marco
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teacher Motivation,Computer Uses in Education,Rural Schools,Usability,Teacher Attitudes,Computer Attitudes,Intention

The purpose of this paper is to investigate the factors that motivate teachers to use Information Communication Technologies (ICT) in teaching in remotely located secondary schools in Tanzania. The research used 14 secondary schools from Kaliua District as a case study, with a sample of 111 teachers. The research used simple random sampling strategy and a standardised questionnaire as the main tool of data collection. The results show four motivating, namely, teacher's experience with the use of ICT; presence of technologies such as Internet and smartphones; expected benefits of using ICTs; and finally the need to attain satisfactions and teaching objectives. The findings suggest that teachers in remotely located schools are ready to use ICT in teaching if the afore mentioned factors are present. Therefore, this paper advances knowledge in the area of ICT for teaching in secondary schools in remotely located schools. The paper provides new insights useful for researchers in this area, and for decision makers in the Local Government Authority Management. The paper reveals that teachers are motivated and ready to use ICT in teaching.
The Evaluation of a Blended Faculty Development Course Using the CIPP Framework
Author: Thurab-Nkhosi, Dianne
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Blended Learning,College Faculty,Foreign Countries,Technology Uses in Education,Teacher Education,Teacher Attitudes,Educational Needs,Instructional Effectiveness,Educational Improvement

The impact of faculty development programmes on actual teaching is not always clear. This is even more so with respect to using technology in teaching. This study sought to evaluate the impact of a compulsory faculty development course on blended learning course implementation, using a Context, Input, Process, Product (CIPP) evaluation model. Findings indicate that blended learning implementation improved and lecturers completing the course had increased levels of confidence in the use of technology for teaching and enhanced skills in blended course delivery. However, there is a need to provide continued support and more opportunities for hands-on experience.
Jordanian Students&apos; Barriers of Utilizing Online Learning: A Survey Study
Author: Aljaraideh, Yousef
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,Dropout Prevention,Foreign Countries,Online Courses,Student Attitudes,College Students,Gender Differences,Learning Processes,Validity,Reliability,Correlation,Decision Making,Self Efficacy,Technological Literacy,Access to Computers,Electronic Learning,Measures (Individuals)

This study aims at finding out the main barriers preventing students in Jordan from using online learning from their perspective. To achieve this objective, a questionnaire was developed and the validity and reliability of the questionnaire were checked. A simple random sampling was used forming a sample of 400 students. The results indicate that the online learning infrastructure is an immense barrier that obstructs the utilization of online learning in Jerash University. Also, there are statistically significant differences in the barriers that faced students while they are using online learning based on gender and studying year variables in favor of female and students of first year respectively. Moreover, the results of the study revealed that there is an interaction between gender and teaching year variables. Finally, in light of the results, the study recommended that additional efforts from decision makers and teachers should be taken into consideration for the sake of online learning process improvement.
School Engagement for Avoiding Dropout in Middle School Education
Author: Manzuoli, Cristina Hennig
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 7,Foreign Countries,Learner Engagement,Affective Behavior,Student Attitudes,Rural Urban Differences,Rural Schools,Urban Schools,Metacognition,Middle School Students,Assignments,Public Schools,Study Habits,Student School Relationship,Peer Relationship,Teacher Student Relationship,Correlation,Antisocial Behavior,Dropout Prevention

School engagement is a key factor in maintaining school attendance and in diminishing dropout rates. In this study, four dimensions that compose school engagement--cognitive, affective, behavioral, and agentic--were evaluated with a self-report questionnaire (Veiga, 2013), and comparisons between rural and urban schools were made. A total of 802 seventh-graders (51.2% boys and 48.8% girls), the majority of the studied children were between the ages of 12 and 13 (71.7%), attending public schools in Colombia, responded the questionnaire. The research responds to the need to examine engagement in developing countries. Findings indicate that the cognitive and agentic dimensions obtained the lowest means. This result suggests that students should engage in activities that help them recognize their metacognitive abilities and strengthen their classroom participation. Each of the four identified dimensions is analyzed, and strategies are proposed for developing them appropriately.
Using Anonymity in Online Interactive EFL Learning: International Students&apos; Perceptions and Practices
Author: Chen, Chen
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Foreign Students,English (Second Language),Second Language Learning,Asians,Student Attitudes,Peer Relationship,Teacher Student Relationship,Confidentiality,College Students,Learner Engagement

This case study aims at exploring international English as a foreign language (EFL) students' perceptions and employment of anonymity in online interactive learning. The study also investigates the impacts of the use of anonymity in EFL learning on students' learning performances. Participants of the study were 154 international EFL students enrolled in an Australian university, who came from different Asian countries. Multiple methods of data collection were administrated, including an online questionnaire with a five-point Likert Scale and open-ended questions, participants' reflective reports, and documents. Descriptive statistics were used to process the quantitative data. The qualitative evidence was categorized by themes and research questions. It was found that students' perceptions and employment of anonymity were different in two types of interaction. In peer interaction, participants were positive to anonymity and had active engagement in learning by using pseudonyms. In teacher-involved interaction, anonymity was less used, and was less influential on students' participation and production in EFL learning. It was also noted that participants exaggerated the positive effect of anonymity on their engagement in interaction. Recommendations for future studies are provided based on the findings.
Self-Regulation Strategies in an Engineering Design Project
Author: Lawanto, Oenardi
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Management,Engineering Education,Design,Program Administration,Problem Solving,Capstone Experiences,Engineering,Undergraduate Students

Models of self-regulation describe how individuals engage deliberately and reflectively in goal-directed action in order to achieve valued goals. Studies have found that the consistent use of self-regulation in an academic setting is highly correlated with student achievement. Self-regulation plays a critical role in problem-solving, particularly when unraveling ill-structured problems as is required in engineering design. The primary research question: How did engineering students perceive their self-regulation activities while engaged in a design project? A total of 307 students from three higher education institutions working on their capstone engineering design projects participated in the study. The study evaluated students' self-regulation in relation to both design and project management skills. We used a self-regulation in engineering design questionnaire (EDMQ) to assess students' approaches to self-regulation. Quantitative data were analyzed in two parts using descriptive and inferential statistics. Findings suggested that: (1) Students focused more consistently on task interpretation than other self-regulatory strategies, particularly during design; (2) Students lacked awareness of the essential need to develop a method to assess the design deliverables; (3) Self-regulation gaps were found during early design phases, but as the design process progressed, a more balanced approach to self-regulation was apparent. Given the importance of task interpretation to successful performance, students attended to identifying tasks during both the design process and project management. However, they did not report engaging in planning, implementing, and monitoring and fix-up strategies as consistently, even when those processes were relevant and called for. Implications are drawn for research, theory, and practice.
The Self-Perceived Knowledge of Special Education Administrators in Kuwait
Author: Abbas, Zainab
Date: 2019-00-00
Type: Journal Articles
Subjects: Special Education,Students with Disabilities,Administrator Attitudes,Pedagogical Content Knowledge,Correlation,Teacher Collaboration,Ethics,Administrator Qualifications,School Districts,Program Evaluation,Knowledge Level,Instructional Leadership,Educational Policy,Foreign Countries,Faculty Development,Work Environment,Self Evaluation (Individuals),Standards,Administrator Education

Administrators of special education identify and provide essential services for students with disabilities. No research has been conducted on the perceptions of Kuwait's special education administrators regarding their knowledge in key special education standard areas. This study examined those perceptions and the extent to which they are influenced by administrators' experience, qualification level, school district, or educational setting. Quantitative data were collected by surveying 62 special education administrators and were analyzed using descriptive statistics, a one-way ANOVA, and Spearman's rank-order correlations. The results indicated that the participants consider themselves most knowledgeable in two areas (1) collaboration and (2) leadership and policy--but less knowledgeable in the areas of research and inquiry, individual and program evaluation, and professional development and ethical practice. A significant relationship was found between self-assessment ratings and the educational setting where the administrator was working. Recommendations are made with the aim of enhancing the knowledge and development of special education administrators. The limitations of the study and further research possibilities are also discussed.
The Impact of Electronic Tests on Students&apos; Performance Assessment
Author: Alyahya, Dalia
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,Foreign Countries,Technology Uses in Education,Educational Technology,Middle School Students,Outcome Measures

This study has aimed to measure the effect of electronic tests on the academic achievements of middle school students in Arabic course. The sample has been divided into two groups; the experimental group and the non-experimental group after using the mixed experimental method. Statistical measurements had been used before, and after, the experiment for both groups; whereas, study tools were consisted of achievements test and focus group. The results have assured the existence of statistical differences between the experimental group and non-experimental group in the (language classification) category marks. The results have shown no statistical differences on the audio comprehension, reading comprehension, writing, handwriting skills, language style, grammatical function and writing expression categories marks, which give preferences to use the electronic test rather than the traditional (pen and paper) test. The study has concluded that teachers must be encouraged to perform continuous evaluation throughout the academic semester by applying electronic tests. They must emphasize on the importance of grounding rules and regulations to apply electronic tests in the educational institutions.
&quot;Barras Bravas&quot;: Youth Violence in Football Crowds at School
Author: Bermúdez-Aponte, José J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Violence,Team Sports,Public Schools,Group Membership,School Role,Institutional Characteristics,Public Policy,Foreign Countries,Self Concept,Secondary School Students,Preferences,Subcultures,Student Attitudes,Personal Narratives,Youth Programs

This article results from the analysis of the phenomenon of &quot;barras bravas&quot; (violent supporter groups) in football and its influence in school coexistence at three public educational institutions in Bogotá. The methodology of the study was mixed with a concurrent triangulation design (DITRIAC), hence diverse instruments were employed to verify the findings and cross-validate quantitative and qualitative data. The information obtained from a survey applied to 300 students was complemented with life histories, field notes and a document review of the institutional reports on school coexistence. The study revealed that violence emerges as a consequence of the participation in &quot;barras bravas,&quot; whose members attend the institutions where this research was conducted. The discussion reflects how important it is to vindicate the role of the school within the framework of public policies which both integrate youth dynamics and articulate programs and projects suitable for the Colombian context.
Co-Teaching in the &quot;Academia Class&quot;: Evaluation of Advantages and Frequency of Practices
Author: Neifeald, Edni
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Teaching,Educational Practices,Student Teachers,Preschool Teachers,Early Childhood Education,Instructional Effectiveness,Incidence,Teacher Attitudes,Correlation,Practicums,Program Effectiveness,Teacher Education Programs,Student Teacher Attitudes,Cooperating Teachers,Foreign Countries,College School Cooperation,Elementary School Students,Academic Achievement,Faculty Development

This article constitutes the continuation of a research process that investigated models and methods for co-teaching in the &quot;Academia Class&quot; program in the Ohalo Academic College (Nissim &amp; Naifeld, 2018). The article focuses on the contribution of this program to all those who participated in it, identifying co-teaching practices and the connections between the sense of contribution and identification of those practices. The research relied on the collection and analysis of quantitative data. The research population included 125 respondents, 51 (40.8%) schoolteachers, 36 (28.8%) student-teachers studying general education, 18 (14.4%) kindergarten teachers and 20 (16.0%) student-teachers studying early childhood education. Three main research questions guided the investigation: 1) To what extent does each group of participants in the program estimate that co-teaching methods are advantageous for the teachers/kindergarten teachers, student teachers and pupils? 2) Which prevalent co-teaching practices are used in the Academia Class program? 3) Is there a correlation between the respondents' attitudes concerning the advantages of co-teaching and the practices prevalent in the Academia Class program? The responses to these questions indicate the extent of success or lack of success of co-Teaching. The main finding indicates that the trainer teachers and the student teachers agreed that there were many advantages to co-teaching and that it contributed to school pupils and the kindergarten children. Thus, it seems that the Academia Class program has an influence beyond mere training processes, on the learning processes in the classes and school pupils. With regard to the advantages of the co-teaching for the school teachers and kindergarten teachers.
The Reading Comprehension Strategies of Second Language Learners: A Spanish-English Study
Author: Acosta, Karen
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Strategies,Spanish,Native Language,Second Language Learning,College Students,English,Second Language Instruction,Introductory Courses,Advanced Courses,Language Proficiency,Transfer of Training,Student Attitudes,Protocol Analysis,Vocabulary Development,Decoding (Reading),Bilingualism,Translation

This study identified the reading comprehension strategies that English-speaking college students enrolled in beginner, intermediate, and advanced Spanish language classes at a major Midwestern university in the United States used to comprehend a text in their second language. The findings suggest that readers tended to use the same comprehension strategies when approaching a text in their second language, regardless of their proficiency level. However, there was a qualitative difference in how these strategies were used by readers of low, middle, and high proficiency in Spanish. Readers of all levels used their first language when reading in their second language.
Smoking by High School Students in Kosovo
Author: Shatri, Zamira Gashi
Date: 2019-00-00
Type: Journal Articles
Subjects: Smoking,High School Students,Foreign Countries,Adolescents,Comparative Analysis

Adolescence is a critical age of change and experiencing, so the influence of social factors in it is very important. The main focus of this research is precisely the elaboration of a negative phenomenon that is very expressed to Kosovar youth, such as smoking. The purpose of the paper is to present how much smoking is present, the factors that influence how much they are aware of the damage they cause, and to make a comparison between the students of two high schools about smoking. Quantitative research was conducted in two high schools in Kosovo including students aged 15-18, both sexes. The realization of the research is done directly with the students. We used the method of theoretical analysis, comparative method and statistical method, as well as questionnaire technique. The main factors affecting smoking are the society, the family, and the personal, also other problems. Based on our research, we can say that this phenomenon is not as worrying as a small number of people consume smoking dominating more males than females. The family (parents) according to them are the main responsibility for preventing this negative phenomenon, then health services, and fewer schools and society.
Assessing the Knowledge Level of Teachers of Children with Autism Spectrum Disorder about the Importance of Applied Behavior Analysis (ABA) Strategies in Zarka City
Author: Khaleel, Yasser F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Applied Behavior Analysis,Special Education,Special Education Teachers,Foreign Countries,Autism,Pervasive Developmental Disorders,Knowledge Level,Special Needs Students

The current study aimed at assessing the knowledge level of teachers of children with Autism Spectrum Disorder about the Importance of Applied Behavior Analysis (ABA) strategies in Zarka City. Furthermore, the study attempted to explore whether teachers' knowledge level differ according to their gender, years of experience, level of education, or specialized training. The sample of this study comprised of (60) teachers (25 male and 35 female). In order to achieve the goals of this study, the researcher constructed a questionnaire. The final version of it consisted of (27) items. The results showed that teachers of children with Autism Spectrum Disorder were given a high degree of importance on the whole scale. The mean was (2.95). The results also indicated no statistically significant differences in total degrees of importance of (ABA) strategies can be attributed to gender or level of education, while there were statistically significant differences in total degrees of importance of (ABA) strategies can be attributed to training. Finally, the results indicated statistically significant differences in total degrees of importance and no statistically significant differences in total degrees of use of (ABA) strategies can be attributed to years of experience.