ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing the Teacher to Meet the Challenges of a Changing World
Author: Okogbaa, Veronica
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Program Evaluation,Teacher Role,Social Change,Educational Practices,Program Development,Relevance (Education),Beginning Teacher Induction,Faculty Development

In this 21st Century there has been changes in almost all the aspects of human endeavour. This has created numerous challenges which need to be tackled by the current educational systems of all nations. If robust plans are not put in place to educate the upcoming generation to effectively function and develop their societies, continuity of the succeeding generations may be hampered. The shear complexities of these challenges make learning by simple rote memory and regurgitation of facts inadequate for effective living. Identified 21st Century literacies and survival skills, such as competencies in collaboration, communication, adaptations, ability to access, analyse and use information, among other, must be developed and reinforced in learners for effective participation in today's knowledge economy. This paper emphasizes that teachers cannot give what they do not have. Therefore a call is made to examine and review teacher preparatory programmes and other support arrangements in the educational system, to adequately prepare teachers for their emerging roles.
Why Are We Unable Bridging Theory-Practice Gap in Context of Plethora of Literature on Its Causes, Effects and Solutions?
Author: Kinyaduka, Bryson D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Educational Research,Teaching (Occupation),Educational Theories,Preservice Teacher Education,Foreign Countries,Models

This paper raises pertinent issues regarding an obvious gap that prevails between theory and practice in various professions. The paper makes it clear that there is theory-practice gap among professions; however, it focuses more on informing theory-practice gap in the teaching profession. The paper identifies and informs of causes, effects and practical solutions of theory-practice gap in education, in particular, in the teaching profession. Finally, the paper provides a tentative explanation for theory-practice gap persistence, and it raises important questions that may need researchers' attention.
The Use of Technology in Educational Teaching
Author: Murati, Rabije
Date: 2017-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Information Technology,Technology Integration,Educational Technology,Influence of Technology,Teaching Methods,Technological Advancement

Today, Information and communication technology has become a way of life in which children are drawn. Today's children are beginning to use digital tools at a very young age, so that the school should respond to the needs of students. Also today it is impossible for any profession performs without the help of information technology. The computer and the Internet gives us endless possibilities and resources in improving the quality of work. Even in education, computer skills and additional equipment are needed, because they create great opportunities for teachers and inspire curiosity, imagination and interest of students.Teachers should not oppose change, but they should use new technology for better quality teaching and make it more interesting. The use of technology will positively improve results faculty and students. Teachers must carefully plan the use and integration of technology in teaching. How to integrate technology into teaching mainly depends on how many computers has at its disposal.
The Future of Music Education in Kenya: Implementation of Curriculum and Instructional Teaching Strategies
Author: Mochere, Joyce M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Music Education,Foreign Countries,Curriculum,Experiential Learning,Teaching Methods,Educational Resources,Barriers,Program Implementation,Secondary Schools,Surveys,Music Teachers,Questionnaires,Observation,Focus Groups,Content Analysis,Statistical Analysis,Indigenous Knowledge,Culturally Relevant Education,Public Schools,Private Schools,Learning Activities

This paper is an evaluation of the parameters of the concept of music curriculum that examines principles underlying the teaching and learning of music. The paper also discusses the practical nature of music education and the need for experiential learning. Music educators worldwide advocate for methods that allow for discovery learning and hence nurture creativity. Findings of other studies in this paper reveal a state of apathy toward music in Kenya and majority of teachers are handicapped in handling music in general. These studies also reveal a weakness in methodologies of teaching music and under-utilization of available resources in music teaching. In all cases, it is conceptualized that music is dismally performed due to the perennial challenges in the curriculum implementation. The study is a focus on Nairobi County, Kenya where secondary schools both private and public teaching and learning music were involved. A descriptive survey was conducted on both groups. Purposive sampling was used to select 23 schools that offer music and 23 music teachers that teach music in Nairobi County. Music students were selected using simple random sampling. A total number of 180 out of 360 form three music students and 23 teachers participated in the study. Data was collected using questionnaires, classroom observation schedule and focus group discussions. Content analysis was also done to establish some of the strategies as advocated by theorists in music education. Data was then analyzed using descriptive statistics and computation of the empirical data done using statistical package for the social sciences (SPSS).
The Effects of Jigsaw Technique Based on Cooperative Learning on Prospective Science Teachers' Science Process Skill
Author: Karacop, Ataman
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Science Teachers,Science Process Skills,Class Activities,Teaching Methods,Group Activities,College Students,Control Groups,Statistical Analysis,Laboratories,Laboratory Procedures,Pretests Posttests,Quasiexperimental Design,Science Instruction,Experimental Groups,Grade 3,Elementary School Science,Student Teachers,Preservice Teachers,Research Design,Foreign Countries

The purpose of this study is to investigate the effects of laboratory approach based on jigsaw method with cooperative learning and confirmatory laboratory approach on university students' cognitive process development in Science teaching laboratory applications, and to determine the opinions of the students on applied laboratory methods. The participating student teachers were identified as the Jigsaw Group (n = 25), in which the laboratory approach based on Jigsaw method is applied, and as the Control Group (n = 23), in which confirmatory laboratory approach is applied. Scientific Process Skill Test and Student Opinion Scale were used as data collection instruments. As a result of statistical analysis made, it was found that the effect of laboratory approach based on Jigsaw method on the development of student teachers' scientific process skills is higher than those of confirmatory laboratory approach. It was also revealed that there is no statistically significant difference between the opinions of research groups on applied laboratory approaches.
The Effect of Employing Self-Explanation Strategy with Worked Examples on Acquiring Computer Programing Skills
Author: Alhassan, Riyadh
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Science Education,Learning Strategies,High School Freshmen,Skill Development,Programming,Experimental Groups,Control Groups,Comparative Analysis,Instructional Materials,Foreign Countries,Instructional Effectiveness,Pretests Posttests

The purpose of this study was to examine the effect of employing self-explanation learning strategy supported with Worked Examples on acquiring computer programing skills among freshmen high school students. The study adopted a quasi-experimental method, where an experimental group (n = 33) used the self-explanation strategy supported with worked examples in learning programing, and a control group (n = 31) learned to do programing using the learning method defined in the National Guidelines for teaching computer curriculum. The results of the study showed that students in the experimental group achieved significantly better in programing knowledge and skills compared to the control group. The study recommended to include the self-explanation strategy in computer programing courses in high school computer literacy textbooks.
Preparing Teachers for a Globalized Era: An Examination of Teaching Practices in Kenya
Author: Nganga, Lydiah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Global Education,Educational Practices,Teacher Education,Teaching Skills,Semi Structured Interviews,Instructional Materials,Teaching Methods,Student Centered Curriculum,Teacher Attitudes,Elementary School Teachers,Pedagogical Content Knowledge,Observation,Qualitative Research,Case Studies

In an increasingly globalized 21st century, an education that is student-centered is invaluable because it supports the development of collaborative, communication and problem-solving skills (Cooke-Canitz, 2013; Kambutu &amp; Nganga, 2009). Indeed, globalization thrives in a context of collaboration between people of different cultural persuasions (Kambutu &amp; Nganga 2008). Therefore, it is essential for all learning institutions to help learners develop the skills, knowledge and dispositions that promote collaboration. Notwithstanding the need for such an education, many educators rarely teach for globalization because they doubt their efficacy in teaching pertinent skills; skills in intercultural communications especially (Helfrich &amp; Bean, 2011). But given the importance of an education that prepares learners for globalization, educators should find solutions to the challenges that stop them from teaching for globalization. To that end, this study identified the hindrances experienced by educators in Kenya relative to teaching for a globalized 21st century. Data showed that because of limited teaching and learning resources, along with lack of adequate training, these educators rarely taught for globalization, and that they used exclusively teacher-centered teaching strategies. Although teacher-centered instructional approaches play a crucial role in the processes of teaching and learning, they are not ideal for teaching skills, knowledge and dispositions essential to globalization (Arends, 2015). Rather, the use of student-centered instructional approaches is preferred.
Teachers' Continuing Professional Development as Correlates of Sustainable Universal Basic Education in Bayelsa State, Nigeria
Author: Iyunade, Olufunmilayo T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Continuing Education,Faculty Development,Correlation,Elementary Secondary Education,Teacher Surveys,Sustainability,Questionnaires,Capacity Building,Program Implementation,Program Effectiveness,Financial Support,Barriers,Equal Education

The study examined the correlates of teachers' continuing professional development on universal basic education in Bayelsa State, Nigeria. Using descriptive survey, a sample of 500 teachers was randomly selected from twenty (20) Basic Junior Secondary Schools and Primary Schools used for the study. The instrument used for data collection was a questionnaire titled &quot;Correlate of Teachers Continuing Professional Development Questionnaire (CCPDO) (r = 0.67) four research questions were raised for study. Data collected were analysed using frequency distribution and percentages. Findings revealed that the level of teacher preparation for the universal basic education was relatively low. It was also established that teachers were not adequately prepared for the universal basic education scheme. It was concluded that Bayelsa State, has not been fully prepared for the sustenance of universal basic education. It was recommended that the state government should recruit more qualified teachers into the primary and junior secondary schools in the state. Teachers should also be given equal opportunity to attend regular seminars, workshops and service training to enable them to acquire more skills and competence in their job performance.
Critical Analysis of the Impact of Job on the Social Status of Women in Pakistan
Author: Panhwar, Uzma
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Status,Employment Level,Employed Women,Surveys,Unemployment,Empowerment,Rural Urban Differences,Marriage,Gender Differences,Hypothesis Testing,Attitude Measures

Although the larger portion of the world population is women but hardly 25% women are employed. Furthermore, they have been given second class status. Considering the need and importance of job for women, a survey regarding the impact of job on the social status of women has been conducted. A sample of 100 employed and 100 unemployed women was randomly selected from access population for the study. The findings of the study showed that there was significant effect of the job on the social status and empowerment of women. The employed women of the urban area had got more opportunities than the employed women of rural area. The marriages of women were also closely associated with their jobs. However, to unemployed women, the social status of men and women was equal but employed women, rejecting the statement, believed that social status of men was higher than women at their work place. Nevertheless, the social status of employed women was higher than unemployed men.
Private Education in the Absence of a Public Option: The Cases of the United Arab Emirates and Qatar
Author: Ridge, Natasha Y.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Education,Mixed Methods Research,Comparative Education,Comparative Analysis,Educational Policy,Policy Analysis,Private Sector,Socioeconomic Influences,Access to Education,Equal Education,Educational Quality,Educational Legislation,Fees,Educational Practices,Parent Surveys,Teacher Surveys,Interviews

In the face of rising demand for private schooling in the United Arab Emirates (UAE) and Qatar, a lack of affordable schooling options, monopolistic behavior of private education providers, and unpredictable government regulations have created a complex and unequal education sector. This research employs a mixed methods comparative approach to explore the ways in which private education providers navigate the regulatory schooling environments and assess the impact on education stakeholders in the UAE and Qatar. The study finds that there are considerable socioeconomic differences in terms of who has access to schooling and that a growing for-profit education sector may be deepening existing inequities in both countries, leaving poorer expatriate families only able to access low-quality education or in the worst cases, unable to access education at all. The promise of non-profit providers as a viable alternative to ensure access is explored.
Efficiency of Personal and Administrative Skills for Managerial Leadership on Administrative Creativity at Najran University
Author: Yossef, Sameh Abdalraof Mahmoud
Date: 2017-00-00
Type: Journal Articles
Subjects: Efficiency,Creativity,Leadership Qualities,Skill Analysis,Skill Development,College Administration,Administrator Effectiveness,Administrator Attitudes,Educational Innovation,Questionnaires,Individual Characteristics,Interpersonal Competence,Foreign Countries,Statistical Analysis

This research aims to identify the level of personal skills and leadership management at the Najran University in Saudi Arabia. And the efficiency of those skills in administrative creativity. Research sample amounted (39) administrative leaders at Najran University. Researchers designed two questionnaires for measuring personal and administrative skills. First one aimed to measure personal skills&amp; administrative skills consist of (30) statements divided into two Axis (personal skills 16 statements--administrative skills 14 statements). The second one to measure administrative creativity of leadership consists of 21 statements. The most important results showed a high level of personal and administrative skills and medium level of administrative creativity to Najran University administrative leaders as well as a positive correlation between both personal and administrative variables and the level of administrative creativity.
Attitudes and Correlates of Turkish College Students in Relation to Female Honour
Author: Kumcagiz, Hatice
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,College Students,Females,Student Attitudes,Human Dignity,Integrity,Moral Values,Undergraduate Students,Questionnaires,Attitude Measures,Behavior Rating Scales,Gender Differences,Social Class,Socioeconomic Status,Intellectual Disciplines,Ethics,Foreign Countries,Statistical Analysis

Honour is closely associated with such concepts as dignity, integrity, and morals, and also causes changes in people's attitudes and behaviours as well as in their cultural environment. The present study is intended to investigate attitudes and correlates of female honour in college students. A correlational study was conducted on 2924 undergraduates studying in various faculties at a state university in the Central Black Sea Region of Turkey. They completed a questionnaire, including the Attitude Scale for the Conception of Honour Related to Women (ASCHRW), and a Demographic Information Form. The Mann-Whitney U Test and Kruskal-Wallis H Test were used to test the research hypotheses. Study results revealed that college students' attitudes towards the conception of honour in relation to women varied according to gender, class, socioeconomic level, and faculty. In light of these results, it is possible to conclude that educational practices to raise undergraduates' awareness of gender discrimination and parents' awareness of &quot;honour&quot; can be effective and contributory.
Investigating Students' Self-Efficacy and Attitudes towards the Use of Mobile Learning
Author: Yorganci, Serpil
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Electronic Learning,Online Courses,Vocational Education,College Students,Gender Differences,Prior Learning,Majors (Students),Self Concept Measures,Likert Scales,Teacher Attitudes,Foreign Countries

Nowadays, mobile learning (m-learning) presents new and powerful opportunities for effective teaching and learning. Two significant factors that serve in understanding if students accept m-learning technology are self-efficacy and attitudes towards m-learning usage. For this purpose, the present study investigated vocational college students' self-efficacy and attitudes towards the use of m-learning. The study also examined how some core factors, including gender, prior mobile learning experience and academic major have played a role in students' self-efficacy and attitudes towards using m-learning. Researcher used two surveys that was completed by a sample of students at the Erzurum Vocational School, Ataturk University. The first scale, Computer Self-Efficacy Measure (CEM), was adapted Compeau and Higgins (1995) modified specifically in regards to mobile learning context. The second scale, m-learning attitudes scale, was adapted Al-Emran, Elsherif, and Shaalan (2015). The results revealed that students' level of self-efficacy, in general, had moderate and the majority of students had positive attitudes towards using m-learning. Statistically significant differences in students' self-efficacy towards m-learning based on prior mobile learning experience and academic major were found. Gender differences existed only in the students' attitudes, with the male students having more positive perspectives towards m-learning usage than the female students.
Conflict Management and Resolution Strategies between Teachers and School Leaders in Primary Schools of Wolaita Zone, Ethiopia
Author: Shanka, Engdawork Birhanu
Date: 2017-00-00
Type: Journal Articles
Subjects: Conflict Resolution,Elementary School Teachers,Teacher Administrator Relationship,Qualitative Research,Statistical Analysis,Department Heads,Questionnaires,Interviews,Teacher Attitudes,Administrator Attitudes,Demography,Conflict,Change Strategies,Leadership Role,Foreign Countries

The purpose of this study was to investigate various strategies used to manage and resolve conflict between teachers and school leaders in government primary schools of Wolaita zone. The study employed a descriptive survey design where both quantitative and qualitative approaches were used to correct and analyze data, concurrently. From six districts, ten schools were selected using both simple random and purposive sampling so as to include schools sponsored by Wolaita Development Association. Subjects for this study included 146 teachers and 50 department heads who were randomly selected to respond to the questionnaires. Participants for interview included 10 principals, 10 vice-principals, and 20 unit leaders and 30 parent and teachers association members. Data were analyzed using descriptive statistics (frequency, percentages, means and standard deviations), and inferential statistics (t-test) using SPSS software version 20. Findings indicated that major causes of conflict were either; institutional, work or leadership related. Major conflict management strategies included; building leadership skills, following rules and regulations. embracing change, wise allocation of resourses, involvement in decision making, providing opportunities for training, and understanding individual differences and roles, In case of disputes, techniques included; discussions, punishing, forcing, compromising, avoidance, and ignorance. This study concluded that school leaders need to understand the sources of conflicts and have a mechanism in place for staff to voice their concerns. Additionally, leaders need to continuously build leadership competences, be open to change, involve and provide staff with opportunities for growth. Besides, schools leaders should look for ways to acquire and expand funding sources.
Investigation of Preservice Science Teachers' Comprehension of the Star, Sun, Comet and Constellation Concepts
Author: Cevik, Ebru Ezberci
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Scientific Concepts,Scientific Literacy,Scientific Principles,Knowledge Level,Knowledge Base for Teaching,Astronomy,Space Sciences,Pretests Posttests,Definitions,Freehand Drawing,Foreign Countries,Statistical Analysis

The purpose of this study is to reveal preservice science teachers' perceptions related to the sun, star, comet and constellation concepts. The research was carried out by 56 preservice science teachers (4th grade) at Kastamonu University taking astronomy course in 2014-2015 academic year. For data collection open-ended questions that required defining, drawing and association of concepts was used. Data was collected in two stages before and after relevant concepts were taught. The collected data were analyzed using different rubrics. It is seen that preservice teachers' insufficient knowledge, alternative ideas and figures away from scientific knowledge about star, sun, constellation and comet concepts that determined in pre-test showed a showed a decrease in post-test. Besides, even though there is an increase in star concept-sun, constellation and comet concept associations in post-test in comparison with pre-test, it is understood that some ideas of preservice teachers remained the same. In the light of the results, it is thought that learners are being inexperienced in astronomy, it is required to benefit from teaching materials such as three dimensional models, conceptual change texts, telescope, etc. in teaching basic astronomy concepts.