ethanporcaro/eric-fulltext-meta huggingface dataset:
Compensation Mechanisms When Interacting with Learning Aids
Author: Clarebout, Geraldine
Date: 2011-04-00
Type: Journal Articles
Subjects: Interaction,Student Characteristics,College Students,Randomized Controlled Trials,Prior Learning,Self Management,Correlation,Knowledge Level,Pretests Posttests,Foreign Countries,Educational Technology,Technology Uses in Education,Computer Graphics,Questionnaires,Statistical Analysis

Learning environments commonly offer aids to address learners' lack of knowledge or skills. However, learners are not or sub-optimally using these aids when these are non-embedded or segregated (Aleven, Stahl, Schworm, Fischer, &amp; Wallace, 2003; Clarebout &amp; Elen, 2006). This lack of optimal usage has been related to variables as self-regulation and prior knowledge (e.g., Hill &amp; Hannafin, 2001; Land, 2000). Given this relationship between learning aid usage and prior knowledge and self-regulation, we focused in this study upon the interaction between these two learner variables and the embeddedness of learning aids (embedded-segregated). Fifty-seven university students randomly assigned to two conditions participated. Results indicate that segregating learning aids is beneficial for learners with high prior knowledge and low self-regulation skills, as well as for learners with low prior knowledge and high self-regulation skills. This result reveals the compensatory relationship between domain-specific prior knowledge and domain-general regulation skills.
Teachers&apos; Perceptions of Professionalism and Professional Development: A Case Study in Greece
Author: Ifanti, Amalia A.
Date: 2011-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,Professionalism,Faculty Development,Case Studies,Foreign Countries,Elementary School Teachers,Inservice Teacher Education,Lifelong Learning,Questionnaires,Surveys,Statistical Analysis

The purpose of this paper is to explore the notions of teachers' professionalism and professional development by investigating the views of in-service primary teachers in Greece. An empirical study was carried out at the In-Service Teachers' Training School of the Department of Primary Education of the University of Patras, Greece. Our research data were collected by using anonymously filled in questionnaires. The results revealed that the teachers of our sample were acquainted with the issues of professionalism and sought to enhance their professional development. They also stressed the importance to be offered more opportunities for lifelong learning education. This study expands our understanding of the factors which affect teachers' professionalism and professional development.
Deterioration in Teachers&apos; Performance: Causes and Some Remedies
Author: Yariv, Eliezer
Date: 2011-04-00
Type: Journal Articles
Subjects: Teacher Evaluation,Job Performance,Elementary School Teachers,Foreign Countries,Teacher Effectiveness,Semi Structured Interviews,Principals,Administrator Attitudes,Experienced Teachers,Career Change,Midlife Transitions,Teacher Motivation,Teacher Burnout,Stress Variables,Mixed Methods Research,Critical Incidents Method,Teacher Administrator Relationship,Teacher Supervision,Teacher Competencies,Mental Disorders,Teaching Conditions,Coping

Why do teachers become poor performers? In semi-structured interviews, forty elementary school principals in Israel described the personal story of one poor-performing staff member. Half of the problematic teachers were veteran teachers who faced a marked internal and external shift in mid-career. The seeds of their problems were probably planted early in their lives. Others faced a current personal crisis which impaired their performance. Poor performance was found not to correlate with any principal or teacher background variable. Neither was it connected directly with specific professional stages of a teacher's career. The discussion provides a theoretical framework and some remedies.
Research on the Undergraduate Financial Engineering Education in China
Author: Ma, Haiyong
Date: 2011-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Finance Occupations,Teaching Methods,Foreign Countries,Case Method (Teaching Technique),Curriculum,Educational Change,Educational Improvement

The rapid development of modern economy has put forward higher requirements for financial engineering education. This paper analyzes the status and problems in undergraduate financial engineering education in china, such as indistinct training objective, rigid curriculum structure, and superficial teaching methods, etc. and puts forward suggestions to improve undergraduate financial engineering education in China.
Common Cheating Behaviour among Nigerian University Students: A Case Study of University of Ado-Ekiti, Nigeria
Author: Adebayo, S. O.
Date: 2011-04-00
Type: Journal Articles
Subjects: Ethics,Cheating,Foreign Countries,Student Behavior,Student Attitudes,Undergraduate Students,Questionnaires,Statistical Analysis,Peer Influence,Friendship,Altruism

The present study investigates the frequency of occurrences of some twenty one cheating behaviours among Nigerian University students and the reasons offered by them for engaging in these untowards behaviours. Participants are one hundred and fifty undergraduates in 200 and 300 levels of the Social and Management Science Faculty of a Nigerian University. Cheating Behaviour Questionnaire (Newstead et al, 1996) an instrument which contained 21 cheating behaviours and 21 reasons for engaging or not engaging in each of the behaviours was administered. Data analysis include frequency counts, ranks and chi-square, data revealed that the four cheating behaviours, which fell within collaborative cheating, were claimed to be the most frequent. They are: (1) premeditated collusion between two or more students to communicate answers to each other during examinations (2) doing another students' coursework for them (3) allowing own coursework to be copied by another student and (4) agreement to mark each others work more generously than is merited. Analysis of data on reasons for engaging in these behaviours also revealed that the most frequently offered reason was &quot;to help a friend&quot;, this suggests an altruistic reason. The present findings were compared with Newstead's et al (1996) findings with a British sample. Implication of findings of the present study vis-a-vis controlling the incidence of academic cheating borders on the need to re-orient the ethical value of students from ethic of care to ethic of justice.
Incidental Focus on Form Techniques in Iranian EFL Classrooms: A Comparison between Expert and Novice Teachers
Author: Farrokhi, Farahman
Date: 2011-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Audio Equipment,Language Proficiency,Statistical Analysis,Language Teachers,Correlation,Teaching Experience,Comparative Analysis,Grammar,Teaching Methods,Beginning Teachers,Foreign Countries,Feedback (Response),Error Correction,Questionnaires,Teacher Attitudes

This study was an attempt to test whether there is an association between teachers' level of experience and frequency and type of FFEs they use in EFL classes. Also, it investigated the distribution of FFEs across two different proficiency levels, which were elementary and pre-intermediate. Six teachers (three experienced and three less experienced) participated in this study. Thirty-six classes were audio-recorded, with six sessions for each teacher. Then data was first transcribed, codified, and was then analyzed statistically. The results of statistical analysis revealed that less-experienced teachers used FFEs more frequently than experienced teachers. Also with regard to level of proficiency, both groups of teachers were found to use more FFEs at pre-intermediate level. It was also found out that more experienced teachers were different in terms of type of FFEs compared with their novice counterparts. These findings may have implications for teacher training programs.
Factors Related to under Achievement in Science, Technology and Mathematics Education (STME) in Secondary Schools in Rivers State, Nigeria
Author: Obomanu, B. J.
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,Underachievement,Science Education,Technology Education,Mathematics Education,Secondary School Students,Secondary School Teachers,Parents,Public Officials,Questionnaires,Attitude Measures,Hypothesis Testing,Teacher Qualifications,Negative Attitudes,Parent Role,Financial Support

We report a research into factors related to underachievement in science, technology and mathematics (STM) education in schools in Rivers State, Nigeria. The study investigated 240 Nigerian secondary school students, 100 parents, 140 STM teachers and 20 government officials from Port Harcourt Metropolis. Five (5) research questions and one hypothesis guided the study. Separate questionnaires were used to collate data from the respondents. Frequencies, percentages, bar chart, mean, standard deviation, variance and analysis of variance were used to answer the research questions and to analysis the result from the hypothesis. The result revealed that most teachers teaching STM related subject are not qualified. They are either higher national diploma (HND) holders or engineers. The result also revealed that students have a negative attitude towards STM related subject, parents are too-busy to look into students school work at home and above all there is inadequate funding and a significant difference in the influence of the stakeholders on students' performance in STM related subjects. Recommendations were made based on these findings.
Iranian PhD Students&apos; Beliefs about Language Learning and Teaching: A Qualitative Study
Author: Pishghadam, Reza
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Programs,Graduate Students,Student Attitudes,Second Language Learning,Second Language Instruction,Qualitative Research,Figurative Language,Beliefs,English (Second Language),Questionnaires,College Faculty

Employing metaphor analysis, the present study explores the nature of unconscious beliefs of PhD students. This research aims at analyzing the metaphors produced by Iranian PhD students about learning and teaching in both current and ideal situations. Using the Iranian context of education, this study intended to: first, collecting the metaphors the students created by using the prompts &quot;A university student is/should be like a...&quot; and &quot;A university professor is/should be like a... &quot;. Second, identifying and analyzing the metaphors. The results revealed that PhD university students concur with forming the foundation of learning and teaching based on &quot;situative&quot; learning concepts. Finally, the results were discussed in the context of language learning and teaching.
The Nigerian System of Education and the Need for Pragmatic Approach
Author: Oyebamiji, M. A.
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Philosophy,Educational Practices,Educational History,Politics of Education,Foreign Policy,Educational Needs,Social Influences,Teaching Methods,Lifelong Learning,Democratic Values,Student Interests

This paper attempted to reveal some inadequacies inherent in the Nigerian system of education and, how the pragmatic approach to education can help solve the problems of disfunctionality of the system. It does this by explaining the aims and features of the pragmatic philosophy of education. Furthermore, the paper gave answers to two basic questions: (i) what really went wrong in the Nigerian education system? And, (ii) How did it start? The paper used education according to the needs of the society, learning by doing, life-long education, Teaching to be related to learners' interests and experience and, the promotion of democracy in schools as canon for explaining the implications of pragmatism to the Nigerian system of education. Finally it is the opinion of the writers that the inculcation of the pragmatic approach to education will help makes the Nigerian system of education functional.
EFL/ESL and Environmental Education: Towards an Eco-Applied Linguistic Awareness in Cameroon
Author: Nkwetisama, Carlous Muluh
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Teacher Attitudes,Language Teachers,Environmental Education,Interdisciplinary Approach,Sustainability,Critical Thinking,Consciousness Raising,Instructional Materials,Teaching Methods

This article seeks to examine the perception of the EFL/ESL teachers on environmental education and the integration of environmental education in language teaching. The hope of the article is that it will enable Cameroon EFL/ESL teachers to discover or rediscover the aims and extended reach of their profession. That is, that EFL/ESL teaching should not only be limited to the improvement of learners' language proficiency but also to enable them develop critical thinking strategies that can be useful in environmental sustainability; that the English language teaching profession can be used in promoting environmentally friendly behaviours among citizens, thereby activating an eco-applied linguistic awareness among Cameroonian EFL/ESL teachers.
Multicultural Efforts and Affirmative Action in Brazil: Policies Influencing Education in the Americas
Author: Murakami-Ramalho, Elizabeth
Date: 2011-04-00
Type: Journal Articles
Subjects: Affirmative Action,Cultural Pluralism,Social Justice,Educational Policy,Foreign Countries,Multicultural Education,Academic Achievement,Equal Education,Access to Education,Social Isolation

This study explores the intercultural movements toward social justice in education in the Americas, most particularly, North America, and how U.S. multicultural movements and policies influence countries like Brazil. First we analyzed the movement toward multicultural practices to understand how those are developed both in the U.S., and in Brazil. We examined multicultural education as a means to generate equal academic access for students from diverse gender, race, culture, and social class. Following, we expanded our understanding of multicultural practices by examining the Affirmative Action as a social justice movement. We asked whether policies can be interculturally adopted, and adapted, to create social justice in educational systems across different countries in the Americas.
Taiwanese Preschool Teacher Education Students&apos; Attributions for Studying, Occupational Knowledge, and Initial Teaching Commitment
Author: Wu, Ya-Ling
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Preservice Teachers,Preservice Teacher Education,Career Choice,Knowledge Level,Persistence,Mixed Methods Research,Questionnaires,Surveys,Interviews,Student Attitudes,Individual Characteristics,Job Skills,Employment Qualifications,Attribution Theory

This study examines Taiwanese preschool teacher education (PTE) students' attributions for studying in PTE, occupational knowledge, and initial teaching commitment, as well as the effects of the former two variables on the latter one. The study used mixed-methods which included questionnaire surveys and in-depth interviews. The Taiwanese PTE students (N = 1463) responded to questionnaires, and eight of them were selected as the interviewees. The findings indicate that PTE students tended to predominantly attribute their PTE studying to personal factors in the internal attributional style, had substantial but incomplete occupational knowledge, and demonstrated moderately strong initial teaching commitment. The PTE students' attributions for studying in PTE and occupational knowledge had significant influence on their initial teaching commitment, and PTE studying attributions to personal factors was the most powerful predictor. The PTE students with more studying attributions to personal factors and more professional knowledge about occupational competency and occupational qualifications tended to display stronger initial teaching commitment.
The Development and Confirmatory Factor Analysis of a Scale for the Measurement of Gifted Students Attitude towards Mathematics
Author: Adediwura, Alaba Adeyemi
Date: 2011-04-00
Type: Journal Articles
Subjects: Academically Gifted,Student Attitudes,Factor Analysis,Test Construction,Attitude Measures,Psychometrics,Self Esteem,Value Judgment,Student Interests,Persistence,Negative Attitudes,Secondary School Students,Construct Validity,Comparative Analysis,Underachievement,Foreign Countries,Intelligence Tests,Achievement Tests,Statistical Analysis,Mathematics

The present study was aimed at developing an attitude scale and then use it to reveal the attitude of mathematical gifted students' attitude towards mathematics. In the first phase of the study, an attitude-scale (AS) towards mathematics were designed using the psychometric approach. The AS was composed of seventeen items aimed to measure four factors of attitude: confidence, perceived value of mathematics, interest and commitment, and negative feelings towards mathematics. The AS was piloted with 50 students of a junior secondary III (JS3). Alpha of the AS was found to be 0.93, and the construct validity with the four-factor structure was confirmed with AGFI = 0.99. In the second phase of the study, the AS were administered on three groups of JS3 students: the mathematically gifted group (MG), the average group (AV) and the underachievers' group (U), as identified in the study. Group sizes for the three groups were 68, 195 and 37 respectively. It was found that MG performed significantly better than both U and AV in all the three factors of mathematical abilities. MG also showed significantly better attitudes than AV in &quot;confidence&quot;, &quot;value&quot;, &quot;interest&quot; and &quot;negative feelings&quot;, and significantly better attitudes than U in &quot;interest&quot;.
Towards a Practical Framework of the Remediation of Cognitive Skills at Primary Level
Author: Kyrö-Ämmälä, Outi
Date: 2011-04-00
Type: Journal Articles
Subjects: Cognitive Ability,Thinking Skills,Action Research,Grade 1,Elementary School Students,Control Groups,Experimental Groups,Remedial Instruction,Cognitive Development,Skill Development,Play,Sensory Experience,Student Needs,Teaching Methods,Foreign Countries

In this article, the remediation of pupils' cognitive skills is studied and a practical framework for educational and remedial work at primary level is introduced. This article is based on a doctorate research that studied by means of action research the development and enhancement of the most low-grade school entrants' reasoning and cognitive skills. Those first grade students (N = 43) who performed the worst in the cognitive skill measures comprised the test and control groups. The pupils in the test group were trained with the methods described in this article for 27 teaching moments during two school years. The results showed that the poor cognitive skills can be rehabilitated. Based on the results, a practical framework is constructed for educational and remedial work at the primary education. In this framework, the nature of cognitive skills and various different factors affecting educational situation are presented. With the help of these factors, the development of cognitive skills can be supported. The development of pupils' cognitive skills is individualistic, which should be noticed also in teaching. The principles and references are presented, which can help the teachers with their own actions to repair the defective cognitive processes and, at the same time, support the pupils' learning and working skills.
Teacher-Students&apos; Interactions in Task-Based vs Form-Focused Instruction
Author: Rahimpour, Massoud
Date: 2011-04-00
Type: Journal Articles
Subjects: Second Language Instruction,Interaction,Teacher Student Relationship,Teaching Methods,Assignments,English (Second Language),Second Language Learning,Hypothesis Testing,Observation,Audio Equipment,Statistical Analysis

Teacher-students' and students-students' interactions are of significant importance in foreign language teaching and learning. It is argued that interactions between teachers and students facilitate language development and lead to better language learning. The present study is an attempt to investigate the effect of two teaching approaches: 1. Task-Based Instruction (TBI) and 2. Form-Focused Instruction (FFI) on the quantity and quality of teacher-students' interactions reflected in the number of occurrences of turn taking, question type, feedback and errors correction. Two groups of intermediate-level learners were selected as the participants of this study. One group was instructed by Form-Focused Instruction (FFI) approach and the other class was instructed by Task-Based Instruction (TBI) approach. Results of the statistical analysis of the collected data revealed that FFI approach led to the occurrence of more teacher-students' interactions than TBI approach. The pedagogical implications are discussed.
Textbook Selection and Evaluation in EFL Context
Author: Rahimpour, Massoud
Date: 2011-10-00
Type: Journal Articles
Subjects: Textbook Selection,Textbook Evaluation,English (Second Language),Second Language Instruction,High Schools,Secondary School Teachers,Questionnaires,Vocabulary,Reading,Grammar,Language Usage,Pronunciation,Foreign Countries

Decisions related to textbook selection and evaluation are of great importance. The purpose of this study is to evaluate the three English language textbooks currently used at high schools in Iran from the high school English teachers' point of view. For this purpose, a 46-item questionnaire was developed about the five sections of the textbooks (vocabulary, reading, grammar, language functions, and pronunciation practice), their physical make-up, and practical concerns. Fifty high school teachers with more than five years of teaching experience were asked to reflect on the questions by checking one of the four options included. The results indicated that the textbooks are not acceptable from the teachers' point of view considering their five sections, their physical make-up, and some practical concerns.
Teachers&apos; Professional Development and Quality Assurance in Nigerian Secondary Schools
Author: Ayeni, Adeolu Joshua
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Teacher Qualifications,Teaching Experience,Surveys,Principals,Secondary School Teachers,Rating Scales,Statistical Analysis,Teacher Competencies,Teacher Education,Teaching Skills,Interviews,Administrator Attitudes,Teacher Attitudes,Faculty Development

This study examined the relationship between teachers' instructional tasks and their qualifications and teaching experience. The descriptive survey design was used in the study. Respondents included 60 principals and 540 teachers randomly selected from 60 secondary schools. Selection of the secondary schools was based on stratified random sampling method. Data were collected using Teachers' Instructional Task Performance Rating Scale (TITPRS), Interview Guide for Principals (IGP) and Teachers' Focus Group Discussion Guide (TFGDG). Data collcted were analysed using Pearson product moment correlation statistics. There were significant relationships between teachers' qualifications and instructional task performance (r = 0.681 at p &lt; 0.05), and between teachers' teaching experience and instructional task performance (r = 0.742 at p &lt;0.05). The study concluded that teachers' instructional task performance can be enhanced with a good qualification and experience in teaching, while the challenges that teachers face in the tasks of instructional inputs and curriculum delivery require effective capacity development during service, so as to improve the quality of teaching in secondary schools and the overall quality of the education system.