ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Factors Underlying Students' Choice of Institution for Graduate Programmes: Empirical Evidence from Ghana
Author: Mbawuni, Joseph
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Choice,Business Administration Education,Public Colleges,Student Surveys,College Students,Factor Analysis,Models,Measures (Individuals),Student Characteristics,Participant Characteristics,Reliability,Graduate Study,Focus Groups,Interviews,Questionnaires

The growth in higher education industry has caused a tremendous increase in the number and type of colleges, polytechnics and universities offering similar academic programmes especially in business disciplines in Ghana. The resultant competition in the education industry makes it crucial for education managers to understand the latent factors that underlie students' college and programme selection. The purpose of this study was to explore the factors underlying students' choices in accessing higher education in Ghana. The study was a cross-sectional survey of 183 students offering different masters' programmes in a public university in Ghana. It utilized exploratory factor analysis to identify seven latent factors that play critical role in students' choice of master's programmes. These factors are cost, student support quality, attachment to institution, recommendation from lecturers and other staff, failure to gain alternative admissions, location benefits, among others. The results of this research are beneficial to both scholars and management of colleges in the development of competitive advantage and appropriate promotional strategies for college and academic programmes that appeal favourably to potential students than competitors in Ghana and other developing countries. The paper contributes to the literature in the area of access and management of higher education.
Media Cartoons: Effects on Issue Resolution in Environmental Education
Author: Toledo, Michael A.
Date: 2014-01-00
Type: Journal Articles
Subjects: Environmental Education,Cartoons,Educational Strategies,Foreign Countries,High School Freshmen,Conflict Resolution,Problem Solving,Measures (Individuals),Pretests Posttests,Skill Development,Instructional Materials,Scores,Statistical Analysis,Mass Media Effects,Observational Learning,Hypothesis Testing,Creativity,Learning Activities,Qualitative Research

The study focused on media cartoons as a teaching strategy in Environmental Education. Specifically, it sought to determine the effects of media cartoons on the issue resolution skills of first year high school students. The study was conducted in La Salle Green Hills that had eleven sections in the first year high school level for the School Year 2009-2010. Two comparable sections being taught by the researcher were chosen as the groups for the study. Both classes met for 80 minutes per meeting, three times a week. The students were given a pretest and a posttest on both Issue Resolution Skills Test (IRST). The IRST measured the ability to provide solutions to various environmental issues and problems. A teaching strategy that included film showing, group dynamics, laboratory activities, and motivational games was utilized for the conventional group. Media cartoons that improve skills in issue resolution and conceptual understanding of topics on Environmental Education were introduced to the students in the experimental group.The scores in the pretest and posttest of the participants were tabulated and used to determine the significant difference of the students' mean performance in the media cartoons and conventional groups. The t-test was utilized in the treatment and analysis of data gathered. Findings reveal that exposure to media cartoons results to a significantly better issue resolution skills on environmental education topics than the conventional approach. The researcher observed that students actively engaged themselves in media cartoon activities that enabled them to make responsible actions and provide solutions to local and global environmental problems. Students had an active participation in sharing insights and opinions in evaluating the message of media cartoons. Based on the findings of this study, the researcher concludes that exposure to media cartoons significantly improves the issue resolution skills of students. The strategy provided a learning opportunity in a non-threatening setting that promotes students' skills of observation, formulation of hypothesis, and creativity. In this regard, the researcher encourages the use of media cartoons as an alternative teaching strategy as it improved the issue resolution skills of students. Learning activities in combination with environmental education methods can greatly enhance students' engagement with environmental and science issues.
Unpacking the Information, Media, and Technology Skills Domain of the New Learning Paradigm
Author: Kivunja, Charles
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Skills,Media Literacy,Computer Literacy,Communication Skills,Technological Literacy,Skill Development,High School Students,College Students

Put simply, &quot;Teaching our students so that they become well-equipped with the 21st century skills is the new learning paradigm&quot; (Kivunja, 2014b, p. 85). These skills fall into four domains which the Partnership for 21st Century Skills (P21) identify as the Traditional Core Skills, the Learning and Innovation Skills, the Career and Life Skills, and the Digital Literacy Skills; also known as the Information, Media, and Technology Skills (P21, 2009). Arguing that the traditional core skills, such as reading, -riting, and -rithmetic are well known, and might need no elaboration, Kivunja (2014b) discussed the Learning and Innovations Skills domain, and Kivunja (2015a) unpacked the Career and Life Skills domain. This paper unpacks the Digital Literacy Skills domain to extend an understanding of this domain in three ways. First, what is it and what skills does it involve? Second, how can students be taught the skills of this domain so they will be job ready to use these skills on graduation? Third, what is the significance of this domain to each of the other domains; and therefore to the success of studying, working, living and being a productive citizen in the realities of the Digital Economy?
The Concept of Environment in Folktales from Different Cultures: Analysis of Content and Visuals
Author: Ahi, Berat
Date: 2014-01-00
Type: Journal Articles
Subjects: Childrens Literature,Folk Culture,Story Telling,Environmental Education,Picture Books,Natural Resources,World Problems,Content Analysis,Qualitative Research,Interaction,Negative Attitudes,Pollution,Illustrations,Concept Formation,Phenomenology

The aim of the study is to determine how the children's stories, which are such powerful, handled the nature and environment through the texts, and were portrayed the concept of nature in different cultures. This study examined the texts in 15 children's picture stories which subjected to the perception of nature and environment, published between 1989-2002 in nine different regions of the world. The research methodology for this study is content analysis that includes methods of qualitative data collection and analysis. In this research overt and covert messages are examined deeply to try to reveal the image of the nature with its causes. As result of the content analysis 15 folktales' subjects are identified as nature-human interaction, negative attitudes towards the environment, pollution, natural life and elements of nature. Six stories focused on the interaction of nature and human beings. In general these stories are embroidered the therapeutic effect on human nature. In two tales there are messages would cause negative attitudes towards nature. The examined books present nature in different ways. In two stories there are descriptions of nature, one of them involves a number of ecological niches existing in nature, in one another story there is environmental pollution, and another story describes a day in nature. When 15 different stories which are printed in five different books' pictures are technically examined, it's seen that pictures of three books are painted with oil paint, and pictures of the other two books are drawn with watercolor. In general, despite the images describe a sentence in the text, fails to explain the scree-plot. So this situation makes think when children examining books on their own, understanding all of the text gets harder.
The Ideal University Teacher According to the Views of Greek Students
Author: Douna, Poulcheria
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Teacher Characteristics,Teacher Effectiveness,Questionnaires,Gender Differences,Age Differences,Beliefs,Political Attitudes,Predictor Variables,Teaching Methods,Ethics,Teacher Evaluation,Personality,Teacher Student Relationship,Familiarity

During the last decades, there has occurred an increasing interest in the research literature regarding college teaching. Especially the image of the professor is often combined with various stereotypes, prejudiced attitudes and misunderstandings since it is connected with the correlated situation in universities. The current paper is dealing with the image of the ideal professor as expressed by students in universities. The research is conducted with the use of a questionnaire, where students are called to express their agreement or disagreement on certain statements. The data analysis is correlated with various independent variables, such as the students' gender, age and political belief. The statements cover all the aspects of a professor's action, from knowledge and teaching method to political action and relations with society. Hence, we attempt to create a distinct profile of what the students regard as the ideal professor.
Improving Quality Higher Education in Nigeria: The Roles of Stakeholders
Author: Asiyai, Romina Ifeoma
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Stakeholders,Higher Education,Educational Quality,Role Perception,Educational Cooperation,Educational Improvement,Universities,Administrator Role,Government Role,College Governing Councils,College Admission,Student Role,Teacher Role,Staff Role,Nongovernmental Organizations,Parent Role,Private Sector,Board of Education Role,Partnerships in Education

This paper discusses the roles of stakeholders in improving quality of university education in Nigeria. Internal and external stakeholders are identified and the various roles they could play in improving the quality of university education are discussed. The paper contends that continuous and holistic improvement in university education system requires the collaborative efforts of various stakeholders both internal and external. Collaboration will help to trigger improvement in university education system. Such collaboration could be achieved through universities establishing a close link or relationship with employers of labour and other external stakeholders such other educational institutions, non-governmental organizations, private sectors. Universities can also collaborate with firms/industries by utilization of their technologies and expertise to influence improvement through staff training. Thus, quality can only be attained in university education through cost sharing among stakeholders such as government, universities and public/private sector. University administrators and university board management committee could ensure continuous improvement in university education system by ensuring constant training and retraining of teachers and other staff via professional development programmes of high quality. In this way, excellence and high standards are attainable in university education systems in the country.
Assessing the Performance in EFL Teaching Practicum: Student Teachers' Views
Author: Merç, Ali
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),English Instruction,Preservice Teachers,Practicums,Student Teacher Attitudes,Questionnaires,Preservice Teacher Education,Satisfaction,Grades (Scholastic),Student Evaluation,Statistical Analysis,Measures (Individuals),Semi Structured Interviews,Qualitative Research

This study aims to find out whether or not pre-service EFL teachers are satisfied with the way their performance in teaching practice is measured. A questionnaire was developed to elicit student teachers' views related to the components of the measurement policies employed in the two practicum courses at Anadolu University English Language Teacher Training program. 117 student teachers answered the questionnaire. 12 of them were interviewed to support the quantitative findings. The results of the analyses showed that majority of the students were satisfied with their grades in teaching practicum. Furthermore, student teachers found certain criterion measures as effective means for assessing their performance such as planning-preparation, general organization, and assessment by university supervisors while assessment by cooperating teachers, writing observation and reflection reports, and assessment by peer teachers were found to be the least effective ones. The findings are discussed considering the current measurement policies and certain other practices about teaching practicum component of teacher education programs. Some suggestions for university supervisors, cooperating teachers, student teachers, and all other parties related to teaching practicum are also provided.
Computer-Mediated Assessment of Higher-Order Thinking Development
Author: Tilchin, Oleg
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Problem Based Learning,Abstract Reasoning,Thinking Skills,Critical Thinking,Problem Solving,Skill Development,Student Evaluation,Adaptive Testing,Formative Evaluation,Creative Thinking

Solving complicated problems in a contemporary knowledge-based society requires higher-order thinking (HOT). The most productive way to encourage development of HOT in students is through use of the Problem-based Learning (PBL) model. This model organizes learning by solving corresponding problems relative to study courses. Students are directed to develop HOT skills needed for problem-solving that are essential for their future professional activities. However, in order to promote effective HOT skills development of students in PBL learning environment, enhancement of the model is required. The model enhancement can be attained through specific computer-mediated assessment of learning of students. In this paper we introduce an innovative approach to complex, adaptive, and computer-mediated assessment of HOT skills development of individual students. The complexity of assessment is expressed by forming the combined assessments of HOT skills of different types. Adaptation of assessment to the process of HOT skills development is expressed by changes in an instructor's fixed assessments by crossing from one phase of PBL to another. Assessment adaptation is provided for individual students as for a study group. Computer-mediation of assessment is provided by a Computer Assessment Tool which promotes students' HOT skills development and facilitates the assessment process for an instructor. The proposed coefficient of success of HOT skills development serves as an effective tool of analysis of this process.
Curriculum Politics in Higher Education: What Educators Need to Do to Survive
Author: Joseph, Stephen
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Politics of Education,Theory Practice Relationship,Political Influences,Professional Autonomy,College Faculty,Public Policy,Coping,College Curriculum,Academic Freedom,Foreign Countries,Educational Practices,Educational Policy,Change Strategies

Higher education institutions are increasingly experiencing pressure regarding their expected role in addressing immediate and long-term sustainable development challenges. Decisions about what should be taught are heavily influenced by socio-political needs and aspirations. The push towards entrepreneurship education is, perhaps, one example where some governments expect higher education institutions to encourage entrepreneurial development and awareness among students of the institutions. Indeed, political action has become a well-known force in education systems throughout the world. Utilizing a conceptual approach, this paper examines the theory and practice of curriculum politics in the Trinidad and Tobago higher education sector. It also explores various ways in which educators can survive the perceived threat of political interference in curriculum decision making. Notwithstanding the role of politics in curriculum decision making, the paper supports the view that unrestrained political intervention from non-education sources may threaten the quality of higher education programmes. As such, educators must come to terms with the reality of curriculum politics and find ways to function optimally in any given political context.
Predicting College Math Success: Do High School Performance and Gender Matter? Evidence from Sultan Qaboos University in Oman
Author: Islam, M. Mazharul
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Calculus,College Mathematics,Mathematics Achievement,Secondary School Mathematics,High School Students,Predictive Validity,Gender Differences,Student Records,Statistical Analysis,Statistical Inference,Regression (Statistics),Grades (Scholastic),Predictor Variables,College Freshmen,Majors (Students)

The objective of this study was to evaluate the performance of students of college of Science of Sultan Qaboos University (SQU) in Calculus I course, and examine the predictive validity of student's high school performance and gender for Calculus I success. The data for the study was extracted from students' database maintained by the Deanship of Admission and Registration office of SQU. The study considered a sample of 615 students who took Calculus I course during 2014 spring semester. Both descriptive and inferential statistical techniques were used for data analysis. Predictive validity of selected factors were analyzed using Hierarchical regression analysis. The analysis revealed that female students entered in SQU with a higher average high school scores than male students, and many boys with lesser high school scores than girls were succeeded in getting admission at SQU. The results indicate that female students outperformed male students in both high school and college Calculus course. About 30% of the students obtained grades lower than C in Calculus I, of which 20% failed in the course. The proportion of students with F grade was found to be significantly higher among male students compared to female students (28% vs. 7%). The analysis revealed that gender, high school math score and overall high school score are significant predictors of subsequent performance in Calculus course at college level. Thus differences among gender and high school performance should be taken into consideration during the admission process to allow for more equal opportunities to all applicants and have fairer admission decisions.
The Sustainable Personality: Values and Behaviors in Individual Sustainability
Author: Pappas, Jesse B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Individual Development,Sustainability,Personality Traits,Attitude Change,Behavior Change,Values,Undergraduate Students,Cognitive Processes,Psychological Patterns,Self Concept,Comparative Analysis,Student Surveys,Science Education,Psychology,Student Motivation

Meaningful societal change begins with individual change. One cannot do for a community what one cannot do for one's self. The topic of Individual Sustainability is a controversial one, as students often appear to be unable to align their demonstrated behaviors with their admirable values related to sustainability. Individual behavior creates the foundation for action in social, economic, and environmental sustainability, and potentially guides our ability to work with one another to make life-affirming decisions. In short, it is a matter of aligning our day-to-day behaviors with our well-stated values that will result in greater sustainable community action. The general objective of this research is to determine how an interactive website providing multisource feedback on personality motivates students to change their behaviors or values, or to align their behaviors and values. We believe that creating a &quot;cognitive dissonance&quot; between individuals' values and behaviors tends to encourage them to balance more effectively the self-knowledge that motivates intentional personal development towards more sustainable behavior. Most students indicated changes in their awareness, behaviors, and values following the study, but fewer indicated a greater alignment between their values and behaviors.
Teaching Students to Learn and to Work Well with 21st Century Skills: Unpacking the Career and Life Skills Domain of the New Learning Paradigm
Author: Kivunja, Charles
Date: 2015-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Problem Solving,Technological Literacy,Job Skills,Creativity,Career Readiness,Leadership,College Students,Self Motivation,Adjustment (to Environment),Accountability,Productivity,Efficiency,Interpersonal Competence,Cross Cultural Training,Cultural Awareness

In &quot;Do You Want Your Students to Be Job-Ready With 21st Century Skills?&quot; Kivunja (2014a) draws on the work by the Partnership For Teaching 21st Century Skills (P21) reported by Trilling and Fadel (2009), to articulate that the skills that young people need to succeed as individuals, citizens and workers in the 21st century fall into four domains. As reported by Trilling and Fadel (2009) those four domains are the Traditional Core subjects and Skills domain, the Learning and Innovations Skills domain, the Career and Life Skills domain, as well as the Digital Literacies Skills domain. The pedagogical move from teaching the traditional core skills of literacy and numeracy to include these additional themes and skills of the 21st century is characterized by Kivunja (2014a) as the pedagogical shift that is needed to ensure that on graduation, students will be job-ready with the skills most in demand in the 21st century workplace. Arguing that the components of the Traditional Core Skills domain such as the orthodoxy 3Rs of reading, -riting and rithmentic are well known, Kivunja (2014b) in &quot;Innovative Pedagogies in Higher Education to Become Effective Teachers of 21st Century Skills,&quot; draws on the excellent work of the Partnership for 21st Century Skills (P21, 2008) and on the &quot;Framework for 21st Century Learning&quot; (P21, 2011) to unpack the skills of the Learning and Innovations Skills domain (LIS). In that discussion, Kivunja (2014b) argues strongly that it is essential that students be explicitly taught the skills of critical thinking and problem solving, effective communication, collaboration, as well as creativity and innovation, so as to make sure that they are well equipped with the Learning and Innovation Skills (LIS). This article, builds on the work of Kivunja cited above, (Kivunja, 2014a and 2014b), to extend an understanding of the new learning paradigm by discussing its Career and Life Skills (CLS) domain. The article explains what the skills in this domain involve and discusses how the relevant skills can be taught to help prepare students for success in whatever workplaces, trades, occupations or professions they will join on their graduation into the 21st century Digital Economy.