ethanporcaro/eric-fulltext-meta huggingface dataset:
Correlates of Effective Instructional Supervision in Bayelsa State Secondary Schools
Author: Omemu, Felix
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Instructional Effectiveness,Secondary Schools,Educational Policy,Public Policy,Teacher Supervision,Rating Scales,Hypothesis Testing,Data Analysis,Demography,Teacher Characteristics,Incentives,Motivation,School Location,Influences,Secondary School Teachers,Teacher Effectiveness,Scores,Compensation (Remuneration)

The purpose of this study is to examine the correlates of effective instructional supervision in secondary schools in Bayelsa State. A critical examination of all the policies and personnel put in place by the government to achieve the aim of supervision of instruction in secondary school in Bayelsa State were elucidated. The study involved empirical design with the stratified population of fifteen (15) secondary schools, comprising three hundred (300) teachers and sixty (60) supervisors (Principals) randomly selected from three geo-political zones (Sub divided into: Riverine, Upland and Midland). The research instrument used for the study was rating scale consisting of five (3) research questions. The analysis involved the use of mean and standard deviation, why the hypotheses were analyzed using Z-test at 0.05 level of significance. The results of the analysis indicated that: demography, status/personality and perceptions are not a major factor that influences supervision of instruction in schools, but quality and number of teachers, incentives and motivation, quality and number of supervisors, and school location are the correlates factors that influence supervision of instruction in schools. Conclusively, the researcher recommends that supervision is very important for effective instruction in secondary schools and that government should provide all it takes to motivate teachers as to enhance regulation of supervision of instruction.
The Degree of Symmetrical among the Teaching Staff at Tafila Technical University
Author: Kraimeen, Hani
Date: 2017-00-00
Type: Journal Articles
Subjects: Technical Education,College Students,Questionnaires,Educational Administration,Tenure,Departments,Predictor Variables,Sense of Community,Teacher Attitudes,Correlation,Identification (Psychology),Group Membership,Cohort Analysis,Foreign Countries,Multivariate Analysis,Statistical Analysis

The study was conducted to identify the degree of symmetrical among the teaching staff members at Tafila Technical University. The study community was comprised of all the 239 members of the teaching staff at Tafila Technical University. The study sample was selected by using the stratified random method according to the faculty variable which included 132 members of the teaching staff. In order to achieve the study objectives; a questionnaire was prepared. Whereas, the study results showed that the degree of identification among the members of the teaching staff was moderate. In addition, the members of the teaching staff at the rank of associate professor and above in the humanitarian faculties have obtained the highest averages on identification dimensions of the tool (loyalty, identification, membership).
Teaching Practices, School Support and Bullying
Author: Rodríguez, Ana Carolina Reyes
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Practices,Bullying,Intervention,Teacher Role,Females,Elementary School Students,Foreign Countries,Structural Equation Models,Teacher Behavior,Aggression,Correlation,School Role,Student Attitudes,Surveys,Regression (Statistics),Statistical Analysis

Research in recent years indicates that schools, and in particular teaching practices, play an essential role in preventing bullying. This study's aim is to investigate the direct and indirect relationships between permissive and direct intervention teacher practices, school support and bullying. In a non-probabilistic way, 386 (58.1%) boys and 278 (41.9%) girls from 30 primary schools were selected in a city in the northwest of Mexico. The average age of students was 10.4 years (SD = 1.3 years). From the results of the calculation of a model of structural equations, it is inferred that permissive teaching practices are directly related positively to bullying, whereas direct intervention does it in a negatively. It is seen that both types of practices are indirectly related to bullying through its effects on school support. These findings confirm the role of the teacher in the prevention of bullying.
Writing Skills of Hearing-Impaired Students Who Benefit from Support Services at Public Schools in Turkey
Author: Karasu, H. Pelin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Skills,Hearing Impairments,Academic Support Services,Public Schools,Preschool Children,Elementary School Students,Middle School Students,Age,Assistive Technology,Outcomes of Education,Scores,Inclusion,Statistical Analysis

Support services provide an essential role for hearing-impaired students attending public schools, in terms of improving their language and academic skills. In this study, the writing skills of hearing-impaired students enrolled in public schools were evaluated, and the relationship between the writing scores, audiological variables and educational variables were examined. Seventeen students, who were enrolled in in the primary and middle school classes of public schools and benefited from the support services, participated in this study. The results of the study indicated that the mean writing score of the students was 68.35 out of 100. It was determined that there is a relationship between the age of first hearing aid and the duration of preschool education. According to the results of the study, it can be stated that hearing-impaired students enrolled in public schools benefit from the support services designed according to their individual needs, along with early exposition to implant and early inclusion in education.
Transformational Leadership Plans
Author: Aguas, Pedro P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Innovation,Graduate Study,Leadership Training,Planning,Theories,Ethics,Theory Practice Relationship,Decision Making,Models,Leadership Effectiveness,Program Implementation,Action Research

Higher education institutions are aware of the need to incorporate learning-driven assessment artifacts into their doctoral programs to ensure successful leadership development. However, in attempting to integrate learning into students' future performance, it appears that there is no general agreement upon the most effective assignments. The plethora of leadership tasks makes it difficult for scholars and instructors to guarantee that doctoral learners will use their leadership skills in their current or future workplaces. One way to incorporate current learning into professional performance is to translate course learning into personal leadership development plans. This article describes a short-term transformational leadership development plan rooted in the Scholar/Practitioner/Leader Model, University of Phoenix, U.S.A., educational model. The plan is a culminating learning task of a Transformational Leadership and Innovation course. Upon completion of this course, doctoral learners would be prepared to incorporate the principles of transformational leadership into their leadership plans when completing them in specific academic contexts. The plan proposed defines a strategy for maximizing leadership effectiveness and spells out learning from doctoral courses.
Gender Dimension in the Development of Effective Teaching Skills among University of Cape Coast (UCC) Distance Education Students
Author: Ahiatrogah, Paul Dela
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Differences,Teaching Skills,Distance Education,Longitudinal Studies,Educational Technology,Technology Uses in Education,Hypothesis Testing,Statistical Analysis,Foreign Countries,Preservice Teacher Education,Preservice Teachers,Student Evaluation,Practicums,Scores,Coding,Likert Scales,Student Records,Regression (Statistics)

The study examined gender dimension in the development of effective teaching skills among distance education (DE) students. The conceptual framework for the study is gender mainstreaming which centres on pluralistic approach to diversity issues among both men and women. A longitudinal developmental research design was used for the study. A sample size of 376 distance education students made up of 173 (46.01%) female and 203 (53.99%) male were purposefully selected from 5 regional study centres of College of Distance Education, University of Cape Coast (UCC) across Ghana. Data was collected using the Teaching Practice (Practicum) Assessment Form &quot;A&quot; of UCC. The two research questions sought to find out the performance of male and female DE students on On-Centre Teaching Practice (OCTP) and School-Based Teaching Practice (SBTP) respectively. Five hypotheses were also formulated to guide the study. Results of the study revealed that the teaching skills acquired by both male and female DE students during OCTP and SBTP were good. However, a statistically significant difference exists between the teaching skills acquired by male and female DE students. Similarly, gender was found to have effect on the acquisition of teaching skills. It is recommended that all policy makers in the area of teaching practice should be mindful of gender issues in the development of teaching skills. Institutions involved in training teachers using distance education mode should stress the four levels of effective teaching skills assessed in this paper for meaningful practical teaching during teaching practice.
The Custodian of the Two Holy Mosques&apos; Overseas Scholarship Program: Targeting Quality and Employment
Author: Pavan, Annalisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Islam,Scholarships,Student Loan Programs,International Programs,Educational Quality,Institutional Characteristics,Education Work Relationship,Educational History,Trustees,Philanthropic Foundations,Resource Allocation,Foreign Countries

The purpose of this paper is to fill the void in academic literature concerning the transition from the King Abdullah Scholarship Program (KASP) to the current Custodian of the Two Holy Mosques' Overseas Scholarship Program. Based on a review of published news accounts and of announcements made by Saudi sources, Saudi official documents and comments from various international sources presented in chronological order, this paper suggests that there have been three phases in this transition, from 2015 to the present, namely: Phase One (Uncertainty); Phase Two (Establishment of the Custodian of the Two Holy Mosques' Overseas Scholarship Program); Phase Three (The Quality Issue). Saudi Arabia is going through particularly challenging times in the globalized knowledge society and economy; this paper encourages the academic community to focus on the moves now being made by the Kingdom to address the quality issue within its educational system, bearing in mind the comments of Majlis Ash-Shura member Huda Al Helaissi when interviewed by the Italian newspaper &quot;La Repubblica&quot;: &quot;You must give us time: we are a young nation… above all, we Saudis are not like you Westerners: we have different values and we intend to uphold them. We will change in our own way, not yours&quot;.
The Development of Open University New Generation Learning Model Using Research and Development for Atomic Physics Course PEFI4421
Author: Prayekti
Date: 2017-00-00
Type: Journal Articles
Subjects: Nuclear Physics,College Science,Research and Development,Instructional Materials,Printed Materials,Foreign Countries,Distance Education,Educational Technology,Technology Uses in Education,Open Universities,Science Achievement,Low Achievement,Difficulty Level,College Students,Learning Modules,Teaching Methods

This research was aimed at developing printed teaching materials of Atomic Physics PEFI4421 Course using Research and Development (R &amp; D) model; which consisted of three major set of activities. The first set consisted of seven stages, the second set consisted of one stage, and the third set consisted of seven stages. This research study was scheduled at the first year of the course development. This study concluded that (1) the teaching materials used for Atomic Physics Course PEFI4421 were necessary to be revised and updated since many of the materials were outdated, (2) the materials and concepts of Atomic Physics were hard to be learned by the students independently without face-to-face tutorials, (3) the exercises used in the handout were not clearly described in detail making them to be difficult to be completed, and (4) the physical presentation of the course materials needed improvement because they are lack of attractiveness for the students to use.
A Proactive Model to Control Reactive Behaviors
Author: Dehnad, Vida
Date: 2017-00-00
Type: Journal Articles
Subjects: Adjustment (to Environment),Models,Responses,Behavior,Brainstorming,Interpersonal Communication,Student Projects,Trust (Psychology),Classroom Environment,Persistence,Resistance (Psychology),Aggression,Planning,College Students,Student Reaction,Student Behavior,Cognitive Processes

Adaptation to change is not an easy process and sometimes does not happen at all. When people perceive that their freedom is going to be altered due to an unwanted change, they outwardly exhibit some symptomatic reactive behaviors such as inertia, resistance, skepticism, and aggression. No matter how intense people's reactance is, only a few of them may manage to examine the unwanted change more deeply and find a way to conform or adapt. Knowing this, the current article focuses on a theoretical proactive model or a solution. The model mainly works on the idea of recognizing the symptomatic behavioral reactance of learners. In other words, in the face of the reactance-induced behaviors depicted in the model, the instructors can apply four proactive strategies of brainstorming, open transparent conversation, small scale project assignment and triple &quot;c&quot; rule by means of which they can walk learners safely towards mutual trust, classroom stability and learner commitment. In the end, as the model is new, there is still enough room for further experimental researches on different aspects of the model in actual classroom settings.
The edTPA as an Occasion for Structuring Faculty Dialogue across the Divide? A &quot;Checklist Manifesto&quot; for a More Inclusive Teacher Education
Author: Pugach, Marleen C.
Date: 2017-11-00
Type: Journal Articles
Subjects: Inclusion,Check Lists,Teacher Education Programs,Teacher Educators,Special Education,General Education,Preservice Teacher Education,Teacher Competencies,Teaching Methods,Measurement Techniques,Cooperative Planning,Teacher Collaboration

Collaboration across teacher education in the service of a more inclusive preservice pedagogy is now taking place within a context of high intensity accountability that includes the widespread adoption of the edTPA. This analysis explores how teacher educators in special and general education might advance the preparation of preservice students for inclusive teaching when faculty are obliged to use the edTPA to measure candidate learning. Drawing on Atul Gawande's (2009) work in the field of medicine related to the value of using checklists to improve outcomes among experts in practical settings, the author proposes the Teacher Education for Inclusion Checklist. This tool is designed to help overcome the underappreciated power of the historical divide between general and special education, which often serves as a default position for how teacher educators work together, and to provide guidance for how faculty might engage in dialogue across the assessments mandated by the edTPA.
Constructing Quality Feedback to the Students in Distance Learning: Review of the Current Evidence with Reference to the Online Master Degree in Transplantation
Author: Halawa, Ahmed
Date: 2017-00-00
Type: Journal Articles
Subjects: Masters Programs,Electronic Learning,Graduate Students,Medical Education,Distance Education,Feedback (Response),Educational Strategies

Introduction: It was a challenge to design a feedback pathway for distance learning course that deals with complex and ambiguous clinical subject like organ transplantation. This course attracts mature clinicians (n = 117 spread over three modules) from 27 countries where in addition to the time and zone barriers; there are cultural, institutional background and also ethnic barriers. In addition to the challenges faced in designing the curriculum and assessment that match this diverse group of students, we have to deliver a quality feedback to achieve our leaning objective. How would we construct and deliver this feedback to students you have not seen (in a virtual classroom) and may be on a different continent of this busy planet? Methods: We analysed the published data on feedback with reflection on the nature of this course and the pedagogy used while considering the diversity of the students joined this course. Conclusion: In this distance-learning course constructing a quality feedback to the students is more technically demanding compared to a traditional course. Students in distance learning need much more support and feedback than in a traditional course. There is a potential threat that these students feel isolated in their own online world and may not engage with this virtual educational environment properly.
Patterns, Trends and Policy Implications of Private Spending on Skills Development in Mexico and the United States
Author: Székely, Miguel
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Expenditures,Investment,Skill Development,Family Income,Private Education,Comparative Analysis,Surveys,Elementary Secondary Education,Cohort Analysis

This paper explores families' investment in skills development through education in a high-inequality, low-education quality country such as Mexico, comparing it to a lower-inequality, higher-quality education country such as the United States. The paper uses a series of Household Income and Expenditure Surveys for both countries spanning around 20 years and different methodological approaches. Of particular interest is the analysis of education expenditure patterns along the income distribution. Policy implications for both cases are discussed. While in Mexico stimulating private spending in education through public resources might be regressive, the contrary might be the case in the United States.
The Most Preferred and Effective Reviewer of L2 Writing among Automated Grading System, Peer Reviewer and Teacher
Author: Tsai, Min-Hsiu
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Writing Evaluation,Automation,Grading,Peer Evaluation,Preferences,Undergraduate Students,Modern Languages,College Second Language Programs,Questionnaires,Student Attitudes,Grammar,Case Studies,Writing Instruction,English (Second Language),Correlation,Interrater Reliability,Foreign Countries

Who is the most preferred and deemed the most helpful reviewer in improving student writing? This study exercised a blended teaching method which consists of three currently prevailing reviewers: the automated grading system (AGS, a web-based method), the peer review (a process-oriented approach), and the teacher grading technique (the product-oriented approach) in a Writing (IV) class involving 22 technological sophomore students of Modern Languages Department. The questionnaire results indicated the participants preferred the teacher as the reviewer to their peers followed by the automated grading system and considered the teacher the most effective in helping their writing. Three L2 teachers including one native speaker of English reviewed an essay which was the only and the most inconsistent case between a human rater and a machine rater in the study (2.3 vs. 3.6). This case surfaced an essential problem that the automated grading system couldn't detect and correct expressions transferred from L1. Data also revealed that teachers without training, their grammatical error identification rates are respectively 82.9%, 31.4% and 74.3%. After training, student reviewers could detect and correct from 70.2 to 79.3 percent of grammar errors on average.
Authenticity of Classical Arabic and Its Relation to Aristotelian Logic (In the Opinions of Some Orientalists and Arab Scholars)
Author: Shamsuddin, Salahuddin Mohd.
Date: 2017-00-00
Type: Journal Articles
Subjects: Semitic Languages,Sociolinguistics,Educational History,Diachronic Linguistics,Islam,Islamic Culture,Opinions,Grammar,Scientific Research,Social Influences,Arabs,Classical Languages,Foreign Countries

Classical Arabic was originated in the family of Semitic languages as a result of mixing among the languages of the people who lived in the Arabian Peninsula. Nobody knows the exact time of its emergence. We had some knowledge by some stone monuments and oral histories indicated that some distinct languages were in the south and north of the Arabian island. Some of their images remained for us that were sometimes seen in some Arabic dialects later in the aspects of their expression, derivation and synonymous words. The age of this classical Arabic is mentioned by al-Ja?i? in his book: &quot;The Animal&quot;, which is between 150-200 years before Islam. There is no doubt that Arabic Language has evolved through the ages and has become a standard language after it was audible, especially when it established its linguistic bases to protect its originality and Arab nature from the melody entered from the non-Arabs who accepted Islam, after the mixing among Arab Muslims and the other people. It is true that Arabs had used the Aristotelian logic in the development of their linguistic sciences, but their Arabic was not affected by the Aristotelian logic and their Arab culture did not lose its originality and nature.
Balancing the Warrior and the Empathic Activist: The Role of the Transgressive Researcher in Environmental Education
Author: Macintyre, Thomas
Date: 2017-00-00
Type: Journal Articles
Subjects: Environmental Education,Researchers,Activism,Empathy,Critical Thinking,Empowerment,Case Studies,Sustainability,Foreign Countries,Ethics,Transformative Learning,Caring,Power Structure,Cultural Influences,Ecology,Environment,Philosophy

This paper explores the complex relationship between environmental education and researcher activism from the perspective of transgressive learning. With increasing interest within academia for more radical learning-based transformations for confronting sustainability challenges, come calls for more instrumental warrior stances in methodologies and research fields so as to more aggressively change ingrained unsustainable behaviour at the societal level. At the same time, in an increasingly polarized and unstable world, there is also a desire for more empathic learning approaches so as to build critical thinking and empowerment at the grassroots level through emancipatory learning. Based on case study research of a Colombian network of sustainability initiatives, this paper argues that key capacities of reflection, empathy, and courage are imperative in order for the transgressive researcher to address deep-seated socioecological challenges.