ethanporcaro/eric-fulltext-meta huggingface dataset:
Application of Higher Order Thinking Skills (HOTS) in Teaching and Learning through Communication Component and Spiritual, Attitudes and Values Component in Preschool
Author: Nachiappan, Suppiah
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Thinking Skills,Preschool Education,Kindergarten,Preschool Children,Ethical Instruction,Critical Thinking,Creative Thinking,Indonesian Languages,English (Second Language),Lesson Plans,Native Language Instruction,Second Language Instruction,Values Education,Preschool Teachers

The main aim of this study is to observe the application of Higher Order Thinking Skills (HOTS) in teaching and learning through Communication component and Spiritual, Attitudes and Values component in preschool. This study was conducted using qualitative method and also using Daily Lesson Plan (DLP) of a practicum teacher at the kindergarten that was located in Ipoh, Perak. This study also uses Hermeneutics Method. This method is used to interpret the DLP texts that were written by the practicum teacher. A total of 13 Daily Lesson Plans from the week nine until the fifteenth week were reviewed by focusing on Communication component that was Malay language and English and also Moral Education for the Spiritual, Attitudes and Values component. The researcher analyses the Higher Order Thinking Skills in teaching and learning in preschool through Communication component and Spiritual, Attitudes and Values component. It was found that teachers uses only three levels of Higher Order Thinking Skills, i.e. application, analysis and evaluation in teaching and learning. However, only twice the level of thinking, created was used by teacher. Teaching and learning that was carried out did not include an attractive teaching aids. As a way to overcome the problem of teachers in teaching and learning, practical teacher must have wide knowledge through extensive reading in order to implement the various activities and more interesting.
Knowledge Management Issue: A Case Study of the Department of Educational Administration at a Saudi University
Author: Alhazmi, Fatemah, Abdullah
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Management,Educational Administration,Higher Education,Knowledge Level,College Faculty,Administrators,Barriers

This research employs a qualitative methodology to investigate Knowledge Management (KM) in the department of educational administration at a Saudi university. The research seeks to establish an understanding of KM, including its implementation and challenges. The findings from the participants are grouped into three major themes, each of which contains a number of sub-themes: (1) Understanding KM; (2) applying KM; and (3) the challenges of applying KM. The study is divided according to the participants' understanding of KM into five sub-themes: (1) the process of knowledge creation, socialisation, externalisation, combination and internalisation; (2) sharing tacit knowledge; (3) finding data electronically; (4) transferring tacit knowledge to explicit knowledge; and (5) sharing information. The results reveal the majority of interviewees view the implementation of KM as straightforward in the area of research and weak in the area of administration. All the interviewees stated that the main challenges when implementing KM in their department relate to issues of administration and culture.
Ties to the Outside: An Exploration of Faculty Interactions with External Organizations
Author: Riffe, Karley A.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Organizations (Groups),Teacher Behavior,Relationship,Research Universities,School Policy,Conflict of Interest,Intellectual Disciplines,Fiscal Capacity

Faculty work now includes market-like behaviors that create research, teaching, and service opportunities. This study employs an embedded case study design to evaluate the extent to which faculty members interact with external organizations to mitigate financial constraints and how those relationships vary by academic discipline. The findings show a similar number of ties among faculty members in high- and low-resource disciplines, reciprocity between faculty members and external organizations, and an expanded conceptualization of faculty work.
A Case Study of Fun Learning with Numeracy of Preschoolers
Author: Binti Ali, Siti Rahaimah
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Children,Mathematics Instruction,Numeracy,Play,Teaching Methods,Multiplication,Mathematics Skills,Skill Development,Computation,Foreign Countries,Inquiry,Problem Solving

Preschool education focuses on the efforts to provide fun and meaningful learning opportunities to children aged four to six years old. The main focus is the process of teaching and learning which is children-centered, emphasis on the findings inquiry concept, the use of integrated teaching and learning, thematic learning, learning through playing, contextual learning and project-based learning. This study was conducted to explore fun learning with numeracy using the Fun-Learning Kid's tool in the teaching of mathematics for the pre-school students in Kelantan. This study used the playing approach. Pre-school students from two schools have been used as a sample of the study, namely, private schools and government school. The data was collected using the test questions after the pre-school students were exposed to the concept of multiplication using the Fun-Learning Kid's tool. The findings show that pre-school students have the ability to solve simple multiplication problems regardless the type of schools they go to. This demonstrated that the playing and learning method using the Fun-Tastic Kid's affects the preschool students' cognitive development and also their counting skill.
Read-Aloud Technique to Enhance Pre-School Children&apos;s Vocabulary in a Rural School in Malaysia
Author: Omar, Ainon
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Aloud to Others,Preschool Children,Vocabulary Development,Rural Schools,Story Reading,Reading Instruction,Teaching Methods,Second Language Instruction,Second Language Learning,English (Second Language),Reading Fluency,Receptive Language,Expressive Language,Language Fluency

Vocabulary knowledge and acquisition plays an important role in learning a second language as well as developing children's literacy skills. The effectiveness of the read-aloud technique to increase children's vocabulary knowledge and construction of meaning has been widely studied. Teachers need to employ effective instructional strategies to foster growth in vocabulary learning among pre-school children during the read-aloud sessions. Given this, this study has identified the vocabulary strategies that a teacher employed during her read-aloud sessions with her pre-school children in a rural school in Malaysia. A pre-school teacher from a pre-school situated in a rural area participated in this study. Qualitative research methods were used whereby primary data was obtained through observations and field notes while secondary data was obtained through interviews with teachers. Findings revealed that the pre-school teacher utilized four vocabulary strategies proposed by Beck, McKeown and Kucan (2002) as well as the children's L1 which is Malay language to explain meanings of words during storybook read-aloud sessions.
Trilingual Learning Model through Traditional Games: An Overview from an Indonesian Kindergarten
Author: Ananthia, Winti
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multilingualism,Kindergarten,Play,Teaching Methods,Lesson Plans,English (Second Language),Indonesian,Malayo Polynesian Languages,Language Usage,Models,Preschool Teachers,Preschool Children

This study proposes the application of trilingual learning model that employs Sundanese traditional playing as the learning strategy. This article is a part of a bigger ongoing research project investigating the establishment of trilingual learning model in kindergarten. It focuses on the development of lesson plans for the application of the teaching and learning using three languages, namely; Sundanese, Indonesian and English. Qualitative method is employed as the research method. The subjects of the study are three teachers who are fresh graduates from Study Program of Early Childhood Education Teacher (henceforth, PGPAUD) Universitas Pendidikan Indonesia (UPI) Kampus Cibiru. Those teachers are asked to apply this learning model to Kindergarten children in one of Indonesian kindergarten in Bandung. The result of the study suggests that there are three stages in trilingual lesson plan development. The stages are: 1) determining indicators of developmental aspects based on 2013 Indonesian Early Childhood Education (ECE) curriculum, 2) modifying Sundanese traditional playing to be applicable for kindergarten children and designing the applicability of those playing to be implemented in trilingual, 3) designing trilingual learning media and 4) designing the assessment process to observe children's developmental aspects.
Estimating Technical Efficiency and Bootstrapping Malmquist Indices: Analysis of Malaysian Preschool Sector
Author: Mad Ithnin, Salleh
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Sampling,Statistical Inference,Efficiency,Productivity,Educational Change,Scores,Performance Factors,Educational Policy,Public Policy,Input Output Analysis,Resource Allocation

This study is focused on conceptual paper and the purpose of this study is to conduct an empirical investigation into the Malaysian Preschool institutions, focusing on measuring their technical efficiency and productivity changes. This study is to examine the nature of productivity changes by means of bootstrapped Malmquist TFP indices. The study use a Three-year set of panel data (2009-2012) for analyzing the performance of 8307 KEMAS Preschools classes during the implementation of the (Government Transformation Program) GTP 1.0. The study considered all KEMAS Preschools classes operating in the sector. The input and output data were manually extracted from the Malaysia's Ministry of Rural and Regional Development (MRRD) and all KEMAS Preschools. Non-parametric DEA models are employed to estimate efficiency and productivity changes of the institutions. Thus, this study is expected makes significant contributions to the literature of efficiency and productivity changes in Early Childhood Care and education institutions.
Understanding the Effect of an Intervention Program on High School Graduation Rates: The Access and Opportunity Program in St. Cloud, Minnesota
Author: García-Pérez, Mónica
Date: 2017-00-00
Type: Journal Articles
Subjects: Racial Differences,Disproportionate Representation,College Readiness,Career Readiness,Program Effectiveness,Intervention,Mentors,Student Needs,Graduation Rate,High School Graduates,Academic Persistence,High School Students,English Language Learners,Racial Bias

Facing a continuing racial high school graduation gap, the state of Minnesota is emphasizing the importance of offering resources and opportunities to close this gap to prepare young adults to be adequately ready for success at the post-secondary level, that is, college and career. With this in mind, it is important to evaluate educational programs that offer resources such as targeted mentoring and a supportive learning environment and to estimate their impact on high school retention and graduation rates. We extend our analysis to a longitudinal study of 4-year-cohort graduation and retention rates across years using student-level administrative data from a school district in Central Minnesota on Access and Opportunity Program participants from 2008 to 2013. The combination of different cohorts allows us to disentangle cohort specific characteristics that could be correlated to rapid demographic changes that could impact students' success rates but are not related to the program itself. For instance, the entrance of new English learners in the system may bias educational outcome rates, underscoring the short-run effect of educational programs in the district. On the other hand, educational programs evolve across time and looking across the years would allow us to identify the intensity of the program and its evolution. We correct for selectivity and attrition issues based on observable characteristics and design a quasi-experimental analysis with information before and after the program started. We use as a control group most similar non-participant students. Furthermore, students who have been identified as eligible participants, but who elected not to participate, serve as another form of control. Our results show that compared to eligible non-participants, students of color participating in the program have higher odds to graduate from high school and, across cohorts, there is an increase in retention rates.
The Disconnect between Heralded Business Concepts and Effective School Leadership
Author: Rice, Jack
Date: 2017-00-00
Type: Journal Articles
Subjects: School Business Relationship,Business Administration,Instructional Leadership,Educational Administration,Efficiency,School Administration,Systems Approach,Administrative Organization,Strategic Planning,Educational Planning

Education and business, as professional disciplines, seem, at first glance, to be linked. Both are social enterprises involving relationships and processes derived to accomplish a particular set of tasks. However the track record of injecting business methodology into school communities has been poor. Historically the introduction of management practices borrowed from parallel industries and inserted into school systems has been a matter of routine. Any lack of success in implementing new management techniques in educational operations is always explained as a good idea poorly executed. The suitability of the tool is never questioned. This paper examines the operational and strategic issues that separate business ideology and school management in an attempt to describe why the marriage has been unsuccessful. In particular, the reductionist methodology of business management is compared to the systemic nature of educational enterprises. The contrast in the fundamental characteristics of the two disciplines may serve as a cautionary tale for school leaders who are encouraged to use modern business management tools to improve the efficiency of their operations. Given the lack of convergence as described in the paper, it is interesting to contemplate how we train educational leaders and consider what tools are provided for school-level administrators to help them lead their communities.
Involvement of School Management Committees in School-Based Management: Experiences from Two Districts of Ghana
Author: Abreh, Might K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Based Management,Committees,Participation,Governance,Administrative Organization,Stakeholders,Program Implementation,Public Schools

In this study, School Management Committees in Akatsi South and Upper Manya Krobo of Ghana to examine their involvement and participation in school based management practices. A phenomenological approach was used to unearth four variables that links to school-based management that is carried out by SMC members. The findings of the study showed that the current state of stakeholder involvement and participation in school-based management within selected communities in these two districts are not well coordinated. Besides, school governance structures were not fully operational at their best. The work of the School Management Committees was usually left to the Chairman and in some cases to the Parent Teachers Association chair. There was a limited collaboration between the entire SMC membership and the schools they serve. Additionally, committee planning and implementation issues were significant concerns. The study recommended that SMCs be revitalised and their roles and responsibilities are unpacked for better targeting. The study also suggests changing the management activities to transform the face of activities of SMCs to improve educational provision and administration in the localities they operate.
A Case Study of the Sentence Final Particle &quot;Ba&quot;&apos;s Pragmatic Functions in Chinese-Speaking Children
Author: Zhang, Di
Date: 2018-00-00
Type: Journal Articles
Subjects: Pragmatics,Chinese,Case Studies,Language Acquisition,Computational Linguistics,Form Classes (Languages),Sentence Structure,Speech Communication,Child Language,Biology,Linguistic Input,Cognitive Ability,Early Childhood Education,Intention,Longitudinal Studies,Child Development,Foreign Countries

The process of the language acquisition of children is reflected in two aspects; language structure and pragmatic functions. Data from &quot;The Longtime Tracing Oral Corpus of Typical Development Children&quot; (one child; 2,367 sentences) are analyzed. This study examines the child's sentence final particle (SFP) &quot;ba&quot;, in which we focused on the intention of this word and concluding with the core pragmatic meaning and divided the different levels of &quot;ba&quot;. In this way, we combined the different sentence types, the intentions of utterance, and the degrees of &quot;undetermined intention&quot; and researched on the pragmatic function of child's SFP &quot;ba&quot; in order to obtain the pragmatic acquisition of &quot;ba&quot; at the specific development period (1;12-4;01). The acquisition and development of children's language is the result of a combination of biological factors, discourse input, and cognitive ability. Finally, the enlightenment of the research conclusions on early childhood education are pointed out.
Educational Technologies for K-12 Learners: What Digital Natives and Digital Immigrants Can Teach One Another
Author: Riegel, Caitlin
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Elementary Secondary Education,Elementary School Students,Secondary School Students,Computer Literacy,Expertise,Novices,Teacher Student Relationship,Computer Uses in Education,Troubleshooting,Technology Integration

As technology continues to evolve, the gap between those who have grown up with technology (digital natives) and those who have not (digital immigrants) continues to widen. This gap is very present in the K-12 classroom, where both digital natives (students) and digital immigrants (teachers) work together. This gap highlights a stigma associated with each group; digital natives are comfortable with technology and digital immigrants are not. However, just as digital natives can teach digital immigrants a lot in terms of using, navigating, and harnessing the efficiency of technology, digital immigrants can offer digital natives a lot in terms of learning to use, troubleshooting, and operating without technology.
A Comparison of Empathy and Sympathy between Counselors-in-Training and Their Non-Counseling Academic Peers
Author: Bloom, Zachary D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Empathy,Counselor Training,College Students,Intellectual Disciplines,Job Skills,Skill Development,Peer Relationship,Counselor Characteristics,Student Characteristics,Affective Behavior

Empathy plays an integral role in the facilitation of therapeutic relationships and promotion of positive client outcomes. Researchers and scholars agree that some components of empathy might be dispositional in nature and that empathy can be developed through empathy training. However, although empathy is an essential part of the counseling process, literature reviewing the development of counseling students' empathy is limited. Thus, we examined empathy and sympathy scores in counselors-in-training (CITs) in comparison to students from other academic disciplines (N = 868) to determine if CITs possess greater levels of empathy than their non-counseling academic peers. We conducted a MANOVA and failed to identify differences in levels of empathy or sympathy across participants regardless of academic discipline, potentially indicating that counselor education programs might be missing opportunities to further develop empathy in their CITs. We call for counselor education training programs to promote empathy development in their CITs.
Planning Science Classroom Facilities and Resources to Improve Students&apos; Attitudes
Author: Ford, Angel
Date: 2017-00-00
Type: Journal Articles
Subjects: Facility Planning,Classrooms,Science Education,Classroom Environment,Educational Equipment,High School Teachers,Science Teachers,Teacher Attitudes,High School Students,Grade 9,Student Attitudes,Scientific Attitudes,Longitudinal Studies,Educational Resources

Over half of the school facilities in America are in poor condition. Unsatisfactory school facilities have a negative impact on teaching and learning. The purpose of this correlational study was to identify the relationship between high school science teachers' perceptions of the school's science environment (instructional equipment, demonstration equipment, and physical facilities) and ninth grade students' attitudes about science through their expressed enjoyment of science, boredom with science and value of science. A sample of 11,523 cases was extracted from the High School Longitudinal Study (HSLS:2009), a nationally representative survey of ninth graders located throughout the United States. The research design was multiple linear regression. The results showed a weak and yet significant relationship between the science classroom conditions and students' attitudes. Demonstration equipment and physical facilities were the best predictors of effects on students' attitudes. The results from this study show the importance of appropriate school facility and resource planning as well as areas for future research.
The Role of Parenting in Predicting Student Achievement: Considerations for School Counseling Practice and Research
Author: Warren, Jeffrey M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Child Rearing,Academic Achievement,Parents,Parent Student Relationship,Parenting Styles,Elementary School Students,Middle School Students,High School Students,Questionnaires,Grade Point Average,Homework,Suspension,Discipline,Parent Participation,Predictor Variables

This study explored the relationships between parenting beliefs, authoritative parenting style, and student achievement. Data were gathered from 49 parents who had school-aged children enrolled in grades K-12 regarding the manner in which they parent and their child's school performance. Pearson product-moment correlation coefficients and multiple regression modeling were used to analyze the data. Findings suggested that parent involvement, suspension, and homework completion significantly accounted for the variance explained in grade point average. Authoritativeness was positively and significantly related to both rational and irrational parenting beliefs. Irrational parenting beliefs were positively and significantly related to homework completion. School counselors are encouraged to consider the impact of parenting on student success when developing comprehensive programming.