ethanporcaro/eric-fulltext-meta huggingface dataset:
Influence of Peer Pressure on Secondary School Students Drop out in Rongo Sub-County, Migori County, Kenya
Author: Omollo, Atieno Evaline
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Dropout Characteristics,Peer Influence,Dropout Rate,Questionnaires,Interviews,Teacher Attitudes,Student Attitudes

The purpose of this study was to establish the influence of peer pressure on secondary school students' drop out in Rongo Sub-County, Migori County, Kenya. The statement of the problem showed that the sub-county had a dropout rate of 43 percent as compared to the neighboring sub counties like Uriri, Awendo, Nyatike, Kuria and Migori which had 25, 9, 27, 23 and 28 percent respectively despite the similar government's strategies availed to all the public secondary schools and the coverage of the same syllabus throughout the country. The study involved forms 3 and 4 students as they have been in school long enough to understand the schooling process. The descriptive design which involved qualitative strategies to data collection was employed. 755 students, teachers and head teachers were targeted for the study. A sample of 235 respondents was identified as follows, 200 students, 20 principals and 15 class teachers. Both probability and non-probability sampling techniques were used for various respondents. Data collection was done using questionnaires and interview schedules as the main research instruments. The data was analyzed using frequencies and percentages presented in tables and discussed. A cross sectional research design was used the findings revealed that peer pressure influenced student drop out was at 43.75%. High dropout was as a result of parent/guardian financial status and family headship which lead to inadequate guidance/mentorship to the students. The study concluded that in most cases where students are most often sent home there are high chances that some never returned to school and most schools did not support the learners who were coming from poor background. It can therefore be concluded that socio-economic factors highly influence the retention of students in secondary school. Recommendations called for the collaborative efforts by the government and other education stakeholders to support and provide for the learners who cannot afford the rising financial challenges of learning. Guidance and counseling, close interactions with the teachers by the students, proper syllabus content delivery are other measures to be upheld. The government should employ more teachers to help curb the discrepancies of teacher students' ratio. The research considered confidentiality and avoided plagiarism of any kind.
The Extent of Comprehension and Knowledge with Respect to Digital Citizenship among Middle Eastern and US Students at UNC
Author: Alqahtani, Abdullah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Citizenship,College Students,Information Technology,Users (Information),North Americans,Questionnaires,Comparative Analysis,Knowledge Level,Information Security,Computer Mediated Communication,Interpersonal Competence,Laws,Technological Literacy,Safety,Health,Well Being,Cultural Differences,Multivariate Analysis,Reliability,Validity,Arabs

Digital technologies have revolutionized the way people acquire information and gain new knowledge. With a click or touch on the screen, anybody who is online can sail in the digital world and accomplish many things. As such, the optimal use of information and communication technology involves user comprehension, knowledge, and awareness of positive digital citizenship. The purpose of this study was to examine the scope of knowledge and understanding about digital citizenship among Middle Eastern and US students at the University of Northern Colorado. It also examines the difference among Middle Eastern and US students at the University of Northern Colorado in three categories: respect, education and protection. The study was based on a questionnaire that was distributed to 51 students at the University of Northern Colorado. The result reveals that there was not a significant difference between Middle Eastern and US students at the University of Northern Colorado in term of digital citizenship awareness. This study recommends examining other variables that may affect on digital citizenship.
The Impact of an Instructional Program on Students' Proficiency of English Vocational Terms
Author: A-Momani, Mufadi
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocational Education,English (Second Language),Language Proficiency,College Students,College Second Language Programs,Gender Differences,Prior Learning,Academic Achievement,Multiple Choice Tests,Language Tests,Pretests Posttests,Statistical Significance,Familiarity,Vocabulary Development,Foreign Countries,Statistical Analysis

The present study aimed at investigating the effect of an instructional program on vocational educational students' proficiency of vocational educational terms in English. The study sample consisted of 60 male and female students from Al-Balqa'a Applied University, Jordan. Moreover, the study investigated the effect the students' gender and secondary school stream on their performance after receiving the vocational instructional program. Findings revealed that the instructional program had a positive effect on students' achievement and awareness of the vocational terms in English and both their gender and secondary school stream influenced their achievement, since female students did better than male students, and students from the academic stream were better than their counterparts from the vocational stream.
Influence of an Education Abroad Program on the Intercultural Sensitivity of STEM Undergraduates: A Mixed Methods Study
Author: Demetry, Chrysanthe
Date: 2017-00-00
Type: Journal Articles
Subjects: STEM Education,Undergraduate Students,Mixed Methods Research,Study Abroad,Multicultural Education,Foreign Countries,Engineering Education,Cultural Awareness,Cultural Pluralism,Science Instruction,College Faculty,College Science,Intercultural Communication,Intervention,Semi Structured Interviews,Pretests Posttests

Education abroad programs are becoming more common as a mechanism for developing the global competencies of engineering graduates. An increasing body of research shows that intercultural learning does not occur &quot;de facto&quot; in such programs. This study used quantitative and qualitative methods to explore changes in students' intercultural sensitivity over the course of a project-based education abroad experience in Thailand that was designed with proactive interventions to foster intercultural learning. In addition, we aimed to compare the intercultural development of students in U.S.-only project teams with those who were in cross-national teams with students from a partner university. Although the study group as a whole did not show a statistically significant gain in a quantitative measure of intercultural sensitivity, greater gains were seen from students in cross-national teams. A few qualitative results suggest learning that was not evident from quantitative measures. Overall, this study reinforces the challenges of facilitating and assessing intercultural learning during education abroad.
Selling Technical Sales to Engineering Learners
Author: Bumblauskas, Daniel P.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Engineering Education,Salesmanship,Skill Development,Cohort Analysis,Statistical Significance,Student Attitudes,Attitude Change,Knowledge Level,Student Interests,Interpersonal Competence,Required Courses,Specialization,Ability,Job Skills,Introductory Courses,Experimental Groups,Control Groups,Student Surveys,Statistical Analysis,Gender Differences,Sales Occupations,Occupational Aspiration,Pretests Posttests

Sales engineering or technical sales programs bridge engineering and business to educate engineering students in sales specific to their discipline. Students develop business awareness through such programs, providing the sales workforce with technically knowledgeable salespeople. The following study analyzed cohorts of students enrolled in a technical sales for engineers course to assess the changing perceptions and attitudes of engineering students toward technical sales. Students reported statistically significant changes in perceptions regarding interest, need, and rank of current ability toward technical sales and social skills after completing the course. Student perceptions of sales skills being innate and ingrained decreased. Group analysis--enrollment in the sales minor or previous sales experience--revealed expected differences including higher ranked prior ability and initial interest in sales. A separate analysis of 20 technical sales skills at the end of the course was used to highlight the level students perceived they had achieved each skill.
The Implementation of Education Character on Moral in MTsN (Islamic Junior High State School) 1 Pontianak in the Academic Year 2015/2016
Author: Rianawati
Date: 2017-00-00
Type: Journal Articles
Subjects: Values Education,Moral Development,Moral Values,Islamic Culture,Curriculum Implementation,Interpersonal Competence,Likert Scales,Junior High School Students,Mixed Methods Research,Questionnaires,Incidence,Educational Practices,Teacher Attitudes,Foreign Countries

This paper based on the importance of moral character that it has been formed by cultural values and national character and it also can be found in the various subjects are contained in the standard of national curricula. The foundation of moral development is Qur'an and Hadist that is enacted in National Education Law No. 20/2003 which stated &quot;the education is aimed to develop of student potentials to become a pious and devoted to God, noble, knowledgeable, skilled, creative, independent, and become a citizen that have a democratic and responsible attitude.&quot; Furthermore this concept is implemented in a research and conducted at Islamic Junior High State School (MTsN) 1 Pontianak with achieving to see the implementation of character education on teaching moral. The objective of this research is using quantitative research and descriptive analytical method to determine the social skills of students in that school. The population sample is 63 respondents by using a Likert scale. Meanwhile, this data research is also analysing the planning of the implementation of character education including the RPP, the strategies in moral learning, and the authentic assessment in the moral process. I argue that the implementation of character education in teaching moral in MtsN 1 Pontianak, especially in class of VII, is 63.5%. Moreover, the moral's teachers have been implementing the RPP, a character based learning strategies, and implementation of authentic assessment of learning morals but should be elevated.
The Relation between English Learning Students' Levels of Self-Regulation and Metacognitive Skills and Their English Academic Achievements
Author: Adigüzel, Abdullah
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Metacognition,English (Second Language),Second Language Learning,Gender Differences,Academic Achievement,Self Management,Statistical Analysis,Grades (Scholastic),Second Language Instruction,Tests,College Students,Foreign Countries,Educational Background,High Schools,Likert Scales,Measures (Individuals),Prediction,Regression (Statistics)

It is remarkable that there are only a few studies that measures to what extent metacognitive and self-regulation skills affect students' academic achievements in the English lesson. This study is important for identifying the personal variables that have an impact on metacognitive and self-regulation skill and determining the relationship between these skills and the academic achievement in the English lesson. The purpose of the study is to see if there is a relationship between preparatory class students' metacognitive and self-regulation skills and their academic achievements in learning a language and to determine whether students' levels of metacognitive and self-regulation skills differ by certain variables. Descriptive survey method, one of the quantitative research models, was used in this study and data was collected by two scales. Students' grades in the first mid-term exam were used to determine their academic achievements. It was concluded that the students had high levels of self-regulation and metacognitive skills. Whereas students' self-regulation skills differed in favor of the female students, it was found that these skills did not differ by age, students' faculties, type of education, and type of graduation high school. A positive, significant relationship was revealed between students' self-regulation skills and academic achievements in the English lesson. While there was a relationship students' self-regulation skills and academic achievements in the English lesson, no significant relationship was found between their metacognitive skills and academic achievements. It was concluded that students' levels of metacognitive skills differed in favor of the female students but not by students' faculties, type of education, ages, and type of graduation high school.
The Use of Problem-Based Learning Model to Improve Quality Learning Students Morals
Author: Nurzaman
Date: 2017-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Models,Educational Improvement,Educational Quality,Moral Development,Constructivism (Learning),Learning Theories,Cognitive Development,Statistical Analysis,Hypothesis Testing,Islamic Culture,Teaching Methods,Foreign Countries

Model of moral cultivation in MTsN Bangunharja done using three methods, classical cultivation methods, extra-curricular activities in the form of religious activities, scouting, sports, and Islamic art, and habituation of morals. Problem base learning models in MTsN Bangunharja applied using the following steps: find the problem, define the problem, Determine the facts, develop provisional estimates, Investigate, Enhance the problem has been defined, concluded alternatives to solving collaboratively, test solutions to problems. The problem base learning and teaching models is proven to improve the quality of the character of students in MTsN Bangunharja. This is evidenced by the results of statistical calculations that generate t values of 26.35, while t table amounted to 1.7109. (A bibliography is included.)
Triadic Model for Working with Parents in Child Therapy Settings
Author: Jeon, Mi-Hee
Date: 2017-00-00
Type: Journal Articles
Subjects: Models,Children,Therapy,Parent Participation,Counselor Client Relationship,Child Development,Outcomes of Treatment,Play,Counselor Role,Parent Role,Decision Making,Parent Child Relationship

Child therapists face challenges regarding whether they should meet needs of not only their child-clients but needs of the parents of their clients. Their difficulties arise from the fact that although they are specialized in counseling children, the majority of them lack proper training in or education on working with parents (Lolan, 2011). Given parents are the immediate environment and significant figures in children's development, handling and guiding parents effectively through parent involvement is essential in promoting children's therapeutic processes. Unfortunately, child practitioners are left without clear articulation or guidance on how to manage parents (Nock &amp; Ferriter, 2005). To fulfil this unmet need, this paper introduces a conceptual framework that maps out role-performances of child practitioners when engaging parents in child therapy processes by applying Bernard's Discrimination Model. Within this conceptualization, therapists fulfill roles as teachers, counselors, and consultants in accordance with those in the Discrimination Model. Considerations for parent involvement are discussed and recommendations for child practitioners using the Discrimination Model in parent involvement, particularly for beginning counselors, are highlighted.
Intelligent Tutoring System Using Decision Based Learning for Thermodynamic Phase Diagrams
Author: Hagge, Mathew
Date: 2017-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Thermodynamics,Problem Solving,Decision Making,Teaching Methods,Pretests Posttests,Engineering Education,Feedback (Response),Undergraduate Students,Science Instruction

Students learn when they connect new information to existing understanding or when they modify existing understanding to accept new information. Most current teaching methods focus on trying to get students to solve problems in a manner identical to that of an expert. This study investigates the effectiveness of assessing student understanding related to context specific problem solving decisions, prescribing feedback based on the assessment, and improving student understanding to the point where they can make correct decisions. Students were given a refrigeration problem unlike their prior problems and were asked to draw the cycle on a T-v diagram using a tutor system. Every group tested (a total of 373 students) showed a significant improvement in their understanding (p&lt;0.0001, Cohen's d&gt;0.8) using a single 40 minute tutor activity.
Effectiveness of Just in Time Teaching on Student Achievement in an Introductory Thermodynamics Course
Author: Liberatore, Matthew W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,Thermodynamics,Introductory Courses,Teaching Methods,Homework,Active Learning,Electronic Learning,Engineering Education,Comparative Analysis,College Students,Assignments,College Science,Science Instruction,Science Activities

The utility of Just-In-Time-Teaching (JITT) is compared across course topics and groups of students not receiving JITT exercises in class. JITT feedback incorporated various active learning exercises based on students' performance on online homework problems from Sapling Learning. With over 200 students in two sections participating in the sophomore level introductory thermodynamics course, student performance was evaluated on in-class quiz and exam problems. Student performance covering a specific course topic subsequently reinforced by a JITT exercise was found to be measurably higher (&gt;9%) than a control group who did not receive the JITT review. Overall, comparing student achievement across five topics covered by JITT compared with five different course topics not covered by JITT did show small positive outcomes. The improvements after using JITT exercises included a higher median and 3rd quartile scores, so JITT may be beneficial to mid-performing students. Overall, student feedback on the JITT reviews showed that over 85% of the students thought the JITT exercises were helpful for engagement and a good use of class time.
Modeling as an Engineering Habit of Mind and Practice
Author: Lammi, Matthew D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Engineering Education,Case Studies,Educational Strategies,Novices,Design,Models,Student Developed Materials,Journal Writing,Documentation,Peer Evaluation,Data Collection,Outcomes of Education,Cognitive Processes,Heuristics,Experiential Learning,Qualitative Research

In this paper we examine a case study of a pedagogical strategy that focuses on the teaching of modeling as a habit of mind and practice for novice designers engaged in engineering design challenges. In an engineering design course, pre-service teachers created modeling artifacts in the form of conceptual models, graphical models, mathematical models and finally working models. Data also came from the students' work in the form of student-generated mind maps, design journals, final design products and their accompanying documentation, as well as peer checking procedures. The results suggest that a focus on modeling in an engineering design challenge can be beneficial to both student and instructor. Modeling not only served as a vehicle for representation, but also as an aid in assessment and documentation of students' cognitive processes.
Young Expatriate Children Forming Friendships: A Cultural-Historical Perspective
Author: Adams, Megan
Date: 2016-00-00
Type: Journal Articles
Subjects: Young Children,Case Studies,Video Technology,Interviews,Photography,Interaction,Play,Cultural Influences,Friendship,Foreign Countries,Social Influences,Emotional Response,Foreign Nationals,Semi Structured Interviews

The increasing trend of world trade that supports globalisation has expanded the movement of families across countries (Thomas &amp; Kearney, 2008). There is limited research exploring the everyday settings at home and school as families' experience new countries due to one or both parent's employment with international companies. One area that has not been theorised is the way very young expatriate children form friendships. Hedegaard, Fleer, Bang, and Hviid (2008) propose a methodology supported by cultural-historical principles. This methodology has been used to explore the complexity of friendship formation in a sub section of the expatriate population. A multiple case study approach was used to research five families with 13 children in total (aged 3 to 7 years), transitioning to and from Malaysia. Data collected were 90 hours of digital video recording, interviews, field notes, and photographic documentation to capture the everyday lives of families. Findings reveal that Western parents place priority on their children's social interaction when entering a new country. Play dates are used as vehicles to support the formation of social interaction and potential friendships. It is argued that Vygotsky's (1987, 1994) theoretical framework and specifically the concept of the ideal and real form, which is an integral part of perezhivanie, are valuable for theorising friendship formation. These concepts provide a different perspective on initiating friendships as participants enter new social situations in a new country.
Play and Its Role in the Mental Development of the Child
Author: Vygotsky, L. S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Play,Child Development,Cognitive Development,Developmental Psychology,Translation,Preschool Children,Developmental Stages,Affective Behavior,Imagination,Child Behavior

Vygotsky's seminal text on play was originally given as a lecture at the Herzen Pedagogical Institute in Leningrad in 1933, and is consequently a relatively late work. It is thanks to a stenographic record of the lecture that this text, a key influence on psychological research on play, has survived. This was Vygotsky's major work on play and despite its brevity it has continued to resonate in all discussions of play ever since its publication. But in fact it was not published, or translated into English, until more than 30 years after it was originally delivered. The history of the publication of Vygotsky's lecture is presented in this article, along with a translated version of the lecture. [Translated in 2015 by Nikolai Veresov (Australia) and Myra Barrs (United Kingdom).]