ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Peace Education for Behaviourial Changes in Public Secondary Schools in Calabar Municipality Council Area, Cross River State, Nigeria
Author: Uko, E. S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peace,Behavior Change,Public Schools,Secondary Schools,Teacher Surveys,Administrator Surveys,Secondary School Teachers,Principals,Questionnaires,Test Reliability,Correlation,Violence,Aggression,Conflict,Likert Scales

This study aimed at investigating the promotion of peace education for behavioural changes in public secondary schools in Calabar Municipal Council Area of Cross River State. A descriptive survey design was adopted for the study. A set of questionnaire items were validated and used for the collection of data involving 310 respondents, selected from a total population of 773 teachers and 10 principals representing 39.5% of the total population of 783. The questionnaire was titled: Promoting Peace Education For Behavioural Changes In Secondary Schools Questionnaire (PPEFBCISSQ). The reliability of the instrument was determined by using the split-half method which involved 31 teachers outside the study sample. Pearson product moment correlation coefficient was used to analyze the data. The reliability estimate was between r = 0.60 and r = 0.70. The result of the analysis showed a positive significant relationship between promotion of peace education and behavioural changes in curbing violence fighting, aggressiveness and conflict among students when tested at p &lt; 0.05 level of significance. It was therefore recommended that Teachers who implementers of the National policy on Education and school curriculum through civic education should promote peace education by inculcating in students good value system, that can aid the curbing of aggressiveness, fighting violence and conflicts in school system.
The Use of Public Enlightenment Campaign Strategy and School Disciplinary Measures in the Management of Cultism in Tertiary Institutions in Nigeria
Author: Omemu, Felix
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Discipline,Discipline Policy,Functional Behavioral Assessment,Behavior Problems,Student Behavior,Antisocial Behavior,Activism,Consciousness Raising,Student Attitudes,Teacher Attitudes,College Administration,Correlation,Student Surveys,Teacher Surveys,Questionnaires

The study investigated the perceptions of staff and students on the use of school disciplinary measures and public awareness campaign strategy in the management of cultism in tertiary institutions in Nigeria. The study is guided by two hypotheses tested using the t-test statistics. An instrument containing 10 items properly validated was used in gathering data from 740 staff and 740 students randomly selected from higher institutions in following States--Edo, Anambra, Ondo, Kwara and Kano State. The analysis of data shows that there is no significant difference in the perceptions of staff and students in the use of public awareness campaign strategy such as public lectures, symposium, seminars, workshop, posters, handbills and the involvement of print and electronic media in the management of cultism. There was a remarkable difference in the perceptions of staff and students in the use of school disciplinary measures, such as expulsion, rustication, withdrawal etc in the management of cultism. Based on these findings useful recommendations were made.
Uncovering a Connection between the Teachers' Professional Development Program and Students' Learning
Author: Lin, Su-ching
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Academic Achievement,Correlation,Reading Fluency,Educational Practices,Teacher Attitudes,Quasiexperimental Design,English Teachers,Junior High Schools,Secondary School Teachers,Junior High School Students,Semi Structured Interviews,Interviews,Diaries,Portfolios (Background Materials),Pretests Posttests,Reading Tests,Teacher Surveys,Positive Attitudes,Program Evaluation,Second Language Instruction,Second Language Learning,Reading Instruction,Theater Arts,Qualitative Research,Case Studies

Most research suggests professional development improves teachers' knowledge and pedagogy and enhances teachers' confidence to facilitate a positive attitude about student learning. This study attempted to investigate the connection between teacher professional development program and students' Learning. This study took Readers' Theater Teaching Program (RTTP) for professional development as an example to inquiry how participants applied their new knowledge and skills learned from RTTP to their teaching practice and how the impact influenced students' reading fluency. This study was a two-year project. In the first year, this study focused on designing and implementing RTTP and evaluating participants' satisfaction of RTTP, what they learned and how they applied it to design their English reading curriculum. In the second year, the study adopted quasi-experimental design approach and evaluated how participants RT instruction influenced their students' reading fluency. The participants in this study composed two junior high school English teachers and their students. Data was collected from a number of different sources including teaching observation, semi-structured interviews, teaching diary, teachers' professional development portfolio, pre/post RT content knowledge tests, teacher survey, and students' reading fluency tests. The results indicated that teachers learned more RT script writing than other specific contents and hold a positive attitude toward RT instruction and considered it as a very wonderful strategy to meet a variety of needs. All of the experimental group students had a big progress in reading fluency after RT instruction. The evidences from this study indicated that RT English instruction significantly influenced students' reading fluency and classroom climate.
Mathematics and English, Two Languages: Teachers' Views
Author: Leshem, Shosh
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics,English,Language Role,Global Approach,Language Usage,Teacher Attitudes,Intellectual Disciplines,Interdisciplinary Approach,Language Universals,Language Attitudes,Mathematics Anxiety,Interviews,Mathematics Teachers,English Teachers,Foreign Countries

English is an international language used all over the world. Mathematics is the language of sciences but it is also a language used in everyday life. Although both are perceived as languages, mathematics and English are considered as two completely distinct disciplines. In this paper we first discuss English and mathematics as languages. Then we present interviews conducted with five mathematics and English teachers in order to explore their views regarding issues of language features, ways of teaching and issues of anxiety and collaboration between English and mathematics teachers. The interviews suggest some communalities in the way English and mathematics teachers relate to the two languages. The connection between the two disciplines seems to challenge teachers' thinking about their teaching.
Quality Assurance in Educational Administration in the Teaching of Farm Mathematics for National Integration in Nigeria
Author: Enemali, I. A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Quality Assurance,Educational Administration,Agricultural Education,Mathematics Instruction

Farm mathematics, an aspect of agricultural science education is being taught in our educational institutions in the country. This effort is to enhance agricultural productivity and quality of agricultural science education for national integration. For the realization of this, a quality assured educational administration is vital. The paper therefore dwells on the concepts of quality assurance, educational administration, farm mathematics and national integration. Quality assurance issues in educational administration germane to farm mathematics instruction for national integration are also looked at. The paper then recommends that there should be focused and faithful implementation of quality assurance policy guidelines in our institutions, among others.
Re-Structuring Preservice Teacher Education: Introducing the School-Community Integrated Learning (SCIL) Pathway
Author: Hudson, Sue
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Likert Scales,Experienced Teachers,Preservice Teachers,Models,School Community Programs,Mentors,College School Cooperation,Skill Development,Student Surveys,Teacher Surveys,Teaching Methods,Educational Practices,Student Behavior,Training Methods,Participant Satisfaction,Integrated Activities,Foreign Countries

Reviews into teacher education call for new models that develop preservice teachers' practical knowledge and skills. The study involved 9 mentor teachers and 14 mentees (final-year preservice teachers) working in a new teacher education model, the School-Community Integrated Learning (SCIL) pathway, and analysed data from a Likert survey with extended written responses. Despite minor discrepancies between mentors and mentees' agreement on the experiences mentees received during the SCIL pathway, findings indicated 100% agreement on 8 of the 27 survey items for addressing the practicalities of learning how to teach. Indeed, 70% or more mentees agreed that they had a range of experiences across the five categories (i.e., personal-professional skill development, understandings of system requirements, teaching practices, student behaviour and reflective practices). Written responses outlined that preservice teachers began to recognise the breadth of teachers' roles and responsibilities. The SCIL pathway was noted as a cost-effective model that assisted to fill some gaps indicated within general practicum and internship models.
Utilising Secondary Schools Facilities for Adult Learning Programmes in Tanzania: A Veracity of Trances
Author: Machumu, Haruni J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Interviews,Human Resources,Educational Facilities,Secondary Schools,Measures (Individuals)

The majority of Tanzanians acquire primary education, which is actually not enough for manpower production purposes. With this kind of graduates, the country may not be in a position to develop fast unless adult education takes part fully to rescue the situation because primary education offers insufficient required life skills. Adult education has an essential contribution in building social capital, fostering social inclusion and combating both direct and less obvious costs of social exclusion. With increased number of secondary schools in each commune all over the country with at least one education degree holder teacher educator, we believe that secondary schools facilities could be used for implementing adult learning programs to boost social economic development. Interview was conducted to 10 teachers. The study employed interpretative-descriptive analysis to present the data. The paper addresses the extent to which secondary schools can be utilised as adult learning centres. It was found that investing in available human resources via adult education-based courses and activities remains the main engine to provide the needful market oriented and the basic life skills to a growing unemployed community in Tanzania. We suggest that treating adult education seriously may resolve the problems of unskilled work force, unemployment rates to achieve rapid economic and social growth. With adult education, the government may be able to produce a skilled and informed adult population.
Influence of Gender Streamed (Boys' and Girls' Only) Classes on Coeducational Secondary Schools' Mathematics Teachers Perceptions in Nakuru, Uasingishu, Kericho and Baringo Counties of Kenya
Author: Barmao, Anne C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Single Sex Classes,Secondary School Teachers,Mathematics Teachers,Teacher Attitudes,Influences,Coeducation,Questionnaires,Statistical Analysis

The skills acquired in mathematics provide a country with a human resource that is highly educated and able to tackle most of the country's social economic problems. However, the performance of students at the KCSE mathematics examinations in Kenya has been dismal for many years. In addition, majority of the girls in particular have been performing poorly in the subject compared to the boys. As a possible remedy to this, single sex classes within coeducational secondary schools were created. There is however limited research, which has been carried out to compare mathematics teachers' perceptions between single and mixed sex classes in coeducational secondary schools in Kenya. Therefore, this study was designed to find out the effects this intervention. The study adopted an ex post facto causal comparative research design. A sample of 203 mathematics teachers from county and sub county co-educational secondary schools (those with mixed sex and single sex classes) in Nakuru, Uasingishu, Kericho and Baringo counties of Kenya participated in the study. Data was obtained using self-report questionnaires for mathematics teachers. The instrument was pilot tested and validated to improve it before actual data collection. A Cronbach alpha reliability coefficient was calculated and an index of 0.87 obtained. The collected data was analyzed using descriptive statistics and ANOVA at a significant level of alpha (a) equal to 0.05.The findings show that mathematics teachers' perceptions of their classes are positive irrespective of the class gender composition. The findings further show that there were no statistically significant differences in their perceptions between single sex and mixed sex classrooms in both the sub county and county schools. The results from the study have yielded valuable information that may inform the intervention in Kenya's coeducational secondary schools and advice policy makers, teachers and administrators of the schools on appropriate measures to undertake to enhance its effectiveness in the teaching and learning of mathematics.
A Qualitative Study of ESL College Students' Attitudes about Computer-Assisted Writing Classes
Author: Ghandoura, Waleed A.
Date: 2012-04-00
Type: Journal Articles
Subjects: Qualitative Research,College Students,Student Attitudes,Computer Assisted Instruction,Writing Instruction,English (Second Language),Second Language Instruction,Educational Technology,Diaries,Foreign Students,Observation,Interviews

The purpose of this qualitative study was to examine a sample of 13 English as a second language (ESL) students' attitudes about a computer-aided composition (WebCT) class. Participants were enrolled in an introductory writing course. Data from student diaries revealed that students enjoyed and valued the WebCT course and that the course facilitated their acquisition of writing skills. Classroom observations yielded information about the structure of the class in addition to instructor activities, including the success of repeating key ideas and brainstorming about topics in class. Interviews with the students revealed that they thought computers made the acquisition of writing skills easier and faster. Also, students valued the feedback from instructors and fellow classmates alike.
A Study on EFL Students' Use of E-Learning Programs for Learning English--Taking a Taiwanese University as an Example
Author: Soong, Darcy
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,College Students,Teaching Methods,Electronic Learning,Qualitative Research,Statistical Analysis,Questionnaires,Student Surveys,Interviews,College Faculty

With its characteristics of repeated practice and easy review, e-Learning programs have been hailed as an effective way for learning foreign languages nowadays. Supported by ICT (Information &amp; Communication Technology), e-Learning offers students self-paced learning whereby learners can control their schedules and it is presumed to be a round-the-clock teaching aid to EFL students. As many scholars anticipate that e-Learning will become a future trend in EFL, more and more higher education institutions are investing money on English e-Learning programs in the hope that students' English proficiency will be further upgraded by using the ubiquitous system. After investigating students' frequency of using English e-learning programs in a local university in Taipei, the author argues in this paper that e-Learning programs do not benefit EFL students to the degree as we anticipated given the fact that cold technology and machines can never successfully become a &quot;facilitator&quot; that should be played by a teacher. (Harmer, 2000) After all, technology can never take the place of the teacher, who is thought to be the most crucial element of any teaching activities.
An Assessment of the Professional Capacity Needs of Counsellors to Cope with Poverty-Prone at Risk Secondary School Students in Osun State, Nigeria
Author: Adefunke, Ehindero Serifat
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Counselors,Needs Assessment,Coping,Poverty,At Risk Students,Secondary School Students,Surveys,Correlation,Gender Differences,Age Differences,Work Experience

The study assessed the professional capacity needs of counselor and difference in the capacity needs to cope with at risk students in terms of their sex, age and years of professional experience with a view to assisting the counsellors to improve service delivery in secondary schools. The study adopted survey design. The population for the study comprised all school counsellors in Osun State. A sample of 60 school counsellors was randomly selected for the study. A Professional Counsellors Needs Assessment Instrument (PCNA) was designed and validated to identify the needs of secondary school counsellors and determine gaps in their operations. The instrument consisted of two sections. Section A and B. Section A consisted of demographic characteristics of the respondents. Section B contained items on the professional capacity needs of counsellors. The pilot study of the instrument was carried out and Pearson Product Moment Correlation Coefficient was used to analyze the data which yielded reliability coefficient of 0.75 which is significant at 0.05 level of significance. Permission was given to the researcher by the school authority to administer on the professional counsellors. The results showed that 25 (41.7%) of the counsellors had moderate capacity needs to cope with at-risk students. It also revealed that male and female counsellors are not significantly different in their capacity to cope with student at-risk (t = 1.197; &gt;0.05). The results further showed that the age of the counsellors do not significantly show difference in their capacity needs to cope with at-risk students (F = 1.779; &gt;0.05). Finally, the results revealed there was no significant difference in the capacity needs of the professional counsellors in terms of their years of experience on the job (F = 0.179; &gt;0.05). The study therefore concluded that professional counsellors in secondary schools require more professional skills, strategies and capacity needs to cope with at-risk students.
An Empirical Study on Corpus-Driven English Vocabulary Learning in China
Author: Binkai, Jiao
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Vocabulary Development,Student Centered Learning,Questionnaires,Instructional Effectiveness,Personal Autonomy,Computational Linguistics,Computer Software,College Students

This paper focuses on the autonomous English vocabulary learning in corpus-based contexts. Language teaching practice is becoming more learner-centered in the field of language teaching, learner autonomy has been an ongoing concern of foreign language educators in china. As an assistant tool in language learning, corpus makes an easy and quick analysis of the greatest amounts of linguistic data possible, and the learners are provided with a new approach to learn a language independently. The empirical study explored the aspects in which corpus can be applied in English vocabulary learning were investigated and illustrated. At the end of the research, a questionnaire was designed and answered to test the effectiveness of the learning model.
Measured Effect of Sexual Activities, Alcohol Consumption, Smoking and Aggression on Health Risk of Students in Rural Communities in Ikenne, Nigeria
Author: Ezeokoli, Rita
Date: 2015-00-00
Type: Journal Articles
Subjects: Sexuality,Drinking,Smoking,Aggression,Predictor Variables,At Risk Students,Health,Rural Areas,Correlation,Questionnaires,Multivariate Analysis,Student Behavior,Foreign Countries,Secondary School Students,Adolescents,Likert Scales,Regression (Statistics)

This study examined the joint and relative contribution of sexual activities, alcohol consumption, smoking and aggression to the prediction of health risk of students in rural communities in Ogun State. Descriptive research design of correlational type was adopted. Multi-stage sampling Technique was used to draw 300 respondents from an approximated population size of 10,066 students. Two research questions guided the study. Thirty-nine item self-report questionnaire tagged &quot;Health Risk Behaviours Questionnaire&quot; was used for data collection. Result of Multivariate Analyses show that the predictor variables accounted for 38.9% of the variance in health risk of respondents (R = 0.657; R[superscript 2] = 0.389; F (3. 289) = 15.880; p &lt;0.05). Sexual activities made the most potent (ß = 0.903) contribution to the prediction of health risk followed by alcohol consumption (ß = 0.771), aggressive behaviours (ß = 0.632) and smoking (ß = 0.241). It concludes that the more students are involved in sexual activities, exhibits aggressive behaviours, consume alcohol and smoke the greater the likelihood that their health will be compromised. This outcome behooves counselling psychologists to design and implement health preventive, rehabilitative and reformatory counselling services for in-school adolescents.
PACES: A Model of Student Well-Being
Author: Nelson, Mark D.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Counseling,Models,Well Being,Students,Counseling Techniques,Physical Health,Mental Health,Socioeconomic Status,Interpersonal Relationship,Social Development,Cognitive Ability

School counselors design, deliver, and evaluate comprehensive, developmental school counseling programs that are focused on enhancing student development and success. A model of student well-being, known as PACES, is defined and described that consists of five distinct and interactive domains: physical, affective, cognitive, economic, and social. Suggestions are offered regarding how the PACES model can be used to enrich the delivery of school counseling programs.